Community College Research Articles

Ornamental Flowers Induce Psychological Well-Being of University Public

Ornamental plants provide several advantages to individuals, including emotional and mental wellbeing, physiological health, social relationships, and economic and financial circumstances. The correlation between flowers and aesthetically pleasing plants has been widely acknowledged as having a favorable influence on psychological wellbeing throughout the history of humanity. This study investigates the role of ornamental flowers in the psychological wellbeing of students and staff. This descriptive study used a quantitative approach. The study sample was 350 (male =212, female=138), including students and employees at the University of Okara. The study revealed that Ornamental flowers in universities are linked to significantly reduced stress levels and enhanced mood in the university community. The benefits of this beautiful campus environment with ornamental flowers are a reduction in stress levels, improved mood, and a peaceful aesthetic appreciation for residents. More psychological wellbeing and economic benefits were discovered with the presence of flowers in males compared to females. Staff well-being, meanwhile, was perceived as higher than for students impeding the perception that ornamental plants may be generally more beneficial to professional roles within a setting. Their findings indicate that we need to integrate natural elements in our environments, specifically at the university level, to create an enriched learning experience and environment perfect for creating general wellbeing. Such research also can shed light on the value of ornamental plants and their ability to generate a sense of wellbeing and encouragement in campus ambience.

Interregional Migration of Youth in the Russian Federation

The subject of the study is interregional migration of young people in the Russian Federation during the period of obtaining higher education; The topic of the study is the change in the migration attractiveness of regions for higher education; research hypothesis: there has been a change in the centers of gravity of migration flows and the status of regions from 2017 to 2020 and 2023 due to the impact of the pandemic and government measures to increase the attractiveness of universities in the regions. Source data includes official government statistics for the period from 2017 to 2023. The article identifies limitations on the use of this source (migration of 18-year-olds and migration of 21-year-olds is not identical to direct and return educational migration) and formulates a thesis about the need to use aggregated data of «digital traces» of applicants and graduates and federal information systems. An assessment of changes in the status of regions for 2017, 2020 and 2023 was carried out. The study makes assumptions about the possibility of using tools for objective monitoring of interregional educational migration of applicants to improve the work of universities. It is necessary to concentrate the efforts of the regional authorities of the «donor» region and the regional university community on first obtaining «transit» status for the university and the region, followed by transition to the «acceptor» category. For 2017, the author identified 12 «acceptor» territories, 59 «donor territories» (the rest were mixed and intermediate forms). In 2020, there were only 30 «donors», 12 «acceptors», 37– they reached conditional «balance» positions– this is how the COVID-2019 pandemic affected interregional migration. In 2023, there were 12 «acceptors» in the Russian Federation (the list has changed slightly), the number of «donors» was 46, 21 territories reached a «balance» state, the rest still belong to intermediate types.

Poder sobre la micropolítica en la universidad de Esmeraldas

This case of applied anthropology results from a contextual study, from the observation of power relations within the institution, and from the attempt to understand them. After the research work, based on questionnaires and interviews, in addition to the cases attended to by the University Welfare Directorate, the systematization of abuses based on the control of gender body expression, political-economic, and discursive positions is evident. that crossed hair/hair, clothing and militancy. The ethnography within the institution itself, the “Luis Vargas Torres” Technical University of Esmeraldas – the only public university in a province with a majority black population. The student body – to a lesser extent the teaching staff – has been forced to express with their body what the university institutional micropolitics established as normative, and which was intertwined with the racism that the student body did not want to continue assuming as they communicated in their complaints in the Directorate of University Welfare. The creation of the “ALMARGEN” research group helped to generate an applied anthropology, which illuminated the possibility of debating and approving – with some concessions in the initial claims – an affirmative action regulation in which, above all, it tends to create the academic and coexistence environment, which facilitates expression through clothing, speeches, associations and/or creativity of the university community. And that explains that no control will be exercised in classrooms and/or campuses over free expression, with emphasis on hair, also free. Applied anthropology has been more than the expression of a desire, and this is manifested in the fact that women will be the main candidates for positions of responsibility.

Addressing the ethnicity degree awarding gap through writing retreats: a case study and reflection

The awarding gap between UK-domiciled full-time Black and white students is a significant problem at HE institutions across the country. This paper examines a case study of a dissertation writing retreat programme which sought to address this awarding gap at a university in the south of England. The programme was based on an innovative ‘three Cs’ framework which focused on three core areas: Community, Culture, and Curriculum. Inspired by the community-building and curriculum elements of the framework, the programme built trust and collaboration between specialists and students, aiming to empower Black students to excel in one of the most important and impactful aspects of their degree, whilst also providing them with a space to engage positively with their peers and the wider university community.

Evaluation of Hand Muscle Strength Using Manual Dynamometry: A Reliability and Validity Study of the Activ5 Instrument

Manual dynamometry (HHD) allows for the assessment of musculature because its use has been supported as an indicator of health in different population groups. The objective of this study was to examine the reliability and validity of the Activ5 dynamometer for assessing grip strength in a population of adults. A total of 106 individuals with an age of 20.38 ± 1.64, body mass of 71.52 ± 11.32 kg, and height of 1.70 ± 0.11 m were evaluated during two sessions. A cross-sectional agreement study was conducted on Sports Science students from a university community, and 106 individuals were evaluated during two sessions. Statistical analysis of reliability and validity was performed using intraclass correlation coefficients (ICCs), Pearson correlations, and Lin’s coefficient. According to Lin’s coefficient, both instruments measure grip strength for both conditions, either for the right hand or the left hand. The correlation coefficient to determine the linear relationship between both instruments determined that between the Jamar right-hand dynamometer and the right-hand Activ5, a coefficient R2 = 0.580, p = 0.00, was obtained. In contrast, the correlation between the Jamar left-hand dynamometer and the left-hand Activ5 had a coefficient R2 = 0.543, p = 0.001. Both intraclass correlation coefficients and Cronbach’s alpha presented high values, indicating that both instruments have good reproducibility in their measurements. The Activ5 dynamometer cannot be used interchangeably with the Jamar dynamometer; however, the close values reported make it a reliable tool in grip strength assessment. The different characteristics of the Activ5 instrument, such as its ergonomics, weight, portability, wireless connection, dimensions, and applications, make it a promising daily- use tool for assessing, monitoring, and the prescription of physical activity and exercise.

Jerry (Jerald) Rudmann (1944-2024).

Jerry was born on September 7, 1944, to Doris and Francis Rudmann. He completed his bachelor's degree in psychology at California State University, Fullerton (1967), where a course in statistics forever changed his life. There he met his future wife, Bari. They were married 57 years ago and had three children, Darrell, Brent, and Ashley (Debbie, Kristina, and Adam), and five grandchildren, Oliver, Linus, Allison, Katie, and Lukas. Jerry worked at Irvine Valley Community College for 30 years, beginning as a founding faculty (and the only psychology professor at that time). He won many awards and recognitions. Jerry died on May 16, 2024, from pancreatic cancer. Jerry was exceptional in many ways. He was a staunch advocate for students and faculty at community colleges; he worked on multiple national projects designed to improve undergraduate education; and his thoughtful kindness touched everyone with whom he interacted. His commitment to enhancing all aspects of community college came naturally. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

In the Middle: Work-Life Integration of Mid-Level Women Leaders in a Rural Community College System

In the Middle: Work-Life Integration of Mid-Level Women Leaders in a Rural Community College System

Diversity in Civic Engagement: Political Priorities and Protest Behavior of Arizona College Students

A core function of higher education is to prepare students to be active and informed citizens who are prepared to make sustained contributions to civic life and democratic society. However, past research on college student civic engagement has disproportionately focused on students at traditional 4-year universities and on a narrow range of political activities. In this study, we analyzed online survey data ( N = 1,159) collected before the 2020 presidential election from young adults throughout Arizona who were attending 2-year and 4-year postsecondary institutions. Results show significant differences between community college, transfer and university students in terms of political identities, background characteristics, and participation in Black Lives Matter protests. Yet, across these postsecondary pathways, young adults expressed a strong commitment to active citizenship and ranked combating climate change and dismantling systemic racism as top political priorities. We call for more research on underserved students’ political identities, outlooks, and behaviors as part of a broader and more inclusive conceptualization of civic engagement.

Judge rules in favor of former adjunct instructor

Case name: Grigorescu v. Board of Trustees of the San Mateo County Community College District, et al., No. 18‐cv‐05932 (N.D. Cal. 05/24/24).

Virtual Campus Libraries’ Role in Community Colleges: Benefit, Challenge and Future

Virtual Campus Libraries’ Role in Community Colleges: Benefit, Challenge and Future

A Critical Systematic Review of Cultural and Community Practices in Integrated Reading and Writing Courses in Two-Year Colleges

ABSTRACT This study aimed to synthesize and critically analyze 24 empirical studies that focused on Students of Color (SOC) in Integrated Reading and Writing (IRW) classrooms in U.S. community colleges. Our review, through the cultural and community practices framing, examined IRW studies and how SOC, curriculum/institutional reform, and wise pedagogical practices for culturally diverse learning communities were portrayed. Our cultural and community practices framework was informed by culturally sustaining pedagogy and community cultural wealth framework in literacy. Through narratively reviewing studies, we generated the following six themes using our framework of cultural and community practices in classroom settings: ways to culturally diversify reading and writing text, strengthening students’ identity through curriculum, fostering community in the postsecondary classroom, supporting students’ mother tongue in the classroom, the need for diverse faculty representation, and the need for asset-based narratives in developmental education. Implications for asset-focused research and practice are discussed in postsecondary literacy spaces.

Student Privacy Activism: Protesting Radical Digital Transformation in EdTech

Abstract Student-organized activism and obfuscation respond to intrusive surveillance in digital assessment within higher education. This article explores privacy surveillance disconnects and the emergence of protests against antinormative practices. Employing qualitative and quantitative methods, including content analysis of subreddits focused on higher education, student privacy, and specific university campus communities, the study considers multiple stakeholders’ perspectives. The findings illustrate the creative avenues students have adopted to counter online assessment tools. Emphasizing the significance of privacy and autonomy in higher education, this work sheds light on the challenges faced by students and provides insights into their strategies for addressing privacy concerns.

Judge rules in favor of former adjunct instructor

Case name: Grigorescu v. Board of Trustees of the San Mateo County Community College District, et al., No. 18‐cv‐05932 (N.D. Cal. 05/24/24).

The Embedding of Party Building in the Construction of "One-Stop" Student Communities in Universities: Action Logic and Coupling Mechanism

During the process of embedding Party building into the construction of "one-stop" student communities in universities, various actors are influenced by the administrative logic of universities, the logic of community autonomy, and the logic of individual action. This leads to deviations between the ideal design and the actual state, tensions between centralized and decentralized resources, and differences between passive involvement and value recognition. Grassroots Party organizations within student communities can effectively enhance their leadership by embedding themselves spatially, structurally, and cognitively. By innovating collaborative governance mechanisms, expanding element aggregation mechanisms, and forming value cohesion mechanisms, a two-way coupling between Party leadership and community autonomy can be realized, thereby empowering and enhancing the construction of "one-stop" student communities.

Empowering Online Teaching: A System Review of Online Instructors’ Professional Development in Higher Education

This paper begins with the introduction of online education development in U.S. higher education. It examines the challenges of online learning, highlighting that online education often yields poorer outcomes, with lower completion rates and fewer educational learning outcomes. It identifies key determinants impacting online learning outcomes: student agency, the level of interaction within online courses, and digital literacy. The study emphasizes the importance of professional development (PD) for online instructors, especially in community colleges. Critical pedagogy serves as the conceptual framework for the PD, advocating for educational systems that empower students and teachers to challenge oppressive structures and to contribute to educational equity. It stresses the need for instructors to be facilitators of learning, promoting active dialogue and collaborative knowledge construction. The paper discusses scaffolding strategies, promoting student agency, enhancing interaction, and integrating technology-enhanced learning (TEL) as essential components of PD for online instructors. The paper concludes by arguing for the necessity of humanizing online education, aligning it with the principles of critical pedagogy to create more inclusive and empathetic online classrooms. It suggests that as online education evolves, there is a responsibility to ensure that PD programs reflect these humanizing principles, contributing to a more equitable and reflective education system.

Experiencing Exclusion: Scholarship after Inquisition

Abstract In 1952, while working on my Ph.D. at the University of Michigan, two men from the Department of State came to our apartment and picked up my passport and that of my husband, Chandler Davis. In 1962, Chandler was finally allowed to immigrate to Canada with his family and take up a professorship at the University of Toronto. The ten years in between were packed with politics: Chandler’s refusal to answer questions before the House Un-American Activities Committee (HUAC); his firing from the University of Michigan; his court case challenging HUAC; his six months’ prison term for contempt of Congress; and throughout, his inability to get a tenure-track appointment at any American university. I myself was not called to confess my political views or memberships but investigations against Chandler were based on the publication of Operation mind – a pamphlet which I had co-authored together with Elizabeth Douvan and which is presented here. I was without a passport and not part of a university community for years. This article reflects on the impact of this experience of persecution on my work as a historian, and the relationship between politics, activism, and what Marc Bloch and Lucien Febvre called ‘the historian’s craft’ and ‘consciousness’.

Supporting students’ wellbeing through a virtual resilience application during COVID-19 pandemic

The coronavirus disease of 2019 (COVID-19) impacted learning experiences of students around the world. To limit the spread of the infectious virus, public health officials had to implement various measures that included lockdowns and physical isolation. Such measures also impacted students’ access to support systems and negatively impacted their overall wellbeing. Through this project, students at a community college were offered access to a virtual resilience training through the Headversity application. The Headversity application provides training in six skills namely, mental health, mindfulness, self-expertise, energy management, hardness and mental fitness. Students completed a pre and post survey designed to gather their experiences. The Headversity service provider shared the performance indicators every 3 months. The performance indicators showed the skills that was accessed more frequently and the skills that needed more attention. A total of 346 students enrolled to use the application. Of these, 163 enrolled to complete the survey. It was evident from students’ feedback that the virtual application was easy to navigate, helped them to train on relevant skills and was timely given the COVID-19 pandemic. However, a few students indicated that they would have preferred contact with a trainer rather than getting generic support system through the application.

Exploring Economic & Workforce Development Alignment: A Content Analysis of California’s Community College Baccalaureate Program Applications

Objective: Community college baccalaureate (CCB) programs are expanding across the nation, particularly in California—home of the largest and most ethnically/racially diverse community college system in the nation. CCB programs provide many benefits, two of which include providing an accessible and affordable pathway towards baccalaureate attainment, and also meeting economic and workforce development (EWD) goals, particularly for students from historically minoritized communities. While the community colleges of the United States have historically provided accessible education that aligns with EWD, more can be learned about the strategies these institutions use to do so. Methods: Using a content analysis methodology, we examined the application proposals of the first 15 approved CCB programs in California to understand how these community colleges as aligned with EWD. Results: The findings we generated suggest that the first 15 approved California CCB colleges (1) utilized varied information and sources to understand their labor market conditions, (2) rarely acknowledged how their CCB programs would address student inequities in the labor market, and (3) were limited in articulating the specific practices, structures, and systems they would implement to be EWD-aligned. Conclusion: Policymakers, practitioners, and researchers can help ensure successful EWD alignment and equity by improving data systems to better understand labor market conditions, conducting more quantitative and qualitative research to capture students’ labor market experiences and outcomes, and comprehensively aligning college- and career-related practices, programs, structures, and systems.

STEM Enrollment Decision Trees as Graduation Predictors for Community College Students Enrolled in Remedial Mathematics

Objective/Research Question: Community college graduation rates are typically quite low, and developmental mathematics enrollment and coursetaking patterns may constrain academic outcomes. To identify ways in which community college graduation rates may be improved, decision trees were utilized to examine the STEM coursetaking patterns of N = 5,065 students who matriculated in remedial mathematics. Methods: The research design was guided by Tinto’s academic and social integration framework, which provided an analytical lens for identifying how decision trees facilitate academic decision making when academic and social integration is limited. Decision trees identified course sequence rules to predict graduation, which can be used to formulate course pathways for community college advisors and their students. Results: Nine rules from the decision tree were identified, which could be used to advise community college students in coursetaking that aligns with career aspirations. The most important variable predicting graduation was completing College-Level Mathematics, which included Algebra II, Statistics, Precalculus, and survey mathematics courses. General education sciences courses such as Astronomy, Geology, Environmental Science, and Marine Biology were the most important science courses predicting graduation. Conclusions/Contributions: Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students work with different advisors to choose majors and plan course sequences. Transparent, accessible enrollment planning fosters programmatic consistency and student agency in selecting coursework that will maximize their success.

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