Community College Research Articles

Evaluating the Prevalence of Imposter Syndrome Among Community College General Biology Students

ABSTRACT While imposter syndrome has been extensively studied in four-year institutions, research examining its impact on community college students remains notably limited, particularly in STEM fields. This study addresses this critical gap by investigating imposter syndrome prevalence among General Biology students (n = 50) at a northeastern U.S. community college, using Dr. Pauline Rose Clance’s validated Clance Impostor Phenomenon Scale (CIPS). The research employed a mixed-methods approach, combining CIPS assessments with demographic analysis and evaluation of academic resource utilization patterns. Results revealed that 48% of students experienced frequent imposter feelings, with 22% reporting intense experiences – a concerning finding given the foundational nature of General Biology in STEM education. Notably, CIPS scores showed no significant variations across race/ethnicity, gender, or age demographics, suggesting widespread impact across diverse student populations. Analysis of help-seeking behaviors revealed an emerging trend: students with higher imposter syndrome scores showed lower engagement with academic support services, with 84% never attending office hours and 76% not utilizing tutoring services. These findings underscore the need for targeted academic and psychological interventions in community college settings, particularly given these institutions’ crucial role in providing accessible STEM education pathways.

Family formation and post-secondary educational attainment among community college and 4-year college students: a longitudinal study

BackgroundEarly adulthood is a turning-point for educational attainment and family formation. Our understanding of whether family formation predicts educational attainment is incomplete for two growing populations: unmarried families and community college students. This study examined whether family formation among college students ages 18–24 predicts educational attainment at ages 25–32.MethodsWe test our hypothesis using data from the National Longitudinal Study of Adolescent and Adult Health attending community college (n = 1,530) and 4-year college (n = 2,897) in 2001 with graduation outcomes measured in 2008: certificate or above, associate’s degree or above, and bachelor’s degree or above. We estimated adjusted relative risks of each level of educational attainment using multivariate Poisson regression with robust standard errors controlling for pre-college grade-point average, test scores, college expectancies, demographics, socioeconomic status, and health risk behaviors.ResultsFour-year college students with children were 23% less likely to have earned a BA 7 years later than students without children [adjusted relative risk (ARR) = 0.77, 95% confidence interval (CI) (0.68, 0.89)], but community college students with children did not differ from students without children in attainment of certificate or above, associates or above, or bachelors or above [ARR = 0.93 (0.77, 1.13); 0.85 (0.67, 1.09); 0.61 (0.36, 1.04)]. Community and 4-year college students who were willing to leave college for marriage were, respectively, 71 and 21% less likely to have attained a bachelor’s or above than students who did not endorse leaving college for marriage [ARR = 0.29 (0.10, 0.83); 0.79 (0.67, 0.94)].ConclusionCommunity colleges may accommodate students with families better than 4-year colleges. Young adults who plan to start families during college may have higher educational attainment if they begin in community college. Colleges should reinforce persistence attitudes and provide material supports so that students do not perceive incompatibility between marriage and college completion.

Exploring faculty retention at community colleges

This quantitative cross-sectional survey study investigates the relationships between demographic characteristics, campus climate perceptions, and retention plans of faculty at community colleges in the North Atlantic Region of the United States. Data were collected from 335 faculty members across three institutions using the "Faculty Retention Questionnaire". Findings indicate that age, ethnicity, relationships with students, and personal satisfaction significantly influence faculty retention plans. Younger faculty reported higher satisfaction levels across campus climate, role clarity, and personal satisfaction, while faculty of color scored lower in campus climate satisfaction and role clarity compared to their White counterparts. Key factors influencing retention include salary, job security, and career advancement opportunities, while geographical location and visa sponsorship had minimal impact.

Student initiative budgeting in the context of increasing financial inclusion

Introduction. The transformation of the strategy for increasing financial accessibility poses new challenges for the formation and development of an ecosystem based on the integrated resources of educational organizations. Currently, the practice of participatory (initiative) budgeting as one of the new mechanisms of the public finance system, the direct participation of citizens, recipients of public goods, in the budgetary process, is rapidly developing. The emerging experience of budgeting based on public participation, which is one of the directions of the Ministry of Finance of the Russian Federation, has its own characteristics for increasing transparency and accessibility of information on the management of public (state and municipal) finances and has great potential for involving students in discussion and decision-making on issues of intra-university importance. Launch in September 2024 of the pilot project in Russia on the introduction of student initiative budgeting at certain universities forms a new model for the effective use of student civic initiatives not only to improve the efficiency of planning and spending the university budget, public finance projects, but also to improve financial literacy and civic identity of young people through self-development. Purpose setting. The author emphasizes the exceptional role and great importance of student initiative budgeting in the light of a competence-based approach that meets the modern paradigm of higher education. The formation of the financial culture of young people as a foundation for ensuring full-fledged social realization in the future is the subject field of scientific research. This includes methods of stimulating young people to self-development in the relevant field, tools for involving young people in projects involving the formation of competencies and skills in an activity format. Methodology and methods of the study. The issues of initiative budgeting are currently insufficiently covered in the scientific literature due to the innovativeness of the practice, the projection on the student segment can be discussed in detail after receiving the first results of the pilot project in 55 universities in 41 subjects of the Russian Federation (two of which are in the Novosibirsk Region – Novosibirsk State University of Economics and Management (NSUEM) and Novosibirsk State Agrarian University (NSAU). Results. NSUEM, as an entrepreneurial university, has extensive experience in project work, in addition, it is the flagship in the educational environment for the organization of financial literacy projects, the initiator of the All-Russian Financial Dictation, the co-founder of the House of Financial Education of the Novosibirsk region. Student initiative budgeting at NSAU, a pilot university in the region in this area, which has the characteristics of students as a social group, can be considered not only as a way to meet the educational and professional needs of students at universities, but also as a tool to improve the quality of professional training of a future specialist and a way for students to interact with social reality in the context of the prospects of the agricultural sector of the economy, influencing the development of rural areas and financial accessibility. Conclusion. Thanks to student initiative budgeting, it is possible to strengthen the openness of universities to partnerships, primarily aimed at social entrepreneurship. Interuniversity partnership and the involvement of teachers, staff, and the interest of university administrations in a common task will contribute to the formation of an influential corporate university community in the region.

Pilot project on patient profiles: a tool for sharing clinical experiences

Diagnostic systems and other established typologies do not facilitate comparison of clinical experiences in a collegial community. New tools are needed for sharing clinical experiences in order to identify patients who will benefit from similar approaches. These tools should serve as a common language spanning different therapeutic approaches and professional backgrounds. We present a pilot project from an outpatient clinic for substance use disorders in Oslo where we developed what we call ‘patient profiles’. The purpose was to explore whether systematically articulating and comparing clinicians’ intuitive knowledge can provide a starting point for categories of experience sharing and knowledge development. Research into intuitive knowledge and the grounded theory method were used as the basis for developing the patient profiles. A key prerequisite was that the method could be applied in a clinical setting. We developed the profiles in a stepwise process that included systematically articulating and comparing three clinicians’ intuitive experiences of similarity for all patients on their respective patient lists, and then presenting and discussing the profiles in a collegial community. We arrived at three patient profiles: A, B and C. The outpatient clinic has used these profiles to compare clinical experiences. We found that we gained more insight into our colleagues’ approaches and experiences and that challenges associated with each profile shared common features. Patient profiles are explicitly a local categorisation that is useful in sharing clinical experiences wherever the profiles are developed. Our profiles are not necessarily representative of other outpatient clinics for substance use. One advantage of articulating tacit and intuitive knowledge is that it offers clinicians the opportunity to nuance, reflect on and correct stereotypes and biases in treatment cultures. Furthermore, we envisage more direct investigations into whether patient profiles facilitate comparison of treatment experiences. Keywords: intuitive knowledge, experience-based knowledge, clinical experience sharing, substance use disorders

Representation in an Age of Genocide

Representation has become increasingly important to people of color, espcially when media outlets create monolithic images of oppressed groups. In Gaza, Palestinians remain either invisible or portrayed as terroists while Isrealis are treated to countless articles and shows on antisemtism. In the same way, other people of color, see media represent them as victims of a water crisis, never capturing the dignity and power of a people who are resilient and defy the limited images they are given. My composition class at Mott Community College critiqued the topic of representation, determined to capture their identities and contest simplistic and erroneous depictions of their status. In doing so, they became political agents of change, learning much about hegemony in a time of war and why words--like genocide--are integral to justice and equality.

Coming to belong in the university through small acts of connection

ABSTRACT Belonging is recognised as an important factor in student well-being, persistence and success at university, particularly for first-year students. Belonging is often described as an individual basic human need; to feel accepted, valued, and connected with peers, teaching staff, the curriculum, the university or places and communities. However, less is known about what students do to foster belonging for themselves. This paper adopts a relational and situated perspective to examine how first-year university students create belonging in an experiential sense. Based on qualitative semi-structured interviews with 19 participants, this study explores the range of connections that students make in their first year of study and the meaning they attribute to these connections in relation to belonging. The findings suggest that multiple senses of belonging may arise from small acts of connection made by students and reciprocated by others (e.g. peers, teachers, support staff, family and friends). These insights contribute to understanding how students see themselves as belonging, and what might be needed to nurture these connections in ways that acknowledge their diverse needs, backgrounds and experiences.

Humanities for the Interregnum

The under-appreciated problem that this article addresses is a lack of widespread contemporary theory for Community Change Studies in dialogue with the Humanities. There are many articles, textbooks and trainings that take on “how to” organize, social movements, and educational theory. But there is little contemporary theory of how, in specific, the humanities contribute to, and are problematic for, a community change subjectivity, a “revolutionary consciousness.” This article addresses that problem through a grounded theory, participatory approach. Through an examination of practices in a U.S. community college and public university network that credentials many Black, Brown, Indigenous, immigrant and low- and moderate-income community organizers, a framework of cross-cutting praxes is developed. Finally, brief implications are offered for “organizing curious” college and university faculty in the humanities.

Animal Bites and Stings in a University Health Service: A 10-Year Study on Cases, Treatment, and Outcomes

Introduction: Animal bites and stings constitute a significant environmental emergency worldwide. It involves an exposure to toxin from a venomous source, mainly snake bites and insect stings. Objective: To evaluate the spectrum, clinical profile and factors influencing the outcome of patients with animal bites and stings seen in our University Health Service. Methodology: Using a retrospective design, eligible patients were purposively recruited. Data collection was done using a structured form comprising sections on each participant’s baseline information, clinical history of bite/sting, severity of envenomation, treatments and outcomes. The data were extracted from patients’ files over a ten-year period. Descriptive and inferential analyses were done; p <0.05 was considered significant. Results: A total of 15,290 patients were admitted during the study period. Thirty-nine (0.26%) persons with bites and stings were recruited; their mean (SD) age was 28.8(13.2) years. On further analysis of 30 participants, snake bites were the commonest, 22(73.2%); followed by scorpion stings 3 (10.0%). Dog bites 2 (6.7%) and cat bite 1 (3.3%) were less common. Local site effects that frequently occurred were swelling, 11(36.7%) and bleeding, 7(23.3%). Most bites or stings were not provoked, as reported by 28(93.3%) of participants. Thirteen (43.3%) participants had moderate envenomation while 12(40.0%) were severe. Treatments included anti-venom infusions and tetanus toxoid injection. Twenty (66.7%) participants were referred. Demographic factors did not influence the outcome of participants (p>0.05). Conclusion: Animal bites and stings occurs in University community with variable severity. There is a need for health education on prevention and appropriate first aid care. Also, an enhanced capacity for envenomation treatment in University Health Services is desirable.

Exploring Disparities and Antecedents to Students’ Belonging at U.S. Community Colleges: An Analysis by Gender and Racial/Ethnic Groups

ABSTRACT Although a sense of belonging can be a critical lever for promoting college persistence, students, particularly those from historically marginalized backgrounds, may experience threats to their belonging on campus. Research has documented that belonging might be experienced differently depending on students’ racial/ethnic and gender identities. We used the 2018 Community College Survey of Student Engagement (CCSSE) to explore how much community college students feel like they belong and how it may vary by gender and race/ethnicity, and their intersections. Based on an intercategorical approach to examine intersections of gender and race/ethnicity, we also test to what extent sociodemographic characteristics, institutional racial make-up, campus experiences, perceived campus support, and perceived support from external agents predict belonging. Our findings suggest that there are small to moderate disparities in the sense of belonging and demographic and institutional variables differentially predict belonging when disaggregating by gender-racial/ethnic groups.

University Sports in Moldova—A Means of Integration for Foreign Students: Challenges and Opportunities in the Context of Migration

This article aims to analyze to what extent university sports can serve as an effective means of integration for foreign students and the main challenges and opportunities they encounter in the integration process in the context of migration. In this study, “integration” is defined as the process of adapting foreign students to their new academic and social environment, involving the development of interpersonal relationships and active participation in university life. “University sports” refer to the set of physical activities organized within higher education institutions, facilitating student interaction and supporting their psycho-social development. This study aims to analyze the role of university sports activities in facilitating the integration of foreign students. A quantitative analysis was conducted based on data collected through a survey applied to a sample of 134 foreign students enrolled at a university in Moldova. Among them, 25.4% were from Ukraine, 15.7% were from Romania, 17.9% were from Greece, 14.2% were from Russia, and 26.9% were from regions of the Middle East and India. Additionally, 20 interviews with foreign students were conducted to gain a more detailed understanding of their experiences regarding participation in sports competitions. Furthermore, self-assessment questionnaires on well-being were applied. Statistical results showed significant increases in the average scores on all three scales: general well-being (from 2.00 to 2.60, p < 0.001, d = 1.2—large effect), activity (from 1.80 to 2.10, p < 0.05, d = 0.75—moderate effect), and mood (from 2.10 to 2.80, p < 0.001, d = 1.4—large effect). These results highlight that sports activities contribute significantly not only to improving the psychological well-being of foreign students but also to their integration into the university community.

Annotations of LSE Research: Students Identify How to Support their Transfer from Community College.

Annotations of LSE Research: Students Identify How to Support their Transfer from Community College.

Diversifying the Surgical Workforce: Understanding Barriers to Inform Solutions.

Diversifying the Surgical Workforce: Understanding Barriers to Inform Solutions.

Assessing pharmaceutical and illicit drugs abuse in a university environment through wastewater analysis.

Assessing pharmaceutical and illicit drugs abuse in a university environment through wastewater analysis.

High-context instruction: A case study of community college student responses for academic success in online composition courses

High-context instruction: A case study of community college student responses for academic success in online composition courses

Campaign communications: Laying the groundwork for a digital-first, phased campaign launch

This paper provides a detailed insight into the communications strategy for the rollout of Georgetown University’s US$3bn fundraising campaign, which involved a gradual, primarily digital launch. A systematic and transparent process enabled the advancement communications team to define its objectives and audiences, develop a strong campaign identity, plan for high-impact collateral, maximise existing communications tools and activate the university community in service to the campaign ambition. Readers will learn about the six guiding observations shaping Georgetown’s work, how communications staff engaged the Board of Directors during the development of the campaign positioning, and the opportunities presented by a digital-first approach. This paper also shares specific strategic considerations that shaped Georgetown’s campaign communications planning and execution — questions that every institution could use to take a principled approach to launch.

The Celebrating UNSW Women project: A strategic social impact project to drive gender equity, community and engagement

Universities have a unique role in advancing social justice and fostering inclusive environments. This responsibility extends to creating spaces where all community members feel seen, recognised and celebrated. The visibility of role models for the broad and diverse university community is important for building acceptance and belonging. The ‘Celebrating UNSW Women’ project set out to address the historical underrepresentation of women across campus spaces at UNSW. Traditionally, campus buildings were named after men, however with 46 per cent of students1 and a significant portion of staff identifying as women; this lack of representation was seen as a missed opportunity. Prior to this project, only one building at UNSW was named after a woman, highlighting the gender disparity. Launched in March 2022, the project aimed to rectify this imbalance by renaming buildings and creating a physical presence on campus. This paper describes the initiative, led by UNSW Chancellor David Gonski AC and Deputy Vice-Chancellor Eileen Baldry AO, involved multiple stakeholders and was executed in three phases: renaming buildings, creating a physical and virtual trail and developing an equitable naming policy. This project not only enhanced representation but also promoted a sense of belonging and inspiration among women, contributing to long-term equity and leadership in the sector.

Understanding the experiences of family, friends and carers attending Recovery Colleges: focus group study.

Family and friends (family carers) provide substantial support to those with mental ill health, often affecting their own well-being. Subsequently, family carers have their own recovery journeys. Research highlights numerous benefits of attending Recovery Colleges, but whether these apply for family carers remains unexplored. We aimed to explore family carers' experiences of attending Recovery Colleges across England, to understand current provision and how this might better include and support family carers. Together with lived experience researchers, this qualitative focus group study used collaborative thematic analysis of online focus groups and interviews with family carers and Recovery College staff from across England. We generated six superordinate themes: 'The "carer" identity is not clearcut', 'Recovery ethos applies to family carers too', 'Power of lived experience', 'Educational focus is appealing', 'Family carers deserve recognition and provision' and 'Reaching out and fitting around family carers'. Attending Recovery Colleges developed family carers understandings and gave them skills to navigate services and support themselves and others, which furthered their own recovery journeys. Shared learning spaces were helpful, but participants felt these were not always oriented to include family carers. Our findings revealed ways Recovery Colleges could increase their relevance and accessibility to family carers. The unique characteristics of Recovery Colleges suited the recovery needs of family carers. However, more resources are needed to develop this potential and reach more family carers. Family carer co-researchers enriched our findings, and discussions with the Recovery College community furthered our recommendations for practice.

외국인 유학생 텍스트에 대한 키워드 네트워크 분석 연구

Objectives This study examines the main discussions related to international students in South Korea through keyword network analysis of text data from web news and academic papers produced in the last 3 years. Methods Keyword frequency, keyword centrality, topic modelling and ego network analysis were conducted to examine 1) main keywords and importance of main keywords, 2) subtopics of the texts, and 3) the characteristcs of the network of main keywords, by analysing 8,779 web documents and 856 academic papers. Textom and Netminer programs were used for data collection and analysis. Results As a result, in the web texts, ‘university’, ‘education’, ‘employment’, ‘inducement’, and ‘student’ were found to be the top frequent keywords while in the academic paper texts, ‘education’, ‘learning’, ‘Korean’, ‘culture’, and ‘university’ ranked among top frequent words. Topic modeling analysis showed that ‘university’ and ‘culture’ were common topics in both texts, and discussions related to ‘inducement’, ‘employment’, ‘learning’, and ‘culture’ were also subtopics of texts. Analysis of ego networks showed that ‘region’ had a major influence on forming networks of ‘university’ and ‘education’, and the keyword ‘employment’ and ‘inducement’ had a strong influence on the formation of its ego network each other. Conclusions It was found that ‘university’ was a key player in attracting and educating international students and ‘local community’ was actively involved in the related discussions. It was also found that inducing international students has been being carried out in connection with employment as a government effort to solve the social problem of Korea's low birth rate and aging population. Suggestions for building the cooperating system among the government, university and local community are discussed for attracting and settling international student talents.

Streamlining Enrollment Processes: Enhancing the Madridejos Community College Enrollment System

Technology is increasingly being used in various aspects of life, including the management of schools. The Municipality of Madridejos Local Government Unit, a semi-private tertiary education institution, has been struggling with the lack of an online enrollment system. This has led to manual assignment of students to different classrooms and the need for paper records. To address this issue, a solid enrollment system has been proposed. The Developmental Research approach was used to develop the system, which was found to be highly usable, secure, and efficient. The system also allows for faster and easier enrollment, reducing paper forms and misplaced forms. Digital innovation has provided a cost-effective solution for many institutions, making online enrollment more efficient and cost-effective. Implementing the Madridejos Community College Enrollment System has made the registration process faster, more enjoyable for staff, and improved accuracy and reduced human errors.