Two-year Institutions Research Articles

Shifting to the online environment: exploring virtual and in-person collaborations between community college libraries and writing centers

Community college libraries and writing centers are natural partners due to their shared goals regarding academic support and student success, as well as their joint focus on the interrelated processes of writing and research. Research has shown that libraries at four-year institutions and writing centers collaborate in many ways, but little research has been conducted on collaborations at community colleges and whether these collaborations have moved to a virtual setting. Given the rise in online education at community colleges and students' need for developmental education in writing, this study used a qualitative survey approach to gain a better understanding of virtual and in-person collaborative efforts between writing centers and community college libraries. The survey was distributed via listservs and direct emails, with participation limited to those working at two-year institutions with writing centers. Survey findings demonstrated that library and writing center staff are implementing a variety of virtual and in-person collaborative efforts, such as student trainings, individual student appointments, the joint creation of online resources, and campus outreach. Practical implications for academic libraries and future directions for research are also discussed.

Campus climate impacts on sexual violence: a Bayesian comparison of undergraduate and community colleges

Objective Sexual violence is endemic on college campuses. Four-year campuses present high-risk environments for sexual violence and heavy episodic drinking is a robust risk factor for victimization. However, limited literature exists on sexual violence at two-year institutions, with most research focused on four-year campuses. We examined whether campus climates affect sexual violence prevalence rates. Participants Sexual misconduct campus climate data from two-year and four-year campus students. Methods We used Bayesian logistic regressions to compare sexual victimization odds between two- and four-year campuses. Results Four-year students were twice as likely to have experienced sexual victimization and 2.5 times more likely to engage in heavy episodic drinking compared to two-year students. The risk of sexual victimization associated with heavy episodic drinking was reliably similar across campus types. Conclusions Campus climates reliably impact student’s risk of sexual victimization. Based on these findings, two- and four-year campuses may need to implement distinct prevention services.

Raising State Minimum Wages, Lowering Community College Enrollment

Abstract Changes in the minimum wage may impact college enrollment and educational attainment. Using institutional data on college enrollment and program completion, we find that enrollment falls markedly among students at public two-year institutions in response to increases in the minimum wage. The largest enrollment effects are seen for those students who are enrolled part-time at community colleges. We find little evidence of negative effects on the attainment of certificates or degrees, suggesting that increases in the minimum wage are unlikely to divert students from degree attainment.

Method for Evaluating the Effectiveness of Physical Education Classes Utilizing offline and Online Mobile Edge Computing

Convergence is occurring between the two fast-evolving domains of computing at the edge and artificial intelligence. The synergy between these two technologies seems like it may lead to even better results. In physical education (PE), neither students nor instructors are tied to a single place, and neither the curriculum nor the classes repeat themselves. That's why it's hard for conventional colleges to evaluate their PE courses accurately. This article uses an optimization model created for edge computing to improve the conventional way of assessing the efficacy of PE programs utilized by most schools. The goal of physical education programs in traditional schools is to improve students' overall health and well-being. Consequently, the ratio of final exam scores is given less weight in this teacher evaluation model than the proportion of students who fulfill the requirements for a physical fitness assessment. The study aimed to develop measures for evaluating the efficacy of kinesiology programs in two-year institutions. This approach enables continuous self-assessment of learning and provides immediate responses to teacher effectiveness. One method that might be utilized to fine-tune the setup is edge computing. Based on the findings of the experiments conducted, it seems that the PES designed for this research has the potential to gather student feedback and enhance the scholarly character of PE teaching objectives. The PES for use in inclusive universities presented in this study is a prime example of this. The edge-computation optimization strategy created for this architecture has the ability to decrease the network's transference amount of the total system by 20 percent while simultaneously improving efficiency by 15%.

Information Literacy Instruction Services at Rural Community Colleges, Fall 2019 Through AY 2021/22

This exploratory study examines the instructional practices of two-year institutions located in rural areas during the onset of the Coronavirus pandemic in 2020 and the two academic years that follow. Since the virus commonly known as COVID-19 first made its way to the United States in March 2020, three classes of community college students have had an introduction to higher education unlike any other in living memory. The mixed method approach consists of a survey aimed toward rural college librarians and subsequent in-depth interviews. This study identifies attempts to retain connections with faculty and students, as well as adjustments in instructional practices created both during the pandemic and in response to the return of in-person instruction.

Examining Student Readiness for Upper Division Coursework

This study examines student readiness for an upper division finance course by examining performance on topics that form the prerequisite knowledge. The data consist of assessment results from a multiple-choice questionnaire given to students at the beginning of the course. Regression variables include test results, location of prerequisite course, and months lapsed since completion of prerequisite course. The prerequisite locations are traceable to three institutions and include one four-year institution and two, two-year institutions. Overall mean student performance is low: 3.93/6.00, 65.5%, native students outperform transfer students by an average of 10%. For the total sample, time lapse is not significant, but interactive terms are negative and significant for students at two-year institutions indicating the possibility of a “forgetting variable.” A case is made for identifying gaps and improving student readiness for all upper division finance course work requiring prerequisite knowledge.

Scholarship on Community College Student Affairs: A Review of 10 Years of Published Research Between 2010-2019

ABSTRACT To explore the extent at which the published student affairs research in top-tier journals is conducted primarily at four-year institutions at the exclusion of literature oncommunity colleges, we conducted a content analysis to examine the number and type of journal articles related to community colleges published in the Journal of College Student Development and the Journal of Student Affairs Research and Practice between 2010 and 2019. During the time frame examined, 0.99% of the journals’ articles consisted of work related to community colleges or two-year institutions. We provide recommendations for professional associations, graduate preparation programs, researchers, and educators to change this pattern.

A Data-Driven Flight Proficiency Benchmark for Small Unmanned Aircraft Systems Curriculum at Two-Year Institutions of Higher Education

A Data-Driven Flight Proficiency Benchmark for Small Unmanned Aircraft Systems Curriculum at Two-Year Institutions of Higher Education

Too Much or Nothing at All: Racialized Administrative Burdens and Higher Education Policy Communication in Texas

ABSTRACT Several states, including Texas, have implemented an “excess semester credit hours (ESCH)” policy. State ESCH policies assess a fee to students at public institutions when they exceed a set number of lifetime cumulative credit hours (e.g. students with more than the 120 credit hours needed for a bachelor’s degree). In this article, we investigate a case study of Texas public institutions’ communication of state ESCH policies. We analyze 119 documents collected from November 2019 to April 2020 to conduct a deductive content analysis of the websites using the theory of racialized administrative burdens. We did find that institutions frequently attended by students of color, such as two-year institutions and HBCUs, were the least likely to have information about the ESCH policy.

Men of Color: First-Year Students Attending a Predominantly White Two-Year Institution

The retention and degree attainment rate of men of color (MOC) remain pressing issues, particularly for those attending predominantly White community colleges in the United States. Though 62% of MOC begin their academic journey at a two-year institution, only 25% graduate with a degree or certificate within three years (Hilton et al., 2012; Huerta et al., 2021; Mangan, 2014). The first year of college can be challenging, especially for those students belonging to an underrepresented, underserved, low-income, or first-generation population. Unfortunately, MOC encounter confounding issues that serve as barriers to their overall academic and social success. Aside from having to navigate those challenges typically associated with the first year transition, MOC face additional issues related to race, gender, and masculinity (Huerta, et. al, 2021; Williams et al., 2014). Some of these issues prevent MOC from being seen as total human beings, but as generic persons reduced to labels and stereotypes (O’Neil, 2015). There exists a need for further research that explores the first year experience of MOC. Comprehending this critical juncture of their academic pathway could lead to constructing multilayered interventions at the student and institution level.

A Quasi-Experimental Investigation of Adult Student Enrollment Responses to the Tennessee Reconnect Grant

ABSTRACT In this study I deployed quasi-experimental methods to explore enrollment responses to a unique statewide college promise program for adult students attending college within the two-year public postsecondary education sector in Tennessee. State policymakers implemented Tennessee Reconnect in 2018 to encourage adult students without a college degree to enroll in college and pursue a postsecondary credential or degree. There is little research quantitatively exploring how promise programs affect adult student enrollment in contrast with nationwide trends. For this study, I used differences-in-differences to determine the effect of Tennessee Reconnect on total, part-time, full-time, male, and female adult student enrollment at public two-year postsecondary institutions in the first two years of the program. Findings revealed a significant increase in enrollment in response to the policy across all adult student categories in the first year. While overall adult student enrollment increased in the second year of the program, only part-time students and male students saw significant increases compared to the nationwide sample. Findings are encouraging regarding adult student responses to a free college program and how states can leverage policies to potentially increase enrollment among individuals who may not have otherwise pursued postsecondary education, such as adult students.

Postsecondary Competency-Based Education: Analyzing Leadership Perception

ABSTRACT Utilizing competency-based education (CBE) initiatives as a practice is gaining traction across higher education settings. With the onset and residual effects of the COVID-19 pandemic, such initiatives are gaining additional encouragement. CBE has produced some positive outcomes in terms of higher education. Researchers indicated that CBE implementation from leadership could create a bettered work environment and connection between faculty, staff, and administration when employed by leaders. Despite the previous research, there remains a gap in understanding how CBE implementation can be helpful in higher education from the administration, students, and faculty perspectives. For this purpose, the study aimed to explore the use of CBE as an initiative within a higher-education two-year institution in the southern region of the United States. The findings of this study were to provide insight into the effectiveness of CBE as a means of meeting the needs of higher education faculty, staff, and administration, which ultimately may also benefit students. The resultant themes identified through the interviews with participants were linked with organizational culture and stakeholders’ roles within the higher-education setting. The findings demonstrated positive effects when CBE initiatives are employed in higher-education settings. The results also delineate the importance of using CBE in leadership and connection with staff, faculty, and administrative employees. This study’s findings were also found in congruence with previous assessments, detailed in this assessment.

A Quasi-Experimental Investigation of the Effect of Tennessee Promise on Postsecondary Career and Technical Education Enrollment Responses

In this study I deployed quasi-experimental methods to explore the effect of the implementation of a statewide free-college program, Tennessee Promise, on enrollment in postsecondary career and technical education programs. State policymakers implemented the Tennessee Promise, a free-college program for recent high school graduates attending public, two-year institutions, in 2015. As postsecondary attainment in the United States falls short of workforce needs, there has been an increased focus on postsecondary career and technical education credentials and degrees linking workforce needs directly with educational programs (Lumina, 2019; Perkins V, 2019). However, it is currently unknown whether access to statewide free-college funding impacts enrollment in postsecondary career and technical education. In this study, I use federal data to estimate the causal effect of Tennessee Promise on postsecondary career and technical education enrollment. Findings from the analysis show a small but insignificant increase in Tennessee after the implementation of the grant when compared to both the national control group and the contiguous control group. I discuss the implications for research and practice, and how promise programs may be leveraged more effectively moving forward to improve outcomes in postsecondary career and technical education.

New Perspectives on the Community Impact of Rural Education Deserts

Understanding how the lack of higher education opportunities due to geographic distance affects perceptions of communities and education is essential in creating sustainable education systems in rural areas. More specifically, this research examines how geographic distance and the absence of institutes, sometimes called an education desert, affect perceptions of community and the perceived value of education. We used data from the 2017 Rural Utah Community Study (RUCS) of residents living in twenty-five rural communities, with a sample size of 1286, and found that the proximity to different types of higher education, four- and two-year institutions, can significantly influence community well-being and the perceived value of education.

Best Practices at Two-Year Institutions to Better Support Minority Male Initiatives

Best Practices at Two-Year Institutions to Better Support Minority Male Initiatives

Developing UREs at a Community College Branch Campus: A Collaborative Approach

Faculty in STEM and administrators at the NCC-Monroe Campus recognized the importance of undergraduate research experiences as high-impact teaching practices but were realistic about the limitations of a two-year institution. As community and institutional partnerships are important in the creation of long-standing programs, faculty sought a community grant from a local pharmaceutical company, which provided the first NCC Stem Pipeline Project for 2016–2018.

Understanding Loan Default Among Community College Students

Objective: The purpose of our study was to identify the factors associated with federal loan default among a nationally-representative sample of community college students. The guiding research question was: For community college students who borrow federal loans, to what extent do demographic, academic, and enrollment characteristics relate to default? Methods: Using data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09), our analysis focused on loan repayment outcomes six years after enrollment for students who began their postsecondary careers at a community college (i.e., a public, two-year institution) and had not transferred to a four-year institution. The analytic methods included descriptive statistics and multinomial logistic regression. Results: Compared to their peers who did not use federal loans, borrowers were more likely to be female, unmarried, lower-income, a Pell Grant recipient, and enrolled exclusively full-time. Regression results indicated that compared to borrowers still in repayment, defaulters were more likely to be male, first-generation college, lower-income, enrolled in workforce certificate and applied associate degree programs, lateral transfers, and non-completers. Notably, two-thirds of the defaulters had $5,000 or less in outstanding debt. Conclusions: Many of the student groups that have traditionally experienced the lowest rates of success at the community college are also the populations more likely to default on their loans. Relatively low levels of debt can still place severe financial hardship on community college borrowers. We propose several modifications to federal loan policy and institutional practices that could help reduce the number of community college borrowers who default.

Agility and Assessment in the Age of COVID‐19: How Fast Can a Community College Dance?

Agility and Assessment in the Age of COVID‐19: How Fast Can a Community College Dance?

Engagement in High-Impact Practices and Its Influence on Community College Transfers’ STEM Degree Attainment

ABSTRACT Guided by the student engagement frameworks, this study sought to identify high-impact practices that show significant relationship with the baccalaureate degree attainment in STEM among vertical transfer students. Our study employed data drawn from the Educational Longitudinal Study of 2002 (or ELS, 2002). The sample includes 681 students who intended to study STEM and began post-secondary education at a two-year public institution before subsequently enrolling in a four-year institution. We first employed descriptive statistics to provide an overall portrait of the sample. Then, a logistic regression model was used to identify factors associated with students’ completion of STEM credential at the bachelor’s level or above. The study findings highlight the importance of some high-impact practices in affecting transfer students’ successful attainment of STEM degree. Specifically, we found that participation in community-based project, mentoring and internship programs, and having culminating senior experience increased the odds that transfer students obtained a STEM degree at the baccalaureate level or above. Based on the results, this study offers meaningful implications for policy, practice, and future research to facilitate the success of transfer students in STEM disciplines.

A comparison of self-reported teaching practices focused on student skills in introductory geoscience courses at two-year and four-year institutions: Results from the National Geoscience Faculty Survey

Community colleges are a major entry point for many students to post-secondary education, particularly for minority, first-generation, low-income, and older students. A range of factors including transfer-readiness, curricular alignment, financial barriers, and transfer guidance, influence successful transfer between two-year colleges (2YCs) and four-year colleges and universities (4YCs). One critical factor related to transfer-readiness may be the degree to which students have similar experiences in the development of key skills in their introductory courses. This study uses the 2016 National Geoscience Faculty Survey to compare self-reported teaching practices used by instructors in introductory geoscience courses that support the development of students’ quantitative, data analysis, problem-based, communication, and metacognitive skills in 2YCs and 4YCs. Based on responses of 1,027 instructors (238 in 2YCs and 789 in 4YCs), a majority of the teaching practices in skills development in 2YCs are similar to those in 4YCs. Of the 24 teaching practices analyzed, seven displayed statistically significant differences after accounting for class size and active class time, however, the logistic models do not predict major differences between 2YCs and 4YCs. The findings of this study may serve to initiate discussions and collaborations between 2YCs and 4YCs, which could strengthen the transfer process and reduce challenges for transfer students.