Further, it was not known whether Nontraditional and Traditional community college students feel equally connected to the college when using social networking software for school purposes. A large percentage of students attending community colleges have characteristics that may negatively influence their persistence in college. Students who possess one or more of these characteristics are categorized as Nontraditional students.
However, Nontraditional students cannot be lumped into one grouping. The more at-risk characteristics a student has, the less likely they will persist in college. Retention activities geared toward Nontraditional students is extremely challenging.
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Emerging technologies in the form of social networking and course management tools may be a means to engage Nontraditional students that are preoccupied with preexisting obligations and time constraints. The purpose of the study was to investigate whether Traditional and Nontraditional students use social networking and course management tools differently and explored group differences in faculty-student interaction and support for learners within the context of emerging technology usage.
Nine Californian community colleges participated in the survey, totaling respondents. Data were analyzed with ANOVA to contrast Traditional and Non-traditional groups, and using simple correlation to determine the relationship between technology use and both faculty-student interaction and support for learners. The findings suggest that emerging technology usage differed between Traditional and Non-traditional students, such that Highly Nontraditional students use technology less overall and less for classroom use.
Traditional students use course management significantly less than Nontraditional students. Moreover, technology use was inversely related with faculty-student interaction, such that the higher the technology usage, the lower the faculty-student interaction. This pattern was evident across Traditional and Nontraditional student categories.
Additionally, technology use was inversely related with support for learners, such that the higher the technology usage, the lower the student support. Lastly, exploratory analyses suggest that when connected via social networking, Traditional and Nontraditional groups feel equally connected. Combined these findings suggest that emerging technologies in the form of social networking and course management tools may be a form of engagement that community colleges can utilize in the retention of Nontraditional students.voip59.sonar.software/4674.php
20 Dissertation Topics In Educational Leadership
California Community Colleges are facing increased accountability while at the same time experiencing reduced and uncertain state funding. When resources are not properly allocated there is waste, public criticism, and ultimately increased oversight. A review of the Accrediting Commission for Community and Junior Colleges ACCJC sanction letters from , , and noted that colleges are having difficulty in demonstrating the linkage between planning and resource allocation.
Institutions failing to demonstrate effectiveness through the integration of strategic planning and resource allocation are not accomplishing their mission and face increasing levels of discipline from the accrediting commission. The purpose of this research is to explore how one California Community College successfully integrates strategic planning and resource allocation. Planning structure and support provided the foundation for the integrated planning process through a mission-focused approach to planning, common set of definitions, documented process for planning and budgeting, and process evaluation and training.
Leadership provided the consistent effort and placed priority on the integration of planning and resource allocation. Planning linked to resource allocation was used by the college through the practice of joint planning program review and resource allocation meetings and an integrated strategic planning calendar. The college used communication strategies to announce successful integrated planning accomplishments and provide information on the campus efforts towards integrated planning.
This study contributes to the limited literature existing regarding the integration of strategic planning and resource allocation. It is hoped that this study will encourage practitioners to create a culture of evaluation and improvement, focused on campus governance and planning structure. Leadership should take deliberate action to integrate planning and resource allocation activities to ensure that planning drives resource allocations.
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Success is also gained through an open well-documented planning and allocation process so the entire campus community can understand how campus planning occurs and can participate in the planning process. Furthermore, leadership should provide opportunities to communicate planning successes and reinforce the planning process at every opportunity. High school counselors have a significant role in guiding students during their college decision-making process, yet they are typically not an intended audience of community college marketing efforts and little is known about their perceptions of community colleges or how those perceptions influence their guidance regarding pathways to higher education.
This study contributes to the existing literature regarding perceptions of community colleges. Through case study research, three themes emerged: 1. These themes were explored in terms of their influence on the perceptions held by high school counselors and the findings indicate that personal experiences and interactions with community colleges do help to create perceptions and that perceptions are ever-evolving based upon these experiences.
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Implications for policy and practice and recommendations for researching ways to create positive personal interactions with the community college are offered. Community college educators and high school counselors work toward a similar goal of providing opportunities to students through education. Creating a culture of positive personal interactions for students, potential students and influencers of the college choice process should be a deliberate and integrated part of marketing and outreach efforts by the college.
Although there may be general support for environmental sustainability on many college and university campuses, it can be challenging for educational leaders to effectively implement comprehensive green campus initiatives Lozano, Change in higher education is described by scholars as slow and difficult Boyce, Although literature articulates the context of environmental sustainability in higher education and describes associated green practices, little addresses the process of how green campus initiatives are implemented in higher education Wright, Through a combination of interviews, observations, and document review, this case study explored how a university implemented a comprehensive environmental sustainability initiative.
The conceptual framework for this study, a hybrid between a nested model of sustainability and Bolman and Deal's Four Frames model, provided a lens through which educational leaders can view the complexities involved with implementing green campus initiatives. This conceptual model emphasized the economic, social, and environmental dimensions of sustainability as well as the role of structural, human resource, political, and symbolic practices in realizing change for sustainability.
Triangulation of data demonstrated that CBU employed a number of strategies to overcome the obstacles inherent in this implementation process. Three emergent themes provided an organizational structure for this case study's narrative description: Greening of Worldviews, Improving Green Campus Practices, and Leading a University-wide Effort. CBU implemented a comprehensive environmental sustainability initiative by engaging in an on-going, iterative process designed to green worldviews, improve green campus practices, and lead a university-wide effort focused on change.
CBU had been engaged in the process of campus greening for approximately twenty years, resulting in distinct changes to the fabric of the institution. These changes occurred within academic departments through the development of curriculum and co-curriculum, as well as within administrative departments in the form of planning and improving green campus practices.
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Through the combined efforts of campus community members working together across disciplines from the top down and the bottom up, CBU was transformed from a traditional university campus into one of the leading green campuses in the United States. CBU's approach to campus greening united an ethical high ground with simple pragmatism to drive decision making about environmental sustainability.
This approach resulted in changes to campus operations, such as recycling, generating renewable energy, and irrigating with reclaimed water. Moreover, CBU expanded academic degree programs in this area and infused sustainability across the curriculum. This transition to green was the result of a concerted effort to re-think the goals of the university, plan with the well-being of current and future generations in mind, and commit funding to initiatives that could demonstrate economic, social, and environmental benefits.
California Community College online enrollments are increasing significantly and colleges are being held accountable for retention rates that are generally lower than traditional classroom retention rates. As a result, community colleges need to gain a better understanding of why students are dropping out of online classes at a higher rate than students in traditional classroom courses.
This study is a secondary analysis of pre-existing data collected by a California community college. A cross-sectional design uses descriptive statistics, t-test, factor analysis, and logistic regression to identify differences between persisters and non-persisters, reliable factors that capture the online student experience, and variables or factors that may be used for predicting student persistence in online classes. By analyzing these data, this study may assist funding agencies, governing boards, and colleges in the development of policy and practice that lead to improvements in online persistence rates.
Negative influences are primarily related to finance, socioeconomic factors, and being Black or African American, or Mexican or Mexican American. Non-persisters report more frequent use college services and have higher perceived importance for college services than persisters. One of the most important findings from this study may be that students most at risk of dropping out of online classes at this college generally take advantage of college services and support more than students who do not drop out of online classes.
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However, even with the increased use of college services, these at-risk students still drop out of online classes more than other students. Therefore, online persistence rates at this community college may have more to do with the students who enroll in online classes than the quality of instruction or support services.
This study examined the role of a federally funded, TRIO Students Support Services SSS program at a large, public university and how it may have contributed to the retention and persistence of students. Department of Health and Human Services Participants in the study were from the first year cohort that entered in , and volunteered to be part of the research.
Most of the students graduated from the institution Class of , or were continuing seniors who would graduate that academic year The participants were from one of two groups: students who had participated in a five-week, intensive summer academic bridge program of whom forty participated in , and students with similar characteristics but who did not actively participate in the SSS program. Twenty students were interviewed; ten students from the summer bridge group and ten students from the non-bridging group. The primary purposes of this study were to determine a the relationships between parental and family including extended family involvement, family structure, and various combinations of each and 8th graders' academic outcomes; and b the relationship between family involvement and the same academic outcomes.
A quantitative study involving 8th-grade students from 2 public middle schools in a southern California district was used to gather data about students' perceptions regarding their parents' and family's involvement. The essential research questions used to guide the study were designed to explore family structure, broadly defined, on parental involvement PI and how it impacts the academic achievement of 8th-grade students.
In addition, the research questions were designed to specifically distinguish between PI and the involvement of other family members i. The study addressed whether each of these types of involvement was statistically significantly related to children's academic achievement. In addition, the researcher wanted to examine whether the extent of the effects of PI and EFI might differ by family structure.
To address the research questions and supplemental research questions, data obtained from surveys were analyzed utilizing t test, 2 x 2, and 2 x 2 x 2 factorial analysis of variance test. Although the researcher was primarily interested in examining EFI, the most important result to emerge from this study was the association between PI and higher academic achievement. This finding did seem to confirm the assertions of various researchers who had expressed the same pattern--that PI is the key to academic achievement.