Teaching, Learning, Policy & Leadership Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/2759

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Subject: search.filters.subject.Education, Community College

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    The Case for Degree Completion: African American Transfer Students at a Traditionally White Institution
    (2009) Younger, Toyia Kiana; Fries-Britt, Sharon L; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this dissertation was to identify and understand the factors that contribute to the degree completion of African American transfer students at a traditionally White institution. Through qualitative methods and a case study design, the current study provides an examination of the educational journey of thirteen, African American recent college graduates. Using semi-structured individual interviews, data from the participants were collected, transcribed, and analyzed drawing from several major theoretical perspectives on college student persistence. Variables examined included interactions with faculty and with peers, racial experiences on campus, and support services offered to transfer students by the institution. Findings indicated that African American transfer students identified strong support networks, confidence in their ability to learn, intrinsic motivation and having clear educational goals as factors which contributed to their degree completion at a traditionally White institution. Implications for campus policies and practices, as well as recommendations for future research are presented.
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    PREDICTORS OF DELAYED COLLEGE ENROLLMENT AND THE IMPACT OF SOCIOECONOMIC STATUS
    (2005-04-25) Rowan, Heather T.; Perna, Laura W.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study contributes to our understanding of the decision of students to delay enrollment in college by building on the work of Hearn (1992). This study uses constructs from models of traditional college student enrollment (Cabrera & LaNasa, 2001; Perna, 2000; St. John, 2003), and data from the NELS:88/2000 longitudinal study of 1992 high school graduates. Descriptive analyses are used to determine the appropriate break point between immediate and delayed enrollment, as well as compare differences in student characteristics based on timing of enrollment. Multinomial logit regression is used to determine the predictors of delaying college enrollment rather than enrolling in college immediately after high school or not enrolling, and to explore if socioeconomic status is related to timing of college enrollment after controlling for other variables. At least six conclusions may be drawn from this study. First, the appropriate break point between immediate and delayed enrollment is the end of the calendar year that a student graduated from high school. This study also reveals the value of looking at a delayed group in comparison to immediate enrollment and no enrollment, since there are differences among all three groups for measures such as background characteristics, academic preparation and achievement, and social and cultural capital. Third, a combined model of college access based on traditional students (Cabrera & La Nasa, 2001; Perna, 2000; St. John, 2003) is appropriate for examining the predictors of both immediate and delayed enrollment in college relative to no enrollment. Fourth, measures of social and cultural capital are related to the timing of college enrollment but seem to be relatively more important in the decision to enroll immediately than in the decision to delay enrollment. Fifth, graduates who delay enrollment average fewer resources and weaker preparation than graduates who enroll immediately, but average more resources and better preparation than graduates who do not enroll. Finally, even after controlling for other variables, socioeconomic status is related to timing of college enrollment. Students who enroll immediately as well as those who delay enrollment have higher socioeconomic status than those who do not enroll, with those who enroll immediately having higher socioeconomic status than those who delay enrollment.
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    Effects of Interactive Computer-Based Instruction in Elementary Algebra on Community College Achievement in Intermediate Algebra
    (2003-11-10) Sandruck, Bernadette; Campbell, Patricia F; Curriculum and Instruction
    ABSTRACT Title of dissertation: EFFECTS OF INTERACTIVE COMPUTER-BASED INSTRUCTION IN ELEMENTARY ALGEBRA ON COMMUNITY COLLEGE ACHIEVEMENT IN INTERMEDIATE ALGEBRA Bernadette Anne Beyer Sandruck, Doctor of Education, 2003 Dissertation directed by: Patricia F. Campbell, Associate Professor Department of Curriculum and Instruction This study assessed an existing developmental mathematics program from a mid-sized suburban community college to compare the achievement levels, success rates and retention in intermediate algebra of 50 students who were taught elementary algebra in a traditional classroom setting with 62 students who completed elementary algebra in an interactive computer-based environment. Differences in performance were assessed in five ways: (a) final grade in intermediate algebra, (b) number correct on Part 1 of the Maryland Bridge Goals Assessment (BGA), (c) percent scores on with-in course unit examinations, (d) pass rates for intermediate algebra, and (e) retention rates and completion rates in intermediate algebra. Students were categorized as passing intermediate algebra if they earned a grade of C or better, all other students including withdraws were categorized as did-not-pass. Retention rates were based on the number of students who officially withdrew from the course whereas completion rates were based on the number of students who completed the first three unit examinations. The mathematics program for both elementary algebra and intermediate algebra was highly structured with department-specified lesson plans and examinations. The results of the study supported the null hypotheses that there were no statistical differences in performance in intermediate algebra between the two instructional groups from elementary algebra. In preparation for the regression analysis, the two groups were evaluated for similarities in age, gender, ethnicity, high school mathematics background, credits attempted, study hours per credit, work hours, absentee level, time-of-day of instruction, and achievement in elementary algebra. The two instructional groups were demographically similar across all of these variables except time-of-day with evening classes populated predominantly by students who had computer-based instruction in elementary algebra. Interviews with 24 students from three focus groups indicated that students appreciated the flexibility of computer-based instruction and that returning to the traditional format of teacher-led instruction required no adjustments.