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| Author | : Deborah A. Jones |
| Publisher | : |
| Total Pages | : 230 |
| Release | : 1999 |
| Genre | : Community colleges |
| ISBN | : |
| Author | : Elena B. Heilman |
| Publisher | : |
| Total Pages | : 230 |
| Release | : 2014 |
| Genre | : Academic libraries |
| ISBN | : |
This qualitative case study investigated community college students' experiences with conducting research for academic papers in transfer-level composition courses at a rural community college. The problem stated in the study was as follows: Little information exists on how rural community college students enrolled in transfer-level composition classes approach the process of searching for sources for an academic research paper; neither instructors nor librarians know if existing theoretical models match their students' experiences, what their students' academic research paper processes are, how students choose and evaluate information sources, or what major challenges and frustrations they encounter. The following research questions were posed: 1) What are the Yuba College English 1A students' research experiences when creating academic research papers? 2) What processes do students follow when conducting academic research? 3) How do students choose and evaluate their sources? 4) What challenges and frustrations might they encounter? This study was informed by information literacy theories, existing models of information-seeking behavior, and previous research on student use of online resources for research. The researcher collected thirty four reflective essays from two sections of the English 1A class during Spring 2013, and conducted two focus group interviews with four participants each and three individual interviews during Fall 2013. Upon coding and analyzing data for emerging themes and recurring ideas, the following three major themes emerged: 1) Research Process, 2) Library and Help, and 3) Mental Process. The results were as follows: 1) Students struggled with finding, evaluating, and using sources for their research papers, 2) Respondents followed an established process in order to complete their research assignments, and 3) Study participants did not seek help throughout their research process. Recommendations for practical action are made for librarians, instructors, and community colleges. The study concludes with recommendations for future research to include other composition courses taught by other instructors, other courses, and urban community colleges.
| Author | : Reine M. Thomas |
| Publisher | : |
| Total Pages | : 205 |
| Release | : 2013 |
| Genre | : Community colleges |
| ISBN | : |
The purpose of this qualitative research study was to examine the role a rural community college plays in the development of its community, using a holistic, community-based lens that considered college and community context, interactions and results to answer the question: How does the rural community college impact the development of the rural community? While the community college's connection to the local community is largely inherent, a full understanding of community college-community interaction and the impact of those interactions on the community as a whole is often difficult to articulate. Given the context of today's education accountability requirements, it is advantageous to develop a more comprehensive understanding of the community college with regard to community impact and public benefit -- for community college practitioners, the public, and state and local policy-makers. A social constructivist research perspective, a case study research strategy, and a single case design were employed in this study. The case for this study was a rural Northwest community and the community college within it. The community college was classified as a small, rural-serving college by the Carnegie Classification of Colleges and Universities. A logic model design guided the study. Study participants included: elected officials; business and industry executives; and health, education and human services leaders. A combination of document review, participant observation, and interviews was used to answer the research questions: (a) What is the context of this community and this community college? (b) In what ways do the college and the community interact and engage? (c) What are the results of the college-community engagement? Examination of the data revealed several major themes and five significant findings: 1. The community defines itself through a regional, rural lens and is characterized by an interconnectedness of its people to the land and to the history of the region. 2. The college and the community invest in reciprocal relationships and collaborate on mutually beneficial pursuits. 3. An improved regional economy and skilled-up workforce are identified as positive community changes -- and the community college's contributions to those positive changes are cited as a public benefit. 4. A community leadership network with increased confidence in collaboration, understanding of community assets, and efficacy in community development is recognized as a positive community change -- and the community college's contributions to those positive changes are cited as a public benefit. 5. An enhanced community image and an optimistic community outlook are identified as positive community changes -- and the community college's contributions to those positive changes are cited as a public benefit. When these findings are taken into account with the related literature, this study offers considerations for practice and further research among community college, civic, and policy leaders.
| Author | : Barbara Jean Kelberer |
| Publisher | : |
| Total Pages | : 462 |
| Release | : 2002 |
| Genre | : |
| ISBN | : |
| Author | : Traci Birdsell |
| Publisher | : |
| Total Pages | : 316 |
| Release | : 2018 |
| Genre | : Rural youth |
| ISBN | : 9781392024133 |
Historically underrepresented populations are racial/ethnic minorities, low socioeconomic status, first-generation college students, and students with disabilities. Rural area youth, while intersecting differing underrepresented characteristics, encounter experiences unique to college access and completion that low-income, first-generation, non-rural students do not face. This qualitative case study investigated the lives of ten high school graduates of Lincoln High School (pseudonym) between 2008 and 2011 who came from a rural community and examined their college access and completion experiences. The methods of data collecting include the use of a questionnaire and interview and was reviewed as was the data analysis techniques and efforts to synthesis data. Concerning college, the emergent themes of finances, voice and community were examined through social and human capital (Coleman, 1988) and planned behavior theory (Ajzen, 1991) lenses. Participants cited finances as a major challenge. All participants talked of different influences on their decisions. While the voices that the participants first heard were from family, community members, or school personnel, over time and with experience, a stronger voice emerged from within, and this voice was the participants' own, telling them that college was their choice, not someone else's. Rural youth spoke of a strong sense of community. What the research found supported others' research on underrepresented populations as well as provided participant voices and added personal perspectives to mostly quantitative data. Rural youth can be situated with other defined underrepresented populations such as low-income and first-generation. However, rural youth are uniquely situated concerning the prospect of leaving their deep-rooted community connection to go away to college and possibly never return. For example, staying in Lincoln to live and work while at college was not an option as the nearest college was 75 miles away. This is in sharp contrast to urban students who can continue to live and work in their community while attending college. The dissertation concludes with recommendations to rural students, families, communities, and policy makers. Recommendations offer practical suggestions both honoring and keeping rural identity while encouraging discussions of their challenges.
| Author | : Caroline Munn Best |
| Publisher | : |
| Total Pages | : 162 |
| Release | : 2006 |
| Genre | : |
| ISBN | : 9781109892901 |
This qualitative study explores mathematics education from the perspective of community college students who are recent graduates of a rural high school. The research questions relate to the students' perception of their understanding of rural, their rural high school experience, the factors that contributed to their preparedness or lack of preparedness for college-level mathematics, and the effect that their rural education had on their preparation for college. Students enrolled in a mathematics course at a suburban community college in East Tennessee were asked to complete a survey after midterm of fall semester 2005. Information about the location of their high school, age, and whether they consider themselves rural were used to screen students for an interview. Students were purposefully selected who graduated from one of eight rural high schools located in counties with an economic status of transitional or at-risk, were between the ages of 18 and 24, and responded to an email sent to set-up a time for an interview. Eighteen students were interviewed after midterm fall semester 2005 with follow-up interviews with seven students the following spring semester. Findings include the following: students from at-risk counties equate rural with isolated, country, and poor; students who graduated from rural high schools in transitional counties do not see rural as a major factor in their education compared to students from at-risk counties; and students from schools in at-risk counties are negative about their high school mathematics experience. Factors stated by these students overwhelmingly fault the teacher's ability to explain the math, teacher favoritism toward certain students, unconcerned attitude of teacher, and the low expectations of teachers and the school administration.
| Author | : Chris R. Glass |
| Publisher | : Routledge |
| Total Pages | : 161 |
| Release | : 2021-07-22 |
| Genre | : Education |
| ISBN | : 1000414507 |
This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward. Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field. Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.
| Author | : Martin Ray Sheppard |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Adult college students |
| ISBN | : |
This qualitative case study investigated the perceived impact of the digital divide on rural U.S. community college students. An online survey was conducted of adult community college students at a rural community college. In addition, volunteer faculty at the same institution were interviewed through Zoom. The purpose of the student surveys and faculty interviews was to determine the impact of the digital divide on rural community college students and the ways in which these students seek to overcome the divide. This study used a theoretical framework that combined aspects of the situational theory of problem solving (STOPS) with the unified theory of acceptance and use of technology (UTAUT) to understand the factors that influence a student’s ability to overcome the digital divide. This study used census data from the county where the college is located and surrounding counties to demonstrate the current availability of high-speed internet access in the area. This study found that the digital divide remains a challenge for rural community college students. The first-level digital divide, or the access divide, and the second-level digital divide, or the digital literacy divide, are barriers to student success at rural community colleges. These students employ a variety of methods to overcome the challenges they face because of the digital divide. Keywords: digital divide, high-speed Internet access, computer ownership, smartphones, first-level digital divide, second-level digital divide
| Author | : Leslie M. Betz |
| Publisher | : |
| Total Pages | : 688 |
| Release | : 2009 |
| Genre | : Community colleges |
| ISBN | : |
A qualitative study method was used to examine the ways in which rural community colleges interact in mutually dependent ways with their communities as they work together to meet these challenges. Phone and in-person interviews were conducted with 23 individuals in 11 rural community college districts in Illinois. Included in the interviews were presidents, chief academic offices, and other college personnel, as well as leaders of other organizations and institutions in the communities.
| Author | : Dorothea Kleine |
| Publisher | : MIT Press |
| Total Pages | : 281 |
| Release | : 2013 |
| Genre | : Business & Economics |
| ISBN | : 0262018209 |
A new framework for assessing the role of information and communication technologies in development that draws on Amartya Sen's capabilities approach. Information and communication technologies (ICTs)--especially the Internet and the mobile phone--have changed the lives of people all over the world. These changes affect not just the affluent populations of income-rich countries but also disadvantaged people in both global North and South, who may use free Internet access in telecenters and public libraries, chat in cybercafes with distant family members, and receive information by text message or email on their mobile phones. Drawing on Amartya Sen's capabilities approach to development--which shifts the focus from economic growth to a more holistic, freedom-based idea of human development--Dorothea Kleine in Technologies of Choice? examines the relationship between ICTs, choice, and development. Kleine proposes a conceptual framework, the Choice Framework, that can be used to analyze the role of technologies in development processes. She applies the Choice Framework to a case study of microentrepreneurs in a rural community in Chile. Kleine combines ethnographic research at the local level with interviews with national policy makers, to contrast the high ambitions of Chile's pioneering ICT policies with the country's complex social and economic realities. She examines three key policies of Chile's groundbreaking Agenda Digital: public access, digital literacy, and an online procurement system. The policy lesson we can learn from Chile's experience, Kleine concludes, is the necessity of measuring ICT policies against a people-centered understanding of development that has individual and collective choice at its heart.
