The Effect of Quality of Effort on Persistence Among Traditional‐aged Community College Students

Smith, Bruce M.

doi:10.1080/0361697930170201

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…Participants in the treatment group were significantly more likely to persist into the second year than those in the control group. The results of several other studies confirm these findings and indicate that participation in advising programs is positively associated with persistence and graduation (Austin et al, 1997;Elliott & Healy, 2001;Metzner, 1989;Peterson et al, 2001;Smith, 1993;Steele et al, 1993;Yorke, 1998).…”

Section: Academic Advising and Minority Studentmentioning

confidence: 67%

Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

Museus¹,

Ravello²

2021

NACADA Journal

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Racial and ethnic minority student departure continues to be a major concern for higher education researchers, policy makers, and practitioners. We explore the role that academic advisors play in facilitating success among students of color at predominantly White institutions that have demonstrated effectiveness at generating ethnic minority success. Three themes emerged from the findings and underscore the characteristics of academic advising that contribute to that success. First, participants noted the importance of advisors who humanized the practice of academic advising. Second, they highlighted the impact of those who adopted a multifaceted approach to advising. Finally, participants emphasized the importance of proactive academic advising. Implications for academic advising practices are discussed.

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Section: Academic Advising and Minority Studentmentioning

confidence: 67%

Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

Museus¹,

Ravello²

2021

NACADA Journal

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“…This site of study would be reasonable as the doctoral degree is typically seen as a requirement for career advancement for administrators looking for a promotion. Smith's (1981) study explored student persistence in an urban community college, focusing on the completion rates of women, adult learners, and those from diverse backgrounds. Bloom (1986) surveyed students at one urban community college and found that the most successful students were highly satisfied with their instruction, were similar to students at 4‐year universities and used college resources.…”

Section: Understanding the Context Of Urban Serving Community Collegesmentioning

confidence: 99%

The urban community college: An overview

Smith,

Miller

2023

New Drctns Community Coll

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Urban community colleges have been studied primarily from a case study perspective, often highlighted by doctoral students conducting research at their institutions. Little of this scholarship, however, has been translated into the base of literature, as less than 5% of the citations in the largest search engines are focused on urban community colleges. The article begins by exploring what “urban” means, primarily using the complex and evolving definition from the US Census Bureau. Then it explores this case study research on urban community colleges' mission, organization, students, and faculty. The article concludes with a strong recommendation for identifying and making available rigorous data to guide a more systematic approach to studying urban community colleges.

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“…Research supported Pace's theory at both the community college (Glover & Murrell, 1998;Polizzi & Ethington, 1998;Smith, 1993) and four-year college and university level (Arnold, Kuh, Vesper, & Schuh, 1993;Martin, 2000). Using the CSEQ, Martin (2000) found that students' estimates of gains in educational outcomes could be explained by student efforts exerted toward peers, clubs and organizations, faculty member interactions, and information acquired through conversations.…”

Section: Exitmentioning

confidence: 88%

“…Polizzi and Ethington (1998) studied two-year vocational students and reported that quality of effort influenced gains in career preparation. Smith (1993) reported that quality of efforts in arts, music, and theater; library activities; and transfer-related counseling predicted the number of courses completed by community college students.…”

Section: Exitmentioning

confidence: 99%

Exploring differences in level of involvement, educational outcomes, and satisfaction of resident students and commuter students at a rural community college

Layman¹

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Because the vast majority of community colleges were founded to serve commuter students who live within a local and regional area, student residential housing at two-year institutions has been seen as unnecessary. However, an increasing number of community colleges are opening student resident housing. In contrast to all the research available about the impact at four-year institutions of residence (resident students and commuter students), the literature review revealed there has been little research on resident students and commuter students on community college campuses (Murrell, 1998). This study can be characterized as a preliminary investigation into whether resident students' and commuter students' reported levels of involvement in activities, achievement of educational goals, and satisfaction with the educational experience were the same or significantly different at one rural community college. The Community College Student Experiences Questionnaire (CCSEQ) (Pace, Murrell, Friedlander, & Lehman, 1999) was used to measure the diverse characteristics, goals, external responsibilities, college environment, and desired outcomes of the community college students at this institution. Descriptive statistics, Multivariate Analysis of Variance (MANOVA), and t-test of independent means were used to analyze the data. Results from this study indicated that statistically significant differences between resident and commuter students existed in all three aspects (involvement in college activities, estimates of gains or progress towards educational goals, and student satisfaction with the college environment) of this study. As anticipated, resident students had higher levels of involvement in college activities than commuters. A finding in this study was the number of community college students who "never" or only "occasionally" participated in many of the college activities. The means for both groups-resident students and commuter students-indicated a low level of involvement in selected activities. An unexpected finding was that commuter students perceived that they have made more progress towards their career goals than resident students. Additionally, commuter students reported higher levels of satisfaction with the college environment than resident students. Based on previous studies, the researcher expected residence students to perceive that they were progressing towards educational goals and they were satisfied at higher levels than commuter students.

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The Effect of Quality of Effort on Persistence Among Traditional‐aged Community College Students

Cited by 7 publications

References 2 publications

Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

The urban community college: An overview

Exploring differences in level of involvement, educational outcomes, and satisfaction of resident students and commuter students at a rural community college

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