Student and Faculty Perceptions of Technology’s Usefulness in Community College General Education Courses

Educational institutions of all levels invest large amounts of time and resources into instructional technology, with the goal of enhancing the educational effectiveness of the learning environment. The decisions made by instructors and institutions regarding the implementation of technology are guided by perceptions of usefulness held by those who are in control. The primary objective of this mixed methods study was to examine the student and faculty perceptions of technology being used in general education courses at a community college. This study builds upon and challenges the assertions of writers such as Prensky (2001a, 2001b) and Tapscott (1998) who claim that a vast difference in technology perception exists between generational groups, resulting in a diminished usefulness of technology in instruction. In this study, data were gathered through student surveys and interviews, and through faculty surveys and interviews. Analysis of the data used Kendall’s Tau test for correlation between various student and faculty variables in various groupings, and also typological analysis of the transcribed interview data. The analysis of the quantitative data revealed no relationship between age and perception of technology’s usefulness. A positive relationship was found to exist between the perception of the frequency of technology use and the perception of technology’s effectiveness, suggesting that both faculty members and students believed that the more technology is used, the more useful it is in instruction. The analysis of the qualitative data revealed that both faculty and students perceive technology to be useful, and that the most significant barriers to technology’s usefulness include faulty hardware and software systems,lack of user support, and lack of training for faculty. The results of the study suggest that the differences in perception of technology between generations that are proposed by Prensky may not exist when comparing adults from the younger generation with adults from the older generation. Further, the study suggests that institutions continue to invest in instructional technology, with a focus on high levels of support and training for faculty, and more universal availability of specific technologies, including web access, in class video, and presentation software. Adviser: Ronald Joekel

Talent Management in Higher Education: Developing Emerging Leaders Within the Administration at Private Colleges and Universities

This research focused on identifying a series of successful practices relating to administrative talent management within the higher education setting. The field study included a thorough examination of seven small to mid-size private colleges and universities that have incorporated employee development strategies. These strategies were aimed at growing future leaders from within the organization in order to achieve continuity and support institutional priorities. Specifically, several focus areas were investigated including presidential vision, leadership commitment, talent management’s place among institutional priorities, program characteristics, and program evaluation. Among the commonalities that were gathered included support at the senior officer level who serve as advocates, mentors, and program facilitators, a strong connection between talent management and the institutions’ strategic plans, and a holistic approach to developing talent at all levels of the organizations. In addition, both coaching and opportunities for growth in the work environment were evident within several of the institutions. Also, academic leadership development was considered to be a part of the talent management strategy within three of the colleges and universities. The key differentiators included the incorporation of organizational and leadership competencies to provide focus toward the performance development process at two institutions, the implementation of a succession planning model at another institution, and the location of human resource generalists in departments across two of the institutions to identify learning opportunities for both individuals and work teams. Based on both the findings from the field study and the literature review, a comprehensive procedural model is introduced that serves to support human resource departments and higher education professionals, in general, who are looking to either begin or broaden their own talent management approach. However, despite the progress that has been made across several institutions noted throughout the research study, much more must be learned in terms of how the time and resources invested in talent management translates to institutional success. Advisor: James O‘Hanlon

The South Omaha Community Scholarship Program: A Qualitative Study of Persistence of Hispanic Students at Bellevue University

The purpose of this case study was to determine the impact of the South Omaha Community Scholarship Program on the persistence of the Hispanic students who participated. Previous research on Hispanic student persistence has focused on the reasons why students do not persist and more recent research has been conducted on programs and retention efforts, colleges and universities are implementing on their campuses. This study researched a specific program, The South Omaha Community Scholarship Program, designed to provide financial, academic and other needed resources to help Hispanic students persist to graduation. The researcher believes this study was important because it provided an overview of how the South Omaha Community Scholarship Program is affecting students both on campus and in their community. Eight interviews were conducted, with eligible students, in person. Students eligible for the study were current students or recent graduates of the South Omaha Community Scholarship Program and had attained at least junior or senior status as of the fall of 2009, as defined by Bellevue University. Research questions were based on the four components of the program and the affect the program had on the student’s life, outside of Bellevue University. The four components of the program were: financial aid, academic advising, the scholarship aid, and the Professional Enrichment Program. The results of the study were broken into five components with an additional section that provided other themes that were derived from the interviews. The five components were: (a) financial aid counseling, (b) academic advising, (c) scholarship aid, (d) Professional Enrichment Program, and (e) the South Omaha Community Scholarship Program beyond Bellevue University. Other themes that were derived from the interviews were: class format, deciding on a college, higher education class, campus resources, and a sense of community on-campus. The research found that the scholarship, provided by the South Omaha Community Scholarship Program, was the primary motivating factor for students to attend Bellevue University and persist in college. The interviewed students also commented on how the scholarship had given them the opportunity to attend college, even though that opportunity had seemed out of reach. The interviewed students also commented on their academic advising experience, campus resources, and feeling a sense of community on-campus as other campus related areas that were affected by the South Omaha Community Scholarship Program. Finally, students provided examples of how the South Omaha Community Scholarship Program impacted their connection to their South Omaha community through volunteer and employment opportunities. Adviser: Richard Hoover

Student Transition to College

In this action research study of recent graduates from my district, I investigated their level of readiness for college-level mathematics courses. I discovered that the students have a wide variety of experiences in college. There are many factors that determine success in college mathematics courses. These factors include size of college, private or public, university or community college. Other factors include students’ choice of major, maturity level, and work ethic. As a result of this research, I plan to raise the individual expectations in my classroom. It is our duty as high school educators to prepare the students for a wide variety of experiences in college. We cannot control where the students attend college or what they study. High schools need to prepare the students for all possibilities and ensure that they have a solid knowledge of the baseline mathematics skills.