Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors

This study adapted the current model of science undergraduate research experiences (URE's) and applied this novel modification to include community college students. Numerous researchers have examined the efficacy of URE's in improving undergraduate retention and graduation rates, as well as matriculation rates for graduate programs. However, none have detailed the experience for community college students, and few have employed qualitative methodologies to gather relevant descriptive data from URE participants. This study included perspectives elicited from both non-traditional student participants and the established laboratory community. The purpose of this study was to determine the effectiveness of the traditional model for a non-traditional student population. The research effort described here utilized a qualitative design and an explanatory case study methodology. Six non-traditional students from the Maine Community College System participated in this study. Student participants were placed in six academic research laboratories located throughout the state. Student participants were interviewed three times during their ten-week internship and asked to record their personal reflections in electronic format. Participants from the established research community were also interviewed. These included both faculty mentors and other student laboratory personnel. Ongoing comparative analysis of the textual data revealed that laboratory organizational structure and social climate significantly influence acculturation outcomes for non-traditional URE participants. Student participants experienced a range of acculturation outcomes from full integration to marginalization. URE acculturation outcomes influenced development of non-traditional students? professional and academic self-concepts. Positive changes in students? self-concepts resulted in greater commitment to individual professional goals and academic aspirations. The findings from this study suggest that traditional science URE models can be successfully adapted to meet the unique needs of a non-traditional student population – community college students. These interpretations may encourage post-secondary educators, administrators, and policy makers to consider expanded access and support for non-traditional students seeking science URE opportunities.

The Relationship Among Resilience, Forgiveness, and Anger Expression in Adolescents

This study was designed to investigate and describe the relationship among resilience, forgiveness and anger expression in adolescents. The purpose of the study was to explore whether certain adolescent resiliencies significantly related to positive or negative affective, behavioral, or cognitive levels of forgiveness and certain types of anger expression in adolescents. This study also investigated whether there were certain adolescent resiliencies and types of forgiveness that can predict lower levels of negative anger expression in adolescents. This research was built on two conceptual models: Wolin and Wolin's (1993) Challenge Model and the Forgiveness Process Model (Enright & Human Development Study Group, 1991). It was based on a quantitative, single-subject correlational research design. A multiple regression analysis was also used to explore possible effects of resilience and forgiveness on anger expression in adolescents. In addition, two demographic variables, Age and Gender, were examined for possible effects on anger expression. Data were gathered from a convenience sample sample of 70 students in three Maine public high schools using three separate assessment instruments: the Adolescent Resiliency Attitudes Scale (ARAS), the Adolescent Version of the Enright Forgiveness Inventory (EFI), and the Adolescent Anger Rating Scale (AARS). Correlational analyses were done on the scales and subscales of these surveys. Significant relationships were found between several adolescent resiliencies and forms of forgiveness as well as between some adolescent resiliencies and types of anger expression. The data indicated that Total Resiliency significantly correlated with Total Forgiveness as well as Total Anger. The findings also identified particular adolescent resiliencies that significantly predicted types of anger expression, while forgiveness did not predict types of anger expression. The data revealed that Age and Gender had no significant affect on anger expression. These findings suggest that the constructs of adolescent resilience and forgiveness have commonalities that can influence how adolescents express anger, and further suggest that intervention and prevention programs expand their focus to incorporate forgiveness skills. The findings from this study can provide critical information to counselors, therapists, and other helping professionals working with adolescents, on approaches to designing and implementing therapy modalities or developmental school guidance programs for adolescents.