Although the majority of college freshmen enroll at community colleges, very few research studies focus on this context. In addition, what research does exist often overlooks important practitioner concerns, such as instruction. In this article we argue that supporting generalizable education research conducted by community college practitioners…

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms…

This study explores the use of participatory action research (PAR) as pedagogy with adults to create dialog about their educational experiences connected with learning mathematics. The dialog, largely centered on race and poverty and how those aspects factored into their learning, produced the opportunity for critical reflection. This dialog gave…

By using a reconstructionist and critical theory approach, a review of student development theories demonstrates the problematic nature of such ideas as they continue to be used to shape student affairs practice in community colleges.

Using India as an example, the authors of this chapter provide background for connecting theory and practice for international community colleges.

This qualitative research study sought to understand the affordances and limitations of a systemic functional linguistics (SFL) approach to teaching composition at the community college level. The study took place over the course of a semester in two developmental college composition classes using the language of SFL to teach writing through…

Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job interviews. Too often, instead, students simply do not…

There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from…

The coeditors for this volume synthesize key propositions from the volume chapters and offer recommendations for community colleges to employ college impact theories in student affairs practice.

In 2011, Ohio passed state-wide legislation prohibiting undocumented students from receiving in-state resident tuition (ISRT). In 2013, a student-led advocacy campaign resulted in the Ohio Board of Regents extending ISRT consideration to recipients of Deferred Action for Childhood Arrivals (DACA), a subsection of the larger population of…

As racialized institutions, Hispanic-serving institutions educate large portions of racially minoritized students within organizational and policy structures that advance Whiteness. This research considers how the institution-level diversity, equity, and inclusion (DEI) plans, produced in response to state-level DEI policies in Florida,…

The purpose of this quantitative study was to determine if self-determination theory (SDT), the human needs of autonomy, competence, and relatedness (Basic Psychological Needs), provides a theoretical explanation of professional staff work engagement (vigor, dedication, and absorption -- Levels of Work Engagement) in public higher education…

This qualitative study explored the factors that contributed to the success of community colleges students who completed the English for Academic Purposes (EAP) program for English Language Learners (ELLs) and entered the Honors College at Miami Dade College. The purpose of this study was to develop a mid-level theory about the factors and…

Over the past several decades, an increasing number of nontraditional students have been enrolling in college, however they face a variety of challenges in completing their educational goals and have lower completion rates than traditional students. Thus, the more institutions can understand about this student population, the better they can serve…

The purpose of this quantitative study was to examine the effect of in-state resident tuition (ISRT) by the Maryland DREAM Act on student outcomes (awarded associate degrees, earned certificates, and retention) of undocumented immigrant students at a Maryland community college. Specifically, the study examined whether there were differences in…