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dc.contributor.advisorSomers, Patricia (Patricia A.)en
dc.creatorMills, Maryellen Templeen
dc.date.accessioned2011-03-18T21:05:19Zen
dc.date.available2011-03-18T21:05:19Zen
dc.date.issued2009-05en
dc.identifier.urihttp://hdl.handle.net/2152/10577en
dc.descriptiontexten
dc.description.abstractResearch on student success courses indicates they contribute to successful college transitions for four-year students. However, diverse demographics and enrollment patterns among two-year students suggest that success courses may not influence all students similarly. This mixed methods exploratory study examined success courses in case studies of four large community colleges. CCSSE and focus group assessments of engagement among course-takers and non-takers were compared for both part-time and full-time students. Analysis of key college documents provided an environmental overview as an interpretive context. Findings suggest that underprepared students and older students respond differently to success courses than well-prepared traditional-aged students. Institutional commitment, instructor selection, and an active learning format are indicated as key elements for effective success courses.en
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectSuccess coursesen
dc.subjectCommunity collegesen
dc.titleThe relationship between student success course participation and engagement in community collegesen
dc.description.departmentEducational Administrationen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


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