Annotated Bibliographies

Journal issues 22(2) (Fall 2002)

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Berry, L. (2003). Bridging the Gap: A Community College and Area High Schools Collaborate to Improve Student Success in College. Community College Journal, 27(5), 393Ð407.

In this article, Berry reported a tracking study designed to determine if a) area students who take college preparatory math courses in high school place into and succeed in subsequent college-level math courses at a southern community college, and b) area students who come to college for a degree have taken sufficient college preparatory course work in high school.

During the first 3 years of the study, transcript data were analyzed for 623 students from 22 high schools. On average this represented an annual sample of 200 first-time freshmen who entered the autumn term beginning in 1999. The study variables were the highest math course completed in high school and the students' grades in the courses they completed. The dependent variables in the study were college math placement and college math success.

The study disclosed that a) students who take a high school course more rigorous than Algebra 2 place into and succeed in college algebra at a higher rate than those who had no additional math courses beyond Algebra 2, and b) most students have not taken sufficient college preparatory course work in math. Students who were planning on transferring to a 4-year institution were more likely to place in college-level math than were students pursuing an associate's degree or certificate. The difference seems to result from the highest course taken rather than degree intent. After the researcher controlled for the highest high-school course taken, no significant differences in placement of transfer students and students pursuing an associate's degree were found. Also, a successful transition to college algebra seems to require more than just good high-school grades. Seventy-nine percent of the students who earned a 3.1 or higher (on a 4.0 scale) in a math course more advanced than Algebra 2 placed into college algebra, compared to only 51% of Algebra 2 students who earned a similar grade.

The author concluded that the high-school math curriculum that students take is significant. Also reported are the collaboration efforts the community college undertook with community college math faculty and local high-school math teachers to observe more closely the transition students make in mathematics as they move from secondary to higher education.

Carni, R. M., Hayek, J. C., Kuh, G. D., Kennedy, J. M., & Ouimet, J. A. (2003). College Student Response to Web and Paper Surveys: Does Mode Matter? Research in Higher Education 44(1), 1Ð20.

The authors initiated this study to determine whether mode effects are associated with responses of undergraduate students to a national survey administered via a paper questionnaire and via the Web. Three questions guided this study: a) Do responses of students who have the option of using either paper or a Web questionnaire differ from those who can only complete a survey on the Web? b) Do students who use a paper or Web version of an instrument respond differently to questions about their college experience? c) Do any observed mode effects differ by certain student background characteristics, notably sex and age?
The National Survey of Student Engagement (NSSE) annually collects data about the nature of the college experience from tens of thousands of first-year and senior students at several hundred 4-year colleges and universities. The project researchers routinely use both paper and Web survey modes. The target sample included 151,191 students from 276 4-year colleges registered for the NSSE survey in 2000. The NSSE survey instrument measures the degree to which students participate in effective educational practices. The instrument has 67 items that tap student experiences on several different dimensions. The instrument relies upon self-reported information.

Multivariate regression analysis indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably on all 8 scales than did those who used paper. These patterns generally held for both women and men and for younger and older students. The largest effect was found for items involving computing and information technology.

The authors raised several points in their discussion. They underscored the need to carefully evaluate issues of sampling, nonrespondent bias, and measurement error when interpreting the findings from Web and paper surveys. They also suggested the profitability of studying normative and cognitive factors that shape differences between mixed-mode surveys. They also discussed the value of exploring the meaning and implications of computer usage, such as whether extensive use of computers by college students has positive or negative implications depending on the nature of the application: Do those who surf the Web for pleasure, play games, and develop personal Web pages respond differently than do those who primarily use the Web to seek additional relevant sources for class papers and projects?

Creamer, D. G. (2003). Research Needed on the Use of CAS Standards and Guidelines. The College Student Affairs Journal 22(2), 109-24.

Creamer suggested research projects that would extend the knowledge base about the use of CAS standards and guidelines in useful ways and expressed a need for two types of literature. First, studies are needed to measure student learning and development that tie practices to program outcomes. Second, studies are needed to address effectiveness of programs and services that use CAS standards and guidelines.
Presented are five research questions and specific research methodologies to guide researchers. The research questions are as follows:
1. What is the level of the use of CAS standards and guidelines by functional area, institutional type, and geographic region?
2. What are the type and frequency of the use of CAS standards and guidelines by educational practitioners in student and academic affairs?
3. How does the use of CAS standards and guidelines shape professional practice?
4. What is the role of CAS standards and guidelines in shaping educational programs and services?
5. How does professional behavior influence student learning and development? Descriptive survey studies, case studies, and reflective narrative inquiry research are the suggested research methodologies associated with these research questions.
The author concluded with his statement of hope that practitioners/researchers will conduct some of the needed studies and that they will move beyond the suggested research approaches to designs of their own that will lead to substantial additions to the current knowledge about the beneficial effects of using CAS standards and guidelines in practice.

McIntyre, A., Heron, R., McIntyre, M., Burton, S. & Engler, J. (2003). College Students from Families of Divorce: Keys to Their Resilience. Applied Developmental Psychology, 24(1), 17-31.

The authors of this study examined the impact of parental divorce and two personality characteristics (social responsibility and other-direction) on college students' adjustment problems and distress.

Participants for the study were 197 college students (83 male and 114 female undergraduates) enrolled in a large public university. The sample consisted of 82% Euro American, 11% African American, 3% Asian American, 2% Native American, 1% Hispanic American, and 1% unidentified. Participants included in the study were reared in the United States, were under 24 years old, and either had parents who had divorced (n = 105) or had parents with intact marriages (n = 92).

Participants completed a demographic questionnaire, the Social Responsibility scale and the Other-Direction subscale of the Personal Behavior Inventory. The Other-Direction subscale was designed to reflect a sense of one's own behavior being directed by perceptions of others' (particularly peersÕ) standards. The Symptom Checklist-90-Revised was used to assess adjustment problems and distress.

Cross-sectional analyses were conducted and resulted in several significant findings. Social responsibility and freedom from other-direction were found to be key elements of resilience for the adjustment of college students from families of divorce. However, when the benefits of social responsibility and freedom from other-direction for adjustment were controlled, results indicated a relationship between adjustment problems and parental divorce. In addition, although social responsibility and freedom from other-direction were also found to be associated with less distress, the students from divorce families exhibited more distress than did their peers.

Similar to research done by Laumann-Billings and Emery (2000), the results of this study indicate that although their global level of adjustment problems was not higher, college students from divorce families reported more distress than did their peers. The authors suggested that the greater reports of distress over problems from college students of divorce families may be attributed to a social communication style rather than negative consequences of parental divorce. Longitudinal research is needed to determine whether social responsibility and freedom from other-direction are characteristics associated with the development of adjustment problems when stressors are encountered in college life.

Osborn, D. S., Peterson, G. W., Sampson, J. P., & Reardon, R. C. (2003). Computer-Assisted Career Guidance System Outcomes. The Career Development Quarterly, 51(4), 356-67.

The authors of this study sought to determine anticipations that clients might have about the use of Computer-Assisted Guidance Systems (CACG) in career problem solving and decision making.

The participants for this study consisted of 55 clients (31 women and 24 men) in a career center at a large southeastern university. Clients who requested 'to use a computer' or 'to take a test' were asked if they would volunteer to participate in the study. The majority of the sample was Caucasian (78%), followed by African American (11%), Asian American (4%), and Hispanic American (4%). The participants varied from freshmen (27%) to graduate students (7%). Sophomores made up 23% of the sample, while juniors made up 16%, and seniors made up 9% of the sample. The rest of the sample (16%) indicated ÒotherÓ for class rank.
Participants were asked to respond to an open-ended question about occupations they had considered from their childhood to this point in their lives, and they were asked to complete two separate forms. The Anticipations About Computer Outcome Form A consisted of 10 numbered lines where participants were asked to respond to 'What do you anticipate the computer will do for you?' The Anticipations About Computer Outcomes Form B was used to assess clients' responses to specific cues about how the CACGs might address career decision-making and problem-solving needs. Data were collected over a span of 6 months.

Responses to the instruments were categorized according to CIP, which describes a process of career decision making and career choice. Results indicate the clients anticipated or believed that outcomes of using the CACGs might include increased options, enhanced self-knowledge, strengthened occupational knowledge, gains in direction and focus, and narrowed or broadened options.

Outcomes of the study point to the important role of teaching clients how to use CACGs and how they can benefit from CACG features. For effective orientation sessions to be designed and to be conducted, career practitioners need to be trained on the system's design, theoretical base, specific modules/sections, occupational database, and search features.

Small sample size and an inability to determine faulty anticipations are limits of the study.

Pope, M. L. (2003). Community College Mentoring: Minority Student Perception. Community College Review, 30(3), 31-45.

The mentoring process has been perceived traditionally as a model for apprenticeship in graduate education, but now it is increasingly identified as a retention strategy for undergraduate education. This strategy has been demonstrated through both formal and informal methods. Mentoring programs in these formal settings have focused traditionally on work-based learning as opposed to career development and fulfillment of psychosocial needs of the students. This alternative process affords students opportunities to create a bond with the institution through programs that facilitate academic and social integration. However, for many minority students in community colleges, the time, energy, and the ability necessary to participate in such well-designed programs are limited due to responsibilities and barriers that put them at risk, such as family, work, lack of support, and lack of transportation.

Pope analyzed the perceptions of minority students regarding multiple levels of mentoring on their community college campuses. The study involved 375 minority students enrolled at 15 community colleges around the country. The survey focused primarily on minority student perceptions of campus climate, institutional diversity, mentoring, and administrative support of diversity. The researcher addressed the following questions:
1. What aspects of mentoring are important to minority students?

2. What are minority students' perceptions of whether their current institution provides these levels of mentoring?
3. Is there a relationship between the minority students' perceptions of importance and the availability of these levels of mentoring?
4. Is there a difference in minority students' perceptions, based upon race, of whether their current institution provides multiple levels of mentoring?

Based on the results, students of color felt that multiple types of mentoring are important for minority students attending community colleges. The overall perception of the availability of mentoring programs for Asian students was lower than for African American, Hispanic, Native American, or multiethnic students. Students perceived that the services they deemed important were those that were available on their campuses, with the exception of faculty mentoring of students. Significant differences, based upon race, were found among those asked whether their current institution provides multiple levels of mentoring.

The author concluded that mentoring programs cannot be one dimensional; the mentor must provide guidance to the student in academic, personal, and professional areas. The setting must incorporate an opportunity for these mentors to learn more about students from various ethnic backgrounds.

Pope, M. L. & Fermin, B. (2003). The Perception of College Students Regarding the Factors Most Influential in Their Decision To Attend Postsecondary Education. College and University, 78(4), 19-25.

The philosophy of the student college-choice process has theoretically been centered in Hossler and Gallagher's (1987) three phases: predisposition, search, and selection. The authors state that because concerns about minorities completing higher education are increasing, researchers should focus on the predisposition phase to determine the background characteristics that influence a student's decision to attend college. Many have postulated that during the decision-making process, economic and financial issues most influence the predisposition stage. Pope and Fermin ask two research questions: What factors were most important in student choice to attend college, and is there a difference in these factors of college choice based upon ethnic/racial identification?

The instrument designed for this study contained 11 demographic questions and 28 items related to specific college choice. The participants responded to the latter items by using a 5-point Likert scale. The survey was distributed to 219 students at a large midwestern research institution; 61% of the respondents were female. A cross section of students, first-year to senior, was represented. A cross section of ethnic representation included African Americans (37%), Asian/Pacific Islanders (5%), Caucasians (38%), Hispanics (5%), Native Americans (6%), and others (8%).

All participants consistently rated highest those items related to achieving personal and career goals. Items from categories related to family/friends and high school personnel/support also were in the top 10 factors that influenced participants' decision to attend college. The last item in the top 10 list related to college-related efforts (field trips to college campuses). Even though some differences in the order of the top five were found, no differences in the top 5 items were based on race.

The ANOVA yielded 15 significant differences in 11 items based on ethnic groupings. These 11 items were within four of the six subscales. These items related to college choice based on information, financial support, and encouragement received from various individuals and entities. One important finding highlighted the importance of community and civic organizations to African American and Asian students as they made the decision to attend college. The types of influence varied, but those factors included information about college, financial support, and encouragement that was received by members of these groups. The authors suggest that college recruiters should expand their recruitment efforts by establishing more formal relationships with individuals who participate in community and civic organizations. Students who may be attending these organization meetings and activities may be first-generation students; thus college-educated individuals in these organizations may be influential in the college-choice decision of these students.

Pritchard, M. & Wilson, G. (2003). Using Emotional and Social Factors to Predict Student Success. Journal of College Student Development, 44(1), 18Ð28.

To determine the relationship between student emotional and social health and academic success and retention, Pritchard and Wilson undertook this study.

Participants for the study were 218 undergraduate students (108 freshmen, 39 sophomores, 36 juniors, and 35 seniors) enrolled in a private midwestern university. More than one half (n = 126) of the sample was female while 92 participants were male. The mean age of the sample was 19.67 years with ages ranging from 18 to 30 years. Students enrolled in Introductory Psychology and Introductory Health and Wellness courses were invited to participate in the study.

Instruments included a demographic questionnaire that included current grade-point average (GPA), high school GPA, SAT or ACT score, current classification (freshman, sophomore, junior, senior), and whether their parents had attended college. So researchers could assess the intent to drop out, participants were asked to respond to the following statement: 'I doubt I will still be in college next year.' Participants were also asked to complete several assessments that measured emotional health (stress, perfectionism, self-esteem, coping tactics, affective states, and optimism) and social health (introversion/ extraversion, involvement in romantic relationship, where they lived, and membership in campus organizations). Alcohol behaviors were assessed by asking participants how frequently they drink and how much they drink per drinking occasion.

Data were analyzed using regression analyses. Results indicated that a significant relationship exists between both emotional and social health factors and student performance and retention. Specifically, participants' emotional health was related to GPA regardless of gender, and those students who indicated their intent to drop out reported more fatigue and had lower self-esteem than did their peers. Findings from this study demonstrated that frequency of alcohol intake had a negative impact on students' GPAs while membership in academic honors organizations had a positive impact.

Limitations of this study include sample size and institution type. Participants for this study were selected from a small, private, midwestern university, which impacts the extent to which the findings may be generalized. The authors suggested that future research focus on how both emotional and social health factors relate to GPA and retention over time and on an examination of actual attrition rates as opposed to student intent to drop out.

Smith, P. J., Murphy, K. L., & Mahoney, S.E. (2003). Towards Identifying Factors Underlying Readiness for Online Learning: An Exploratory Study. Distance Education, 24(1), 57Ð67.

This study was undertaken to test the potential value of McVay's (2000) Readiness for Online Learning questionnaire for research and practice. The questionnaire comprises 13 items that are rated by respondents on a 4-point Likert scale.

The instrument was administered to 107 undergraduate students drawn from a range of courses in the United States and Australia; 47 males and 60 females participated. The age range of the students was predominately between 18 and 24 years.

The questionnaire was subjected to a reliability analysis and a factor analysis. The instrument fared well in the reliability analysis and yielded a two-factor structure that was easily interpreted in the framework of existing theory and research. Factors identified were comfort-with-learning and self-management of learning.
The authors suggested that the instrument is useful for both research and practice but would be enhanced through further work on 5 of the 13 items. The authors concluded that further work is required to establish predictive ability.

Woosley, S. A. (2003). How Important are the First Few Weeks of College? The Long Term Effects of Initial College Experiences. College Student Journal, 37(2), 201-207.

In this study, Woosley examined the relationship between students' initial experiences in college and studentsÕ degree completions. The sample consisted of first-year students enrolled in a public university. Participants completed a survey in the third week of their first semester (fall 1996). Out of 3,829 first-year students, 2,554 students returned the survey.

The dependent variable in the study was whether a student had earned a bachelor's degree at the institution within 5 years of matriculation. Of the 2,554 respondents, 1,182 (46%) completed a bachelor's degree by the end of summer 2001. The independent variables included a) pre-entry characteristics (high school percentile rank, gender, nontraditional status, first generation status, and family support), b) educational commitment (immediate educational goal and possible reason for not completing a degree), and c) initial college experiences (employment and social adjustment).

A logistic regression model was used to test the hypothesis. Results indicate that neither employment nor initial academic adjustment were significant predictors of degree completion probabilities. Initial social adjustment was linked to higher probabilities of degree completion, even when pre-entry characteristics and educational commitment were included in the model. Those students who thought they had developed friendships, were adjusting well, and were satisfied with their social life during the first 3 weeks of their first semester in college were also more likely to complete a degree within 5 years.

Future research needs to be conducted on different student populations to determine whether the results of this study can be generalized. In addition, the authors suggest the importance of examining social experiences in more detail to determine what aspects of the experiences are important to adjustment and to outcomes such as retention and degree completion.