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This secondary analysis examined the differences in food security, knowledge of eligibility for food assistance programs, and access to food programming across students attending two- and four-year public postsecondary institutions in the state of Connecticut. This study found two-year college students experienced a higher prevalence of food insecurity and were also more aware of their eligibility for SNAP than students attending four-year institutions. Additionally, all institutions provided students with an on-campus food pantry. Further research is needed to understand differences in food security and opportunities to address student barriers to the use of available resources to support food security. [ABSTRACT FROM AUTHOR]

Community college students are more likely than their peers in four-year colleges to experience homelessness or housing instability. At the same time, homelessness is a curricular topic, particularly in social science courses. Given the prevalence of homelessness and housing instability in the community college student population, likely worsened by the COVID-19 pandemic and subsequent and ongoing economic crisis, this project sought to discover how community college faculty approach homelessness and housing instability as a curricular topic, including their theoretical and praxis perspectives, and the integration of students' lived experience into their instruction. Fourteen faculty from a variety of disciplines participated in interviews, revealing that homelessness is most often used a way for students to explore foundational theories in sociology. Participants problematized their teaching around homelessness, particularly their service-learning activities, and described the importance of care and safety when discussing housing with students they recognized could have lived experience with homelessness. Future research should explore students' experiences in classes where homelessness is a curricular topic, and how more critical theoretical approaches may be beneficial. [ABSTRACT FROM AUTHOR]

Objective: Policymakers in many states are endeavoring to increase graduation rates among older community college students. However, we know little about how the factors that influence college completion among older students differ from their younger peers. We aim to identify features of institutional contexts in which adult community college students are more likely to prosper, as evidenced by an elevated likelihood of graduating. Methods: Using a multilevel statistical approach to analyze administrative data for Ohio's community colleges, we examine how associations between students' age and their likelihood of graduating differ as a function of dosage-weighted exposure to six contextual characteristics that align with the organizational, human aggregate, and socially constructed dimensions of Strange and Banning's (2015) socioecological framework for campus environments. Results: Contrary to expectations, we find more similarities than differences between older and younger students in how exposure to particular institutional characteristics is related to the likelihood of graduating. Only one of the six characteristics has a relationship of meaningful magnitude with the likelihood of graduating among students of any age. Specifically, exposure to classmates taking heavier course credit loads is positively related to the likelihood of graduating for students 40 years of age and older. Conclusion: Our findings point to two potential levers for strengthening outcomes of older students as community colleges seek to become adult- serving not just adult- enrolling. First, incentivize a full-time course load across the student population. Second, create opportunities for adult students, many of whom attend part-time, to take classes with a range of classmates, including younger classmates and classmates who are attending full-time. [ABSTRACT FROM AUTHOR]

Objective: Community college baccalaureate (CCB) programs are expanding across the nation, particularly in California—home of the largest and most ethnically/racially diverse community college system in the nation. CCB programs provide many benefits, two of which include providing an accessible and affordable pathway towards baccalaureate attainment, and also meeting economic and workforce development (EWD) goals, particularly for students from historically minoritized communities. While the community colleges of the United States have historically provided accessible education that aligns with EWD, more can be learned about the strategies these institutions use to do so. Methods : Using a content analysis methodology, we examined the application proposals of the first 15 approved CCB programs in California to understand how these community colleges as aligned with EWD. Results : The findings we generated suggest that the first 15 approved California CCB colleges (1) utilized varied information and sources to understand their labor market conditions, (2) rarely acknowledged how their CCB programs would address student inequities in the labor market, and (3) were limited in articulating the specific practices, structures, and systems they would implement to be EWD-aligned. Conclusion : Policymakers, practitioners, and researchers can help ensure successful EWD alignment and equity by improving data systems to better understand labor market conditions, conducting more quantitative and qualitative research to capture students' labor market experiences and outcomes, and comprehensively aligning college- and career-related practices, programs, structures, and systems. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the key determinants influencing student enrollment in the Bachelor of Science in Information Systems (BSIS) program at Ubay Community College, with a focus on the relationships between financial, institutional, and external factors and enrollment decisions. Using a survey of 322 first-year students, the research explored how demographic factors, such as age, gender, and socio-economic status, intersect with these determinants. Data were analyzed through descriptive statistics and t-tests. The findings indicated that institutional factors--particularly the college's facilities, reputation, and hands-on learning opportunities--had the strongest influence on enrollment decisions, followed closely by financial factors, such as tuition accessibility and scholarships. Additionally, external factors, such as family recommendations, played a smaller yet notable role. The study also revealed a significant relationship between students' awareness of the BSIS program and their perceptions of its value; higher awareness correlated with more positive perceptions. The analysis further underscored the interconnectedness of institutional reputation and affordability, with financial accessibility playing a pivotal role in enhancing the program's attractiveness. Grounded in the theory of planned behavior and supported by existing literature on educational decision-making, this study provides actionable insights for Ubay Community College's strategic planning. It recommends continuing institutional improvements, maintaining financial support mechanisms, and enhancing targeted awareness campaigns to boost enrollment in the BSIS program. [ABSTRACT FROM AUTHOR]

College sexual assault is a persistent public health problem in the United States. A public health approach to develop effective prevention strategies must take into account the social ecology of college campuses, including interpersonal-, community-, and institutional-level factors that may influence sexual assault. To maximize effectiveness, prevention strategies should be tailored to reflect contextual factors of specific college communities and situations where sexual assault is more likely to occur. Using one-on-one semi-structured interviews, this qualitative study of fraternity and sorority students examined interpersonal, community, and institutional factors influencing consent within the context of a hookup. Participants included 42 sexually active, predominantly heterosexual undergraduate fraternity and sorority members. From interviews, eight modifiable factors emerged that influence student consent behavior: (a) Awkwardness and fear of rejection; (b) Traditional heterosexual sexual scripts; (c) Coercion; (d) Men’s fear of being accused of sexual assault; (e) Peers and the sexual double standard; (f) Sex and the Greek social hierarchy; (g) Drunk sex; and (h) Greek environments. College sexual assault prevention efforts should be tailored to the fraternity and sorority community and aim to address these eight factors to prevent sexual assault within the high-risk context of hookups. [ABSTRACT FROM AUTHOR]

How much postsecondary education costs families, and how much is publicly financed, varies immensely across countries and the proper balance is hotly debated. The United States, despite having a highly privately financed system, is home to hundreds of local and provincial (i.e. state) ‘free college' programmes. I review the growing literature on these programmes, discussing postulated causal mechanisms through which they may work and summarizing effects on students, communities and colleges, with an emphasis on causal evidence. Most proposed mechanisms lack empirical support or are implausible for most existing programmes. Programmes are consistently found to change postsecondary destinations and increase enrolment at eligible colleges. Less consistently, they boost postsecondary participation and gross educational attainment, while evidence for positive effects on postsecondary performance and attainment net of participation is mixed. There is insufficient or inconsistent evidence for effects on secondary school performance, post-college income, or inequality reduction according to gender, race, or socioeconomic status. [ABSTRACT FROM AUTHOR]

In today's "knowledge society," education is understood as highly instrumentally valuable, and institutional theorists have highlighted its immense cultural importance. What escapes commentary is the nearly universal moral reverence with which education is held. Since families are increasingly expected to participate in children's schooling, a family's moral virtue is partially established through offspring's school success. I explore this using in-depth interviews with two American populations on the margin of college-going: beginning community college students and adult undergraduates. I discuss how respondents present support for education as evidence of caretakers' status as loving and responsible parents. I then elaborate on how families create moral worthiness in relation to familial educational trajectories. I locate three narratives—maintaining the tradition, the rising family, and educational redemption. What narrative families deploy seems related to their location in social space, and each tacitly reflects the deep moral valuation of education that pervades modern culture. [ABSTRACT FROM AUTHOR]

Do older community college students build momentum toward graduation differently than their younger peers? One-third of students in community colleges are 25 years of age or older, and these students tend to have lower rates of graduation than their younger peers. Yet, we know little about how the factors that influence college graduation differ across the wide range of ages found among community college students. Using multilevel statistical models to analyze data for Ohio's community colleges, we investigate how the relationships between early academic momentum and the likelihood of completing a postsecondary credential vary by age. We disaggregate results by gender in light of prior evidence of differences in the educational experiences and outcomes of adult men and women. The measures of momentum, all observed in the first year in community college, include credits earned, credit success rate, enrollment continuity, passing college-level math, and passing college-level English. The college graduation outcomes, observed over six years, include earning a postsecondary certificate, earning an associate degree from a community college, and earning a baccalaureate degree from a four-year institution. We find some differences and some similarities in how older and younger students build momentum toward a postsecondary credential, and how these patterns differ for men and women, revealing fruitful opportunities to strengthen the outcomes of older students. [ABSTRACT FROM AUTHOR]

My participatory visual inquiry focuses on a feminist augmented reality (AR) intervention in a patriarchal space, a university town tavern decorated with woman-animal hybrid works of art that embody the male gaze and the objectification/commodification of women's bodies within a culture of normalized gender-based/sexual violence. I introduce how my intervention began with an affective encounter, which stoked my feminist consciousness, leading to a "feminist killjoy" impulse and learning of other tavern goers' interpretations of the art. Additionally, I discuss how my re-invention of the paintings, which involved layering tavern patrons' audio commentary over the images using AR, offers opportunities for feminist intervention by inviting feminist solidarity in a patriarchal space. [ABSTRACT FROM AUTHOR]

The document delves into various historical events and figures, such as the Aber Day Kegger in Montana, the Andrus Hotel in Dillon, and Dolores LaChapelle's life and work. It utilizes primary sources like newspapers and interviews to explore topics like student activism, environmental ethics, and skiing culture in the Western United States. By drawing on diverse perspectives and sources, the text offers a comprehensive overview of the cultural and historical significance of these subjects for researchers interested in these areas. Additionally, it discusses avalanche research in the San Juan Mountains, state control of the atmosphere in twentieth-century America, and Dolores LaChapelle's contributions to ecophilosophy and the skiing community, particularly in the Alta ski area. [Extracted from the article]

The problem with most commissioned studies is that they are generally anchored on research protocols, guidelines and theoretical underpinnings imposed by research grant makers or the external Principal Investigator's (PI) own research design preferences. Furthermore, the problem is that researchers who are recruited during various phases of commissioned studies have little contribution to the overall research design, methodological or theoretical framework of such studies. On 22-23 November 2022, the University of Johannesburg's (UJ) Ali Mazrui Centre for Higher Education Studies (AMCHES) facilitated a fieldwork training and orientation workshop hosted by the Nelson Mandela University's (NMU) Faculty of Education. The purpose of the workshop was to orient institutional research teams for a commissioned study titled: Steering Epistemic Access and Success of Historically Disadvantaged Students in South African Universities. This commissioned study was funded by the National Research Foundation (NRF) and AMCHES was the principal investigator, and it had its own prescribed research design to explore the institutional student access and success narratives and experiences of students from historically disadvantaged backgrounds. However, during this orientation workshop, it became apparent to the author that researchers recruited from the four participating universities were raising key research design-oriented narratives that were significant to the respective social contexts of the institutional case studies. The research design and theoretical framework of the entire study benefited from the inclusion of narratives describing the institutional researchers' own experiences and their familiarity with the SEAS research sites. The four case study institutions were the universities of Cape Town (UCT), Fort Hare (UFH), Kwa Zulu-Natal (UKZN) and NMU. AMCHES held the overall ethics clearance for the study, which had been granted by UJ's Faculty of Humanities. The author explored the pre-study narratives of the institutional research teams that emerged during the orientation workshop using a qualitative narrative analysis approach. This demonstrates the benefit of the incorporation of researchers' narratives and perspectives of their lived experiences of the research site in commissioned studies. The author argues that the incorporation of narratives of researchers' lived experiences of the research site adds a social context and enriches methodological approaches and theoretical framing in commissioned studies to create social relevance beyond the grant maker or the PI's imposed approaches. [ABSTRACT FROM AUTHOR]

Purpose: Research on smart cities and quality of life is advanced. However, there are few publications analyzing the logistical aspects of quality of life. In addition, publications conceptualize residents without considering segments within this stakeholder group. The purpose of this article is to evaluate the logistical aspects of students' quality of life in college towns. Design/methodology/approach: The article compares three academic cities. The logistics systems of the cities were characterized according to attributes indicating intelligent and sustainable development of passenger transportation. Key solutions for integrated urban transportation, micromobility and intelligent transportation systems are identified. The next step discusses the results of a survey of students living in the surveyed cities. A customer satisfaction index was developed. Findings: Recommendations have been identified for academic city managers in improving the flow of people in the city. Each case study also identified good practices that are highly appreciated by students. Originality/value: Applying customer satisfaction characteristic methodology to evaluate logistics aspects affecting students' quality of life. [ABSTRACT FROM AUTHOR]

Do inclusion, diversity, equity, and access (IDEA) courses geared toward Latinx students help create a collectivist community on a college campus? We argue that courses incorporating IDEA initiatives into their curriculum and focusing on Latinx individuals provide students the face, place, and space to create the cultural wealth required for educational success. The academic intervention described in this study focused on supporting the Latinx community and advancing our university's IDEA values. This qualitative project describes the results of forty-seven participants in ten focus groups within undergraduate courses during the Fall 2019-Spring 2021 semesters. Based on a deductive-inductive hybrid thematic analysis, our results suggest that IDEA courses at the curricular level are essential in cultivating a collectivist community on campus for students to thrive. Evidence from this study can be utilized to inform educational policy and pedagogical considerations within higher education. [ABSTRACT FROM AUTHOR]

This study focuses on the potential academic benefit of virtual international exchange for community colleges and the students they enroll through a comparison of virtual exchange and study abroad. Using data from two community colleges in the US Southeast, this study draws upon the notion of socioacademic integration. Specifically, this study theorizes that both virtual exchange and study abroad have a positive relationship with students' academic outcomes given their potential to foster socioacademic integrative moments. However, given the scalability of virtual international exchange, it was expected that these programs are associated with a greater relationship to students' academic outcomes in the aggregate. This study's results generally confirm these expectations, although findings for virtual exchange are less positive compared to study abroad. Results have implications for the establishment and success of both approaches to international education programming at community colleges. The potential for virtual international exchange to reach a larger group of students compared to study abroad, thus having a greater aggregate impact on students' success and outcomes, has key policy implications particularly for community colleges, for which service to the community is an integral component of institutional mission. [ABSTRACT FROM AUTHOR]

Recognizing the need for a concise self-report measure of mentalizing capacity, we developed a 12-item iteration of the well-established Mentalization Scale (MentS). Using college student and community samples of Serbian adults (N = 566), we performed a precise selection of items and then examined the psychometric attributes of the shortened scale (MentS-12). The new scale maintains the original three-dimensional structure: self-related mentalization, other-related mentalization, and motivation to mentalize. MentS-12 proves to be both reliable and structurally consistent. To improve its utility in therapeutic contexts, we determined clinical change thresholds for both the complete and abbreviated forms. We hope that its feasibility stimulates the integration of the MentS-12 in longitudinal research projects and real-world clinical settings. [ABSTRACT FROM AUTHOR]

The article discusses the militarization of the northernmost areas of Norway, Sweden, and Finland, highlighting the impact on Indigenous Sámi lands in Sápmi. The focus is on the Rovajärvi firing range in Northern Finland, where military activities disrupt reindeer herding and local communities. The text emphasizes the need for decolonial approaches to studying militarization in the Nordics, calling attention to the discourse of terra nullius and its implications for land use and Indigenous rights. The article also raises concerns about the lack of public consultation and transparency in military land use planning, particularly in Indigenous territories. [Extracted from the article]

Graduate employability has received significant attention across Malaysia's higher education landscape, particularly post-COVID-19. There appears to be some educationjob mismatch in the event management sector, which carries a negative connotation for students' educational investment and future workforce. This qualitative study explored the factors limiting Pasir Salak Community College's Event Operations Certificate graduates from working in event-related fields. Data was acquired via semi-structured interviews with seven graduates. The findings reveal that these graduates were indeed qualified for employment yet resorted to working outside their field for three reasons: workload and burnout, family obstacles, and low salary offer. Subsequently, this study proposes three strategies to increase graduate employability in the event management sector: active collaboration with industry players, specialised career counselling, and early exposure to career prospects. [ABSTRACT FROM AUTHOR]

We have developed a flexible undergraduate curriculum that leverages the place‐based research of environmental microbiomes to increase the number of Indigenous researchers in microbiology, data science and scientific computing. Monitoring Environmental Microbiomes (MEM) provides a curriculum and research framework designed to integrate an Indigenous approach when conducting authentic scientific research and to build interest and confidence at the undergraduate level. MEM has been successfully implemented as a short summer workshop to introduce computing practices in microbiome analysis. Based on self‐assessed student knowledge of topics and skills, increased scientific confidence and interest in genomics careers were observed. We propose MEM be incorporated in a scalable course‐based research experience for undergraduate institutions, including tribal colleges and universities, community colleges and other minority serving institutions. This coupled curricular and research framework explicitly considers cultural perspectives, access and equity to train a diverse future workforce that is more informed to engage in microbiome research and to translate microbiome science to benefit community and environmental health. [ABSTRACT FROM AUTHOR]

This study aimed to examine the relationship between student engagement and student retention of adult learners at community colleges. The relationship between student retention and the five Community College Survey of Student Engagement (CCSSE) student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) was examined using binary logistic regression. This study used secondary data from the CCSSE, including 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential-seeking at the community college (participants from 588 colleges in 46 states). This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies benefit adult learners at community colleges. [ABSTRACT FROM AUTHOR]

This study is the first systematic review of research on outdoor learning occurring in all disciplines and interdisciplinary areas of study at higher education institutions in the United States and published in refereed English language journals. The article describes characteristics of outdoor learning research (OLR) and outdoor learning (OL). It discusses similarities, differences, challenges and trends as well as recommending additional research. The research protocol consists of a systematic search of 10 bibliographic databases using 18 keywords and 5 structural criteria to identify articles. This yielded 183 refereed articles published between 1996 and 2020 for analysis. Results and discussion are presented in seven categories. Outdoor learning research (OLR) publication frequency is growing, but is diffused among many journals resulting in limited communication of results. OLR is not a primary focus for most authors, limiting progress in understanding and development. OLR occurs at doctoral institutions and is distributed across disciplines and interdisciplinary areas. OLR is mostly descriptive, often case studies. Theory testing and inferential research is less common. Outdoor learning (OL) occurs in many academic areas with agriculture and social sciences, sustainability and adventure being most frequent. Learning methods use constructivist theory and experiential methods. Venues are diverse. OL drivers and barriers are generic and need elaboration. Enhanced learning and improved practices are stated outcomes. OL is a growing, but disjointed component of U.S. higher education. OLR demonstrates that OL addresses changing academic and participant interests. Recommendations to enhance OL practice are provided. Suggestions are made for future outdoor learning research. [ABSTRACT FROM AUTHOR]

The community located around colleges and universities is a place where university students and community residents engage in production and life together. Due to the influence of colleges and universities, these communities have spontaneously formed various other functions, resulting in the disorderly development of the entire space and a lack of effective guidance and control. With the development of colleges and universities, problems within the community are gradually increasing. These factors affect the spatial quality of the communities, as well as the environmental atmosphere of colleges and universities, and cause damage to the spatial environment of the entire region. By sorting out the issues between universities and surrounding communities, the development of universities is linked with that of communities, and a path of cooperation and win-win development is sought. [ABSTRACT FROM AUTHOR]

Objective: This study aims to understand how Southeast Asian American (SEAA) community college students experience community college stigma. Methods: This phenomenological study employs AsianCrit as a framework to examine the realities of SEAA students in community college. Ten SEAA community college students underscore how racialization and community college stigma shape their self-perception and college-making decisions. Results: The findings indicate that SEAA community college students experience community college stigma in distinct ways, as shaped by the racialized contexts in which they experience stereotypes in education and in which their peers, educators, and family members inadvertently or intentionally reinforce this stigma. Contributions: These findings indicate that SEAA students experience racialized community college stigma shaped by their raced and racialized positionings within the Asian American racial category and intersecting with the stigmas of attending community college as Asianized individuals. Implications for practice include faculty exploration of how they reinforce racialized community college stigma, deeper engagement with families to minimize the reinforcement of negative stigmas associated with community college, and creating educational opportunities to support students' meaningmaking and abilities to resist stigmatization. Future research should expand on SEAA students' experiences of community college stigma to include SEAA community college students across different contexts. Additionally, research focusing on specific ethnic populations under the SEAA umbrella experiencing racialized community college stigma is warranted. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this systematic literature review is to examine policy and practice recommendations, along with calls for future research, aimed at addressing food insecurity for community colleges across the U.S. Argument/Proposed Model: This article will provide a detailed methodology for the systematic literature review, as well as the findings gathered from a range of peer-reviewed articles on this topic. The authors analyzed six significant themes that surfaced from the current literature related to policy and practice at the federal, state, local, and institutional levels. Conclusions/Contributions: Six chief themes are discussed in-depth, including but not limited to: important tools and approaches for marketing and communications, data-driven decision-making, and the augmentation of food support with other public benefits and institutional resources. These thematic findings address the issue of food insecurity on community college campuses, and also offer a range of techniques and areas for consideration. This systematic literature review offers a compilation of policy and practice recommendations steeped in actionable strategies for researchers, policymakers, campus leaders, and practitioners alike. The strategies can be implemented and/or tailored to meet the needs and nuances of any community college population. [ABSTRACT FROM AUTHOR]

BACKGROUND: Tuberculosis (TB) elimination is the top-most public health priority for India. Taking into account the dire need to enhance the detection of TB cases, an innovative model was developed and implemented. AIM: The aim is to develop and assess "college student to community strategy" for enhancing TB case detection. MATERIAL AND METHODS: A quasi-experimental study was conducted in seven different nonmedical degree colleges. A total of 134 students participated in this study. Information, education, and communication (IEC) sessions describing the epidemiology, presumptive case definition, control, and prevention of TB were conducted. Pretest and posttest were administered to capture knowledge about TB, including identification of presumptive TB cases. Data were analyzed with SPSS V. 25.0. RESULTS: A total of 134 participants were included in this study. Only 108 (80.6%) participants were aware of TB before the IEC session. There was a statistically significant difference in knowledge about transmission, symptoms, diagnosis, treatment, and prevention of TB before and after IEC activity. 118 (88.06%) participants felt confident regarding presumptive TB case detection. Two participants and three close contacts having presumptive TB symptoms were linked to the TB care pathway. CONCLUSION: College students who are equipped with the presumptive TB case detection knowledge can be instrumental in diagnosing the hidden burden of TB in the community. This will detect additional cases along with routine case detection through the National Tuberculosis Elimination Program. [ABSTRACT FROM AUTHOR]

Maryland's family literacy programs are built on a foundation of partnerships. Both Prince George's Community College and Community College of Baltimore County have built strong family literacy programming through their partnerships with the Family Support Center of Prince George's County and Baltimore County Public Schools. In Prince George's County, community integration has taken place through a focus on workforce development as a key component in the family literacy adult education classes. In Baltimore County, the focus for family literacy students has been school integration. Student stories illustrate the importance of strategic community partnerships to create unified communities and a stronger, more skilled workforce in Maryland. [ABSTRACT FROM AUTHOR]

Across the nation, community colleges have expanded dual enrollment programs to increase college enrollment and completion, particularly among historically underserved populations. The California Community College system—the largest system in the nation—is no different and recently expanded its dual enrollment programming to include College and Career Pathways Partnerships, in addition to Middle College High School and Early College High School. This article presents an original analysis of California Community Colleges Chancellor's Office system data to understand the dual enrollment student journey and any equity gaps that might exist in participation and outcomes, including college‐level math and/or English participation and completion, award attainment, and postsecondary matriculation. Though dual enrollment programs can be strategy to support equity, the authors find racial and regional equity gaps persist in both students' access to these programs and their success. However, practitioners can take action to ensure it is an equitable journey at their school or college. [ABSTRACT FROM AUTHOR]

This article discusses the effectiveness of peer tutoring as a high-impact practice in community colleges. The study found that tutoring can provide personalized support, foster a sense of belonging, and increase student retention rates. Peer tutoring also allows students to bring their lived experiences into the learning space, improving sense of belonging and peer support for minoritized students. The study revealed that students who engaged more frequently with tutoring experienced higher GPA increases. The findings also showed that students from underrepresented backgrounds, such as People of Color and first-generation students, were more likely to participate in tutoring. However, the study found that tutoring is an underutilized resource, with less than 10% of students surveyed engaging in meaningful tutoring. The article suggests that practitioners should incorporate student voice and tailor programming to the populations that utilize tutoring services the most. It also recommends creating cross-departmental collaborations to reach populations that underutilize tutoring. Further research is needed to explore the tutoring experiences of students from diverse races and the role of age in tutoring. Overall, peer tutoring is an important intervention that can benefit underserved student groups and contribute to their academic success and sense of identity on campus. [Extracted from the article]

This article explores the lack of racial diversity in the field of philosophy and the impact of racial injustice on the evaluation of applicants' philosophical skills. It argues that admissions committees often fail to accurately assess the materials of Black, Indigenous, and Latinx applicants due to a lack of understanding of their situation and the effects of racial injustice. The article suggests implementing policies such as weighting applicants from underserved communities, increasing diversity on admissions committees, and providing more resources for evaluation. The author, Eric Bayruns García, is an Assistant Professor specializing in philosophy of race, epistemology, and Latin American philosophy. [Extracted from the article]

In this article, the Education Studies Department (ESD) at Berea College shares lessons learned while becoming an inclusive, justice-focused, and democratic Education Preparation Program (EPP) together with its "Community of Teachers" (CoT). ESD values diversity, equity, inclusion, and belonging (DEI+B) and democratic relationships. These values influence how we do our work. We begin by sharing how the theoretical framework of Community of Practice (CoP) frames our case study. After explaining how a CoP applies to ESD's approach to educator preparation, we give an overview of Berea College. We share some of its history and its eight Great Commitments. We detail how ESD is a unique EPP compared with other more traditional EPPs. Next, we chronicle the story of how ESD "walks its talk" and invests in the teacher profession. We detail the participants of the case study, outline our methodology of the case study, and share the data we analyzed for this article. Data were analyzed and three emergent themes were discovered about the praxis of ESD: (a) community-engaged and justice-focused teacher preparation, (b) community building within teacher preparation programs, and (c) diversity, equity, inclusion, and belonging. The article concludes by sharing implications for EPPs and a conclusion. [ABSTRACT FROM AUTHOR]

Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners. This article examines how out of school engagements on university and college campuses can help bridge the gap between high school and university experiences. We examine data collected as students from diverse populations participate in one out of school engagement at a university that focused on forensic science. Our analysis focuses on the progressions of students' argumentation abilities, content knowledge, and development of interest in forensic science. The results suggest that out of school engagements on college campuses have the potential to provide critical support to developing high school students in the area of forensic science. [ABSTRACT FROM AUTHOR]

In this study, we interrogated the efforts adopted by community and technical colleges in a Midwestern state to address racial inequities since the onset of COVID-19. We analyzed such efforts reported in institutional newsletters and associated media through critical content analysis supported by text mining techniques. Our findings demonstrate a notable reckoning with racial inequities on the part of institutional leaders and stakeholders. However, many initiatives remain short-term solutions and are detached from a holistic equity focus. This study challenges community and technical college leadership to reimagine their policies, structures, and practices toward advancing racial equity. [ABSTRACT FROM AUTHOR]

Given inequities in transfer student success, emerging research about transfer students has focused on students' familial relationships and identities including race/ethnicity and socioeconomic status. This qualitative study uses the reconceptualized model of multiple dimensions of identity to explore how social and relational identities influence the college transfer pathways of both pre- and post-transfer students in North Carolina. Findings detail how students' identities and contextual influences shaped educational decisions and can be leveraged as strengths. [ABSTRACT FROM AUTHOR]

This study investigated the likelihood of bachelor's degree completion among nontraditional-aged transfer students. Using national data from the Beginning Postsecondary Students Longitudinal Study, this study provided insight into the success of first-time nontraditional-aged students who initially enrolled at a community college and transferred to a four-year institution in the United States. Analyses from a binary logistic regression indicated that the timing of a student's transfer, their cumulative loan amount, and support from their peers shared a positive relationship with bachelor's degree attainment. Results also indicated that having children and being married had no significant effect on a nontraditional-aged transfer student's likelihood of degree completion at four-year institutions. [ABSTRACT FROM AUTHOR]

American college towns tend to be very economically dependent on the college they host. If enrollment is high, the town thrives. However, when enrollment is low, the town faces socio-economic difficulties, including increased unemployment and struggling businesses. Furthermore, the seasonal presence of students poses an additional challenge. This study investigates tourism as a potential solution to diversify college towns' sources of revenue based on community willingness and town assets. Data were collected via interviews with 50 community members from three different groups within the town. While environmental tourism shows great potential for community self-development, the Calgary model of competitiveness highlights the need for significant efforts to establish the required support systems. [ABSTRACT FROM AUTHOR]

While the vertical transfer process and culturally responsive approaches to education have been studied extensively, few scholars have addressed these two areas of concern simultaneously, particularly within higher education contexts. This study explores what cultural responsiveness means and how it matters for low-income community college (CC) students aspiring toward STEM careers and transferring to STEM majors at a local university. As part of a bridge program, students received two STEM faculty mentors, one faculty mentor from the community college and the other from the local university, beginning in their last year of enrollment at the community college. Each STEM mentor was trained in culturally responsive mentoring, and their mentorship extended post-transfer. Students participated in focus groups to share their experiences. The findings reveal that specific aspects of the community college students' identities, primarily their race and language, were relevant as aspects of culture that mattered for their STEM aspirations. The findings also show that cultural responsiveness in mentoring and support outside the classroom are important steps toward humanizing STEM spaces, but they are wholly insufficient when not paired with extensive culturally responsive efforts in STEM teaching and within the curriculum to improve the internal classroom climate for those with racialized identities. [ABSTRACT FROM AUTHOR]

Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students' engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population [ABSTRACT FROM AUTHOR]

Significant moments of Black college athlete activism and mobilization marked 2020. One noticeable way Black college athletes mobilized was by creating Black student-athlete organizations (BSAOs). Given college athletics' long-standing relationship to racism and racial capitalism it is important to understand how BSAOs function within the athletic subculture and how they may facilitate belonging and community for Black college athletes. Thus this study explored the purpose and function of BSAOs and the impact of engagement in these organizations on Black college athletes' experiences at PWIs. Grounded in Case and Hunter's (2012) conceptualization of counterspaces the findings reveal insights related to acts of resistance narrative identity work and direct relational transactions. The paper concludes with implications for student leaders practitioners and future research. [ABSTRACT FROM AUTHOR]

This paper demonstrates how Latinx/a/o parents drew on various forms of capital to support their children’s college application, choice, and transition during the pandemic. Latinx/a/o parents encouraged and supported their children by maintaining high college aspirations despite COVID-19 concerns, entrusting their children with their college choice decisions despite sometimes conflicting with their own, and supporting their children in their college transition through consejos and encouragement. This study contributes to the literature by centering Latinx/a/o parents’ counternarratives that highlight their ongoing commitment to supporting students’ college aspirations despite deficit notions exacerbated by the pandemic. [ABSTRACT FROM AUTHOR]

The article focuses on the excitement of Dolphin and his band, The Buzzards, as they embark on a successful tour with merchandise designed by Dolphin's girlfriend, Cindy. Topics include the band's growing fan base, Cindy's pivotal role in managing merchandise sales, and the camaraderie and thrill of touring as they perform in various cities across the Midwest.

Given changes in the 21st century workplace and expectations of employers, the notion that a bachelor's degree is the sole pathway to sustainable employment and a middle-class life in the United States has become obsolete. Many (e.g., Fleming, 2016) have argued that employers are now seeking employees with technical skills, digital literacy, and the ability to analyze and think critically, capabilities that do not necessarily require a postsecondary degree. Because of the lingering economic impact of the COVID-19 pandemic, including rising inflation globally, many adults, including English-language learners, are seeking short-term certificate or credentialing programs because their financial realities necessitate entering the workplace and earning a living wage as quickly as possible. The need for effective credentialing programs that are connected to market sector demands in the local community can foster productive partnerships among educational programs/institutions, local businesses, and governmental agencies on the municipal, state, and federal levels. Such partnerships often occur in the adult and continuing education areas of community colleges, and this case study focuses on the timely and financially responsive programming and practices at one community college (4C) in the northeastern United States. Key components of their programming that have produced successful outcomes have been highlighted as well as how they might be modified to address the marketplace and educational needs of adult learners in other areas of the United States and internationally. [ABSTRACT FROM AUTHOR]

The article discusses Kavad's contribution to establishing Khuzestan as Iran's medical hub in the early 6th century CE. During the Sassanid Empire, Jundishapur University in Iran trained physicians and attracted scholars from various nationalities and religions. Kavad's initiative involved transferring physicians from Jundishapur to Susa and Shushtar, potentially laying the foundation for Khuzestan's emergence as a medical education hub. Further research is needed to confirm this theory, highlighting the importance of Kavad's role in advancing medical knowledge in ancient Iran. [Extracted from the article]

The editorial "Ten years and farewell" reflects on the editor's 10-year tenure at Metascience and the collaborative efforts with colleagues, reviewers, and publishers. The editor highlights the importance of book reviews in academia and acknowledges the challenges faced in academic publishing, such as the rise of e-books and Open Access models. The editor expresses gratitude to all involved in the journal's production and announces the search for new editors-in-chief. The editorial concludes with a farewell message to readers and a reflection on personal and professional changes over the past decade. [Extracted from the article]