Mountain Scholar :: Browsing by Author "Davies, Timothy Gray, advisor"

Browsing by Author "Davies, Timothy Gray, advisor"

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Open Access
A retrospective study of equalization funding in California community colleges and its association with student success and student course retention
(Colorado State University. Libraries, 2009) Hollabaugh, Kristin M., author; Davies, Timothy Gray, advisor; Most, David, advisor
The Serrano v. Priest decision is very important in California. In 1971, it was decided by California State Supreme Court in 1971 that California school financing system was unconstitutional under the equal protection provision of the State constitution. As California public education financing has long had disparate funding levels, the purpose of this quantitative study was to examine the association between equalization funding and student course success and student course retention in California Community Colleges. Archival student success and student course retention data was used for 107 California Community Colleges, and the years reviewed were: Year 1 (2002-03); Year 2 (2003-04); Year 3 (2004-05); Year 4 (2005-2006); Year 5 (2006-07); Year 6 (2007-08). First year of equalization funding was 2004-2005, or Year 3 of the study. Only the Fall and Spring terms were analyzed for each of the years. No summer or intercessions were included in the data calculations. In addition, for the purposes of this study, a college was treated as a funded college if it was eligible for funding for the first year of the equalization program (2004-2005). Conversely, a college was treated as a non-funded college if it was not eligible for additional funding for the first year of the equalization program. The time-over-change study produced several findings. First, when only looking at two subgroups (funded and non-funded) there was an association between equalization funding and student course success. In other words, the mean success lines became markedly closer together at the end of the study than at they were at the beginning of the study. Second, when those subgroups were then broken down by multi-campus college districts and single-campus college districts, again there appeared to be association between student success and infusion of equalization funding. What became apparent, however, was the uniquely-shaped lines of colleges in the Los Angeles Community College District, so a decision was made to pull those ten colleges out of the mix. In addition, Basic Aid District Colleges were pulled out of the subgroups. When Los Angeles colleges and Basic Aid District Colleges were pulled out of the mix, there was not a meaningful association between course success and equalization funding. In addition, in all cases, there was no meaningful difference for course retention-on any level.
Open Access
An examination of the role faculty at one community college perceive they have in creating, growing and maintaining a Learning College culture
(Colorado State University. Libraries, 2008) Jenkins, Sylvia, author; Davies, Timothy Gray, advisor
Community colleges were created to help fill the void in American higher education faced by many and provide a skilled workforce to meet the needs of industry through an open door admissions policy. This open door policy and the easy access to a community college has generated increasing enrollments of students at all levels of preparedness. One major challenge community college leaders face is fulfilling the college's mission and at the same time realizing that students have many challenges that may prevent them from being successful. College leaders are looking for ways to create learning environments focused on student learning and student success. One model is called the Learning College. In the Learning College all constituents are considered learners and all college resources are directed to programs and services which effect learning. The participants and site of this study are all anonymous therefore I have used pseudonyms to protect their identity. However, it is possible that persons familiar with the college may have some recollection of the information shared. The leadership at Flatland Community College (FCC) realized there was a need to create a campus culture that was more focused on the learner and implement methods to determine if students were learning. They chose to adopt the Learning College as the model and the re-accreditation process, Academic Quality and Improvement Process (AQIP) as the framework for change. Organizational change theorist state change in an organization occurs when all constituent groups participate in the change process. In community colleges faculty are considered an influential constituent group and are critical to any transformation process. This case study examines the role faculty at FCC perceive they have in creating, growing, and maintaining a learning-centered college. Faculty participants have shared their level of knowledge in regards to the college's mission and direction. The participants shared their understanding of the Learning College, the Learning College Principles and why a transformation should occur and their role in the change process. In the final chapter are my recommendations to community college leaders who may be considering using the Learning College model as a mechanism for change.
Open Access
Career pathways and experiences of women community college presidents
(Colorado State University. Libraries, 2009) Kuharski, Renee Ann, author; Anderson, Sharon K., advisor; Davies, Timothy Gray, advisor
This study inquired into the experiences selected women community college presidents had on the pathway to their presidency. The study focused on women so that future women leaders might gain a better understanding of how others achieve senior-level positions at community colleges. This research employed a phenomenological approach to build on participants' first-person accounts of life experiences related to their career pathways. In-depth interviews with 14 women purposefully chosen as individuals who became community college presidents formed the basis for the data collected. The women reflected diversity in regard to how long they had served as presidents, whether the current presidency was their first, their experience in higher education administration, and the educational levels they had achieved. This study revealed that the career pathway to the presidency may be changing, at least for women. Additionally, three core themes emerged from the women's experiences that had an impact on their career pathway: their perspective and philosophies, career barriers and challenges, and the impact of influential individuals. This research adds to the body of knowledge about how women achieve a community college presidency.
Open Access
In & out of the learning community: a phenomenological study of the learning community experience of adult learners
(Colorado State University. Libraries, 2009) Jackowski, Barbara, author; Banning, James, advisor; Davies, Timothy Gray, advisor
This qualitative study explored the lived experience of adult learners who had participated in a learning community. The phenomenon was examined through data collected by interviews with five students who had completed Associate of Art degrees through a learning community and then continued the upper division work towards a Bachelor of Arts in a more traditional setting. The structures of connection, support, and sentiments provided the framework for the meaning and essence of the phenomenon. Connection describes the relational experience of the participants in and out of the learning community. The participants experienced connection in student-to-student, student-to-faculty, and student-to-institution relationships. The structure of support described the means and methods used in and out of the learning community to address the obstacles that threatened the success of the adult learners. The need for systemic support, academic support, and emotional support was shared by the participants. The third structure of sentiments emerged from the attitudes, thoughts, and judgments the participants had for their learning community and more traditional experience. Considered together these structures frame the essence of their experience, a subtle shift. As a result of exposure to a learning community, as the participants transitioned into the more traditional educational setting they experienced a small but important shift in attitude or behavior reflecting their new situations. Each participant experienced a subtle shift as they proceeded from the learning community into the more traditional environment. Each experienced a shift in how they perceived themselves as students, a shift that redefined their meaning of the roles and responsibilities of the system and their participation with that system.
Open Access
Knocking on the doors of opportunity: phenomenological study of how African American males have experienced their journey to the community college presidency
(Colorado State University. Libraries, 2010) Bugg, Elmer A., Jr., author; Davies, Timothy Gray, advisor; Banning, James, committee member; Lewis, Chance, committee member; Hall, Bruce, committee member
This qualitative study elicited key themes in an attempt to understand the nature and essence of the career advancement experiences of a select group of African American male community college presidents. Research was conducted through a “culturally sensitive” research design (Tillman, 2002) that contained four elements: culturally congruent research approach; culturally specific knowledge; culturally sensitive data interpretation; and culturally informed theory and practice. A criterion-based sampling was employed to select the five African American male participants to this study (Patton, 1990). These participants were either sitting or recently retired executives with titles consistent with the definition of “president” utilized for this study. Semistructured interviews were used to gather data and a holistic-content approach to data analysis (Lieblich, Tuval-Mashiach, and Zilher, 1998) was conducted. Research revealed culturally informed career advancement strategies used to by these participants to achieve the position of community college president and suggests strategies for overcoming career advancement obstacles facing future African American male administrators seeking a presidency in American community colleges. The researcher is hopeful that the findings presented here will encourage future researchers to take up scholarly dialogue and/or a discussion of best practices that might serve to address the career advancement challenges facing African American male administrators aspiring for a community college presidency. In particular, comparative research needs to be conducted to provide a more in-depth understanding of how the reported barriers faced by African American males in this study differ from those experienced by their majority counterparts and other underrepresented groups. This research will need to be undertaken soon before a substantial history of lived experiences of African American community college presidents is lost due to pending retirements.
Open Access
Latinas and Latinos describe their pre-collegiate experiences: what helped and hindered their postsecondary journey
(Colorado State University. Libraries, 2009) Ebie, Gwyn Anne, author; Davies, Timothy Gray, advisor; Bianco, Margarita, advisor
The purpose of this case study was to better understand how Latina and Latino students experience their pre-collegiate program and learn whether or not they feel their experience has impacted or will impact their decision to continue their postsecondary pursuit. This case study focused on a single, specific pre-collegiate program. I used the phenomenology approach to explore how pre-collegiate program's social and cultural contributions impact a student's willingness, interest, and ability to pursue postsecondary education. Interviews of students participating in a pre-collegiate program and their families were the primary source of data. Using a Critical Race Theory and Latina/Latino Critical Theory lenses, I examined the social and cultural experiences pre-collegiate Latina/o students encountered in their journey to postsecondary institutions. This research documents that Latina/o students are systematically and consistently excluded from access to the dominant high school culture. This study also documents the systematic and pervasive racism aimed at Latinas/os from those assured membership in the dominant culture who either do not notice or willingly accept. This study concludes making recommendations for multicultural and school-centered institutions that empower Latina/o students while continuing to increase college access through pre-collegiate programs.
Open Access
Leadership orientations of rural community college presidents serving appointed or elected independent governing boards: a four-frame analysis
(Colorado State University. Libraries, 2008) Englert, Mark G., author; Davies, Timothy Gray, advisor
The purpose of this study was to collect data from rural community college presidents and board chairs serving appointed or elected independent governing boards to determine reported and observed leadership orientations of presidents. The study used the Leadership Orientation Survey developed by Bolman and Deal (1990) to quantify the use of the four leadership frames of their leadership model. A total of 254 usable surveys were returned, 164 from presidents and 90 from board chairs. The four frames consist of the structural, human resource, political, and symbolic frames. Data were gathered and analyzed relative to two questions that asked if there would be a difference in reported leadership frame use and observed frame use between presidents and board chairs and if there would be a difference in frame use between presidents serving appointed and elected boards. The results showed there were significant differences between presidents and board chairs serving appointed and elected boards and there was a significant difference between presidents serving differing boards. Presidents and board chairs differed on the structural frame and the political frame. In each group board chairs reported observing presidents using the structural and political frames more than presidents rate their own use. Presidents reported using the human resource frame and the symbolic frame more. Presidents had the same mean ranking regardless of their board affiliation. The human resource, symbolic, political, and symbolic frames were identified in this order in both groups of presidents. When the president groups were compared there was one significant difference and that was the reported use of the human resource frame. Presidents serving appointed boards rated the human resource frame higher than did presidents serving elected boards.
Open Access
Perceptions of organizational culture of a multi-campus community college district: mixed methods in concert
(Colorado State University. Libraries, 2012) Kuster Dale, Kimberly, author; Davies, Timothy Gray, advisor; Gloeckner, Gene, committee member; Waite, Alina M., committee member; Carcasson, Martin, committee member
This concurrent, mixed-methods case study analyzed perceptions of current and preferred organizational culture within a rural, multi-campus community college district. This phenomenon was examined by analyzing and comparing data collected by surveying all full-time employees utilizing the Organizational Culture Assessment Instrument (OCAI) and through 10 personal interviews. OCAI results indicated that employees perceived the current overall culture type as predominantly Clan and Hierarchy, the preferred overall culture type as predominantly Clan and Hierarchy, with a significant increase in Adhocracy. Main Campus employees perceived a current dominant Clan culture type; Other Campus employees perceived a current dominant Hierarchy culture type. Both Main and Other Campus employees preferred a dominant Clan culture type. Administrator and Support stakeholder groups perceived a current dominant Clan culture; Professional and Faculty stakeholder groups perceived a current dominant Hierarchy culture. All four stakeholder groups preferred a dominant Clan culture. Four structural themes emerged from the employee interviews and were best described by using song titles. Why Can't We Be Friends, by War, described employee perceptions of a dysfunctional conflict between Main and South Campuses. Changes, by David Bowie, described the many changes that were taking place within the college culture. Believe in Me, by Dan Fogelberg, described a culture that supports student but not employee development and a lack of employee empowerment. Hello, by SHEL, described a culture that has ongoing struggles with facilitating effective college communication. Conclusions were drawn that employees perceive current dominant Clan and Hierarchy cultures and prefer dominant Clan and Adhocracy cultures, enhancing flexibility and discretion for employees, internal integration and external differentiation. Respect for one another and an overall concern for people should become high priorities to heal old wounds and build a more collaborative culture. Recommendations were made for changing the college culture.
Open Access
Qualitative interpretative case study: disability documentation on one community college campus
(Colorado State University. Libraries, 2008) Awoniyi, Beatrice Ojuolape, author; Lehmann, Jean P., advisor; Davies, Timothy Gray, advisor
The relationship between disability service providers and the students they serve is complex. What seems to connect them initially is the documentation that students provide when they request services. Few studies have focused on how disability service providers use the documentation they receive to make eligibility and accommodation decisions. This interpretative case study examined multiple perspectives on disability documentation. It examined how eligibility and accommodation decisions are made based on documentation.
Open Access
Spirituality in leadership: how male African American leaders in higher education perceive the influence of spirituality in their decision making
(Colorado State University. Libraries, 2012) Burgess, Dale S., author; Davies, Timothy Gray, advisor; Morgan, George, committee member; Scott, Malcolm, committee member; Garrett, Crystal, committee member
The purpose of this study was to better understand how male African American leaders in higher education perceive the influence of spirituality on their leadership decision making. This phenomenological study provided the opportunity for seven male African American leaders in higher education to explain in their own words how they perceive the influence of their spirituality in their own professional decision making, in their leadership roles. The study used individual, in-depth interviews for data generation and collection. The participants in the study held leadership roles of Dean, Associate Dean, or Department Chair. They worked for major universities, private colleges, or for-profit colleges in a major metropolitan area in the South. The participants self-identified themselves as being spiritual. Participants entered into a discussion format that began with several open-ended questions. Their interviews were recorded, transcribed, and analyzed. Common themes emerged from each data set and then brought together in describing the phenomenon. One common, predominant theme emerged within this analysis. Each participant directly connected his spirituality to his personal belief in the Triune God. Further, these participants saw no difference between their spirituality and their Christianity and used the two terms interchangeably. Participants believed that because of their ongoing communication with God through prayer and meditation, they were able to draw on their spirituality as needed to help them make decisions. They stated that it was their ongoing relationship with God that gave them the spiritual reinforcement they needed when making their leadership decisions.
Open Access
Sustained partnerships: the establishment and development of meaningful student-faculty relationships
(Colorado State University. Libraries, 2012) Urso, David J., author; Davies, Timothy Gray, advisor; Banning, James, committee member; Hall, Bruce, committee member; Kuk, Linda, committee member
This phenomenological study was designed to explore the one-on-one connections between successful students and the faculty members with whom a meaningful relationship was fostered. The specific focus was on the establishment, development, and reciprocity within the context of the relationships. By comparing the students' experiences to their expectations coming into college, the study pinpointed specific ways that faculty member interventions encouraged relationship development. The defining themes from the student stories were commits time, connects to college, creates culture, challenges performance, and consistently cares. Collectively, these five themes intertwined to provide a framework for the experience. Further synthesis showed student expectations for the relationship ranged from utilizing the faculty member as a guide, an expert, a friend, or an educator. Analysis of the themes and textural-structural synthesis led to the emergence of the essence of the phenomenon, sustained partnership. The concept of a sustained partnership encompasses the goals that the student and the faculty member were investing in change and driving towards success together. The essence continues with the idea that the relationship was based on a symbiotic component in which both parties are looking out for one another.
Open Access
Teacher citizen: First Amendment balancing test
(Colorado State University. Libraries, 2008) Sands, John, author; Davies, Timothy Gray, advisor
This study provides insight into the life of a relatively unknown character in the continued struggle to defend freedom of speech for public employees. This struggle is portrayed in the life chronicles of Marvin Pickering, a retired public high school science teacher. Written in the life history tradition, this study provides the reader with the story before, during, and after Pickering's journey through a prominent Supreme Court decision. While much has been written about notable legal scholars, justices, and prominent attorneys involved in Supreme Court cases, relatively little has been written about the lives of "common" participants. The examination of this life story of one man's experience results in the broadening of understanding and contributes to the body of knowledge related to public employee freedom of speech matters. My interviews with this individual resulted in an in-depth portrait of his journey as it emerged. The insight may be used by leaders in the field of education or other administrative officials charged with managing public employees. The study will provide a better understanding of the impact of policies and actions that restrict public employees' rights to free speech.
Open Access
The journeys of Latinas successfully earning their doctoral degrees
(Colorado State University. Libraries, 2008) Granillo-Crawfford, Viola S., author; Davies, Timothy Gray, advisor
There is a demographic shift taking place in the United States and projections indicate that by the year 2050, the Hispanic population in America will be approximately 88 million people, up from the 1995 number of 27 million. With the changes in the United States' demographic composition, education presents the most important challenge to the Hispanics seeking to be become educated and for America in helping them to make it accessible. The increasing population has already impacted school-aged children who in 1998 were the largest group of minority children in the United States. The educational achievement for Hispanics is consistently lower than that of other students, and even though there have been strides made in Hispanic educational attainment, there is still a notable gap between the Hispanic and non-Hispanic groups with more Hispanic than non-Hispanic children being held back one grade or more. The dropout rate for Hispanics is high especially when it is considered within the context of the nation's overall dropout rate which has fallen steadily since the 1950s. The dropout rate impacts the Hispanic population as a whole because they complete college at a much lower rate than all other groups and the most underrepresented group in higher education. The most dramatic effect however, is on Hispanic girls because they face greater barriers than Hispanic boys, when seeking high-paying jobs and opportunities in post-secondary education. The purpose of this research was to investigate the personal characteristics and environmental conditions of Hispanics/Latinas/Chicanas who have earned doctoral degrees. There is a great deal of literature about the barriers associated with Latinas' failure to achieve post-secondary degrees but little is written about the experiences of these women who have been successful in earning a doctorate. This qualitative research approach examined the factors contributing to the academic success of Latinas who effectively overcame barriers impeding others from reaching their goals and objectives. Interviews were conducted on six participants in an effort to discover perceptions, personal characteristics, and environmental factors that kept these Latinas on their academic path that directly impacts the number of minority females with doctoral degrees. The Latinas in this study recounted their successful education journey and clearly credited their own drive and motivation for their success. Despite the challenging difficulties they pursued their goals for higher education by exploiting their own characteristics. In doing so, these Latinas found the negative social support in their lives as a challenge to be met and conquered. Exploring the contributing factors and characteristics that compel some to continue their education is essential because it can provide inspiration to other Hispanics by recognizing the success of Latinas with degrees.
Open Access
The lived experience of high school instructors teaching concurrent enrollment courses
(Colorado State University. Libraries, 2014) Exby, Heather Dickinson, author; Davies, Timothy Gray, advisor; Carlson, Laurie, committee member; Hall, Bruce, committee member; Hegeman, Diane, committee member
This qualitative phenomenological study explored the lived experiences of high school instructors teaching concurrent enrollment courses. The phenomenon was examined using the Stevick-Colaizzi-Keen approach for phenomenological research as outlined by Moustakas through data collected in personal interviews with 10 high school instructors who taught concurrent enrollment college courses in their high schools. Instructional Quality, Passion, Commitment to Students, and Pride emerged as the four structural themes that framed the meaning of the phenomenon. Balance within a Liminal Space emerged as the essence of the phenomenon. Approved high school instructors approached their college concurrent enrollment responsibilities with honor and pride in teaching at the college level, as well as with duty to provide rigorous academic instruction that supported student development and transition and met the college instructional expectations. The phenomenon of teaching of college courses in a high school environment required teachers to balance the demands of their high school environment and instructional philosophies of secondary education with the curricular demands and differing instructional philosophies of higher education. This resulted in concurrent enrollment's unique instructional position in a liminal or threshold space between secondary and postsecondary education sectors. The liminal space of concurrent enrollment, although laden with ambiguity and tension, provided teachers with unique opportunities to facilitate the teaching of college academic curriculum integrated with time-built relationships with students and commitment to student learning to create positive, enhanced academic experiences for students. The "productive tension" of the liminal space can serve as a unique and optimal laboratory for addressing some of the pervasive problems with successful matriculation to college and strengthen the college transition process for greater student success.

Browsing by Author "Davies, Timothy Gray, advisor"

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