College of Education

CCLP Dissertation Topics, 2019-2024

John E. Roueche Center for Community College Leadership

Department of Educational Leadership
Kansas State University
College of Education

 

Following is a list of recent (2019-2024) doctoral dissertation from graduates of Kansas State University’s Community College Leadership Program. It represents a breadth of interests, concerns, and exploration of viable practices by current and aspiring practitioners / leaders / scholars:

  • Airhart, A. (2022). Meeting the needs of generation Z Latinx community college students.
  • Allan-Bentley, B. (2021). Why skills builders matter: Understanding the motivations behind course-takingamong a focused subsection of noncompleters at a California community college.
  • Aucutt, D. (2021). Student engagement with an academic support center during Covid-19.
  • Black, B. (2019). The needs of a qualified cannabis workforce: How higher education can support cannabis career pathways.
  • Baaqi, N. (2023). A comparative study of African American and White student success rates at community colleges that have embraced guided pathways.
  • Carter, C. (2021). Eyewitness to excellence: A portraiture study of one African American female’s fundraising strategies in an urban community college.
  • Corral, N. (2019). Fulfilling the college promise: Moving from access to completion for second- year promise students at Long Beach city college.
  • Enders, J. (2021). A case study: Understanding the perceived effect of a doctoral community college leadership program on program participants and their institution.
  • Foster, A. (2023). Student veteran experiences of transition during an unanticipated period of disruption.
  • Fuller, P. D. (2024). Redesigning developmental education: A comparative study.
  • Garanzuay, C. A. (2022). Improvise. Adapt. Overcome: Identifying military-acquired, non- cognitive attributes guiding student-veteran success in community college.
  • Garcia-Galicia, R. (2023). The complex lives of community college students pursuing career technical degrees and certificates: An exploration of time prioritization from students’ perspectives.
  • Gordon, K. (2021). The relationship between non-cognitive skills and the academic achievement of African American males in community colleges.
  • Hawvermale, D. L. (2023). Pre- and post-matriculation student success in community colleges: A survey of strong and integrated practices.
  • Hines, C. Y. (2021). Minority community college CEOs perceptions of underrepresentation, preparation and ascension to the presidency.
  • Hough, A. B. (2021). Presidential leadership and strategic planning: A case study.
  • Hyak, S. (2020). Texas community college faculty attitudes and perceptions about professional development.
  • Lingle, N. (2024). An examination of police academy cultural competence education and training on new police officer performance.
  • Lopez, M. (2022). The influence of immigrant parents on the college decisions of Latinx community college students.
  • Matthews, L. (2023). The silent tsunami: Addressing community college food insecurity in Texas.
  • Madison, C. (2022). An exploration of the experiences of students in a guided pathways model program.
  • Madore, B. K. (2024). The path to parity: Exploring the lived experience of first-at-institution female community college presidents.
  • McCormick, L. (2024). An Examination of academic persistence of student fathers: A case study of a Texas community college.
  • McGee, T. (2024). Perspectives of the California community college historically Black colleges and universities transfer guarantee program.
  • Meraz, A. (2022). California community colleges’ journey toward racial equity: Understanding the process of addressing systemic racism.
  • Mercer, E. (2021). Workforce in the regional economic development ecosystem (REDE): A case study of Tarrant County, Texas.
  • Mullis, R. (2024). The assessment of athletic equity by head men’s and women’s coaches in the national junior college athletic association.
  • Odegbami, O. (2022). International student compliance: The regulatory dilemma of student and exchange visitor program (SEVP)-certified urban community colleges.
  • Prochaska, D. (2023). Addressing basic need insecurities during the COVID-19 pandemic: A multi-case study of administrators at three community colleges in Texas.
  • Ramont, J. R. (2022). The role of community colleges in economic development: A case study of internal and external stakeholders’ perceptions.
  • Redden, C. (2024). A single district, multisite case study about the lived experiences and best practices of faculty in incorporating artificial intelligence.
  • Redman, D. H. (2023). Virtual reality instruction in automotive technology education at Renton Technical College.
  • Redmond, C. (2022). The journey of Texas community college DACA students through guts, resilience, initiative, tenacity.
  • Rodriguez-McClellon, L. (2020). A phenomenological study of organizational change in an urban community college system.
  • Sabree, Y. (2022). In their own voices: A study of former African American male athletes’ perceptions of their academic experiences at Michigan community colleges.
  • Smalls, C. B. (2023). Diversity, equity, and inclusion in higher education: An examination of the lived experiences of African American board of trustees within community colleges.
  • Samet, O. (2021). Faculty perceptions of technology literacy in the community college curriculum.
  • Silveira, M. (2021). Case study of training deans at a community college.
  • Smith, A. (2020). Community college workforce preparation and career services: An exploration of efficacy from students’ perspectives.
  • Sramek, J. (2023). Exploration of adjunct faculty engagement in student success initiatives within a community college system.
  • Stegeman, P. (2021). Characteristics of collaborative community college/economic development organization partnerships: A multiple case study.
  • Struwe, K. (2021). Short-term success of former dual enrolled career and technical education students at College of the Desert.
  • Urbick, K. (2024). Exploring the lived academic and social experiences of female student-athletes who graduated from Texas community colleges.
  • Valceschini-Lynch, M. (2020). The value of obtaining industry certification in the information technology field through community college CTE programs.
  • Villarreal, N. (2020). A study of disproportionately low numbers of Hispanic community college presidents in the United States.
  • Watts, T. T. (2024). Organizational culture at Texas community colleges and the leadership response to the enrollment management environment.
  • Wiggins, M. (2021). Women chief technology officers in community colleges.
  • Wild, C. M. (2022). The conflict between data and perception in placement reform and acceleration of English coursework.
  • Zepeda, M. M. (2022). Experiences of adult English language learners previously enrolled in English as asecond language noncredit (ESLN) courses and currently enrolled in credit courses at a California community college.
Updated by:
M. B. Mathis and D. Pérez
October 17, 2024