Model
Digital Document
Publisher
Florida Atlantic University
Description
Miami Dade College (MDC) is predominantly an associate degree granting
institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is
the nation’s largest, most diverse community college. In 2011, a comprehensive redesign
effort was launched to increase degree completion. This sequential mixed model design
study queried teacher education student voices to explore their perceived impact of three
high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized
Educational Plans). A survey (n=218) was administered during an initial quantitative
phase, confirming that a) students perceived the interventions as the institution intended
and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a
subsequent qualitative phase, unveiling three overarching findings about how and why
perceptions of operational, affective, and academic aspects of the interventions were
useful, not useful, or could be enhanced to help them navigate/ “survive” college, make
adequate progress, and anticipate graduating, transferring, or entering a career.
institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is
the nation’s largest, most diverse community college. In 2011, a comprehensive redesign
effort was launched to increase degree completion. This sequential mixed model design
study queried teacher education student voices to explore their perceived impact of three
high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized
Educational Plans). A survey (n=218) was administered during an initial quantitative
phase, confirming that a) students perceived the interventions as the institution intended
and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a
subsequent qualitative phase, unveiling three overarching findings about how and why
perceptions of operational, affective, and academic aspects of the interventions were
useful, not useful, or could be enhanced to help them navigate/ “survive” college, make
adequate progress, and anticipate graduating, transferring, or entering a career.
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