Create a literature review research matrix, which includes research con

Literature Review Research Matrix Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Identify the main themes in the chosen research.

Does not identify the main themes in the chosen research.

Partially identifies the main themes in the chosen research.

Accurately identifies the main themes in the chosen research.

Accurately identifies the main themes in the chosen research. The main themes are justified, logical, and thorough.

Identify the research question or questions in the chosen research.

Does not identify the research question or questions in the chosen research.

Partially identifies the research question or questions in the chosen research.

Accurately identifies the research question or questions in the chosen research.

Accurately identifies the research question or questions in the chosen research and states the questions in such a way that the questions logically connect to the methodology.

Describe the theoretical framework of the chosen research study.

Does not describe the theoretical framework of the chosen research study.

Partially describes the theoretical framework of the chosen research study.

Accurately describes the theoretical framework of the chosen research study.

Accurately and thoroughly describes the theoretical framework of the chosen research study.

Identify the study sample in the chosen research.

Does not identify the study sample in the chosen research.

Partially identifies the study sample in the chosen research.

Accurately identifies the study sample in the chosen research.

Accurately identifies the study sample in the chosen research in such a way that it logically connects to the study’s design.

Identify the methodology used in the chosen research.

Does not identify the methodology used in the chosen research.

Partially identifies the methodology used in the chosen research.

Accurately identifies the methodology used in the chosen research.

Accurately identifies the methodology used in the chosen research in such a way that identifies the design.

Describe the findings in the chosen research.

Does not describe the findings in the chosen research.

Partially describes the findings in the chosen research.

Accurately describes the findings in the chosen research.

Accurately describes the findings in the chosen research and identifies gaps.

Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

Fails to communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

Communicates in a manner that is partly scholarly, professional, and consistent with the expectations for members of an identified field of study, but inconsistently employs APA style and formatting.

Communicates in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

Communicates in a manner that is completely scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting, with few or no errors.

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Literature Review Research Matrix Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.

Reference Main Themes/Con structs

Research Questions

Theoretical Framework or Model

Population & Sample description & “N=”

Methodolo gy and Design

Summary of Findings

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non- first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. doi: https://doi.org/10.1037/cou0 000066

Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect.

What are the predictors of students’ academic and life satisfaction ?

Lent’s model of normative well- being.

N=414

Students from two 4- year universities.

Quantitative , Quasi- Experiment al, Multiple Measures.

Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self- efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction.

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Source:

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Author-Supplied Keywords:

Abstract:

The Mediating Effects of Student Services on Engagement Among First-Generation and Transfer Students Who Use Disability Services at Community Colleges.

Zilvinskis, John (AUTHOR) [email protected]

Community College Review. Jan2022, Vol. 50 Issue 1, p71-95. 25p.

Article

*Service learning *Transfer of students *Transfer students *Services for students *Student engagement Services for people with disabilities

academic advising career counseling community colleges student engagement students with disabilities

Objective/Research Question: The purpose of this research is to explore the way use of student services can mediate engagement among first-generation and transfer students who use disability services at community colleges. The following research questions guided the current study: (1) At community colleges, how does frequency of use of student support services significantly relate to engagement among students who use disability services? (2) For first-generation and transfer students with disabilities, in what way does frequency of use of these services mediate engagement among this population? Method: Using Community College Survey of Student Engagement data, the relationship between frequency of use of student services and engagement behaviors was measured for 7,441 students using disability services. Through structural equation modeling, mediation effects of use of services on engagement for first-generation and transfer students with disabilities at community colleges were measured for academic challenge, support for learners, and student-faculty interaction. Results: Accounting for other student

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background characteristics, academic advising and career counseling were directly related to these measures and additive effects of this second service held for first- generation students with disabilities, but not transfers. Conclusion: These findings contribute to understanding which student services are successful pathways to increased engagement among students who use disability services. This research complements previous scholarship on increasing access of these services for this group, while suggesting further research may be conducted to understand quality of experience among student services. [ABSTRACT FROM AUTHOR]

Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Binghamton University, NY, USA

9909

0091-5521

10.1177/00915521211047675

154384775

The Mediating Effects of Student Services on Engagement Among First-Generation and Transfer Students Who Use Disability Services at Community Colleges 

This content may contain URLs/links that would redirect you to a non-EBSCO site. EBSCO does not endorse the accuracy or accessibility of these sites, nor of the content therein.

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Objective/Research Question: The purpose of this research is to explore the way use of student services can mediate engagement among first-generation and transfer students who use disability services at community colleges. The following research questions guided the current study: ( 1) At community colleges, how does frequency of use of student support services significantly relate to engagement among students who use disability services? ( 2) For first-generation and transfer students with disabilities, in what way does frequency of use of these services mediate engagement among this population? Method: Using Community College Survey of Student Engagement data, the relationship between frequency of use of student services and engagement behaviors was measured for 7,441 students using disability services. Through structural equation modeling, mediation effects of use of services on engagement for first-generation and transfer students with disabilities at community colleges were measured for academic challenge, support for learners, and student-faculty interaction. Results: Accounting for other student background characteristics, academic advising and career counseling were directly related to these measures and additive effects of this second service held for first-generation students with disabilities, but not transfers. Conclusion: These findings contribute to understanding which student services are successful pathways to increased engagement among students who use disability services. This research complements previous scholarship on increasing access of these services for this group, while suggesting further research may be conducted to understand quality of experience among student services.

Keywords: students with disabilities; community colleges; student engagement; academic advising; career counseling

Students with disabilities are more likely to enroll at community colleges than 4-year institutions ([16]). According to the National Center for Education Statistics ([47]), while 9.1% of students at private and public 4-year institutions report having a disability, 12.4% of students at public 2-year institutions and 12.2% of students at private 2-year institutions report having a disability. Researchers have called for further disaggregation of this population to better understand the unique experiences of students with varying disabilities ([51]; [52]). At public 2-year institutions, 9.4% of students report a cognitive disability or serious difficulty concentrating, remembering, or making decisions (compared to 7.3% at public 4-year institutions), 2.3% report an ambulatory disability (compared to 1.2%), 1.3% report a visual disability (compared to 0.7%), and 1.6% report an auditory disability (compared to 0.8%) ([47]). Scholarship has highlighted the importance of the efforts of student affairs educators, such as disability service offices ([ 4]; [57]). Also, peers, faculty, staff, or family have been shown to positively influence students with disabilities ([27]; [34]; [36]; [46]; [54]).

The purpose of this study is to examine the experiences of students with disabilities in higher education, specifically, students who use disability services at community colleges. The current study was guided by the following research questions: ( 1) At community colleges, how does frequency of use of student support services significantly relate to engagement among students who use disability services? and ( 2) For first-generation and transfer students with disabilities, in what way does frequency of use of these services mediate engagement among this population? In the next sections, I review the literature related to first-generation and transfer student representation in community colleges, along with scholarship on students with disabilities use of services at these institutions.

First-Generation and Transfer Students With Disabilities The open enrollment mission of community colleges allows these institutions to play a critical role in expanding access to college for students who are first generation or from other underserved groups ([ 6]). At 2-year institutions, 42% of students came from families where neither parent had attended college and 29% came from families where neither parent had completed college ([48]). Though little research has focused on the confluence of disability, first-generation status, and community colleges, researchers at 4-year institutions have identified first-generation college students with disabilities as a vulnerable subgroup ([33]). These students experience less family support and have lower GPAs than their non-first-generation peers ([33]).

While many students attend community colleges with intentions of transferring to 4-year institutions, significant proportions also transfer between community colleges ([15]). One third of all community college students transfer within 5 years of initial enrollment, and 38% of these students transfer laterally to another 2-year college ([49]). Research has shown that many community college students practice "swirling (back-and-forth enrollment among two or more institutions) and double-dipping (concurrent attendance at two institutions)" ([42], p. 14). These practices are most common in metropolitan areas and states with high densities of community colleges; one study found that as many as 13% of California community college students have been enrolled in multiple 2-year institutions simultaneously ([ 3]). Though these larger phenomena are important, little research currently exists that specifically explores the transfer experiences of students with disabilities ([16]).

Student Services Within community college literature, understandings of students with disabilities' use of student services stems from three studies exploring the important service areas of academic advising, career counseling, tutoring, and financial aid. First, [31] found that interactions with academic

advising services, career counselors, tutoring services, and financial aid resources all have a positive influence on the success of these students at community colleges. Academic advising services at community colleges offer a critical support system for this population; students using these additional services were more likely to complete their programs of study. Interactions with career counselors serve to expose students with disabilities to wider career path options and can be critical for these students who often lack information about the variety of career and technical training programs available at community colleges. This gap is especially concerning since learning that involves community-based, hands-on training has been associated with positive outcomes for individuals with disabilities ([17]). In addition, tutoring services can be a much needed support for these students at community colleges; students using tutoring services were more likely to complete their academic programs ([31]). Last, complicated financial aid procedures sometimes created barriers for this population; these overwhelming initial steps may lead students to decide against enrollment.

Second, [37] investigated factors related to success for students with disabilities at 2-year institutions. For this population, full-time enrollment had a positive effect on first-to-second-year persistence, though 3-year cumulative persistence was found to not be significantly impacted by this enrollment status. Meetings with academic advisors had a significant positive association with students' long-term persistence; more frequent academic advisor meetings decreased the likelihood of a student leaving the institution without returning. The researchers found 73% of students with disabilities attending 2-year institutions never had informal meetings with faculty members, and 60% never participated in study groups—a troubling finding since each of these have shown to be important factors for success.

Third, [39] conducted a mixed-methods study of students with learning disabilities at two community colleges to explore their challenges and pathways to success. Students with learning disabilities tended to feel rushed during course registration—especially in their first and second semester; those who did not have enough time to discuss course selections with counselors may feel especially unprepared for class. Students in this study found tutoring through disability support services departments to be an especially helpful resource; this finding supports other research on this population that found that 78% of students with disabilities utilizing tutoring services found the service to be effective ([30]). Students with learning disabilities found financial constraints to be especially burdensome, challenging their ability to stay enrolled at their community college ([39]). In fact, prohibitive costs are the primary reason for students with disabilities' early departure from community college ([32]).

From this research, scholars have shown that some student services (i.e., academic advising, career counseling, tutoring, and financial aid) can be particularly effective in improving outcomes for students with disabilities at community colleges. What is absent from this research is consideration of how other services such as academic skill labs or transfer advising may relate to these outcomes. This absence is important because these services may be helpful to first- generation or transfer students who use disability services. The current study can address this problem by evaluating the degree to which these services mediate engagement among these subgroups.

Conceptual Framework Researchers seeking a framework relating multiple identities for students with disabilities to engagement will not find a convenient conceptual framework to guide variable selection. In [26] review of disability literature, the authors point out, "ultimately, this disconnect from theory produces a situation whereby higher education journals show little connection to the disability studies field, and disability-focused journals, even those explicitly focused on college students, show little engagement with higher education's theory base" (p. 123). As such, I chose to focus on first-generation and transfer students with disabilities because what little literature exist on these populations demonstrates lower outcomes for these groups while suggesting improvement for these outcomes through student services ([16]). We do know that compared to their non-first- generation counterparts, first-generation students with disabilities have lower GPAs, lower peer and family support, and higher financial stress ([33]). Other scholars have called for curtailed services for transfer students with disabilities, "As service offerings are being planned at postsecondary institutions, it would be helpful for disabled student services staff to know specific challenges faced by transfer students with disabilities" ([ 8], p. 4). That is not to say other aspects of identity such as gender, race, income, and age are not worthy of similar study; in fact, further investigation along these aspects of identity are promoted in the Limitations and Future Research sections of this manuscript. For the focus of the current study, I have chosen to investigate the ways first-generation and transfer students who use disability services may use other student services to increase the desired outcome of student engagement. The findings from this research suggest unique pathways to success, measured through increased engagement.

The concept of student engagement (i.e., the time and energy students spend on educationally purposeful activities inside and outside the classroom and the ways institutions support these positive learning environments) was used as the guiding framework for the current study ([28]). In his research on this concept, [29] distinguishes between different engagement behaviors (e.g., student-faculty interaction, reflective learning, and peer collaboration) which represent optimal

learning conditions and the institutional organizational components (e.g., curricula, learning opportunities, and student services) to support these behaviors, while leading to other desired outcomes. In one of the few studies on engagement of students with disabilities, [25] articulated this distinction:

Furthermore, engagement and its mediating factors interact with these students' intersectional identities, of which disability is only one facet. The many ways that students with disabilities engage with college means that there is a great need for intentional and proactive design. There are many vectors for engagement, including academic programs, intramural athletics, and social entities like clubs and student organizations. (p. 72).

I maintain this distinction to understand the ways academic programs (in this case student services) relate to engagement behaviors for students who use disability services. In previous research, scholars have described relationships between student engagement with student services such as academic advising ([10]) and student success programs ([22]). This aspect of the conceptual framework guided a first hypothesis that these processes and outcomes may be related for this group.

Unlike Kuh's work centered on engagement at 4-year institutions, the current study is focused on the experiences of students attending community college. Engagement behaviors specific to this context were explored as reflected in the Community College Survey of Student Engagement (CCSSE) ([40], [41]). The CCSSE measures engagement of community college students with five benchmarks: ( 1) Active and Collaborative Learning, ( 2) Student Effort, ( 3) Academic Challenge, ( 4) Student-faculty Interaction, and ( 5) College Support for Learners. Survey items measure students' frequency and intensity of activities related to these benchmarks ([11]). These responses are valuable to individual institutions and the bank of knowledge about community college practices, as student engagement and certain institutional/administrative practices are related to student success ([43]). The survey has been used in research looking at several aspects of the community college experience. [21] used the survey to create a big-picture, comparative view of community college student engagement. Other research has been more specific, looking at engagement with certain types of courses ([60]) and interactions with specific peers ([44]). Academic engagement has been the most concentrated area of study by the CCSSE ([59]).

Since students with disabilities attend community colleges more often than they attend 4-year colleges ([16]), using these CCSSE data are essential to understanding this population's needs related to engagement with coursework and college. Prior research has focused primarily on the

transition out of community college, and mainly evaluates factors related to academic success and persistence. Previous research on student engagement in community college, specifically where CCSSE data was used, guided covariate selection of race and ethnicity ([60]), age ([13]), and full- time status ([24]). In the current study, the most popular student services (i.e., academic advising/planning, career counseling, peer or other tutoring, skill labs [writing, math, etc.], financial aid advising, and transfer advising/planning) were used as mediating variables to understand how frequency of use of these services relates to these three dimensions of engagement for students who use disability services. Scholars have used data measuring engagement from students transferring from 2-year institutions into 4-year institutions to measure mediating relationships between participation in high-impact practices and engagement ([61]). This aspect of the conceptual framework guides my second hypothesis suggesting the usefulness of mediation relationships for student identity, such as first-generation and transfer status.

Research Design Principles The current study answers [26] call to use more advanced statistical models, thereby expanding the questions that may be answered and potential readership of this topic, and to use large datasets, thereby understanding disability from the perspective of engagement of students on multiple community college campuses. Aspects of critical quantitative research, such as creating research questions guided by an anti-deficit framework ([56]) and the disaggregation of data ([58]) was also invoked.

First, I avoided a deficit narrative of comparing students who use disability services to those who do not, by using research questions that examine the relationships between the independent and dependent variables only within the population of interest which is a goal of critical quantitative research ([56]). Within higher education research, a deficit model of studying students with disabilities is particularly problematic because it, "…supports the stereotype of individuals with disabilities as being victims in need of support" ([16], p. 66). [58] argue, "…deficit paradigms prohibit us from seeing students with disabilities as fully equal" (p. 27). Therefore, I employed an anti-deficit approach to strictly examine the ways students with disabilities succeed at community colleges to measure how use of student services significantly relates to engagement ([20]). This approach avoids contributing to a deficit narrative such as, "students who use disability services are less engaged than those who do not." Instead, the current study examines the engagement solely of students who use these services to identify their pathways to increased engagement through other student services.

Second, the current study uses disaggregation, an approach endorsed by critical quantitative

researchers, to measure how these paths to success are mediated by student services for first- generation and transfer students with disabilities ([58]). Students with disabilities are often treated as a monolithic group, with other aspects of identity neglected ([51]). Disaggregating this group by other aspects of identity can be useful for guiding specific interactions to improve lived experiences. The focus of this paper is on the engagement of first-generation and transfer students who use disability services. While other important aspects of identity such as gender and race were included as covariates in the model, the explicit investigation of their mediation paths was beyond the scope of this analysis (see limitations and future research sections). The following research questions guided the current study: ( 1) At community colleges, how does frequency of use of student support services significantly relate to engagement among students who use disability services? and ( 2

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