NURS 8123 Assignment 5.1 Retention In Community College Down to Lack of Resources on Campus

• NURS 8123 Assignment 5.1 Retention In Community College Down to Lack of Resources on Campus.

Executive Summary

This paper focuses on the research question, which is identifying the causes of recurrence in community colleges, especially due to inadequate resources in the colleges. It identifies key deficiencies and gaps in current practices that do not efficiently address the various concerns of the learners, especially those in a vulnerable society. It has been established that cases of lack of academic advice and health care, financial aid, and the effect on drop-out levels are critical findings in the system (Xu & Xu, 2020).

There are several unresolved and conflicting issues in current policies that reinforce inequity, especially for minority and low-income students. To address these challenges, the study proposes three policy alternatives: increasing service access for all students, introducing tracking and support services for students struggling academically, and improving distance education resources.

An evaluation of a cost analysis for these alternatives shows that they have a possibility of helping increase the number of students. The preliminary recommendations underscore the importance of the comprehensive approach, particularly in terms of the collection of specific data on the target groups and financial and political support for its implementation (Xu & Xu, 2020). The implementation of these measures would enable community college institutions to enhance their graduation rate. Explore NURS 8123 Assignment 2.1 Feasibility Report for more information.

Problem Identification

• Problem Description

Retention in community colleges is alarming due to a scarcity of resources for students and their lack of adequate funding. Lack of sufficient funds results in a lack of student support services and reduced academic resource services, which has led to increased student drop-out rates (Shikulo & Lekhetho, 2020). The impact is not only on the students themselves but also on the community and workforce development since the absence of college graduates hinders the economy and hinders innovation.

• Policy Type

Current policies responding to this problem are mostly procedural and mostly public, though states regulate some aspects. These policies are intended to address the coordination of resources and services for students but are frequently fragmented and underfunded (Shikulo & Lekhetho, 2020). They do not have a clear structure that considers the individual attributes of students attending community college and their circumstances.

• History of the Problem/Policy

Traditionally, community colleges have been viewed as low-cost and low-cost education providers. However, adequate funding, a reduction in it, and changes in priorities implied a decrease in resources (Corbin & Thomas, 2023). Especially in the last decade, the growing population of nontraditional learners who often need additional services has exposed the deficiencies of such regulations. The limited number of effective support systems has led to early drop-out statistics, especially among the ethnic and low-income groups.

• Analysis of Healthcare Information and Outcomes

Lack of resources has economic and social impacts on community colleges and has implications for the health and well-being of the learners. Stress, anxiety, and depression levels are higher among students who cannot find satisfactory access to mental health care.

NURS 8123 Assignment 5.1 Retention In Community College Down to Lack of Resources on Campus

Therefore, students’ academic success rate and retention chances are reduced (Corbin & Thomas, 2023). In the economic aspect, high drop-out rates lead to spending more money on social services and unemployment benefits. Further, the problem is not limited to the reduction in the number of qualified graduates but also includes vacancy shortages in the key sectors of the economy.

• Impact on Systems

This indicates that the issue affects various levels of the system of education. At the micro level of learning, some forces hinder individual students’ achievement. On the meso level, community colleges often lack sufficient funding and resources to support their students adequately (Hampton et al., 2024). On the macro level, it impacts several macro systems in the economy and society, resulting in a lack of workforce and restricted mobility. The absence of a well-coordinated policy direction has further compounded these difficulties. Suggesting the desirability of a sound policy overhaul to enhance the rates of student retention and promote their success.

Policy Characteristics and Disparities

• Policy Characteristics

Policies regulating the resources of community colleges are poorly defined and inconsistent with inequality in the provision of services. Some of these policies might guide the learners to be supported or the resources that are to be provided, but they do not consider the various needs that learners have (Doyle, 2023). Consequently, there are high disparities in the utilization and efficiency of services, including academic advising, counselling, and financial aid. This inconsistency only serves to widen these disparities, especially for learners who are already in a weak position both economically and educationally.

• Ambiguities and Conflicts

There are problems in implementing and applying policies because there are very many ambiguous words and phrases used in the formulation of policies (Doyle, 2023). For example, it is possible to come across such policy terms as ‘adequate support,’ although it remains unclear what support’s minimal norm should be. This is because conflict follows policies that give out conflicting goals, like the need to balance a budget and the need to extend services on the other (Doyle, 2023). These problems and contradictions mean that sometimes, the policy for certain students promotes more support and more equality than others.

• Problems and Contradictions

The policies implemented have some inconsistencies, making them less effective. For instance, a policy to enhance access to mental health services may be implemented together with budget constraints that decrease the utilization of such services (Oram et al., 2022). Moreover, current policies that allow greater access to community colleges fail to address the challenges of evidence-informed student support services. These disparities can create gaps in the delivery of services and undermine initiatives aimed at increasing retention rates.

• Impact of Age, Race/Ethnicity, Gender

One major drawback of policies is that they do not take into consideration the fluctuating requirements of different population subgroups. For instance, older students may need more flexible timetables and other types of teaching aids than younger students. Likewise, the equality policies may not address the cultural and language barriers experienced by racially and ethnically diverse students (Oram et al., 2022). It is also very rare to find needs that are specific to either gender, for instance, childcare needs or gender discrimination. They all play a part in explaining differences in retention and achievement rates for various demographic groups.

• Socioeconomic Status/Educational Level

Low-income learners have limited access to these important assets like private tutoring, academic counselling, and scholarships. They found that policies that do not directly recognize or respond to these requirements tend to contribute to the continuation of the phenomena of educational disadvantage (F. et al., 2022). For instance, financial aid policies that include complicated procedures will discourage students with little formal education. Learners from low-income backgrounds encounter obstacles like poor nutrition and lack of housing, which remain unmet by existing policies.

• Prejudice, Bias, Discrimination

Bias and discrimination can exist in different forms, and governance issues can arise, such as in the policies and practices of an organization. For instance, policies and practices that do not adhere to multiculturalism in the student population may create disparities. Prejudice can also be seen in the distribution of resources, where one group is provided with fewer services or assistance due to unconscious prejudices (F. et al., 2022). These issues imply that the current policies have to be evaluated and strengthened by initiating measures that promote equal treatment. Assistance for all students regardless of the diversity of their circumstances.

Current Policy 

• Underlying Assumptions

The current policies regarding the allocation of resources in community colleges assume that inadequate and fundamental services will suffice in promoting student success. This assumption discounts the multifaceted and varied needs of current students (Troester-Trate, 2019). Future client bases of the universities and colleges include nontraditional students, first-generation college students, and low-income students. These policies also hold that the ability to allocate resources is possible within the available budgets without cannibalizing service delivery.

• Effectiveness

The policies that are currently in place are insufficient in addressing the needs of the students as they are rather general and not adapted for every student. Although some of the colleges might have effective academic advising or mental health services, such services are not standard for every college (Bulman & Fairlie, 2022). The policies inadequately capture the components that lead to low retention, namely, inadequate funds, limited academic readiness, and insufficient assistance with non-academic problems. Therefore, the target objectives of enhanced retention and completion rates are not achieved since a high drop-out rate is still being observed.

• Effect on Stakeholders

The current policy affects several players in the institution as well as society in general, such as students, teachers, senior staff, and the public. Many students with disabilities, especially from disadvantaged groups, experience challenges in achieving their goals due to inadequate support(Koch, 2020). Teachers and employees may be overworked and lack the necessary means for appropriate student support. Financial considerations become a problem since the administrators must look for ways to deliver all those services without having enough money. The community feels the socioeconomic impacts of low retention rates, which include a weaker stock of human capital and lower levels of social mobility.

• Inefficiencies

There are severe inefficiencies in the current policy environment. Allocations of resources are also irresponsible, meaning that some services are funded beyond their requirements. Procedural barriers and unintegrated workflow result in inefficiencies and delays in the delivery of basic organizational services like scholarships and career guidance counseling (Vande Vusse et al., 2021). Furthermore, the agency and the practice are rarely aligned to meet the requirements of formulated policies and strategies, which results in poor application and achievement of goals. These inefficiencies are not only costly, but they also do not meet the key purpose that may aid in increasing retention rates.

• Gaps in Data

Another important issue that is not covered by the current policy is the absence of information on the nature and extent of student’s needs and the difficulties associated with them. Sometimes, certain variables, such as mental health status, housing insecurity, and part-time employment, which can affect the retention rate, are not included in data collection (Vande Vusse et al., 2021). In addition, it remains challenging to prompt research and efforts to address inequality if existing information is not broken down by race, gender, age, or other factors. This absence of such specific information somewhat limits the potential of deploying effective early interventions that may help students.

• Evidence-Based Literature

The argument for policy reform is informed by literature from evaluations across programs that suggest there is a critical and significant role of all-rounded support services for students in enhancing their retention and success. It also shows that complicated support systems like academic, counselling, and financial would decrease drop-out levels.

NURS 8123 Assignment 5.1 Retention In Community College Down to Lack of Resources on Campus

Cook-Sather (2020) focuses on the importance of culturally sensitive services that should be developed to meet the needs of any student. According to Culver et al. (2021), current approaches seem less effective, and the need for combined, evidence-based measures is underlined to address concerns of community college students and outcomes.

Policy Analysis

• Policy Alternatives

Alternative 1: Comprehensive Support Services Expansion

This policy option entails increasing financing and allocating resources to expand the full range of assistance. This includes issues of student registration or advising, counseling, career guidance, and financial aid, to mention but a few of students’ needs (Culver et al., 2021). The overall goal is to foster a positive climate and develop strategies to help students, especially those from vulnerable backgrounds.

Alternative 2: Targeted Interventions for At-Risk Students

This one studies the effectiveness of offering support to students who might be at risk of dropping out and addressing their needs. It involves general systems of early intervention that would help to recognize any student with academic or social learning needs(Dietrichson et al., 2021). These can comprise learning support programs such as tutoring and/or mentoring and funding crisis assistance plans. The aim is to offer detailed and timely assistance to avoid early drop-out among learners.

Alternative 3: Online and Hybrid Learning Support

Targeting the increasing importance of online and merged learning, this policy option is meant to increase assistance to students in these learning models. For instance, students get to interact with advisors through a virtual platform and access mental health solutions and resources to help them with their academics online (Dietrichson et al., 2021). The policy also focuses on the need to prepare the faculty in effective practices for the delivery of the quality of online courses as well as interactivity.

• Cost-Benefit Analysis

Comprehensive Support Services Expansion

Costs: A major risk that greatly influences the feasibility of the strategy is the high initial costs associated with hiring more employees, training, and infrastructure development (Yuan et al., 2020).

Benefits: Short-term benefits are relatively lower, while long-term overall benefits include high student enrolment retention, graduation rates, satisfaction, and a highly skilled workforce.

Targeted Interventions for At-Risk Students

Costs: Reasonable costs associated with the construction and subsequent operation of early warning systems, as well as offering targeted support services.

Benefits: Possible decline in students dropping out of school, most importantly for high-risk groups. Improving students’ performance across the board and minimizing social costs to the public (Yuan et al., 2020).

Online and Hybrid Learning Support

Costs: Moderate to high costs are associated with implementing technology, training users, and creating online sources.

Benefits: The flexibility offered encourages more openness and adaptability among students, especially nontraditional students, thus enhancing enrollment and retention figures (Klinke et al., 2024). It also ensures that students are ready for a world of work where technology is prominent in a progressive society.

• Health Impact

Comprehensive Support Services Expansion

This policy option will greatly help reduce stress and anxiety among students through the provision of more mental health services (Klinke et al., 2024). Enhanced mental health can have a positive impact on learning abilities, student success, and retention, which is significant to the institution.

Targeted Interventions for At-Risk Students

Individual assistance may solve certain health concerns. For example, one may receive counselling on stress or provide nutritional assistance to students struggling with food insecurity (Klinke et al., 2024). Such a strategy may improve the student’s physical and mental health, increase their capabilities to perform better in class and reduce drop-out rates.

Online and Hybrid Learning Support

The advantage of online learning is that it enhances the opportunities to learn since learning becomes easily available. The disadvantage is that it leads to social isolation and a sedentary lifestyle(Dietrichson et al., 2021). These risks can be reduced by delivering virtual mental health services and positive behavioral practices for online learning. Moreover, it is possible to provide specific guidance on preserving physical health, which will contribute to overcoming these issues.

• Stakeholder Impact

Comprehensive Support Services Expansion

Students: More opportunities for resource acquisition and assistance.

Faculty/Staff: Increased pressure of work but also better placed to discharge duties towards students.

Community: Long-term advantages associated with an improved standard of education gained by workers and the improved skills of the same (Dietrichson et al., 2021).

Targeted Interventions for At-Risk Students

Students: Specific attention paid to such groups can also help make a difference in their status.

Faculty/Staff: The system may need further training to determine vulnerable students(Evans et al., 2020).

Community: Reduced drop-out rates mean a stronger local economy and a lower dependence on social services.

Online and Hybrid Learning Support

Students: More freedom and an opportunity to be educated.

Faculty/Staff: Lacks potential and needs skills and knowledge, as well as the ability to familiarize oneself with new teaching methods.

Community: Expands access to educational programs and services to individuals whom traditional forms of education cannot accommodate.

• Political and Operational Factors

Comprehensive Support Services Expansion

Political: It may not be easy to gain political support because of the high costs that are associated with the activity (Evans et al., 2020). However, stressing the long-term economic gains can go a long way in selling the idea.

NURS 8123 Assignment 5.1 Retention In Community College Down to Lack of Resources on Campus

Operational: In terms of the actual processes, implementation would necessitate alterations within facilities, personnel, and development programs. They should be manageable but not easy to accomplish.

Targeted Interventions for At-Risk Students

Political: The media plans are regarded as more politically acceptable because of their relatively low costs and their targeting.

Operational: Effective data gathering and tracking mechanisms and human resources are needed to enforce the interventions(Bulman & Fairlie, 2022).

Online and Hybrid Learning Support

Political: Anticipated to experience support because of the growing need for flexible learning arrangements.

Operational: Demands investment in other technology and staff development (Xu & Xu, 2020). Ensuring fair distribution of technology is an important element that has a huge influence on the way the implementation process is going to take place.

Conclusion

• Summary of Findings

The analysis clearly shows the major inadequacies and drawbacks of the existing retention policies in community colleges. The absence of comprehensive support services, focused services, and sufficient online education support helps explain persisting gaps and high attrition rates. The current policies are based on faulty presumptions and do not address the varying needs of students, especially those with low socio-economic status. These issues are compounded by inconsistencies and imperfect data roughness, which inhibit policy execution and assessment.

• Recommendations

Consequently, it is suggested that community colleges implement strategies to tackle these challenges using a multi-dimensional approach. This includes increasing comprehensive support services, providing evidence-based at-risk student initiatives, and strengthening support for online and blended learning. To achieve these goals and objectives, policymakers need to consider gathering and analyzing more specific data for these initiatives. Furthermore, these policies require sufficient funding to be obtained and political backing to be received to be properly implemented. When these steps are followed, community colleges stand to enhance retention, promote learning, and create a society that is more diverse and tolerant.

References

Bulman, G., & Fairlie, R. (2022). The impact of COVID-19 on community college enrollment and student success: Evidence from California administrative data. Education Finance and Policy, 1–20. https://doi.org/10.1162/edfp_a_00384

Cook-Sather, A. (2019). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education. https://doi.org/10.1007/s10734-019-00445-w

Corbin, R. A., & Thomas, R. (2023). Community colleges as incubators of innovation: unleashing entrepreneurial opportunities for communities and students. In Google Books. Taylor & Francis. https://books.google.com.pk/books?hl=en&lr=&id=lBHJEAAAQBAJ&oi=fnd&pg=PA2000&dq=Traditionally

Culver, K. C., Swanson, E., Hallett, R. E., & Kezar, A. (2021). Identity-conscious strategies to engage at-promise students in a learning community: Shared courses in a comprehensive college transition program. Teachers College Record: The Voice of Scholarship in Education, 123(8), 146–175. https://doi.org/10.1177/01614681211048655

Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021). Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews, 17(2). https://doi.org/10.1002/cl2.1152

Doyle, T. (2023). Helping students learn in a learner-centred environment: A guide to facilitating learning in higher education. In Google Books. Taylor & Francis. https://books.google.com.pk/books?hl=en&lr=&id=CA_JEAAAQBAJ&oi=fnd&pg=PT7&dq=Some+of+these+policies+might+guide+the+learners+to+be+supported+or+the+resources+that+are+to+be+provided+but+they+do+not+consider+the+various+needs+that+learners+have.+Consequently

Evans, W. N., Kearney, M. S., Perry, B., & Sullivan, J. X. (2020). Increasing community college completion rates among low‐income students: Evidence from a randomized controlled trial evaluation of a case‐management intervention. Journal of Policy Analysis and Management, 39(4), 930–965. https://doi.org/10.1002/pam.22256

F., R., L., N., T. D., S., N. P., L., N. G., D., T., M., & T., M. (2022). A self-determination theoretical approach to survival strategies of on-campus and off-campus students from low-income families. South African Journal of Higher Education, 36(3), 231–248. https://doi.org/10.20853/36-3-4658

Hampton, M., O’Hara, S., & Gearin, E. (2024). Assessing restorative community development frameworks—a meso-level and micro-level integrated approach. Sustainability, 16(5), 2061. https://doi.org/10.3390/su16052061

Klinke, C., Kulle, K., Schreyögg, B., Fischer, K., & Eckert, M. (2024). Equal opportunities for nontraditional students? Drop-out at a private German distance university of applied sciences. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00829-2

Koch, K. A. (2020). “The voice of the parent cannot be undervalued”: Pre-service teachers’ observations after listening to the experiences of parents of students with disabilities. Societies, 10(3), 50. https://doi.org/10.3390/soc10030050

Oram, S., Fisher, H. L., Minnis, H., Seedat, S., Walby, S., Hegarty, K., Rouf, K., Angénieux, C., Callard, F., Chandra, P. S., Fazel, S., Garcia-Moreno, C., Henderson, M., Howarth, E., MacMillan, H. L., Murray, L. K., Othman, S., Robotham, D., Rondon, M. B., & Sweeney, A. (2022). The Lancet Psychiatry Commission on intimate partner violence and mental health: Advancing mental health services, research, and policy. The Lancet Psychiatry, 9(6), 487–524. https://doi.org/10.1016/S2215-0366(22)00008-6

Shikulo, L., & Lekhetho, M. (2020). Exploring student support services of a distance learning center at a Namibian university. Cogent Social Sciences, 6(1). https://doi.org/10.1080/23311886.2020.1737401

Vande Vusse, L. K., Ryder, H. F., & Best, J. A. (2021). Maximizing career advancement during the COVID-19 pandemic: Recommendations for postgraduate training programs. Academic Medicine, 96(7), 967–973. https://doi.org/10.1097/acm.0000000000003938

Xu, D., & Xu, Y. (2020). The ambivalence about distance learning in higher education. Higher Education: Handbook of Theory and Research, 351–401. https://doi.org/10.1007/978-3-030-31365-4_10

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Appendix

Title: Comprehensive Support Services Policy for Community Colleges

Policy Type:

• Legislative: State level
• Procedural: Institutional regulations

Policy Overview:

The Comprehensive Support Services Policy aims to enhance student retention in community colleges by addressing the scarcity of resources that contribute to high drop-out rates. This policy focuses on providing comprehensive support services to students, particularly those from vulnerable and low-income backgrounds.

Key Elements of the Policy:

1. Financial Aid and Scholarships:
   • Increase the availability of financial aid packages and scholarships tailored for low-income students.
   • Simplify the application process for financial aid to make it more accessible.
2. Academic Support Services:
   • Expand tutoring and mentoring programs.
   • Provide academic advising and counselling to help students navigate their educational pathways.
3. Mental Health and Wellbeing:
   • Increase access to mental health services, including counselling and stress management programs.
   • Implement wellness programs to support the physical and emotional health of students.
4. Career Guidance and Support:
   • Establish career centres to assist students with job placements, internships, and career counselling.
   • Offer workshops and seminars on career readiness and professional skills development.
5. Technological and Online Learning Support:
   • Provide resources and training for students and faculty to enhance online and hybrid learning experiences.
   • Ensure all students have access to necessary technology and internet services.
6. Targeted Interventions for At-Risk Students:
   • Develop early warning systems to identify and support students at risk of dropping out.
   • Implement crisis assistance programs to address immediate needs such as food insecurity and housing instability.

Policy Implementation:

• Funding: Secure state and federal funding to support the expansion of services and resources.
• Data Collection and Analysis: Regularly collect and analyze data on student needs and outcomes to inform policy adjustments and improvements.
• Stakeholder Engagement: Involve students, faculty, and community stakeholders in the planning and implementation of support services.
• Monitoring and Evaluation: Establish mechanisms to monitor the effectiveness of support services and make data-driven decisions to enhance their impact.

Expected Outcomes:

• Increased retention and graduation rates among community college students.
• Improved academic performance and well-being of students.
• Enhanced career readiness and employability of graduates.
• Reduction in socioeconomic disparities in education access and success.

This policy represents a comprehensive approach to addressing the multifaceted needs of community college students, with the goal of creating a supportive and equitable educational environment.