report of spring 2013 cuyahoga community college … of spring 2013 cuyahoga community college...

Deil-Amen, Regina [email protected]

8/1/2013

Report of Spring 2013 Cuyahoga Community College Research Site Visit (March 4-6, 2013) and Tri-C Life 2012-2013

“Getting Connected: Harnessing the Power of Social Media to Enhance Community College Student Success.” A grant funded by the Bill & Melinda Gates Foundation

Regina Deil-Amen

Cecilia Rios-Aguilar

with

Scott Brenden, Monica Moreno Anguas, Kari Chew, and Sandra Soto-Santiago


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Report of Spring 2013 Cuyahoga Community

College Research Site Visit (March 4-6, 2013)

and Tri-C Life 2012-2013 “Getting Connected: Harnessing the Power of Social Media to

Enhance Community College Student Success.” A grant funded by

the Bill & Melinda Gates Foundation

Table of Contents

Site Visit Logistics………………………………………………………………………………..2

Tri-C Life Facebook App Data Findings……………………………….…………………3

Spring 2012 Semester………………………………………………………………….8

Fall 2012 Semester………………………………………………………………….…16

Spring 2013 Semester………………………………………………….…………….22

Interview and Focus Group Data Findings……………………………………………37

Perceptions of Tri-C Life…………………………………………………………….37

Perceptions of Community and Belonging………………………………….40

Challenges and Recommendations for Tri-C and Tri-C Life........................46

Improving Student Services……………………………………………………….46

Successfully Implementing the Technology………………………………...48


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Site Visit Logistics

The purpose of our second research team site visit in Spring 2013 was to gather further

qualitative data on patterns and themes that had emerged from our first 2012 site visit

and after our preliminary analyses of the data generated by the Tri-C Life app in Year 1

of the grant. Therefore, we targeted our interview and focus group questions on student

efforts to strategize success while navigating the procedural, academic, social aspects of

their college-going experiences. In particular, in our 2012 site visit, we found students

extremely challenged with financial aid issues, so we added that as an additional topic of

interest for the 2013 interviews.

Who participated in the site visit? The two principal investigators, Dr. Regina Deil-

Amen (University of Arizona) and Dr. Cecilia Rios-Aguilar (Claremont Graduate

University), along with graduate research assistant Sandra Soto-Santiago and Ph.D.

candidate LaMonica Everett-Haynes.

Sandy Moses was our immediate contact in helping us prepare for the visit, including

the securing of rooms for interviews and the recruitment and scheduling of interview

participants – a monumental task! She was tremendously instrumental in assisting us

with completing a total of 4 staff interviews, 41 student interviews, and 1 focus group

with 4 student participants. Altogether, of the 45 students who participated in an

interview or focus group, the vast majority, 71% of them, were female, and only 29%

were male, while the racial breakdown of student participants included 53% white, 40%

Black, and 7% Hispanic, South Asian, or Middle Eastern.

Nearly two-thirds of those interviewed (64%) were of non-traditional age, returning

adult students, with several who were in their 40’s or 50’s. The remainder (36%) had

either immediately enrolled after high school or were in their early 20’s.

29%

71%

Male

Female 54%

40%

7% White

African-American

Other

36%

64%

Traditional

Non-traditional


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Similar to our visit in 2012, we again visited three campuses to conduct our research

(West, Westshore/Westlake, and Metro). At the end of our visit we were able to meet

with the institutional research team who had been supplying us with the institutional

student data as well as several

others involved with the Tri-C

Life app and social media,

including Rob Stuart, with

whom we are collaborating on

a publication. Our manuscript

includes data analyses to

forward new thinking about

theories that address career

opportunities in community

college students’ decisions to

persist. It has been submitted

for review in Community

College Review and is

entitled, “‘How Much

Economic Value Does My

Credential Have?’: A Labor

Market and Socio-Academic Integration Approach to Study Students’ Persistence in

Community Colleges.” At this meeting, we presented a preliminary report of the

research findings from Year 1.

From our combined analyses of the interview and focus group data from 2013 along

with that collected in 2012, we see several patterns emerging in our findings. We report

these later in the report after detailing our analyses and findings of the data gathered

from posting and commenting activity on Tri-C Life.

Tri-C Life Facebook App Data Findings

How does the Tri-C community use the app and what topics are most prominent? In

our 2012 report last year, we noted patterns that had emerged on the Schools App for

Cuyahoga Community College – Tri-C Life – for first semester of use, which was fall

2011. We used those patterns as a basis for developing a coding scheme of 41 codes

regarding the content appearing on the school feed as well as 15 archetype codes, which

characterized the types of users or behaviors that emerged in this use of this Tri-C

Facebook app.


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Content Codes

1 Major/Degree-Relevant 20 TECHNOLOGY.SOCIAL MEDIA USE

2 Career-Relevant 21 College Social Media Use

3 Other Procedural 22 General Social Media Use

4 Academic 23 Reaction To and Use of App

5 Purely Social 24 Schools App Benefits

6 Clubs/Groups/Social Organization(s) 25 Staying Connected to College

7 Feelings or Effort (Belonging) 26 FINANCIAL AID

8 Feelings or Effort (Success or Failure) 27 Aid Eligibility-Avoid Loans

9 Feelings or Effort (Sharing of Self) 28 Aid Eligibility-Don’t Receive Aid

10 Market Transaction 29 Communication Means of College-FA Staff

11 Cannot Categorize 30 Confusing-Misleading FA Information

12 Discouragement 31 Distribution Money Timelines

13 Encouragement 32 Don’t Qualify for FA

14 Goals 33 Inefficiency in FA Office

15 Instructors Effective 34 Positive FA Experiences

16 Instructors Ineffective 35 Relevance of Academics

17 Kind of Student NOW 36 Sources of Aid

18 Kind of Student PAST 37 Sources of Financial Aid Information

19 Social Background and Family 38 FINANCIAL AID USE

39 Academic Support

40 Family Support and Personal Expenses

41 Get-the-Check Leavers (Pell runners)

Archetypes Codes 1 Connection-Seeking Networker

2 Socialite

3 Organizer

4 Procedural/Info Seeker

5 Procedural/Info Helper

6 College Advocate

7 College Cynic

8 Emotional Sharer

9 Doubter

10 Frustrated Complainer

11 Counselor

12 Saint/Good Samaritan

13 Debater

14 Market Participant

15 Spammer


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Our analyses for the current 2013 report involved coding and analyzing all of the posts

and comments appearing on Tri-C Life for fall 2011, the academic year 2012, and spring

2013. The results are summarized then explained in detail for each semester below. We

utilized both “R” text mining software and Nvivo 10 software for the analyses. The text

mining generated word clouds, which identified the most frequently used and central

words appearing in the Tri-C Life School Feed through 2012. We then selected the

words generated in each word cloud, searched for and identified them in the data, then

observed and coded those words in the context of the entire school feed posts or

comments to determine the topics of the exchanges, including spring 2013 in that

analysis.


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Using this word cloud generated by R as a starting point, we analyzed the actual content

of Tri-C Life exchanges that contained the frequently used words to better understand

the context of the posts and comments in more depth. As can be seen in the word cloud,

two of the most frequent words posted on Tri-C Life from 2011 through 2013 were

“good” and “class.” Also quite common was the word “campus,” signaling students

reaching out to connect with others on their same campus. ‘Questioning’ words appear

frequently as well, such as “can,” “‘what,” “who,” “how,” “when,” “where,” “does,” and

“should,” indicating use of Tri-C Life to seek information. Also frequent were words

seeking not only information, but also guidance, assistance, or connection based on

involvements or classes, such as “anyone,” “know,” “take,” “math,” “english” and

“interested” (as in “Anyone taking math…?” or Does anyone know…?” or “Anyone

interested in…?” or “Can anyone please help me…?). The fact that Tri-C Life is

succeeding as a place to ask for help and receive it is indicated by the frequency of words

like “please,” “thanks” “need,” “help,” “want,” “looking,” and “trying.” Many of these

connection-seeking words also revolved around attempts to buy and “sell” “books” as in

posts asking “Anyone have…book for….class?” Also very common was the phrase

“financial aid” and less common, but still frequent enough to appear in the cloud were

the related terms, “check,” “deposit,” and “refund.” Finally, “friends” appeared quite

frequently on, indicating the use of Tri-C Life to “meet” or “make” friends or to

announce that they “need” “new” friends.

Additional layers of analysis revealed several patterns that emerged in the data showed

students’ attempting to forge connections and create a social media-based college

community with particular characteristics. Students seem to be engaging in “integrative

community building,” in which they expose their college-going needs and request and

offer support to one another. The characteristic patterns that showcase this are detailed

below.

Although designed by Inigral as a social space, academically relevant words and

procedure-relevant exchanges were most prominent. In addition to the words already

noted above, other academic specific words such as “semester,” “book,” “study,”

“homework,” “professor,” “instructor,” “teacher,” “test,” “grades,” “algebra,” “science,”

“tutoring,” and “blackboard” appeared often. Students used Tri-C Life to communicate

about academic and class related issues, financial aid, and enrollment and course-taking

advice and timelines, such as registration policies and procedures. Relative to other

colleges in the study, Tri-C students tend to be more likely to identify which classes they

are taking or plan to take and initiate interactions regarding which instructors and

classes are “good” by reaching out to others who are taking or have taken the same

“class” or similar classes. Responses to these posts are plentiful. Also very popular is the

use of Tri-C Life to buy and sell books to sidestep the high cost of new books. The focus

on enrollment, registration, class, and financial aid schedules and timelines is revealed


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through the appearance of time-based language, such as “semester,” “start,” “week,”

“Monday,” “Tuesday,” “Wednesday,” and “Friday,”

However, in addition to this academic and procedural focus, students also maintain a

strong desire to use Tri-C Life to find friends and communicate about other social or

political topics. One topic in particular that distinguishes Tri-C students from students

at the other colleges in the study is religion spirituality. Exchanges about “God,”

“church,” “blessed,” “Christ,” “religion,” “Jesus,” and the “Bible” were somewhat

prevalent. Regarding how students identify themselves and try to connect with others,

they seem to prefer to identify by their campus, (especially “west,” “western,” “metro,”

and to a lesser extent, “east,” “eastern,” and “westshore”) and also by

“program”/”major” (especially psychology, nursing, business, medical, and

photography) rather than other demographic characteristics.

One distinct pattern emerged of returning adult students actively using the app in a way

that was somewhat different than younger students. Returning adult students identified

themselves as such and often expressed an academic fear or challenge, and other

students or staff/faculty responded with encouragement. In other words, they sought

and received socio-emotional support from ‘similar’ others. Their posts include but

move a step beyond the more practical or procedural issues raised by more traditional

age students.

Overall, students at each college use the social media space to pro-actively network to

construct a community of support and information to navigate a highly complex

organizational context and acquire additional college-going knowledge. Tri-C Life serves

as a “virtual” window exposing what students both LACK and POSSESS. Students are

confused and lack procedural college-going knowledge but they possess the initiative

(navigational capital) to communicate and network to acquire what they lack, and they

possess a desire for an emotionally supportive, information-sharing, helpful community.

https://apps.facebook.com/tri-c_app/




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Spring 2012 Semester

Highly Frequent Topics

The three most frequent topics (labeled using the content codes) appearing on the app

in Spring 2012 were Market Transactions (Code 10), Academic (Code 4), and

Instructors Effective (Code 15). First, the most common market transaction was the

sale and purchase of textbooks. For example, “im selling a math 0910 book. need to get

rid of it. make me an offer!” There were often responses to these posts, but actual

agreements to complete a sale were not common. If sales happened as a result of posts,

it is likely students completed arrangements to meet for the transaction through direct

message or other communication (not posted on the app). Sellers were not the only

ones using the app for market transactions; buyers also searched for students wanting to

sell the books they needed. For example, one student posted, “Does anyone have the

book for Hospitality 1030, the On Cooking book? I also need the book for math 1060. If

anyone is selling either of those books please let me know thanks.” The archetype for

this behavior was Market Participant. Within this same category of Market

Transactions, but far less common, were advertisements of products, services, or events

unrelated to the college. For example:

Barbers, Beauticians, Nail Tech's, Entertainers, Small Business Owners,

etc. Let's get your Tax Preparation process started..... NO OBLIGATION.....

NO OUT OF POCKET EXPENSE!! Visit www.etaxwhiz.com and see what

we can do for you!!! INBOX FOR DETAILS.

These types of posts often received no response. The archetype for this behavior was

Spammer, marketing content unrelated to the college but perhaps related to students’

self-employment or involvement in small businesses. Others used the app to advertise

non-commercial events, such as, “EVERY WED AFTERNOON AT 12 NOON TO 2PM.

LIVING WATERS CAMPUS MINISTRY BIBLE STUDY HERE AT TRI-C METRO AT

THE THE LIBERAL ARTS BUILDING AT THE CAFE. HOPE TO SEE YOU THERE.”

Such posts, in contrast to those like the tax preparation advertisement, tended to receive

moderate responses. For instance, this one received 3 “likes” and one inquiry.

Second, posts requesting academic support (code 4) were also among the most highly

frequent. For example, students sometimes directly asked for study partners, “I'm

looking for a study buddy. Anybody down?...” Others used the app to introduce

themselves and identify other students in the same program who might want to study

together, “Returning to Tri-c for a medical billing specialist certificate. Anyone good at

med term need study help. Attending evening classes.” Some students replied to these

posts as by offering to study as potential study partners, but others shared advice and

encouragement:


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I love medical terminology. Once you've got the basics, everything else

should be a breeze. Learn common prefixes, suffixes, and root words at the

beginning. You will see those throughout the whole course. Then you will

only be learning a few more words each section.

Besides searching for study partners, students also ask for academic advice, such as,

“Introduction to Purchasing---Better to take On Line or On Campus?!?!” The archetype

of a student who used the app in this way is Connection-Seeking Networker. However,

in this semester, many of these posts received no replies.

The third most highly frequent topic on the app was that of students asking for

recommendations for effective instructors, and such posts received many responses.

The relevant archetypes for these behaviors are Procedural/Info Seekers and

Procedural/Info Helpers. Below is an extended but instructive example of one student

asking for a recommendation and receiving responses from several other students:

Original Post: I have to take English Comp 1020, can anyone suggest aneasy going, good teacher?

Comment 1: [first and last name of instructor] … he's pretty easy. His class is very boring and you'll end up browsing the internet or doing homework for other classes but hey, I got through it lol.

Original Poster: Thanks…what campus was he on?

Comment 2: Mr. [last name of instructor]. He's not only funny, but easy. You have your paper due @ midterm so you don't have to worry about that & finals. We even watched a movie in class. The class was fun & if you don't like English, you will than. He's @ the west campus.

Original Poster: awesome…that is what I needed to hear, I just dropped my class yesterday the woman had a stick up her butt, and the class was Moving way Too Fast for me we were only into our second week and had 3 papers due I was choking

Comment 3: i got [first and last name of instructor] hes pretty cool

Comment 4: He is at the western campus.

Comment 5: [first and last name of instructor] he is at West. He grades papers on content and doesn't go into detail on plays and poems. There is one research paper of course. Midterm and Final are open note. However, the class is really boring and he tells stories while getting off topic. Other than that an pretty much an easy A

Comment 6: I like teachers that get off topic easily. Makes the class go by faster lol.

Comment 7: That sucks that she went too fast. You can't learn anything that way. That's a lot of papers in the 2nd week if they have to be the long ones. I'm surprised everyone else didn't complain.


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Moderately Frequent Topics

Eight other content topics were observed to be not as frequent as the three above, but

fairly common nonetheless. The first of these moderately frequent topics is financial aid

and includes several financial aid relevant codes combined: Confusing-Misleading

Financial Aid Information (Code 30); Distribution Money Timelines (Code 31);

Inefficiency in Financial Aid Office (Code 33); Relevance of Academics (Code 35),

Sources of Aid (Code 36); and two final ones that are subcodes under Financial Aid Use

– Academic Support (Code 39) and Family Support and Personal Expenses (Code 40).

Several examples below illustrate the nature of financial aid posts as a surprisingly

frequent topic on Tri-C Life.

One student solicited advice on dealing with confusing information on a book credit,

posting:

OK I got my refund back but my book credit isn't on there. I subtracted my

pell grant from my tuition and got back the amount I calculated but I still

had unused book credit. The lady on the phone was mean and said it was

all there. What did I do wrong?

Another student responded with advice:

Hmm...sounds like you did it right. Did you use the total per term amount

& not total per year? You also have to go by the amount on MyTric since if

you took a lab there are lab fees. Normally like $30. If it still comes out

right, try calling back. … hopefully you get someone more helpful to talk

to. If they are still nasty, you can even try calling a different campus.

In an example of a post about the timelines for the distribution of aid money, a student

asks when financial aid deposits will be made, “anybody get their refund not direct

deposit? when will it come?” As another example, a student posted, “Does anyone know

how the financial aid/loan process works? It looks like my funds will be disbursed

Feb/March am I able to use any of the funds earlier in the bookstore to get my

textbooks???” Replies included:

Comment 1: You should have an email saying you have book credit if u do.

Comment 2: Go to the office or call they will add your book credit on the spot

Comment 3: depends on when it was submitted and when ur classes start. call metro, and metro only and ask for James.

Comment 4: James is the MAN!!!!

Comment 5: James has help me and others like me (confused) to no end, The one thing that seperates him from the others is he likes helping people


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and making sure they get what they need to be a success. For 2 years, any ?'s I have, I FIND him and it gets handled.

Regarding inefficiency, one student sarcastically described the long telephone wait

times, “Oh how I love being on hold with Financial Assistance! It's amazing how long

their ‘one minute wait’ actually is!” Another student described the long in-person wait

times for financial aid staff who are “very rude. They ignore you and are busier chatting

with co-workers than caring to assist you, chatting and giggling away … SO very RUDE

of these people.”

Sometimes staff made announcements to communicate information or respond to

questions about Financial Aid. For example, staff member, Tisha Hardy, posted a

promotion for the direct deposit feature of financial aid disbursements:

Advantages of Direct Deposit: • Quick, automated deposit into your checking or savings account. • Funds are available to your account within 2 business days from the date of issuance by Tri-C. • No more waiting at your mailbox, in line at your campus Enrollment Center, or at the bank. • Secure, paperless transactions • No more worrying about losing your paper check or it getting lost in the mail. • You enter and maintain your own bank account information using the link above. • Don't have a bank account? Contact the Parma Credit Union at (440) 843-8300 to set up a free checking or savings account.

The relevance of financial aid exchanges to academics mainly involved the connection

between academics and financial aid loss. For example, a student wrote about the

financial aid consequences of a class being cancelled, “Now…in order to keep my

financial aid going I’m stuck taking useless classes/classes I don’t need…” In this case

the poster would be of the archetype Frustrated Complainer.

Student posts about sources or types of aid were typically questions about how to get a

certain type of aid, such as, “I have Finacial aid, and I want to participate in the work-

study program, what I have to do?” Other students asked general financial aid questions

but mentioned the types of aid they received. For example, “Will loans affect my refund

check as well?” and on a later date, “How do I find out how much I will be getting back

from financial aid and pell grants?”

Regarding the use of financial aid for academic support, students commonly expressed a

need to receive enough financial aid to pay for the high cost of books. For one class:


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I'm taking General Pyschology - PSY 1010 - EW2 with Stacy Souther this summer. When I look on the bookstore website, it lists three books totaling almost 350.00. does anyone know if we really need all these? I may not take the class just because of the cost of the books.” …I need the financial aid/book money to pay for them.”

Another student asked about using financial aid funds to purchase a personal computer,

“I want to buy a PC from the bookstore with my book funds. That won't affect my refund

check would it?”

Regarding the use of financial aid to support family or for personal expenses, an

example is a student who expressed irritation that financial aid funds could not be

applied to gasoline, “They need to let us use our money for gas cards. I have a car, why

would I want a bus pass?” And later, “I can't get to class if my tank on E.”

Taken together, these financial aid exchanges above were coded as Frustrated

Complainer, Counselor, Procedural/Info Seeker or Procedural/Info Helper archetypes.

In addition to financial aid, the second moderately frequent topic on the app was coded

as Other Procedural (Code 3). Students frustrated with other aspects of the college’s

procedural bureaucracy asked each other for help. For example, “Does anyone know

why our grades are not yet posted on-line?” received two student replies to point this

student toward finding her grades and when to expect them. Archetypes were

Procedural/Info Seeker and Procedural/Info Helper.

The third moderately frequent topic was the one coded as Career-Relevant (Code 2).

For instance, a student asked for career advice and received input from other students.

“Decided against a career in dietetics. . . I want to stay in the health field, but can't figure

out what is best for me! Anybody in nuclear medicine or respiratory care? I'd love some

advice!” Two students offered their input. One commented, “nuclear medicine with a

four year can get you 38 dollars an hour! all you have to do is inject people with glow

stuff ....” Another commented, “good idea to do the shadowing.” The archetypes for

these exchanges are Procedural/Info Seeker and for those who respond,

Procedural/Info Helper or Counselor. Closely related to this topic is the code of

Major/Degree-Relevant (Code 1) and Goals (Code 14), in which students wrote about

their degree, academic, and career ambitions. In response to a post by a student who

wrote, “Can’t wait to start in Digital Filmmaking!” another commented:

:( I'll be online for 2 and at east for the other 2. Best of luck to you

though! :) Im doing the associate of art in graphic design illustration..then

going to work in the fashion industry while finishing my goal in another


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college or art institute somewhere..well..wherever my degree takes me and

become an art director.

In another example, one student posted, “I have to work harder next semester

graduating is right around the corner yes (Goals) next B.A at CSU.” Another student

replied, “I ditto your comment Carol!! My next move is recieving my B.A @ CSU!:)”

Student Kimberly Walter-Phillips (May 19, 2012) posted, “:( I'll be online for 2 and at

east for the other 2. Best of luck to you though! :) Im doing the associate of art in graphic

design illustration..then going to work in the fashion industry while finishing my goal in

another college or art institute somewhere..well..whe rever my degree takes me and

become an art director.”

The use of the social media by the college was the fourth moderately frequent topic,

College Social Media Use (Code 21). Two staff and one student ambassador posted

during the spring 2012 semester. Staff member Sandy Moses only had two posts in this

period. Staff member Tisha L. Hardy had 15 posts, mostly announcements, such as

“Summer registration begins March 19th! Beat the rush and schedule an appointment

with a Counselor NOW to discuss your classes for Summer and Fall 2012. Call (800)

954-8722 option #4 to schedule an appointment.” Generally, the posts were

informational in nature, and there was no response from students. There were many

more posts at the beginning of the semester and only one in April. Student Ambassador

Danielle Hayden had 10 posts, mostly announcements, such as “Happy New Year my

Tri-C family! Reminder: Classes begin on the 17th! Register ASAP!” Generally there

were no responses from students. Sandy Moses and Tisha Hardy were coded as

Procedural/Info Helper archetypes, while Danielle Hayden was the same, as well as a

College Advocate at times.

The fifth moderately frequent code was Purely Social (Code 5). Some students sought a

connection in general by posting such things as, “Hello all! i am interested in finding

new friends to hang out with! i like parkour, rugby, netflix, chilling out, cuisine, parks,

working out, exercise, and music! add me if you want =]” and “Need new friends. Who

go to metro.” Some students initiated events, such as a “Let’s go dancing” meetup.

Archetypes in this category were Connection-Seeking Networkers (like James Walsh,

Juicee Harris, and Samantha Rae) and Socialites (like Beyond Description).

The sixth moderately frequent topic posted was coded as Clubs/Groups/Social

Organization(s) (Code 6). Some students ask how to join a club or what the purpose of

certain clubs are, such as one who asked, “I know what Lambda Gay-Straight Alliance is

but what does the club do? How do you join?” Another told how much he was enjoying

a club, “Omg Did the Hulahoop club today at CCW/Westshore Campus so much fun you


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realy get a workout.” Another student responded to this post, “I didn't know there was a

hulahoop club! That's awesome!”

The seventh moderately frequent code was Feelings or Effort (Success or Failure) (Code

8). Some students were cheerleaders of hope, like one who wrote, “Starting Things Off

Right ^ ^ !! #Spring 2012.” Others celebrated accomplishments:

I finally finished up Business English 1000. It was a great class and even

better it was on Sundays... Now I have to continue my journey. Nothing is

going to stop me. My eye is on the prize and I am going to work hard to

accomplish my goal!

Others process their feelings of unease, “Starting class today. Last class i took was high

scool 30 years ago Nervous scared and excited. I hope I can remember how to do this.”

These postings, and the comments of any students who respond, are generally coded as

Emotional Sharer archetypes.

The eighth and final moderately frequent code was Encouragement (Code 13). Like the

feelings expressed just above, many students (Emotional Sharer archetypes) used Tri-C

Life to reveal how they felt fearful, anxious, overwhelmed, or discouraged, and it was

common for other students to respond with encouragement. For instance, a student

expressed helplessness and despair, “I am studying for my first A&P lab assessment

that's on Tues and I am totally overwhelmed! There's just waaay too much information!”

and then later “…I've been at it all day and I swear I don't know any more now than

when I started!” Quite often, other students responded kindly to such posts with

attempts at reassurance. In another example, a student expressed anxiety about

upcoming tests, “wait....what....exam s???? already?????” and received this grounded in

another students’ positive testimony about overcoming such fears, “I was like that too

when I was in school over at CCW I always dreaed taking tests big time especially math

tests . I have terrible math anxiety but i oveecame that one and now I 'm a graduate of

Tri-C and moving on to CSU for my Bachelors Degree this fall.” Commenting in

response, the original poster wrote, “Very impressive! I was thinking of following in your

footsteps if I could get out of Bio Chem..... not my subject, but there is no option of

failing! Thanks for the encouragement! Thats pretty cool!”

Closely related to the Encouragement code were posts in which Saints/Good Samaritan

archetypes offered to comfort and coach hurting or needy students. For example,

student one student posted:

any minority males feeling that they are struggling with classes and need

guidance or just someone to talk about life happening and feel apart of

something? if this is you or someone you know, inbox me for more info on

the MMI/Minority Male Initiative.


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In another example, a different student wrote, “Anyone is needing a mentor I will be

glady to help you out whatever you need help in . If youre struggling w\ math 0950 I can

help you w\ that . Need someone to talk to I'm here.”

Slightly Frequent Topics

There were some topics that appeared much less frequently on Tri-C Life. Although

uncommon, they are worth noting. The first only slightly frequent topic was about

Ineffective Instructors (Code 16). This stands in stark contrast to the “highly frequent”

posts regarding Effective Instructors (Code 15), and the nature of the posts involved

discretion on the part of the posting students (Frustrated Complainer archetypes) who,

interestingly avoided mentioning the names of these ineffective instructors. Instead,

they focused on the behaviors that made them ineffective. For example, “awesome…that

is what I needed to hear, I just dropped my class yesterday the woman had a stick up her

butt, and the class was Moving way Too Fast for me we were only into our second week

and had 3 papers due I was choking.” Similarly, another student posted:

Who else is majoring in Surgical Technology? I'm interested in hearing

what classes others in my major are taking..I started out with Math-0910

English-1010 Interpersonal Communication and Medical Terminology but

withdrew due to the teacher and the way he talked to students and treated

them.

Another topic that was only slightly frequent was students sharing their personal

characteristics, qualities, and behaviors as students, such as procrastination and study

habits. Students also tended to mention their social or family background infrequently

as well, and when they did, it was often in the context of a financial aid inquiry. For

instance, “Question. My mom died when I was 14 and my dad signed over his rights as a

parent to my older sister. Also, i do not work. Do I file as an independent or dependent

student?” Students also tended to post infrequently about their reaction to or opinion of

Tri-C Life. The few posts that were written expressed lack of “friends” or enthusiasm

about making for more friends on the one hand or unwanted interactions on the other

hand as drawbacks. When staff Tisha Hardy asked, “…how do you like the app so far?,”

a student replied, “I'm just figuring it out....probly won't like it as much till I get more

friends on here.” Other students were concerned about unwanted personal connections,

with one student asking, “how do i block someone on here?” and another wondered,

“when did this turn into a dating website?”


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Rare Topics

It is interesting to note topics that were very rare or not present at all on Tri-C Life.

Despite the prevalence of financial aid as a topic, particular aspects of financial were not

posted about on Tri-C Life. For instance, although they spoke about their desire to

avoid loans in the interviews, students did not note such loan aversion of Tri-C Life.

They did not identify themselves as someone who did not qualify for or receive any

financial aid. They also failed to mention or celebrate any positive experiences in dealing

with financial aid. Also differing from what students shared in interviews, they rarely

posted about what kind of student they had been in the past. Additionally, students did

not overtly post a desire to fit-in or seek belonging as a college student. Surprisingly,

they also rarely proclaimed an identity related to or attempted to connect with others

based on shared values, morals, community or high school of origin, residence,

race/ethnicity, gender, parental status, sexuality, interests and hobbies.

The only archetypes not observed during 2012 were College Cynic (users who question

the benefit and positive aspects of the college / college experience), Doubter (users

expressing concern over their belonging in college based on social and/or academic

experiences), and Debater (users who often start or participate in contentious behavior

about various issues).

Fall 2012 Semester

Financial Aid

Similar to Spring 2012, some of the most highly frequent topics appearing on Tri-C Life

in Fall 2012 were related to financial aid. The most common financial aid topic was

Sources of Financial aid Information (Code 37), which describes students getting info

on Financial Aid (such as from other students, financial aid staff, websites, family

members, Veterans office, community resources). It appears that students use Tri-C

Life to acquire this critical information, often from other students. For example, one

student requested help about how to even begin the financial aid process right before


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the semester started, “im new to tri c metro campus and im confused on how to do the

whole financial aid stuff and i start school sept 10 someone please help me out.”

Another asked about very basic information about student loans, “Taking out a loan for

the first time since I can't afford to pay out of pocket anymore. Anyone know how it

works? Does everyone usually get approved?” The last example was also coded under

the seldom-mentioned topic, Sources of Financial Aid (Code 36). A third student wrote

about how federal grants are distributed throughout the semester, “Eek! Only part of my

pell grant money came through! Will the rest come later? I hope so!” In Spring 2012 and

Spring 2013 students were also observed using the app to acquire financial aid

information from each other. The typical archetype for the askers would be

Procedural/Info Seekers and of the responders would be Procedural/Info Helpers.

The second most frequent financial aid topic was Distribution Money Timelines (Code

31). This code relates to inconsistency on deadlines for distributing FA money, most

commonly perceived delays in the distribution of money. A common subtopic is that

financial aid funds for textbooks are not deposited in time for students to buy get their

books for class, which also applies to a seldom-mentioned topic, Financial Aid Use –

Academic Support (Code 39). For example, “Can you guys let me know if it's just me, or

are you still waiting for book money? I have assignments due and no books.” Another

vented frustration about the same issue, “Man o man. I started off this semester fine

buy my Book money is not on and it's really making me mad. No one will help and I'm in

classes now skating thru without them. SMH.” Students express frustration about wait

times for aid not related to books as well, “okay. help. ive been veryy patient. it ran out

this morning…….when the heck are financial aid refunds going to be released???? i tried

calling----6 times----63-69 minute wait times. SHOW ME THE $$$$$$! :)” The

common archetype for this code was a Frustrated Complainer.

The third most frequent financial aid topic is closely related; it was Confusing-

Misleading Financial Aid Information (Code 30). This topic concerns confusing and/or

misleading information regarding the complete financial aid process: applying, how to

fill out the application, deadline dates. For example, one student asked for help to

understand the amounts, timing, and distribution of financial aid: “I'm so confused. On

mytricspace. it tells me that i was granted 2770 this fall. I am full time yet i some of the

money didn't come through? Is it because i have one class that is 14 weeks?” The typical

archetype for this code was a Frustrated Complainer.

The fourth most frequent financial aid topic was Inefficiency in the Financial Aid Office

(Code 33) in which students posted about difficult to reach financial aid staff, long lines

to either talk face to face, long wait times on phone calls. For example, a student wrote,

“Monday Moan: Since there is ALWAYS a line at financial aid, why not have more staff

on duty? I have been trying to get up there for weeks now and I just don't have time to


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stand in a 15+ student line. Something is terribly wrong with the system.” The typical

archetype for this code was a Frustrated Complainer.

The fifth most frequent financial aid topic was Relevance of Academics (Code 35),

connections between academics and financial aid qualification, receipt, loss, etc. A

student asked on the app whether dropping a class and adding a different class would

jeopardize financial aid: “Does anyone know if someone can withdraw from a class they

just registered for (for spring 2013), and register for a different class without it affecting

fafsa funds?” The typical archetype for the askers would be Procedural/Info Seekers

and of the responders would be Procedural/Info Helpers.

The above financial aid topics and types of posts were also common in Spring 2012 and

Spring 2013. Several financial aid topics were not mentioned on the app: Aid Eligibility

(desire to avoid loans), Aid Eligibility- Don’t Receive Aid, Don’t Qualify for Financial

Aid, and Positive Financial Aid Experiences, Family Support and Personal Expenses,

Get the Check Leavers (or “Pell Runners”). These same topics were also rare in or

absent from the prior and subsequent semesters (Spring 2012 and Spring 2013).

Academic and Other Procedural Topics

After financial aid, another highly frequent topic was Academic (Code 4). This code

seeking or sharing information on class content and academic expectations. For

example, a student asked about getting the syllabus for a specific course, “any one

taking bio 1050 with ms mackie i cant find the fall syllibus i can only find the one for

spring am i missing something or is it not posted yet?” Another student asked about the

requirements of the course and the same teacher, “to anyone who's had ms. mackie for

bio 1050- is the textbook REALLY necessary? like, does she ever test on anything

outside the powerpoints?” The typical archetype for the askers in this code would be

Procedural/Info Seekers and of the responders would be Procedural/Info Helpers.

Students also frequently expressed frustration with unhelpful instructors (Instructors

Ineffective [Code 32]), “Am I the only person having issues with teachers attitudes in

the on-line classes? It feels like they shrug off any issue as BS and don't take you

seriously.” The archetype on this code would be Frustrated Complainer.

The Other Procedural (Code 3) was a moderately frequent topic was related to enrolling,

policies, rules, degree requirements, transportation, locations, etc. (not financial aid, not

directly major, degree, or career relevant). For example, a student asked about approval

of their enrollment form, “Question for everyone. Is there anybody else still waiting for

their 12-13 enrollment form to be approved? Mine is just sitting under review for the last

month.” Another requested information on getting input from a counselor, “How do I


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get in to see an academic advisor? I can't get through on the phone?” A third asked for

information on school-sponsored childcare:

Does anybody know anything about tri-c's child care? I noticed on a

campus map there was an area for child care, but I cannot find any

information anywhere. I need to find out general information like cost of

care, hours, etc. I would greatly appreciate any info! Thanks!”

The typical archetype for the askers was Procedural/Info Seekers and of the responders

would be Procedural/Info Helpers.

Also with moderate frequency, students posted about their Major/Degree Relevant

(Code 1) and Career-Relevant (Code 2) Goals (Code 14). One wrote to introduce herself,

“I would love to pursue a career writing. However, at this moment its just one of my

favorite pastimes.” Another likewise posted past as well as future aspirations, “Hi

everybody, I'm a new student (older student) going back to school late in life with the

help of the veterans association. I am going to get my associates studying vetinary

technogly.” The archetype best fitting these students is Connection-Seeking Networkers.

Personal and Market Topics

Students used Tri-C Life to express themselves personally on a moderately frequent

basis. For example, a significant topic was Encouragement (Code 13), the receiving of

encouragement or support for college-going. This topic was closely connected to

Feelings or Effort (success or failure) (Code 8), sharing desires to succeed, do well in

college, in job, in life, or fear of failing, not doing well, not succeeding. For example, one

student reported receiving encouragement from his own academic ability, “So I went to

turn my homework in. And guess what my essay was so good the bumped me up a class.

Yay.” Another expressed encouragement from feeling competent as he or she recently

returned to college, “So my day went well and I am almost done with my assignment. I

haven't written a paper in years, very rusty but I am so far satisfied with what I have

written…” Still another student expressed apprehension at fitting in as a non-traditional

student, essentially requesting encouragement from other students on Tri-C Life,

“anyone coming in as a student for career advancement purposes? i'm afraid i'll be seen

as an old working lady :P” Archetypes of the original posters would typically be

Emotional Sharers and of the responders would be Counselors. The combination of

Fear of Failure and Encouragement was used extensively by non-traditional students in

Spring 2013, but less so in Spring 2012.

Students also used Tri-C Life for Market Transactions (Code 10), commonly the sale

and purchase of textbooks. For example, a student asks whether any other students


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would sell a specific book, “who has barbara fine clouse progressions with readings

paragraph to essay 7th ed packaged with my skills lab book western campus.” The

archetypes in this code would be Market Participants.

Although less frequent, an additional set of personal posts was specific to the College

Advocate and Saint/Good Samaritan archetypes. In an example of College Advocate, a

student of the expressed that the level of her comfort with Tri-C was so great that she

wished she could remain there to complete a bachelor’s degree:

I wish TriC would offer 4 year degrees. I am nearing my end at TriC and

am getting ready to transfer. While visiting other colleges I find myself

comparing what they offer to the atmosphere of TriC. While a big campus

is a plus for some, I like that triC is compact and accessible. One building

instead of having to traverse multiple via the outside. Once on campus,

everything is "right there" at TriC. No travel needed. I am comfortable at

TriC. I would LOVE to stay for the next phase of my education.

The Saint/Good Samaritan archetype posted religious/spiritual/motivational messages,

usually in all capital letters, such as: “TODAY IS A GREAT DAY TO BE ALIVE BUT A

BETTER DAY TO KNOW JESUS!”

Social Topics

Tri-C Life was also used with moderate frequency in Fall 2012 for social connections.

For example, students discussed Clubs/Groups/Social Organization(s) (Code 6). These

posts were promotions or advertisements of the specific clubs such as the Psychology

Club and the Hospitality Club. Archetypes using this code would be Organizers.

Students of the Socialite archetype also used the app with slight frequency for Purely

Social (Code 5) purposes, beyond school organizations. One posted his or her desire to

build friendships, “I need friends man lol,” while another was more specific aobut times

and places (with some Academic overlap):

hey everyone, im just here to see if anyone is attending the brunswick

location on tuesdays and thursdays starting sept. 11th? It would be pretty

cool to get to know a few people instead of going in alone. who knows we

may even have the same classes. im only going part time at the moment

with eng 0990 and math 0950. Anyone have a match?

Another seemed to be interested specifically in romance: “hey single 28/m/medina

psychology major. any single females want to chat? [>Singles & Dating].”


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Battle Topics

The college organized two major competitions on Tri-C Life – Battle of the Bands and

Battle of the Artworks, and therefore, these posts were highly frequent in Fall 2013. For

Battle of the Bands, student band members typically posted links to their entries. Other

students used the "like" button to vote for entries. Sandy Moses moderated. A typical

post included a link and a short explanation of the entry. If other students responded,

comments were generally positive and supportive. Students also posted questions about

the Battle (how to create an entry, how prize will be distributed, etc.). Sandy Moses

responded. Most students only posted entries, but others were very active participants.

One student in particular actively promoted the contest and her entry. She was awarded

second place and Sandy Moses acknowledged her effort. Battle of the Artworks was very

similar. Students posted links to their entries. Many students posted multiple entries.

Sandy Moses did not post and students did not ask questions about the Battle itself.

There were fewer responses to entries. When students did respond, they were generally

positive. Battle competitions were very rarely observed in Spring 2012 or Spring 2013,

except in reference to the already-completed competitions in the prior fall semester.

Rare Topics

It is interesting to note topics that were very rare or not present at all on Tri-C Life.

Despite the prevalence of financial aid as a topic, particular aspects of financial were not

posted about on Tri-C Life. For instance, although they spoke about their desire to

avoid loans in the interviews, students did not note such loan aversion of Tri-C Life.

They did not identify themselves as someone who did not qualify for or receive any

financial aid. They also failed to mention or celebrate any positive experiences in dealing

with financial aid. Also differing from what students shared in interviews, they rarely

posted about what kind of student they had been in the past. Surprisingly, they also

rarely proclaimed an identity related to or attempted to connect with others based on

shared values, morals, community or high school of origin, residence, race/ethnicity,

gender, parental status, sexuality, interests and hobbies. This list of rare and missing

topics is very similar to that of Spring 2012 and Spring 2013.

The only archetypes not observed during Fall 2012 were College Cynic (users who

question the benefit and positive aspects of the college / college experience), Doubter

(users expressing concern over their belonging in college based on social and/or

academic experiences), and Debater (users who often start or participate in contentious

behavior about various issues). These are the same archetypes not observed in Spring

2012 or Spring 2013.


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Spring 2013 Semester

Highly Frequent Topics

There are only three “very frequent” categories – Market Transaction and two often-

paired codes of Feelings or Effort (Success or Failure) and Encouragement. The first

“very frequent” use of the app is Market Transaction (Code 10), and the most common

market transaction was the sale and purchase of textbooks. For example, a student

offered textbooks for sale by posting, “Selling Financial Accounting 1013 book and

Business 1020 book, gently used, no markings, and super cheap! Please respond below if

interested.” Another wrote, “If anyone still needs the textbook for Geography 1010, I'm

selling mine for $40. ‘The World Today: Concepts and Regions in Geography, 5th

Edition’. Comment, PM, or email me if interested. Thx!” Another student offered a

completely new book for sale by inquiring, “Does anyone need the intro to business book

(BADM 1010)? Its brand new, i never used it because i dropped the class and the one I'm

taking now doesn't use this book. the code in the book isn't scratched off either. The

isbn-13 is __.”

There were sometimes responses to these Market Transaction posts, but actual

agreements to complete a sale were not observed. If sales happened as a result of posts,

they may have happened through direct message (not posted on the app). Sellers were

not the only ones using the app for market transactions; buyers also searched for

students wanting to sell the textbooks they needed. For example, one student posted,

“Anyone have a Math 1200 book they are selling?.” Another asked, “Anyone selling a

Math 1200 Intermediate Algebra book? That lives in brunswick? Message me!” A

different student asked, “Does anyone have the English book for sale that you use for

0990 class.” One student even offered to buy a graduation cap and gown: “Okay, I'm

being cheap...is anyone selling a black cap and gown, size large. For some reason I don't

want to buy these items just to sit in my attic after I'm done with them.” The archetype

in this code was usually a Market Participant.


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Within this same category of Market Transactions but far less common were

advertisements of products, services, or events unrelated to the college. For example,

one post stated, “if anyone is looking to get some tattoos work or piercings request me.

I'm sure we can help you guys out.” These types of posts often received no response.

The archetype in this code was a Spammer, marketing content unrelated to the college.

Another wrote:

If anyone is planning a party or get together (spring break is coming and

so is the nice weather) I wanted to let everyone know I had a dj at my last

birthday from ______ (entertainment company) and the dj was great!

Very reasonable price, even for a college student!! If anyone is intrested

contact me and i will provide the phone numbe [sic]

Another student promoted her new business, “Hi everyone I just opened my

boutique___ and have great deals, please check us out!!! new items coming soon... it's a

women clothing boutique, all kinds of styles... like us on facebook at ___.... thank you so

much see you all soon.”

The next highly frequent topic was Feelings or Effort (Success or Failure) (Code 8),

which includes fear of failure. This code was much more prominent in Spring 2013 than

in Spring 2012. Because the number of posts in this category could be largely attributed

to non-traditional students, the growth of this category over the previous year may

reflect increasing engagement of returning adult students on Tri-C Life. Some students,

not necessarily non-traditional age, were motivational speakers, “Happy New year

everyone I hope this year we all will achieve what we didn't last year and those who

achieve there's last year will continue pushing forward for more. Be Blessed

Everyone!!!” Later in the semester the same student wrote, “Got all S's on my midterm

results now to get this finals over with. Aiming for that 4.0 or minimum grade 3.7 With

the help of God i shall succeed!!” Others process their feelings of unease, like this post,

“Start school in 15 days, super nervous to go back...”

Very closely related but more common in Spring 2013 was a two-code pattern in which

new non-traditional students expressed trepidation about being successful (Feelings or

Effort – Success or Failure) and previously enrolled non-traditional students gave them

hope and Encouragement (Code 13) by sharing similar experiences that they had gone

through. This was observed to a markedly higher degree in Spring 2013 than Spring

2012. It was especially common in the two weeks before classes began as students

expressed their fears of the unknown. For example, one student expressed her feelings

of trepidation when she saw other students doing the same, “I was saying the same

thing that some people said. I am nervous and excited too. It's been a long time for me

too. Hopefully I will be ok. Lol.” A Good Samaritan Archetype student responded with


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reassurance, “Hi ___! You will be fine. I am working on my second semester. I haven't

been to school since ___.”

The extended conversations featured below demonstrate a highly frequent and notable

pattern – postings with returning adult students expressing fear of failure (Feelings or

Effort – Success or Failure) and the multiple corresponding responses (comments) of

Encouragement. The archetypes of the original posters were generally Emotional

Sharers, and the reassuring responders were often Counselors. It appears that for non-

traditional students, Tri-C Life is a means through which they expressed their fears that

they were not “cut out” for higher education. And they obtained reassurance and

encouragement from other non-traditional students that they had what it takes, that

they could succeed, in short, that they belonged in college. This type of post often

received the most comments, with extended exchanges from multiple respondents

commenting. The boxes on the next several pages detail several of these interactions,

with the first showing a brief exchange and the remaining ones showcasing the nature of

the longer exchanges.







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Original post: I can not wait until school is over. Some one have mercy on me. I have been doing homework for two weeks straight. I'm not behind but I can't catch up either. Do any one feel like me

Comment from Student 1: I'm not behind either, but it sure is a challenge to juggle school, work and family! I'll be glad for a short break before I have to dive into summer courses. Good luck! Keep on keepin on, the end is almost here! :) Comment from Original Poster: Thank you I needed support

Original post: I am scared to return to school but I'm happy. I just pray in the end we ALL win!!

Comment from student 1: We will, it's in the Plan! Comment from Student 2: You will do fine and when it comes to exams it helps to have a study group. I did that for math and I got an A in the class. Comment from Student 3: Hi ___!! I didn't use the study group tool. I did use my tutors though. I received a B for the first time ever in my life. I will use the study group in addition to a tutor and see if I can get an A this time around for ___ Math. Comment from Student 3: Hello ____ You should be happy. You are making a great positive change in your life with God/His Son's help. They put that get up and Go in You!! I know they put it in me. So heere I am and Here I Go!! Comment from Student 4: Welcome back!!! You are going to do great!!! I'm with [Student 3]...I find the tutoring center to be amazing for helping out!!! Comment from Student 3: ___! I mentioned your A in math today in an orientation to encourage other students like myself to use the Study Groups. I also told other students to use the Tri-C Facebook page for encouragement on anything a student could possibly be going through with their academics. We are a Great Support System to one another. Let's keep up the Good Work!! Goooo Ussss!! Comment from student 5: We can do it! Stay focused and don't be afraid to seek help when it's needed- that's what the tutors and writing center are there for. Have confidence that you CAN do it. The hard work will pay off in the not so distant future; keep your chin up and go for it! Comment from Student 2: I took Math __ last term and we would meet an hour before the exams and work together. We did that through the finals even. It helped alot and it was a nice way to get to know the other classmates. Comment from Student 3: ___ you have given me a gauge on how long to make a study group if and when I decide to begin a group. I was already thinking about 1-2 hrs. I am going into ___ Math this semester. I have good hope I can pass this math also.


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Original Post: It's been over 20 years from the last time I stepped into a class room, I nervous and I hope I do well...

Comment from student 1: Hi ___, Last time I was in school was in 1985. I just started in again last semester. You will be fine. Get you a counselor to work along side you to keep you on the straight and narrow. Get with Financial Aid and let them help you, Use the tutoring services, Use your teachers open hours, Use your student resources as much as possible. This is what I did and I did a great job in the end. A-Eng, B-Math ___, C-Psychology. You can do this. Comment from Original Poster: and whats this club that you mentioned about ? Comment from Student 2: Good luck. It's not as bad as you think. I felt like that after going back soo many years later. Now it just feels right & I can't imagine not being there. Comment from Original Poster: Thanks for the encouragement !!!! Still nervous though Comment from Student 3: You'll be cool. You took the first step. Comment from Student 4: Hello ___. The best source of help that i have found was getting involved with TRIO program. Which campus are you attending? The TRIO staff at Metro are awesome and very well in tune with their students. Comment from Student 4: At Metro campus, i have found ___ a very good and helpful counselor. She will take her time in getting you the clear cut information and guidance you may be seeking. A little focus on your part will help her in helping you. God be with you ___. Comment from student 1: Great advice ___. I am on the wait list for the Trio program. Look into the Americorp program also. It is the office that is to the right of the hall before you go to the elevators to go up into the Computer floors in the Student Services building. Around the corner from The Enrollment Center. They are a support between you and the counselor. My advisors name is ____.

Original Post: I am starting the Court Reporting program in a couple of weeks extremely nervous but excited as well. Haven't been to school in a very long time.

Comment from Student 1: Hello!! Good luck ___. I just started last semester and I did fair to midland. I am excited about the upcoming semester. I haadn't been to school since 1985. It's like riding a bike. (For Real)!! Comment from Student 2: Hey ___, wishing u the best. I started back last year in the spring. Returning from 1995. It has been refreshing.. You will be fine.


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Comment from Original Poster: I haven't been since 1989 should be interesting? Comment from Original Poster: Thank you ___, glad to hear:) Comment from Original Poster: Thank you ___, I just cannot believe I am a Mom of two and heading back to school will be rewarding if all works out. Comment from Student 1: You are so welcome ___! The time to do it is now. It will work out. Use your resources(counselors,student services,financial aid). Comment from Original Poster: First week was very trying for me, not sure if I'm cut out for this? Guess I will give it a semester? Hate to be a downer but I think I am to old haven't been to school for 25 years Comment from Student 2: ___hang in there. I was overwhelmed at first but I stayed focused and I am seeing the light at the end of the tunnel Its a great feeling. Comment from Original Poster: Thank you ___, what are you taking? How long did it take you? Comment from Student 2: I am finishing up classes for a medical. Billing certificate. Then I found a certificate that I need one class. For and an associates degree for health information management. Comment from Student 2: I am a mom of 3 and just became a Grandma in June to a beautiful baby girl and yes it is crazy but its my time to do my thing and school is it Comment from Original Poster: That's not bad at all, one class that's great. Good luck, so how long has that taken you? Comment from Original Poster: Wow you are busy, you must do your classes at night when they are all in bed? Lol I am a mom of two and they are older ___ and ___ and I work. I know I can do this it's just an adjustment Comment from Student 2: I work fulltime for ____ (company) I have 2 sons __ and ___ and a __ year old daughter I tale online classes and night classes. I was terrified in the beginning. Comment from Student 2: But as a single mom my kids understand and support me. U will get into the groove and it will be awesome experience. It has taken me 3 semesters to complete the certificate this coming may Comment from Original Poster: That's great thank you again for encouraging me. I do need it. Your right things do not come easy if you want it you have to go after it. Student 1 (to Original Poster): ___. Don't quit. You are my inspiration to keep going. I don't mean to be a downer either. I at this moment am going through. Not having a job. I work 4 hours a week. I live on my own My rent is $365,Car-$400 a month, Car Insurance $200 a month, Electric-$100 a month, Cable bundle-$150 a month. I was going to go into school and drop all of my classes. I have no money to pay anything right now. You get the


28

point. I am going to push forward. If I were to drop out would that change my situation NO!! I am going to better myself no matter what last time I was in school was in 1987 so that what 26 years. We can do this dispite all of our obstacles. We just need to stay positive and just do it. Anything worth having is hard work. At the end of the tunnel is the success it took to get where we wnt to go/be. Go! Go! Go! I know I will!! Comment from Original Poster: ___ that is very encouraging thank you for that and you keep your head up as well, things will all work out. I am just hoping court reporting will be a good career? It stills seems very interesting and the few people I have talked to that do it or have done it really liked it. What are you going for? Comment from Student 1: I am going into Human Services. I am going to transfer to ___ (college) and continue on into my Social Work Degree. I am glad I can help. This is going to be some bumpy terrain we are going to have to handle. We can do this!!

Original Post: Hey, everyone I am enrolled in the western campus for spring semester. My major is vet-tech. I am so nervous I am not from the area, I just moved up this way a couple months ago. I haven't been in school since i dropped out of culinary school in 2010.

Comment from Student 1: im studying to be a ___ as well. what classes r u taking in the spring Comment from Original Poster: english ___ math ___ american sing language 1 step aerobics Comment from Student 1: cool and when u take the math ___, dont buy the book bc i am selling my math ___ book Comment from Student 2: what days do you have class? if you have class on monday depending on the time i could show you around if youd like ill be there monday sometime after 11 my first class is at 12. Comment from Student 2: im going for ___ (name of major) also and would love to make some friends who are taking the same major =) Comment from Student 1: i have classes on monday from 6pm-9pm for biochem, tuesday and thursday from 7:30am-2pm, and wednesday from 6pm-7pm Comment from Original Poster: i have class mon wed friday from 1130 to 300 and tues and thurs 2 to 6 Comment from Student 2: cool im there mon wed fri from 12-6 (mon & wed) & 12-3 fri Comment from Original Poster: ill be there fri from noon to 3


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Moderately Frequent Topics

Six other content codes were observed to be not as frequent as the three codes noted

above, but fairly common nonetheless. The first two of these moderately frequent topics

covers financial aid themes: Confusing-Misleading Financial Aid Information (Code

30) and Distribution Money Timelines (Code 31).

Original Post: So I am a non-tradtional student...meaning I have kids the ages of most of you. :) Which also means you can school me on a few things. Like: WHERE IN THE HECK DO I FIND MY SCHEDULE ON MY TRI-C SPACE? Thanx mucho!

Comment from Student 1: I am a ___ and I have a ___yr old and a ___ yr old. The summer session will be my 3rd semester for me. It is tought but you can get through. Comment from Student 2: I am with you. I just completed my first semester working toward a degree I started ___ years ago. I have an __, __, and ___ year old. Comment from Original Poster: Ahhhh....you guyz just pulled me out of my Woe-is-Me-for-going- back-to-school-with- my-kids-mentality". :) THANK YOU DAWN FOR THE ENCOURAGEMENT .... I'm feeling all kinds of stressed out about this venture. I'm with you ___ ...I've been off and on..mostly off for a lot of years. CONGRATS TO BOTH OF YOU!!! What a boost!!!

Original post: I don't start to the 28th. I got my BFA a long time ago. Trying to catch up on graphics after missing a few years. Very nervous.

Comment from Student 1: That's cool! I graduated ___ years ago.I went to college and had to drop out now I'm back and I'm having a lot of fun. I hope u enjoy your classes. Comment from Student 1: I was nervous too but it went away very fast. Comment from Original Poster: I hope so. I worked several years in the field of design... Back when I was the "young" one, now I feel like a dinosaur. Good luck! Comment from Student 1: Thanks and your no dinosaur lol Comment from Original Poster: Ha ha. : )) Comment from Original Poster: Try telling that to my ___ year old daughter!! She is so embarrassed I'm going back to College, let alone if I'm in the same room with her and her friends. lol


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For example, a student solicited advice on dealing with confusing information

(Confusing-Misleading Financial Aid Information, Code 30), “So i got a call saying i

havent paid for my classes and i need to b4 tuesday. I have financial aid that should of

paid for it. Anyone get that and what should i do?” In a similar vein, another student

asked about a startling message she had received:

Can someone help explain this to me? I get the Pell Grant for school. I got

an email tonight saying that there had been financial aid activity on my

account. I go online and the Pell Grant reward had been taken off so I now

owe a balance? I have all As, have been to all my classes, and have no "red

flags" on my account...my income hasn't changed and I already did my

FAFSA (which didn't change) for next year...what's going on? I am

FREAKING OUT...

Another student asked about planning for financial aid for summer and fall and posted:

“I just transferred and Spring is my first semester. I got my full Pell grant

but also qualified to receive another $2,775 for Summer semester as well.

Does anyone know (or familiar with) if I would get full Fall semester Pell

as well? Seems as if its all different from everything I have read. Any

information would be great! Thanks!”

Other students responded with advice, often saying they had experienced similar issues

and specific suggestions to resolve problems. The archetypes of askers in this code are

Procedural/Info Seeker or Frustrated Complainer while the archetypes of responders

are Counselor or Procedural/Info Helper.

The second moderately frequent code, also related to financial aid, was Distribution

Money Timelines (Code 31). In an example of this type of post, a student asked when

financial aid deposits for books will be made, “Does anyone know how the financial

aid/loan process works? It looks like my funds will be disbursed Feb/March am I able to

use any of the funds earlier in the bookstore to get my textbooks???” Another posted,

“Do we still have to make a payment even if we have financial aid?” Still another wrote,

“does anyone know when whats left of the financial aid money used will be issued back

to us?” The requesters in these exchanges are Procedural/Info Seekers and the

responders would be the Procedural/Info Helper archetypes.

The third use of Tri-C Life in the moderately frequent category is Career-Relevant

(Code 2). Students often asked for career advice and received input from other

students. For example, one wondered:

you know it is really hard trying to decide if i want to change my major to

something in the healthcare field that doesnt require me dealing with


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patients which i know you cant avoid and the culinary is something i really

love to do but i was thinking maybe i need to something practical cause

that healthcare field is the biggest thing out now.

Another student responded, “Go for your passion not what the work industry says is the

best employment opportunity out at this moment.” The archetype for this code are

College Advocate or Procedural/Info Seeker. Those who respond are Counselors.

The fourth type of moderately frequent post was those requesting Academic support

(Code 4). For example, one post directly asked for a study partner: “Hey anyone want a

study partner for i.t. 1010 intro to microcomputers.” Another asked for help in a specific

course “is anyone else taking Meteorology or took it before? I need help!!” Another

message asked, “Anyone taking Technical Writing, Math 1200 or Marketing 2010 online

over the summer, please add me, I know I am going to need someone to conspire with

on Math!” Another student wrote, “I need help on something in math is their anybody

willing to help me.” There were fewer posts requesting academic support in Spring 2013

compared to Spring 2012, when this was a “highly frequent” code. The archetype of a

student who used Tri-C Life in this way would be a Connection-Seeking Networker.

The fifth type of moderately frequent use of Tri-C Life was that of students asking for

recommendations for Effective Instructors and other students responding (Code 15).

The relevant archetypes in this code are Procedure/Info Seekers and Procedural/Info

Helpers. One message asked, “Has anyone had _____ for spanish? If so, what did you

think of the class and the instructor? Thanks!” Another post inquired, “Has anyone had

this instructor ______ for 0990 English ?” Another student posted, “anyone know how

____ (instructor) is for anatomy and phys?” Another student requested

recommendations for a specific class and received recommendations for two instructors,

“anyone know of a good teacher to take for biochemistry 2331 at either campus?” One

student responded, “do you mean A&P 2331? If so ___ (name of instructor). He is the

best!” and another wrote, “____ (name of instructor) is great.” Another student offered

an unsolicited recommendation: “If you need to take ___ or __ (courses) take your

class with ___. He is the absolute best and very down to earth with a sense of humor.

Most of the class is just talking so its an easy A :)” It can be noted that students are not

only making recommendations for instructors as persons, but instructors are

practitioners of specific strategies of classroom interaction that make them effective.

The sixth moderately frequent type of post was Ineffective Instructors (Code 16). In

Spring 2012 the Effective Instructor code was “very frequent” and the Ineffective

Instructor code was “infrequent.” For 2013, the two codes have evened out somewhat,

although there were still more Effective Instructor observations. These students, of the


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Frustrated Complainer archetype, do not seem to focus on instructors personally, but

on the behaviors that made them ineffective. For example, in response to a student

asking for input on her upcoming teachers, “UGH i had that eng 1020 teacher for eng

1010.... I did not like his class at all.... it always turned into a political debate and we

learned nothing! Good luck with him.” Similarly, another posted her frustration with

her unorganized teacher:

Need to vent!!!! Im am so fed up with my ___ class!!!! The professor is

just awful! She never answers questions, and when she does they make no

sense, or only answers half of what you were asking and the syllabus is all

messed up...we were supposed to get a new one weeks ago!!! This is the

most unorganized class/professor I have ever taken in my life! If I didnt

just want to get this class over with, I would drop it and retake it with

another professor!

Slightly Frequent Topics

There were some topics that appeared much less frequently on Tri-C Life. Although

uncommon, they are worth noting. The first only slightly frequent topic was Aid

Eligibility-Avoid Loans (Code 27). A student expressed that she did not want to borrow

for college: “i also dont want to have to take out student loans.” This was the only

expression of loan aversion that was observed.

The second slightly frequent topic was Relevance of Academics (Code 35), the

connection between academics and financial aid loss. One student asked about the

financial aid consequences of dropping a class, “Does anyone know if can drop out of

your class when have Financial Aid?” In this case the poster would be of the archetype

Procedural/Info Seeker. Another asked whether aid was contingent on course load,

“Do you have to be full time to get the loan money?” Several students responded to this

post with thorough explanations in their comments.

The third slightly frequent topic was Financial Aid Use – Family support and personal

expenses (Code 40). One student, a Frustrated Complainer archetype, expressed

irritation that financial aid funds could not be applied to gasoline, “They need to let us

use our money for gas cards. I have a car, why would I want a bus pass?” and later “I

can't get to class if my tank on E.” In this semester, students were not observed writing

about using financial aid for rent or childcare.

The fourth slightly frequent topic was Major/Degree-Relevant (Code 1). Some students

asked for advice about fields of study: “Anyone know any court reports [sic]? How is the

career?” Another Procedural/Info Seeker posted:


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you know it is really hard trying to decide if i want to change my major to

something in the healthcare field that doesnt require me dealing with

patients which i know you cant avoid and the culinary is something i really

love to do but i was thinking maybe i need to something practical cause

that healthcare field is the biggest thing out now.

A student responded:

Hello, Go for what you enjoy!! I am a State Nurse Assistant of 12 years. I

love what I do. If you don't really want to work with patients which you

come in constant contact with. You won't enjoy what you are doing. The

money won't matter. It will end up being a waste of your time and money.

I have come back to school to be a Social Worker... Go for your passion not

what the work industry says is the best employment opportunity out at

this moment.

The fifth slightly frequent topic was Other Procedural (Code 3). Students frustrated

with the bureaucracy ask each other for help. For example:

Omg now i'm having a hard time with tri-c I gave them my transcript and

now they saying they didn't receive anything from me and now i still got an

outstanding balance that is due. I'm calling this school and all i'm getting

is run around. Like seriously this cannot be happening now when i'm

suppose to start school in exactly two weeks.

A student asked how to find out what textbook are required, “Soo how do I know what

books I need?” Another asked about payment deadlines, “If you set up for a payment

plan the Option C your first pmt is due February 4th correct? Or do they take the

payment out when you set it up?” Another posted, “anyone taken or taking classes at the

Corperate Campus on Center Ridge? was wondering how parking was and (where),if

there is security....” Another student asked about being involuntarily dropped from a

class: “WHAT CAN I DO I DID NOT ATTEND ONE DAY OF CLASS AND I WAS DROP

FROM THE CLASS I HAVE MY BOOK AND HMRK FOR THIS CLASS. NEED HELP

ASAP.” Some askers were Frustrated Complainers and others were Procedural/Info

Seekers, while the responders were Procedural Info Helpers.

The sixth slightly frequent topic was Purely Social (Code 5). Archetypes in this category

were Connection-Seeking Networkers and Socialites. For example, a student announced

a social gathering he had scheduled through the app, “Just created the meetup Get

together for coffee.” In an example of another use of Tri-C Life for inviting people to

social events which they initiate, a student invited specific students to join the “meetup”

which she had created for dancing via a direct message:


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Hello ___. I am glad you took a look at the meetup page. I am going to be

at the Holiday Inn on this Saturday 2/2/13 at 9:00pm. I need to get there

to save us a table and look out for everyone. I will be at the Impulse

Lounge. Ask for me at the Front Desk or At the Door. It closes at 2:00am. I

dance all night and I don't leave until 2am. I have such a ball. I will still be

with you though. I am getting ready to send out a message to everyone else

that still wants to go. Welcome and Good Luck this Semester in school.

A seventh slightly frequent topic was Clubs/Groups/Social Organization(s) (Code 6).

These archetypes were Organizers and Connection-Seeking Networkers. Some students

ask how to join a club or what clubs do. One asked, “does anyone know what kinda

clubs they have at the west campus and how to join them. Another asked for help to find

a specific kind of club. Another posted, “hi my name is ___. are there any groups at tri-

c western campus for devout christians on campus, where you can meet other christians

and make friends?” Club members promoted their club meetings to other students:

East Campus Student Peace Alliance (Peace Club) meetings are every

Wednesday in the Global Issues Resource Center (EEC) Rm 115, 3:00pm-

4:00pm! All are welcome to attend! Check out our website and the events

that we have planned for the Spring semester! _____ (web site)

The eighth slightly frequent topic was Discouragement (Code 12). A student of the

Emotional Sharer archetype expressed helplessness and despair, “I am studying for my

first A&P lab assessment that's on Tues and I am totally overwhelmed! There's just

waaay too much information!” and then later, “…I've been at it all day and I swear I

don't know any more now than when I started!” Other students responded with

attempts at reassurance.

The ninth slightly frequent topic was Goals (Code 14). One student of the College

Advocate archetype wrote about their academic and career ambitions in a direct

message to another student:

…on the campus one thing on my mind....... completing, succeeding, and

fulfilling a series of goals....staying in shape. and completing these

semesters trust me play times not my angle its hard sometime, but

remember, it s you that counts don t Give free rent to pride it will consume

and distract your goal....stay focus you will succeed just believe lady, just

really believe.

The tenth slightly frequent topic was Kind of Student Now (Code 17). An Emotional

Sharer student lamented their flawed study habits, “I hate my trig class. The

coursework plays into my natural habit to procrastinate.”


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The eleventh slightly frequent topic was from staff members, College Social Media Use

(Code 21). E-learning staff member Sandy Moses did not initiate any posts in Spring

2013, though Sandy responded to five direct messages from students. Sandy’s responses

communicate the business information needed but were also personable and validating

when appropriate. For example, when a student was confused about one of the contests,

Sandy apologized and resolved the student’s underlying concern, “Very good point

[name of student]. Redo the survey, and this time I have added a place for your contact

information. Sorry about that. Since the winner is randomly selected, it won't matter

that you weren't the first one to complete the survey.” The difference between Sandy’s

responses compared to students’ responses is that Sandy’s were slightly more

businesslike. Sandy only had two posts in Spring 2012 (two announcements) and no

response to either post. Tisha L. Hardy posted 15 times in 2012, usually official

announcements, but none in 2013. Most of the time she did not get a response. In 2012

she got responses from students two out of two times that she asked a direct question.

Staff also initiated the “Battle of the…” contests during certain times of the year.

However, during Spring 2013, only one student initiated a post mentioning the “Battle

of the…” contests. Three students mentioned the contests in response to other posts.

Sandy’s archetype was Procedural/Info Helper or College Advocate.

The twelfth slightly frequent topic was Schools App Benefits (Code 24). A student

expressed her wish that the app help her make new friendships: “New to this site and to

Tri-C, just want to meet new people.” This was the Socialite archetype.

The thirteenth slightly frequent topic was Cannot Categorize (Code 11), which included

student government promotions (“vote for me”) such as, “Hello everyone this Week is

Student Government Voting. so got to ___ or ___ to cast your vote. And Vote for me

____ for President.” He could be classified as a College Advocate and a Spammer. A

second difficult to categorize use was principally by one student who posted

inspirational/spiritual messages almost daily. An example is the post below, in which

this student could be seen as a Saint/Good Samaritan archetype trying to provide

spiritual inspiration. Incidentally, this same student posted several hundred similar

messages:

GOD CAN INSPIRE HIS DOCUMENT OF BLESSINGS THAT PORE

OVER WITH GREAT SERIOUSNESS, THAT PROVIDE MATERIAL WE

NEED FOR LEISURE AND EVEN LAUGHTER, OR TIMES OF SORROW.

WE COME MORE CONVINCED IN GOD'S DIVINE TRUTH, WHEN WE

SEEK TO HAVE A RELATIONSHIP WITH HIM AND JESUS. EVEN

UNBELIEVERS HAVE A SENSE OF KNOW WHERE GOD STANDS. IN

HUMAN LIFE IT WILL EVOKE TEARS, LAUGHTER, REPULSION, AND

ADMIRATION IN THE PICTURE OF OUR FAILING AND SUCCESS. IN


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LIFE CAN BE PAINFULLY DRY, WITH QUESTIONS WE FEEL

NEGLECTED BY GOD AND OTHERS WHICH MAKE ONE HURT AND

CRY INSIDE. TRY TO AVOID THE DRYNESS WHEN IT COMES TO

GOD. IT IS BETTER TO HAVE GOD AND NOT NEED HIM THAN TO

NOT HAVE AND NEED HIM. SEEK FIRST THE KINGDOM OF GOD

AND EVERYTHING WILL BE ADDED UNTO YOU.

A fourteenth slightly frequent topic on the app was Financial Aid Use – Academic

Support (Code 14). The archetype of these students would be Procedural/Info Seeker.

Students expressed their plans to use financial aid to fund purchases of textbooks and

class materials:

Original post: I'm really getting frustrated. Now they're saying I don't have any book credit and school starts next week. I've been emailing and calling the Financial aid office. (I know they're closed now)

Comment 1: They are there today.... Call them at ____ that is the number there OR you can walk in, they are not taking appointments. Comment 2: Glad they got you taken care of Comment 3: Does anyone know how the financial aid/loan process works? It looks like my funds will be disbursed Feb/March am I able to use any of the funds earlier in the bookstore to get my textbooks??? Comment 4: You should have an email saying you have book credit if u do.

Rare Topics

It is interesting to note topics that were very rare or not present at all on Tri-C Life. For

example, despite the prevalence of financial aid as a topic, particular aspects of financial

were not posted about on Tri-C Life. For instance, despite financial aid being a topic of

frequent conversation on the app, students did not identify themselves as someone who

Did Not Qualify for Aid or Did Not Receive Financial Aid. They also failed to mention

or celebrate any Positive Financial Aid Experiences. Differing from what students

shared in interviews, they rarely posted about what Kind of Student they had been In

The Past. Additionally, students did not overtly post Feelings or Effort regarding

Belonging as a college student.

The only archetypes not observed during Spring 2013 were College Cynic (users who

question the benefit and positive aspects of the college / college experience), Doubter

(users expressing concern over their belonging in college based on social and/or

academic experiences), and Debater (users who often start or participate in contentious

behavior about various issues).


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Interview and Focus Group Data Findings

Perceptions of Tri-C Life

During our site visit, the semi-structured interviews and focus groups we conducted

revealed a generally favorable view of what Tri-C has to offer to potential students in

communities in and around Cleveland. The college seems to be very well-established,

visible, and involved in the communities it serves. One student said, “Everywhere I go,

there is Tri-C.” Another aptly summarized conceptions of the college we heard over and

over again by referring to an actual advertisement, “I heard about it on TV…the

commercial, and they talked about Tri-C, where futures begin, you can learn new stuff,

they help you, they are there for you and further your career if you’re struggling.”

Students’ thoughts about Tri-C Life revealed their expectation of such a positive college

community feeling on this on-line space as well – none expressed fear that it would be a

negative space or that they experienced it as such.

One recurring complaint students did have about Tri-C Life was that they had not been

adequately informed about what purpose it served, how to best use it, or what to expect.

One student put it succinctly, “I need to have a reason to go to it.” Many others shared

similar sentiments:

Well I really wasn’t sure because I never went to a school with a

‘community’ on Facebook. I had a math class where we had a ‘math group’

on Facebook, and I wasn’t sure what that was, but there was a special

group you’d go on. So, I was kinda like “maybe it’s going to be like that.” So

when I went in and people, you know, there’s a thing for a meetup or

meetups and stuff, but I’m not sure people really know how to use it…how

we could utilize the Facebook group… I wanted to know if we could chat in

real time with students on there without me having to get on my private

Facebook account. I really didn’t want to do that.


38

It seemed like they launched the app, and they didn’t really know to like

successfully launch the app and explain it to people. Because like there was

a ‘if you become our friend on Facebook you will get a coffee’ or

something, but it didn’t really ever like explain what you could use the app

for. Maybe if they even explained it on their website or something?

Many students were disappointed that the app could not serve more of an academic

support function, helping students initiate study groups or exchanges with others in the

same or similar classes:

They launched it, but I don’t think they really explained to students how to

use it. The one thing I went on there for specifically was to see if you could

set up a study group with other people in your classes because I do a lot of

distance learning classes, and it was really hard to find people in your

classes on there and stuff.

Finding students in similar classes to form study groups or help one another was made

even more problematic by the existence of multiple campuses, and some students

suggested the Tri-C Life platform should make it easier to identify and connect with

others in the same campus more readily:

Because that kind of gets confusing too on who’s on the West campus, and

who’s on the Metro campus, and who’s on the East’ campus. And then

there’s Corporate College West too. So, it’s kind of like…“Is anyone taking

English 1010?” will be a random question ,and you’re like “Yeah, could we

do a study group?” “Sure, where are you at?” “I’m on West,” “I’m on East,”

and … it’s kind of funny.

What did students think about the idea of a Facebook space just for Tri-C?

Conceptually, there was a general agreement among those students interviewed that

there was an inherent value to having Tri-C students connect with each other through

social media. Most made the assumption, however, that the greatest value lay in the

opportunity to access and share information and guidance and resolve confusions, not

to simply socialize. They tended to define the most useful function as one of college

planning and college-going advice and guidance that supplemented, but did not replace,

face-to-face meetings to work through procedures and decisions, such as a social media

space where someone could help them or they could help each other plan a trajectory

through their major or program:

I mean a lot of people seem very very concerned about making their

schedules and program sequencing of…“what’s the proper courses I should

take if I want to finish in X amount of time?” You…can go talk to a


39

counselor and (imitating student) “Oh! I don’t have time for that”.. So

then…if…they somewhere they could go and look…if they had something

like that online…

A secondary function of Tri-C Life that students noted as useful was raising awareness

of events and opportunities across campus.

I think they would even be really more open to events that were happening

on campus. Because a lot of times people have no idea. Like…one day I was

like, “Did you guys know there was a job fair tomorrow?” And nobody had

any idea that there was a job fair on campus that they could have gone to.

So I think it’s like the bulletin boards get like really overwhelming.

Interestingly, students had generally positive things to say Tri-C’s websites. However,

students found the social format of Facebook more appealing than the solitary searching

through and comprehending of vast amounts of information necessary to gain

information from My Tri-C Space or other related websites:

I mean when you log in to My Tri-C Space, there’s this like very ‘BLAH’

looking bulletin board and it has like…blah blah blah on there, and it’s like

very very tiny writing that I don’t think anybody sees. …Cause I know a lot

of people when I talk to them “You know when you log into Tri-C Space

and you hit ‘my info’ and you go to the bottom, that’s where like that form

is,” and they’re like “what?” And then you have to show them, “I don’t read

this stuff” (student) “Yeah well, you’re a student, you kinda have to read.”

At the same time, can you blame them? Because it’s loaded, it’s totally full.

Often non-traditional students felt this preference for social media to be true for

younger students, but they also noted it provided the convenience they desired relative

to the need to search through overwhelming amounts of information or to meet face-to-

face. For instance, the following returning adult student expressed this idea along with

the need for the college to be more explicit about the value of it, as noted above:

I feel like since they’re always on their phones , …they would feel more

connected to the school if there was a larger presence on Facebook, if they

could go on Facebook to ask a question. … If there was like a forum that

they could submit a question to or something along those lines, they would

feel more connected, and I feel like if they knew that ‘did you know we can

go and form a study group?’ or you know, find out other classes that you

can take on there, I feel that they would be more inclined to use that than

they are like researching on webs or actually going to an office. It’s like less

intimidating I think. I know I would use it.


40

As we asked students in interviews about navigating the vast array of information

available on-line and via emails, they said they appreciated the availability of such

information but seemed overwhelmed by the detail and the need to be aware of all the

multiple sources of information and what to prioritize. One insightful respondent

wondered if expecting students, a majority of whom may be academically struggling or

underprepared for college, to read through and understand excessive amounts of

complex information regarding college-going procedures, policies, and programs in

order to be successful in college, is perhaps unrealistic.

Despite the potential of social media, maintaining consistent activity in Tri-C Life is

important to preserve a sense of value. “I always go on there. I’m always like, ‘What are

they doing?’ There’s nothing.” As this student’s words demonstrate, sustained

engagement is critical to maintaining a positive reaction to Tri-C Life among newly

enrolled students or among students joining Tri-C Life for the first time. Regarding the

drop in active users from one semester to the next, one student stated, “Everybody

realized that nobody was using it, then everybody just stopped.” Efforts to transfer

Battle of the Bands and Battle of the Artwork activities onto Tri-C Life were successful in

remedying some of that decreased engagement, and interviewed students seemed very

receptive to that contest opportunity.

Perceptions of Community and Belonging

The purpose of Tri-C Life as an intervention was to create an alternative space for

students to experience college community and connection. Prior research has

shown that involvement and integration into a college community or

communities is a strong predictor of persistence. Oftentimes, ideas about being

involved and engaged in college revolve around the traditional notions of

participation in activities, clubs, and organizations on campus. In our interviews

this year, we asked students directly for their own definition of involvement and

what it is that makes them feel most engaged in college and what gives them a

sense of belonging. Generally their answers emphasized relationships,

motivation, and goal commitment. Most pointed to the ability to be friendly and

work together with other students in their class as the most important key

element of their sense of community, belonging, and connection. In this sense,

their ideas about keeping involved and engaged were socio-academic, social

interactions that revolved around their career goals and academic pursuits.

Identifying other serious students who were also helpful was a popular strategy.

But there are students who do work really hard and when you do find like

– when you can identify who those students are when you need help or you


41

want to be with somebody to bounce ideas off of, people are really

welcoming. They don’t mind to sit there and like discuss stuff with you in

class ,which I appreciate, because sometimes most people are like more

into their own problems. They don’t really care to sit down and talk with

you about something if you have a question. But I’ve noticed if I talk to

somebody, they usually like to communicate and interact about the

classroom, outside of the classroom if you needed to.

Many others felt developing good relationships with instructors, administrators,

staff, and graduates helped them to be in the know about how to strategize

success.

Interviewer: What makes you feel most engaged in college?

Student: Knowing the faculty. When you know the faculty you get to know

who it is that holds the power; who holds the key of getting things done.

Some faculty members are really good at talking to the dean and other

ones don’t even know the dean and there’s a woman in the student life

office who’s the gate keeper and you have to be on her good side. I worked

for a whole semester just making her know who I was and like me.

It seemed that the value students placed on the potential of Tri-C Life extended

these notions. They viewed it as a useful space to develop such relationships with

other students (even former students), but not necessarily with faculty.

Some students might be stressed out and something is going to go wrong,

and that [Tri-C Life] might be able to help. You might be able to tie

yourself in, and there are more people that can respond…help out. So the

more people you know, the better off it is. … It is going to give you some

support; it is a safety net. Help you with your grades or if you are going

through some personal stuff…you can reach out through that app because

you’re dealing with people from everywhere.

A vast majority of the students interviewed linked these notions of engagement through

relationships to the types of support that are instrumental in preventing them from

leaving college:

Student: I just started getting in contact with the Tri-C alumni. It’s called

Alumni Friends, and its where the alumni and the people that’s still here

kind of sit down and talk me. It ain’t always directly always here at the

school, like, sometime we just go to a baseball game, basketball game just

kind of more so time to not think about school. Or even like if you are


42

struggling with something and need to talk to somebody or if you think

that… you’re about to give up or something, you can call and talk

to…people in the alumni that can kind of try and help you or done been in

that situation.

Interviewer: So what about being at Tri-C makes you feel motivated to

participate in something like the alumni group, or in class, to be actually

involved?

Student: Trying to stay linked to not giving up you know, like, you have so

many things going on in your life it’s easy to say, “I ain’t doing this no

more.” You know because again you got to study, you got to be in class on

time, you got to be able to pay attention, but life still keep going on. So if

one of my grandkids get sick, if one of my kids, something going on with

them you know, you kind of get to a place where you kind of trying to

figure out should I leave class, stay in class, what’s important what’s not

important.

For a good proportion of the students interviewed, their own relationship to their goals

was what made them feel like they belonged at this college. The diversity and sense of

openness conveyed by Tri-C to everyone who wants another chance to succeed

apparently adds to the notion in student’s minds that everyone belongs there.

Interviewer: So, what makes you feel most engaged here?

Student: I have no idea. You mean most comfortable or…?

Interviewer: Yeah, I mean motivated to do well.

Student: I don’t know. Just because I failed once at school. It is a

comfortable environment. And I am not the oldest person here. And the

easiness of everything that comes with it. I still can’t get over how easy it

was to register, and come back to school, and be ready. So…

Interviewer: Do you feel you belong here?

Student: I do, yeah.

Interviewer: What makes you feel like that?

Student: Well, because I have an end. I have a goal, and I think that’s the

most important thing about being at a college. And I don’t know, I like the

community aspect of coming here and seeing a lot of different types of

people. Yeah, I feel like it’s the right place for me.

Students often did not feel that anything further than their own commitment was

needed to experience a sense that they belonged. For so many students, actually being

involved in campus life was not necessary for them to feel a sense of community or

belonging. When asked how they were involved in the college, many of the students

responded, “I’m not.” Yet these students were excelling academically and felt


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comfortable as students at Tri-C. Their sense of engagement was firmly embedded

directly in their classes. This was particularly true for non-traditional age students, who

seemed to think they should be involved but weren’t. They were almost apologetic about

not being involved in traditional ways, but were quite explicit about how their

motivation to persist rested on their feelings that this was a college where they belonged

because they could finally demonstrate competence in their classes and succeed

academically.

Interviewer: Do you feel engaged at this college?

Student: Yes I do, academically.

Interviewer: What makes you feel engaged?

Student: I think recognition that I’m attributing something to the course,

that I am actually giving something while I’m there; participating in the

class you know, and all those sorts of things. And I think again it comes

from that sense of belonging, with my background too. I mean I have an

older sister, and my older sister was always the queen. She was the perfect

child…and I always felt like I was left out where my mother was concerned.

So that’s always been an issue from my whole entire life, and I think it’s

always been a sense of belonging going through these things in school. It

was a sense of belonging. Um, I feel like I belong here. I feel like it’s a very

good fit. I’m not like “Oh God, do I really have to go to school?” It was my

choice to come here. It’s my choice to spend the time here. when I’m home

working on my homework, I enjoy doing that…and when I finish it, I feel

good about it. I’ve accomplished something, and that makes me feel better

inside.

As the example above demonstrates, probing about how students stayed engaged has

made it quite clear that alternative notions of engagement and involvement that

emphasize within class and socio-academic relationships and career goal commitment

are needed. Students’ descriptions of the type of involvement that mattered to them

revolved more around relationships to instructors and peers in their classes than it did

around consistent involvement in structured or organized activities. When asked, “What

makes you feel most engaged with school or like you really belong here?” a student

replied, “Just the other students and the teachers. The professors are really important

to me. If I don’t click or get it with the professor, I’d feel out of place.” Another student

explained:

I had fear when I was coming back, but knowing with all the help that’s

here, the tutoring and the students, and cause certain students I get

around that I know is doing good in school, I ask questions, see if they can


44

help me along with tutoring, along with my professor, along with the

teacher. I don’t have any fear because it’s access to a lot of help.

Such findings from the interviews and focus groups suggest Tri-C Life should be applied

to fostering the types of engagement that matter most to students – class-centered and

career/program–centered socio-academic relationships that congratulate students for

their efforts, encourage and motivate them and help them connect with like-minded

others for support and assistance. It was apparent from our interviews that many of Tri-

C’s students have not succeeded very well academically in the past in high school or in

their attempts to attend four-year colleges, yet they are highly motivated to try again

and willing to help each other in that process.

Furthermore, it was our sense from our analyses of the interviews that family support

for students’ college pursuits was there as well – both from the children, spouses, and

partners of returning adult students as well as the parents of younger traditional age

college students. In fact, many of the younger students we interviewed who enrolled

straight from high school discussed how their family context served as a strong

motivator to continue on to attend college or to work hard to succeed in college:

My mom you know was a big influence on us, me and my brother going to

Tri-C because she encouraged us to really, she really put her foot down and

said “Look, I want you to go to school. I don’t want you to stop,” because

you know, she didn’t really finish. I don’t think she’d want me to say that,

but she didn’t really finish high school…so she wanted me to really further

my education when I graduated and got my diploma… So I think she had a

huge impact.

Finally, since communicating about “good” instructors was such a popular activity on

Tri-C Life, it is important to elaborate why this was so meaningful for students in their

attempts to be successful. In interviews, we inquired about this. Most students described

an instructor’s commitment, passion, and willingness to acknowledge and attend to

student’s individual strengths and weaknesses in a supportive manner were prominent

themes. The voices of three different students on this topic are detailed below:

Interviewer: Could you tell me about any mistakes you made early on in

your career that you’ve learned from – in terms of college?

Student: I’ve stopped the mistakes before they happened.

Interviewer: So what were some of the things you prevented?

SS: Like I told you with the teachers, not taking the teachers – doing that.

I’ll take a class over again if I do badly in that class. When I first came


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here, I wanted to learn about computers; I took intro to computers. That

was – I got a D that time, but I came back, took it a year later and got an A.

that’s when I learned about my instructors being good or bad. It was the

same exact information, the same book and everything. It was one teacher

versus another – how do you get a D one time and an A another time?

That’s when I developed my ‘you’ve got to stick with a good instructor’

philosophy.

I did cosmetology school, you know, that was just the one professor all the

time, instructor, and I don’t know, some days she was alright, some days

she wasn’t. But this being here is like, it’s just beautiful. I look forward to

getting up in the morning and coming to class, especially my IT class. I

love her to death. She makes it that you want to learn it. It’s gotten hard

now … I’m, “Oh my God, I’m pulling my hair out. I don’t want to study

this” She’s like, “I told you to call me. Call me anytime.” ...I love her to

death. She makes it worth going to class.

Well, what’s the focus of the instructor, to help me learn or is the

instructor just there to get a pay check? Is the instructor here because they

got their degree and couldn’t get a job at a four-year institution, so they’re

stuck here? What is it? Where’s their passion? If they’re not passionate

about, it how can I be passionate about it? So they have to be passionate.

Particularly since Tri-C students seem to be exchanging information and opinions about

different instructors on Tri-C Life in such a relatively discreet and polite manner, this

practice should continue. Hopefully, however, the college can try to better incorporate

more instructors into Tri-C Life to actively engage in advice-giving, encouragement, and

support to students in their subject areas.


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Challenges and Recommendations for Tri-C and Tri-C Life

Overall, the tone of posts on Tri-C Life have been remarkably positive, characterized by

what we have termed “integrative community building,” in which students attempt to

create a virtual college community in which they expose their needs and frustrations

and other students respond with information, assistance, shared experiences,

encouragement, and support. Academic (sharing opinions and recommendations about

good instructors and classes), procedural (registration and related organizational

timelines and deadlines), and financial aid (criteria and disbursement procedures)

predominate.

However, a distinctly social quality of reaching out for friendship, especially among

those seeking others on the same campus or in the same program, remains quite

prevalent. Religious content is also somewhat more popular than political or social

commentary. For instance, many posts referred to something spiritual or religious

(including relying on spirituality as a source of strength and motivation) while nearly no

posts at all referred to issues that gripped our nation but did not seem to make their way

onto Tri-C Life, such as the pivotal role of Ohio voters in the presidential election or the

finding of Ariel Castro’s kidnapping victims.

We found instructor approach and family encouragement play a pivotal role in student’s

feelings of engagement and involvement, along with relationships of support with peer

students in similar classes or the same program/career trajectory. Feelings of belonging

as a college student, however, seem disconnected a bit from involvement notions but

strongly linked to goal commitment and academic engagement.

Maintaining Tri-C Life as a space to connect with other students, with staff, and with

faculty for immediate support or to facilitate ongoing relationships through the

utilization of meaningful “communities” that extend over time is preferable to meet the

needs of Tri-C students. However, our site visits and numerous qualitative interviews

and focus groups uncovered some areas of concern and related recommendations the

foundation of procedural processes that need to occur each semester for students to ever

begin or continue learning within their classes.

Improving Student Services

A majority of the students interviewed expressed frustration at being shuttled from one

staff person or from one office to another to resolve their financial aid or other

procedural issues. In fact, this was one of the most common complaints. Student after

student discussed long and arduous attempts to secure staff help with the often non-

transparent financial aid process, particularly in the post-application stage to deal with

confusions, questions or problems, or in the re-application stage that needs to occur


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year after year. For students who don’t fit the ‘typical’ student profile around which the

federal financial aid system is built, more individualized attention is often needed.

Students’ frustrations appear to reflect a combination of the overwhelming complexity

of the decentralized, bureaucratically segmented system paired with the lack of directed

guidance from a single source. This left students to navigate the complexity on their

own, which often resulted in them ultimately feeling lost. As a consequence, many

students commented on the amount of time it took to complete the time-consuming

financial aid process. In some cases, returning adult students who had mastered some of

the process used Tri-C Life to help other students quickly and on a massive scale with

routine procedural and financial aid information in response to the posts of other

students. Systematizing such posts routinely as a small part of multiple staff or work

study positions would be optimal if embedded in more streamlined financial aid services

that were integrated in with registration and enrollment services.

Understaffing relates not only to the access students have to guidance and assistance but

also to the processing of paperwork and awards. In an administrator interview, we

learned that Tri-C has only five staff processing aid applications for the 30,000+

students who enroll each year. The lack of assistance with applying for aid combined

with processing delays inevitably leads to an even longer wait time for students. An

additional prominent source of anxiety was the delay involved with students receiving

their Pell refunds. Students now have to wait more than a month after classes start to

receive aid money that they use to incorporate college-going into their life expenses. For

instance, many need the money to pay for less-expensive books, transportation, and

other family-related and living expenses that make it possible for them to attend college.

Tri-C Life makes the pervasiveness of these problems readily apparent, with one of the

most frequently posted topics being complaints regarding the inefficiency of the

financial aid office and related services. Often these posts have an emotional component

as well, making students’ financial aid frustrations evident and available in black and

white on the school feed. This can be used by colleges as a mechanism for

troubleshooting and making decisions about where to apply resources. Beyond the

timeliness of information and assistance, the accuracy of information was also an issue.

In interviews, students were often very frustrated at being given incorrect or changing

information, mainly about financial aid and program requirements. Tri-C Life posts

mirrored this same frustration, presenting yet another opportunity for such “data” to be

used by the institution to identify areas in need of improvement.

From our analyses of the app data, clearly students are using Tri-C Life to fill the gaps in

the student support manpower available at the college for such individualized

procedural navigation. On an institutional level, the college should consider

streamlining the way students receive information. Registration, enrollment,

advising/counseling, and financial aid should be more seamless with staff to provide


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help for students to “problem solve” their obstacles and bureaucratic snags (avoid

shuffling from one office to the next). One-stop assistance centers that combine

registration and financial aid and advising might be considered.

Perhaps Tri-C Life could aid in this process by having student support specialists

present on Tri-C Life to do such problem-solving both in an individualized way and to

respond to common problems for hundreds or even thousands of students at once

rather than repeatedly on a one-on-one basic. We suggest Tri-C attempt to purge many

of the communities on Tri-C Life and identify student leaders or staff to create more

intentional ones that related to student’s classes of enrollment, program/career

trajectory, or perhaps a community to answer financial aid questions. Utilize Tri-C Life

to have forums for advising, mentoring, problem solving type questions and answers,

particularly financial aid, enrolling and registration, procedural deadlines and

strategies, class sequencing strategies for certain majors and transfer goals.

Successfully Implementing the Technology

As noted earlier in this report, we found that exposure to the existence of Tri-C Life,

awareness of its value, and consistent routine engagement are critical components to

ensure the success of this social media-based effort to create a vibrant and useful

community for students. Unfortunately some aspects of these three components have

been weak.

There is still confusion and lack of knowledge among students that Tri-C Life exists and

what it is for. We interviewed many students who had either not joined Tri-C Life or had

joined but never used it. However, once we explained it to them, they noted they would

be excited to join or use it for several reasons. One of the most common was if it

provided a space to engage with others across similar classes or program trajectories in

a way that differed from Blackboard, which limited students to only those in their class

and functioned more like a listserve than a space to interact with classmates

individually. Another common reason was for virtual advising for academic or financial

aid purposes.

Students also thought they would find it appealing if they could use it as a space to place

to connect with others in similar life situations. This was particularly true for returning

adults, who gave each other emotional support and specific advice on course-taking for

their specific program path and advice on navigating financial aid procedures. In fact,

returning adults were just as likely to use Tri-C Life as were more traditional age

students, and they were more frequently among those students offering general advice

and course-taking and financial aid information to the younger students. A final

common reason students got excited about using Tri-C Life was to buy and sell


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textbooks and related class supplies. However, too many interviewed students did not

realize it could be used for all of these purposes noted above.

We were surprised to learn that a majority of the students who expressed no interest in

joining Tri-C Life when they first heard about it, changed their tone when we explained

that it could actually serve all (and more) of those purposes. We suggest offering pre-

defined examples of such potential uses as guideposts for students to assess the tool’s

value, and to make this widely visible across the campuses and in digital spaces students

visit frequently. The promotions that have been used have been effective, but larger

scale efforts are needed to provide a way to guide larger masses of students on what Tri-

C Life could be used for other than their own perceptions of their personal Facebook

use. The email invite is a minimum criteria and not very effective outside of a larger

marketing campaign regarding the benefits. After receiving the email, many students

deleted it without reading it, had chosen not to join, or had chosen not to engage after

joining. If embedded within a larger and more visible marketing campaign, students

may be more receptive. My Tri-C Space may be a fruitful place to make Tri-C Life more

visible. If this is done, we suggest using the Facebook symbol more prominently to

distinguish Tri-C Life from My Tri-C Space because the similar titles are often a source

of confusion. Also, instructors can be used as agents of information, mentioning for a

few minutes the potential use of Tri-C Life to students in their classes, or simply

handing out small fliers explaining it.

Even among those who had joined, students generally quite ignorant that the sub

“communities” even existed. Among those students we spoke with that did use Tri-C

Life, very few recognized a way to easily identify others in their similar program

(through the use of the self-defined sub communities). And unfortunately, there existed

no easy way to identify others in the same classes or in similar life circumstances –

family structure, age, or college-going patterns, such as part-time, evening, on-line, or

remedial students. Perhaps the announcement feature within the app itself could be

utilized to suggest valuable uses of the space.

We found that ensuring ongoing levels of consistent routine engagement was the final

key component of successful implementation. Schools App relies heavily on the social

component of social media; in order for a single user to reap benefits, other college users

must be present for the social interaction to occur. It relies to a great degree on

widespread use by an entire college or community. Many students in interviews

confessed they chose to stop using Tri-C Life once they saw that relatively few others

were utilizing it. It seemed their perceptions of low activity on Tri-C Life limited their

routine engagement – they felt not enough students were using it. Once students began

to see that activity levels on were low, it decreased the value of the technology in their


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eyes. They felt it was not worth their time to post or even go on Tri-C Life to see what

was being posted.

However, relative to the other colleges in the study, the efforts of Tri-C to maintain

engagement through the Battle of the Band and the Battle of the Artwork has limited

this problem. In order for this particular technology to be effective, a good portion of an

entire college community must adopt it. Incentives to join (raffles, giveaways, contests)

can work for this purpose. However, the students’ willingness to engage seems to

depend in part on the extent and frequency of engagement of other students within the

college.

Tri-C is clearly an impressive institution with strong roots in local communities serving

a huge segment of Cleveland and Cuyahoga County. Our visit was productive, and we

were greatly impressed by the students, staff, and administrators with whom we had the

pleasure of speaking. The qualitative interview data and Tri-C Life data we have

collected will continue to be pivotal in helping us better understand the dynamics of

student success generally and its relationship to the use of social media at the college.

We are extremely grateful for the cooperation of this outstanding community college

and our continuing partnership.

“Getting Connected: Harnessing the Power of Social Media to Enhance Community College Student

Success.” A grant funded by the Bill & Melinda Gates Foundation

report of spring 2013 cuyahoga community college … of spring 2013 cuyahoga community college...

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