Date

11-13-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Alex Oldham

Keywords

community college, active learning, self-determination theory, engagement

Disciplines

Education

Abstract

The purpose of this case study is to understand the perceptions of community college leaders about active learning strategies and their role in implementing these strategies on the campus of a rural community college in the east-central region of a southern state in the United States. The theory guiding this study is the self determination theory by Deci and Ryan as it frames the exploration within the fundamental psychological needs of autonomy, competence, and relatedness. The central research question of this study is: What do community college leaders perceive about active learning strategies and their impact on student learning outcomes? The case study took place on the campus of a rural community college in the east-central region of a southern state in the United States. This institution has an enrollment of around five thousand students. This institution provides a representative sample of the diverse population of the state and serves as a comparable model for other community colleges across the United States. Semi- structured interviews, documents, and video-based observations provided data for analysis. The data was analyzed through transcription, coding, and summarization, followed by the identification of patterns and themes, with findings validated through participant review, data triangulation, and the use of ATLAS.ti software. Findings revealed recurring themes of leadership influence, the importance of faculty buy-in, and the critical role of institutional support in sustaining active learning initiatives. These insights underscore how community college leaders can shape a culture of engagement that improves student outcomes.

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