Katherine M Conway
Biographic Data
| ID | 1322647 |
|---|---|
| NAME | Katherine M Conway |
| GIVEN NAMES | Katherine M |
| FAMILY NAME | Conway |
| SIGNATURE | CONWAY K M |
| AFFILIATIONS | Business Department, Borough of Manhattan Community College at the City University of New York, New York, New York, USA |
| ORCID | 0000-0003-3374-9678 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
It’s About Time
Existing qualitative research in higher education on students’ work and family commitments already suggests that time as a resource for college is likely not distributed equitably by race/ethnicity or gender. However, the relationship between race/ethnicity, gender, and time as a resource for college has yet to be quantitatively measured in large-scale higher education research. This study explored whether gender or race/ethnicity correlated with…
Life Stressors as Predictors of Community College Students’ Course Outcomes
Background or Context: The COVID-19 pandemic may be considered a focusing event that has drawn greater attention to the physical and mental health of community college students. Purpose, Objective, Research Question, or Focus of Study: This study examined community college students’ self-reported life stressors pre- and post-pandemic-onset to identify any reported differences, both in occurrence and in impact on course completion. Research Design…
Investigating Online versus Face-to-Face Course Dropout
Despite more focused attention in the wake of the COVID-19 pandemic, high online attrition remains both a concern and a mystery; gaps in our knowledge exist as to why students so often do not complete online courses. Pre-pandemic, and using a sample of 780 students who dropped out of fully online courses (or the same course face-to-face) from a large university system in the Northeast U.S., students were explicitly asked about their specific reas…
Did Emergency Remote Teaching and the Covid-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity
This study explores the extent to which college context (two- vs. four-year), gender, and race/ethnicity correlated with worsening course outcomes during emergency remote teaching during the COVID-19 pandemic, by comparing outcomes within students between the fall 2019 pre-pandemic and spring 2020 pandemic terms. In particular, it explores the extent to which prior voluntary online course-taking is related to patterns among these groups. Results …
Health Challenges and Community College Student Outcomes Before and During the Covid-19 Pandemic
This study details the prevalence of community college students' reports of serious health events both before and after the onset of the COVID-19 pandemic in spring 2020. Survey responses from a representative sample of students within the largest community college at the City University of New York highlighted serious health challenges. Findings indicated that serious health challenges (including illness/injury/disability/mental health) were a s…
Time Poverty
This study explored the relationships between voluntary online course enrollment (pre-pandemic), time poverty, and college outcomes. Results indicate that students who enrolled in at least one fully online course were significantly more time poor than other students; these differences were largely explained by age, parental status, and paid work. Yet, despite being more time poor, students who enrolled in online courses were more likely to succes…
No Time for College? An Investigation of Time Poverty and Parenthood
Postsecondary outcomes are significantly worse for student parents even though they earn higher GPA’s on average. This study used institutional records and survey data from a large urban U.S. university to explore whether time poverty explains this trend. The results of regression and KHB decomposition analysis reveal that students with preschool-aged children have a significantly lower quantity and quality of time for college than comparable pee…
Using course-level factors as predictors of online course outcomes
Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-l…
The Tragic Histories of Mary Queen of Scots, 1560–1690
John D. Staines. The Tragic Histories of Mary Queen of Scots, 1560–1690: Rhetoric, Passions, and Political Literature. Aldershot: Ashgate Publishing Company, 2009. xi + 278 pp. index. illus. bibl. $99.95. ISBN: 978–0–7546–6611–0. - Volume 63 Issue 1
No Time for College? An Investigation of Time Poverty and Parenthood
Postsecondary outcomes are significantly worse for student parents even though they earn higher GPA’s on average. This study used institutional records and survey data from a large urban U.S. university to explore whether time poverty explains this trend. The results of regression and KHB decomposition analysis reveal that students with preschool-aged children have a significantly lower quantity and quality of time for college than comparable pee…
Time Poverty
This study explored the relationships between voluntary online course enrollment (pre-pandemic), time poverty, and college outcomes. Results indicate that students who enrolled in at least one fully online course were significantly more time poor than other students; these differences were largely explained by age, parental status, and paid work. Yet, despite being more time poor, students who enrolled in online courses were more likely to succes…
Using course-level factors as predictors of online course outcomes
Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-l…
Health Challenges and Community College Student Outcomes Before and During the Covid-19 Pandemic
This study details the prevalence of community college students' reports of serious health events both before and after the onset of the COVID-19 pandemic in spring 2020. Survey responses from a representative sample of students within the largest community college at the City University of New York highlighted serious health challenges. Findings indicated that serious health challenges (including illness/injury/disability/mental health) were a s…
The Tragic Histories of Mary Queen of Scots, 1560–1690
John D. Staines. The Tragic Histories of Mary Queen of Scots, 1560–1690: Rhetoric, Passions, and Political Literature. Aldershot: Ashgate Publishing Company, 2009. xi + 278 pp. index. illus. bibl. $99.95. ISBN: 978–0–7546–6611–0. - Volume 63 Issue 1
Using course-level factors as predictors of online course outcomes
Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-l…
No Time for College? An Investigation of Time Poverty and Parenthood
Postsecondary outcomes are significantly worse for student parents even though they earn higher GPA’s on average. This study used institutional records and survey data from a large urban U.S. university to explore whether time poverty explains this trend. The results of regression and KHB decomposition analysis reveal that students with preschool-aged children have a significantly lower quantity and quality of time for college than comparable pee…
Time Poverty
This study explored the relationships between voluntary online course enrollment (pre-pandemic), time poverty, and college outcomes. Results indicate that students who enrolled in at least one fully online course were significantly more time poor than other students; these differences were largely explained by age, parental status, and paid work. Yet, despite being more time poor, students who enrolled in online courses were more likely to succes…
Investigating Online versus Face-to-Face Course Dropout
Despite more focused attention in the wake of the COVID-19 pandemic, high online attrition remains both a concern and a mystery; gaps in our knowledge exist as to why students so often do not complete online courses. Pre-pandemic, and using a sample of 780 students who dropped out of fully online courses (or the same course face-to-face) from a large university system in the Northeast U.S., students were explicitly asked about their specific reas…
Did Emergency Remote Teaching and the Covid-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity
This study explores the extent to which college context (two- vs. four-year), gender, and race/ethnicity correlated with worsening course outcomes during emergency remote teaching during the COVID-19 pandemic, by comparing outcomes within students between the fall 2019 pre-pandemic and spring 2020 pandemic terms. In particular, it explores the extent to which prior voluntary online course-taking is related to patterns among these groups. Results …
Health Challenges and Community College Student Outcomes Before and During the Covid-19 Pandemic
This study details the prevalence of community college students' reports of serious health events both before and after the onset of the COVID-19 pandemic in spring 2020. Survey responses from a representative sample of students within the largest community college at the City University of New York highlighted serious health challenges. Findings indicated that serious health challenges (including illness/injury/disability/mental health) were a s…
It’s About Time
Existing qualitative research in higher education on students’ work and family commitments already suggests that time as a resource for college is likely not distributed equitably by race/ethnicity or gender. However, the relationship between race/ethnicity, gender, and time as a resource for college has yet to be quantitatively measured in large-scale higher education research. This study explored whether gender or race/ethnicity correlated with…
Life Stressors as Predictors of Community College Students’ Course Outcomes
Background or Context: The COVID-19 pandemic may be considered a focusing event that has drawn greater attention to the physical and mental health of community college students. Purpose, Objective, Research Question, or Focus of Study: This study examined community college students’ self-reported life stressors pre- and post-pandemic-onset to identify any reported differences, both in occurrence and in impact on course completion. Research Design…
Psychology (8 works) · Medicine (6 works) · COVID-19 and Mental Health (5 works) · Higher education (5 works) · Higher Education Research Studies (4 works) · Medical education (4 works) · Sociology (4 works) · Computer Science (3 works) · Economics (3 works) · Mathematics education (3 works)