Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1

The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the COVID-19 pandemic, nearly 50 percent of college students reported at least one mental health concern. The COVID-19 pandemic notably exacerbated these issues and underscored the urgent need to identify and implement ways to ameliorate the youth mental health crisis. In 2021, the National Academies of Sciences, Engineering, and Medicine called on the field of higher education to address growing concerns about student mental health by identifying and elevating emerging and promising approaches that offer a more holistic way to support students' mental health. Serving as the main entry point for more than 40 percent of students seeking a postsecondary degree, community colleges represent a tremendous and untapped opportunity to better address mental health in the United States, particularly for students who have been traditionally underserved (e.g., students of color, first-generation students, and low-income students). However, community colleges have limited evidence and guidance to inform the implementation of multilevel, holistic approaches to support students with varying mental health needs. To address this knowledge gap, this report shares a descriptive study of eight community colleges at the forefront of implementing multilevel approaches (a combination of prevention, early intervention, and treatment services) to support student mental health, as well as key facilitators for and barriers to their success. [For "How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1," see ED627489.]

How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1

The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the coronavirus disease 2019 (COVID-19) pandemic, nearly 50 percent of college students reported at least one mental health concern. Without adequate mental health support, college students, including those at community colleges, may be at risk for a variety of academic and nonacademic consequences that negatively affect their overall well-being, including lower college completion rates, higher rates of substance use, and lower lifetime earning potential. This research brief describes a study examining eight community colleges from across the United States which found that, although the institutions did offer mental health services, most lacked a clear organizing framework for those efforts, and that financial challenges limited the support offered to students. The research also highlighted the importance of community college leaders explicitly prioritizing student mental health, as well as broad staff buy-in to the effort. [For the full report, "Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1," see ED627480.]

The relationship between first year seminar course modality and community college student success

The purpose of this study was to examine the impact of first-year seminar (FYS) course modality on first-semester GPA and second-semester retention of community college students' system-wide. For many student's community colleges serve as an affordable option for higher education. The first-year seminar course connects students to the college to create better academic outcomes. With the increase in technology the FYS course is available in three different course modalities;face-to-face, hybrid, and online. Understanding which course modality has the largest academic outcomes of FYS course will present administrators of the benefits of one modality over others. The study investigated academic outcomes of the FYS course by examining course modality at Lone Star Community College (LSC). Findings revealed no statistical differences between full-time enrolled students in any of the course modalities. Part-time students in the face-to-face FYS had higher first-semester GPA's than those enrolled in the other modalities. Results revealed students in the online FYS course modality were less likely to be retained the second semester. When predicting second-semester retention, enrollment status was a stronger predictor than course modality. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examining Mental Health, Academic, and Economic Stressors During the COVID-19 Pandemic Among Community College and 4-Year University Students

Objective: The COVID-19 global pandemic has created severe, long-lasting challenges to college students in the United States (US). In the present study, we assessed mental health symptomatology (depression, anxiety, life stress), academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Method: A total sample of 361 college students (Mage = 22.26, SD = 5.56) was gathered from a community college (N = 134) and mid-size public university (N = 227) in Southwest US, both designated as Hispanic Serving Institutions. Results: Pearson and point biserial correlations indicated associations between mental health symptomatology, academic challenges, and economic stress, including expected delays in graduation. Multivariate analysis revealed that community college students had statistically significantly higher scores on anxiety F(1, 312) = 5.27, p = .02, η p 2  = .01 than 4-year university students, as well as key differences with respect to academic challenges. Chi Square analyses revealed that Latinx families experienced greater economic hardships, including job loss or reduced work hours (χ2 (1, N = 361) = 28.56, p = .00) than other ethnic/racial groups. Conclusions/Contributions: Findings revealed that community college students faced disparately negative mental health symptomatology, academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Further, Latinx students' families experienced significant economic hardship that may have impacted students' academic progress and future planning. [ FROM AUTHOR] Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The impact of the COVID-19 pandemic on it management in Pennsylvania's community colleges

This paper examines the critical decision-making that occurred within community college IT leadership within the commonwealth of Pennsylvania during the first year of the COVID pandemic. The research utilized semi-structured interviews with IT leadership within 10 of the 13 qualifying community colleges. The study, through qualitative thematical analysis and while looking through the lens of the Iron Triangle project management approach, set out to learn from the decisions and leadership styles that were developed in the first year of the pandemic to help prepare for future emergency situations. Through the research, the study found that IT leadership was successful during the pandemic when utilizing an adaptive leadership approach, and leadership maintained the primary focus on student success. By keeping students' needs as the primary priority, Pennsylvania community college IT leadership was able to successfully adapt to the COVID-19 pandemic and provide much-needed technology and support to their institutions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The impact of mental health and trauma on student retention: A faculty perspective

Obtaining a college credential can be a vital pathway for economic security in the United States. Institutions of higher education have prioritized not just enrollment, but the retention and degree completion of their students. One significant contributing factor to student attrition is the presence of a mental health condition. Prior to the COVID-19 global pandemic, student mental health was at a crisis level;entering the third year of the pandemic, those levels have worsened. A deeper understanding of the factors that contribute to mental health conditions as well as the prevalence of trauma among college students is critical for addressing the issue. The heterogeneity of community college students and their distinction from 4-year residential institutions must be considered when developing institutional retention strategies. Research has found faculty engagement to be an essential component in student retention, but little is known of the community college faculty perspective when considering student mental health. This phenomenological qualitative study interviewed community college faculty to understand their perspective of how student mental health and trauma affect student retention. Themes and subthemes were gleaned from narrative data, which informed the implications and recommendations for practice, policy, and future research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Post-COVID-19 e-learning acceptance and its impact on community college students in Kelantan, Malaysia: A quantitative analysis

The purpose of this study is to explore the relationship between student motivation, student mindset, computer competency, and behavioural intention to continue using e-learning in the post-COVID-19 era among students at the community colleges in Kelantan, Malaysia. This quantitative study used a self-administered online survey questionnaire, and a convenience sampling method was employed to reach the respondents. Partial least square structural equation modelling (SmartPLS) 4.0 was then used for data analysis. The results of the current study reveal that community college students have a high behavioural intention to continue using e-learning in the post-COVID-19 era, and that behavioural intention positively correlates with student motivation and computer competency. However, there is limited evidence to support the relationship between student mindset and their behavioural intention to continue using e-learning in the post-COVID-19 era. Practically, the findings from this study can be an essential landmark to the management of Community Colleges in determining the direction of future learning in community colleges. © 2023 by the authors.

Creating through challenge: The lived experience of community college arts students, before and during the COVID-19 pandemic

This phenomenological study examined how students at a large, urban community college experienced being an artist, before and during the COVID-19 pandemic. It also investigated the ways these students made meaning of their arts experiences. The research design was based upon the model outlined in Interpretative Phenomenological Analysis (J.A. Smith et al., 2009). Data were drawn from interviews with a purposively selected sample of five students who had public performance or exhibiting experience in visual art, dance, music, or theater.The participants experienced emotions of happiness and joy in their arts practices, as well as a strong sense of satisfaction in their creative work. All of the students described elements of the psychological state of flow as a part of their artmaking. The participants' arts experiences during the pandemic were varied, and were influenced by the unique circumstances of their lives. They made various practical adaptations to continue their creative practices. The pandemic provided a reflective space, in which the participants considered their personal and artistic priorities. They reported a keen sense of loss over their isolation from others during the pandemic. However, fundamental aspects of their arts experiences remained unchanged during this time. The participants found meaning in their art as a form of expression, in its capacity to connect them with others, and in their love for their creative work. These findings yield implications for strengthening connections between two- and four-year arts programs, utilizing the arts' capacity for building community, and considering new approaches to collegiate arts education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Impacts of COVID-19 on community college efforts to improve students' mental health

College students' positive mental health is integral to academic success, the college experience, overall health, and success after graduation. The emerging adulthood developmental period is marked by identity exploration and transitional stress, creating a peak time for the onset of mental health disorders. The COVID-19 pandemic has exacerbated the mental health symptoms of this already vulnerable population. Further, higher education counseling centers are overwhelmed by their student populations' heightened mental health needs. The extent to which the COVID-19 pandemic has impacted New Jersey community college counseling centers' response to this mental health crisis has not yet been fully explored. This qualitative case study examined staff responses from four community college counseling centers in New Jersey to promote students' mental health through the lens of the Institute of Medicine's prevention framework, the social emotional learning framework, and a conceptual framework grounded in resilience theory. Findings from this study demonstrated the swift departmental adaptations activated to pivot services and create innovative programs to promote students' wellness. Findings also affirmed the absence of an overarching framework to guide mental health programs at the community college level and highlighted low funding, understaffing, and staff burnout as barriers to establishing universal mental health promotion practices. This study's implications for policy reform and practice suggest that embedding universal mental health promotion practices into higher education settings can reduce barriers to wellness supports and equip students with skills to mitigate adverse mental health outcomes, promoting their overall wellness and success. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students

During remote learning due to the COVID-19 pandemic, we developed and implemented a place-based, 5E mini-unit for New York City high school and community college Earth science students, most of whom identify as belonging to non-dominant groups. As well as supporting standard science skills such as graphing and interpreting data, we leveraged active learning and culturally responsive pedagogies such as reasoning by analogy, storytelling, virtual field trips, and sketching. These strategies were aimed at developing science content and skills, science identities, and science interest. The mini-unit was taught over 6 to 7.5 hours. Pre-and post-surveys for 107 students from three schools showed significant gains in learning (38% increase;p= <0.0001). Science identity measurements increased slightly although they stayed relatively low. Science interest measurements were higher with small increases. Teacher influence and science classroom experiences ranked as the most important influencers of science interest. For 33 community college students, no correlation was found between content learning, science identity, and science interest. In this group, females and White students had higher scores for all three measures. Between pre- and post-survey, science identity increased, particularly for Black students, while science interest decreased for all but White students. For all students, overall increases between pre- and post-survey suggest the pedagogical approaches used during remote synchronous learning were successful at helping students grow as scientists. © 2023 National Association of Geoscience Teachers.

Implementation of a bystander intervention model to promote referrals to and enhance utilization of mental health resources by students in a community college setting

The coronavirus (COVID-19) pandemic increased college students' risk and prevalence of mental health conditions. However, campus mental health resources have been underutilized, and referral of students in need hindered by bystanders' (i.e., faculty, staff, peers) lack of preparedness. This Doctor of Nursing Practice (DNP) project aimed to improve bystanders' preparedness using evidence-based practice (EBP). Expected outcomes included increased referrals to and utilization of mental health resources and improved access to care for college students. Guided by Social Cognitive Theory and Bystander Effect Theory, the project also focused on the concepts of self-efficacy and confidence. Workshops, based on the BeVocal bystander intervention model, were provided virtually to volunteers from a suburban, community college's faculty/staff and student populations. Participants completed anonymous surveys for demographic data and Gatekeeper Behavior Surveys for self-rated confidence, preparedness, and likelihood to act pre- and post-workshop. A postcard was developed and provided for participants as a resource post training. Significant improvement was found post-workshop in participants' preparedness (p < 0.001), self-efficacy (p < 0.001), and likelihood to intervene (p = 0.002) for both sample groups. A 115.09% increase in concerning behavior reports and an 87.54% increase in referrals to college mental health resources occurred during the four months after the workshop implementation. Access to mental health care for college students was promoted through community engagement and increased preparedness to recognize and refer. Based upon the results, the BeVocal bystander intervention model and workshops will be continued at the community college through a grant obtained for the program. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Community college mathematics faculty members: Racialized self-perceptions of day-to-day realities within the classroom environment

This dissertation study was guided by two research questions: 1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?;and 2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a real-time virtual classroom observation. The findings from this study revealed three key findings. First, adult role models such as K-12 school professionals (e.g., teachers, coaches, and principals) and fathers were the primary influences who shaped faculty members' racialized sociocultural worldviews and current teaching strategies. Second, faculty members' lived experiences and self-willingness to learn about race and racism led them to develop their racialized self-awareness due to the absence of preparation from their academic and professional requirements. Lastly, when teaching in the classroom, students were the primary influences who shaped the racial and virtual classroom power dynamics rather than the faculty members. As a result, this study provides alternative theoretical, policy design, and practical recommendations to professionally coach community college mathematics faculty members on how to habitually practice teaching course curriculum centered on racial equilibrium, diversity, and inclusion, particularly in entry level mathematics course sequences. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

"For free and useless studies”: Critical reflections on the end of work and study

Revisiting Gorz's Destroy the University (1970) offers an opportunity to analyze the community college as situated between the factory (vocational) and the prison (formal education's "other”) in the United States. College administrators increasingly require economic rationality to justify the continued existence of liberal arts, humanities, and social science programs at community colleges or risk being eliminated as "useless.” Most community college students are first generation, full-time students, workers, and often parenting students. They face severe time constraints, which are under-theorized and under-politicized to their own detriment. The COVID-19 pandemic compelled most people, including students, to transform previously private spaces to public spaces to accommodate work, school, and care-giving responsibilities. As a result, spatial and temporal distinctions between these different modes of being collapsed, allowing economic rationality to inform the most intimate settings of home;a Gorzian nightmare. In this article, I bring Gorz's "Destroy the University” into conversation with his Critique of Economic Reason to examine how economic rationality functions within the community college with special attention to the acceleration of study in relation to Complete College America's "15 to Finish” program at LaGuardia Community College, CUNY. © The Author(s) 2023.

Students' experiences with and perceptions of a community college counseling center on a community college campus: A phenomenological study

The purpose of this study was to explore the phenomenon of community college students' perceptions and experiences regarding mental health counseling services on a community college campus. The conceptual framework used for this study was Hettler's (1976) Six Dimensions of Wellness model, which demonstrates the interconnectedness of all six dimensions (occupational, physical, spiritual, emotional, intellectual, and social) that come together and are influential on overall wellness. A transcendental phenomenological approach was used for this study. Upon receipt of a signed (using a checkmark) informed consent and demographic data form, semistructured interviews were scheduled with participants to begin data collection. The interviews took place via Zoom, as the COVID-19 pandemic limited the ability to conduct interviews in person. There was a total of nine participants. The nine participants were of diverse race and ethnicity, between the ages of 18 to 26, and six self-identified as female and three self-identified as male. Data analysis took place using Moustakas's (1994) modification of van Kaam's (1959, 1966) method for data analysis for phenomenological research. Five themes emerged from the participants' experiences. The essence of the participants' experiences revealed their perceptions that having mental health services, counseling services, and mental health programs on campus would be beneficial. The nine participants gave various reasons for finding value in these services, which they felt would help with academic and personal challenges. Participants indicated that home and personal life impacts school life, and having mental health professionals on campus would be beneficial in learning how to cope and balance the two. The implications of this study are that community college students have outside responsibilities and challenges that impact them academically, mental health counseling, programs, and support is lacking, and a need for mental health support for community college students is not being met on community college campuses. Additionally, it is imperative that community college administration and stakeholders use the Six Dimensions of Wellness perspective of holistically meeting the needs of students and view counseling as one answer to persistence, retention, and completion. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The effect of education, age, and gender on disease risk perception and disease severity perception at a community college during the COVID-19 pandemic

The purpose of this study was to measure the correlation between knowledge of viral disease and disease risk perception, disease severity perception, and mask wearing during the COVID-19 pandemic by level of education, age, and gender at a community college in Phoenix, Arizona. Participants were recruited by an email sent to all students, faculty, and staff at PVCC using an all-college email distribution list. Disease risk and severity perception were assessed with the Brief Illness Perception Questionnaire 5, which was modified to include questions measuring participant age, education level, and whether they had ever taken a college biology course. Two additional question sets measured compliance of willingness to wear a face mask. Analysis showed a significant relationship between gender and mask wearing behavior and between knowledge of viral disease in combination with education level and the combined variables of disease risk perception, disease severity perception, and mask wearing behavior. No significant difference from having taken a biology course was found in risk perception, disease severity perception, and mask wearing behavior by age. The results suggest that formal higher education that includes a knowledge of viral disease influences how individuals perceive the severity and risk of COVID-19 and modify their mask wearing behavior accordingly. Gender influences people's willingness to wear a mask, even though it has no effect of risk perception or severity perception. The results can be used to modify existing health education strategies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Evaluating the effectiveness of co-requisite education for gateway mathematics

The purpose of this study was to evaluate the effectiveness of co-requisite education on gateway mathematics, predicated on the Reinforced Instruction for Student Excellence (RISE) model, at a large urban community college (LUCC) in North Carolina. The research study explored the success rates in gateway mathematics courses in relation to the COVID-19 pandemic as well as the educational model;investigated the relationship between co-requisite course success and the associated gateway mathematics course success;and compared the findings to the anticipated and realized outcomes of the system office. Overall, students enrolled in a standalone gateway course had higher success rates in every gateway mathematics course than their counterparts who required a supplementary co-requisite course. In relation to the COVID-19 pandemic and switching of education models, there were substantial differences in success rates for students enrolled in standalone gateway mathematics courses. And, for students enrolled in a gateway mathematics course alongside a co-requisite, there was a significant relation between student success in gateway mathematics courses and student success in the respective co-requisite course. These findings provide a more comprehensive perspective of co-requisite remediation through five gateway mathematics courses over a single course;additionally, it supplements prior research surrounding North Carolina Community College System's RISE model. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Navigating college while homeless: A phenomenological inquiry of the young adult experience

Purpose: The study aimed to understand the perspectives of students in college who were homeless. The research question guiding this inquiry was: How do young adults describe their experience of being homeless while in college?Method: Qualitative research using a phenomenological approach guided this descriptive inquiry. Interviews were held with 10 students from three CUNY Community Colleges and the data was analyzed using Interpretative Phenomenological Analysis. Resilience theory helped to understand the barriers along with the strengths and adaptive responses of the students.Results: Students experienced unstable and inadequate sleeping arrangements and food insecurity along with their academic responsibilities. Homelessness impacted their ability to do their classwork. Finding a quiet place to study and internet access off-campus was difficult. Many were also working or looking for work which added to their burden. These pressures impacted their mental health and students were discreet about disclosing their homeless status. Despite these challenges, students viewed homelessness as a temporary, surmountable challenge and had positive expectations for their future. They were determined to persist and viewed college as a pathway out of homelessness. Students identified their needs and made recommendations related to housing and financial assistance, and targeted services for students experiencing homelessness.Conclusion: Existing campus support programs do not adequately address the complex issues students who are homeless face. The landscape has changed, and more students are experiencing basic needs insecurity and homelessness due to the COVID-19 pandemic. These underserved students require a learning environment that enables all students to persist and complete college. This research contributes to a better understanding of homelessness at CUNY campuses and makes recommendations for practice and policy. More research is required to develop specifically tailored and context-appropriate interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

COVID-19 and the healthy lifestyle behaviors of community college students

The young adult college student population has been the focus of lifestyle research showing a growing decline in this population's mental and physical health. The introduction of the contagious COVID-19 virus and accompanying shelter-in-place (SIP) orders drastically altered this population's lives and lifestyle behaviors. Although health behavior, mental health, stress, and anxiety information was available concerning COVID-19 for the 4-year college student population, there was minimal literature on the unique faction of community college students. Thus, this study was a means to compare the COVID-19 SIP orders with the healthy lifestyle behaviors of community college students before, during, and after the health crisis. The social cognitive theory provided a framework to understand better how personal, environmental, and behavioral factors played a role in the healthy lifestyle behaviors of this population. Purposive sampling was the approach used to obtain a sample of community college students. The participants completed a retrospective survey regarding their lifestyle behavior before, during, and after the COVID-19 SIP orders. Quantitative data analysis included descriptive statistics, crosstabulations, a coefficient of determination, and dependent and independent t tests to evaluate or compare lifestyle behaviors at different times related to COVID-19. Results indicated that the lifestyle behaviors of surveyed participants were not optimal before COVID-19 and further declined during and after the SIP orders. College administrators and local public health officials could use the results to educate and allocate resources related to lifestyle behavior best practices for virus protection and enhanced quality of life. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Enrollment management strategies as a result of COVID-19 at rural community colleges

Higher education institutions world-wide were impacted by the unprecedented novel coronavirus (COVID-19) beginning in early 2020. COVID-19 caused a disruption in services to students and resulted in pivots of teaching, learning, and student support. Community colleges differ from four-year counterparts through varying student demographics, funding sources, mission and foci, and student intentions. Community college enrollment is affected by economic, employment, and social trends. Enrollment management practices changes as campus operations for student support changed to remote support. COVID-19 forced administrators at colleges to make quick decisions. This study examined the perceptions of academic administrators at rural community colleges regarding how COVID-19 impacted enrollment management practices. This study aimed to determine the perceptions of changes occurring to enrollment management practices and the subsequent financial challenges resulting from COVID-19 within rural Virginia community colleges. Each rural community college in Virginia is included within the Rural Virginia Horseshoe, totaling 14 colleges. This study was a sequential explanatory study that was conducted in two phases. Phase One was a quantitative inquiry using a non-experimental survey to gather mid to senior-level administrators' perceptions of how COVID-19 was impacting enrollment management practices at their college. A total of 45 respondents completed the survey. The distribution included 102 mid to senior-level administrators. For the qualitative inquiry, the multiple case study research tradition was utilized. A total of 10 interviews were conducted with mid to senior-level administrators. Five themes emerged from the findings: (a) COVID-19 led to crisis management and operations in phases, (b) managing student onboarding during COVID-19, (c) COVID-19 created unique challenges for community college students, (d) COVID-19 affected decision-making procedures, and (e) COVID-19 resulted in work/life balance issues and COVID fatigue. Major implications in the current study suggest that colleges should be ready to pivot to remote instruction or back from it, review the onboarding processes and supports to ensure that they are adequately serving students, and advocate to reduce the digital divide. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A comparative exploration into first time in college student academic performance in face-to-face versus remote learning environments

In spring 2020, the COVID-19 pandemic forced educational systems to transition into an emergency remote learning modality. This quantitative study compared retention and productive grade rates of two 16-week academic semesters and compared face-to-face (fall 2019) and remote (fall 2020) emergency remote instruction. The study sample was drawn from the core courses of History, English, and Speech at San Antonio College. Those courses were selected in part due to the high proportion of first time in college students who were considered a vulnerable population regarding performance and persistence. Additional variables (i.e., gender, veteran status, first-generation status, and socio-economic status) were examined to determine whether they were predictors of either productive grade rate or retention. The findings suggested no difference between productive grade rates but higher retention in the face-to-face semester. The findings also indicated that gender (female) was predictive in both modalities, but no other variables were. At a minimum, those results suggested the importance of local assessment of predictors of student success in general, and when making decisions related to remote learning in particular. Finally, results of this study suggested that despite concerns regarding the scholastic impact on students and faculty forced into emergency remote instruction, that did not adversely affect student outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)