Date of Award

2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Katherine Cho

Abstract

This study explores the conceptualization, enactment, and navigation of a community college entry apparatus. This research views these questions through a single institution case-study, with 17 participants - eight faculty/staff and nine students. Each participant groups brings a distinct view as faculty/staff conceptualize and enact entry as students navigate and experience entry. Findings illuminate how faculty/staff conceptualize entry through offices or programs while students experience entry through their needs being met. Further, these findings complicate entry, particularly in the ways students experience entry multiple times during their college career such as when moving locations across a multi-campus college or when changing majors. This study, and its implications, not only offer a new conceptualization for community college entry but also highlights the necessity for more research that offers the type of feedback loop of linking student experiences to program design. In doing so, this study contributes to the field through centering community college students, a new conceptualization of entry, and expanding what entry means for community colleges.

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