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The impact of campus climate on community college student motivation

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The impact of campus climate on community college student motivation

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Content CAMPUS CLIMATE AND STUDENT MOTIVATION 1
The Impact of Campus Climate on Community College Student Motivation
by
Jennifer Korfiatis
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
DECEMBER 2023

CAMPUS CLIMATE AND STUDENT MOTIVATION 2
ABSTRACT
Community colleges serve an access mission built on affordable tuition and an open-door
admissions policy and deliver support to students and communities by providing post-secondary
education, credentials, and workforce training. Several student groups, including first-generation
and low-income students, find community colleges as a viable, and sometimes only, option for
obtaining post-secondary credentials and increasing lifetime earning potential. In the community
college system, students who are classified as on-time completers graduate with an Associate
degree in 150% of the time, or three years. Previous research has examined the retention impacts
of institutional variables, such as access to resources and advising, but little is known about the
impact of campus climate on student motivation. This study explored the impact of campus
climate on community college student motivation to persist toward on-time degree completion.
Increasing completion rates requires an examination of all elements necessary for community
college student success. Understanding student motivation to persist is vital as degree attainment
directly affects lifetime earnings and unemployment rates and supports a strong workforce. This
qualitative study used the theoretical framework of Social Cognitive Theory as the
methodological approach and semi-structured qualitative interviews with currently enrolled
community college students who had completed at least 45 credits. The key findings identified
that students take cues from the attitudes and behaviors of professors and make assumptions
about job satisfaction and climate. Based on these assumptions, individual student motivation
either increases as evidenced by greater focus, attendance, and effort, or decreases as evidenced
by reduced focus, attendance, and effort. Students who perceive a negative climate engage less
often and deeply and are less likely to form a relationship with the professor than in an
environment where the climate is perceived to be positive. The study recommends that

CAMPUS CLIMATE AND STUDENT MOTIVATION 3
institutions adopt improving campus climate as an institutional value and strategic goal, include
faculty professional development focused on verbal and nonverbal communication, and
standardize online course structure and organization.
Keywords: community college, student, climate, campus climate, motivation, persistence,
organizational change, Associate degree, graduation, completion, institutional values, campus
climate, faculty, communication, verbal communication, non-verbal communication,
standardization, professors, Social Cognitive Theory

CAMPUS CLIMATE AND STUDENT MOTIVATION 4
Dedication
This work is dedicated to Olivia, a former student who reminded me that education has the
power to change lives. I continue to strive every day to show up with the same determination and
commitment as you demonstrated. Because as we both know, education provides a way out, a
way through, and a way up.

CAMPUS CLIMATE AND STUDENT MOTIVATION 5
Acknowledgements
Finishing this program is only a reality because of the care, patience, and encouragement
of my generous classmates, colleagues, and friends who continued to cheer for and support me as
I worked my way through classes, assignments, projects, and the dissertation process while
delicately balancing a full personal and professional life. It has not been easy. And it has only
been possible thanks to these kind souls.
Thank you to my fellow Cohort 20 classmates, each of whom has brought valuable
insight and perspective to discussions and challenged me to think of organizational
transformation in new and creative ways. You have consistently inspired me, and I cannot wait
to see what each of you accomplish. The end of this journey is bittersweet as I will miss weekly
interactions with each of you. #NDLB has carried me through more often than you know, and I
am grateful to be your colleague.
Drs. Stowe, Malloy, and Schiffner, the work I have produced is only as strong as it is
because of your faithful guidance. You have each inspired and challenged me, and I am honored
to have had your consistent and thoughtful input over the past 15 months. I am incredibly
grateful for the attention and care you have each generously shown. I respect each of you so
much and will never forget your gracious contribution to my work.
Last but not least, I must acknowledge my incredible circle of friends and loved ones.
Some of you have offered a shoulder to cry on, a few have talked me off the proverbial ledge,
and others have shown up for early morning runs and listened to me wrestle cognitive dilemmas
to the ground. All have provided much-needed comedic relief. When my thinking brain was
maxed out, you each stepped in at exactly the right moment and forced me to take a break and
enjoy life, most likely without even realizing it.

CAMPUS CLIMATE AND STUDENT MOTIVATION 6
Completing this program and earning my Doctorate of Education has been a lifelong
dream, and as I cross the stage at graduation in May, I will be carried by the kindness and
generosity of those who have helped me along the way.

CAMPUS CLIMATE AND STUDENT MOTIVATION 7
Table of Contents
Abstract 2
Dedication 4
Acknowledgements 5
List of Tables 9
Chapter One: Introduction to the Problem of Practice 10
Background of the Problem 11
Purpose of the Project and Research Questions 12
Importance of the Study 13
Overview of the Theoretical Framework and Methodology 14
Definition of Terms 15
Organization of the Dissertation 15
Chapter Two: Review of the Literature 16
History and Impact of Community Colleges 16
Community College Students’ Sense of Belonging 23
The Role and Impact of Campus Climate 30
The Nature of Student Motivation and Associated Influences 36
Social Cognitive Theory 42
Conceptual Framework 43
Summary 44
Chapter Three: Methodology 46
Research Questions 46
Overview of Design 46
Research Setting 46
The Researcher 47
Data Sources 48
Data Analysis 49
Ethics 50

CAMPUS CLIMATE AND STUDENT MOTIVATION 8
Chapter Four: Findings 51
Participants 51
Findings for Research Question 1: What are student experiences 53
with campus climate?
Findings for Research Question 2: How does campus climate impact 75
student motivation to persist toward degree completion, if at all?
Summary 80
Chapter Five: Discussion and Recommendations 82
Discussion of Findings 82
Recommendations for Practice 86
Limitations and Delimitations 94
Recommendations for Future Research 95
Conclusion 95
References 98
Appendix A: Interview Protocol 111
Interview Protocol Crosswalk 115

CAMPUS CLIMATE AND STUDENT MOTIVATION 9
List of Tables
Table 1: PACE Climate Survey Metrics at Study Site 34
Table 2: Results of the 2019 Community College Survey of Student Engagement 38
Table 3: Participant Demographics 52
Table 4: Types of Noted Professor Behavior 54
Table 5: Elements of Class Structure and Organization 61
Table 6: Elements of developing a relationship with professors 67
Table 7: Indicators of open and warm body language 72
Table 8: Motivated student behaviors 76
Table 9: Benefits of effective communication 90
Table 10: Interview Items by Research Question 115

CAMPUS CLIMATE AND STUDENT MOTIVATION 10
Chapter One: Introduction to the Problem of Practice
This study examined the impact of campus climate on student motivation to persist
toward on-time degree completion at a community college in Washington State. The national
industry standard for on-time completion with an Associate degree at a community college is
three years (Survey Components - Graduation Rates (GR), n.d.), and research has found that
22% of students graduate within that timeframe (Chen, 2022). Previous research has examined
the retention impacts of institutional variables such as access to resources and advising, but little
is known about the impact of campus climate on student motivation. While many potential
factors may prohibit a student from earning an Associate degree in three years, this gap in the
research on campus climate is of particular interest. This study helps explain student experiences
with campus climate and demonstrates possible impacts on student motivation to persist toward
on-time completion. Understanding potential impacts and resulting challenges to students is an
important component of supporting successful completion. It has significant implications for
lifetime earning potential, rates of unemployment, and economic development in communities
served by these institutions.
Community colleges were founded on the premise that college should be accessible for
all and Barrington (2022) noted that this ethos has become the central mission of many
community colleges, making these institutions uniquely suited to serve the needs of local
businesses and communities. As such, community colleges draw a student population that is
distinctly different than that of a traditional university. Community college student populations
are a mix of full and part-time students, and include first-generation, single parents, and disabled
students, have an average age of 27 (“Fast Facts 2023,” n.d.) and afford greater participation in
higher education, especially for individuals with limited opportunities. Research on lifetime

CAMPUS CLIMATE AND STUDENT MOTIVATION 11
earning potential notes a difference of $400,000.00 between those who hold an Associate degree
and those who hold a high school diploma (Education Pays, 2022: Career Outlook: U.S. Bureau
of Labor Statistics, 2023). Collectively, these factors served as motivators to study this issue
more deeply. This study aimed to understand student experiences with campus climate and learn
more about resulting potential impact.
Background of the Problem
In the United States, there are 1,038 community colleges (2023 Fast Facts, 2023), 42% of
which are located in rural communities (GalvinTeich, 2022). In Washington State, there are 34
community colleges, which confer various two-year Associate degrees. The Washington State
Legislature defined an Associate degree as requiring at least 90 quarter credits or 60 semester
credits (Academic Requirements, 2020). The Legislature further designated the Associate of Arts
(A.A.), and Associate of Science (A.S.) degree for programs that emphasize the liberal arts and
sciences and satisfy the general education requirements for a baccalaureate degree and are
transfer oriented. The Associate in Applied Technology (A.A.T.), Associate in Applied Science
(A.A.S.), Associate of Occupational Science (A.O.S.) and other such applied or technologyrelated degree designations emphasize preparation for occupations at the technical level, which
are often designed to meet the workforce needs of local and regional employers.
Obtaining these credentials is not without its challenges. Community college students
face several barriers, many of which are unique to this student population. Aelenei et al. (2017)
noted that community college students are less likely to graduate than university students, often
due to life circumstances outside of the classroom. Further, Levesque (2018) reported that
community college students face structural barriers, such as navigating academic settings and
lack of advising resources that make the road to completion unclear and problematic. These

CAMPUS CLIMATE AND STUDENT MOTIVATION 12
challenges are a result of institutional design features of colleges. The author identified
motivation as an essential component of student success and found that it can have significant
positive outcomes if students perceive that their coursework is meaningful concerning their lives
and further recommended policy that addresses student motivational barriers by supporting
faculty and staff. However, there is little research on the impact of campus climate on student
motivation and resulting persistence toward on-time completion.
There is significant research on the impacts of organizational climate, much of which has
shown a strong relation to team performance (Colquitt et al., 2002). Schneider et al. (1996)
explained that climate is what an organization’s members believe and what the members believe
the organization values, and that the success of an organization rests largely on its human capital.
Individual attitudes and levels of engagement collectively become organizational climate, which
is a reflection of individuals’ perceptions regarding the quality and characteristics of the
organization (Jay, 2022). Climate includes all aspects of the working environment that directly
affect employees’ ability to perform better. A positive climate allows employees to feel secure,
be proactive, and perform effectively. It also has a tangible effect on employee motivation. A
positive climate boosts productivity, loyalty, and morale, and helps employees be proactive and
effective in their jobs. Organizational climate is essential as motivated employees yield higher
productivity, greater passion for their work, and deeper engagement (Nair, 2006). When an
organization understands its climate and associated impacts, it can begin to work toward
increased and enhanced morale and loyalty and ultimately realize increased productivity.
Purpose of the Project and Research Questions
This study aimed to understand and explore the impact of campus climate on student
motivation to persist toward on-time degree completion at a community college in Washington

CAMPUS CLIMATE AND STUDENT MOTIVATION 13
State. While there is significant research on organizational climate, there is little research on the
various impacts on student motivation, as told from the student perspective. The research
questions explored were:
1. What are student experiences with campus climate?
2. How does campus climate impact student motivation and persistence toward degree
completion, if at all?
Importance of the Study
Understanding student motivation to persist is vital as degree attainment directly affects
lifetime earnings and unemployment rates and supports a strong workforce. According to the
United States Bureau of Labor Statistics, U.S. workers with a high school diploma earn an
average of $809 per week, while those with some college but no degree earn an average of $899
per week, and those with an Associate degree earn $963 per week (Education Pays, 2022:
Career Outlook: U.S. Bureau of Labor Statistics, 2023). Each level of education attained helps
workers develop more skills, provides higher wages, offers opportunities for advancement, and
brings lower unemployment rates. Data released by the U.S. Bureau of Labor Statistics (Chen,
2017) showed that workers holding an Associate degree represent the first group in the hierarchy
of degree attainment to realize an unemployment rate below the median. According to this
report, those with an Associate degree have an average unemployment rate of 4.6%. In contrast,
the next lowest group, those with some post-secondary education but no degree, had an average
unemployment rate of 6.2% (Education Pays: U.S. Bureau of Labor Statistics, 2022). Given the
characteristics of the student population of community colleges and the role these institutions
play in the communities they serve, degree attainment furthers not only the students’ lifetime
earning potential but also enhances the labor market that supports industries.

CAMPUS CLIMATE AND STUDENT MOTIVATION 14
These institutions serve the needs of local businesses and communities and are
particularly important in rural areas, as career training can be difficult to find. According to the
Alliance for Research on Regional Colleges report, institutions in rural areas play a vital role in
supporting educational opportunities, social development, and the well-being of rural
communities (Koricich et al., 2022). Workplace training programs prepare students for the labor
market, and often attract new employers to the area while retaining existing employers and
industry (Barrington, 2022). Collectively, this focus supports a region’s economic development
efforts.
Overview of Theoretical Framework and Methodology
The theoretical framework used in this research study is Social Cognitive Theory.
Bandura (2000) explained that, to a large extent, people are the products of their environments
and that by selecting, creating, and transforming their environmental circumstances, they are the
creators of outcomes. In Bandura’s (1999) model of reciprocal causality, internal personal factors
of the individual in the form of affective, cognitive, and biological events, behavioral patterns,
and environmental events all intersect as determinants that influence one another bidirectionally.
This theory is appropriate as it explains that individuals and the behaviors that they demonstrate
cause outcomes that influence their environments, specifically those around them. According to
the tenets of Social Cognitive Theory, campus climate can be explained by pointing to the
relationships between the various actors on campus, and the influence on student perceptions
based on the behavior of faculty, staff, and administration. This theory purports that behaviors
and resulting outcomes will also change by changing the environment. Therefore, through this
framework, it is expected that a change in behavior and the environment, or climate, will result
in a change in outcomes, or on-time student completion rates.

CAMPUS CLIMATE AND STUDENT MOTIVATION 15
Definition of Terms
This section defines and contextualizes key words pertinent to this study.
Associate Degree
A college degree that requires at least 90 quarter credits or 60 semester credits. These
degrees are usually obtained for student transfer to a four-year university or for workforce
development (Academic Requirements, 2020).
Climate
Organizational climate is a reflection of individuals’ perceptions regarding the quality
and characteristics of the organization (Jay, 2022).
Community College
A community college, sometimes known as a junior college, is a higher education
institution that provides a two-year curriculum. Community colleges offer academic coursework
and classes designed for personal growth and development (Chen, 2022).
Organization of the Dissertation
Chapter One of this study includes an introduction to the problem of practice, context,
and background. Also included is the purpose of the study, the research questions, the study’s
importance, an overview of the methodology, and definitions of the keywords and phrases.
Chapter Two is a comprehensive review of the literature, including research on motivation,
organizational climate, and Social Cognitive Theory. Chapter Three outlines the qualitative
research methodology, sampling criteria, interview protocols, and planned analysis. Chapter Four
describes and synthesizes the findings of the research. Chapter Five discusses the findings and
makes recommendations based on the outcomes of this study and includes recommendations for
practice and future research.

CAMPUS CLIMATE AND STUDENT MOTIVATION 16
Chapter 2: Review of the Literature
This chapter reviews the existing literature on campus climate’s impact on community
college student motivation to persist toward degree completion. This literature review includes
several key concepts that explore the history, focus, and impact of community colleges, the role
of campus climate, and the nature of student motivation and associated influences. A detailed
overview is provided within each section, with additional attention given to specific areas, such
as the role of community colleges in the regions they serve, student populations, completion
rates, how climate is measured in the community college system, and influences on student
motivation. Next, Social Cognitive Theory is reviewed as the theoretical framework for
examining the topic areas. This chapter concludes with the development of a conceptual
framework that incorporates elements of the literature review with the theoretical framework and
serves as the basis for the research design.
History and Impact of Community Colleges
Community colleges serve specific roles for students, local and regional businesses, and
communities. This section reviews literature specifically focused on the history and impact of
community colleges, various student populations served, and lifetime earning potential for
graduates.
The History of Community Colleges
Historically, college access meant students attended four-year universities. However, the
Land Grant Act of 1862 established the community college system (Morrill Act (1862), 2022),
providing access to higher education to students who did not have the means or ability to attend a
university. With the passage of the Land Grant Act, Congressman Justin Smith Morrill began to

CAMPUS CLIMATE AND STUDENT MOTIVATION 17
promote a sentiment that a college education should be accessible to all. This ethos spread so
pervasively that many community colleges today continue to serve a mission centered around
inclusion and positively impacting the communities and regions they serve. As the number of
community colleges in the United States grew, four-year universities began to strengthen and
reinforce their position of offering elite education to privileged student populations. This
evolution began to create a divide in focus between four-year universities and two-year
community colleges (Barrington, 2022).
Community colleges serve an access mission built on affordable tuition and an opendoor admissions policy and deliver support to students and communities by providing postsecondary education, credentials, and workforce training (Calcagno et al., 2005). The American
Association of Community Colleges noted that there are 1038 community colleges in the United
States, 932 of which are public, 35 of which are tribal, and 71 of which are independent (Fast
Facts 2023, n.d.). Collectively, these community colleges conferred roughly one third of all
degrees earned during the 2020-2021 academic year, awarding 877,240 Associate degrees,
592,863 certificates and 25,023 baccalaureate degrees to diverse student populations (COE -
Undergraduate Degree Fields, n.d.).
Community College Student Populations
Several student groups, including first-generation and low-income students, find
community colleges as a viable, and sometimes only, option for obtaining post-secondary
credentials and increasing lifetime earning potential. Community college student populations are
distinctly different from those at four-year universities. Nationally, 6.1 million students enrolled
in community college credit programs in the fall of 2021, and of these students, 34% were

CAMPUS CLIMATE AND STUDENT MOTIVATION 18
enrolled full-time, and 66% were enrolled part-time. Thirty percent of students are first
generation, 16% are single parents, 5% are veterans, and 21% are students with disabilities, with
an overall average age of 27. By comparison, the average age of a four-year university student is
24 (Fast Facts 2023, n.d.). Community college students are more likely to work while enrolled
in school than their four-year counterparts, with 62% of full-time community college students
employed while attending school, and 72% of part-time students employed. By comparison, 40%
of four-year university students are employed full-time and 74% are employed part-time (COE -
College Student Employment, 2022).
These statistics demonstrate the unique composition of the community college student
population. Students are working and balancing family and personal responsibilities outside of
the classroom while also focusing on their education at higher rates than university students.
Fong et al. (2017) found that community colleges afford greater access to higher education,
especially for individuals with limited opportunities. Given that nearly one-third of students are
the first in their families to attend college, the impact of this type of education has the ability to
influence immediate family members as well as future generations (Fast Facts 2023, n.d.).
Community colleges play an important role for students living in rural areas. More than
half of all public two-year colleges serve students in rural communities in the United States,
providing access opportunities for place-bound students who wish to pursue higher education
Korichich et al. (2022). Mykerezi et al. (2014) found that the likelihood that an individual will
attend a community college increases by 3.6% for every ten miles of distance between the
individual and the nearest four-year university. Rural-serving institutions are often located in
regions facing socioeconomic distress, defined as places with high poverty, low employment,
and population loss. As Americans migrate from rural areas to more urbanized centers, rural-

CAMPUS CLIMATE AND STUDENT MOTIVATION 19
serving institutions create significant student opportunities for increased job and earning
potential in these communities (Moody 2022).
Earning Potential and Unemployment
Research has documented that education influences earning potential and unemployment
rates. Generally, each level of education attained brings higher wages and lower rates of
unemployment. In a study of real wage trends from 1979-2019, researchers reported that real
wages fell for workers with a high school diploma or less education, whereas wages rose for
workers with at least a college degree. The resulting wage value of a college degree relative to a
high school education increased markedly during the study period, though the rate of increase
has leveled off (“Real Wage Trends, 1979 to 2019,” 2020). Graduates with an Associate degree
earn a lifetime median income of $2 million, whereas graduates with a high school diploma or
GED earn $1.6 million (Tina & Tina, 2019). This divide is greatest among women. Jepsen et al.
(2014) found that female graduates with a two-year degree earned approximately 56% more than
female high school graduates, whereas, by comparison, male community college graduates
earned 24% more than high school graduates. Further, education has a well-documented
influence on unemployment rates. The US Bureau of Labor Statistics reported that graduates
holding an Associate degree face an overall unemployment rate of 4.6%, and workers with a
high school diploma face an average unemployment rate of 6.2% (Education Pays: U.S. Bureau
of Labor Statistics, 2022). Consequently, to earn higher wages and face lower overall
unemployment, students must complete their education.
Completion Rates
Historically, low rates of completion have been a well-documented and urgent problem
for millions of community college students working toward a pathway into the middle class. This

CAMPUS CLIMATE AND STUDENT MOTIVATION 20
results in substantial unrealized potential to improve the earnings and employment outcomes for
those at or near the bottom of the income distribution. The issue also impacts employers reliant
on a skilled and educated workforce, and the communities served by these institutions. The
national completion rate counts all students who enter postsecondary education for the first time
each year, enrolling full-time or part-time at two-year or four-year institutions, and completing at
any U.S. degree-granting institution. Students who earned a two-year degree in 150% of the
time, or three years, are classified as on-time completers (Causey et al., 2020). In 2000, the
Department of Education began publishing three-year completion rates for most colleges that
tracked cohorts of first-time, full-time community college students (Juszkiewicz, 2020). That
year, the nationwide completion rate was 24% (Mazzariello, 2022), and today many institutions
continue to report three-year completion rates in the low to mid-20% range (Schneider & Yin,
2012).
Degree and certificate completion offers tangible benefits for the student and community,
such as higher wages and increased skills that can be applied in the workplace, and there are also
benefits for the institutions. Individual institutions track graduation metrics as an accreditation
requirement and student, faculty, and staff recruitment tool. The study site examined for this
dissertation is accredited by the Northwest Commission on Colleges and Universities, indicating
that it meets or exceeds criteria for the peer-reviewed assessment of institutional quality. One
key standard for achieving accreditation is that the institution’s programs culminate in
certificates, credentials, employment, or transfer to other higher education institutions or
programs, which are broadly categorized as completions (Standards & Policies, 2020).

CAMPUS CLIMATE AND STUDENT MOTIVATION 21
Economic and Community Impact
In addition to meeting student needs, community colleges are uniquely able to serve a
training and workforce development function in the communities they serve. One important area
of focus for community colleges is responsiveness to and engagement with industry and
economic development partners in their local area to ensure that students are learning relevant
skills that local employers need. This creates a pipeline for students to receive training at their
local community college and transition directly into the workforce and creates a positive
economic impact for the community served by the institution (Katsinas, n.d.). Over 75% of
business leaders noted that improving postsecondary completion will have an extremely or very
positive impact on the economy and workforce productivity (Bridgeland, et al. 2011). Fong et al.
(2017) noted that the community descriptor implies the local influence of these institutions and
the associated impact on the surrounding area. While community colleges offer a variety of twoyear Associate degrees, some of which transfer to a four-year university and some of which are
terminal, most institutions also offer continuing education and vocational programs focused on
community development and workforce training. Students participating in these programs learn
valuable skills and develop expertise in areas of high demand in the local economy.
Collaboration with regional industry allows community colleges to deliver education and
training designed to provide students with the tools and resources used in their future trade,
resulting in a faster and more efficient transition to the workforce (Allen, 2022). A report by
Dougherty and Bakia (1999) found that 60% of employers turn to community colleges to
facilitate workforce training due to specialization and cost-effectiveness. The U.S. Department of
Labor initiated a nationwide program, the Trade Adjustment Assistance Community College and
Career Training Program (TAACCCT), designed to increase the capability of community

CAMPUS CLIMATE AND STUDENT MOTIVATION 22
colleges to help unemployed adults learn skills for high-wage, high-demand technical
occupations, not only enhancing students’ earning potential but also creating a trained workforce
for businesses. After the Great Recession of 2008-2010, legislators focused more on workforce
training initiatives within the community college system. In 2009, the Obama administration
responded to the Great Recession by launching the TAACCCT, a major federal response devoted
to expanding the workforce capacity of community colleges. With the passage of the program
Congress infused $2 billion into the U.S. Department of Labor to increase the capabilities of
community colleges to help unemployed adults learn skills for high-wage, high-demand
technical occupations (Jacobs & Worth, 2019).
However, the exact impact of a community college can be hard to quantify. While the
reported total contribution of America’s community colleges to the U.S. economy in 2012 was
$809 billion (Where Value Meets Values: The Economic Impact of Community Colleges, 2014),
research by Schuyler (1997) found little standardization of how the data was collected or
reported. Schuyler’s research found that community colleges bring significant benefit to the
communities they serve through wages paid, the value of a trained workforce, durable goods
purchased, and revenues received through outside sources, yet it is noted that most community
college economic impact assessments are conducted to serve policy, public relations, and
political purposes.
Supporting Student Success
Increasing completion rates requires an examination of elements necessary for
community college student success. Tinto (2012) revised his earlier model of student departure
to place greater emphasis on four key conditions for community college student success: setting
high expectations, providing academic, social, and financial support, engaging in frequent and

CAMPUS CLIMATE AND STUDENT MOTIVATION 23
timely student feedback, and creating opportunities for student involvement. Further, Baily
(2017) noted that past reform efforts by community colleges to boost completion have focused
on three areas: student support services, instructional support, and changes in classroom
instruction. Price and Tovar (2014) recommended additional institution-led strategies such as
increasing the academic preparation of incoming students and aligning high school and adult
education curricula. The authors note that this facilitates stronger connections between workforce
education and training and post-secondary education, and increases advising and financial aid to
help boost completion rates.
Each of these strategies is initiated and managed by the institution, and many of these
strategies have been implemented, often for decades, and increases in national completion rates
have been insignificant (Levesque et al., 2022). However, researchers debate the validity of
reported completion rates as students who end their community college education prior to
graduation to transfer to a four-year university are counted as non-completers. Low completion
rates constitute a failure for students in the pursuit of their goals and lost earning potential, and
for economic growth and communities as a whole (Mazzariello, 2022).
Given the origin and ethos of community colleges, and the diverse student population
served, providing support to students through a variety of means and initiatives is an important
component of facilitating success of students and regional businesses and economies. While
many of these institutional support mechanisms are well documented, the student experience,
including felt sense of belonging, is less understood.
Community College Students’ Sense of Belonging
This section examines the meaning and impact of belonging on community college
students. It begins with a definition of belonging that is widely held in reviewed literature and

CAMPUS CLIMATE AND STUDENT MOTIVATION 24
illustrates the impact of sense of belonging. Next, the nature of belonging in a community
college setting is explored with focus on the impact of faculty-student relationships, followed by
an overview of documented recommendations to increase student sense of belonging.
Belonging in an Academic Setting
A sense of belonging is a critical component to an individual’s success, both in and out of
the classroom. A sense of belonging is defined as being accepted, valued, included, and
encouraged by others, including teachers and peers, in the academic classroom and of feeling
oneself to be an important part of the life and activity of the class (Foster a Sense of Belonging –
Center for Excellence in Learning and Teaching, n.d.). This sense of belonging is a potential
lever to promote success, engagement, and well-being in college. More generally, belonging is a
sense of feeling confident that an individual will fit in and feel safe in their identity in various
situations (Riley, 2019). When an individual’s sense of belonging and connectedness is
threatened, their ability to self-regulate suffers and results in a drop in IQ performance
(Baumeister & Leary, 1995). Given the social, political, and economic landscape, schools need
to be places of belonging, yet one in four students report feeling that they do not belong in a
school setting (Riley, 2019). There are nine essential needs of humans, as noted by Tyrell and
Griffin (2013) including having fun and feeling that life is enjoyable, feeling part of and
belonging to a wider community, and having a sense of some control and influence over life’s
events, each of which is relevant to a classroom setting.
Impact of Belonging on Community College Students
Students draw motivation from a sense of belonging in an intellectual community, and
sense of belonging has been strongly associated with increases in various student outcomes

CAMPUS CLIMATE AND STUDENT MOTIVATION 25
including academic motivation, reduced absenteeism, and improved well-being. Research by
Hausmann et al. (2007) found that a felt sense of belonging by students was a significant
predictor of institutional commitment and intention to persist toward degree completion. Walton
et al. (2012) found that students who feel socially connected to peers and teachers reported
increased motivation in school even months and years later. This is further supported by
Osterman (2000), who found that students who experienced a greater sense of belonging were
more interested in and enjoyed school and classes more than students who did not experience a
sense of belonging, and Cress (2008), who reported that students who perform well in their
courses consistently report high levels of belongingness.
Sense of belonging and course performance have been found to positively impact
commitment to persist toward degree completion. Karp et al. (2010) found that 90% of
community college students who reported a sense of belonging in college persisted to the second
year, whereas only two-thirds of those who were not integrated and reported low levels of
belonging persisted. This supports Tinto’s (1993) theory that integration is related to persistence
and refutes the notion that belonging is unimportant for community college students.
The Nature of Belonging in a Community College Setting
Given the structural nature of community colleges and the likelihood that students
commute to campus, it has been surmised that a sense of belonging is difficult to achieve. Karp
et al. (2010) note that Tinto’s (1993) framework is often considered irrelevant for community
colleges as they are largely commuter institutions. Therefore, the students do not integrate into
the institution and foster a sense of belonging, but their findings refute this notion. Historically,
the prevailing assumption has been that if colleges provide enough structured opportunities for

CAMPUS CLIMATE AND STUDENT MOTIVATION 26
students to engage with the institution, these students will become integrated and persist at
higher rates (Karp et al., 2010). However, the continued low completion rates indicate that this is
not accurate.
Barnett (2010) found that much of the research on community college student persistence
has focused on experiences occurring outside of the classroom, such as involvement in the
campus community and participation in special programs. However, given the fact that the vast
majority of community college students commute to campus, are on campus only when attending
classes, and have significant time constraints outside of campus, most time spent on campus is in
the classroom, making consistent interactions with faculty critical. Therefore, this consistent
contact places faculty in the position most likely to influence student perceptions, behaviors, and
persistence decisions. However, the researcher noted that faculty’s role in student persistence
decisions has largely been understudied, and that the role of faculty is barely mentioned in
research on student persistence (Barnett, 2010).
Consistent contact between faculty and students is important. Schudde (2019) noted that
the effect of faculty academic interaction on student persistence and attainment may have
significant practical results. Schudde’s study found that academic contact with faculty improved
community college student retention into the second year by almost five percent, and degree
completion by nearly seven percentage points, whereas engagement with peers increased
retention to the second year by only three percentage points, further demonstrating the
importance of faculty-student interaction.
The quality of these interactions matters. Studies have found that course-related facultystudent interaction deepens student engagement in the classroom. Notably, Freeman et al. (2007)

CAMPUS CLIMATE AND STUDENT MOTIVATION 27
found that student perceptions of their professors’ presentation, specifically warmth and
openness, was positively related to a sense of belonging in the classroom and student
participation in class, and that this sense of belonging predicted students’ intrinsic motivation.
The researchers further found that students’ sense of belonging in class increased when they
perceived professors as friendly, enthusiastic, and encouraging.
Increasing Community College Student Sense of Belonging
Existing research outlines various methods to increase student sense of belonging, much
of which is centered on the interaction between faculty and students. Close relationships
between faculty and students both inside and outside of the classroom are associated with
increased student engagement and motivation. And, social interactions between students and
faculty were more frequently associated with positive effects on student motivation to persist
than other categories such as stimulating and meaningful learning, presentation skills, and
assessment (Parnes et al. 2020).
Positive faculty-student interaction requires an investment of time on the part of faculty,
and interacting with students is not typically an institutional focus. Kim & Lundberg (2016)
operationalized faculty-student interactions and validated those behaviors from faculty such as
talking together with students about course material outside of class, interactions in the
classroom, and communicating with students by email or in person increased student
engagement and sense of belonging. Guzzardo et al. (2021) noted that success for students,
including greater academic satisfaction and greater rates of persistence, is strongly influenced by
positive interactions with faculty.

CAMPUS CLIMATE AND STUDENT MOTIVATION 28
Early research by Osterman (2000) found that perceived teacher caring was significantly
correlated with academic effort. Rendon (1994, 2002) found that validation initiated by faculty
and others in the campus community that engender feelings of self-worth and a belief in the
students’ ability to succeed in the college environment is of top importance. This is supported by
Riley (2019), who found that the single most significant factor for students in terms of whether
they experience a sense of belonging or exclusion in school is how they perceive their
relationships with their professors. This is defined largely as being seen and understood by
faculty. Barnett (2010) found that caring instruction is one of the top predictors of a student’s
sense of belonging, and that higher levels of faculty validation predict stronger expressions of
student intent to persist. Barnett (2010) further noted that faculty can cultivate validation skills
and encouraged faculty to engage with and validate students on a deep level, and that
professional development, financial incentives, and redefining faculty roles and responsibilities
may be effective means to increase faculty participation. However, Kim & Lundberg (2016)
noted that these behaviors require faculty to pay attention to students and demonstrate
responsiveness, and that this can be difficult for historically under resourced and overburdened
faculty members.
Timing is important in the development of a sense of belonging. Research has found that
the variables that were associated with sense of belonging at the beginning of the academic year
were all quite social in nature. Early social experiences when first entering college and social
support during the year are important determinants of initial sense of belonging (Hausmann et al.
2007). Much of the existing research on sense of belonging focuses on first-year students.
However, a study on seniors at four-year universities by Miller et al. (2019) found that the
impact of faculty interactions with students remained high throughout a student’s college career.

CAMPUS CLIMATE AND STUDENT MOTIVATION 29
The researchers go on to note that institutions can support on-going faculty efforts to engage
with students by fostering professional development opportunities, increasing resources for
improving faculty engagement, and understanding that students’ perceptions of institutional
acceptance can play a positive role in student success.
The creation of academic and social networks is interrelated and cultivates a sense of
belonging that encourages student persistence. Rapport between faculty and students most
frequently happens inside the classroom, but relationships can be built outside of the classroom
in more relaxed settings such as campus events (Karp et al. 2010). Carales & Hooker (2019)
found that faculty and staff attendance at and interaction with students at events is helpful for
cultivating a sense of belonging. Karp et al. (2010) found success cultivating a sense of
belonging among students by initiating a College 101 or Student Success course to orient
students to the college. This course encouraged the development of networks that increased
belonging by exposing students to staff and faculty through guest speakers, participation in group
projects, and ultimately provided students with an identified faculty member that served as a
resource for guidance and support. In fact, many students reported maintaining the relationship
with the faculty member long after the course had completed.
To cultivate positive relationships and a sense of belonging, Baumeister & Leary (1995)
noted that one must believe that the other cares about his or her welfare and likes (or loves) him
or her. Organizational climate can influence a sense of belonging. The emphasis on the role of
faculty and staff in the cultivation of a student’s sense of belonging indicates institutional
prioritization and a positive and cohesive campus climate in which faculty and staff operate.
Carales & Hooker (2019) noted an association between a student’s sense of belonging and
campus climate. Walton et al. (2012) found that students are sensitive to subtle cues that suggest

CAMPUS CLIMATE AND STUDENT MOTIVATION 30
whether they and their peers belong in a performance setting and resulting responses to these
cues include large shifts in motivation. Research by Osterman (2000) noted the impact of work
conditions on faculty practice and identified collegiality as one of the most important
organizational characteristics in influencing faculty commitment and performance. Findings by
Cress (2008) go on to state that in order to enhance the role of higher education institutions in
their missions to provide students with the opportunities to learn how to live and work in a
diverse, dynamic, and complex society, it is essential that campuses assess climate.
The Role and Impact of Campus Climate
This section focuses on the role and impact of campus climate in the community college
system, beginning with a broad definition of climate and detailing how climate is measured at
these institutions. Studying campus climate is an effort to describe how faculty, staff, and
students live and experience interactions with each other that are laden with individual values
and meaning (Cress, 2008). More broadly, it is a way to discern how the environmental
complexities of a campus impact the overall functioning of both its members and the wholistic
organization. Cress (2008) posits that if leadership can understand the elements that create
campus climate, then leaders will be in the best position to change it in ways that support the
learning and working efforts of its members.
Current research on community college success focuses on institution-led efforts.
Oseguera (2009) noted that research on the topic overlooks peer and faculty climate and that
institutional climate did independently determine student persistence. Cress (2008) stressed the
importance of positive campus climate in findings that demonstrate an association between
student depression, substance use, and academic disengagement in an environment with a

CAMPUS CLIMATE AND STUDENT MOTIVATION 31
negative climate. These elements are each correlated with lower grade point averages, lower
ratings of academic knowledge and skills, and lower ratings of social and academic selfconcepts.
Organizational climate is defined by Popa (2011) as the intellectual and moral
environment of a group within an organization. First noted by Lewin in the 1950s, the researcher
was interested to see how different leadership approaches impacted employees' attitudes and
behaviors and the resulting consequences. Over the decades, this original definition has evolved
to examine workgroups that exist within an organization. Climate is the social and organizational
environment in which groups work and is largely determined by the management style. It is the
attitudes and beliefs of members of an organization and opinions and sentiments at a particular
moment. It is the collective and relatively stable state of mind that a group shares. Popa (2011)
noted that organizational climate is the key element to be used when trying to understand the
influence of the internal environment on the opinions, attitudes, and behaviors of the members.
Through this, it is possible to decode the dynamics of an organization through the understanding
of the subjective perceptions of the employees.
While many programs designed to increase student completion rates focus on
institutional factors and resources, few have examined the role of campus climate. Cress (2008)
explained the study of campus climate as a way to describe how faculty, staff, and students
experience interactions with one another that are full of individual values and meaning. Further,
the author found that if the elements that create campus climate are understood, then an
institution may be in a position to change in ways that support learning and working. Cress
(2008) challenged leadership and faculty to question how much learning, growth, and
development can occur for students when stifled by a negative climate and noted that creating

CAMPUS CLIMATE AND STUDENT MOTIVATION 32
positive campus climates for students requires two fundamental shifts: changing behaviors and
changing attitudes at both the individual and organizational level. This is supported by
Oseguera’s (2009) research which found that faculty create norms and values in academic
environments, and that those norms significantly impact students’ intention and decision to
persist with their education. Further, McKinney et al. (2006) found that the largest contributors
to student satisfaction and success are the caring attitudes of the instructors and the support of
other students, and that students perform best in a caring classroom environment. Measuring
attitudes and perceptions of community college faculty is done using the industry-standard
PACE Climate Survey.
Measurement of Campus Climate and Impacts on Student Success
While there are notably many instruments designed to measure and benchmark the climate
of an organization, within the community college system the PACE Climate Survey is widely used,
with 170 community colleges participating (Purpose and Benefits – PACE Climate Survey for
Community Colleges, n.d.). The PACE Climate Survey for Community Colleges, broadly known
as the PACE Climate Survey, allows participating community college leaders to better understand
their institution’s climate and overall ability to support and promote student success by hearing
directly from faculty and staff about how they perceive and experience their work. In doing so,
survey results can inform priorities for change by assessing employee perceptions and satisfaction
with various aspects of the campus climate. A product of the Belk Center for Community College
Leadership and Research at North Carolina State University, data gathered from the PACE Climate
Survey allows institutions to gauge their progress toward improving climate, highlight areas for
growth, and identify areas needing change or improvement using data that can be benchmarked to
track progress. The quality of various aspects of an institution’s climate has been demonstrated to

CAMPUS CLIMATE AND STUDENT MOTIVATION 33
be related to individual and institution-level performance and outcomes, allowing leadership to
better understand campus climate and overall capacity to promote student success by hearing
directly from employees about how they perceive and experience their work. Through this, it is
one tool that can be used to begin and facilitate open and honest communication to inform priorities
for change. Results of this survey can act as a catalyst for improving institutional climate for the
purpose of enhancing organizational performance toward student success (PACE Climate Survey
for Community Colleges – PACE, n.d.).
The survey instrument, administered every three years, asks respondents to anonymously
evaluate their institution on four climate factors: institutional structure, supervisory relationships,
teamwork, and student focus using a standard five-point Likert scale. Campuses that administer
the PACE Climate Survey compare results with that of peer institutions by size, region, and degree
type to analyze results against a national normbase. This allows leaders to gather employee insights
that can be used as a basis for strategic planning. One notable outcome of this survey is its ability
to measure campus climate before, during, and after a change in leadership, and assess differences
in climate across a state or regional college system (Who We Are – PACE Climate Survey for
Community Colleges, n.d.). The PACE Climate Survey is used as one measurement tool to
establish campus climate at the study site and provides insight into faculty and employee attitudes
and perceptions.
In Washington State, 13 of the 34 community colleges routinely administer the PACE
Climate Survey (PACE Climate Survey for Community Colleges – PACE, n.d.). The study site
used for the following research project does not include climate as an institutional value or in its
strategic goals but does routinely participate in the PACE Climate Survey. College ABC (a
pseudonym) has an enrollment of 3,352 students. In-state tuition is $3,711/year and out-state

CAMPUS CLIMATE AND STUDENT MOTIVATION 34
tuition is $4,105/year. The acceptance rate is 100% and the student-teacher ratio is 12:1. Minority
enrollment is reported at 53% and the service district has a population base of just over 165,000.
The PACE Climate Survey was most recently conducted at the study site in March and April,
2022. Of the 46 PACE Climate Survey metrics, five have been selected to represent faculty and
employee attitudes and workplace perceptions. Select results of this survey report the following:
Table 1
PACE Climate Survey Metrics at Study Site
______________________________________________________________________________
Metric ABC College 2022 Mean Normbase 2022 Mean
______________________________________________________________________________
Open and ethical communication 2.988 3.434
is practiced at this institution
This institution has been successful 3.175 3.502
in positively motivating my performance
A spirit of cooperation exists at this 3.119 3.492
institution
Student needs are central to what we do 3.512 3.996
A spirit of cooperation exists in my 4.026 3.943
department
______________________________________________________________________________
PACE Climate Survey for Community Colleges – PACE. (n.d.). https://pace.ncsu.edu/
The five presented climate metrics reported at ABC College are compared to the
normbase mean, which is the compilation of scores from all institutions that initiated the PACE
Climate Survey in the same year. These metrics were selected for their demonstration of faculty
and staff motivation and perceptions, which impacts campus climate. As noted, four of the
metrics reflect campus-wide sentiment, and all fall below the normbase mean. The fifth metric,
cooperation within departments, is above the normbase mean, reflecting stronger working
relationships at the departmental level as compared to the entire campus.

CAMPUS CLIMATE AND STUDENT MOTIVATION 35
Climate and Performance
Luthans et al. (2008) defined positive organizational behavior, or POB, as the “study and
application of positively oriented human resource strengths and psychological capacities that can
be measured, developed, and effectively managed for performance improvement in the
workplace (p. 29),” and is focused on an organization’s micro-level. Psychological capital, or
PsyCap, measures who an individual is and what that individual can become in an organization.
It consists of four elements, including self-efficacy, optimism, hope, and resiliency. A correlation
was found between positive organizational behavior and psychological capital. Further, Mercer
and Bilson (1985) reported a positive correlation between a supportive organizational climate
and employee performance and outcomes. Luthans et al. (2008) tested three hypotheses,
including “Supportive climate is positively related with employee satisfaction and commitment”
(p. 226). This hypothesis was tested on three research samples including one post-secondary
student group and two organizations from different industries. The results of this study include
strong support for the stated hypothesis. Because every organization has its own unique climate
that is created by the members, impacts are felt internally amongst the team, and can also be
transferred externally to various stakeholder groups. With this, Cress (2008) asked how much
more academic talent could be developed in students if all actors on campus felt respected and
valued. The author further found that creating positive campus climates for students includes two
key shifts: changing behaviors, and changing attitudes, both at the individual and organizational
level. Palmer (1997) suggested that campuses will fail to offer transformative education if the
focus is merely on institutional factors such as appropriations and structure, and efforts to
connect with the hearts and minds of faculty and students are overlooked. Of particular interest is

CAMPUS CLIMATE AND STUDENT MOTIVATION 36
the possible transfer of campus climate from community college employees, primarily faculty, to
the students they serve, and resulting impacts on motivation.
The Nature of Student Motivation and Associated Influences
This section of the literature review focuses on what is known about student motivation
and associated influences. Select metrics from the study site’s most recent Community College
Survey of Student Engagement results are examined, which illustrate student motivation on
campus as compared to a cohort. It is noted that there is a gap in the literature on motivators for
community college student persistence, despite its stated importance. Extrinsic and intrinsic
motivation are examined, as are specific variables that impact student motivation, including
positive interactions with faculty.
Student Motivation at the Community College Level
There are many factors that can positively or negatively affect a student’s ability to
persist and complete their education, including external forces such as work and family
obligations, and internal forces such as preparedness and motivation. A review of existing
literature shows that the impact of internal motivation is not well understood.
Liao et. al (2014) found a lack of research on persistence at the community college level,
noting that less than 10% of published research focuses on these institutions. Further, the
researchers found that among all approaches that examine community college student persistence
toward degree completion, self-efficacy and motivation remain elusive, noting that exploration
of the relationship between self-efficacy and motivation and completion is abundant among fouryear college students, but is almost non-existent for community college students.

CAMPUS CLIMATE AND STUDENT MOTIVATION 37
Historically, much of the research on student attrition has focused on student preparation
for college, or the lack thereof. Tinto’s (1993) model of attrition outlined a variety of factors that
predict student attrition, and noted that in general, retention efforts have focused on two
categories. The first area of focus is student preparation for the college experience and assumes
that students who fail to complete are unprepared and face individual deficiencies. The second
focus assumes that institutional factors such as tutoring and advising have failed to support
student success. Research by Fong et al. (2017) found that the preponderance of literature
examining factors that affect community college students’ academic success has focused on
demographic, socioeconomic and prior school achievement data. Monear’s work is of particular
interest as it is focused on Washington State, where the study site is located. The researcher
found that Washington State students who do not complete their post-secondary degree cite the
cost and difficulty of balancing school priorities with work and family commitments as the top
barriers. The author further identified seven recommendations to improve post-secondary
completion rates, including broadly communicated information detailing how to access financial
aid, creation of robust student support services, and focused outreach to low-income students
throughout the state (2022). While these recommendations are thorough, they focus on
institutional efforts to boost participation rates, and are congruent with Tinto’s (1993) findings
and recommendations for institutional support. Institutional factors designed to bolster student
success have been documented and implemented for at least two decades, yet there appears to be
little focus on the impacts on motivation from the students themselves.
One measure of student motivation is the Community College Survey of Student
Engagement, or CCSSE (CCSSE - Community College Survey of Student Engagement, n.d.).
This instrument is the industry standard for measuring and benchmarking institutional variables

CAMPUS CLIMATE AND STUDENT MOTIVATION 38
related to student success. Reported by the students themselves, the areas benchmarked have
been shown to be important to students' college experiences and educational outcomes. This
research provides participating colleges with a useful starting point for looking at institutional
results, and further allows institutions to gauge performance against other participating colleges.
The study site most recently participated in the CCSSE in 2019 (CCSSE 2019 Executive
Summary of Results, 2019). The five benchmarks reported in the study site’s 2019 results as
compared to the top 10% of participating institutions in the study year are:
Table 2
Results of the 2019 Community College Survey of Student Engagement
______________________________________________________________________________
Metric Study site results Averaged top 10% of cohort
______________________________________________________________________________
Active and collaborative learning 54.7 59.8
Student effort 54.6 59.7
Academic challenge 56.5 56.8
Student-faculty interaction 50.9 60.1
Support for learners 50.5 60.9
______________________________________________________________________________
(CCSSE 2019 Executive Summary of Results, 2019)
Three of the five reported benchmarks at the study site, student effort, student-faculty
interaction, and support for learners are well below the cohort average.
The role of individual student effort in persistence cannot be overemphasized (Lau,
2003), as the preponderance of the current literature examining factors that impact community
college student persistence has focused on variables such as first-generation status, prior school
achievement, and socioeconomic status, or institutional factors such as access to counselors,

CAMPUS CLIMATE AND STUDENT MOTIVATION 39
advisors, and other student support resources. In a meta-analysis of two and four-year college
student academic achievement, Robbins et al. (2006) found that specific measures of
motivational, self-management, and social engagement factors are all related to academic
performance and retention. Fong et al. (2017) reported that motivational variables contributing to
postsecondary student success require greater attention, and that psychosocial factors are key in
postsecondary student success above more traditional predictors such as standardized test
performance, high school grade point average, and socioeconomic status. However, a review of
existing literature by Fong et al. (2017) found conflicting results of the impact of student
motivation on academic performance. Consequently, the authors call for additional research.
Intrinsic and Extrinsic Motivation
Intrinsic motivation is a focus on personal and internal factors, interests, and
gratifications. Intrinsically motivated students view learning as a valuable activity and want to
understand their learning content (Tinto, 2017). Factors that underscore intrinsic motivation
include feelings of competence and a sense of autonomy. By receiving feedback or signals from
the environment, intrinsic motivation is enhanced when students feel that they are competent and
that their actions are self-determined (Deci & Ryan, 1985). Extrinsic motivation is related to
external factors such as rewards, attainment, punishments, and social pressure (Tinto, 2017).
Extrinsically motivated students view class participation as advancement toward a grade or other
external accomplishment. Landry (2003) explored the relationships between intrinsic and
extrinsic student motivation in an attempt to explain student departure and found extrinsic
motivators to be more powerful predictors of college students’ intention to persist toward degree
completion. This is supported in further research by Liao et al (2014) who found that extrinsic
motivation was more strongly related to student persistence than intrinsic motivation.

CAMPUS CLIMATE AND STUDENT MOTIVATION 40
Liao et al. (2014) tested four hypotheses to identify variables that predict student
persistence. The fourth hypothesis, extrinsic motivation predicts persistence, was supported. In
this study, the effects of intrinsic motivation were minimal and failed to predict persistence. The
author posits that the influence of extrinsic motivation on persistence demonstrates a focus on
future earnings potential, enhanced job opportunities, and raised socioeconomic status.
Impacts on Motivation
Most research on community college completion has focused on non-completers (Martin
et al., 2014), and with this, researchers have explored variables that led to successful completions
among community college graduates. Through semi-structured interviews, four key variables
emerged for successful community college graduates: clear goals, strong motivation, the ability
to manage external demands, and self-empowerment. Of these four variables, the most evident
theme demonstrated by every graduate interviewed was their strong motivation to persist and
succeed. This is further supported through a meta-analysis examining possible relationships
between psychosocial factors and community college student success conducted by Fong et al.
(2017). Five psychosocial categories, including motivation, were tested for resulting impacts on
persistence and achievement. Of the five factors examined, a positive correlation between
motivation and persistence was found, marking this variable as the most significant compared to
the other factors.
Prior research by Sturtz (1995) suggested that students decide to leave college because of
institutional, situational, and psychological factors, all of which can be mitigated to some extent
through changes in the college environment and the resulting campus climate. In fact, Cress
(2008) found that positive student-faculty interaction correlates with students’ persistence in

CAMPUS CLIMATE AND STUDENT MOTIVATION 41
college, intellectual development, and academic success, even among students who enter college
under-prepared academically. Further, Heverly (1999) found significant differences in concern,
respect, and willingness to help from faculty reported by returning vs. non-returning community
college students. McKinney et al. (2006) found that the largest contributors to student
satisfaction and success were the caring attitudes of the instructors and the support of other
students, and that students perform best in a caring classroom environment.
The role that institutional faculty, staff, and administrators play in facilitating or
impeding student success is a theme that has begun to emerge in the literature. Socioacademic
integrative moments is a term used to describe events or activities when students interact with
institutional agents and other students (Deil-Amen, 2011). The researcher found that one
significant impact on community college student motivation and comfort on campus and which
served as a precursor for retention efforts is that of faculty-student relationships. Supporting
research by Cress (2008) stated that the significant effect that faculty can have on students in
terms of academic development should not be underestimated.
Interactions and Motivation
Positive interactions between faculty and students focused on intellectual or courserelated matters positively impact student motivation (Pascarella & Terenzini, 1979). This is
supported by research by Anderson et al. (1995) that examined the influence of faculty,
specifically through mentoring roles, and found that positive interactions between students and
faculty led to higher rates of student motivation to persist. These findings have important
implications for student persistence and college effectiveness. Tinto (1993) found that positive
interactions with faculty reported by students yields higher motivation to persist toward degree

CAMPUS CLIMATE AND STUDENT MOTIVATION 42
completion. Encouragement by faculty is one key influence on higher rates of student motivation
and results in lower rates of attrition. In summary, positive interactions between students and
faculty positively impact student motivation to persist toward degree completion. This
relationship is illustrated by Social Cognitive Theory.
Social Cognitive Theory
Social Cognitive Theory is a theoretical framework that illustrates the impact of people
and the environment on an individual’s behavior. Bandura’s (2000) seminal work on this theory
demonstrates that to a large extent, people are products of their environment, and by creating and
transforming environmental circumstances, individuals and groups create outcomes that result in
impacts on behavior and individuals. Therefore, through this framework, it is expected that a
change in behavior and the environment, or climate, will result in a change in outcomes, or
student motivation to persist. Schunk & Usher (2012) explained that Social Cognitive Theory
emphasizes the idea that most human learning and behavior occurs in social environments.
Individuals make meaning of events happening around them. By interacting with others, people
develop knowledge, skills, strategies, beliefs, and attitudes.
Of the inputs that impact the environment of an organization, communication between
the various internal groups is significant to job satisfaction and performance (Pincus, 1986).
Burke (2017) found that organizational change stems more from environmental impact than any
other factor. The author stated that those in leadership positions influence organizational
performance, an input dimension, and that organizational performance serves as an output
dimension. Using Social Cognitive Theory, a conceptual framework emerges, surmising that
community college staff and faculty collectively create, demonstrate, and live an organizational

CAMPUS CLIMATE AND STUDENT MOTIVATION 43
climate. This influences behaviors and attitudes that create a positive or negative environment for
students. This environment influences student motivation and may have an impact on on-time
completion.
Conceptual Framework
An examination of the existing literature demonstrates that individual behavior is
influenced by a person’s environment. The climate of an organization evolves based on a number
of factors, including the collective attitudes of its members, and communication and trust
between members. Every organization has its own unique and internally created climate,
including community colleges.
Social Cognitive Theory explains campus climate by pointing to the relationships
between the various actors on campus. It also explains the influence on student perceptions based
on the attitudes and behavior of faculty, staff, and administration. This theory purports that by
changing an environment, behaviors and resulting outcomes will also change. Therefore, through
this framework, it is expected that a change in the attitudes, behaviors, and environment will
result in a change in motivation and outcomes, or student completion rates. Upon degree
completion, these students will have earned credentials that may include a two-year Associate's
degree, and will have also received the education and training necessary to either contribute to an
employer or continue their education at a four-year university. Degree completion has a
significant impact on lifetime earning potential. This increased lifetime earning potential has the
ability to increase the standard of living and quality of life, as well as positively influence family
members who see the value and benefits of an education. This conceptual framework, which
explores the impact of campus climate on staff and faculty perceptions, attitudes, and behaviors,

CAMPUS CLIMATE AND STUDENT MOTIVATION 44
has impact on student motivation to persist to degree completion. Using the framework of Social
Cognitive Theory this is demonstrated in the following diagram:
Through this conceptual framework, the interdependency of campus climate created by
faculty and staff may impact attitudes and behaviors that result in a transfer to the environment
that may be perceived by students, ultimately creating positive or negative student experiences
that affect motivation and persistence to degree completion.
Summary
This chapter reviewed the existing literature and outlined the history and impact of
community colleges on diverse student populations and the communities served, detailed the
importance of and influence on student sense of belonging, reported current research on climate

CAMPUS CLIMATE AND STUDENT MOTIVATION 45
and the impact on campus, and examined findings and influences on student motivation to persist
toward degree completion.
Using Social Cognitive Theory as the theoretical framework, the existing literature has
been synthesized and a conceptual framework has emerged. Through this conceptual framework,
it is suspected that the campus climate created by faculty and staff influences student perceptions
and motivation to persist toward degree completion, with documented negative financial and
employment opportunities for students who do not complete their degree.
The research protocols and methodology outlined in Chapter 3 were designed to better
understand the student experience with campus climate. Recommendations to build and enforce
a positive climate can be shared with administrators and stakeholders to add an important
perspective when supporting student success.

CAMPUS CLIMATE AND STUDENT MOTIVATION 46
Chapter Three: Methodology
This chapter provides an overview of planned research methodologies designed to explore
and understand student experiences with campus climate and impacts on motivation for on-time
completion at a Washington State community college. This chapter is organized into several
parts, beginning with the research questions, an overview of the research design, the setting, a
brief description of the researcher, data sources, validity and reliability, and an examination of
associated ethics.
Research Questions
The research questions were:
1. What are student experiences with campus climate?
2. How does campus climate impact student motivation and persistence toward degree
completion, if at all?
Overview of Design
The case-based research design included a series of in-depth qualitative interviews. This
approach was selected based on the existing lack of research on the impact of campus climate on
community college student motivation and the importance of learning more about student
experiences from the students themselves.
Research Setting
The research was conducted at ABC College, which is a community college in
Washington State that currently serves nearly 6,000 students throughout a large service district.
Seventy-five percent of the student body is enrolled full-time, and the average student age is 27.
The study site employs over 90 full-time faculty and nearly 240 adjunct faculty who deliver
classes through a variety of modalities, including face-to-face, hybrid, and online. This particular

CAMPUS CLIMATE AND STUDENT MOTIVATION 47
study site was selected based on faculty and student access. The nearest competing institution is
approximately 75 minutes from the southeast corner of the service district.
The research population for the qualitative interviews was currently enrolled students
who have completed at least 45 credits at the study site. These parameters were developed to
learn more from those students who have historical context that has shaped their experience at
the institution. Fifteen qualitative interviews were conducted with students in April and May,
2023. Interviews were conducted and recorded via Zoom, with audio transcription enabled for
each that helped facilitate the data analysis.
The Researcher
I am a mother, professor, business owner, student, friend, sister, and contributing member
of my community. I am kind and compassionate, yet have high expectations of myself, my
students, clients, and those in my life personally. Integrity and a willingness to consider other
perspectives greatly matter to me.
I am a tenured faculty member at a Washington State community college and operate a
private business that has collaborated with my home institution’s administration on a variety of
projects over the past 10 years. I realize that this brings a unique perspective to understanding the
nature and priorities of both faculty and administration and may present inherent bias. These
priorities and perspectives have been well documented in the PACE Climate Survey results, so I
am interested in focusing on the one perspective that has not been widely explored: the students.
Because of my faculty position, I recognize that my position of power may inject bias into
the research process and that concluding results may ultimately be disputed. One method to
mitigate this potential position of power that may have influence was to conduct campus-wide
research rather than using a convenience sample of my students. Merriam and Tisdell (2016)

CAMPUS CLIMATE AND STUDENT MOTIVATION 48
suggest that when the researcher is the instrument it can be nearly impossible to remove bias, and
that the focus should be to monitor and mitigate biases as they may shape the data collection
process (p. 16). None of my current or former students were included as part of the sample.
Data Sources
Data collection was conducted using semi-structured qualitative interviews, which is
defined by Merriam & Tisdell (2016) as structured questions that allow for flexibly. Fifteen
participants were recruited through the network of faculty at ABC college, who were asked to
share the provided participation solicitation with students during spring 2023 quarter. A followup request to the Chair of each department on campus was sent by email one week later. Of the
over 90 full-time faculty, seven agreed and announced the research study in class and posted the
announcement to their online Canvas classrooms. Once the sample was identified, each student
meeting the criteria was contacted by email to establish availability. A total of 15 students were
selected for interviews based on availability and willingness. These interviews were conducted in
April and May, 2023 and each respondent was sent a $20 Amazon gift card upon completion.
Participants
Current students who agreed to participate and identified themselves as having completed
at least 45 credit hours at the study site were selected based on availability. Enrollment status and
the number of credit hours completed were verified by the registrar for each of the qualified
respondents.
Instrumentation
Each interview was scheduled by email and phone for one hour and conducted and
recorded via Zoom with enabled audio transcription. Each interview was conducted from a
private office. Prior to student interviews, the questions were pilot tested with recent study site

CAMPUS CLIMATE AND STUDENT MOTIVATION 49
graduates; no modifications were made based on pilot test results. The interview protocol is
included as Appendix A.
Data Analysis
In addition to recorded interviews and audio transcripts, the researcher took notes during
each interview to identify major themes that emerged from each conversation. Immediately after
each interview, the audio transcript and notes were downloaded, compiled, and analyzed with
major themes indexed using axial coding. Merriam & Tisdell define this as coding from
interpretation and reflection on meaning (2016). The researcher reviewed both the notes and
transcript and categorized the data based on the following:
• Descriptive codes
• Categories
• Analytic codes
Gibbs (2018) recommended indexing the contents of qualitative interviews into these
areas to move from descriptive coding to analytical and theoretical coding. Through this, I
developed a running list of theme groupings and began to prioritize the importance of each
theme based on the number of times it was mentioned by the participants. Within one week of
each interview, I conducted a second analysis of the audio transcript and notes to verify the
themes on the list. At this point, additions or deletions were made as necessary.
Validity and Reliability
Validity is critical in interview protocols, as Merriam & Tisdell (2016) explained that
qualitative research is the collection of people’s constructions of reality. This has been addressed
primarily by reviewing the data at two different points: immediately after the interview and one
week later to ensure that the coding and indexing is accurate. I also conducted a pilot test and

CAMPUS CLIMATE AND STUDENT MOTIVATION 50
leveraged adequate engagement to ensure validity and reliability. The sample size is purposeful
in that it is large enough for data saturation.
Ethics
This research follows IRB protocols and began only after receiving IRB approval. Each
participant was provided informed consent prior to the interview. Finally, participants were able
to withdraw from the research at any point without consequence. However, it is important to note
that there are additional ethical considerations with this study, including the researcher’s position
of power.
First, results obtained through this study could ultimately benefit students as completion
has demonstrated impact on earning potential. If the impact of climate is understood, and
institutions make strides toward improvement, it will also benefit existing faculty, staff, and
administrators by creating a more positive environment. It is not expected that any group has
been harmed by this study. Questions about ethics are answered from the perspective of the
researcher, who is also a faculty member in the community college system. Survey and interview
participation was voluntary and informed consent was required. Participants were given the
option to withdraw from the research study at any point. Confidentiality is ensured through
coding and aggregate results will be shared with the faculty, administration, and the Board of
Trustees at the study site via electronic report and in-person presentation, if requested.

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Chapter Four: Findings
This study aimed to explore the impact of campus climate on community college
students’ motivation to persist toward on-time degree completion. The study explored various
campus experiences shared by participants to better understand influences on motivation to
persist toward on-time degree completion.
Semi-structured qualitative student interviews were conducted during spring quarter of 2023
using Zoom. The findings of this study provide insight for college administrators, faculty, and
staff who are seeking ways to positively influence and support student motivation and success.
This chapter describes the participants of the study and reports on the findings, which were
guided by the following research questions:
1. What are student experiences with campus climate?
2. How does campus climate impact student motivation and persistence toward degree
completion, if at all?
When describing climate, participants referenced the microclimate of a classroom, rather
than the macroclimate of a campus. When referencing online classes, all were delivered in
asynchronous format.
Findings and themes are presented below, with direct quotations from participants included
to ensure trustworthiness and credibility.
Participants
Participants for this study were currently enrolled community college students at the
study site who had completed at least 45 credit hours. The participants were each assigned an
identifying number to protect anonymity. Table 3 presents the relevant demographic
characteristics of the study participants:

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Table 3
Participant demographics
_____________________________________________________________________________
Participant Gender Area of study Number of credits as
of 6/2023
1 Female Construction Management 90
2 Female Radiology Technician 90
3 Female Agriculture 90
4 Female Science 45
5 Female Unknown 45
6 Female Medical Technician 60
7 Female Business 45
8 Female Psychology 90
9 Female Unknown 60
10 Male Unknown 45
11 Male Engineering 90
12 Male Nursing 45
13 Male Unknown 45
14 Male Industrial Technology 90
15 Female Radiology Technician 90
______________________________________________________________________________
Ten participants were female and five were male, and all were recruited through the
network of faculty at ABC college, who were asked to share the participation solicitation with
students during spring 2023 quarter. Of the over 90 full-time faculty, seven agreed and
announced the research study in class and posted the announcement to their online Canvas
classrooms.
During the interviews, three findings emerged. A finding was determined when it was
described in a minimum of 10 of the 15 interviews. The development of these findings did not
alter the questions asked during the remaining interviews. Findings are as follows:
1. Students perceive climate based on interactions with professors
2. Students perceive climate based on class structure
3. Perceived positive climate is a precursor to developing relationships with professors
and increases student motivation

CAMPUS CLIMATE AND STUDENT MOTIVATION 53
With the use of axial coding, themes emerged from these findings. A theme was
identified when it was mentioned or described by a minimum of five of the 15 participants.
Findings for Research Question 1: What are student experiences with campus climate?
The first research question focuses on student experiences with campus climate. During
the interviews, participants occasionally substituted the word climate with “vibe” or “feeling.”
One participant spoke about experiences with climate through interaction with staff, and all 15
study participants shared personal experience with campus climate through interactions with
faculty. The participants described a number of experiences that were created or influenced by
their professors. Specifically, the attitudes, behaviors, and organization of the professors in and
out of the classroom sent signals to the students that were perceived as engagement, job
satisfaction, and climate. These signals shaped student experiences and impacted motivation.
Finding 1. Students Perceive Climate Based on the Behavior of Professors
All 15 participants shared experiences of faculty attitudes, presence in the classroom,
delivery style, and perceived commitment to student learning, and described how the experience
created perceptions about climate and shaped their academic experience. Notably, analysis
revealed a stark contrast in student perceptions of faculty attitudes and commitment based on
modality. Every interview participant had taken courses both in person and online at the study
site, and all 15 respondents described a superior experience in person as compared to online. Of
the five participants who described experiences in an online environment, all referenced a
perceived negative climate and expressed frustration at the difficulty of connecting with
professors. These participants held the perspective that faculty were generally disengaged,
resulting in a poor experience.

CAMPUS CLIMATE AND STUDENT MOTIVATION 54
Every student either spoke about professors by name, or described particular professors
by discipline, and shared that the impact of these professors was significant. When referencing
particular professors, all 15 participants shared details of a positive interaction or experience,
whereas four participants also referenced a professor and noted a negative experience. Those
who noted a positive experience used a variation of the phrase “I can tell that they really want to
be here” to describe climate and their experience in that class. Of the four participants sharing
negative experiences, all four examples occurred in an online classroom environment. When
asked to elaborate, the four participants used variations of the phrase “It doesn’t seem like they
care,” to describe negative experiences.
Professor behavior was referenced a total of 94 times by all 15 participants resulting in
the strongest impact on student experiences. Participants explained that these behaviors sent
signals that shaped perceptions of climate. When asked to share specific behaviors that
influenced experiences and perceptions, the participants noted the following:
Table 4
Types of noted professor behavior
Professor behavior Number of participants referencing Frequency of participant mentions
______________________________________________________________________________
Friendly or personable disposition 15 30
Responsiveness to students 15 24
Perceived care for students 9 20
Demonstrated passion for subject 10 12
Humor or entertaining delivery 8 8
______________________________________________________________________________
Each of these behaviors was described in detail by the participants and are outlined in the
following paragraphs.

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Friendly or personable disposition
Every participant spoke about the impact of professor disposition on their experiences.
This topic was referenced 30 times by all 15 participants, making it the largest influence based
on frequency. While every participant spoke positively about professor friendliness and
disposition, three also reported a negative experience. As explained by Participant 3: “She was
super friendly. I could tell she liked what she did.” Participants equated a friendly and personable
disposition with a professor’s job satisfaction and the overall climate and explained that when a
professor is perceived to be friendly and personable, participants assume that the professor
enjoys their job and report a better overall experience. Participant 3 went on to explain: “She
gave off a cool and relaxed vibe and it kind of put me at ease.”
All 15 participants reported positive experiences and had developed perceptions of
positive campus climate based on professors’ friendly and personable disposition. Participant 11
explained: “She seems happy and like she wants to be here. I can tell she likes her job and that
this is a good place to work.” The friendly and personable disposition of the professor impacts
the student experience and is a factor in assessing climate.
Responsiveness to students
All 15 participants shared that professor responsiveness impacts their experience with a
total of 24 mentions. Every participant spoke about professor responsiveness both in timeliness
and duration and interpreted this behavior as job satisfaction. Professors that were responsive
were perceived to be positively invested in teaching and student success. When participants
needed clarification or had a question, if the professor was highly responsive and provided
timely support, participants reported a positive experience and assumed high levels of job
satisfaction and positive climate. As noted by Participant 1: “She was super helpful and fast. She

CAMPUS CLIMATE AND STUDENT MOTIVATION 56
really tried hard to make sure we succeeded. I don’t think she would do that if this was a bad
place to be.” This participant went on to explain: “She always responded right away to emails. I
could tell that she really cared, and it made me want to be there.” Responsiveness also influenced
participant perceptions of professor engagement. This behavior was most often reported in faceto-face learning environments, though one student did speak to an online professor’s
responsiveness. As explained by Participant 9:
The way he taught made sense and I felt like I could reach out to him. He was super
helpful and very relatable. He’d answer in like less than two minutes and be really
thorough in his responses. I could tell he wanted to be there. So, it was fun to want to
learn, even though the subject was a little boring.
Conversely, participants who reported unresponsive professors and little or no support
indicated much less satisfying experiences and interpreted this behavior as disengagement.
Participant 11 shared: “I would get stuck and ask questions by email and he would never answer.
And he never left time at the end of class for questions. It was like he didn’t even care. It was
really frustrating.” Perhaps not surprisingly, difficulties with responsiveness were most often
found in virtual learning environments.
Professor responsiveness, described as immediacy and duration, has a significant impact
on student experiences and is interpreted as a sign of job satisfaction. The participants perceive
professors that are responsive and provide help in a timely manner as being positively invested in
teaching and student success. When participants sought clarification or had a question, and when
the professor was highly responsive and provided timely support, participants reported a positive
experience and assumed high levels of job satisfaction. These perceptions are interpreted as a
positive climate.

CAMPUS CLIMATE AND STUDENT MOTIVATION 57
Perceived care for students
Participants indicated that they felt valued when they believe a professor cares about
them. Based on a professor’s classroom behavior, this sense of being cared for resulted in
feelings of belonging and a perception that professors enjoy teaching. Perceived care was defined
by participants as the act of learning student names and the effort of checking in with a student
after a class absence.
Learning student names was referenced by nine participants a total of 20 times as an
indication that the professor cares about student success and is committed to and enjoys teaching.
As Participant 4 said: “She knows everyone’s name, and she learned them in a short amount of
time. I can tell that she’s into it. It really helps create a positive vibe as soon as we walk in the
door.”
When sharing examples of professors learning student names, it was often interpreted as
a sign of respect. Participants interpreted the commitment of learning up to 30 names per class as
a demonstration that the professor is invested in teaching and that the students matter to the
professor. In turn, the nine participants who referenced this behavior explained that this sign of
respect resulted in a positive experience and that they felt more invested in the class. Participant
10 explained: “It makes me wanna be respectful and show them that I appreciate the effort and
what they teach. I want to match that.”
The act of remembering student names created a perception of job satisfaction that
fostered a sense of belonging amongst the participants and facilitated an environment in which
the participants felt comfortable approaching their professors. Participant 2 noted:
I feel like my teachers always remember who I am and they remember my name, and we
can have a conversation where I feel like they actually care and they’re actually listening

CAMPUS CLIMATE AND STUDENT MOTIVATION 58
to me. And so, we get to know each other. It’s cool and I feel like I actually matter. I can
tell that they want to be there.
This act of remembering and using student names is interpreted by the participants as a
signal that the professors enjoy teaching and are experiencing job satisfaction.
Six of the 15 participants spoke about class absences, caused by a variety of
circumstances, and resulting behavior of the professor after the absence. One participantrecalled
class absences due to getting a new puppy, two participants had missed class for work-related
reasons, and three referenced class absences due to illness, specifically COVID. Each participant
shared a story where a professor checked in with them, primarily through email, to make sure the
student was okay. This behavior was interpreted as a sign of respect and each participant
reported feeling seen and valued. This further reinforced perceptions of a positive climate.
Participant 1 shared the following:
I missed class for work one day and I didn’t tell her, and she sent me a message the next
morning asking if I was okay. I could tell that she cared and was invested in me. I thought
that was really cool. She wouldn’t have done that if she didn’t like her job.
These two behaviors shape student perceptions of being cared for by the professor.
Collectively, participants indicated that when they felt cared for, they perceived these behaviors
as professor engagement and job satisfaction, resulting in the perception of a positive climate.
Demonstrated passion for subject
The impact of a professor’s passion for their subject matter was referenced by 10 of the
participants a total of 12 times. All 10 participants explained that when a professor is passionate
about their subject matter, that passion is demonstrated through their behavior, and is interpreted
as job satisfaction and a positive climate. Nine of the 10 participants described experiences with

CAMPUS CLIMATE AND STUDENT MOTIVATION 59
a professor’s demonstrated passion as a willingness to share life and professional experiences as
it related to the material. As explained, this added context about both the material and the
professor as a human being reduced any perceived barriers between professor and student and
resulted in a positive experience for the student. This willingness to share lived experiences with
participants was believed to be a sign of job satisfaction and commitment to students. Participant
14 explained: “You can clearly tell when the professor likes what they do and is actually excited
about the class and wants to be there because they start talking about their life and they try to be
engaging. The vibe is just really good.”
Participants noted that when a professor opens up and shares lived experiences, they
believe it to be a sign of care and job satisfaction. As Participant 15 explained: “I just don’t think
people talk about their life when they don’t care about what they’re doing.” This willingness to
share personal information as it relates to the subject matter was appreciated by the participants
and taken as a sign of respect, engagement, and job satisfaction.
Humor and entertaining delivery
While just over half of the participants mentioned appreciation for professors who were
funny and entertaining, this topic drew the largest narrative. The eight participants who spoke of
classroom humor as an influence on their experience spent a significant portion of the interview
sharing stories and examples of humorous and entertaining professors. Every instance was
positive, and all examples were from in-person teachings. In every example, participants
interpreted a professor’s humor as an indication that they enjoyed teaching and the classroom
environment and related this as a contributing factor to a positive experience. Participant 14
noted: “To be honest, I dreaded taking that class and put it off as long as possible. But he made
the lectures fun. He was super entertaining, and I ended up actually enjoying that class. It was

CAMPUS CLIMATE AND STUDENT MOTIVATION 60
obvious that he was into it.” A common theme throughout these shared experiences was that
entertaining delivery positively influenced the student experience.
Finding 2: Class Structure and Organization Influence Student Experiences and Shape
Perceptions of Climate
Twelve of the 15 participants stressed the importance of organized and structured
classroom environments 31 times as a contributing factor to their experience and interpreted this
as an indication of professor care and commitment. Several examples of disorganized classroom
environments, and situations in which a professor appeared to be unprepared for class, were
shared and each was interpreted negatively by the participants. These experiences had a resulting
negative impact on their class engagement and perceptions of climate.
The 12 participants who spoke about classroom structure and organization, in both inperson and online environments, perceived an organized classroom environment and consistently
reliable professor availability and communication to be signs of professor effort and care. This
effort and care were believed to be an indication of job satisfaction and climate and had an
impact on participant experience. As noted by Participant 1: “I like how he taught a lot. I think it
was very organized and structured, and I feel like I gained a lot from that class. I could tell he
liked his job and tried really hard.” Conversely, Participant 3 shared a different experience: “He
doesn’t seem to put in much effort. His Canvas class is super disorganized. It doesn’t feel like he
cares or wants to be there, so it hasn’t been the greatest.”
Four themes emerged related to classroom structure as noted by the 12 participants who
spoke on the topic, and each shaped the perception of climate. The four themes are as follows:

CAMPUS CLIMATE AND STUDENT MOTIVATION 61
Table 5
Elements of classroom structure and organization
______________________________________________________________________________
Evidence of structure and organization Number of participants referencing Frequency of participant mentions
Consistency 9 9
Setting clear expectations 8 8
Reliable professor availability 8 8
Quality of materials 6 6
______________________________________________________________________________
Each of these factors influenced participant perception of climate and shaped the
participants’ experience as described below.
Consistent classroom organization
The study site does not have a standardized or templated format or design for in-person
or online classroom organization, which results in a variety of structures based on professor
preference. Of the nine participants who referenced consistency of organization, it was described
more frequently in an online environment than an in-person environment. Participants shared
that when a professor maintains a consistent and organized classroom environment throughout
the quarter, it is easier to navigate and perceived as a positive indication of professor
engagement. As explained by participants, this includes lectures, class discussions, deadlines,
assigned readings, exam formats, and assignments. Consistent structure and organization are
perceived to be a positive indicator of professor commitment to student success and job
satisfaction. As explained by Participant 2:
She set the format for how the course would work. And then she stuck to it. I know that
takes effort because I’ve had the opposite experience where it feels like the professor
doesn’t care because everything feels disorganized and nothing makes sense.

CAMPUS CLIMATE AND STUDENT MOTIVATION 62
When speaking about the importance of consistency in the classroom in any modality,
setting and maintaining clear expectations emerged as another important theme.
Setting and maintaining clear expectations
Eight participants reported positive experiences in the classroom environment when clear
expectations were established and reliably maintained throughout the duration of the quarter. The
participants noted that these expectations created the perception of professor forethought and
commitment to student performance and influenced participant experience. This forethought and
effort are factors that shape perceptions of job satisfaction. Participant 9 shared:
The to-do list on Canvas is a really big deal to me because I know what is expected and I
can mark things off and see what’s coming up. So, I know that the professor has at least
given some thought to what’s coming up and it makes me feel like she puts in effort or
wants me to succeed. And it’s just easier for me. It feels like she has taken the time to
think through how important this is to us.
This participant went on to explain the perception that this consistency equated to the
professor’s job satisfaction with the following: “She laid out her weeks accordingly and it made
sense with the material that she was teaching. We knew what was expected. She was very chill
and it was obvious that she really liked her job.” In addition to setting and maintaining clear
expectations, participants described the importance of reliable professor availability and
interpreted it as a sign of commitment and job engagement that shaped the student experience.
Reliable professor availability
Reliable professor availability emerged as another theme that shaped the participants’
experience. The eight participants who reported reliable and predictable access to professors and
regular communication with and by professors had positive experiences and spoke of perceived

CAMPUS CLIMATE AND STUDENT MOTIVATION 63
job satisfaction and positive climate, whereas participants in classes where the availability of the
professor was inconsistent or unreliable had poor experiences and assumed that the professor had
low job satisfaction and spoke negatively of the climate. As explained by Participant 12:
It makes me feel valued when a professor takes the time to answer my questions or makes
themselves available for office hours or extra study sessions if I need them. It’s super
frustrating when the syllabus says that they are supposed to be there, and they’re not.
Being available makes me feel like they actually want to be there and care. My
experience in classes is totally different based on that.
Participant 12 went on to further explain the importance of maintaining office hours to
ensure availability. “Professors who are available during office hours when they say that they are
available is a big deal. I really like that. I don’t know, it just seems like they’re organized and
care more.”
Unreliable availability was perceived to be an indication of low job satisfaction and
commitment and caused strong student frustration. This frustration contributed to existing
perceptions of a negative climate. This was most often reported in an online environment, as
participants did not have consistent direct contact with the professor. Participant 14 shared a
story of a class where the modality transitioned from in-person to online mid-quarter. This
participant reported a positive experience until this transition to a virtual format:
I was excited to learn something new and rebuild my previous knowledge. So, when I got
into that class, it was learning based off the textbook, but then everything changed after a
couple of weeks and all of a sudden the class went from being in person to online. But at
that point, my grade dropped because he wasn’t on Zoom when he said he would be, so I
couldn’t get my questions answered. I didn’t know what he wanted from us students. He

CAMPUS CLIMATE AND STUDENT MOTIVATION 64
wouldn’t start the meetings like he said he was so I’d wait hours just for him to start. And
then I would notice that the time was up for the class and realized he wasn’t going to
show up. That happened over the course of a month. I don’t know what happened to
make him seem to hate his job. I can see why everyone hates that class.
Reliable professor availability is important in shaping a positive student experience.
Availability is commonly demonstrated through consistent and predictable communication
opportunities with students and maintaining regular office hours. Reliable professor availability
is interpreted by participants as an indication of professor commitment and engagement and
results in a positive student experience, whereas participants explained that unreliable and
inconsistent professor availability results in frustration.
Quality of presentation materials
The quality of presentation materials matters to the participants and is perceived to be an
indication of professor commitment. Higher quality materials positively shape the student
experience, and lower quality or unprofessional materials influence the student experience in a
negative way. Presentation materials are artifacts and the quality level influenced the
participants’ perception of professor care and had an impact on participant perceptions of
climate. Each of the six participants that referenced the quality of presentation materials also
noted that expectations were lower because the study site is a community college. Participant 8
explained: “The slides that she provides are pretty low quality. I think it took her about 3 minutes
to put them together. But, what do you expect? It’s a community college.”
The six participants explained that materials that were well produced created the
perception of effort and that professors cared about their jobs and student success. Participant 10
explained:

CAMPUS CLIMATE AND STUDENT MOTIVATION 65
Some instructors care more and put in more effort. I have one online class where it’s just
boring recorded lectures. Lectures from, you know, right around the start of the pandemic
and I don’t think there’s been any effort to like revamp, or, you know, put in much more
effort. It sort of feels like they’re not even trying. I mean, if they hate their job, maybe
they should do something else because it bleeds onto us and it’s super frustrating.
However, participants who believed that the professors invested time and effort into
creating and updating class materials interpreted this as a sign of effort and commitment to
student success. As noted by Participant 4: “It’s super cool because her online lectures are
always current and relevant. That’s a lot of work and I can tell that she cares. This is a cool place
to be.”
These findings demonstrate that the influence of faculty is significant and shapes student
experiences. Students believe that they can tell when a professor is engaged and cares about
teaching and student success based on behaviors and classroom organization and equate this with
job satisfaction and a positive climate.
Collectively, these behaviors and actions from professors are interpreted by students as
engagement and job satisfaction and send signals that shape and reinforce perceptions of climate.
When students believe that a professor is engaged and perceive a positive climate, they report
better experiences than in environments in which the professor is believed to care very little, and
the climate is perceived as negative. These experiences send signals that inform whether the
professor is open to developing a relationship with students. When a relationship is developed
between a student and professor, the professor is often seen by the participant as a mentor or
advocate. These relationships develop from signals sent through behavior and classroom

CAMPUS CLIMATE AND STUDENT MOTIVATION 66
organization and structure, and are paramount in shaping student experiences and used when
assessing climate.
Finding 3. Perceived positive climate is a determinant of building a relationship with
professors
Students interpret professor behavior and efforts to develop relationships with students as
an indication of job satisfaction and a positive climate. Every participant spoke of the importance
of feeling like a relationship existed with their professors, and that when a relationship existed,
student experiences were positive. But, to create a relationship, participants noted that it is
important to perceive a positive environment and that the professor enjoyed their job and would
be receptive. Nine of the participants stated that they believe they can tell when a professor likes
their job. In each explanation, classroom environments where it was perceived that the professor
did not like their job made it difficult for students to learn, engagement dropped, and
relationships were less likely to develop. Participant 3 explained:
I don’t know. She just wasn’t into it. It felt like class was the last place she wanted to be.
It was super dry and I felt like we were bothering her. After the first few weeks, I stopped
going to class. I don’t even think she noticed. I can tell when a professor wants to be
there. I can tell when they care. She didn’t seem to care. If they don’t want to be there,
neither do I.
The creation of a positive classroom environment is paramount for participants to feel
comfortable building a relationship with professors. All 15 participants explained that when a
professor creates and maintains a positive environment, they are believed to be approachable.
And when professors are approachable, participants indicated that they believe the professor

CAMPUS CLIMATE AND STUDENT MOTIVATION 67
enjoys their job and feel comfortable and sometimes compelled to get to know the professor.
This environment is interpreted as a positive climate.
The participants explained that relationships most often develop by approaching the
professor either after class or during office hours. As the participant and professor get to know
each other, participant motivation to perform well in class increases, and perceptions of climate
are either enforced or dispelled. This directly supports the conceptual framework. Modeled after
Social Cognitive Theory, the conceptual framework demonstrates that personal factors, such as
the attitudes of faculty result in behavioral factors, such as language used, and behavior
conducted in the classroom setting. This, in turn, creates environmental factors such as norms
and resulting influences on others, or students, and results in a positive or negative influence on
motivation. Table 6 outlines the frequency of mentions related to student experiences:
Table 6
Elements necessary to developing a relationship with professors
______________________________________________________________________________
Variable Number of participants referencing Frequency of participant mentions
Professor approachability 15 27
Professor engagement 15 22
Open and warm body language 13 20
Positive and encouraging language used during class 15 19
______________________________________________________________________________
This table demonstrates the frequency with which each behavior was mentioned by
participants during interviews and is detailed in the following themes.
Professor Approachability
To feel comfortable in a classroom and develop a relationship, all 15 participants
indicated that it’s important that the professor seems approachable. For the perception that a
professor is approachable, participants explained the need to believe that the professor enjoys
their job and actively wants to teach, as detailed in previous findings. As noted by Participant 8:

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I can tell when a professor wants to be there. That makes me feel like they actually care
about the class and their students wanting to learn and want us around. All of my
professors have been cool. It’s easy to make a relationship with them. I just walk up to
them and introduce myself and ask questions about them, and like what made them
interested in their profession to get to know them a little better. They’re nice. It’s cool
here.”
Later in the same interview, Participant 8 continued: “When the teacher actually cares
about their class, I feel like they’re rooting for my success.”
Approachability is reciprocal as a foundational element of developing a relationship.
While several students indicated comfort in approaching a professor directly in an attempt to
build a relationship, nine students explained that relationships developed when professors
approached them to begin a dialogue. In eight of the nine descriptions, connections were made
either before or after class. Participant 11 shared the following:
I asked a few questions during one class and he told me to hang back so we could discuss
further. After that, I stayed after class for like maybe five minutes every once in a while
to just chat. He gave me advice on well, like I said, engineering. That’s what I want to
study, and it’s super cool that now I talk to him about engineering a lot and he still gives
me advice. He’s basically become my mentor. It gets me really excited, and I am super
excited to be here.
Participant 1 shared an example of a professor engaging in individual conversations
during class: “He’ll talk to us individually during class. Like, he’ll ask one student if they have
any questions, or he’ll use one student as part of an example. I can tell he cares and wants to get
to know us.” Participant 7 further explained: “They’ll introduce themselves to the class, and then

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they’ll just kind of facilitate people asking questions, and so I’ll just ask a question and it’s pretty
cool. It makes things chill.”
When it comes to professor approachability, modality matters a great deal. Thirteen of
the 15 participants shared differences in their ability to approach professors in an online
environment versus face-to-face instruction. In every case, frustration was felt by the participants
in an online environment, and all shared less comfort in approaching their online professors.
Participant 7 explained:
Online classes are hard. It’s hard to feel like the teachers want to be there and I have a
really hard time getting them to respond. When I ask questions and they don’t respond, I
kind of just sort of give up. You just can’t build that relationship through a computer. I
feel like if I had taken those classes in person, I would have learned a lot more because of
that interaction with the professor. If they don’t seem to care, it’s hard for me to care or
want to be here.”
Participants who report developing relationships with professors describe positive
experiences and this is interpreted as a positive climate. To begin to develop a relationship with
professors, students need to believe that a professor is approachable and engaged in student
learning.
Professor Engagement With Students
Another element that contributed to the development of positive relationships was that of
professor engagement with students. All 15 participants described this as effort made by
professors to get to know their students and most interpreted it as a sign of respect from the
professor and an important element to developing a relationship. This effort by faculty created
what participants described as a personalized learning experience. Participant 6 explained: “They

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know me and I can tell that they care. Because they know me and are into it, classes feel
personalized. They apply things to us and that’s awesome.”
Similar to earlier findings where participants reported the impact of professors learning
student names, engagement was described as a deepening of a relationship a total of 22 times
across all 15 interviews. Participant 5 described this as: “He has taken the time to get to know me
and I feel like he likes me. I go to him for lots of advice and I don’t want to let him down.
Everyone said this class was awesome, and it is.” Participant 7 shared a similar experience with
the following: “I have a relationship with most of my professors, and it started with them. One
always asks us how our weekend was or just things like that. It shows they care. They remember.
That makes me care about them and makes me want to be here.”
Ten of the participants described a felt need to perform well in classes where they
perceived a connection with the professor. In every instance, this was described as a positive
environment and built over the duration of the quarter. Participant 2 described the following: “I
can tell my professors love what they do and care about my success. We know each other. That
makes me want to go to class every day and try my very best. I don’t want to let them down.”
Notably, the one participant who reported an overall negative experience at the study site shared
the following:
I can honestly say that in every one of my classes I’ve been motivated by the instructors.
They really take the time to get to know the students. They’re all very talented instructors
and I can tell that even though the administration is a mess, they really want to be there.
Even though I think this place is terrible, they’ve inspired me to do some incredible
things.

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Similar to approachability, there was a stark contrast between face-to-face and online
classes in terms of professor engagement with students. Ten of the participants expressed
frustration and feelings of perceived lack of faculty engagement toward students in an online
environment. As noted by Participant 3: “Online is just different. Just because you can’t really
build that relationship between like you and your teacher. It doesn’t really feel like they care
about us. And just for me, that’s a huge part of learning.” This participant went on to explain: “I
would have gained a lot more in person because of that interaction with the professor. It would
have meant more. I would have been way more into the class.”
Efforts made to get to know students is interpreted as a sign of commitment by the
professors and a necessary element in the development of a relationship. In instances where a
relationship is perceived to exist, climate was perceived to be positive. Another necessary factor
in the development of a relationship is open and warm body language demonstrated by the
professor.
Open and warm body language
Participants explained that they note and take cues from the professor’s body language in
the classroom, and these cues help them determine if developing a relationship with the professor
is likely or not. Thirteen of the 15 participants referenced professor body language a total of 20
times across the interviews. When body language conveys friendliness, it signals
approachability, openness and warmth, and participants are more comfortable attempting to build
a relationship with the professor. In these instances, job satisfaction is perceived to be high and
climate is perceived to be positive, and participants report positive experiences.
Demonstrated body language creates a tone for the classroom and has an impact on
perceptions of climate. As noted by Participant 4: “You could tell she was cool because she

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smiled a lot. That helped me relax in class and actually listen to what she was saying rather than
trying to figure her out. I got a lot out of that class.”
When asked to describe the body language participants perceived to be open and warm,
the following indicators were noted:
Table 7
Indicators of open and warm body language
______________________________________________________________________________
Behavior Number of participants referencing Frequency of participant mentions_____
Smile 15 20
Good posture 13 14
Moving around the classroom 9 13
Hand/arm gestures 8 13
______________________________________________________________________________
When a professor smiles, every participant indicated that it is a sign of warmth and
openness, and all participants noted it is significant when creating a positive classroom
environment and signals job satisfaction. Participants went on to explain that when a professor
smiles, it helps them relax and focus more intently on the material being presented. As explained
by Participant 1: “She smiles a lot. I like that. It breaks down the barrier and I can just focus on
class. I’m way more comfortable when talking to her and focused.” This level of comfort is
crucial in the development of a relationship with the professor. Participant 6 shared: “She just
always smiled and seemed happy to be there and I wanted to get to know her. I wasn’t
intimidated at all to introduce myself. I loved that class.”
Good posture was described a total of 14 times by 13 of the participants as standing
upright with feet and body positioned to the class when talking. Eight of the participants
referenced this as a barrier in an online environment by sharing that because of the modality,
gauging posture was particularly challenging. Participant 15 explained: “It was hard to tell. That
signal was missing so it was hard to bridge that gap between me and him.” Participant 2 shared a

CAMPUS CLIMATE AND STUDENT MOTIVATION 73
negative experience: “She seemed exhausted. She was just sort of always slumped over. It was
hard to pay attention or care and I never got to know her. That was one of my least favorite
classes.”
Natural movement around the classroom was also indicated as a sign of warm and open
body language by nine of the participants. Notably, participants most often described its
importance through a negative comparison. Participant 8 shared: “She looked really
uncomfortable. She just stood in front of the class and didn’t move. I found my mind fixating on
what she was doing. I couldn’t even tell you what I learned in that class or anything about her.”
Lastly, natural hand and arm gestures were referenced as a sign of warm and open body
language and also most frequently described through negative comparison. The eight participants
explained that hand and arm gestures that did not feel aggressive or unnatural added a
comfortable element to the classroom environment, but situations where these movements felt
aggressive were a distraction. As noted by Participant 2: “He would wave his arms around
almost like he was ranting. It felt confrontational and was super distracting. He looked insane.
There was no way I was getting to know that guy.”
Body language sends signals to participants as to a professor’s openness and these signals
are considerations in developing relationships with faculty. In classroom environments where
open and warm body language is lacking, participants were distracted, reported fewer and less
satisfying relationships with professors, and perceived the climate to be negative.
Positive and encouraging language used during class
While body language sends subtle cues to the participants, verbal language used by
professors during class also has a strong impact on ability to develop relationships and
contributes to perceptions of climate. Words of encouragement and affirmations were explained

CAMPUS CLIMATE AND STUDENT MOTIVATION 74
by all 15 participants to add to a positive classroom environment and overall climate and are a
contributing factor to student engagement and motivation. When positive language was used by
professors, it was encouraging and signaled a willingness to develop a relationship.
Encouragement was perceived to be an indication of a positive climate and as a validation of the
participant’s ability to succeed.
Participants shared that when a professor demonstrated their belief in the student’s ability
to succeed in class through the language used and words of affirmation, participants tended to
believe the sentiment and the impact is powerful. Affirmations created the perception of job
satisfaction and positive climate and the belief that the professor was an advocate for the student.
Every participant that spoke to this behavior shared an experience that resulted in a meaningful
relationship with the professor. Participant 3 explained:
I was not excited about that class. Statistics is hard for me. By the end of the first week, I
was planning to drop the class, which would have kept me from graduation. I was super
nervous, but she kept telling me that she knew I could do it and eventually I believed her.
She really cared and it felt like we were in it together. It’s like she believed in me more
than I believed in myself, so I really tried. I studied super hard because I didn’t want her
to be wrong. I actually got an A in that class, which is crazy because I was going to drop
that class. I still stop by her office occasionally to chat because I really like and
appreciate her.
This sentiment was echoed by Participant 14: “She was super encouraging. When the
professor is with you and rooting for you to succeed, I don’t feel alone in it. When it feels like
they care, it makes me care more.” Participants interpreted positive and encouraging language as
a signal that the professor is invested in the student’s success and wants them to succeed. As

CAMPUS CLIMATE AND STUDENT MOTIVATION 75
explained by Participant 5: “It makes me feel good. It just makes it seem like there’s a
connection there between me and the professor and it makes me feel like they care and want to
be there. Like they’re there for me.”
Verbal language used by professors during class has a strong impact on a student’s level
of comfort in developing relationships with faculty, and perceived climate influences and
contributes to the development of these relationships. When positive and affirming language is
used by professors, it is seen as an invitation to develop a relationship, and a validation of the
participant’s ability to succeed. This results in higher levels of perceived job satisfaction and
climate and influences student motivation.
The findings above collaboratively influence student experiences and perceptions of
campus climate. Climate impacts student engagement and the level of learning and influences the
attainment of skills and course outcomes. Faculty are largely responsible for creating these
perceptions based on behavior in and out of the classroom, course structure and organization, and
through the development of meaningful relationships. When the climate is perceived to be
positive, student engagement and effort increase. This has implications for future courses or offcampus opportunities where skills or learning objectives are applied and has the potential to
influence attainment and earning potential. Findings for the second research question are
outlined next and detail the impact of climate on student motivation to persist toward degree
completion.
Findings for Research Question 2: How does campus climate impact student motivation to
persist toward degree completion, if at all?
The second research question explored the impact of climate on student motivation. All
15 participants shared that they perceive climate through the interactions with and behaviors of

CAMPUS CLIMATE AND STUDENT MOTIVATION 76
the professors and the classroom environments that they create, as explained in the findings
above. Universally, participants referenced the microclimate of a classroom, rather than the
macroclimate of a campus environment. In the interviews, participants also used “vibe” and
“feeling” when describing climate. When asked to share examples of motivated behavior,
participants described the following:
Table 8
Motivated student behaviors
______________________________________________________________________________
Behavior Number of participants referencing Frequency of participant mentions
Attending class 15 28
Paying attention in class 8 27
Engaging with class materials 13 19
Seeking support resources as needed 5 14
______________________________________________________________________________
When students perceived a positive climate, motivation increased and they actively
engaged in these behaviors. The following findings detail the impacts of climate on student
motivation to persist toward degree completion.
Finding 1: Climate impacts student motivation
Students take cues from the attitudes and behaviors of professors and the organization of
classroom environments to form perceptions about job satisfaction and climate. Based on these
perceptions, students determine if developing a relationship with the professor is likely. In
environments where climate is perceived as positive, the professor is thought to be approachable,
receptive, and open to developing a relationship with the participant. The perceived climate
impacts student motivation and results in various behaviors. Participants described the following
behaviors as those that occur when motivation is high.

CAMPUS CLIMATE AND STUDENT MOTIVATION 77
Attending class
All 15 participants shared that they were more likely to attend class when the climate was
perceived to be positive. In these instances, participants described the microclimate of a
classroom, rather than the macroclimate of a campus. Attending class is of particular interest as
community college students are very likely to have high time demands outside of campus
commitments. As described in earlier chapters, these students are very likely to be employed and
have family obligations and attending class is a commitment that requires prioritization and time.
Participants indicated that they are more likely to prioritize attending class when the climate, or
classroom environment, is positive. When describing a particularly challenging class, participant
5 shared the following: “We’re in it together. It’s super cool. They make a tough environment
easier. It makes me wanna go to class and work a little bit harder. So yeah, I think that definitely
does make me wanna show up and try.”
As noted in previous findings, students perceive climate in part based on the behaviors of
professors. The behaviors displayed by professors signal beliefs about job satisfaction and
climate that are used when a student is determining their level of motivation to attend class.
Participant 2 explained:
I like community colleges because they are low key. I mean, I don't take it any less
seriously, but if you don’t go to class, it’s usually not a big deal. Teachers understand that
we’re busy. I usually always go to the classes where I can tell that the teacher is into it
and wants to be there. When they care, I care more. When they don’t, I usually skip that
class. I mean, who cares? It sucks though because I do better when I go to class.
Participants are more likely to attend class when the climate is positive. However, there is
a distinction between attending class and paying attention in class.

CAMPUS CLIMATE AND STUDENT MOTIVATION 78
Paying attention in class
Eight participants described a difference in attending class versus paying attention in
class. While both are conscious decisions made by the student, they are not mutual. Participants
described classes that were attended in which they did not pay attention and this decision was
made based on the climate of the classroom. As described by participant 14: “Yeah, I was there,
but I was totally checked out. He was so boring that my mind kept wandering. I could tell he
didn’t care, so I sort of stopped caring. I hardly paid attention in that class.”
However, all eight participants shared that when the climate is positive, they are more
likely to pay attention. Generally, participants were more motivated in classes where the
professor’s behavior was engaging and the classroom was organized. Participant 1 shared:
Most of my professors have been super into it. I can tell that they love what they do and
that they want to be there. The vibe is just really good. It’s almost like I hang on every
word because they make it so interesting. I get a lot out of those classes.
In addition to attending and paying attention in class, 13 of the 15 participants described a
commitment to engage with class materials when the climate is perceived to be positive.
Engaging with class materials
Motivation impacts the decision to engage with class materials. Class materials were
described as textbooks, equipment such as machinery and microscopes, and artifacts such as
provided notes and case studies. All 15 participants referenced at least one requirement for every
class, most commonly a textbook. Engagement was described as interaction with class materials,
such as completing the assigned readings or reviewing class notes. In instances where the climate
was described as positive, participants described higher rates of engagement with class materials,
and reported being more motivated to complete course requirements.

CAMPUS CLIMATE AND STUDENT MOTIVATION 79
Thirteen of the 15 participants made reference to the volume of required course work. All
13 described situations where the coursework, most commonly required readings, felt
overwhelming. However, in every instance, the participant explained that they felt a commitment
and desire to keep up with class demands when climate was perceived to be positive. Participant
2 described: “He brought his A game to class every day and there was a lot of work in that class.
His enthusiasm was contagious, so I did my part to keep up. It was a lot, but I wanted to do it.”
One participant shared the opposite experience. As described by participant 4: “I just got the
feeling that he didn’t care. Something was just off. I never did the reading or case studies
because there was no point. I didn’t care.”
Engaging in class materials is a commitment of time and energy on the part of the
student. Motivation to complete coursework was determined by the classroom climate. As
explained, environments that are positive draw higher levels of student motivation to engage
with materials than environments that are not seen as positive.
Seeking support resources
The study site has a number of on-campus student support resources such as math and
English tutor centers, libraries, computer labs, and student success centers. The use of these
resources was described by five participants and referenced a total of 14 times. The participants
that use on-campus support resources report using them frequently.
Of the participants that do use support resources, the commitment to do so was noted as
an allocation of time and energy. This commitment was explained by each of the five
participants as a natural outcome of felt motivation. Participant 11 described the following
situation:

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I really only go the extra mile of seeking support resources when it feels like the
professor cares. It’s like I want to equal their effort. I do have classes where it seems like
the professor doesn’t care, so I don’t really try as hard. But most of my teachers try really
hard and I feel like they genuinely care about us. It feels good. And I want to show them
that I care about my success too by doing well in class. For me, that means studying in
the library. I have 3 kids at home so it’s hard for me to do it there. I’ve also used the math
center. My math teacher last quarter was awesome and class was super fun, if you can
believe that. So, I tried really hard.
Students who perceive the climate to be positive feel more motivated to apply themselves
in a variety of ways. Behaviors that describe motivated actions include attending class, paying
attention in class, engaging with class materials, and seeking support resources. The level of
motivation to make the effort to apply these behaviors is determined by the classroom
environment. When professors create a positive classroom environment, student motivation
increases. Based on motivation to succeed, learning outcomes may increase. Students who are
motivated to learn the class material may experience higher rates of success and deeper learning
than those who are not. This may have implications on long-term achievement such as the ability
to transfer to a four-year university and opportunities for job attainment, and ultimately impact
lifetime earning potential.
Summary
It is clear that students take cues from professor behaviors and that collectively when it is
perceived that a professor is engaged, cares about student success, and appears to have high job
satisfaction, students report better experiences, perceive the climate to be positive, and report
higher levels of motivation. The study site is largely a commuter institution, with very few

CAMPUS CLIMATE AND STUDENT MOTIVATION 81
students living on campus. Therefore, most interaction with the institution is through the faculty.
Faculty play a significant role in shaping student experiences, and through variables and
behaviors such as approachability, responsiveness, course structure, and body language, students
make judgments about campus climate and resulting motivation is impacted. When students
perceive a positive climate, they are more comfortable in the classroom and in developing
relationships with professors. With this, motivation increases. A focus on creating and
maintaining a positive climate presents a viable opportunity for increased student success. The
next chapter outlines recommendations for fostering and maintaining a positive campus climate
with a focus on positively impacting student motivation to encourage persistence toward degree
completion.

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Chapter Five: Discussion and Recommendations
The purpose of this study was to examine the impact of campus climate on student
motivation to persist toward on-time degree completion at a community college in Washington
State. The study addressed the following research questions:
1. What are student experiences with campus climate?
2. How does campus climate impact student motivation and persistence toward degree
completion, if at all?
The findings were grounded in Social Cognitive Theory using qualitative methodology
and student interviews to collect and analyze data. This chapter provides a discussion of the
findings and provides recommendations for practice, concluding with limitations and
delimitations and recommendations for future research.
Discussion of Findings
This section reviews the findings outlined in Chapter Four in context of existing literature
and Social Cognitive Theory as the theoretical framework for examination.
People are the products of their environments and by selecting, creating, and
transforming their environmental circumstances, they are the creators of outcomes (Bandura,
2000). In Bandura’s (1999) model of reciprocal causality, internal personal factors of the
individual such as temperament and personality create behaviors such as actions, facial
expressions, and verbalizations to create an environment that impacts others through culture,
climate, and norms. These three tenets of Social Cognitive Theory intersect as determinants that
influence one another bidirectionally and create outcomes.
Given the lack of on-campus housing at the study site, virtually all students commute to
campus, making interactions with professors their primary source of involvement with the

CAMPUS CLIMATE AND STUDENT MOTIVATION 83
college. Consistent contact places faculty in the position most likely to influence student
perceptions, motivation, and resulting behaviors. However, Barnett (2010) noted that faculty’s
role in student persistence decisions has largely been understudied, and that the role of faculty is
barely mentioned in existing research on student persistence. This study found that the personal
and behavioral factors of professors create an environment that impacts student perceptions of
both the faculty member and the climate. From this, students make decisions about the ability to
approach the professor and cultivate a relationship, and these perceptions and decisions result in
varying levels of engagement and motivation to persist. However, this theory purports that
behaviors and resulting outcomes will also change when there is a change to the environment.
Therefore, through this framework, it is expected that a change in personal factors, behavior, and
the environment, or climate, will result in a change in outcomes, or student motivation. This
relationship is outlined below using the three tenets of Social Cognitive Theory.
The Impact of Personal Factors on Student Motivation
Every participant referenced temperament and personality as an indication of the
professor’s willingness to engage and develop a relationship with the student. Students interpret
these personal factors as job satisfaction and an indication of climate and feel more comfortable
developing a relationship with the professor when temperament and personality are thought to be
positive. Participants shared that when a relationship existed, student experiences were positive.
Students in classes where the professor was described as having a positive temperament and
personality experienced greater motivation than in classes where these traits were perceived to be
lacking.

CAMPUS CLIMATE AND STUDENT MOTIVATION 84
The Impact of Behavioral Factors on Student Motivation
The temperament and personality of faculty result in actions that send signals to students
through behaviors, body language, and verbalizations. These create perceptions of professor
attitudes, care, engagement, and job satisfaction. Research by Parnes et al. (2020) found that
behavioral factors were more frequently associated with positive effects on student motivation to
persist when compared to categories such as stimulating and meaningful learning, presentation
skills, and assessment. Positive behaviors of faculty that engender feelings of self-worth and a
belief in the students’ ability to succeed in the college environment is of top importance (Rendon
1994, 2002). Therefore, increased focus on positive and engaging verbal and non-verbal
communication by faculty is paramount.
Osterman (2000) found that perceived teacher caring was strongly correlated with
academic effort. In addition to body language and verbalization, all 15 participants described
experiences with levels of care based on behaviors such as course organization, structure, and
delivery of course lectures and materials. Barnett (2010) found that caring instruction is one of
the top predictors of a student’s sense of belonging, and that higher levels of faculty validation
predict stronger expressions of student intent to persist.
The Impact of Environmental Factors on Student Motivation
Taken together, personal and behavioral factors create environmental factors that result in
climate. Participants in this study spoke more about the microclimate of a classroom
environment than the macroclimate of campus. In classes where the climate was perceived to be
positive, students felt higher rates of motivation and displayed commitment behaviors such as

CAMPUS CLIMATE AND STUDENT MOTIVATION 85
attendance and focus, which illustrates the significant impact that faculty play in the resulting
behaviors of students.
Community colleges offer an access mission built on affordable tuition and an open-door
admissions policy, providing a viable, and sometimes only, option for obtaining post-secondary
credentials, workforce training, and increased lifetime earning potential for this student
popultion. With 62% of full-time community college students employed while attending school,
and 72% of part-time students employed, these students juggle competing priorities, such as
work and family obligations, demonstrating the commitment of this population (COE - College
Student Employment, 2022). While most community colleges are focused on student success,
Baily (2017) noted that efforts by community colleges to boost completion have focused on three
areas: student support services, instructional support, and changes in classroom instruction. It is
worth noting that each of these areas of focus requires financial resources, whereas focusing
institutional priorities on improving campus climate in an effort to shift environmental factors
presents a significant opportunity to foster, maintain, and increase student motivation, a felt
sense of belonging, and may result in higher completion rates. Cultivating a positive climate is a
potential lever to promote success, engagement, and well-being in college.
Community colleges are known for small class sizes and opportunities for consistent
contact between faculty and students, making the role of faculty in the development of student
perceptions significant. The influence of faculty presence and behavior in classroom
environments, and the structure and organization of those environments, send signals that creates
and reinforces perceptions of faculty job satisfaction and climate, which greatly impact student
motivation and resulting behavior. Positive behaviors of faculty that allow for the development

CAMPUS CLIMATE AND STUDENT MOTIVATION 86
of relationships and engender feelings of self-worth and demonstrate a belief in the students’
ability to succeed is of top importance (Rendon 1994, 2002).Given the lack of research focused
on this problem of practice and this specific student population, the recommendations below
have been designed to address a gap in the literature while furthering research on elements that
impact student success.
Recommendations for Practice
This section outlines three recommendations based on findings from the study. While
there are several efforts that a community college could implement to ultimately influence
student motivation, the significant impact of faculty on the student experience is both
understudied and notable. Therefore, these recommendations are developed to address the
problem of practice and shed light on the influence of faculty and the resulting impact of campus
climate on student motivation to persist toward degree completion in a community college
setting. Each recommendation has been developed to address multiple findings and themes that
surfaced in this study, with consideration given to the significant resource constraints often faced
by these institutions. The first recommendation is to institutionalize fostering a positive climate
by establishing shared values and including improved climate as a strategic goal. This will allow
community colleges to operationalize improved climate as a campus-wide initiative and focus
efforts and resources toward accomplishing this goal. Leveraging the consistent contact with
students and the demonstrated influence of faculty on student motivation, the second
recommendation is to incorporate evidence-based communication training in on-going
professional development efforts. This will help faculty best understand their role in shaping
student motivation while improving these learned skills. Taken together, this consistent effort
will be in alignment with shared values and institutional goals. Lastly, because the study site

CAMPUS CLIMATE AND STUDENT MOTIVATION 87
does not utilize best practices or a standardized format for online classroom organization,
participants reported confusion and frustration at the lack of consistency. Therefore, the third
recommendation is to standardize online class structure and organization using best practices.
Each recommendation is described in detail in the following sections.
Recommendation 1: Establish Organizational Values and Strategic Goals that Focus on
Improving Campus Climate
Organizational performance significantly depends on job performance, making
employees the backbone of collective success (Hidayati et al., 2022). Research by Ahmad et al.
(2018) finds that organizational climate and individual personality are the important constructs in
determining job satisfaction. This research finds that employees who perceive their
organizational climate as open, cooperative, supportive, friendly, and empathetic are more highly
satisfied and engaged than those operating in climates where these attributes are lacking.
Every participant described experiences with faculty attitudes, presence in the classroom,
delivery style, and perceived commitment to student learning, and explained how these
experiences created perceptions about climate that impacted motivation. A review of the most
recent PACE survey metrics at the study site revealed that faculty report below average ratings
for professional motivation and institutional cooperation, and students report student-faculty
interaction 10 points below the normbase mean. Collectively, these two metrics point to a
campus climate with opportunity for improvement. A review of the conceptual framework shows
that campus climate is the totality of environmental factors that influence others, including
colleagues and students. Therefore, institutional prioritization on improving climate is
recommended.

CAMPUS CLIMATE AND STUDENT MOTIVATION 88
It is first recommended that the administration at the study site embed improved campus
climate as an institutional value and goal as part of the current strategic plan update. By elevating
the importance of climate to the strategic level, it will create transparency while communicating
its significance. By identifying improved climate as an organizational value, it will begin to
create collective ownership and allow the allocation of resources such as time, focus, and
funding to this effort. To achieve this recommendation, improving climate must be a campuswide effort. As such, including this initiative as an institutional value and identified strategic goal
will serve to communicate its importance and allow leadership to establish a framework for
implementation and evaluation that will impact current staff and faculty, serve as metric when
making hiring decisions, and ultimately impact student experiences and resulting motivation to
persist.
Once an institutional framework is created to achieve the recommendation, it is
recommended that success be measured against future PACE survey results, CCSSE scores, and
ultimately student completion numbers. As the body of research and theoretical framework
suggest, improvement in campus climate should result in increased student engagement and
motivation to persist toward degree completion. This has the power to impact student lifetime
earning potential and job prospects while ultimately supporting local and regional economic and
industry development.
Recommendation 2: Regularly Incorporate Evidence-Based Verbal and Nonverbal
Communication Training in Professional Development
Gaff (1974) first conceptualized professional development in higher education as
activities designed to help teachers improve their teaching skills and enhance the organizational

CAMPUS CLIMATE AND STUDENT MOTIVATION 89
climate for education. Among the expected outcomes of professional development, the author
lists changes in attitudes toward teaching and faculty development, gains in knowledge and
skills, changes in teaching behaviors, and changes in organizational practice and student
learning. Hynes (1984) found that professional development should be a continuous process and
notes that sporadic workshops and lectures on a wide range of topics do not result in sustained
changes in teaching behaviors. Rana (2015) found that effective communication is a learned skill
and that it takes time and effort to develop. The more effort and practice, the more instinctive
and spontaneous positive communication skills become.
As a commuter institution, faculty are the most common point of contact for students,
further demonstrating the influence on the student experience. Faculty at the study site are
contractually obligated to engage in quarterly professional development sessions. Historically,
the focus of these sessions has been established by the administration, with little input from the
faculty, and delivered in person during scheduled professional days. These days are embedded
within the academic quarter, but not teaching days. All faculty attend these sessions to deeply
engage with the presented topic. Recent professional development topics have included DEI
awareness, training on supporting emotional needs of students during times of crisis such as a
pandemic, and an overview of the study site’s HSI designation. In the past 10 years, verbal and
nonverbal communication training has not been included in professional development at the
study site. Participants referenced positive verbal and nonverbal communication by the professor
as a necessary precursor to developing a relationship a total of 39 times across the 15 interviews.
The behavioral factors of language and actions outlined in the conceptual framework have been
shown to create an environment that impacts student experiences.

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There are several elements involved in creating and maintaining positive communication,
three of which are body language cues, verbalizations, and using listening skills effectively.
When applying these learned skills, the quality of social interactions improve (The 7 Benefits of
Effective Communication in Personal and Professional Settings, 2019). Additional research
finds that leaders who use communication effectively with those around them see better
productivity and improved relationships, and that a friendly demeanor, confidence, and open
body language are paramount when developing good relationships (The 7 Benefits of Effective
Communication in Personal and Professional Settings, 2019). The report lists the following
benefits of improved communication skills:
Table 9
Benefits of effective communication
____________________________________________________________________________
Benefit Description_______________________________
Building trust Active listening and embracing different points of
view helps others trust that you value their insight
Providing clarity and direction Delivering clear expectations and objectives
eliminates confusion
Creates better relationships Listening carefully and offering quality feedback
helps others feel heard and understood,
ultimately nurturing mutual respect
Increases engagement Helping others feel more confident in their work
and in their understanding of expectations,
they become more engaged
Improves productivity Clear understanding of roles and expectations
reduces distractions and allows others to focus more
intently on their work
______________________________________________________________________________
In alignment with the institutionalized value and strategic goal of improving climate, it is
recommended that administrators and faculty work together to identify an evidence-based
framework and structure for this professional development that delivers the content in person

CAMPUS CLIMATE AND STUDENT MOTIVATION 91
while capturing the material electronically. Because faculty are contractually obligated to attend
regular professional development sessions, this allows the institution to consistently leverage this
captive audience while faculty build on and improve existing communication skills. It is
recommended that all trainings be recorded and included in an online repository that is used as a
reference library for faculty and when onboarding new faculty members. After identifying the
framework and structure, it is recommended that initial communication by administrators to
faculty outlining this as an element of the newly-adopted strategic plan begin in April of 2024
with an anticipated first delivery during required in-service trainings before the start of the 2024-
2025 academic year. Verbal and nonverbal communication training that incorporates best
practices should be a significant and consistent focus of professional development during the
academic year. As a learned skill, delivery of these trainings should be embedded within Social
Cognitive Theory, with an emphasis on educating and reminding faculty how to verbally and
nonverbally present and interact with students in the classroom. It is recommended that faculty
be consistently reminded of their impact on the student experience, the importance of developing
meaningful relationships to students, and faculty influence on resulting motivation to further
explain the focus and potential outcome. After this first year of deployment, it is recommended
that verbal and nonverbal communication skills training be embedded into all future professional
development sessions, with annual assessments of effectiveness determined through formative
and summative evaluations completed by faculty and by monitoring of the CCSSE scores
reported by students. Based on these evaluation tools, it is recommended that adjustments to
future training be made.
Regularly incorporating verbal and nonverbal communication training in professional
development will remind faculty to use positive and warm verbal and nonverbal communication

CAMPUS CLIMATE AND STUDENT MOTIVATION 92
to help create an environment that communicates approachability and openness to students and
improves communication with other faculty and members of the administration.
Recommendation 3: Standardize Online Class Structure and Organization
Research by Lee et al. (2012) focused on various organizational approaches to online
course structures and found that standardization is important as learners appreciate continuity
across classes, and that this continuity results in higher degrees of student engagement and
learning. The authors further note that while professors are subject matter experts, they are often
not trained in online course development. And, given the diverse student population of a
community college, familiarity and comfort in a virtual environment varies widely, which serve
to increase the need for standardization. When standardized, online course formats and structures
create an environment that has a positive impact on students. Therefore, the recommendation is
to standardize online class formats and structure.
Participants stressed the importance of organized and structured classroom environments
31 times as a contributing factor to their experience and interpreted this as an indication of
professor care and commitment. Interview participants shared frustrations with disorganized
classroom environments and explained that these environments created a negative impact on
class engagement. Twelve of the 15 participants reported an organized classroom environment
and consistently reliable professor availability and communication as signs of professor effort
and care, and that this effort and care created positive classroom environments and experiences.
Nearly all classes at the study site incorporate an online component. This varies from
fully asynchronous online courses to in-person courses that use an online classroom as a
repository for course materials and the mechanism with which students submit homework and
participate in discussions. Because there is no guidance on online course format or structure at

CAMPUS CLIMATE AND STUDENT MOTIVATION 93
the study site, professors are left to establish their own course organization system, resulting in
wide variety and no continuity. As a result, students need to learn the navigation and
organization system each quarter for each class. As reported by the participants, this often results
in frustration and serves as a demotivator.
This standardized organization and structure should begin with a review of best practices
and the resulting development and adoption of a policy that standardizes online course structure,
design philosophy, and expectations for faculty. Without a sanctioned policy framework,
professors are left to design and develop course materials without any reference to student, peer,
or administrator practices and perceptions, resulting in a wide range of variability. This
philosophy and policy outlining institutionalized structure and design of online courses should
serve as a blueprint for all instructors and include an initial training for all faculty, and
subsequent training for new faculty. Dykman and Davis (2008) outline a number of best
practices for standardizing online courses, including developing an institutionally standardized
look and feel for all courses, a formal statement of expectation for students, creating complete
introductory profiles for each professor that detail educational and professional background
information, as well as appropriate personal information, modular course content, and
standardized grading timelines. Once the course structure is created, the authors go on to list
opportunities for collaboration between students and consistent interaction from the professor as
additional attributes to well-designed online learning environments.
A model developed by Lee et al. (2012), called the Highly Specified Approach
recommends establishing an extensive series of components and standards that each online
course must adhere to, such as expectations on timelines for responding to students, multiple
assessment techniques, and frequent and consistent communication. The advantages of this

CAMPUS CLIMATE AND STUDENT MOTIVATION 94
model are the high level of structure and consistency of all online course components and quality
management. Collectively, this standardized approach will reduce the frustration felt by students
as they attempt to learn a new organizational system for each course and will enhance the student
learning experience while positively impacting motivation.
Limitations and Delimitations
This research design includes inherent limitations and delimitations. Limitations are
impacts and influences on a research study outside of the span of control of the researcher.
Delimitations are purposeful choices made by the researcher that affect the study. The first
limitation includes the campus experience of the study respondents. The manner in which each
student has interacted with faculty and staff has influenced their experience and shaped their
perceptions of climate. Second, this research was conducted on community college students who
were likely enrolled during the COVID-19 pandemic, and therefore completed some or all
coursework online. This may have influenced the participants’ ability to gauge campus climate.
The study site returned to face-to-face instruction during the 2022-2023 academic year, though
most classes have retained an online component. Third, given that the researcher is a faculty
member at the study site, it is possible that implicit bias exists and there may have been the
perception of a position of power that influenced the comfort of the participants to share beliefs,
feelings, and attitudes. Fourth, interviews were conducted with participants who volunteered to
participate. Given this, participants may have had a pre-existing bias influenced by positive or
negative experiences with the campus in general, or individual professors. Fifth, this was a
bounded study and is therefore not generalizable. Sixth, semi-structured qualitative interviews
present an inherent opportunity for human error at various stages of the study (Merriam &
Tisdell, 2016).

CAMPUS CLIMATE AND STUDENT MOTIVATION 95
This study also includes delimitations, or researcher decisions that may impact the
outcome. The length of the interview may be a delimitation as it is understood that students are
busy and the nature of a community college student is to have multiple, and often competing,
priorities. Second, timing may be a delimitation. This research was conducted during spring
quarter, which is often the busiest quarter of the academic year for many students as they look
toward graduation or summer plans. A third delimitation is the number of interviews. A total of
15 interviews were conducted, which provide thick, rich data and identify themes related to the
research questions, but it is not comprehensive of all community college students.
Recommendations for Future Research
Further research should focus on calculating the return on investment realized by these
recommendations as compared to other institutional resources designed to promote student
success. Quantifying costs and benefits, and return on investment, of the above recommendations
as compared to other investments such as capital and resource allocations is an important
component of demonstrating value. Second, future research should compare on-time completion
rates and PACE and CCSSE survey results of institutions that do include climate as an
institutional value and strategic goal against those institutions that do not. This comparison may
shed light on the impact of elevating campus climate to the highest level.
Conclusion
The purpose of this study was to examine the impact of campus climate on student
motivation to persist toward on time degree completion at a community college in Washington
State. The national industry standard for on-time completion with an Associate degree at a
community college is three years (IPEDS, n.d.), and research has found that 22% of students
graduate within that timeframe (Chen, 2022). Community college students are a mix of full and

CAMPUS CLIMATE AND STUDENT MOTIVATION 96
part-time students, likely employed, and include first-generation, single parents, and disabled
students, and have an average age of 27 (“Fast Facts 2022,” n.d.). With an open-door admissions
policy that guarantees access, these institutions afford greater participation in higher education,
especially for individuals with limited opportunities. Research on lifetime earning potential notes
a difference of $400,000.00 between those who hold an Associate degree, and those who hold a
high school diploma (Tina & Tina, 2018). Decades of research has identified institutional
variables designed to support student success with modest increases in completion rates. Yet
virtually no research has previously been conducted on the impact of climate on student
motivation to persist. This gap in the research and potential to change lives created an interest to
study the impacts on motivation more deeply. Given the competing priorities of community
college students, enrollment and persistence are demonstrations of commitment by the student.
To best support success, it is crucial to fully understand all impacts on motivation as degree
attainment directly affects future opportunities, lifetime earnings, unemployment rates, and
supports a strong workforce.
Participants in this research study were forthcoming and open with the information that
they shared. They openly described their experiences at the study site, specifically referencing
faculty members that had either a positive or negative impact. Understanding the bidirectional
relationship outlined in the conceptual framework is important as it serves as one significant
influence on student motivation to persist toward degree completion. Institutions that implement
the recommended strategies have the opportunity to enhance climate and resulting student
motivation to persist toward degree completion. Students who complete their degree are able to
either transfer to a four-year university or enter the workforce with the training and credentials
they have earned. Both of these options can significantly enhance the student’s future

CAMPUS CLIMATE AND STUDENT MOTIVATION 97
opportunities, including higher lifetime earning potential, increased employment prospects, and
positive contribution to the local and regional economy. Collectively, these outcomes have the
power to impact not only the student and their future, but may positively potentially influence
those around them.

CAMPUS CLIMATE AND STUDENT MOTIVATION 98
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APPENDIX A: Interview Protocol
Research Questions:
This study aims to understand student experiences with campus climate and learn more about the
impact on motivation for on-time completion. The research questions explored are:
1. What are student experiences with campus climate?
2. How does campus climate impact student motivation and persistence toward degree
completion, if at all?
Respondent Type:
Students who are currently enrolled and have completed at least 45 credits at the community
college study site and have volunteered for participation.
Introduction to the Interview:
• My name is Jennifer Korfiatis and I’m a Doctoral student at USC and a faculty member
at this institution. Today I am here wearing my researcher hat and am really interested in
learning more about your experience as a student.
• The purpose of the study is to explore the impact of campus climate on community
college student perceptions and experiences to learn more about influences on student
motivation. Campus climate is defined as a reflection of individuals’ perceptions
regarding the quality and characteristics of the organization. Some think of this as the
“vibe” or “feeling” of an organization.

CAMPUS CLIMATE AND STUDENT MOTIVATION 112
• This interview is confidential; no one from your school will have access to your
individual interview data, and no identifying information about you will be shared in any
reports.
• You have the right to withdraw from this study at any time without consequence.
• There is no cost to you for participation.
• At the end of this interview, you will be given a $20.00 Amazon gift card for
participation. Receipt of this gift card is not dependent on answering all of the questions.
• Do you have any questions about this study?
• I am hoping to record this interview for notetaking and analysis purposes. Do I have your
permission to record?
• I will also be using a pen and paper to take notes to ensure that I capture all of your input.
• I really do appreciate your time and input. Are you ready to get started?
Interview Questions
1. Tell me about yourself and what inspired you to attend this college?
2. Tell me about your student experience at this college. (RQ1)
a. What makes you say that? Can you share more about that?
3. Please describe your experience with the campus climate at this college. (RQ1)
4. In what ways do you feel the campus climate has positively affected your academic
performance, if at all? (RQ1)
5. In what ways do you feel the campus climate has negatively affected your academic
performance, if at all? (RQ1)

CAMPUS CLIMATE AND STUDENT MOTIVATION 113
6. When you think of the classes you have taken so far, or are currently taking, can you
share examples of times you have been able to build meaningful relationships with your
professors? (RQ1)
a. What has made those relationships meaningful to you?
7. How were those relationships developed? (RQ1)
8. Can you tell me more about how you felt in that environment(s)? (RQ1)
9. How did the relationships impact your performance in class, if at all? (RQ2)
10. Can you think of a time when a faculty member’s actions or words made you think about
not continuing your studies? If so, please tell me about it. (RQ2)
11. Can you think of a time when a faculty member’s actions made you feel valued and really
motivated to persist toward your degree? If so, please tell me about it. (RQ2)
12. When you think of your time on campus so far, can you share examples of times you
have been able to build meaningful relationships with staff? (RQ2)
a. What has made those relationships meaningful to you? (RQ2)
13. How did the relationships impact your experience at this college, if at all? (RQ2)
14. What resources or support systems have you used on campus that have positively
impacted you to continue your studies and graduate? (RQ2)
15. If there was one thing you could change about this college based on your experience,
what would it be?
16. If there was one thing you would like to see this college continue doing, what would it
be?
17. In closing, do you have any additional thoughts that you’d like to share?

CAMPUS CLIMATE AND STUDENT MOTIVATION 114
Conclusion to the Interview:
Thank you so much for your participation. Your responses will be analyzed along with the
responses of other students to better understand the impact of campus climate on student
experiences. Thank you for your time.

CAMPUS CLIMATE AND STUDENT MOTIVATION 115
Interview Protocol Crosswalk
The interview questions probe several areas of inquiry and have alignment with the
study’s two research questions as shown in Table 9.
Table 10
Interview Items by Research Question
Research Question Interview Item
RQ1: What are student experiences with campus climate? 2, 3, 4, 5, 6, 7, 8
RQ2: How does campus climate impact student 9, 10, 11, 12, 13, 14
motivation and persistence toward degree completion,
if at all?
General 1, 15, 16, 17

CAMPUS CLIMATE AND STUDENT MOTIVATION 116

Abstract (if available)

Abstract Community colleges serve an access mission built on affordable tuition and an open-door admissions policy and deliver support to students and communities by providing post-secondary education, credentials, and workforce training. Several student groups, including first-generation and low-income students, find community colleges as a viable, and sometimes only, option for obtaining post-secondary credentials and increasing lifetime earning potential. In the community college system, students who are classified as on-time completers graduate with an Associate degree in 150% of the time, or three years. Previous research has examined the retention impacts of institutional variables, such as access to resources and advising, but little is known about the impact of campus climate on student motivation. This study explored the impact of campus climate on community college student motivation to persist toward on-time degree completion. Increasing completion rates requires an examination of all elements necessary for community college student success. Understanding student motivation to persist is vital as degree attainment directly affects lifetime earnings and unemployment rates and supports a strong workforce. This qualitative study used the theoretical framework of Social Cognitive Theory as the methodological approach and semi-structured qualitative interviews with currently enrolled community college students who had completed at least 45 credits. The key findings identified that students take cues from the attitudes and behaviors of professors and make assumptions about job satisfaction and climate. Based on these assumptions, individual student motivation either increases as evidenced by greater focus, attendance, and effort, or decreases as evidenced by reduced focus, attendance, and effort. Students who perceive a negative climate engage less often and deeply and are less likely to form a relationship with the professor than in an environment where the climate is perceived to be positive. The study recommends that institutions adopt improving campus climate as an institutional value and strategic goal, include faculty professional development focused on verbal and nonverbal communication, and standardize online course structure and organization.

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Asset Metadata

Creator Korfiatis, Jennifer Lynn (author)

Core Title The impact of campus climate on community college student motivation

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-12

Publication Date 12/13/2023

Defense Date 11/29/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Associate degree,campus climate,Climate,Communication,community college,completion,faculty,Graduation,institutional values,motivation,non-verbal communication,OAI-PMH Harvest,organizational change,persistence,professors,social cognitive theory,standardization,student,verbal communication

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