Mark Edward Fincher

D-Day Plus 70 Years: The Re-Conquest of American College Campuses by U.S. Military Veterans and the Strategic Opportunities it Creates

Abstract:
The strategic importance of veterans of the U.S. military to the student bodies of American colleges and universities is on the rise. As the attractiveness and availability of recent high school graduates has waned from its peak, the potential influence of non-traditional students on institutions of higher education has increased markedly. The demographic profile of the average student body at an institution of higher education in the United States has changed markedly since the early 1900's (Ogren, 2003). Prior to the 1940's the common description of students was that of an affluent, unemployed, fresh out of high school, Caucasian male. It was this type of person who primarily drove administrative decision-making. Other potential demographic groups were generally mere afterthoughts to institutions since they were not the real target constituency. Since then, most institutions have transitioned to catering to a standard student that is a middle-class, unemployed, fresh out of high school person of either gender or any ethnic group (Choy, 2002: Halx, 2010). The age, experience, and employment status of this target student group have remained fundamentally the same since the foundation of American higher education (U.S. Department of Education, 1996). Throughout the history of higher education in the U.S., the traditional demographic group was chosen due to an expectation that it would provide a more numerous, talented, and productive group of students than any other demographic segment. It is the purpose of this paper to explore the reasons for military veterans becoming a dominant demographic group of students in American higher education and to suggest strategic institutional responses that can be used to capitalize on this change.

Citation:
Fincher, M. (2013). D-Day Plus 70 Years: The Re-Conquest of American College Campuses by U.S. Military Veterans and the Strategic Opportunities it Creates. Council for the Study of Community Colleges 2013 Conference, San Francisco, Ca.

The Predominance of Public Higher Education in Alabama

Abstract:
This study of the economic and social benefits of state investment in Alabama’s 14 public universities was commissioned by the Higher Education Partnership of Alabama, and conducted between December 2014 and April 2015. Our research team included EPC Senior Fellows David S. Murphy (Lynchburg College, VA), Vincent A. Lacey (Southern Illinois University), Mark E. Fincher (Mississippi State University), Matt DeMonBrun (University of Michigan), Mark M. D’Amico (University of North Carolina Charlotte); our colleagues here at Alabama, EPC Fellows Nathaniel J. Bray (Associate Professor) and Arleene P. Breaux (Executive Ed.D. Director); and EPC Research Associates Lucas Adair, Michael S. Malley, Louis E. Shedd, and EPC Research Coordinator Jonathan P. Koh.

Citation:
Fincher, M. (2015). The predominance of public higher education in Alabama. In Katsinas, S. (Ed.), The Predominance of Public Higher Education in Alabama (pp. 14-46). Tuscaloosa, AL: The University of Alabama Education Policy Center.

Developmental Education in Arkansas: Practices, Costs, and a Model Approach

Abstract:
This paper examines the origins of developmental education and explores the way developmental education is administered at selected colleges in Arkansas. Finally, the paper focuses on a model Career Pathways Initiative program at University of Arkansas Community College-Morrilton. Career Pathways invigorates partnerships between colleges and workforce and economic development to meet the needs of employers as more and more industries struggle to find qualified workers. A large number of the community college's targeted population have the ability but lack the skills to meet employers' needs for the 21st century. Career Pathways programs pull together the resources needed to serve individuals, business, and industry. Career Pathways is a means of delivering extensive developmental programming in an efficient manner. Career Pathways promotes the development of an enhanced workforce by tapping into a population that has previously been overlooked: low income, low skilled, unemployed, underemployed, single parent, or incumbent workers needing to hone skills to keep up with the technological and educational changes in the workplace

Citation:
Carroll, R., Kersh, L., Sullivan, E., and Fincher, M. (2012). Developmental Education in Arkansas: Practices, Costs, and a model approach. Community College Journal of Research and Practice, 36(10), 743-751

Erikson’s Development Crises: Applying Developmental Theory to Adult Learning

Abstract:
Erik Erikson’s stages of psychosocial development represent a landmark in the understanding of human behavior. Although not without critics, (Chodorow, 1995) it espouses a framework for understanding individuated progress through various psychosocial crises and their subsequent resolutions. Consequently, the framework serves as a referential benchmark for educators. Since it pioneered an introspective view of development in both adults and children, its utility as an instructional educative model is enhanced. Additionally, this bilateral applicability has served the needs of many learning researchers who have expanded on his original work. This manuscript seeks to connect the relevance of Erikson’s eight stages of psychosocial development to subsequent adult learning. Through this review, connections are proposed between previously incomplete ego integrations and current adult learning disruptions.Additionally, the exhibited behaviors of those who enjoy healthy psychosocial adaption, and those who lack it, are presented. Through reference to existing literature and a highlevel review of potential connections, improved causal understanding is sought.

Citation:
Lineros, J., & Fincher, M. (2014). Erikson’s development crises: Applying developmental theory to adult learning. Learning Performance Quarterly, 2(3), 16-34.

Articulation Visibility for Two-year Colleges

Abstract:
Articulation between two-year colleges and universities provides a critical opportunity for potential students. Most institutions declare their support of articulation; however, the visibility of this support to potential students is inconsistent at best. Articulation agreements that are visible and easily understood by potential students serve as a motivation to the pursuit of higher education. Conversely, the lack of a complete, visible path to a baccalaureate degree is a powerful deterrent to enrollment. For this study, articulation is a coordinated effort and process to support efficient transfer between institutions of higher education. (DeMott, 1999). The purpose of this study is to explore the general visibility of existing articulation opportunities at two-year colleges. The visibility of articulation agreements is a critical practical factor in their potential positive impact on student behavior and success.

Citation:
Fincher, M., Sharp, L., Burks, J., Lyon, K., Parker, M., Ward, J., Hall, A., Wilson, V., & Washington, B. (2014). Articulation visibility for two-year colleges. Community College Journal of Research and Practice, 1(1), 1-9.