The North Carolina Community College System (System Office) is a statewide network of 58 public community colleges. The system enrolls over 500,000 students annually. It also provides the North Carolina Learning Object Repository as a central location to manage, collect, contribute, and share digital learning resources for use in traditional or distance learning environments.
To determine whether endorsement patterns of psychosocial symptoms revealed distinct subgroups, or latent classes, of people living with HIV who use substances (PLWH-SU), and to assess whether these classes demonstrated differential health outcomes over time. This study uses data from 801 PLWH-SU initially enrolled across 11 US hospitals during 2012–2014 and followed up in 2017. Latent class analysis included 28 psychosocial items. Regression analysis examined class membership as a predictor of viral suppression. Survival analysis examined class as a predictor of all-cause mortality. The selected model identified five unique classes. Individuals in classes characterized by more severe and more numerous psychosocial symptoms at baseline had lower likelihoods of viral suppression and survival. The study demonstrated the importance of considering patterns of overlapping psychosocial symptoms to identify subgroups of PLWH-SU and reveal their risks for adverse outcomes. Integration of primary, mental health, and substance use care is essential to address the needs of this population.
A significant demographic shift in community colleges reveals that more than half of enrolled students are adults aged 25 and older. In response, states are instituting reconnect programs aimed at recruiting and reengaging adult learners. Despite these initiatives, existing processes and practices within community colleges often inadequately address the unique needs of adult students. This qualitative work employs focus groups and individual interviews involving community college presidents, faculty, staff, and adult learners to formulate a robust conceptual framework meant to guide community colleges toward positive adult learner outcomes. Termed the “Five P Framework,” it strategically poses critical questions that align with the five areas of the adult learner journey: public messaging, partnerships, processes, pathways, and proximity. Acknowledging the distinct characteristics and diverse backgrounds of adult students, the framework incorporates essential theoretical perspectives. It sheds light on the intricate interplay among personal, social, and institutional factors influencing adult learners’ educational experiences. Serving as a practical guide, the framework is intended for administrators, educators, and policymakers facilitating the development of targeted policies and practices to elevate educational outcomes and overall well-being for adult learners in community college settings. The research concludes by offering implications for practice, policy enhancements, and directions for future research to support adult learners.
ABSTRACT Staff development efforts at the Public Library of Nashville and Davidson County are focused on helping collection development and other staff adjust to and excel during a time of exciting technological and organizational change. Details of the staff development program are shared, with particular emphasis on topics related to collection development.
