Publications
Table of Contents
Table of Contents
On Education
It's about time: The inequitable distribution of time as a resource for college, by gender and race/ethnicity.
Wladis, C., Hachey, A.C. and Conway, K.M. (2024). It’s about time: The inequitable distribution of time as a resource for college, by gender and race/ethnicity. Research in Higher Education. Read text
Abstract: Existing qualitative research in higher education on students’ work and family commitments already suggests that time as a resource for college is likely not distributed equitably by race/ethnicity or gender. However, the relationship between race/ethnicity, gender, and time as a resource for college has yet to be quantitatively measured in large-scale higher education research. This study explored whether gender or race/ethnicity correlated with differences in time as a resource for college; and further, the extent to which differences in time as a resource for college may be explained by other factors such as age, number of children, and access to childcare. Retrospective survey responses (n = 41,579) on self-reported time use were merged with institutional data records from students at the City University of New York (CUNY), a large diverse public university in the U.S. Women, Black, and Hispanic students were all significantly more time poor than male, White, or Asian students. Age accounted for significant portions of these differences, perhaps because it correlates with increased work and family responsibilities. Having children as well as a student’s access to childcare also explained a significant portion of inequitable distributions of time as a resource for college.
The holistic capital model: Time and body capital as sources of inequity.
Wladis, C., Fay, M., Hachey, A.C. (2024). The holistic capital model: Time and body capital as sources of inequity. AERA Open. Read text.
Abstract: We present a model of capital that expands existing models to introduce two new forms of capital (time and body capital) as sources of inequity in education. The aim is to (a) make visible core resources that are relevant to educational outcomes and also (often hidden) sources of inequity, (b) identify commonalities across diverse empirical and theoretical research strands, and (c) reconceptualize existing research from an asset rather than deficit framework. We explain how time and physiological resources can be conceptualized as forms of capital and link this to extant empirical and theoretical research across fields. Then, we describe how students may have different amounts and types of time and body capital, as well as different drains on capital, and how this may lead to educational inequities. We close by describing the affordances of using this theory as a lens for analyzing existing educational structures, policies and practices.
It’s about time, Part II: Does time poverty contribute to inequitable college outcomes by gender and race/ethnicity?
Wladis, C., Hachey, A.C., Conway, K.M. (2024). It’s about time, Part II: Does time poverty contribute to inequitable college outcomes by gender and race/ethnicity? AERA Open, 10(1), 1–20. Read text.
Abstract: Existing research demonstrates gender- and race/ethnicity-based inequities in college outcomes. Separately, recent research suggests a relationship between time poverty and college outcomes for student parents and online students. However, to date, no studies have empirically explored whether differential access to time as a resource for college may explain differential outcomes by gender or race/ethnicity. To address this, this study explored the relationship between time poverty, gender or race/ethnicity, and college outcomes at a large urban public university with two and four year campuses. Time poverty explained a significant proportion of differential outcomes (retention and credit accumulation) by gender and race/ethnicity. More time-poor groups also dedicated a larger proportion of their (relatively limited) discretionary time to their education, suggesting that inequitable distributions of time may contribute to other negative outcomes (e.g., reduced time for sleep, exercise, healthcare). This suggests that time poverty is a significant but understudied equity issue in higher education.
What does the online COVID-19 transition reveal about life stressors for community college students?
Manly, C.A., Wladis, C. & Hachey, A.C. (2023, October). What does the online COVID-19 transition reveal about life stressors for community college students? Online Learning Consortium (OLC) Accelerate Conference, Washington, DC.
What Can Happen When Community College Practitioners Lead Research Projects? The Case of CUNY
Wladis, C. and Mesa, V. (2019) What Can Happen When Community College Practitioners Lead Research Projects? The Case of CUNY. Review of Higher Education, 42(4), 1575-1606. doi:10.1353/rhe.2019.0076
full-text full-text of accepted version
Abstract: Although the majority of college freshmen enroll at community colleges, very few
research studies focus on this context. In addition, what research does exist often overlooks
important practitioner concerns, such as instruction. In this article we argue that supporting
generalizable education research conducted by community college practitioners can address this
gap. We seek to start a conversation about the benefits of such research, to both the education
research community and to educational practices at community colleges. We draw on findings
from a large community college system where this kind of research has been systematically
supported for the last 15 years.
No time for college? An investigation of time poverty and parenthood.
Wladis, C., Hachey, A.C. and Conway, K.M. (2018) No time for college? An investigation of time poverty and parenthood. Journal of Higher Education. doi: 10.1080/00221546.2018.1442983 full-text (first 50 downloads free)
Abstract: Postsecondary outcomes are significantly worse for student parents even though they earn higher GPA’s on average. This study used institutional records and survey data from a large urban U.S. university to explore whether time poverty explains this trend. The results of regression and KHB decomposition analysis reveal that students with preschool-aged children have a significantly lower quantity and quality of time for college than comparable peers with older or no children, and that time spent on childcare is the primary reason for this difference. Both quantity and quality of time for education had a significant direct effect on college persistence and credit accumulation, even when controlling for other factors. Thus, greater availability of convenient and affordable childcare (e.g. increased on-campus childcare, revised financial aid formulas that include more accurate estimates of childcare costs) would likely lead to better college outcomes for students with young children.
What factors influence student decisions to drop online courses? Comparing online and face-to-face sections.
Hachey, A. C., Wladis, C., & Conway, K. (2018). What factors influence student decisions to drop online courses? Comparing online and face-to-face sections. In A. Volungeviciene, A. Szűcs (Eds.), Proceedings of the EDEN 2018 Annual Conference, 99-107. Genoa, Italy: European Distance and E-Learning Network (EDEN).
Abstract:
High online attrition is both a concern and a mystery; little data exists on why students so often do not complete online courses. Using a sample of 780 students who dropped fully online courses (or the same course face-to-face) from a large university system in the Northeast, students were asked about their specific reasons for dropping. Results indicate distinct differences in the patterns of reasons given by online and face-to-face students. While the quality of instruction/instructor was the most common reason cited by students in both mediums, face-to-face students cited this much more often than online students. In contrast, online students were much more likely to cite issues of time and workload as a reason for course dropout.
Factors that Predict Differential Online Versus Face-to-Face Course Outcomes: Evidence From Germany and the United States.
Wladis, C., Hachey, A. C., & Conway, K. (2017). Factors that Predict Differential Online Versus Face-to-Face Course Outcomes: Evidence From Germany and the United States. In A. Volungeviciene, A. Szűcs (Eds.), Diversity Matters! Proceedings of the EDEN 2017 Annual Conference, 296-305. Budapest, Hungary: European Distance and E-Learning Network (EDEN).
Full text coming soon
Abstract:
This study uses data from the 2014-2015 fall/winter semester: from the 18 two- and four-year colleges in the City University of New York (CUNY) system in the U.S.; and from 30 colleges and universities in the German province of Bavaria. At the end of the semester, students were invited to participate in an online survey. Outcomes in online versus face-to-face courses taken by the same student were compared; propensity score matching and multi-level models were also used to control for differences in student characteristics. This research looked at three outcomes: course success, course failure and college persistence. The main independent variable (IV), course medium, was dichotomized to face-to-face or fully online, and covariates included a a wide range of student characteristics. The results varied by country. Native born students in the U.S. are at greater risk of online drop-out, whereas the reverse is true in Germany. Being the parent of a young child was also a risk factor in the U.S. but not in Germany. In both countries, higher course/credit loads contributed to increased drop out, as did lower grade point averages. Colleges wanting to target interventions to students at highest risk in the online environment may want to focus on students with lower grade point averages, student parents (in countries with less state support for parents of young children), and students who are enrolled in higher numbers of courses/credits. Whether native-born or foreign-born students are in need of targeted interventions depends on the national/cultural context, and more research is needed to understand how other factors explain the relationship between nationality and online outcomes.
Research on Non-university Tertiary Mathematics.
Wladis, C., Smith, J. and Duranczyk, I. (2017). Research on Non-university Tertiary Mathematics. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education. Hamburg, Germany: Springer International Publishing, 693-694. Read text.
Description of Activities and Presentations: This session focused on research being conducted at non-university tertiary institutions. Instructors in adult education as well as other non-university postsecondary institutions participated. The participants of the session shared concerns about wanting to know more about the non-university mathematics classroom through classroom-based research by practitioners. Examples of research presently being conducted were shared (Mesa, Wladis, & Watkins, 2014; Sitomer et al., 2012;Wladis, Conway, & Hachey, 2016) and are cited below. The goal for developing collaborative research and/or grant proposals among researchers of similar interest continues.
An instructor-generated concept framework for elementary algebra in the tertiary context.
Wladis, C., Offenholley, K., Lee, J. K., Dawes, D. and Licwinko, S. (2017). An instructor-generated concept framework for elementary algebra in the tertiary context. In T. Dooley, V. Durand-Guerrier & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Dublin, Ireland: Institute of Education Dublin City University and ERME, 557-558. full-text
Abstract: This study presents a framework generated by a group of experienced elementary algebra instructors describing what the fundamental concepts of elementary algebra are. An action research spiral was used to generate subsequent revisions of the framework collaboratively, in conjuction with specific conceptual assignments used with students.
Theoretical Framework of Algebraic Concepts for Elementary Algebra
Wladis, C., Offenholley, K., Licwinko, S., Dawes, D. and Lee, J. K. (2017) Theoretical Framework of Algebraic Concepts for Elementary Algebra, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA, 1510-1516. full-text
Abstract: The long-term aim of this study is to develop a conceptual framework outlining the concepts necessary for college students to be able to successfully complete fundamental tasks of elementary algebra. The first stage of this research, which is the focus of this paper, focuses on instructor perceptions of what concepts are fundamental to successful completion of elementary algebra tasks. The framework presented here is the result of an action research project that was a collaboration among five college instructors who teach elementary algebra. Future stages of the research will include an extensive exploration of the literature as it pertains to those concepts identified by the instructors in the first stage of the research (and to enumerate concepts that might have been overlooked by the instructors) as well as cognitive interviews with students using concept-inventory-type questions to pinpoint specific aspects of student thinking included in the framework.
Online STEM and mathematics course-taking: Retention and Access
Wladis, C., Hachey, A. C. and Conway, K. (2017) Online STEM and mathematics course-taking: Retention and Access, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA, 1695-1697. full-text
Abstract: Using survey data and interviews from a large urban university system, this study explores factors that impact student decisions to take math classes online. The results suggest that access to online math courses likely impacts student course taking patterns, with significantly more students taking a different course if their desired math course is not offered online, compared to non-math courses.
Assessing Readiness for Online Education Research Models for Identifying Students at Risk
Wladis, C., Conway, K.M and Hachey, A.C. (2016). Assessing Readiness for Online Education Research Models for Identifying Students at Risk. Online Learning [Special Section: Best Papers Presented at the OLC 21st International Conference on Online Learning and Innovate 2016], 20(3), 97-109. full-text
Do online readiness surveys do what they claim? Validity, reliability, and subsequent student enrollment decisions.
Wladis, C. and Samuels, J. (2016) Do online readiness surveys do what they claim? Validity, reliability, and subsequent student enrollment decisions. Computers & Education, 98, 39–56. doi:10.1016/j.compedu.2016.03.001 full-text of accepted version
Abstract: Online readiness surveys are commonly administered to students who wish to enroll in online courses in college. However, there have been no well-controlled studies to confirm whether these instruments predict online outcomes specifically (as opposed to predicting course outcomes more generally). This study used a sample of 24,006 students to test the validity and reliability of an online readiness survey similar to those used in practice at a majority of U.S. colleges. Multilevel models were used to determine if it was a valid predictor of differential online versus face-toface course outcomes while controlling for unobserved heterogeneity among courses taken by the same student. Student self-selection into online courses was also controlled using studentlevel covariates. The study also tested the extent to which survey score correlated with subsequent decisions to enroll in an online course. No aspect of the survey was a significant predictor of differential online versus face-to-face performance. In fact, student characteristics commonly collected by institutional research departments were better predictors of differential online versus face-to-face course outcomes than the survey. Furthermore, survey score was inversely related to subsequent online enrollment rates, suggesting that the use of online readiness surveys may discourage some students from enrolling in online courses even when they are not at elevated risk online. This suggests that institutions should be extremely cautious about implementing online readiness surveys before they have been rigorously tested for validity in predicting differential online versus face-to-face outcomes.
Student characteristics and online retention: Preliminary investigation of factors relevant to mathematics course outcomes
Wladis, C., Hachey, A. C. and Conway, K. (2016) Student characteristics and online retention: Preliminary investigation of factors relevant to mathematics course outcomes, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburg, PA, 1442-1453. full-text
Abstract: There is evidence that students drop out at higher rates from online than face-to-face courses, yet it is not well understood which students are particularly at risk online. In particular, online mathematics (and other STEM) courses have not been well-studied in the context of larger-scale analyses of online dropout. This study surveyed online and face-toface students from a large U.S. university system. Results suggest that for online courses generally, student parents and native-born may be particularly vulnerable to poor onlineversus-face-to-face course outcomes. The next stage of this research will be to analyze the factors that are relevant to online versus face-to-face retention in mathematics (and other STEM) courses specifically.
Which STEM Majors Enroll in Online Courses, and Why Should We Care? The Impact of Ethnicity, Gender, and Non-traditional Student Characteristics.
Wladis, C., Hachey, A. C. and Conway, K. (2015) Which STEM Majors Enroll in Online Courses, and Why Should We Care? The Impact of Ethnicity, Gender, and Non-traditional Student Characteristics. Computers & Education, 87, 285-308. doi: 10.1016/j.compedu.2015.06.010 full-text of accepted version
Abstract: ABSTRACT Using data from roughly 27,800 undergraduate STEM (science, technology, engineering and mathematics) majors in the National Postsecondary Student Aid Study (NPSAS), this research examines the relationship between race/ethnicity, gender and non-traditional student characteristics and online course enrollment. Hispanic and Black STEM majors were significantly less likely, and female STEM majors significantly more likely, to take online courses even when academic preparation, socioeconomic status (SES), citizenship and Englishas-second-language (ESL) status were controlled. Furthermore, non-traditional student characteristics strongly increased the likelihood of enrolling in an online course, more so than any other characteristic, with online enrollment probability increasing steeply as the number of non-traditional factors increased. The impact of non-traditional factors on online enrollment was significantly stronger for STEM than non-STEM majors.
Using course-level factors as predictors of online course outcomes: A multilevel analysis at an urban community college.
Wladis, C., Conway, K.M and Hachey, A.C. (2015). Using course-level factors as predictors of online course outcomes: A multilevel analysis at an urban community college. Studies in Higher Education. doi: 10.1080/03075079.2015.1045478 full-text of accepted version
Abstract: Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective vs. distributional vs. major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-level modeling, and controlled for the effects of both instructorlevel and student characteristics, to measure the relationship of course-level characteristics with successful completion of online and face-to-face courses. Elective courses, and to a lesser extent distributional course requirements, were significantly more likely to have a larger gap in successful course completion rates online versus face-to-face, when compared with major course requirements. Upper level courses had better course completion rates overall, but a larger gap in online versus face-to-face course outcomes than lower level courses.
The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context.
Wladis, C., Conway, K.M and Hachey, A.C. (2015). The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context. Community College Review, 43(2):142-164. doi:10.1177/0091552115571729 full-text of accepted version
Abstract:
OBJECTIVE: This study analyzes how ethnicity, gender and non-traditional student characteristics relate to differential online versus face-to-face outcomes in STEM courses at community colleges. METHODS: This study used a sample of 3,600 students in online and face-to-face courses matched by course, instructor, and semester from a large urban community college in the Northeast. Outcomes were measured using rates of successful course completion (with a “C-“ or higher). Multilevel logistic regression and propensity score matching were utilized to control for unobserved heterogeneity between courses and for differences in student characteristics. RESULTS: With respect to successful course completion, older students did significantly better online, and women did significantly worse (although no worse than men) online, than would be expected based on their outcomes in comparable face-to-face courses. There was no significant interaction between the online medium and ethnicity, suggesting that while Black and Hispanic students may do worse on average in STEM courses than their White and Asian peers both online and face-to-face, this gap was not increased by the online environment. CONTRIBUTION: These findings suggest that both women and younger students in STEM courses may need extra support in the online environment. Future research is needed 1) to explore whether factors such as stereotype threat or childcare responsibilities impact the outcomes of women in online STEM courses; and 2) to determine which characteristics (e.g. motivation, selfdirected learning skills) of older students may make them particularly well suited to the online environment.
The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: A nationally representative study.
Wladis, C., Hachey, A.C. & Conway, K.M. (2014). The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: A nationally representative study. Community College Review, 43(1), 89-114. doi: 10.1177/0091552114555904 full-text of accepted version
Abstract: Using data from the more than 2,000 community college science, technology, engineering, and mathematics (STEM) majors in the National Postsecondary Student Aid Study, this research investigates how ethnicity, gender, non-traditional student risk factors, academic preparation, socio-economic status, and English-as-second-language/citizenship status relate to online course enrollment patterns. Even after controlling for other factors, Blacks and Hispanics (Black and Hispanic men in particular) were significantly underrepresented in online courses, women were significantly overrepresented, and students with non-traditional student risk factors (delayed enrollment, no high school diploma, part-time enrollment, financially independent, have dependents, single parent status, and working full-time) were significantly more likely to enroll online. However, while ethnicity, gender, and non-traditional factors were all important predictors for both two- and four-year STEM majors, at community colleges, ethnicity and gender were more important predictors of online enrollment than non-traditional characteristics, which is the opposite pattern observed at four-year colleges.
Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes
Hachey, A. C., Wladis, C. and Conway, K. (2014). Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes, The Internet and Higher Education, 25, 11-17. doi:10.1016/j.iheduc.2014.10.003 full-text of accepted version
Abstract: This study found that G.P.A. and prior online experience both predicted online STEM course outcomes. While students with higher G.P.A.s were also more likely to have successfully completed prior online courses, prior online course experience added significant information about likely future STEM online outcomes, even when controlling for G.P.A. Students who had successfully completed all prior online courses had significantly higher rates of successful online STEM course completion at all G.P.A. levels than students who had failed to complete even one prior online course successfully. Students who had dropped or earned a D or F grade in even one prior online course had significantly lower rates of successful online STEM course completion than students with no prior online experience, even when controlling for G.P.A. This suggests that prior online course outcomes should be combined with G.P.A. when attempting to identify community college students at highest risk in online STEM courses.
The role of enrollment choice in online education: Course selection rationale and course difficulty as factors affecting retention
Wladis, C., Hachey, A. C. and Conway, K. (2014). The role of enrollment choice in online education: Course selection rationale and course difficulty as factors affecting retention, Journal of Asynchronous Learning Networks, 18(3). http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/391 full-text of accepted version
Abstract: There is well-documented evidence that online retention rates are lower than face-to-face retention rates; however, most past research on online retention focuses on student characteristics, with little knowledge existing on the impact of course type. This study uses a matched sample of 2,330 students at a large urban community college to analyze two key course-level factors which may be impacting online retention: the student’s reason for taking the course (as an elective or a requirement) and course difficulty level. The results of this study indicate that the online modality increases dropout risk in courses that are taken as an elective or distributional requirement, particularly for lower-level courses. The findings suggest that in the online environment, the student’s reason for course enrollment may be considered a risk indicator and that focused learner support targeted at particular course types may be needed to increase online persistence and retention.
Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college
Hachey, A. C., Wladis, C. and Conway, K. (2014). Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college, Computers & Education. 72, 59-67. doi: http://dx.doi.org/10.1016/j.compedu.2013.10.012 full-text of accepted version
Abstract: In this study, prior online course outcomes and pre-course enrollment G.P.A. were used as predictors of subsequent online course outcomes, and the interaction between these two factors was assessed in order to determine the extent to which students with similar G.P.A.’s but with different prior online course outcomes may differ in their likelihood of successfully completing a subsequent online course. This study used a sample of 962 students who took an online course at a large urban community college from 2004 to 2010. Results indicate that prior online course experience is a very significant predictor of successful completion of subsequent online courses, even more so than G.P.A. For students with no prior online course experience, G.P.A. was a good predictor of future online course outcomes; but for students with previous online course experience prior online course outcomes was a more significant predictor of future online course grades and retention than G.P.A..
Research Problems in Community College Mathematics Education: Testing the Boundaries of K–12 Research
Mesa, V., Wladis, C. and Watkins, L. (2014). Research Problems in Community College Mathematics Education: Testing the Boundaries of K–12 Research, Journal of Research in Mathematics Education. 45(2), 173-193. doi: 10.5951/jresematheduc.45.2.0173 full-text of accepted version
Abstract: The purpose of this commentary is to articulate the need to investigate problems of mathematics instruction at community colleges. We briefly describe some features of this often-ignored institution and the current status of research. We also make an argument for how investigations of instruction in this setting can both advance our understanding of this particular context and give practitioners tools to deal with pressures from policy makers to show short-term results. This work is the result of a collaborative effort between community college practitioners and researchers, responding to the needs of their work in mathematics education.
Leveraging Technology to Improve Developmental Mathematics Course Completion: Evaluation of a Large-Scale Intervention
Wladis, C., Offenholley, K., & George, M. (2014). Leveraging Technology to Improve Developmental Mathematics Course Completion: Evaluation of a Large-Scale Intervention. Community College Journal of Research and Practice, 38(12), 1083-1096. doi:10.1080/10668926.2012.745100 full-text of accepted version
Abstract: This study hypothesizes that course passing rates in remedial mathematics classes can be improved through early identification of at-risk students using a department-wide midterm, followed by a mandated set of online intervention assignments incorporating immediate and elaborate feedback for all students identified as “at-risk” by their midterm score. A sample of over 20,000 students was used to evaluate the intervention, which was implemented departmentwide over several semesters in all developmental mathematics courses at a large diverse urban community college. The intervention was assessed by evaluating course passing rates (a proxy for passing rates on standardized exit examinations) and student time spent in the Intervention Lab. Students from semesters prior to the intervention were used as a control, with fall semesters compared to fall semesters and spring to spring, to control for possible variation in student enrollment. Highly statistically significant differences were found between student passing rates pre- versus post-intervention, with passing rates improving by as much as 50%. The size of this study and the diversity of the student population involved suggests that results are likely widely applicable to other institutions across the country. In particular, the interventions tested were chosen specifically because they can reasonably be implemented even across relatively large and diffuse departments with limited resources.
An investigation of course-level factors as predictors of online STEM course outcomes
Wladis, C., Hachey, A. C., & Conway, K. (2017). Online STEM and mathematics course-taking: Retention and Access. In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 1695-1697. San Diego, CA.
Abstract: This study analyzed students who took STEM courses online or face-to-face at a large urban community college in the Northeastern U.S. to determine which course-level characteristics most strongly predicted higher rates of dropout or D/F grades in online STEM courses than would be expected in comparable face-to-face courses. While career and elective STEM courses had significantly higher success rates face-to-face than liberal arts and major requirement STEM courses respectively, career STEM courses had significantly higher success rates online than would be expected, while elective STEM courses had significantly lower success rates online than would be expected given the face-to-face results. Once propensity score matching was used to generate a matched subsample which was balanced on a number of student characteristics, differences in course outcomes by course characteristics were no longer significant. This suggests that while certain types of STEM courses can be identified as higher or lower risk in the online environment, this appears not to be because of the courses themselves, but rather because of the particular characteristics of the students who choose to take these courses online. Findings suggests that one potential intervention for improving online STEM course outcomes could be to target students in specific courses which are at higher risk in the online environment; this may allow institutions to leverage interventions by focusing them on the STEM courses at greatest risk of lower online success rates, where the students who are at highest risk of online dropout seem to be concentrated.
A new diaspora: Latino(a)s in the online environment
Conway, K., Hachey, A.C. and Wladis, C. (2014). A new disapora: Latino(a)s in the online environment. In Y. Medina and A. D. Macaya (Eds.). Latinos on the East Coast: A critical reader. NY, NY: Peter Lang, 120-138.
Abstract: The Latino/a diaspora from the Caribbean, Central and South America to the U.S. is well documented. Many of these immigrants have settled in communities where they now constitute a majority. As noted herein, the Latino/a population varies by region, in its ethnicity, immigration status and longevity in the U.S. In the Northeast, the Latino/a population grew at a rate ten times as fast as the rest of the population in the decade ending 2010. Overall, and specifically in higher education, Latino/a students are the largest minority group and the fastest growing. Many of these students begin at community colleges. But as Latino/a students succeed in college in greater numbers, a new migration is occurring in higher education: to the online environment. This chapter examines Northeast Latino/a student enrollments and persistence in online courses in comparison to the traditional face-to-face classroom and in comparison to other ethnicities. Latino/a students, while enrolling in college in large numbers, continue to lag other student groups in graduation rates, and it is critical to understand if an increase in online course offerings will help or hinder Latino/a student success.
Are online students in STEM (science, technology, engineering and mathematics) courses at greater risk of non-success?
Wladis, C., Hachey, A.C., Conway, K.M. (2013). Are online students in STEM (science, technology, engineering and mathematics) courses at greater risk of non-success? American Journal of Educational Studies. 6(1), 65-84. Read text.
Abstract: Both online and STEM courses have been shown to have lower student retention; however, there is little research indicating what effect the online environment may have on retention in STEM courses specifically. This study compares retention rates for online and face-to-face STEM and non-STEM courses to determine if the online environment affects STEM courses differently than non-STEM courses. In addition, different subcategories of STEM courses are compared to see if the effects of the online environment are different for different course subtypes. Each online course is matched with the same course taught face-to-face by the same instructor in the same semester to control for possible confounding effects. This study found that retention rates in STEM courses were more strongly decreased by the online environment than in non-STEM courses. In particular, the course types which had significantly lower retention online were lower level STEM courses taken as electives or distributional requirements.
Balancing retention and access in online courses: restricting enrollment… Is it worth the cost?
Hachey, A.C., Wladis, C. & Conway, K.M. (2013) Balancing retention and access in online courses: restricting enrollment… Is it worth the cost? Journal of College Student Retention: Research, Theory & Practice, 15(1), 9-36. Read text.
Abstract: Open access is central to the Community College mission. For this reason, any restriction in online enrollments should not be undertaken lightly. This study uses institutional data gathered from a large, urban community college to examine a policy aimed at increasing student retention in online courses by restricting those eligible to enroll based on Grade Point Average (GPA) The data, counter to expectations, show that the policy did not significantly impact attrition rates. Further analysis reveals that a high GPA cut-off (3.0) is needed to significantly affect attrition rates; however, this would severely restrict those eligible to enroll. The data indicate that students in the middle GPA range (2.0–3.5) have the highest proportional difference in attrition between online and face-to-face courses. The results suggest that rather than focusing on GPA restrictions, community colleges may be better served by addressing research and interventions targeted toward other factors to increase student retention in online learning.
Community colleges and underappreciated assets: Using institutional data to promote success in online learning
Hachey, A.C., Conway, K.M. and Wladis, C. (2013). Community colleges and underappreciated assets: Using institutional data to promote success in online learning. Online Journal of Distance Learning Administration, 16(1), Spring. Read text.
Abtract: Adapting to the 21st century, community colleges are not adding brick and mortar to meet enrollment demands. Instead, they are expanding services through online learning, with at least 61% of all community college students taking online courses today (Pearson, 2011). As online learning is affording alternate pathways to education for students, it is facing difficulty in meeting outcome standards; attrition rates for the past decade have been found to be significantly higher for online courses than face-to-face courses (Carr, 2000; Hachey, Wladis & Conway, 2012a/b; Morris & Finnegan, 2008; Tyler-Smith, 2006). Yet, there is a lack of empirical investigation on community college online attrition, despite the fact that course and institutional management systems today are automatically collecting a wealth of data which are not being utilized but are readily available for study. This article presents a meta-review of one community college’s realization of their underappreciated asset… the use of institutional data to address the dearth of evidence on factors effecting attrition in online learning.
Increasing student success in intermediate algebra through collaborative learning at a diverse urban community college
Wladis, C. and Morgulis, A. (2012) Increasing student success in intermediate algebra through collaborative learning at a diverse urban community college. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2,). Portland, Oregon, 310-319. Read text.
Abstract: There is evidence that cooperative learning can improve student outcomes, but much of the research has been focused on pre-college mathematics or college calculus-level mathematics and above. This project tests the hypothesis that a change from a lecture-based class to one incorporating scripted collaborative discovery-based projects would increase successful course completion and exam results in Intermediate Algebra and Trigonometry at a diverse urban community college. Twelve pairs of experimental and control sections were chosen so that each pair had the same instructor and assignments. Surveys, pre/post-tests, and success rates were used to assess intervention effectiveness. Statistical analysis suggests that the intervention had a significant effect on student success that was contingent upon a suitable period of instructor training and revision of course assignments. Increases in student exam scores of approximately two-thirds of a letter grade and a thirteen percentage point gain in successful course completion were obtained in experimental sections.
An analysis of the effect of the online environment on STEM student success
Wladis, C., Hachey, A. C. and Conway, K. (2012) An analysis of the effect of the online environment on STEM student success, In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2). Portland, Oregon, 291-300. Read text.
Abstract: Both online and STEM courses have been shown to have lower student retention; however, there is little research indicating what effect the online environment may have on retention in STEM courses specifically. This study compares retention rates for online and face-to-face STEM and non-STEM courses to determine if the online environment affects STEM courses differently than non-STEM courses. In addition, different subcategories of STEM courses are compared to see if the effects of the online environment are different for different course subtypes. Each online course is matched with the same course taught face-to-face by the same instructor in the same semester to control for possible confounding effects. This study found that retention rates in STEM courses were more negatively impacted by the online environment than in non-STEM courses. In particular, the course types which had significantly lower retention online were lower level STEM courses taken as electives or distributional requirements.
Identifying developmental students who are at-risk: An intervention using computer-assisted instruction at a large urban community college
Wladis, C., Offenholley, K. and George, M. (2012) Identifying developmental students who are at-risk: An intervention using computer-assisted instruction at a large urban community college. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2). Portland, Oregon, 301-309. Read text.
Abstract: Nationally, developmental mathematics courses can have completion rates as low as 25%, which can be a major barrier to degree completion. This article argues that specific institutional interventions can do much to ameliorate this situation by describing a particular intervention implemented in remedial courses at an urban community college over three semesters. Changes to the developmental mathematics course structure included using a mandatory departmental midterm to identify at-risk students and implementing a series of required intervention assignments using an online homework system in conjunction with regular class time for those students identified as at-risk. Significant gains in retention rates were obtained, with retention in some semesters as high as 50% greater than in the semester prior to the intervention. In addition, in this study, at-risk students who spent at least twenty hours on intervention assignments obtained retention rates that were approximately twenty-two percentage points higher than the average remedial student.
Is the second time the charm? Investigating trends in online re-enrollment, retention and success
Hachey, A. C., Wladis, C. and Conway, K. (2012) Is the second time the charm? Investigating trends in online re-enrollment, retention and success. The Journal of Educators Online, 9(1), 1-25. Read full-text
Abstract: Online education is becoming an increasingly important component of higher education. The Sloan Foundation 2010 Survey of Online Learning reports that more than 30% of all students take at least one online course during their college career. Because of this, attention is now turning to the quality of student outcomes that this instructional method provides. However, there is a huge gap in empirical investigations devoted to the link between technology and performance indicators such as grade performance, re-enrollment and course completion (Nora & Plazas Snyder, 2008). This study found that prior online course experience is strongly correlated with future online course success. In fact, knowing a student’s prior online course success explains 13.2% of the variation in retention and 24.8% of the variation in online success in our sample, a large effect size. Students who have not successfully completed any previous online courses have very low success and retention rates, and students who have successfully completed all prior online courses have fairly high success and retention rates. Therefore, this study suggests that additional support services need to be provided to previously unsuccessful online learners, while students who succeed online should be encouraged to enroll in additional online courses in order to increase retention and success rates in online learning.
Minority student access in the online environment
Conway, K., Wladis, C. and Hachey, A. C. (2011) Minority student access in the online environment, Hispanic Educational Technologies Services (HETs) Journal, II Read text
Abstract: Using registration and transcript data, the authors explored differences in online course enrollment across different student groups. This study revealed that minority students do not enroll in online courses to the same extent as their White student peers, but the effect size for the difference in participation rates was small. However, the actual difference between minority students online vs. face-to-face enrollment was five percentage points, a difference equivalent to about 150 minority students per year, given the College’s current enrollment rates, so the impact of this small difference is not insignificant. An even greater issue is that Black and Hispanic students, regardless of the course delivery medium, continue to have lower G.P.A. s than their White and Asian/Pacific Islander (PI) student peers. This finding reinforces prior research that suggests Black and Hispanic student groups need additional support in order to be successful in college, and that greater recruitment efforts for online courses are needed for all minority groups.
Growth of online education in a community college
Conway, K., Hachey, A. C. and Wladis, C. (2011). Growth of online education in a community college, Academic Exchange Quarterly, 15(3), 96-101.
On Mathematics
The word problem and the metric for generalizations of Thompson's group F on more than one integer
Wladis, C. (2012) The word problem and the metric for generalizations of Thompson’s group F on more than one integer, Journal of the London Mathematical Society, 85(2), 301-322. preprint
Abstract: We consider the Thompson-Stein group F(n_1,…,n_k) for integers n_1,…,n_k and k greater than 1. We highlight several differences between the cases k=1$ and k>1, including the fact that minimal tree-pair diagram representatives of elements may not be unique when k>1. We establish how to find minimal tree-pair diagram representatives of elements of F(n_1,…,n_k), and we prove several theorems describing the equivalence of trees and tree-pair diagrams. We introduce a unique normal form for elements of F(n_1,…,n_k) (with respect to the standard infinite generating set developed by Melanie Stein) which provides a solution to the word problem, and we give sharp upper and lower bounds on the metric with respect to the standard finite generating set, showing that in the case k>1, the metric is not quasi-isometric to the number of leaves or caret in the minimal tree-pair diagram, as is the case when k=1.
Cyclic subgroups are quasi-isometrically embedded in the Thompson-Stein groups
Wladis, C. (2011) Cyclic subgroups are quasi-isometrically embedded in the Thompson-Stein groups,” International Journal of Algebra and Computation (Proceedings of the International Conference on Geometric and Combinatoric Methods in Group Theory and Semigroup Theory), 22 (1&2), 365-385. preprint
Abstract: We give criteria for determining the approximate length of elements in any given cyclic subgroup of the Thompson-Stein groups F(n1, …, nk) in terms of the number of leaves in the minimal tree-pair diagram representative. This leads directly to the result that cyclic subgroups are quasiisometrically embedded in the Thompson-Stein groups. This result also leads to the corollaries that Z n is also quasi-isometrically embedded in the ThompsonStein groups for all n ∈ N and that the Thompson-Stein groups have infinite dimensional asymptotic cone.
Thompson’s groups are distorted in the Thompson-Stein groups
Wladis, C. (2011) Thompson’s groups are distorted in the Thompson-Stein groups, Pacific Journal of Mathematics 250(2), 473-485. preprint
Abstract: We show that the inclusion map of the generalized Thompson groups F(ni) is exponentially distorted in the Thompson-Stein groups F(n1, …, nk) whenever k > 1. One consequence of this is that F is exponentially distorted in F(n1, …, nk) for k > 1 whenever ni = 2m for some m (whenever no i, m exist such that ni = 2m, there is no obviously “natural” inclusion map of F into F(n1, …, nk)). This is the first known example in which the natural embedding of one of the Thompson-type groups into another is not quasi-isometric.
Unusual geodesics in Thompson's group F(n)
Wladis, C. (2009) Unusual geodesics in Thompson’s group F(n), Illinois Journal of Mathematics, 53(2), 483-514. preprint
Abstract: We prove that seesaw words exist in Thompson’s Group F(N) for N=2,3,4,… with respect to the standard finite generating set X. A seesaw word w with swing k has only geodesic representatives ending in g^k or g^{-k} (for given g\in X) and at least one geodesic representative of each type. The existence of seesaw words with arbitrarily large swing guarantees that F(N) is neither synchronously combable nor has a regular language of geodesics. Additionally, we prove that dead ends (or k–pockets) exist in F(N) with respect to X and all have depth 2. A dead end w is a word for which no geodesic path in the Cayley graph \Gamma which passes through w can continue past w, and the depth of w is the minimal m\in\mathbb{N} such that a path of length m+1 exists beginning at w and leaving B_{|w|}. We represent elements of F(N) by tree-pair diagrams so that we can use Fordham’s metric. This paper generalizes results by Cleary and Taback, who proved the case N=2.
Thompson’s group F(n) is not minimally almost convex
Wladis, C. (2007) Thompson’s group F(n) is not minimally almost convex, New York Journal of Mathematics, 13, 437-481. full-text
Abstract: We prove that Thompson’s group F(n) is not minimally almost convex with respect to the standard finite generating set. A group G with Cayley graph Γ is not minimally almost convex if for arbitrarily large values of m there exist elements g, h ∈ Bm such that dΓ(g, h) = 2 and dBm (g, h)=2m. (Here Bm is the ball of radius m centered at the identity.) We use tree-pair diagrams to represent elements of F(n) and then use Fordham’s metric to calculate geodesic length of elements of F(n). Cleary and Taback have shown that F(2) is not almost convex and Belk and Bux have shown that F(2) is not minimally almost convex; we generalize these results to show that F(n) is not minimally almost convex for all n ∈ {2, 3, 4,… }.
- Wladis, C., Hachey, A.C. and Conway, K.M. (2024). It’s about time: The inequitable distribution of time as a resource for college, by gender and race/ethnicity. Research in Higher Education.
- Wladis, C., Fay, M., Hachey, A.C. (2024). The holistic capital model: Time and body capital as sources of inequity. AERA Open.
- Wladis, C., Hachey, A.C., Conway, K.M. (2024). It’s about time, Part II: Does time poverty contribute to inequitable college outcomes by gender and race/ethnicity? AERA Open, 10(1), 1–20.
- Manly, C.A., Wladis, C. & Hachey, A.C. (2023, October). What does the online COVID-19 transition reveal about life stressors for community college students? Online Learning Consortium (OLC) Accelerate Conference, Washington, DC.
- Wladis, C. and Mesa, V. (2019) What Can Happen When Community College Practitioners Lead Research Projects? The Case of CUNY. Review of Higher Education, 42(4), 1575-1606. doi:10.1353/rhe.2019.0076
full-text full-text of accepted version - Wladis, C., Hachey, A.C. and Conway, K.M. (2018) No time for college? An investigation of time poverty and parenthood. Journal of Higher Education. doi: 10.1080/00221546.2018.1442983 full-text (first 50 downloads free) full-text of accepted version
- Wladis, C., Hachey, A. C. and Conway, K. (2017) Online STEM and mathematics course-taking: Retention and Access, In A. Volungeviciene, A. Szucs (Eds.), Diversity Matters! Proceedings of the EDEN 2017 Annual Conference. Budapest, Hungary: European Distance and E-Learning Network (EDEN), 296-305.
- Wladis, C., Smith, J. and Duranczyk, I. (2017). Research on Non-university Tertiary Mathematics. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education. Hamburg, Germany: Springer International Publishing, 693-694.
- Wladis, C., Offenholley, K., Lee, J. K., Dawes, D. and Licwinko, S. (2017). An instructor-generated concept framework for elementary algebra in the tertiary context. In T. Dooley, V. Durand-Guerrier & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Dublin, Ireland: Institute of Education Dublin City University and ERME, 557-558.
- Wladis, C., Offenholley, K., Licwinko, S., Dawes, D. and Lee, J. K. (2017) Theoretical Framework of Algebraic Concepts for Elementary Algebra, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA, 1510-1516.full-text
- Wladis, C., Hachey, A. C. and Conway, K. (2017) Online STEM and mathematics course-taking: Retention and Access, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA, 1695-1697. full-text
- Wladis, C., Conway, K.M and Hachey, A.C. (2016). Assessing Readiness for Online Education Research Models for Identifying Students at Risk. Online Learning [Special Section: Best Papers Presented at the OLC 21st International Conference on Online Learning and Innovate 2016], 20(3), 97-109. full-text
- Wladis, C. and Samuels, J. (2016) Do online readiness surveys do what they claim? Validity, reliability, and subsequent student enrollment decisions. Computers & Education, 98, 39–56. doi:10.1016/j.compedu.2016.03.001 full-text of accepted version
- Wladis, C., Hachey, A. C. and Conway, K. (2016) Student characteristics and online retention: Preliminary investigation of factors relevant to mathematics course outcomes, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburg, PA, 1442-1453. full-text
- Wladis, C., Hachey, A. C. and Conway, K. (2015) Which STEM Majors Enroll in Online Courses, and Why Should We Care? The Impact of Ethnicity, Gender, and Non-traditional Student Characteristics. Computers & Education, 87, 285-308. doi: 10.1016/j.compedu.2015.06.010 full-text of accepted version
- Wladis, C., Conway, K.M and Hachey, A.C. (2015). Using course-level factors as predictors of online course outcomes: A multilevel analysis at an urban community college. Studies in Higher Education. doi: 10.1080/03075079.2015.1045478 full-text of accepted version
- Wladis, C., Conway, K.M and Hachey, A.C. (2015). The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context. Community College Review, 43(2):142-164. doi:10.1177/0091552115571729 full-text of accepted version
- Wladis, C., Hachey, A.C. & Conway, K.M. (2014). The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: A nationally representative study. Community College Review, 43(1), 89-114. doi: 10.1177/0091552114555904 full-text of accepted version
- Hachey, A. C., Wladis, C. and Conway, K. (2014). Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes, The Internet and Higher Education, 25, 11-17. doi:10.1016/j.iheduc.2014.10.003 full-text of accepted version
- Wladis, C., Hachey, A.C. & Conway, K.M. (2014). An investigation of course-level factors as predictors of online STEM course outcomes. Computers & Education, 77, 145-150. doi: 10.1016/j.compedu.2014.04.015 full-text of accepted version
- Wladis, C., Hachey, A. C. and Conway, K. (2014). The role of enrollment choice in online education: Course selection rationale and course difficulty as factors affecting retention, Journal of Asynchronous Learning Networks, 18(3). http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/391 full-text of accepted version
- Hachey, A. C., Wladis, C. and Conway, K. (2014). Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college, Computers & Education. 72, 59-67. doi: http://dx.doi.org/10.1016/j.compedu.2013.10.012 full-text of accepted version
- Mesa, V., Wladis, C. and Watkins, L. (2014). Research Problems in Community College Mathematics Education: Testing the Boundaries of K–12 Research, Journal of Research in Mathematics Education. 45(2), 173-193. doi: 10.5951/jresematheduc.45.2.0173 full-text of accepted version
- Wladis, C., Offenholley, K., & George, M. (2014). Leveraging Technology to Improve Developmental Mathematics Course Completion: Evaluation of a Large-Scale Intervention. Community College Journal of Research and Practice, 38(12), 1083-1096. doi:10.1080/10668926.2012.745100 full-text of accepted version
- Conway, K., Hachey, A.C. and Wladis, C. (2014). A new disapora: Latino(a)s in the online environment. In Y. Medina and A. D. Macaya (Eds.). Latinos on the East Coast: A critical reader. NY, NY: Peter Lang, 120-138.
- Wladis, C., Hachey, A.C., Conway, K.M. (2013). Are online students in STEM (science, technology, engineering and mathematics) courses at greater risk of non-success? American Journal of Educational Studies. 6(1), 65-84.
- Hachey, A.C., Wladis, C. & Conway, K.M. (2013) Balancing retention and access in online courses: restricting enrollment… Is it worth the cost? Journal of College Student Retention: Research, Theory & Practice, 15(1), 9-36.
- Hachey, A.C., Conway, K.M. and Wladis, C. (2013). Community colleges and underappreciated assets: Using institutional data to promote success in online learning. Online Journal of Distance Learning Administration, 16(1), Spring.
- Wladis, C. and Morgulis, A. (2012) Increasing student success in intermediate algebra through collaborative learning at a diverse urban community college. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2,). Portland, Oregon, 310-319.
- Wladis, C., Hachey, A. C. and Conway, K. (2012) An analysis of the effect of the online environment on STEM student success, In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2). Portland, Oregon, 291-300.
- Wladis, C., Offenholley, K. and George, M. (2012) Identifying developmental students who are at-risk: An intervention using computer-assisted instruction at a large urban community college. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2). Portland, Oregon, 301-309.
- Hachey, A. C., Wladis, C. and Conway, K. (2012) Is the second time the charm? Investigating trends in online re-enrollment, retention and success. The Journal of Educators Online, 9(1), 1-25.
- Conway, K., Wladis, C. and Hachey, A. C. (2011) Minority student access in the online environment, Hispanic Educational Technologies Services (HETs) Journal, II, retrieved from http://www.hets.org/journal/articles/68-minority-student-access-in-the-online-environment.
- Conway, K., Hachey, A. C. and Wladis, C. (2011). Growth of online education in a community college, Academic Exchange Quarterly, 15(3), 96-101.
- Wladis, C. (2012) The word problem and the metric for generalizations of Thompson’s group F on more than one integer, Journal of the London Mathematical Society, 85(2), 301-322. preprint
- Wladis, C. (2011) Cyclic subgroups are quasi-isometrically embedded in the Thompson-Stein groups,” International Journal of Algebra and Computation (Proceedings of the International Conference on Geometric and Combinatoric Methods in Group Theory and Semigroup Theory), 22 (1&2), 365-385. preprint
- Wladis, C. (2011) Thompson’s groups are distorted in the Thompson-Stein groups, Pacific Journal of Mathematics 250(2), 473-485. preprint
- Wladis, C. (2009) Unusual geodesics in Thompson’s group F(n), Illinois Journal of Mathematics, 53(2), 483-514. preprint
- Wladis, C. (2007) Thompson’s group F(n) is not minimally almost convex, New York Journal of Mathematics, 13, 437-481. full-text
