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1
Walters, Tanaya M. "The Relationship Between Emotional Intelligence and Career Intentions of First-Year College Students at Historically Black Institutions in the Southeast." Thesis, Benedictine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974495.
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<p> With the new era of the workforce dawning, employers emphasize the need for educators to educate young people about the skills and knowledge employers are looking for in the 21st century. In fact, 88% of employers indicated the importance of colleges and universities ensuring all students are prepared (Hart Associates, 2015). In terms of the broad range of knowledge and skills, employers place great value on candidates who demonstrate proficiency in written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings (Hart Associates, 2015). </p><p> According to the Hart Associates (2015), Hay Group (2014) & the International Youth Foundation (2013), employers indicated the need for college graduates to possess a broad range of knowledge and skills to achieve long-term career success. One way to address this gap is through social-emotional intelligence. Emotional intelligence conceptualized in 1990 by psychologists Mayer and Salovey and later popularized by Daniel Goleman in 1995 in his book <i>Emotional Intelligence: Why It Can Matter More Than IQ.</i> Mayer and Salovey (1990) suggested emotional intelligence is the capacity to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and intellectual growth. Goleman’s (2006) later work re-examined the social component of emotional intelligence. Thus, Goleman (2006) postulated social intelligence offered a fresh outlook to human aptitude and human interaction in relationships. </p><p> The purpose of this study is to examine the relationship between emotional intelligence and career intentions of first-year college students at Historically Black Institutions, often referred to as Historically Black Colleges and Universities (HBCU’s). The study will aim to address the following question: What is the relationship between emotional intelligence and career intentions of first-year college students? Information extracted from this study will aim to build on existing emotional intelligence research, as well as, aim to offer new insights into practices that would aid career counselors in their work and inform curriculum design for introduction courses for first-year college students at higher education institutions across the academy.</p><p>
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Moore, Sara R. "Literacy Through Photography| Third-Year and Beyond, First-Generation College Student Experience with Culture and Academic Discourse." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729098.
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<p> This qualitative portraiture study examines current issues that surround the experience of third-year and beyond, first-generation college students. There is a need to understand the self-perceptions of first-generation college students. Very few studies follow the group into the third year of college. Most programs track the population for just one year beyond matriculation. Success for first-generation college students is vital, as the group has been identified as a growing population with low college completion rates. This study is presented at a critical time, when the President of the United States claims a college education is necessary to live above the poverty line and achieve middle-class status. The United States government has based public policy and higher education funding upon both student need and institution completion rates. This study used arts-based research and literacy through photography techniques to explore the narrative experience of a small sample of first-generation college students while engaged in interpretative photography. The technique aimed to promote imagination, creativity, critical thinking, and personal reflection. The study engaged participants in literacy through photography and sought to synthesize data in the form of writing samples, interpretative photography, and transcribed interviews to uncover patterns that better explain the tenants of culture leading to academic discourse within a disadvantaged population. The portraiture method was used to provide rich and descriptive data by illuminating themes through participant-researcher collaboration with reflective and narrative components.</p>
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Lancaster, Amber F. "A Qualitative Study of Male Students' Experiences in Counseling Programs and Male Professional Counselors' Experiences Post-graduation." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877129.
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<p> Little is known about what attracts men to the counseling profession and what their experiences are in counseling programs and the profession post-graduation. This qualitative case study examines what attracts men to the counseling profession, recruitment strategies, and proposed recruitment strategies that could affect prospective male students. It also reveals the experiences of males in counseling programs and the counseling profession, after graduation. Findings indicated men are attracted to the field for various reasons. Most participants did not notice any specific recruitment strategies directed toward males. The participants shared ideas for future male recruitment. Findings also indicated there are benefits and challenges associated with being a gender minority in counseling programs and the profession. Implications for counselor preparation programs are presented.</p><p>
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Lachman, Macey W. "A Problematic Yet Necessary Effort| White Women in Student Affairs and Anti-Racist Allyship." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749935.
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<p> As overt acts of racism are becoming increasingly visible and publicized on college campuses, institutions may be tasked with addressing issues around hate speech or racist marches. Meanwhile, white supremacy covertly impacts institutions through biased policies and practices. In this context, student affairs professionals can either perpetuate or combat racism. This study examined how 10 white women working as mid-level student affairs professionals in highly diverse institutions in Southern California made meaning and engaged in anti-racist allyship. The findings were organized along four themes: perceptions of campus climate at diverse institutions, developing white racial consciousness, efforts toward anti-racist allyship, and complexities of white allyship. Participants noticed the impact of historical and geographical contexts, and they identified aspects of climate specific to their institutions. They described the process of developing racial consciousness in a cyclical way, and they understood anti-racist allyship as advocacy. The complexities of white allyship included role confusion, difficulty identifying racism, white privilege, and the consequences of allyship. Emerging from this theme, a conceptual model of white anti-racist identity development is proposed. Recommendations for policy and practice include revision of the ACPA and NASPA (2015) social justice and inclusion competency, increased professional development opportunities around racial justice, and the inclusion of research on racial identity development and disrupting white supremacy in graduate degree programs. Recommendations for future research are also provided.</p><p>
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Ferrell, Anne C. "Advisement in Teacher Preparation Programs| Relational Trust in Advising Graduate Students of Color." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10975504.
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<p> There is ongoing debate in the current teacher preparation landscape about what type of training best prepares teachers for the classroom. As the larger field seeks to improve issues of recruitment and retention, many teacher preparation programs are trying to figure out the best ways to support new teachers, particularly those teaching in urban areas where both academic results and teacher attrition rates have struggled. Fewer scholars have examined how to support graduate students of color studying to become teachers most effectively. In addition to building human capital through teacher training programs, social capital could influence the experience of new teachers. Positive, trusting relationships with a faculty advisor could influence the experience and success of graduate students. </p><p> This qualitative methods study, at an alternative certification program in New York City, seeks to understand better the graduate student / new teacher experience in an advisement model designed to support teachers pursuing their master’s degree in education while teaching in a classroom full time. More specifically, through surveys and interviews of recent program alumni, this study seeks to understand better the experience of graduate students of color in their relationships with their academic advisors, and how relational trust is built.</p><p>
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Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.
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<p> The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. </p><p> This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. </p><p> The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.</p><p>
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Craft, Katherine Grace. "The Connection Program| An Examination of One Developmental Education Program." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720300.
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<p> Developmental education continues to be an area of concern for higher education institutions. Understanding and developing programs to provide support and increase retention, completion, and success rates for developmental education students is vital to increasing degree attainment in the United States. This study explored one developmental education program at a Midwest community college implemented in 2011. A mixed-methods approach was executed to compare completion and success rates two years prior to implementation and two years following implementation, as well as to obtain qualitative information regarding perceptions of the program. Quantitative data analysis revealed increases in developmental education rates for qualifying Connection Program students when viewed holistically; however, varying degrees of program effectiveness were seen in discipline-level results. Qualitative data analysis revealed four emerging themes: 1) Flawed Placement, 2) Positive Intentions, 3) Flawed Execution, and 4) Student Ambiguity. These findings coincided with research in the developmental education field as areas of importance in regard to increasing degree attainment for these students.</p>
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Nyutu, Pius N. "The development of the student counseling needs scale (SCNS)." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4837.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.
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Gallagher, Edward J. III. "What Are the Experiences of Students of Color Involved in the 'A Better Chance Program' in Relation to College Guidance?" Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680614.
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<p> Research consistently indicates that less affluent students across the country are often deprived of the necessary academic preparation and college guidance needed to successfully select, attend, and graduate from a postsecondary institution (Louie, 2017). Independent schools across America have historically served affluent, White students; however, many independent schools now strive to attract more diverse student populations. One such subgroup in independent school’s communities are students of color. Students of color who enter a traditionally White independent school often find unexpected struggles while acclimating to the independent school environment (Ohikuare, 2013) including developing social capital (Putnam, 2017) and establishing meaningful relationships with students and staff members at these schools. Weiss (2014) refers to these students as being as “doubly disadvantaged”; students of color fortunate to gain acceptance to elite private schools who can still find themselves at the bottom of the opportunity structure without the proper support and guidance. This qualitative study will explore the experiences and perceptions of students who are involved with the A Better Chance (ABC) Program during their college preparation process at a select independent boarding and day schools in the Mid-Atlantic region. Methods of data collection included detailed interviews with sixteen students across fourteen schools from the Mid-Atlantic region currently involved with the A Better Chance program. The study will also compare and contrast the information regarding participant's high school-to-college (HStoC) guidance process versus the high school to college guidance provided by A Better Chance.</p><p>
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Silver, Canady Tisa. "The Relationship between Financial Aid Advising and Community College Student Engagement." Thesis, Morgan State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642094.
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<p> The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014–2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long & Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney & Roberts, 2012). </p><p> The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice. </p><p> The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.</p><p>
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Avalos, Deborah Anne. "Poverty and the public school system: Student persistence from elementary school to college graduation." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/18.
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Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor children (Burney & Belike, 2008). ). Education can be a sufficient route out of poverty for young people (2009). However, since the 1970's researchers found that family income is a major detriment to higher educational attainment (Jencks 1972; Kelly 1995; Mortimore & Whitty 1997; Bynner & Joshi 2002; Demie, Butler, & Taplin 2002; Bell 2003; UNICEF 2007). The purpose of this study was to better understand the phenomenon that is the process that at-risk youth employ to graduate from college. More specifically, this study described, analyzed, and interpreted the experiences of people who formerly lived in chronic poverty and graduated from college using resilience as a framework. Using a phenomenological approach, I interviewed nine adults who lived in chronic poverty as a child and later graduated from college. Sources of data included audio-recorded interview transcripts, notes and pictorials. Data analysis followed Moustakas' and van Manen's modifications of phenomenological methods. The analysis of the audio taped interviews led to the following emerged themes: Being the other in the family; Moving as a positive route; Helpful counselors and college-preparatory programs; Hiding and disassociating from the poverty identity; Education as utility; Rebelliousness against authority and; Not belonging to a social class. Findings of this study lead to a deeper understanding of the ways in which people who formerly lived in poverty and later graduated from college experiences and how these experiences have influenced their resilience. These findings offer researchers future research opportunities in various areas such as, how cultural and aspirational capital can lead to college graduation for children living in poverty.
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Crenshaw, Michael Ryan. "Services for College Students with Traumatic Brain Injuries." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699.
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Jewett, Orval Albert. "High School to College Transition Among Black Males: An Action Research Project." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4381.
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A participatory action research project involving social workers as stakeholders from high schools and the local community college in Nassau County, New York, provided the basis for an inquiry that addressed the effectiveness and implementation of clinical social work practice with Black male students transitioning to community college from high school. This study addresses how clinical social work practice may be utilized to enhance the experience of the transition process for Black male students from high school to college. Through the use of a qualitative in-depth interview process, 16 school-based social workers provided professional perspective and expertise that resulted in a transformational change project identifying key aspects of psychosocial treatment planning most relevant to the needs of Black male students hoping to persist from high school to college graduation. Social exclusion theory formed the theoretical basis for understanding the socioeconomic and psychosocial experiences of Black male students, whereas grounded theory provided a foundation for theory generation through a process of identifying and classifying emerging patterns and themes within the in-depth interview transcripts. As a result of this doctoral capstone project, key deficiencies in school social work practice, such as the need to adapt to a more community-based form of social work practice, were identified and addressed at a local level through a summary of recommendations, forming the basis for a credible and transferable knowledge base that can be used to improve social work practice. Ultimately, the outcomes of this project improve services for Black male students transitioning from high school to college, and it will lead to positive social change for this student population.
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Kramer, Michaela M. "The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743.
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Bierker, Eric George. "EXPLORING PARENTS' AND THEIR HIGH SCHOOL STUDENTS' UNDERSTANDING AND PERSPECTIVES ABOUT COLLEGE PREPARATION KNOWLEDGE." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82209.
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Educational Psychology<br>Ph.D.<br>This research investigated high school students, their parents, and high school counselors self-reported views about the nature and relative importance of different aspects of "College Preparation Knowledge." In brief, this research investigated many areas of College Preparation Knowledge (CPK) broadly defined as the facts and the processes needed to be known to be prepared to successfully apply, attend, and graduate from college. Practical suggestions derived from the research findings may help the high school counselor better serve their college-bound students and parents.<br>Temple University--Theses
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Hauser, Andrea M. "A Grounded Theory Study of the Self-Authorship Development of Art and Design Students." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626879883767632.
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Zelkowski, Jeremy S. "Important Secondary Mathematics Enrollment Factors that Influence the Completion of a Bachelor’s Degree." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218555189.
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Walker, Kenyona N. "At What Cost: The Patterns of Persistence of First-Generation, Urban, Black Female, College Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1578248623563932.
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Harmount, Jamie E. "A Study of the College Decision-making Process and Influences of Social Capital on Appalachian Non-traditional Female College Students in Ohio During Their High School Years." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395869753.
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Flowers, Lea Randle. "Exploration of the Socialization Process of Female Leaders in Counselor Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/383.
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Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.
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Fallon, David M. "An Analysis of academic assistance programs on at-risk students at the United States Naval Academy." Thesis, Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/2156.
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The purpose of this research is to examine the impact of academic assistance programs on at-risk students at the United States Naval Academy. Each year, students determined to be at-risk are enrolled in an academic assistance program known as the Plebe Intervention Program. In addition, other academic assistance programs are available to these students. In particular, the Naval Academy administers a program known as the Midshipmen Group Study Program, which is based on the supplemental instruction model. This study examines the impact of participation in each of these programs as a determinant to persistence beyond the freshman year. Other determinants examined included demographics (ethnicity and gender), course grades, athletic status, and preadmittance data (SAT scores).
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Ale, Joanna L. "Appreciating Neurodiversity: ASD Perceptions of Experiences in a Higher Education Transition Program and the Implications for Higher Ed Leaders." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/738.
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Over the past decade, the number of individuals being diagnosed with Autism Spectrum Disorder has risen substantially. One byproduct of increased diagnosis is that more and more students with Autism Spectrum Disorder are applying and being accepted to colleges and universities (Graetz & Spampinato, 2008; Jones, 2012; Smith, 2007; Taylor, 2005; Zager, Alpern, McKeon, Maxam, & Mulvey, 2013; Longtin, 2013; Adreon & Durocher, 2007; Zager & Alpern, 2010). Research in the field of Autism and Higher Education is in its infancy, with a dearth of the research focusing on the challenges and struggles that degree-seeking students with ASD face within higher education. In an attempt to combat these challenges, many colleges and universities across the nation have begun to create post-secondary transition programs, but little is known from the perspective of the students participating in these programs (Adreon & Durocher, 2012). In this following study, Q Methodology was used to obtain information from 30 degree-seeking college students with Autism Spectrum Disorder on their best experiences within a higher education transition program.
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Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.
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Hawkins, Whitney Nicole. "Does Looking for Help Matter? The Relationship Between Information Sources and Borrowing Decision Factors in Student Loan Decisions." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492421762767966.
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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
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Castillo, Claudia. "Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.
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For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce.
The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college.
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Parker, Jessica Lynn. "The "party school" factor how messages about alcohol use at universities influence prospective students' perceptions /." Dayton, Ohio : University of Dayton, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1239892411.
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Thesis (M.A. in Communication) -- University of Dayton.<br>Title from PDF t.p. (viewed 10/06/09). Advisor: Teresa L. Thompson. Includes bibliographical references (p. 86-89). Available online via the OhioLINK ETD Center.
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Holloway, Jeremy Christopher. "Visualization for Growth Mindset of Underrepresented College Students." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588599835366586.
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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.
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Hibma, Adam. "Growing in a Metal Cocoon| Religious and Sexual Identity Development for Sexual Minorities at Evangelical Institutions of Higher Education." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932810.
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<p> The purpose of this qualitative study was to understand the unique sexual and religious identity development of sexual minorities who attend evangelical Christian institutions of higher education. Although research exists on sexual identity development and religious identity development, scant research exists as to how these developmental areas interact in sexual minorities who attend evangelical institutions of higher education. The research questions that were answered in this study included the following: How do sexual minority students at evangelical Christian institutions of higher education develop a sexual identity and make choices about sexual expression? How do sexual minority students at evangelical Christian institutions of higher education develop a religious identity? How do these two developmental areas interact in this population? </p><p> Four individuals who identified as sexual minorities were interviewed for this study. Interviews were analyzed using interpretive phenomenological analysis to understand the lived experiences of the participants. The data analysis led to the following emergent themes: <i>evangelical beliefs/narratives about homosexuality, new understanding of faith, current faith development, the closet, coded language, community, romantic relationships, current meaning of sexual identity, intersectional identities, evangelical college culture, vigilance, advocacy, and academic/artistic expression.</i> These themes highlighted how inextricably linked are sexual and religious identity development in this population. Also highlighted were how the individuals resolved their identity conflict with great difficulty but also as empowered changed agents. Clinical and educational applications of the research were also discussed.</p><p>
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Jeffs, Patrick Thomas. "Trauma, emotional distress, race and ethnicity, gender, Greek affiliation, and year-in-school as predictors of nonmedical use of prescription drugs among undergraduate college students." Thesis, The University of North Carolina at Charlotte, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563178.
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<p> The purpose of this study was to identity how events perceived as traumatic or very difficult to handle, factors of emotional distress, and demographics may predict nonmedical use of prescription drugs (NMPD) among traditional undergraduate college students. This secondary analysis utilized data from the National College Health Assessment II (NCHA II) from the Fall 2010 for the primary analysis. Data from the Fall 2008 and 2009 semester were subsequently analyzed to validate results over time. Sequential logistic regression was used to determine NMPD; first evaluating events perceived as traumatic, then including factors of emotional distress, and finally adding demographics of race and ethnicity, gender, Greek affiliation, and year-in-school. Fifth year (58–103%), 4<sup>th</sup> year (46–67%), 3<sup>rd</sup> year (43–60%), Greek affiliation (35–55%), feeling suicidal (27–49%), difficulties with intimate relationships (22–46%), males (28–39%), sleep difficulties (14–37%), feeling angry (29–35%), death of a family member or friend (13–29%), 2<sup>nd</sup> year (25–28%), feeling anxious (18–27%), and difficulties with finances (16–24%) were significantly more likely to predict NMPD during Fall 2008–2010 semesters. Conversely, Asians or Pacific Islanders (70–79%) and Blacks or African Americans (19–40%) were significantly less likely to use prescription drugs nonmedically over the same time period. While statistically significant, the model lacked increase of strength as variables were added to the regression equation. Regardless, college counselors, health professionals, and administrators should target support and interventions to assist students struggling with trauma, emotional distress, and the misuse of prescription drugs.</p>
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Perez, Consuela. "Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505152/.
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The purpose of this quantitative secondary data analysis was to examine the effect of family, school, and community context on high schools whose students participate in financial aid preparation services. Data from the High School Longitudinal Study of 2009 were analyzed to answer the two research questions using Perna's conceptual model of college enrollment behaviors that explores how students gain and utilize information about financial aid and college prices. Descriptive statistics were used to determine the extent of high school participation in financial aid services. The results indicated a varying degree of these interventions being offered at high schools ranging from 22% to 52%. Schools sending students reminders of FAFSA deadlines (52%) and disseminating flyers/pamphlets on financial aid (50%) were the only two interventions that had a slight majority of schools participating. Multiple regression was used to determine if a relationship existed between the outcome variable (participation in financial aid preparation services) and several family context and school context predictor variables for eight financial aid interventions. Results revealed school context variables as the best predictors of the outcome variable. Counselor caseload and school control were the most effective in predicting high school participation in the eight financial aid preparation services, though these greatly differed according to the type of intervention. Findings provide potential implications for research and practice, including highlighting ways in which K-12 and higher education can coordinate.
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Oldham, Jean Allen. "Dating Violence on Small Rural College Campuses: Are Administrator and Student Perceptions Similar?" UKnowledge, 2014. http://uknowledge.uky.edu/khp_etds/16.
Full textAbstract:
In recent years dating violence has become more and more prevalent on college campuses. Reports of the range of dating violence vary widely, with studies reporting from 20% to 85% of college women experiencing dating violence. However, almost all research has been conducted among urban and/or large colleges and universities, with virtually no attention to what is happening on small and/or rural college and university campuses.
When a possible 20% of college women have experienced dating violence on college campuses, there becomes a crucial need for administration at a college to have an accurate assessment of the college’s liability, and of the adequacy of the college’s programs and policies relative to dating violence. This study sought to determine whether administrators and female students on small rural college campuses have the same perceptions of the type and incidence of dating violence on their campus, and of the programs and policies the college has put into place to prevent and respond to dating violence. Two domains of perceptions were addressed, dating violence beliefs and experience, and dating violence policy knowledge. The same question was examined to determine if perceptions of resident and commuter students were the same, and if perceptions of under and upper class students were the same. The investigator surveyed 52 college administrators and 306 female students at a total of four small rural college campuses to determine whether administrator and female student perceptions of dating violence incidence/type and dating violence program/policy knowledge at the college were similar.
Results were that administrators tended to have similar perceptions to students as regards dating violence beliefs and experience, although not specific types of dating violence. Students did not exhibit a strong knowledge of dating violence policy. Resident and commuter students displayed similar perceptions to each other, as did under class and upper class students.
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Lynch, Donna J. S. "Among advisors: An interview study of faculty and staff undergraduate advising experience at a public land-grant university." 1998. https://scholarworks.umass.edu/dissertations/AAI9823753.
Full textAbstract:
This study uses in-depth interviewing along with participant observation and document analysis to develop an understanding of academic advising at one land grant university (Lincoln and Guba, 1985; Merriam, 1988a; Seidman, 1991; Spradley, 1980). Through in-depth phenomenological interviews, this study asks how academic advisors understand the work of advising, the changes proposed and occurring in this setting, and how they manage the deep-seated dilemmas and perplexing choices inherent in the advising role. In addition, it inquires how these choices and decisions connect to issues raised by national reform initiatives of professionalization and standardization for the field. A group of twenty-eight faculty, professional and classified staff academic advisors from twenty different academic departments, counseling centers, and programs within the advising support system were interviewed. This included nineteen women and nine men who provided academic advising as a significant part of their work role. A sequence of three separate, ninety-minute audio-taped interviews were done with each participant (Seidman, 1991). When transcribed, verbatim material was analyzed for patterns and commonalities that were shared among advisors as well as uniqueness of practice (Patton, 1980). In interviews, as academic advisors reconstructed their experience and understanding of their work and work life, they repeatedly cited a common set of organizational issues. This interview material was developed into seven thematic chapters that describe and examine the context and historical development of academic advising; the changing student profile; the missing spirit of connectedness and inadequate preparation; divided roles and fragmented delivery system; self-constructed advising definitions and orientations; individually developed advising techniques and use of advising tools; and the issue of status.
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Velez, Myrna I. "Perceived needs of entering students at the University of Puerto Rico: An exploratory study." 1996. https://scholarworks.umass.edu/dissertations/AAI9619450.
Full textAbstract:
Research has indicated that the first year of college is more stressful for the college student than the three remaining years. A descriptive, exploratory study was conducted which assessed the general freshman population of a large public university in Puerto Rico, a Spanish-speaking country. Freshmen (N = 1665) completed, in the Fall of 1993, a 73-item survey which collected data on demographics, academic and financial backgrounds, employment patterns, and academic, career, and personal needs. Students were asked to rate the intensity of the needs they were experiencing as they entered the University of Puerto Rico, Rio Piedras Campus. Results indicated that participants, as a group, rated academic-career related items stronger than personal items. In general terms, higher need levels were associated also with specific sub-populations of freshmen: females, students coming from public schools in Puerto Rico, and students enrolled in the Colleges of Business Administration, Natural Sciences, and Social Sciences. The findings of this study are valuable for planning college counseling services at the University of Puerto Rico, Rio Piedras Campus and for clarifying student development theory. The identification of these needs should enable administrators, orientation planners, counselors, and policy makers of this University to design programs to better meet the academic, career, and personal needs of the freshman population as well as the individualized needs of specifically designated subgroups of incoming freshmen. The planning of such interventions must be followed by systematic evaluation of the effects of the programs that are developed.
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Coyne, Ann E. "Disruptive behavior of students with psychological problems: An evaluation of response protocols and training activities of Massachusetts state colleges." 2001. https://scholarworks.umass.edu/dissertations/AAI3012123.
Full textAbstract:
This study examined and evaluated protocols and training activities for responding to the disruptive behavior of students with psychological problems at institutions in the Massachusetts State College System during the 1997–1998 and 1998–1999 academic years. A review and analysis of the literature and case law provided a basis for evaluating response protocols and training activities. Interviews with policy makers provided a framework for studying the processes used to develop, implement, and evaluate response protocols and training activities. Research questions focused on the number and types of incidents related to the disruptive behavior of students with psychological problems, the types and effectiveness of protocols and training activities, and whether or not the elements of federal law, state statutes, and relevant case law were incorporated in protocols and training activities. This study revealed that the Massachusetts State College System utilized protocols and training activities to respond to the disruptive behavior of students with psychological problems. The types and breadth of protocols and training activities varied by campus and included emergency medical care, hospitalizations, students' return to the residence halls, mandated evaluations, withdrawals, and the use of the student discipline system. This study further revealed that the state colleges reported that the elements of federal and state laws, as well as court opinions, were included in response protocols and training activities. This study found that training activities were offered in varying degrees at the state colleges that participated in the study. Significant training was offered to student resident assistants, but faculty and staff did not participate in training programs to the same extent as students. This study found that communication among individuals involved in developing, approving, implementing, and evaluating protocols was key to successful interventions. From the study, the researcher recommended three topics for further study. They included a study of best practice collaborations between hospitals and colleges, a study of the emerging pattern of high school violence and school responses and training activities, and a study of legal issues surrounding the disruptive behavior of students with psychological problems.
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Fosu-Ayarkwah, Charles. "Counselling as a critical tool in managing ill-discipline behaviour in colleges of education in Ghana." Thesis, 2020. http://hdl.handle.net/10500/27248.
Full textAbstract:
Ill-discipline behaviour has become a canker that threatens the moral fibre of
institutions. The purpose of this study was to explore how discipline measures
and practices were viewed by teacher trainees and college managers alike.
Furthermore, to determine what comprehensive counselling approaches were in
place to manage ill-discipline behaviour acts in colleges of education in Ghana.
A qualitative discourse analysis study design was employed in the study. In all,
25 participants were purposively selected from five colleges of education for the
study using a semi-structured interview guide. Data collected was transcribed,
coded, categorized and qualitatively analysed under themes that emerged from
the analysis using the thematic approach. The study revealed that several illdiscipline
behaviour acts exist in colleges of education, with perversion being the
most prevailing ill-discipline behaviour act. The study also revealed that
tertiarization of colleges is the major cause of ill-discipline behaviour among
students in the colleges of education and poor academic performance being the
major negative effect of ill-discipline behaviour in the colleges of education.
The study recommended that the college council and management should put
adequate measures in place to strengthen Guidance and Counselling units in the
colleges of education. The study also recommended that college counsellors
should be equipped to use appropriate counselling approaches and techniques
to counsel students to desist from indulging in ill-discipline behaviour acts.<br>Educational Management and Leadership<br>D. Phil. (Education Management)
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Owen, Laura (Laura Estelle). "Narrowing the college opportunity gap : helping students and families navigate the financial aid process." Thesis, 2012. http://hdl.handle.net/1957/31768.
Full textAbstract:
The number of students enrolling in post-secondary institutions in the U.S. has slowly been rising over the last 10 years, yet gaps continue to exist in terms of who attends college and persists through graduation. Minority and low income students often lack the guidance needed to navigate the college enrollment process and as a result, remain underrepresented at U.S. colleges and universities. The prospect of attending college is frequently ruled-out based on fears surrounding college costs and lack of awareness and exposure to financial aid programs. This dissertation study looked at the impact of increased school counselor outreach on FAFSA completion and college enrollment in a large urban school district in Albuquerque, New Mexico. Researchers found robust treatment effects on both FAFSA completion .103 (sd=.01) and college enrollment .117 (sd=.01) suggesting a strong correlation between student contact with a school counselor and these two essential tasks for successful college matriculation. The opportunity gap was narrowed for all groups measured with the greatest improvement noted for African American, Asian, and Native American students.<br>Graduation date: 2013
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Kellum, Kathleen Erin Hartney Portman Tarrell Awe Agahe Wood Susannah M. "Structured reflecting teams in group supervision a qualitative study with school counseling interns /." 2009. http://ir.uiowa.edu/etd/302.
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Spencer, Marian Lee. "Racial and ethnic differences in the college choice process: A study of minority high school seniors in southeastern Massachusetts." 1995. https://scholarworks.umass.edu/dissertations/AAI9606566.
Full textAbstract:
The purpose of this study was to find out more about the college choice process of minority high school seniors. The research questions were (1) Do minority high school seniors consider important the same college attributes that the literature of college choice suggests? (2) Do minority students consider important other aspects of colleges, such as those attributes suggested in the college climate and retention literature as influential in the college success of minority students? The population of the study included 1155 Southeastern Massachusetts high school seniors segmented into five sub-groups: Asian, black, Cape Verdean, Hispanic, and white. Data were obtained from two questionnaires administered in January and May, 1993 in all high school English classes. The results were compared with the college choice literature. In addition, the results were analyzed in relation to the college climate attributes of social opportunities, curriculum, campus diversity, and academic support. The conclusions included the following: (1) Not all sub-groups are the same. There were significant differences between black and Cape Verdean sub-groups and among all sub-groups. (2) Geographical proximity is a factor. (3) Financial aid and academic support supersede academic reputation. (4) Models of college choice need to be modified to include student location and deferred application. (5) Mother is a primary influence on college as identified by all sub-groups. Recommendations for institutional responses are based on these conclusions.