Dissertations / Theses on the topic 'Education, Environmental|Education, Educational Psychology|Education, Higher'

This quasi-experimental, two-week case study examines the effect of an outdoor classroom on university students' academic achievement and assesses the students' demographic relationship to the classroom environment and academic achievement. This study assesses theories and studies examining nature's impact on cognitive functioning and academic achievement. The results of this study showed no significant difference between the control and treatment group in academic achievement, and no significant relationship was found between the students' academic achievement, demographics and the passive presence of a natural environment. Future suggestions include using a mixed method approach, a larger sample size, and further investigation of the impact of a natural environment on educators.

This research examined the personal, professional, and developmental impact of introducing a constructive developmental perspective to faculty and students in a post-secondary program in sustainability education and leadership development. It also explored the relationship between adult development and sustainability education, teaching, and mentorship. There is increasing emphasis on integrating human interiors (values, beliefs, worldviews) in sustainability work. However, little research has examined the relationship between adult development and sustainability education. The purpose of this research was to explore deepening the transformative nature of learning and leadership development in graduate education through the use of a developmental framework and assessment, and to contribute to advancing the application of adult developmental research to adult learning and sustainability education. The site of study was Prescott College, and the sample of 11 included four Ph.D. faculty and seven students. This mixed-methods study included semi-structured interviews, a five-month action inquiry process, and a pre and post developmental assessment. The findings demonstrate that sustainability is significantly different for individuals assessed at different developmental stages; learning about adult development is transformative developmentally, personally, and professionally; a developmental awareness may deepen the transformative impact of graduate sustainability education and leadership development; and teaching about adult development is more effective when it is developmentally responsive. Integrating a developmental awareness into graduate and sustainability education is recommended to support learning and growth at all stages of development, support the development of the educators themselves, and support skill development for working well with diverse groups.

The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program.

This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living-Learning community participants, or non-learning community participants at Blue Wave University. Data were collected for 363 students who were eligible and responded to the assessment, College Assessment of Readiness for Entering Students (CARES). CARES was developed by Blue Wave University as a pretest, CARES-I (intended) and posttest, CARES-A (achieved). This study analyzed whether or not students, who are classified as First Time In College (FTIC), in the studied groups, had a difference in their level of intended goals, (responses to CARES-I), achieved goals (responses to CARES-A), and the level of change from goal intent to goal achievement (the change in student responses from CARES-I to CARES-A), during their first semester enrolled at Blue Wave University.

Analysis of variance (ANOVA) was used to investigate the change from goal intent to goal achievement; results revealed that the level of change was not significantly different for the three groups. All three groups of students achieved fewer goals than they intended. Although the Living-Learning Community participants did not achieve all the goals they set, the ANOVA indicated that the tests were significantly different as Living- Learning Community participants set higher goals and achieved higher goals than the Freshman Learning Community participants or non-learning community participants.

Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.

Matriculating to college is a critical time in the life of transitioning students. Students in their first year of college face change the transition to being independent and meeting people from diverse backgrounds. Colleges and universities recognize the first year of college as one of the most impressionable aspects of student life. Colleges and universities have created experiences designed around the concept of assisting in the integration of students in their first year of college. First-year experience (FYE) courses or first-year seminars (FYSs) were designed to provide students with tools and skills they needed as first-year students in college, as well to help students persist from one year to the next.

This study sought to determine which aspects of a FYS demonstrate the best approach to assisting students with successful integration to college, which can affect increased persistence to the sophomore year or increase persistence to graduation using secondary data from the 2006 National Survey on First-Year Seminars (NSFYS). Descriptive statistics and binary logistic regressions were employed to analyze the data and to answer the research questions. The sample used for this study included respondents who participated in the 2006 NSFYS and agreed to release their responses anonymously for research purposes. Results indicated course topics are a significant predictor of persistence to the sophomore year for moderate-selective institutions. When examining the persistence to graduation model, course topics, course objectives, and other course characteristics are significant for low-selectivity institutions.

Latina/os are the fastest growing minority group in the United States and in California, yet they have not been able to maintain an adequate educational attainment and achievement level in comparison to other ethnic groups (Marin & Marin, 1991). Typically, Latinas are not able to achieve the amount of education they set out to accomplish because of factors such as poverty, family responsibilities, attending low quality primary and secondary schools, being placed in lower tracked classes, poor self-image, a limit in community resources, gender role expectations and the lack of role models (Zambrana & Zoppi, 2002). It is essential to examine how Latinas are able to integrate their families' expectations, the community, perception of campus climate, and coping styles through the pursuit of the higher education process.

This study explores how cultural, social and psychological factors contribute to pursuing the attainment of a bachelor's degree utilizing bicultural identity theory. It is hypothesized that biculturalism is associated with Latinas being able to attain and achieve a bachelor's degree because of their ability to navigate through various environments in which they can adapt.

Nine current undergraduate women that identify as Latinas were interviewed. The participants each answered a demographic questionnaire during the qualification telephone interview as well as two demographic questions during the actual interview. The participants' age ranged between 18-36 years old with the mean age being 21-years-old. All the participants live in Northern California. All nine participants identify as Latina. Four participants attend San Jose State University, two attend California State University, Stanislaus, one attends the University of California at Berkeley, one attends Chico State University and one attends Santa Clara University.

There are several significant themes that emerged from the interviews and they include: 1. Cultural Awareness and Ethnic Pride 2. Family Support with Pursuing Higher Education 3. Discouragement 4. High School and College Campus Support 5. Peer Support in High School and College 6. Experience of College Peers 7. Self-Motivation and Ambition 8. Role Models 9. Barriers 10. Support Prior to Entering as Well as During College. The results of the study are thoroughly discussed, as well as study limitations, implications for practice, and suggestions for future research.

A gap in the knowledge of literature was found in that no research had been performed examining the effect different physical learning environments have on cognitive load levels. This is important because high cognitive load levels are known to affect learning. The purpose of this quantitative correlational study is to examine the relationship between the overall, intrinsic, and extraneous cognitive load and the physical learning environment (online and traditional classrooms) of undergraduate college students in an Introduction to Psychology class, at a medium-sized liberal arts college. Cognitive load theory provides a framework that has been used extensively to promote learning. Cognitive load refers to the total amount of mental activity imposed onto the learner. Research noted what has not been examined is how different physical learning environments may affect cognitive load. For this study, the physical learning environment is the place where learning takes place. Three research questions sought a correlation between cognitive load levels and the physical learning environment, online or traditional classroom. The Leppink scale was used to measure cognitive load. A survey was sent, one week in December, until the minimum sample size was determined. Data were determined using a Spearman correlation. The findings indicated no significant relationship exists between Overall Cognitive Load and the physical learning environment (r _s = –0.011, p > 0.05), Intrinsic Cognitive Load and the physical learning environment (r_s = –0.082, p > 0.05), and Extraneous Cognitive Load and the physical learning environment (r_s = 0.086, p > 0.05). Recommendations for future research include looking at gender differences and testing at different times during the semester.

Stress overload is the destructive form of stress when the demands of stressors outweigh the resources one has to counter these stressors. Previous research has shown it to predict illness, poor grades, and the use of maladaptive coping strategies (i.e., avoidance). This study examines the direct and indirect effects (by way of coping strategies) of stress overload on academic performance in a sample of 1,039 freshman. It was hypothesized that stress overload would be related to poor academic performance, as measured by GPA and enrollment status. Findings from hierarchical regression analyses showed stress overload and avoidance coping were related to poor academic performance. Contrary to the hypotheses, however, coping strategies did not mediate the relationship between stress overload and academic performance: instead, tests suggested that stress overload mediates the relationship between avoidance and performance. That is, stress overload may be an aftereffect of maladaptive coping strategies, in this case avoidance, and thereby has the more proximal effect on students’ academic performance. The implications of these findings for university retention efforts, and limitations of the study, are discussed.

The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.

The enrollment of students with invisible disabilities has continued to increase unabated in postsecondary environments. As a result of the applicable laws governing the provision of accommodations and/or modifications in higher education, the impetus and responsibility to succeed rests almost entirely with the individual student. Research showed for many students with invisible disabilities, the transition from a more passive role in the acquisition of education at the primary and secondary levels to a more active role in the acquisition of higher education at the post-secondary level was difficult, as evidenced by a large percentage of such students failing to complete their degrees (Barber, 2012, Hadley, 2006; 2011, Skinner, 2004). Nonetheless, some of the same research indicated some students with invisible disabilities succeeded and completed their degrees (Barber, 2012, Skinner, 2004). The literature suggested that certain characteristics, particularly self-determination, were at least in part responsible for the success of these students.

The purpose of this mixed methods study was to explore the level of self-determination in successful students with invisible disabilities who participated in higher education. Data were collected through the administration of an online, anonymous, and untimed survey that ocnsisted of Wehmeyer and Kelchner's (1995) Arc Self-Determination Scale, as modified by Jameson (2007), as well as supplemental questions both adapted from Stage and Milne (1996) and created by the investigator. Levels of self-determination between successful students with invisible disabilities and their otherwise non-disabled peers were measured and analyzed for significant differences in means. The quantitative data revealed no significant difference in means on any domain score, including the Self-Determination Total score between groups, as measured by the modified Arc. Subsequent content analyses of supplemental questions revealed identical emerging themes in both participant groups, which aligned with Wehmeyer's essential characteristics of self-determination.

Identity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, & McLaughlin-Volpe, 2004).

The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn & Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer & Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler & Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie & Taylor, 1993; Pearson & Petitpas, 1990).

This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943).

The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition.

The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants’ high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell’s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity.

The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder & Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty & Karabenick, 1998).

The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty & Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed.

Many universities have expanded from teaching only to include research goals, requiring shifts in organization behavior. An exploratory case study method was used to examine these dynamics among positive deviant researchers at the University of Technology, Jamaica (UTech), the single case examined, from a social construction perspective. As a participant observer in the organization, the researcher engaged in marginality and its associated risks in studying UTech’s transition from low to higher research outputs to answer the research questions—significant norms influencing positive deviancy patterns of the researchers and, their perceptions and experiences during transition. A qualitative case report and mini-organization ethnography of UTech was produced to enhance contextual understanding of positive deviance among university researchers, an area not previously described in the literature. Several important organizational findings emerged from the analysis of interviews of 6 participants who received the President’s Research Initiative Award (PRIA), artifacts of the organization, and participant observation. The results detail early development of a descriptive typology of positive deviance during organization change, including motivation, feelings of being marginalized and coping strategies. Three patterns—(1) teaching versus research (2) disorder, and (3) personal resilience—and 9 interrelated themes enhance understanding of role adaptations and the meanings and beliefs that these faculty associate with their research environment. The results also indicate organizational factors and personal dimensions in a research subculture that is emerging amidst strong pivotal teaching norms and culture; social costs involved in such a transition, and; some challenges and opportunities for building a research culture and a high performance research environment at UTech. A construct of organizational and individual adaptation to stress was hypothesized, subject to future research. The main conclusions included that research is a peripheral norm; doing teaching and research involved tensions, challenges, incongruence, disequilibria as new identities and the implied research subculture are emerging at UTech; there are anti-research risks to the transition, and; organizational tradeoffs might be required. The findings, although not a template, are of potential usefulness in any organizational setting where organization growth and change are contemplated. Recommendations are made for UTech and future research.

This qualitative research focused on the type of support that influenced college enrolled former foster youth's educational decision making from the perspective of the youth.

The research data was collected via participant interviews that were recorded and transcribed. The data was analyzed to identify themes that related to social capital formation and emancipated foster youth's college enrollment.

The research results revealed that foster youth need interventions that will address their decision to decline emancipation services that promote their higher education enrollment. Further exploration within this subject matter is needed to better understand the subject matter and supplement the empirical literature that guides the professionals that provide services to foster youth.

While substantiating the effectiveness of honors programs to increase learning among the academically gifted, assessment and any associated outcomes should also be effectively used to understand the psychosocial development challenges of these students and, at the same time, increase their learning in and out of the honors environment. Robinson's (1997) research showed that, saddled with the typical college student's at-risk characteristics, e.g., first-generation status, low-income, financial limitations, etc., gifted students also face unique adjustment challenges in terms of their social development. These challenges include habits and attitudes associated with and/or resulting from not having to work at their studies in high school, such as `grade shock,' mediocrity, and an expectation of naturally being at the top of their class; not knowing their strengths and weaknesses due to a lack of academic challenge; not experiencing having to ask for help; and having multiples gifts and talents that are or can be channeled in multiple directions. This mixed methods study examined how educators may be able to use psychosocial student development theory and research in the use of personality type assessment instruments, such as the Myers-Briggs Type Indicator to support these students whose unique attitudes and behaviors put them at risk of losing their educational and career opportunities.

The topic of this study was student motivation and intention to graduate at a for-profit university. The research problem addressed is only 23% of bachelor’s degree-seeking students at for-profit universities persist to graduate within six years. Students who leave without graduating incur more debt and earn less money over time. Grounded in an integration of self-determination theory and the theory of planned behavior, the purpose of this quantitative, casual comparative study was to predict student intention to persist to graduate based on motivational profiles. Cluster analysis revealed two distinct motivational profiles (internally motivated and externally motivated) of 158 students at an online, private, for-profit university. Differential tests indicated attitude and subjective norms were significantly different between the two profiles. The significant differences between the two profiles offers support for the multidimensional nature of motivation as argued by self-determination theory. Therefore, is recommended that future research adopt a person-centered approach in investigating student motivation. However, no differences were found between motivational profiles and intention to graduate. Regression analysis confirmed motivational profiles did not predict intention. The lack of difference between motivational profiles and intention challenges the integration of self-determination theory and the theory of planned behavior. Since all students in this study had high levels of intention to graduate, but only 31% are graduating at this university, it is recommended that future research use a longitudinal approach to investigate the sustainability of distinct motivational profiles. The results offer insights into the motivations of bachelor’s degree seeking students attending a for-profit university. Over two-thirds of the students in this study exhibited external forms of motivation. It is recommended practitioners employ methods to increase autonomous forms of motivation in the online, for-profit educational setting.

The purpose of this quantitative study is to investigate whether QPR (Question, Persuade, Refer) suicide prevention training is effective in increasing knowledge of suicide prevention among students of color, specifically Latino/a, Asian American, and Black/African American college students. This study involves secondary data analysis of 502 students who participated in a QPR training from Fall 2012 to Fall 2014. The data was collected by a suicide prevention program in Counseling and Psychological Services (CAPS) at a public university in Southern California. The findings of the study revealed statistical significance in all nine areas of knowledge for all participants before and after receiving QPR training. The findings indicate an increase in knowledge among students of color and the likelihood that the participants would approach someone who may be at-risk for suicide and assist the individual in seeking appropriate professional resources. Implications, recommendations for practice, and directions for future research are discussed.

The current trends observed in 4-year college graduation and retention rates (ACT 2011; 2012; 2013; 2014; Tinto, 2006) demonstrate a need for improvement in student academic achievement outcomes. Overwhelmingly, research finds that the first year in college is the time of greatest risk for student academic failure and drop out. Challenges associated with academic-oriented forms of stress and anxiety (Baillie & Fitzgerald, 2000; Bembenutty, 2008; Cassady, 2010; Collier & Morgan, 2008; Jean, 2010; Pike & Kuh, 2005; Soria & Stebleton, 2012; Turner et al., 2012) coupled with limitations in effective coping strategies (Hofer et al., 1998; Kitsantas et al., 2008; McInerney, 2011; Pintrich & Zusho, 2002; Robbins et al., 2004; Zimmerman & Schunk, 2008) lie at the center of the difficulties these first-year students experience, which ultimately play a significant role in persistence and achievement outcomes. This is particularly true for students from at-risk populations (e.g., first-generation students, ethnic minorities; Balemian & Feng, 2013; Borman & Overman, 2004; Choy, 2001; Engle, 2007; Jones et al., 2010; Pascarella et al., 2004; Toldson, 2012).

The wide body of research confirms that no single factor reliably predicts college academic success or failure, although institutions have traditionally relied upon indicators of prior achievement (i.e., H.S. GPA and college entrance exams) for such inferences (Alarcon & Edwards, 2013; DeBerard et al., 2004; Harackiewicz et al., 2002; Kowitlawakul et al., 2013; Randsell, 2001; Zypher et al., 2007). Rather, it is the collective of factors from environmental, behavioral and personal domains that interact and have the potential to positively or negatively influence college student achievement (Bandura, 1986; 1997; 1999; Lazarus & Folkman, 1984; Snow et al., 1996). As such, the Transactional Stress and Coping model (Lazarus & Folkman, 1984) provides a comprehensive model through which the influence and interaction of multiple factors associated with student stress-appraisals, coping responses, and eventual outcomes can be examined within investigations of college academic achievement.

The main purpose of this study was to examine the degree of influence student background characteristics, indicators of prior achievement, anxiety-laden cognitive belief states, and self-regulated learning had on first-year college student achievement. Informed by the Lazarus and Folkman (1984) framework, a proposed academic-oriented stress-appraisal and coping model was tested for viability in predicting student achievement outcomes at the conclusion of their first-year in college. This study investigated research questions specifically associated with: 1) the influence of gender, ethnicity and first-generation status on first-year achievement; 2) the influence of student prior achievement (i.e., H. S. GPA and SAT scores) on first-year achievement; 3) the potential mediating influence of cognitive appraisals on first-year achievement; and 4) the potential moderating role of self-regulated learning in first-year achievement. For this archival study, all student demographic data, measures of prior achievement, first-year college achievement (cumulative GPA) and self-report responses to the LASSI-HS (Weinstein & Palmer, 1990) instrument were accessed from a large sample (N = 29,431) of first-time, first-year students enrolled at a mid-sized, Midwestern 4-year university during years 2004-2012. Using an established model of stress-appraisal and coping (Lazarus & Folkman, 1984) within an academic context, five models were tested using Structural Equation Modeling (SEM) to answer the specific research questions and investigate the utility of the models in predicting first-year college achievement.

The results revealed that although all background factors (i.e., gender, ethnicity, first-generation status) were statistically significant predictors of first-year achievement (GPA), their influence on first-year GPA was minimal. Additionally, prior achievement had a statistically significant, but weak, influence on first-year GPA. Although the direct path relationships for all pre-existing personal factors were statistically significant, the results also indicated anxious cognitive appraisals served a mediating role between these factors and first-year GPA. Thus, a partially mediated model best represented the relationships among these variables. The potential moderating effects of motivational regulation and active coping strategies did not have any meaningful impact in the two self-regulatory coping models tested. Although some statistically significant relationships were observed and provided evidence that background factors, prior achievement, anxious cognitive appraisals and self-regulated learning are associated, their influence was minimal and offered little practical utility in explaining first-year college student achievement.

Overall, the results of the study were unexpected given the strong theoretical and empirical support for the measures utilized in the study and literature supporting meaningful and rather robust relationships among the variables of interest. This atypical finding seemed to be due primarily to the first-year student GPAs, and suggests attending to concerns related to the evaluation of student performance and achievement in the first year of college. (Abstract shortened by UMI.)

The purpose of this study was to investigate how self-regulated learning and ethnic/racial variables predict minority first-generation college student persistence and related constructs. Participants were drawn nationally from the U.S. Department of Education funded TRiO Student Support Services Programs. Additional participants from the Talent Development program and General Psychology classes from the University of Rhode Island were also included if they were first-generation college students. Preliminary analyses of group differences based on minority status revealed few significant differences in self-regulated learning, ethnic/racial, and college persistence variables. Hierarchical regression analyses indicated that academic self-efficacy, program use, and race rejection sensitivity were the strongest predictors of minority first-generation college students' persistence. Implications for practice, study limitations, and directions for future research are also discussed.

The purpose of this qualitative research study was to explore the essence and underlining structure of a hybrid identity development process among undergraduate students who lived a transborder lifestyle in the U.S.-Mexico border region by identifying the factors that influenced the phenomenon. In the 1990s transnational and transborder individuals were identified by scholars as part of a new understanding for the movement of populations. Today researchers state that this phenomenon is ever most prevalent at the world's busiest international border shared between the cities of San Diego, California and Tijuana, Mexico. Part of the transborder phenomenon is college students who collaborate internationally between San Diego, California and Tijuana, Mexico because they reside in both sides of the U.S.-Mexico border while attending higher education institutions in San Diego, California. Currently there is no information about how many students live a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region and few researchers have explored the understanding of their experiences. As a result, the lack of research about the development of this student population called for further investigation. Semi-structured one-on-one interviews were conducted with twelve undergraduate students who lived a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region; they took place at a higher education institution in San Diego, California. The central finding of this study is the illustration of the developmental process of a Hybrid Identity; therefore, a conceptual framework for the systematic understanding of the phenomenon was created. The stories which participants shared as part of their interview illustrate how their hybrid identity development was influenced by the transborder lifestyle they lived through the transborder context in the U.S.-Mexico border region. The influential factors of their hybrid identity development are identified as the obstacles they faced through the transborder context and the different ways they coped with and adapted to the barriers of their milieu.

Researchers are learning how to prevent the projected United States shortage of science, technology, engineering, and mathematics (STEM) professionals by retaining more undergraduates in STEM majors. Specifically, since undergraduates generally want to give back to their communities, they experience heightened science career motivation once they "fit" their communal goals with their views of science careers. However, testing the quality of fit is challenging because individuals differ in communal goals and views of science. For the present study, therefore, a person-centered analytical approach was used to identify groups of STEM undergraduates defined by combinations of communal goal endorsement and perceived communal goal affordances. Four groups were identified: Low Incongruent, Moderately Low Incongruent, Average Congruent, and Moderately High Incongruent. Results showed that undergraduates were optimally motivated when both communal goal endorsement and perceived communal goal affordances were moderately high and incongruent. Results also showed that gender and cultural identity could predict group membership.

Title IX Coordinators are educational administrators who play a critical role in providing campus environments free of sex discrimination, harassment, and violence. Their work is demanding, highly regulated, and set in an increasingly volatile political context. There is little research on the experiences of these administrators. Utilizing the Professional Quality of Life framework, this qualitative study explored the experiences of 20 Title IX Coordinators to understand their professional quality of life and organizational factors that influence their experiences. Findings revealed participants’ satisfaction was drawn from passion for “the work” and making a positive impact in their communities, and fatigue and burnout were tied to an intense and overwhelming workload. While fatigue can lead to a breaking point, moderating influences, e.g., coping strategies and balancing compassion with neutrality, mitigated negative factors. Institutional resistance and lack of understanding across stakeholders contributed to compassion fatigue, while institutional commitment and supportive interpersonal relationships affirmed the Title IX Coordinator’s experience. Implications include expanding the Title IX Coordinator’s passion for gender equity across the institution, and building institutional capacity to adequately respond to complaints, to benefit both the experience of the Title IX Coordinator and campus communities at large. Recommendations for policy and practice include creating Title IX teams, institutionalizing campus climate surveys, and supervision committed to building supportive working environments. Future research is recommended on how intersecting identities influence the Title IX Coordinator experience, and understanding campus attitudes toward Title IX and other civil-rights based responsibilities among constituent groups.

Industries in which effective teamwork is critical for safe operations are quickly discovering the benefits of simulation-based training (SBT). Research has shown the aviation industry, military operations, and medical field utilize impressive simulations allowing people to refine their technical and nontechnical skills in a "no consequence" environment. Grounded in team cognitive and group dynamic research, researchers are focusing their efforts on how to effectively use simulation as a training tool. The focus of this study was to determine how the degree of simulation difficulty affects teamwork. With a unique high fidelity simulation lab, the participants completed 3 hour work shifts to a run a simulated regional airline. Teamwork was based on the following five variables: contributing to teamwork, interacting with the team, keeping the team on track, expecting quality, and having the necessary knowledge, skills, and abilities (KSA's). The experimental design consisted of three teams randomly assigned to either a minimal, moderate, or maximum level of difficulty. After completion of the simulation, the participants completed an online survey for evaluations of their performance. The findings suggest some components of teamwork are affected by the design of the simulation, while others are not as susceptible to its effects. It was discovered the level of difficulty significantly affected individual and group performance in their expectation of quality and having relevant knowledge, skills, and abilities (KSA's). As simulation difficulty only affected two out of the five teamwork variables, this leads to the conclusion that generally a team will perform based on their level of team cognition and efficient group behaviors, not necessarily based on the degree of difficulty presented during a simulation.

This qualitative study contributes to the very limited body of literature available on the identity development of undocumented students. Specifically, this study focused on the experiences and identity development of Latina/o undocumented students enrolled in California community colleges. From the voices of 21 students, a three-position identity development framework emerged: (a) discovering difference, (b) making meaning of difference, and (c) coming to terms with being undocumented. The identity development process for Latina/o undocumented students is one that is directly linked to the degree of inclusion and acceptance that is present in their environment. A political context was evident in all three of the positions demonstrating that there is a larger policy context that is important in the identity development of this student population. Recommendations for practice and policy are offered.

The purpose of this research study was to examine the difference between three levels of nursing students (sophomore, junior, senior) and their assessed emotional intelligence (EI) scores. A quantitative, quasi-experimental study was conducted with a population of nursing students from five separate campuses at Montana State University, and a control group of education students at the University of Montana. The following research question was explored in this study: What difference, if any, does nursing education have on the emotional intelligence scores of sophomore, junior, and senior Bachelor of Science in Nursing (BSN) students? Students voluntarily completed the online EQ-i 2.0 assessment resulting in composite standard scores with a mean of 100 and a standard deviation of 15 calculated for the total, scale and subscale EI scores. Mean total standard EI scores were 103.59 (nursing students, n = 51) and 94.43 (education students, n = 7). A one-way analysis of variance (ANOVA), analysis of covariance (ANCOVA), and correlational statistical analyses were conducted. No statistically significant difference was found between the sophomore, junior, and senior students and their assessed EI scores. However, further analysis showed that a moderately strong positive correlation existed between participants’ ages and EI scores: (r = .34, n = 51, p =. 02) with R ² = 0.11.

This study explored students’ perceptions of developing cohort cohesiveness while progressing through a doctoral level interprofessional health administration program. Drawing upon Tuckman and Jenson’s Theory of Group Development (1977), this study specifically emphasized the group development process and its inherent relationship to achieve cohesion within a group. To better understand this process, an in-depth qualitative research design, using semi-structured interviews, was implemented to illustrate the experiences of an interprofessional group of students enrolled in a distance learning program that utilized a closed cohort model. Emerging from the data was the core category of shared experiences, supported by main categories of collegiate unity, required interactions, group maturation, and interprofessional appreciation. The significance of interaction between students and faculty emerged as fundamental and inseparable to students’ achievement of cohort cohesion. The data suggest the value of group development within these types of programs as well as how cohesive groups enhance the learning experience and contribute to student success. Results of this study have implications for the promotion of educational programs to foster group development within distance learning cohorts. Attention should be given to a broad base of understanding by faculty of the development of cohort cohesion and the value of cohesion in higher-level education. Findings from this study support the notion of faculty involvement in cohort cohesion and the importance of helping students make connections as a group.

The present study utilized data from the National Longitudinal Transition Study – 2, which is a longitudinal study of a nationally represented sample of students with disabilities between the years 2000 and 2010. Using this dataset, the relationships among disability type area of study, and degree completion were explored. The final sample included approximately 310 students classified as having learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), or autism spectrum disorder (ASD). It was hypothesized that individuals with ASD would prefer fields of study where there was limited social interaction to a greater degree than those with LD or ADHD. Additionally, it was hypothesized that students with ASD would be more likely than their LD and ADHD counterparts to choose fields of study in the areas of science, technology, engineering, and mathematics (STEM). Results from two path analysis models, however, revealed no significant findings. Consequently, it appears as though other factors or a combination of factors better account for the postsecondary outcomes of students with disabilities. The primary implication of these findings is that professionals and caregivers should refrain from making assumptions about area of postsecondary study or degree completion based simply on students’ disability types. Furthermore, it does not appear warranted to direct students with disabilities to select specific types of academic majors simply because it is assumed that pursuing those majors will result in better postsecondary outcomes.

Organizations invest billions annually in the form of Tuition Assistance Programs (TAP) with little knowledge as to the reasons why employees choose to participate. The purpose of this multiple exploratory case study was to explore the perceptions of employees with access to a TAP of at least $5,250 per year. Interviews were conducted with 17 participants to elicit input on the perceptions and rationales related to participation in the program. In Case One (participators), the data suggests that communicating the intentions of the programs through marketing and individual development plans (IDPs) could help employees differentiate these programs from standard benefits. Next, the support role that managers played in the decision-making process encouraged participation and therefore, engaged them with work. In Case Two (non-participators), the data suggests that time is a considerable factor that prevented participation. Additionally, institutional barriers, such as financial holds on previously earned transcripts or an inability to apply work experience as experiential credits, caused discouragement and demotivated employees to participate. Lastly, this study provided the opportunity for cross-case analysis, which showed that manager support, regardless of the decision to participate in the TAP, improved an employee’s engagement and motivation at work. The analysis also showed that the intention, value, and benefits of the employers’ TAPs were not understood by the employees with access to participate. Implementation of IDPs for those eligible to participate in the program could help employees make the connection between the investments made in their education and their future career opportunities with their employer.

The development of empathy in the healthcare setting is integral to high-quality patient care as empathy provides the ability to connect with patients to gain a better understanding of their emotions and experiences. Empathetic education is a component of medical education and nursing education; however, it is not a required curricular component in most laboratory-based education programs. In laboratory-based education programs, the teaching of empathy is conducted through role modeling, which has been identified as an optimal teaching strategy to assist students with developing their empathetic abilities. Numerous studies have been conducted to examine the role modeling process; however, limited research on instructors’ experiences with utilizing role modeling to teach empathy has been conducted. The purpose of this study was to examine the experiences instructors in laboratory-based education programs have had utilizing role modeling to develop students’ empathetic abilities, focusing on instructor successes and challenges. The study utilized Bandura’s social learning theory as the theoretical framework. The study was conducted utilizing a basic qualitative study design. The sample comprised eight instructors from the histology technician, cytotechnology, and medical laboratory sciences programs at an academic medical institution in the Midwest. Data analysis was conducted utilizing the constant comparative method. Findings from the study indicated that past experiences provided participants with opportunities to identify and apply positive role modeling skills to elevate their teaching abilities. While challenges were not well-described, the ability to connect with students through role modeling empathy allowed participants to demonstrate how empathy can be beneficial to others. The impact of empathy on student development was observed by the participants as students actively utilized empathy to create a connection to the patient, thereby promoting a higher quality of laboratory services.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript. Paper 4: Manuscript. Paper 5: Manuscript.

This sequential mixed methods study examined alumni's perceptions of an integral education, an alternative educational model that is centered on students' multidimensional development. The study involved graduates from the East-West Psychology (EWP) program at the California Institute of Integral Studies (CIIS) and explored how they connected their unique educational experience to personal and professional development. The purpose was to determine how graduates of the EWP program value the integral education they received from CIIS, and what, if any, specific experiences, courses, and readings contributed to the said development. Forty-seven alumni, from both the master's and doctoral programs in EWP, completed an online survey sent via email, which consisted of 40 items rated on a Likert Scale and three open-ended questions. From the survey participant pool, 10 agreed to dive more deeply into their experience and gave their time for a one-on-one, semi-structured interview.

The findings revealed insight into alumni's understanding of integral education, and that their understanding is mostly in alignment with the ideals of the Institute; namely, honoring multiple perspectives, the multidimensionality of being, and multiple ways of knowing. Additionally, the results of the study also point to the areas where the EWP program is doing well in terms of what students expect and what they actually get, and also to the areas that could use improvement if the department was to offer an education that better reflects the ideals of the Institute, as espoused by the program description and advertisement. The most significant findings are the revelations of the need for (a) more professional development for students completing a degree in EWP, (b) more practical application opportunities, for example, internships, teaching assistantships, scholarships, fellowships, and connection of studies to social and global issues, (c) more community/mentor support for students' personal psycho-spiritual unfolding, and (d) more training regarding the language and expression needed to communicate the value of an integral education effectively with scholars/employers outside of CIIS. The study also engendered an articulation of both the takeaways and growing edges of such a non-traditional approach to higher education.

Peer mentoring is a topic that has been prevalent in the literature for the past several decades and plays a significant role in the learning experiences of many students. This study investigated the experiences of peer mentors in one specific mentoring project, in order to learn how the mentors describe and understand those experiences.

Eighteen mentors participated in this qualitative study, which examined mentoring-influenced-by-relational-learning in pre-service teachers through in-depth, phenomenological interviews. These interviews were supplemented by photo elicitation and reflecting processes. These mentors defined mentoring as a multifaceted endeavor, which exhibits, among others, traits of teaching, friendship, learning, building relationships, and communication. They defined relational learning both in terms of the course they took, and as a construct which revolves around working together, talking through experiences, being open to new possibilities and ideas, and, through these, being in relationship with one another. Four themes were identified: (a) Mentors experienced relational learning; (b) Mentors experienced investment; (c) Mentors experienced challenges; and (d) Mentors identified ways mentoring can be different. An overarching theme was, mentors and the mentoring project experienced a process of becoming. Mentors also described their overall experiences, explained the ways in which they feel they benefitted from the project, and discussed why they believe this project has been successful. Implications of these findings are also discussed, as they relate to both research and practice.

Current research shows that students with a growth mindset are more motivated to learn, want to work harder, are less discouraged by difficulty, use more effective strategies for learning, and have higher academic performance in comparison to students without this mindset. Despite these promising findings, a growth mindset is sometimes not reinforced or is even refuted by classroom conditions. The purpose of this intrinsic case study was to explore how community college educators create classroom environments that foster a growth mindset. The conceptual framework for this study was a social constructivist approach where the interviewer and the participants co-constructed the interpretation of how to influence a growth mindset in the community college classroom. Data were collected through 14 in-depth interviews with community college educators who completed a workshop on influencing a growth mindset. Data were analyzed through categorizing, coding, and identifying themes that answered the research question. The findings of this study indicated that the mindset of the student and the teacher play an important role in academic success at the community college and that faculty desire training in tools and strategies to create classroom environments that foster a growth mindset. Recommendations include an in-depth, experiential professional development program based on research where community college educators from a variety of disciplines can collaborate to gain new knowledge and skills. Training community college educators using the most effective ways of fostering a growth mindset to increase students' motivation, effort, and persistence will lead to greater academic success and degree completion.

The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24–minute video of a classroom lecture, students received various numbers of related–to–lecture (“Is consistent use of the eye contact method necessary for success?”) versus not–related–to lecture (“Have you ever missed class because you couldn't find parking?”) instant messages in addition to note taking vs. no note taking. Student self–rating for multitasking ability, typical and maximum instant messaging activity, and classroom computer use were also measured. Contrary to cognitive models of information processing that suggest instant messages will disrupt student retention of lecture information, no effects were found for number of interruptions, presence or absence of notes, or relatedness of interruption on lecture retention. Students’ multitasking self–rating was negatively related to lecture retention. The implications of these results for classroom practice and future research are explored.

This study explored the learning experiences of higher education students who suffered childhood trauma (CT). Eleven participants both undergraduate and graduate who attended a Midwestern university self-identified as CT survivors. There was research on the negative impact of CT on learning in children and adolescents, as well as posttraumatic stress and veterans. However, the PI was unable to find research on the impact of CT on adults in higher education. Higher education institutions and professors may benefit from understanding how to help these students who often have an invisible learning disability. Research questions asked, what is the learning experience of higher education CT survivors, what can be learned that could help other CT survivors in higher education, and what do they need to be successful. Multiple case studies was the qualitative method used to explore the participants’ learning experiences. Instrumentation included an Adverse Childhood Experience study (ACEs) questionnaire with self-scoring guide, 14 initial interview questions, structured ongoing journaling entries, and exit interviews.

Data analysis resulted in nine emerging themes: challenging, learning strategies, anxiety, fear, time management, support groups, determined, personal character traits, and adult learning principles. Four themes described the particpants’ negative learning experiences—challenging, anxiety, time management issues, and fear. Two described the positive—determined, and personal character traits (e.g., resilient, confident). One described techniques they use to help them be successful—learning strategies (e.g., [all said] face-to-face learning). And, two described what they need from professors and higher education—support groups (that include professors) and application of adult learning principles—attend to the characteristics of adult learners (e.g., self-directedness, immediate application to solve real-life problems), and use a learning process by which adults learn best (e.g., prepare the learner so as to avoid emotional trigger experiences, shift from subject- to performance-centeredness). The salient finding was that CT survivors in higher education are the same as any adult learner, but may benefit from an informed level of sensitivity to their learning needs. Allowing new students to self-identify as CT survivors and the general application of adult learning principles may allow all higher education learners to be successful.

The purpose of this quantitative study was to identify psychological and physical health factors that influence African American college students' academic achievement using secondary data from the American College Health Association's National College Health Assessment (ACHA-NCHA). Using Bronfenbrenner's ecological systems theory, this study explored the influence of health variables on African American college students' academic experiences. Independent sample t-tests were used to analyze gender differences between African American female and male college students. Factor analyses and a Logistic regression was used to ascertain the influence of psychological and physical health factors on African American college students' academic achievement. Findings of this study highlight personal health issues, future help-seeking behavior, and impeding emotional experiences as significant predictors of academic achievement for all African American students. Implications for practice and recommendations for future research are reviewed.

This study examined students with learning disabilities’ use of academic consultation, a specific academic support, during the first year of college and the relation it had to completing the undergraduate degree. Forty-one participants were recruited via e-mail, telephone, and social media in order to request their consent to have the researcher access their academic and support services records. Results indicate that the number of academic consultant meetings attended during the first year of college did not have a significant impact on overall GPA or GPA at the end of the third semester. Those who used test accommodations during their first year were more likely to graduate in four years than those students who did not use their test accommodations during the first year. The findings suggest incoming first year students with learning disabilities should be aware of the importance of seeking out and registering with the disability office on campus in order to arrange for their test accommodations.