Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2005. / Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0856. Adviser: Nancy Chism.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology, 2008. / Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3036. Adviser: Curtis J. Bonk.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1645. Adviser: Debra Bragg. Includes bibliographical references (leaves 265-271) Available on microfilm from Pro Quest Information and Learning.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 223-254.

Thesis (Ed. D.)--University of Texas at Austin, 2005. / Supervisor: John E. Roueche. Vita. Includes bibliographical references.

<p> Despite gains in expanding the student pipeline to postsecondary education, first-generation and low-income (FGLI) students complete college at disproportionately lower rates and have limited access to the resources necessary to make informed decisions about higher education. Research has shown that FGLI students are less likely to apply to college after completing high school, and when they do, they often enroll in institutions that are less selective than they were academically qualified to attend. Moreover, although access to higher education has expanded, the increased concentration of students at community colleges has not led to increases in earned credentials. </p><p> This study used two parallel phenomenological inquiries to explore the college decision-making processes and first-year experiences of two groups of FGLI students pursuing a baccalaureate degree: students who completed a summer college-access program before entering a four-year institution, and students who attended a community college. Findings from the study revealed that FGLI students often sought the support of guidance counselors during the college choice process, but the degree to which community college and four-year college attendees accessed this resource varied. Additionally, four-year college attendees provided strong evidence of having the support of parents, siblings, or peers who helped influence their college enrollment decisions. </p><p> This study also examined the first-year experiences of FGLI students and found that community college enrollees spoke highly of their experience, felt more comfortable navigating higher education independently, and remained steadfast about their desire to pursue a bachelor&rsquo;s degree; however they demonstrated less engagement with the college community and were uncertain about where they would be ultimately complete their studies. Participants who had completed a summer college-access program were more engaged on campus with administrators and peers, had a better understanding of the support resources available, and gained confidence in how to approach college-level work.</p><p>

The problem with which this study is concerned is an investigation of the feasibility of using a questionnaire for determining perceived needs of students to improve the planning and programming process in student development in higher education. The study was designed to accomplish two purposes: to examine the feasibility of such an approach and to present an example of how such a study can be accomplished. The study concludes: a perceived needs survey can be accomplished with minimal difficulty and is effective in improving planning; documented student need should provide the bias for determining service philosophy and for planning student development programs for all students and for student subgroups; documented student need and preference should provide the basis for determining times of service offerings and staff utilization and deciding on methods of publicizing programs; the use of the perceived needs survey should reduce planning time.

<p> In order for a student to be successful in dental hygiene education, the student must gain the required knowledge and skills necessary to perform as a hygienist and possess the ability to utilize critical thinking to apply these attributes while in the program and on the National Board of Dental Hygiene Examination (NBDHE) (Alzahrani, Thompson, &amp; Bauman, 2007; Fried, Maxey, Battani, Gurenlian, Byrd, &amp; Brunick, 2017). Dental hygiene students who attend a medical university have the option to take required pre-requisite courses at a community college or a four-year university. All dental hygiene students transfer from another institution and all have the potential to exhibit transfer shock, which may contribute to a drop in GPA following the transfer to another institution. Transfer shock typically occurs for students who transfer from a community college to a university (Hills 1965; Ivins, Copenhaver, &amp; Koclanes, 2016). This study investigates the impact of transfer shock on students who transfer into a dental hygiene program from a two-year community college as opposed to a four-year university. This study examined whether the type of institution, two-year community college versus a four-year university, attended prior to dental hygiene school is a predictor of success in a dental hygiene program in terms of ending program GPA and NBDHE first-attempt pass rates. After data analysis, results suggested that transfer shock did occur with both community college and four-year university students,. However, the four-year university group experienced less transfer shock than those who attended a community college during the first semester. Neither group increased their GPAs from the first to second semesters in the program. When comparing the entering GPAs with the end of program GPAs, both groups showed a significant drop. However, the community college group&rsquo;s decrease in GPA was greater. Only five students in the total population (two from the four-year university group and three from the community college group) failed the NBDHE on the first attempt. Students who were unsuccessful in passing the NBDHE had final program GPAs that ranged from 2.2 to 2.45.</p><p>

<p> This qualitative collective case study explored the experiences of faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Engaged student learning outcomes assessment practitioners shared characteristics with Rogers' (2003) early adopters. Participation in SLOA led to an invigoration of the teaching experience. Strategically-integrated dialogue among students in the classroom, faculty within departments, and across divisions within the institutions facilitated institutional change. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.</p><p>

<p> A college education offers people social and economic benefits, yet youth from foster care backgrounds are less likely than their peers to attain a college education, which places this already vulnerable population at higher risk for a lifetime of living on the margins of society. Foster alumni face multiple obstacles to accessing and persisting in higher education. To facilitate and support the success of this frequently overlooked population, professionals in higher education need to understand these obstacles. Little is known about the experiences of youth with foster care backgrounds as they transition into and through higher education. Although existing research has reported the academic, health, and social effects of having been in foster care, little is known about why foster alumni do not persist in higher education. This study used student-development theory, specifically Schlossberg&rsquo;s transition theory, Tinto&rsquo;s theory of student departure, and Bourdieu&rsquo;s work on social and cultural capital to provide a conceptual framework through which to view the lived experiences of youth with foster care backgrounds. Because, for many youths with foster care backgrounds, the pathway to the baccalaureate degree is through a community college, this study examined and explored the transition experiences of foster alumni about to begin or currently enrolled at an Oregon Community College. The study explored the factors that challenge and facilitate foster alumni persistence towards the attainment of a college degree.</p><p>