<p> This dissertation was an explanatory sequential mixed methods study that sought to understand academic librarians&rsquo; involvement and experience in the Scholarship of Teaching and Learning (SoTL). Specifically, the researcher studied academic librarians&rsquo; teacher identity development through SoTL. Quantitative data were collected from a survey sent to the Association of College and Research Libraries Information Literacy listserv. Semi-structured interviews with seven academic instruction librarians who took part in the survey provided qualitative data that complemented and built upon the survey results. The theoretical framework, Communities of Practice, guided and supported the research. Results from the study indicated that academic instruction librarians are involved in SoTL for a variety of reasons, but primarily because they believe participation in SoTL improves their teaching. Also, the null hypothesis of <i>if librarians engage in the Scholarship of Teaching and Learning, their identities will be the same as they were before</i> was rejected, and the research hypothesis was accepted. Engagement in SoTL does impact academic instruction librarians&rsquo; teacher identity. After involvement in SoTL most research participants reported that their view of themselves as a teacher grew. Participation in SoTL also impacted academic instruction librarians&rsquo; instructional practices. After participation in SoTL, study participants reported an increase in their attitude toward self-improvement and in their use of active learning strategies. These study findings have implications for Library and Information Science (LIS) graduate schools, academic library administrations, and professional development organizations. </p><p>

<p> The purpose of this study is to compare satisfaction, self-confidence, and engagement of baccalaureate nursing students using defined observational roles and expectations versus traditional observer role assignments in high fidelity simulation and debriefing and to evaluate student perceptions of these constructs. The NLN/Jeffries Simulation Theory serves as the theoretical framework for the study. A convenience sample of 132 freshman level baccalaureate nursing students enrolled in a BSN program in the spring 2017 semester was utilized for the study. A quasi-experimental comparative mixed method design was utilized for the study. </p><p> Data analysis of the study indicates a statistically significant difference between overall satisfaction score, <i>t</i>(119.83) = 2.43, p = .017, overall self-confidence score, <i>t</i>(102.86) = 3.823, p&lt;.001, overall engagement score, <i>t</i>(100.9) = 4.11, p&lt;.001, of baccalaureate nursing students using defined observational roles and expectations (<i>N</i> = 67) versus traditional observer role assignments <i> N</i> = 65) in high fidelity simulation and debriefing. Student&rsquo;s perceptions of satisfaction, self-confidence, and engagement were increased with the use of defined observational roles and expectation.</p><p>

<p> This study aimed to understand how 35 focal students in a No Excuses high school, a charter school model designed to promote social mobility, made decisions about if and where to go to college. This study draws on college choice, cultural capital, and performance management literature to understand how the high school context at the focal school influenced students' college choice processes. Drawing on data from interviews, observations, and documents, this exploratory study found that Performance High provided extensive college resources and support to its students, which was consistent with how researchers conceptualize a "college-going culture" in high schools. Further, the high school used a performance management approach, in which administrators held teachers and students accountable for meeting particular college related metrics, such as the number and types of applications students were required to submit. The study found that focal students submitted applications and enrolled in college at high rates. Thirty-four of the 35 focal students planned to attend college the following fall. However, rather than exhibit the sense of entitlement and expectation that research describes for students who benefit from dominant forms of cultural capital, most of the focal students' college choice processes were characterized by hesitation, ambivalence, and doubt. Further, the findings suggest the performance management approach assimilated students to one model of college choice that did not easily accommodate students' preferences. These findings highlight the difficulties for schools in providing cultural capital for students independent of their families, and suggests the need to reconceptualize "college-going cultures" to not only consider the college outcomes and the density of resources in the high school context, but how well students absorb cultural capital, which may be important for social mobility. </p>

<p> Colleges and universities have experienced student activism against campus racial climate. This study examined the concerns and protests of Black students related to racial climate and determined how the administration responded on three private campuses. Qualitative content analysis of videos, images, and social media was used to analyze by individual institutions and across the institutions to determine similarities and differences. Data across the institutions was discussed by context, students&rsquo; protests, and response. Students&rsquo; climate concerns were in terms of the support they did or did not have and a lack of diverse faculty, staff, and students. The Black students&rsquo; protests were to disrupt the norms of the institutions. Using social media to organize, students conducted sit-ins, occupied buildings, and blocked streets. In response, the administration met with protesters, allowed them space to protest, and published statements. The recommendations include changes in diversity policies and support of interventions for the administration.</p>

<p> Conventional wisdom suggests attending the first day of class matters with regard to student course completion and final course grade. However, relatively little quantitative research exists on the effects of attending or not attending the first day of class (Wilson &amp; Wilson, 2007; Henslee, Burgess, &amp; Buskist, 2006; Iannarelli, Bardsley, &amp; Foote, 2010). Qualitative research on student perceptions of the value and importance of the first day is also limited. Looking at past research and literature on student engagement, social constructivism, late registration, attendance policies, and first-day class design, this study explored the relationship between first-day attendance and student course success for first-time English composition students at a small, rural community college. While first-day attendance alone may not be a strong predictor of course success, results of this study have the potential to help both students and colleges by informing enrollment management policies and procedures, professional development efforts for instructors to promote positive first-day experiences, and incentives for students that promote first-day attendance.</p>

<p> Substance use and abuse has been studied for years and has been proven to be a problem among college students and there is a growing number of students who abuse prescription stimulants, despite increased campaigns to educate, raise awareness and prevent this health epidemic. The rate for prescription type drug abuse among nurses is more than twice that of the general population. Additionally, nurses have particular risk factors specific to the occupation. Despite these overwhelming statistics, prevalence studies for nursing students with legitimate prescriptions who use appropriately, or misuse their prescription are very scarce.</p><p> A quantitative approach was used to examine use and misuse of prescription stimulant medications among nursing students who were members of a professional nursing organization within Alabama. Investigate predictive risk factors and motives for any illicit use were examined as well. Of the 1,111 members, a response rate of 9.2% was obtained (n = 102). Of the 102 respondents, 3 were ineligible, 11 declined participation of did not progress past the informed consent document. There were 88 participants with usable data. This study found 54.5% who reported no use at all. Legitimate use was found to be 14.8%. Illicit use was found to be 30.7% of participants. There was a statistically significance (<i>p</i> &lt; 0.05) in grade point averages between the groups that is consistent with prior findings. However, this study did not yield significant findings for age, time in extracurricular activities, or PanHellenic membership. Motivations for illicit prescription stimulant abuse were similar to those in previous studies.</p><p> These findings have importance in the field of nursing education and substance abuse prevention. By increasing our knowledge base, faculty can be better equipped to educate their nursing students on the dangers of self-medication, diverting medications and the harm that eventually comes from this illegal activity.</p><p>

<p> The purpose of this qualitative, multiple case study was to illuminate the prevalence and configurations of peer mentoring programs at Central California Community Colleges with emphasis on how the programs impacted student retention. The study&rsquo;s sample was drawn from ten campuses and five centers that operate within five California Community College districts serving approximately 90,000 students annually. Using purposeful sampling, the researcher interviewed five administrators from four campuses and three districts toward obtaining in-depth information about their peer mentoring programs. Eight of the 15 campuses in the subject pool offered a peer mentoring program. All peer mentoring programs were instituted since 2013, and most of the peer mentoring programs were instituted between 2014 and 2016. Diverse peer mentoring programs across sites and districts were instituted between 2013 and 2016. It was revealed that quantitative data to track how peer mentoring impacted retention had not been gathered. This recent proliferation of community college peer mentoring programs refuted the historical underutilization noted in the scholarly literature. Recommendations for future research and practice included investigating whether the Central California Community College peer mentoring program proliferation that was discovered holds true in other areas of the state or country, examining why more campuses in the subject pool did not establish peer mentoring programs, and using quantitative methods to evaluate the efficacy of community college peer mentoring programs.</p><p>

This case study investigated the influence of the Scholarship of Teaching and Learning (SoTL) on community college faculty. This study identified a five-phase progressive model of participation, entitled Questing in Conversation for SoTL faculty participants at Four Seasons Community College (FSCC). The results of participation for faculty include stronger connections with colleagues, increased curricula and pedagogical innovations, and the regular collection of student data to inform classroom practice and administrative decisions. These results occurred within an organizational field of practical and philosophical support for faculty development efforts by college administration. This investigation generated three key findings. The first finding is that the influence on SoTL fellows is cumulative and grows from progressive participation in substantial faculty development programs. Second, fellows who engage in their SoTL inquiries with a greater capacity to conduct research connect more strongly with colleagues. Third, SoTL faculty report administrative support is invaluable and is primarily experienced through the Dean of Professional Development and the programs offered through the Office for Faculty and Staff Development.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Glenn Hudak; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed May 10, 2010). Includes bibliographical references (p. 173-185).

<p> Human beings have spent much time and effort in trying to understand themselves, others, and their world. Mankind uses intellect when trying to understand life but the majority of people continue to encounter frustration, confusion, and a variety of obstacles when dealing with daily challenges and people. Theorists and researchers understand that successful existence requires more than mere knowledge; it requires a level of understanding, a form of wisdom foreign to the bulk of the populace. The missing ingredient for this kind of wisdom is the ability to &lsquo;know thyself,&rsquo; which is the beginning of establishing a higher level of emotional maturity. This qualitative study focused on the transformational learning process of the adult learner, aged 50 and older. In studying the learning processes, an online survey was implemented and then Partridge's (1985, 2014) Maturity Reasoning Index Program (MRIP) was used as a psycho-educational program and administered after the participants answered five vignettes regarding current perspectives of five areas of their logic reasoning. After completing the MRIP, participants answered five additional vignettes regarding similar areas of reasoning. This study investigated participants&rsquo; transformational learning experiences as they developed a higher level of emotional maturity compared to previous reported emotional maturity findings. A group of 32 volunteers, recruited from a university listserv and networking among family and friends, spent several months completing the online study. The study included an initial four-part survey, a brief pre-test survey, an extensive psycho-educational program, and a brief post-test. At the end of the study, 23 participants completed the study. Findings indicate an increase in using a higher level of logic of reasoning or potential transformation after completing the psycho-educational program. Additional research is recommended in the area of emotional maturation, life satisfaction, wisdom, and trust-of-self for adult learners aged 50 and older.</p>