Positive Effects [Biomedical Sciences, Ph.D Graduate Student: Dustin Cooper]; Using Interdisciplinary Studies to Understand the Formation and Development Effects of Public Policies [Liberal Studies. M.A.L.S. Graduate Student: Asongayi Venard]; Building a Healthy Lifestyle [Clinical Nutrition, M.S. Graduate Student: Emily Stern]; University Career Services [Dr. David Magee. Director Ruth Wilbanks, Information Research Technician Ii]; Where Are They Now? [Catherine Childress]; Where Are They Now? [Colleen Vasconcellos]; Classroom Activity [Nursing, M.S.N., R.0.D.P. (Family Nurse Practitioner Concentration) Graduate Student: Tonya Hensley]; Where Are They Now? [John Milstead] / https://dc.etsu.edu/illuminated/1010/thumbnail.jpg

The Tennessee Military Maneuvers of 1941 [History, M.A. Graduate Student: Joshua Savage]; Creating New Technology at ETSU to Help Monitor Volcanoes [Geosciences, M.S. (Geospatial Analysis Concentration) Graduate Student: Richard Freeman]; Meet Your Personal Librarian; Where Are They Now? [Melissa Wilson]; Solving Puzzles with Algebra [Mathematical Sciences, M.S. Graduate Student: Amanda Justus]; Where Are They Now? [Raquel Fratta]; A Closer Look at Perceptions of Chinese Business [Professional Communication, M.A. Graduate Student: Xueyi LI]; Improving Care for Children with Cleft Lip & Palate [Communicative Disorders, M.S. (Speech Pathology Concentration)]; Where Are They Now? [Hilary Anne Gibson] / https://dc.etsu.edu/illuminated/1011/thumbnail.jpg

Super Plants [Biology, M.S. (Biology Concentration) Graduate Student: Richard Sante]; Where Are They Now? [Neal Calvin Peterson]; Navigating Through Financial Aid [a Step-By-Step Guide]; Pregnancy and Violence in Appalachia [Psychology, Experimental Psychology Concentration, Ph.D. Graduate Student: Tifani Fletcher]; Where Are They Now? [Dr. Margie Tucker]; Nutrition and Dentistry [Clinical Nutrition, M.S. Graduate Student: Monique Richard]; Where Are They Now? [Meylin Mejia]; What Are You Looking At? [Professional Communication, M.A. Graduate Student: Mariam Ayad]; Research Grant Awards [2013-2014] / https://dc.etsu.edu/illuminated/1012/thumbnail.jpg

Interstate Construction [Environmental Health, M.S.E.H. Graduate Student: Clara Mcclure]; Where Are They Now? [Christy Strong]; Aiming for Agility [Kinesiology and Sport Studies, M.A. (Exercise Physiology and Performance Concentration) Graduate Student: Joel Cowan]; Tips on How to Prepare for a Successful IRB Process; Where Are They Now? [Maria Julia Pestalardo]; On the Campaign Trail with Richard Nixon [History, M.A. Graduate Student: Niklas Trzaskowski]; Fat Phobia [Clinical Nutrition, M.S. Graduate Student: Sarah Welborn]; Where Are They Going? [John Wyatt Greenlee]; Reaching for Higher Ground [Public Health, Dr.P.H. (Community Health Concentration) Graduate Student: Emma Apatu]; Where Are They Going? [Logan Vess] / https://dc.etsu.edu/illuminated/1013/thumbnail.jpg

Art, M.F.A. (Studio Art Concentration) [Sculpting Conversation with Melisa Cadell Graduate Student: Melisa Cadell]; History, M.A. [Charting European Nationalism Graduate Student: John Wyatt Greenlee]; Where Are They Now? Computer and Information Sciences, M.S. (Information Technology Concentration) [Megan Bradley]; Psychology, Experimental Psychology Concentration, Ph.D. [the Effect of Self-Compassion and Mindfulness on Depression Graduate Student: Jessica Williamson]; Where Are They Now? English, M.A. [Sean Levenson]; Biomedical Sciences, Ph.D. [Searching for the off Switch in Cancer Cell Replication Graduate Student: Moises Serrano]; Clinical Nutrition, M.S. [Nutrition on the .Net Graduate Student: Courtney Mckinney]; Where Are They Now? Kinesiology and Sport Studies, M.A. (Exercise Physiology and Performance Concentration) [George Beckham]; Professional Communication, M.A. [Costume Design in the Digital Era Graduate Student: Christine Waxstein] / https://dc.etsu.edu/illuminated/1014/thumbnail.jpg

Preventing Hearing Loss Among Dentists: The Long-Term Effects of High Frequency Drill Noise on the Human Ear; Fun with Physics: Using Ramps and Pathways to Spark Scientific Curiosity and Creativity in Kindergarteners; Suicide: The Importance of Problem Solving Skills; Unlocking the Secrets of Avocado Oil; Where Are They Now? [Kathryn Duvall]; Regional Factors; Where Are They Now?; Kinect to the Game; / https://dc.etsu.edu/illuminated/1015/thumbnail.jpg

From the School of Graduate Studies; Optimism, Health Related Self-E­fficacy, and Quality of Life [Morgan Treaster, Psychology, Ph.D]; Beckett and the Creative Writing Process [Sam Campbell, English, M.A]; Where Are They Now? [Featuring: David Bryant & Wilhelmina Van Dijk]; Discovering the Role of Anandamide in Physcomitrella patens [Imdadul Haq, Biomedical Sciences, Ph.D]; Examining the Forest Setting in Early Modern Literature [Brooke Johnson, English, M.A.]; Where Are They Now? [Featuring: Meg Roussos]; Identifying Risk Factors Regarding Phthalate Exposure [Denise Chavez, Public Health, M.P.H.]; Where Are They Going? [Featuring: Oceane Tanny & John Wagle]; Predicting the Past and Future Environments of the Fraser Fir and Red Spruce [Danika Mosher, Geosciences, M.S.]; Where Are They Now? [Featuring: Melody Russell & Darryl B. Hood]; Antimicrobial Functiona of C-Reactive Protein [Donald Ngwa, Biomedical Sciences, Ph.D.]; Spiritual Beliefs and Health Outcomes: A Complex Association [Alexander Smith, Sociology, M.A.]; Research Grant Recipients / https://dc.etsu.edu/illuminated/1016/thumbnail.jpg

The purpose of this study consisted of three main components: 1) to identify effective counselor characteristics in the literature; 2) to describe existing admission requirements of counseling programs; and, if a need was determined, 3) to develop a framework for a standard set of admission requirements, balanced between cognitive-behavioral characteristics and personal-emotional characteristics, to more thoroughly assess prospective master’s level counseling students. This study discusses the typical admission requirements of master's level CACREP (The Council for Accreditation of Counseling and Related Educational Programs) counseling programs and what the research indicates are characteristics of effective counselors. A literature review of effective counselor characteristics and graduate admission requirements was conducted, CACREP guidelines were examined, and admission requirements and procedures for all 129 CACREP counselor education programs were analyzed. The findings from the literature review were then compared with the data collected and analyzed from existing master’s level CACREP counseling programs to determine gaps between the literature-identified characteristics of effective counselors and current admission criteria of CACREP programs. Follow-up telephone interviews with a faculty of leadership stature from a sample of 20 CACREP counseling programs were conducted. After determining a need, information collected was used to develop a framework for a standard set of admission requirements. Results indicated that currently, a) there is no framework for a standard set of admission requirements for assessing prospective students for master’s level counseling programs that identify personal-emotional characteristics, b) there are gaps between what the literature identifies as effective counselor characteristics and what is typically assessed during admission, c) an agreement exists that the counseling profession must do a better job of gate-keeping, and d) that a framework of admission requirements is needed by counselor educators to assist in a more thorough screening and examination of personal characteristics of prospective students. Finally, e) this research established a foundation for this framework of a standard set of admission requirements that could be used by faculty to more exhaustively assess prospective master’ s level counseling students. / Ph. D.

One of the historically marginalized populations in the United States (US) is the Black population. This marginalization extends into higher education, where Black students are underrepresented and continue to experience challenges, especially at Predominantly White Institutions (PWI) and in science, technology, engineering, and mathematics (STEM) programs. However, the current constitution of the Black population, including Black students in the US, is inherently culturally and ethnically diverse. The Black student population includes domestic US students and various groups of foreign-born students such as Black Sub-Saharan African (BSSA) students whose educational trajectories, outcomes, and experiences are unique based on their cultural orientations. Given the within-group differences in this population, prior research has demonstrated the need to disaggregate the experiences in research among different groups for precise research outcomes. This dissertation contributes to that effort by explicitly focusing on the lived experiences of BSSA graduate students pursuing STEM degrees at a PWI through two studies from an assets-based approach: 1) the meaning BSSA graduate students in STEM make of their lived experience with the campus climate at a PWI, using community cultural wealth as a conceptual framework; and 2) the role of family and other funds of knowledge in the educational trajectories and persistence of BSSA doctoral students pursuing STEM degrees at a PWI. I used different qualitative methodologies across both studies, including a blended case study with tenets of participatory action research in the first study in the first study and narrative analysis in the second. The results of these studies revealed that BSSA graduate students in STEM and at PWIs possessed a variety of assets that enable them to resist challenges and persist in their education. Second, the educational environments were not holistically supportive of students. Finally, there was a lack of cultural awareness and validation of students' assets and ways of knowing. The results offered implications for the BSSA graduate students in STEM in the US, scholars, practitioners at PWIs and in STEM departments who work with them, especially in creating inclusive and supportive academic environments. / Doctor of Philosophy / One of the underrepresented populations in the United States (US) is the Black population. The underrepresentation of the Black population extends into universities and colleges. Black students are underrepresented and continue to experience challenges, especially at White populated institutions (PWIs) and in science, technology, engineering, and mathematics (STEM) programs. However, the current body of the Black population, including Black students in the US, is made of many internal groups with different cultures and ethnicities. The Black student population includes domestic students from the US and other groups with international backgrounds who migrate to the US, such as Black students from Sub-Saharan Africa (BSSA), whose educational paths, performances, and experiences are different based on their cultural background. Given the internal group differences in this population, prior research has advanced the need to separately engage with the experiences among the different groups for specific research results and services for each group. This dissertation contributes to that effort by only focusing on the lived experiences of BSSA graduate students pursuing STEM degrees at a PWI through two studies on BSSA students' assets: 1) the meaning BSSA graduate students in STEM make of their lived experience with the campus climate at a PWI, using community cultural wealth as a conceptual approach; and 2) the role of family and other wealth of knowledge in the educational journeys and success of BSSA doctoral students pursuing STEM degrees at a PWI. I used different qualitative methodologies across both studies, including a blended case study with tenets of participatory action research in the first study and narrative analysis in the second. The results of these studies showed that BSSA graduate students in STEM and at PWIs possessed a variety of assets that enable them to resist challenges and persist in their education. Second, the educational environments were not entirely supportive of students. Finally, there was a lack of cultural awareness and support of students' assets and ways of learning. The results offered implications for the BSSA graduate students in STEM in the US, educators, administrators, and researchers at PWIs and in STEM departments who work with them, especially in creating inclusive and supportive academic environments.

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