The purpose of this study was to explore the effects of financial investment, involvement, and post-college outcomes on perceived alumni satisfaction. Based on a conceptual framework guided by Alexander Astin's I-E-O model, the researcher developed the "displacement model," which illustrated the possibility that one variable could displace the effect of another. This framework also aided in understanding the joint and separate effects of the independent variables of financial investment, involvement, and post-college outcomes on the dependent variable, alumni satisfaction. The analyses also explored the effect of gender and class year on the variables. The researcher surveyed alumni from the graduating classes of 1994, 1999, and 2002 from a selective, public institution on the east coast. The results of this exploratory research indicated a significant relationship between post-college outcomes (combined measure of satisfaction with career and with salary following graduation) and alumni satisfaction as it both correlated with the dependent variable (p<.001) and was the only predictor in the stepwise regression analysis (p<.001). The variables of investment and involvement did not correlate significantly with alumni satisfaction and were not predictors in the regression analysis. However, involvement was significantly correlated with post-college outcomes (p<.05) indicating a possible indirect link between involvement and alumni satisfaction through post-college outcomes. Given prior research indicating a strong relationship between involvement and student satisfaction (Astin, 1993) and considering the skills gained through involvement for career success (Zekeri, 2004), further research should explore this connection.

Problem-based learning (PBL) is a method of instruction that challenges students to answer questions in a practical manner using their understanding of learned course content. The question at the heart of this study concerns if and how faculty in one institution are currently using PBL. I used an exploratory descriptive case study to research the perceptions of Arts & Sciences (A&S) faculty on the use of PBL as an instructional approach to support the academic learning of students. The use of PBL is suggested in the university’s general education requirements, and yet may not be familiar to the all Arts & Sciences faculty members. I designed a survey instrument sent to all A&S faculty to determine if and how PBL is being used, and what resources or supports may be needed to support the use of PBL in A&S departments. This study found that while many faculty members had heard of PBL, there were concerns, across all disciplines and programs of instruction, about the implementation, resources, and training needed to support the use of PBL. This study concluded that faculty participants desired greater professional development in the use of PBL and improved access to resources germane to specific fields of study. Differences in use of PBL emerged based on discipline, faculty career stage, and tenure status. Faculty using PBL saw its potential as an effective method to meet the needs of students as they pursue further study or enter the workforce.

The purpose of this qualitative study was to explore the awareness, knowledge, and skills of institutional agents who interact with college students who are undocumented, to inform professional development and practice. Through a survey and interviews, participants revealed familiarity with students who are undocumented and discussed the support provided to them. All interview participants understood the experience of assisting students who are undocumented, as evidenced by six major themes: (a) an understanding of student financial needs, (b) recognizing students' anxiety, (c) providing consistent guidance, (d) establishing supportive collaborations, (e) gaining foundational knowledge, and (f) sharing professional development with others. Participants described the overwhelming financial needs of students who are undocumented as a barrier to their educational persistence. Participants also faced policy and legal limitations and lack of funding, which prevented them from assisting all students. The collaborative nature of higher education meant participants often had to rely on other professionals at their institutions to navigate policies and procedures. Participants expressed an essential responsibility to share information and engage in dialogue with other faculty and staff due to misinformation surrounding this population. The study concludes with suggestions for practice and further research.

Since 2008, the number of students with intellectual disabilities and the number of postsecondary education programs supporting students with intellectual disabilities have drastically increased on college campuses in the United States. The purpose of this document analysis qualitative research was to explore the publicly available information provided by universities with Postsecondary Education Programs (PSP) that have Southern Association of College and Schools (SACS) accreditation and receive Transition Program for Students with Intellectual Disabilities (TPSID) grant funding. K. Patricia Cross's Chain-of-Response (COR) model was the conceptual framework used to frame this andrological inquiry. Lack of information, as identified by Cross (1981) in the COR Model, has been a barrier to participation in higher education. This study examines the availability of public information detailing the inclusivity of eight postsecondary programs using a qualitative document analysis methodology. This dissertation answered three research questions using a directed content analysis to analyze the data collected for this inquiry. The Think College standards, quality indicators, and benchmarks for inclusive higher education (Grigal, et al. 2012) along with the program classification system developed by Hart et al. (2004) were used to guide the directed content analysis. The results of this research indicate that the barrier, lack of information, is present.

During the recent decades, the importance of intercollegiate athletics has proliferated amongst institutions of higher education. As such, the transition through higher education for student-athletes has increasingly included experiences with challenges and barriers, which influence their success. To address difficulties, institutions and athletics departments have implemented support services and resources to assist student-athletes throughout their transition. Additionally, the National Collegiate Athletics Association (NCAA) has conducted several studies, which examined the experiences and well-being of current student-athletes. Through the Growth, Opportunities, Aspirations and Learning of Students in college (GOALS) survey, detailed information has been provided to member institutions, which has influenced the support services and resources provided to student-athletes. This study utilized the NCAA GOALS survey instrument, in addition to semi-structured interviews, to explore the experiences of 10 student-athletes with challenges and barriers as they transitioned through higher education. Furthermore, the study investigated which support services and resources student-athletes depended on and which support services or resources should be implemented to assist them during their transition. Particular questions from the NCAA GOALS survey were predetermined based on their alignment with the research questions; follow-up interviews provided additional insight into the phenomenon. The results of this study found that student-athletes do experience challenges and barriers in higher education. Five themes emerged, including time commitment, major selection, study aboard and internship, health problems and symptoms, and mental wellness. Moreover, student- athletes depended on several support services and resources, including relationships with faculty, care from team or college medical personnel, communication with parents/guardian, and academic support services. The study also found that student-athletes wished the coaches or athletics administrators talked more about budgeting/financial management, preparing for a career after college, mental wellness, and proper nutrition. The results of this study also found that the four major factors of Schlossberg's Transition Theory, situation, self, support, and strategies, were influential in the student-athletes' abilities to cope during a transition. The results of this study suggest that institutions and athletics department should continue with their support services and resources to ensure the success of their student-athletes. This was the first research done, which supplemented the NCAA GOALS study with supportive qualitative data. The findings will contribute the success of current and future student-athletes in higher education. However, future research should investigate the everchanging challenges and barriers that influence the success of student-athletes.

The purpose of this study was to investigate if employment location, on-campus versus off-campus, impacted student success. Four factors of student success were evaluated: (a) persistence, (b) satisfaction, (c) high-level learning, and (d) personal development. Additionally, employment location and its impact on student success were evaluated for a subpopulation of underrepresented students who self-identified with at least one of the following communities: (a) Black or Latinx, (b) first-generation college, (c) transfer students, (d) LGBTQ, (e) active military or veteran, (f) person with disabilities, and (g) from a low socioeconomic background. Data collected from a survey produced 2,250 responses to be analyzed. All mean scale scores for the student success factors were significantly lower for off-campus student employees than on-campus student employees. Underrepresented student employees reported lower levels of student success than their non-underrepresented peers. Educational leaders should evaluate the benefits of on-campus employment opportunities when making policy and funding decisions related to student employment programs.

First-generation students are estimated to comprise nearly 25 percent of the current national undergraduate college population. First-generation student status is defined as students for whom neither parent attended college (Choy, 2001; Chen & Carroll, 2005; Engle, 2007; Nunez & Cuccaro-Alamin, 1998; Pryor et al., 2006; Ross et al., 2012) or neither parent graduated from college (Mehta, Newbold, & O'Rourke, 2011; Pike & Kuh, 2005). It may take these students longer to earn the bachelor's degree, they may be less prepared for the academic and social environment of college, many could drop out before graduation, and the majority will enroll only on a part-time basis because they work more hours per week than they attend class (Choy, 2001; Terenzini, Springer, Yaeger, & Pascarella, 1996). And yet, many persist to earn the bachelor's degree, and some will persevere to enroll in a master's degree program. The purpose of this phenomenological research study was to explore the influences of academic self-efficacy and motivational factors that adult first-generation master's students enrolled in a public, preeminent research university ascribe to their academic persistence. The first-generation master's students' experience was discovered through one-on-one interviews and journaling exercises, revealing the essence of these adult learners who pursue graduate work and the elements that informed their decision to return to school. The current study also explored whether any of the first-generation undergraduate student experiences influenced how the participants experienced graduate school. Implications of this research will provide insight for college and university faculty, staff, and administrators who work with first-generation master's students. The significance of this study will contribute to an understudied area of research about a distinct student population: the adult first-generation student at the master's level.

This comparative case study examined the development, design, and evolution of two student affairs fundraising programs, each led by a full-time development officer, at public research universities in the Southeastern region of the United States. The purpose of the study was to identify practices and strategies for higher education administrators exploring, creating, or reframing student affairs fundraising programs that traverse advancement and student affairs divisions. The research is timely given the increased role of philanthropy in funding public higher education institutions (Giving USA, 2018) and the growing number of student affairs fundraising programs (Crowe, 2011). Bolman and Deal's (2017) four organization frames—structural, human resources, political, and symbolic—provided the theoretical lens to examine both programs. Key findings centered on the programs' approach to building organizational structures that aligned with strategic goals (structural frame), navigating institutional development landscapes (political frame), creating a compelling vision to inspire philanthropic support (symbolic frame), and fostering support from leadership (human resources frame). Major implications for practice include a proposed test for determining whether an institution is prepared to start a student affairs fundraising program, strategies for integrating the program with institutional advancement, a proposed staffing model, approaches for navigating institutional fundraising environments built for academics and athletics fundraising, and tactics for establishing student affairs philanthropic priorities. The research updates the comparative case study literature on student affairs fundraising programs and illuminate strategies for practitioners exploring, creating, or evolving such programs.

The principal purpose of this program evaluation was to determine how the 2010–2019 alumni of the William & Mary (W&M) D.C. Summer Institutes (DCSI) perceived their participation helped them achieve career readiness. Existing literature on experiential learning methods and practices has suggested great value in such opportunities, but less information existed about the outcomes of internship programs in higher education. As leaders consider what their institutional operations look like following the COVID-19 global pandemic and demand for quality internships rises, research on what works in high-impact programs, such as DCSI, offer valuable data for faculty, administrators, and students. A total of 449 DCSI alumni spanning the first 10 years of the program were invited to participate in an electronic survey, followed by the option to interview to discuss the topic and their experiences in more detail. I analyzed the resulting quantitative and qualitative data to determine if DCSI outcomes aligned with program intentions. The findings suggested overall, DCSI alumni perceived an increase in their career readiness as a result of their participation, with the biggest increase in their professionalism. Women and students of color perceived higher levels of readiness overall and in multiple career competencies than their male and White counterparts. This evaluation highlighted the need for universities to increase access to internship programs for all students, especially women and students of color. First-generation and low-income students in particular would benefit by participating in internship opportunities, which may be especially effective for increasing career readiness.

Abstract Low-income Pell Grant recipients represent a small percentage of undergraduate students at America’s elite colleges and universities. The purpose of this phenomenological case study was to understand the lived experiences of low-income Pell Grant students who attended a most competitive college. I used Tinto and Pusser’s (2006) institutional action model as my theoretical framework because this theory enabled a focus on the institutional factors low-income Pell Grant students identified as contributing to their persistence to succeed within the most competitive college context. My study employed a qualitative research approach. The 11 student participants – seniors, juniors, sophomores, and freshman – all expressed ways in which elite college experiences had impacted their collegiate persistence to succeed. From the findings emerged themes of adapting, access to support, feedback, people mattered, and context. This research found low-income Pell Grant students were grateful for financial assistance that paid for their higher education. Yet, the participants noted challenges with certain institutional areas that negatively influenced their sense of belonging and participation in extracurricular activities, and these provide insight into how institutional programs can be improved. Reduced cultural capital meant the low-income students were reluctant to seek academic assistance and to ask the elite colligate administration for support. Elite institutional leaders and federal policymakers can benefit from this study. The research findings are important for practitioners seeking to improve socioeconomic diversity at our nation’s most competitive colleges. Keywords: low-income student, most competitive college, Pell Grant