The focus of this dissertation is to identify, analyze, and critique what I take to be a fundamental contradiction between the ideal mission of the university to serve as the site for the pursuit of truth and the function of Traditionalist humanities curriculums. I argue that because nationalist education makes it nearly impossible for students to engage in the critique of ideology, nationalist education is antithetical to the university's mission. With anything less than the ability to engage in this critique of ideology, there is no way that students can participate meaningfully in the ideal of the university. In the opening chapter I argue first, that the development and preservation of national culture stands in a dialectical relation to the preservation and contestation of national identity; second, that post-secondary education in the arts and humanities is largely education in the national culture; and third, that nationalism mediates the dialectical relation between national culture and national identity. In the second chapter I critique nationalism on the grounds that underlying every nationalist movement (including curricular Traditionalism) is a universalist project which denies the reality of complex personal identity formation. In the third chapter I show that the Traditionalist position (articulated by Bloom, D'Souza, and Searle) seeks to support through curricular control nationalist versions of culture and identity. In the fourth chapter I critique Marx's and Mannheim's theories of ideology since they seek to devise methods for evaluating ideology through epistemic standpoints removed from the site of the production of ideology. And thus I conclude this chapter by asserting that in order to be a critic of ideology one must struggle with and acknowledge multiple and complex social identities. In the final chapter I defend the claim that nationalist education undermines the process of teaching students to be critics of ideology since such an education prevents students from engaging the complexity of the encounter between the knowing subject and the object of knowledge. Moreover, I argue that a decidedly non-nationalist multicultural education offers the possibility of developing heterogeneous group identity without the deleterious consequences invariably brought forth by nationalism.

The composition of classrooms in higher education is rapidly becoming more diverse, presenting new challenges to faculty regarding their teaching and curricular practices. One response in higher education has been the emergence of development programs aimed at helping faculty provide successful, quality education to diverse students. This study describes how faculty who participated in the Teaching and Learning in the Diverse Classroom (TLDC) Faculty and TA Partnership Project (1994–2000) at the University of Massachusetts, Amherst, reflected on their experiences and pedagogical practices as instructors in diverse classrooms. Participants were faculty members who exhibited variety across academic disciplines, levels of faculty rank, gender, race, and ethnicity. The procedure for this investigation employed quantitative and qualitative research methods. There were 29 responses to the mailed surveys and 10 interviews with participants, some of whom also responded to the mailed survey. The surveys were analyzed for possible correlations between gender and race in participants' responses; the interviews were analyzed for the possible relationships of gender in participants' responses. Whereas participants provided many different accounts of what diversity meant to them as instructors, they unanimously agreed that considerations of diversity were important to their teaching in diverse classrooms. This study's surveys and interviews generated strategies for improving faculty teaching and curricular practices—including the use of student-focused methods, multiple methods, course readings, and considerations of the teaching self—identified by faculty as components central to their perceptions of their experiences and teaching practices with diverse students. Additional strategies, such as fostering community in the diverse classroom and student-focused assessment, emerged from the interview data. Survey responses focused on a personal approach to faculty's sense of their growth as educators in diverse classrooms, whereas interview findings highlighted the need for further institutional support. This research may help development programs, such as the TLDC Project, provide continuing support for faculty to offer successful, quality education to multicultural classrooms.

Education aims at the development of knowledge and skills for its own sake and pleasure. People aged over 65 years currently comprise 11% of the Hong Kong population. Such aging population in Hong Kong constitutes a challenge to our society. To be adaptive to changes in the environment, especially in aging, more emphasis is placed on “lifelong learning” than on “lifelong education” for self-fulfillment Active aging is evidently supported as a solution to the impact of aging population. Lifelong learning is an important strategy for enhancing active aging. The provision and process of lifelong learning for older people can take several forms. Of these, the best known is the University of the Third Age (U3A). However, in Hong Kong, the number of well-structured lifelong learning models is limited. Among various U3A models, the Australian model is more suitable in Hong Kong. In 2008, the Labour and Welfare Bureau and the Elderly Commission launched U3A, named as the Elder Academy (EA), with local characteristics that fit the Hong Kong context. Initially 32 EAs were established in Hong Kong. In consideration of the limited studies on the lifelong learning model for older people, the current study aims to evaluate the local EA model for lifelong learning for older people in Hong Kong. In the first phase of the macro level of evaluation, a documentary analysis was employed to examine various U3A models and 32 EA documents. Then, the in-depth interviews were conducted to obtain stakeholder perceptions on the local EAs. A total of 14 EA stakeholders, including 2 school principals, 2 teachers, 2 social workers, 4 younger tutors, and 4 older people, were invited to share their views about the characteristics for the local EA. Phase 1 results identified the characteristics of local EA, such as the cross-bureau, cross-sector, cross-profession, and cross-age collaborations, the seed money, and an independent management committee. Local EAs have the ability to enhance the value of a “giving culture” and the positive image of the older people. They also provided platforms to train volunteers and health promoters, as well as to develop the new other learning experiences curriculum. In addition, it was found that Confucianism has an important impact on running the local EA model. Together with older people’s feedback, the micro level of evaluation (Phase 2) was undertaken to evaluate the effect of the proposed teaching-learning style used in the EA model. In Phase 2, a multiple method, a quasi-experimental study and in-depth interviews were conducted with participants in the “lecture and practicum” group. The quasi-experimental study evaluated the proposed teaching-learning style employed in the Health Frontier Trainers’ Program on learning performance. A convenience sample was recruited over the course of a month. Up to 40 participants formed the “lecture and practicum” group, whereas 30 participants formed the “lecture-only” group. Pre- and post-tests on the learning performance were administrated before and after the programs were applied to both groups. Assessment scores after the programs were recorded, after which their mean scores were compared. In-depth interviews were also conducted. A total of 10 participants consisting of 6 older participants and 4 younger participants from the “lecture and practicum” group were invited for interviews. Data were collected to examine the perceptions of the participants regarding the program. A statistically significant difference between the two study groups was found only in the change in the learning performance of the older participants. The older participants in the “lecture and practicum” group experienced a greater enhancement in their learning performance than those in the “lecture-only” group, thus, the proposed teaching-learning style was confirmed to be more effective toward the learning of older people. The proposed teaching-learning style included experiential-based learning, which emphasized the experiential nature of learning and interaction in the context of reality. Moreover, several themes were identified from interview data, such as developing knowledge and skills, enhancing intergenerational learning, bridging theory and practice, and perceived difficulty in the learning topic. These themes indicated that older people preferred experiential learning to lifelong learning. In conclusion, the characteristics of the local EA model were identified. Experiential learning was found to be better than lecture-based learning. Based on these findings, the local EA could develop a preferred lifelong learning model for older people when the local EA model with local characteristics is combined with the element of experiential learning.

Higher education institutions are tasked with providing opportunities in and out of the classroom that provide students opportunities for a successful college experience. First year student expectations of the college experience initially influence selection of academic and social activities. Unmet or unrealistic expectations may lead to poor academic outcomes, stunted social development, and attrition. This study focused on traditional first year students at the onset of their college career. Through selection of anticipated field of major study, GPA, and extracurricular activities, students initially identify potential academic activities and potential social activities. This study provided quantitative data in an effort to identify possible relationships between and among those intentions. Student selection of major field of study may drive academic progress and influence selection of social activities. This study used the College Student Expectations Questionnaire (CSXQ) responses of 3272 first time in college (FTIC) students who attended a large public university in the southeast during the fall 2012 semester. Results, conclusions, significance, and implications of the work to the discipline are reported here.

Student satisfaction has been linked to student persistence with higher retention rates (Edens, 2012). A correlation has been established linking academics, social integration, and retention (Collings, Swanson, & Watkins, 2014). Peer mentoring contributes to student satisfaction by helping students adapt to the culture of the institution. Peer mentoring is a way to help with social integration. Mentoring connects academic integration, social integration, and goal commitment (Collings et al., 2014). A research study examined the relationship between a peer mentoring intervention and student satisfaction with a private two-year higher education institution. The purpose was to answer the following question: Did the addition of a peer mentoring intervention program for first-term students increase student satisfaction with the institution? Fifty-nine first-term Allied Health and Nursing students from a post-secondary private institution participated in the research. A peer mentoring intervention was provided to the treatment group. The ATA Career Education Student Satisfaction survey was used as the measurement instrument. Descriptive analysis examined the differences between the groups. An analysis of covariance (ANCOVA) was then able to investigate a peer mentoring intervention and the effect it had on the student’s perception of satisfaction with the institution. Multiple regression analysis explored correlations between groups, program of study, education status, gender, race, age, and post-test survey. The results were able to determine that there was a significant increase in student satisfaction after a peer mentoring intervention was implemented.

Understanding the importance of resilience in academic performance as it pertains to adult online students is valuable to the people who provide services to, work with, and are a part of the population. The need to develop and enhance social programs that will improve outcomes for students with trauma-related disabilities is beneficial in increasing graduation rates and improving on the time it takes for adult online students to graduate. There is also a need for research focused on students with trauma-related disabilities because the literature in the field was found to be lacking in information. The purpose of the study was to investigate whether resilience level and age are predictors of academic performance among adult online learners with trauma-related disabilities. The data were collected using a demographic questionnaire and an online survey with students at two online universities. This quasi-experimental quantitative study used the post-traumatic growth theory as its theoretical foundation. A total of 110 participants completed the online demographic questionnaire and Resilience Scale. The analysis used a predictive equation of multiple linear regression with students' grade point average as the criterion variable and resiliency and age as predictor variables. The analysis indicated that there was no significant relationship between the variables. The study contributed to positive social change by reviewing the importance of fostering resilience in an academic setting, particularly for adult online students with trauma-related disabilities. Additionally, the study found no implication that age influences resilience, which means further studies do not need to focus on age as a variable in predicting resilience.

The purpose of this study was to examine the perceptions that differ among university personnel and students with disabilities regarding the vagueness in the legal definition of the term reasonable accommodations. The theoretical framework that guided this study was the social model of disability. Using a sequential mixed-method design, the first strand surveyed 98 students and 93 personnel; then 10% of each group participated in an interview or focus group. The main research questions explored the different accommodations offered by university personnel versus those that were used by students and the different perceptions of the term reasonable accommodations in accordance with ADA law. A chi-square test was used to analyze yes/no survey data and a t test was used for the Likert scale question. In the first strand there were statistically significant findings in distribution and perception of 35 specific accommodations, including advocacy and counseling. Both focus group and interview data were analyzed and themes emerged, such as specific accommodations. An important finding from the qualitative strand was that more than half the students thought they were not receiving reasonable accommodations while the majority of university personnel thought they provided reasonable accommodations. The key result was the lack of a clear consensus between students with disabilities and university personnel in definitions of reasonable accommodations. Disseminating the results of this research study can create positive social change in the legislative and academic arenas by creating a better understanding of the impact of the current standard of reasonable accommodations. One recommendation is the creation of federal and state level commissions to administer, manage, and maintain policies for colleges.

The focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been done to examine the experiences of students transitioning into the college environment. In contrast, there is little work that specifically looks at the professionals that service first-year students within a minority serving context, specifically Historically Black Colleges and Universities. As a result, the findings of this study suggest that Florida HBCU first-year seminar professionals are active partners in the scholastic success of its freshman students.

Current research and theory primarily focuses on identifying holistic challenges of the veteran student demographic and does not focus on challenges specific to female veterans when transitioning into and through college. Additionally, current research and theory does not focus on positive and negative experiences of female veterans within four key areas of academia: courseware, faculty, staff/administration, and student services. As a result, current research and theory do not adequately explain why female veterans may or may not successfully transition into and through college, resulting in a lack of resources available for female veterans, and Higher Education Institutes (HEIs). This phenomenological study investigated lived experiences of female veterans transitioning into and through college by identifying shared experiences within the Adult Transition Theory's Moving In, Moving Through, and Moving Out phases specific to participants' interactions with courseware, faculty, staff/administration, and student services. Nine female veterans participated. Data was collected via pre-interview questionnaires and audio-recorded one-on-one interviews and analyzed using Colaizzi's 7-Step method, yielding 6 emergent themes and 30 cluster themes. Results indicated female veterans utilize strategies such as time management, connecting with their instructors, and support of family to succeed in college. Additional factors important to female veterans when transitioning include options in delivery methods and how well a college understands veteran benefits.

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.