Relatively little research on blended learning (BL) addresses institutional adoption in higher education. Graham, Woodfield, and Harrison (2012) proposed a framework for institutional BL adoption, identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this series of articles, the authors applied that framework to institutions of higher education implementing BL. In the first article, the authors applied the framework to 11 Next Generation Learning Challenge (NGLC) grant recipients transitioning from Stage 1 to Stage 2 of BL adoption. The authors compared U.S. institutional strategy, structure, and support approaches to BL adoption and identified patterns and distinctions. In the final two articles, the authors applied the framework as well as Rogers' (2003) diffusion of innovations theory to determine the degree to which and why institutional strategy, structure, and support measures would facilitate or impede BL adoption among higher education faculty. The authors also explored whether faculty's innovation adoption category would affect which measures facilitated or impeded BL adoption. To achieve these objectives, the authors surveyed and interviewed faculty at BYU-Idaho (BYU-I). In the second article, the authors reviewed the survey results to determine (a) the appropriate innovation adoption category for each faculty member and (b) the factors that impacted faculty decisions to adopt BL. In the third article, the authors reviewed the results of the interviews to identify why participants reported strategy, structure, and support decisions would impact their decision to adopt BL.

Robotic competitions have become an increasingly popular educational tool to increase students’ interest and achievement in STEM. The largest and fastest growing of these is VEX Robotics Competitions (VRCs). Although millions of dollars of funding are allocated, and countless hours of effort are expended annually to provide students with the opportunity to compete in VRCs, little research has been done to investigate the educational impacts of participation in these competitions. One promising research framework in this area is to investigate the self-efficacy of students who participate in VRCs. Self-efficacy, or the beliefs one holds about one’s own abilities in a given area, has been shown to have a strong influence on students’ career and educational interests, choices, and attainment. The purpose of this study was to investigate two research questions: (1) What factors influence VEX Robotics Competition participants’ self-efficacy? (2) What is the relationship between self-efficacy in VRCs and students’ interest in and choice of STEM majors? A cross sectional study was conducted utilizing Robinson’s Self-Confidence Survey for VEX Robotics Participants (SCSVRP) to measure VRC participants’ self-efficacy. In addition, the Post-Secondary Choices Survey was utilized to gather data about the relationship between VRC participants’ self-efficacy and their post-secondary educational choices. Study participants were recruited over a period of 3 years at state- and national-level VRCs, as well as through nationwide recruitment efforts assisted by the CREATE Foundation. A total of 390 students participated in the SCSVRP, while 28 students participated in the Post-Secondary Choices Survey. Correlation and regression analyses were conducted to investigate the relationship between several predictor variables and overall self-efficacy. Correlation analysis was conducted to investigate the relationship between VRC participants’ self-efficacy and their choice of major upon enrolling in post-secondary educational programs. The results indicated that VRC participants’ self-efficacy was primarily influenced by their biological sex and the number of seasons they had participated in VRCs. In addition, self-efficacy was correlated with students’ interest in choosing engineering majors, but not STEM majors more generally. Finally, a statistically significant relationship was found between self-efficacy and VRC participants’ actual choice of STEM majors, but not engineering majors specifically.

This thesis situates the Inside-Out Prison Exchange Program within the larger realm of postsecondary prison education to analyze its unique pedagogical approach. Through utilizing critical theory and other pedagogical theories, I will address several key themes in the Inside-Out Pedagogy including 1) humanization 2) dialogue 3) mutuality, and the way these frames and tools are used to approach questions of identity, criminality, and power dynamics within the classroom. In providing both benefits and limitations of the Inside-Out program’s efforts to facilitate dialogue across difference, I argue that Inside-Out moves beyond prison education frameworks rooted in recidivist and neoliberal paradigms and instead fosters opportunities based on empathy, critical thinking, and holistic growth and transformation. I also argue that some of the projects and frameworks of transformation, equality, and humanization are oversimplified. Overall, I argue in favor of college-in-prison programs like Inside-Out that can supplement pre-existing postsecondary prison education programs.

This study explores the perceptions of former and current foster youth, who either graduated from a post-secondary institution, enrolled in college or a vocational training, in order to identify the factors that contributed to their post-secondary education enrollment. Sixteen participants provided information about their personal experience with post-secondary education enrollment via personal interview and self-administered questionnaire. Descriptive statistics was used to compare responses on the self-administered questionnaire. Constant comparative analysis method was used to analyze interview data and code it into themes or codes. This study’s findings show that the majority of the participants enrolled in college because they were mainly motivated by individual factors, secondly relationship factors and thirdly systemic factors. Specifically, college gave them hope for the future and it was a personal goal. Some also reported the influence, motivation, and support of peers, caregivers, mentors, certain high school and college programs, like AVID (Advancement Via Individual Determination)) and EOPS (Extended Opportunity Program Services). Of utmost need to them is a hands-on-support which includes assistance with college application completion, college class registration, preparation for placement tests and college tours which they noted they did not get enough of. This study’s findings are vital for preparing foster youth for post-secondary education as the study provides needed insights on the necessary services, policy and programs.

Traditionally, college and universities have relied on achievement indicators to estimate students' potential for success. More current researchers have demonstrated that other noncognitive factors provide incremental predictive validity to traditional achievement measures in predicting student success. This study is intended to contribute to the scholarly work in this regard by examining the mediating role that student engagement has on the relationship between Big Five personality traits and student success for Hispanic, two-year college students. First factor analysis derived four factors of engagement: Mental Activities, School Opinions, Collaborative Learning, and Student Services. Mediation models showed that there was a negative relationship between Neuroticism and GPA. This relationship was partially mediated by Mental Activities, School Opinions, and Student Services, with engagement factors mitigating the negative effect on GPA. Agreeableness was positively related to GPA (r = .222) and was partially mediated by School Opinions and Student Services. Lastly, Conscientiousness was also positively related to GPA (r = .196), and this relationship was fully mediated by all four factors of student engagement. By assessing these processes, colleges -particularly those with historically underserved populations- can modify their practices, policies, and environments to ensure they are creating opportunities for students of all personality dispositions to succeed.

Students with Autism Spectrum Disorder (ASD) are enrolling in colleges and universities at an increasing rate. Although there is greater attendance in PSE settings, the graduation rate of this population is below the standard average. Improved services to help these students achieve their college and university goals are needed. Disability service professionals provide services to these students, yet oftentimes are not prepared to do so. In an effort to take a step toward addressing this concern, the current study began the exploratory process of identifying whether services provided by campus disability resources centers (DRC) align with the best practices that enhance the success of students with ASD. The current study began by asking an expert panel consisting of disability service professionals to develop and agreed upon a list of (a) barriers in providing academic accommodation (b) individual and systemic barriers faced by the student, and (c) supports that can help reduce these barriers. The final instrument identified 34 barriers to providing academic accommodation, 47 systemic barriers, and 37 individual barriers students with ASD experience in PSE settings. Additionally, DRC counselors identified 45 supports and services that would help address the identified barriers. Results of the study were discussed in the context of the literature related to identifiable barriers that prevent success in PSE settings as well as supports and services that can best benefit student with ASD. Additionally, implications, limitations, and recommendations for future research were discussed.

Increased institutional accountability and fiscal constraints coupled with most community college students being required to take at least one remedial/developmental course indicates a need to find the best way to deliver these classes. Institutions are expanding alternate delivery formats to meet student expectations. Is using technology best for students in remedial/developmental courses? This study investigated effectiveness of technology-assisted instruction for remedial/developmental math in Florida community colleges. Technology has emerged as potentially enhancing student success; however, it is expensive. If research shows that students benefit from technology in remedial/developmental courses, then funds spent to provide instruction through technology are validated. However, if research does not show remedial/developmental courses with a technology component are more effective than courses delivered traditionally, then spending funds for technology in those courses becomes questionable. The research questions for this study asked whether the delivery format of gatekeeper remedial/developmental math courses varied by institutional size. Was there a relationship between student success and technology-assisted delivery of "gatekeeper" remedial/developmental math classes? The study asked if such a relationship existed when controlling for placement test scores. To answer these questions, the research compared student success rates in three delivery formats--traditional, hybrid, and computer-based. Results showed that small institutions favored traditional delivery of remedial/ developmental math. Medium institutions offered traditional and hybrid delivery in similar proportions while larger institutions favored hybrid delivery. Results also showed that students in traditional delivery sections were likely to be just as successful, or slightly more successful, than students in hybrid and computer-based delivery courses, Students with higher placement test scores in remedial/developmental math were clearly more successful in courses delivered via traditional instruction. Implications from this study suggest that the introduction of a technology component to remedial/developmental math courses does not seem to be more effective in helping students successfully pass remedial/developmental math classes. If an institution does not have funds to invest in technology for remedial/developmental math students, which may be especially true for smaller institutions, no harm is done in delivering instruction in remedial/developmental math via traditional methods. Students may actually benefit from the traditional delivery format in remedial/developmental math courses.

In recent years, there has been an increasing interest in Australia in structures which allow community participation in the governance of schools. The introduction of a new Education Authority in the Australian Capital Territory, beginning in 1974, brought with it a substantial commitment to such structures as school boards, a relatively new phenomenon in Australian school systems. However, there has been substantial experience of lay or community participation in governing bodies of post-secondary institutions in Australia. This study examines both the general experience of lay participation in such governing bodies and the specific experience of lay members of the governing bodies of three institutions in the Australian Capital Territory, the Australian National University, the Canberra College of Advanced Education and the Canberra College of Technical and Further Education. The principal collection of data was from structured interviews with lay or community members of the councils of these three institutions, designed to produce a picture of their attitudes towards participation in governance. It was found that lay members are most commonly "middleaged, middle-class, males", although women are more frequently found in college councils. Lay members believe that they are chosen because of their successful backgrounds, their administrative skills, and their ability to reflect general community values. They do not believe they are constrained in their participation by specific community interests. They act as independent critical, individuals. Some areas of difficulty were identified, particularly the problem of finding sufficient time to learn thoroughly the nature of complex institutions, and to participate on an equal footing with staff members of councils. It is asserted that the assumptions underlying lay participation remain broadly unquestioned, even at a time of significant change in the wide process of planning and control of post-secondary education. The relevance of this to the innovations in the A.C.T. school system is suggested.

This study investigated postsecondary disability service providers' (DSP) perceived usefulness of an example of a well-developed SOP. This example SOP was included in a 22 question survey, administered electronically to DSPs who are members of the Association on Higher Education and Disability (AHEAD). The participants (n=298) were asked to rate the usefulness of the test scores, rationale for accommodation, history of use or success of accommodation, report writer's recommendations, and student input included in the example SOP for making accommodation decisions. ANOVAs were used to determine if the perceived usefulness of the parts of the Model SOP varied as a function of the DSPs' highest degree, disciplines or fields of study, training for the interpretation of disability documentation, and/or years of experience in postsecondary disability services. DSPs with less than five years of experience (M=1.85, SD = .87) found the report writer's recommendations more useful than DSPs with greater than 10 years of experience (M=2.24, SD = 1.02). DSPs with 5-10 years of experience did not differ significantly from either of the other groups. Additionally, statistical significance was approached (p = .085) suggesting that DSPs with doctorate degrees compared to DSPs with a master's degree or a bachelor's degree may find the history of use or success less useful for accommodation decisions. Overall, the average usefulness ratings for all DSP groupings for the identified parts of the SOP were in the extremely useful or very useful range. / School of Education; / School Psychology / PhD; / Dissertation;

Current statistics suggest women form the majority of online learners. Their enrollment levels may be a result of promotional materials suggesting online learning allows learners access to flexible learning opportunities that will complement their busy lives. This research questions those assertions by examining the tensions women experience while learning online. Using a poststructural feminist approach, tensions are defined as the messy spaces where complexities, contradictions and competing ideas, actions, expectations, values and emotions interact to produce opposition and opportunities. Research questions asks: How do women learning online mediate tensions in the learning environment and in their own personal context? What tensions do women face when learning online? What strategies do they use to address these tensions? Are they able to find ways to balance or overcome these tensions? A poststructural feminist theoretical framework acknowledges the diversity of womens experiences and allows space for questioning discourse around lifelong learning, online learning, womens responsibilities, and institutional authority. Data was collected using multiple methods: photo-elicitation interviews and an online focus group plus a demographic survey and autoethnography. Twelve women, who all completed at least two online courses, participated representing learners of different ages, marital and family situations, geographical locations, and level and field of study. Six women took photographs, which formed the basis of face-to-face interviews. Six other women participated in an asynchronous online focus group. Themes from the results showed the tensions they experience, namely, the blurring between the boundaries between home and school, the cost of flexibility, and three strategies they used for mediating tensions (multitasking, procrastinating and persevering). While the women acknowledged the benefits of online learning and demonstrated that they were successful students, their narratives make it clear that they faced challenges in attending to and completing their schoolwork to the standards they desired, while meeting family and work responsibilities. A theoretical analysis explores how the poststructural feminist concepts of positionality and subjectivity are useful in examining womens experiences learning online and where there are gaps in applying this theoretical framework in online learning contexts. Participants narratives and photographs and the researchers own autobiographical narrative are included. / Adult Education