<p> Freshmen at baccalaureate-granting institutions cite being able to secure a more attractive job and earn a higher income among the most important factors that influenced their decision to pursue a college or university education. Indeed, higher education has been cast as a reliable on-ramp to the American Dream, a mechanism for reducing income inequality, and a key to enhancing economic competitiveness and growth of states and the nation. These benefits have been emphasized by a chorus of individuals calling for dramatically increasing college degree attainment levels in the United States (U.S.). Yet to what extent and how consistently has higher education delivered these trumpeted outcomes for individuals, states, and the nation? </p><p> U.S. Census American Community Survey microdata and typical education requirements of occupations published by the U.S. Bureau of Labor Statistics were utilized to quantitatively analyze employment outcomes of college graduates. A special focus was placed on the incidence of malemployment (the phenomenon of college graduates working in occupations that do not require a college degree), relationships between undergraduate degree fields and labor market outcomes, and variations across states in the employment outcomes of college graduates. </p><p> The benefits of higher education for individuals and states were found to be highly uneven. Analyses revealed that approximately 31% of adults in the labor force with a bachelor&rsquo;s degree or higher are malemployed, a rate that varies by undergraduate degree field, educational attainment, race/ethnicity, and age. College earnings premiums generally are far lower for malemployed individuals than for graduates who have secured college-level occupations, and they vary dramatically by undergraduate degree field and state. </p><p> Myths about higher education and the labor market were dispelled, such as the notion that malemployment affects only recent graduates and that there generally is an insufficient supply of STEM graduates. The principal propositions of the national attainment agenda were evaluated in light of the study&rsquo;s findings, and a new framework for that agenda was offered, including a greater focus on the traded sector of the economy, a shift from state leadership to a state/federal partnership, and a suggestion for attainment agenda proponents to embrace a learning quality agenda.</p>

<p> The sexual assault incidence rate on college campuses has been a growing issue for administrators. Programs and interventions have been done in response to both institutional need and federal policy guidelines. The purpose of this quantitative study was to measure the effectiveness of the Mentors in Violence Prevention (MVP) training for Resident Assistants on their confidence and leadership skill level in sexual violence prevention as student leaders. This study also explored the changes in Resident Assistants&rsquo; perception of the importance of leadership in reducing gender violence, gender perceptions, and perceptions of sexual assaults on their college campus. The study utilized secondary data of 52 Resident Assistants who participated in a MVP training. The data were collected through pre- and post-evaluations of the students who attended a southern Californian university. Paired <i> t</i>-tests were conducted to examine the mean differences of Resident Assistants&rsquo; pre- and post-test survey responses. Independent <i> t</i>-tests were also completed to examine mean differences of Resident Assistants&rsquo; pre and post-test survey responses by sex. Findings suggest that after Resident Assistants participated in the MVP training, they had higher measures in confidence level in preventing gender violence, speaking to others about sexual violence, using leadership in promoting gender and sexual equity, and perceiving sexual violence on campus as a bigger problem. With Resident Assistants being first-responders for residents, they are a unique group of student leaders on a college campus that can receive extensive training to fulfill their responsibilities and roles as advocates in reducing the occurrences of sexual violence and create social change. Further implications can be illustrated in positive outcomes with bystander prevention training for student leaders on a college campus.</p>

Master of Science / Department of Special Education, Counseling and Student Affairs / Christy Craft / For just over 100 years, student unions have served college campuses across the United States. These buildings have changed and progressed over time to offer services to fit the needs of students. Recently, the concept of community building has become increasingly more important to higher educational institutions. Student unions are at the very center of community building on college campuses. This report looks at one model of community building and offers design elements union administrators need to be aware of when designing student union spaces.

<p> This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super&rsquo;s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.</p>

<p> This study examines college entry experiences (enrollment, orientation, assessment, and support services) and their contribution to the persistence of nontraditional students enrolled in community colleges. By reviewing the current retention research and models on academic integration, social integration, involvement, engagement and the construct of resilience, college entry experiences were identified and correlated to the work of Tinto, Astin, Kuh, and other researchers. Based on the findings of each of the four college entry experiences, this study provides insights and offers recommendations to community college presidents, deans, community college leaders, professors, student advisors, and enrollment specialists to establish innovative and highly effective intrusive advising support structures, nontraditional retention framework considerations, and cohort learning models to increase student engagement, reach optimal student persistence term to term, and produce cutting-edge degree completion rates. </p>

<p> There exists a need for instructional designers to understand how to incorporate supportive interventions in online developmental pre-algebra/math course designs. College students at the undergraduate level who require remedial assistance and academic supports in mathematics must successfully complete developmental pre-algebra/math courses. The study describes instructional strategies for procedural, active learning, and cognitive constructivist instructional strategies in problem-based learning. The study included six volunteer instructional designers who shared their perspectives for design practices, supportive interventions, and procedures to assist learners. A sample of convenience purposive sampling strategy was used to allow access to the volunteer participants through public social media. The six participants responded to the 16 related guided interview questions and the data was analyzed. Eighteen individual themes emerged related to supportive interventions used in instructional design regarding, instructional strategies, motivation, learning theories, and interaction by students within the courses. The participants shared seven design models and practices for successful learning, seven supports, and 12 developmentally appropriate design practices, used in their instructional designs. The findings of this study support the premise that by combining cognitive constructivism, social constructivism and confidence builders, to effect motivation and self-efficacy for supportive interventions, the learner could potentially successfully complete the requirements for undergraduate online developmental math courses.</p>

<p> This historical study explored and chronicled the history of institutional responses to underprepared students at the University of Georgia including its two primary historical branches, the State Normal School and the State College of Agriculture and the Mechanic Arts, from 1801 to 2001. This study examined the evolution of responses to underprepared students at the University of Georgia with a view to how these responses reflected the larger social, economic, and political context of Georgia history. Archival research was conducted at University of Georgia Hargrett Rare Book and Manuscript Library in Athens, Georgia, the State of Georgia Archives in Atlanta, Georgia, the Georgia Historical Society Library and Archives in Savannah, Georgia, and other archives or document repositories identified during the research phase of the study. The study revealed significant efforts throughout the history of the University of Georgia in support of underprepared students.</p>

<p> The purpose of this qualitative study was to explore the ways in which Black, Black biracial, and Black multiracial women experienced and navigated colorism in college. This is an important topic to explore given that colorism, or skin tone bias, has been found to impact the emotional, psychological, and social well-being of people of color. One-on-one interviews were used to gather data from 10 participants. Four themes emerged from the data analysis: (a) White colorism; (b) Colorism is ingrained in Black culture; (c) Emotional and psychological responses to colorism; and (d) Education is key. These four themes represent the participants&rsquo; experiences with colorism and provide insight into the ways they navigated encounters with colorism. This study adds to the research on colorism in higher education and offers implications for practice and directions for research.</p>

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