<p> This narrative inquiry study focused on the research question: <i> How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents? </i> The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA) during the college years. Data consisted of over 35 hours of interviews conducted with five TRA college juniors and seniors using a series of three interview protocols. The first interview focused on childhood and hometown experiences, the second on life experiences during the college years, and the third interview focused on the meaning participants made from the first two sets of questions. Three principle themes emerged from the data, as well as a variety of sub-themes. The first theme was labeled <i> Difference,</i> with sub-themes of <i>Fitting in, Navigating Black Societal Norms,</i> and <i>Common Experiences.</i> The second theme, <i>Racism,</i> included sub-themes labeled <i>Racist Encounters, Color-blindness/Parental Education,</i> and <i>Preparation Against Racism.</i> The final theme was labeled <i>Resilience,</i> and included the sub-themes <i>Connectedness, Faith,</i> and <i> Counseling.</i> Analysis of interview data revealed three main supports that participants perceived to be instrumental in their racial identity development during college: study abroad experiences, mentors, and diversity/ethnic studies courses. Implications for practice include adding adoption-related items to admissions questionnaires, situating supports for TRA students within a specific office such as Multi-Cultural Centers or Wellness Centers, and adding training in adoption issues for on-campus counselors and student affairs professionals.</p><p>

<p> The purpose of this study was to evaluate the effectiveness of incorporating technology into a sophomore level baccalaureate nursing class and to explore students&rsquo; perceptions on the use of technology in the classroom in relation to their perceived learning and their perceived interaction with classmates. This study evaluated the use of technology in a baccalaureate nursing classroom and determined the effectiveness of the intervention. The participants in the study included three sections of students enrolled in sophomore level nursing courses, in a small Catholic university, located in the suburbs of Philadelphia, Pennsylvania. Pennsylvania is a state located in the Mid-Atlantic region of the United States. A within-subjects study utilizing a quantitative design was utilized to complete the research. Data were collected from post-tests given to classes after traditional lectures as well as from post-tests given in lectures with the intervention of technology. The purpose of the post-tests was to gauge retention of the presented material in each of the classes. The scores on these tests were compared to determine if there were statistically significant changes between the assessment quiz scores on the lectures with technological intervention as compared to lectures without technological interventions. A survey was distributed to all students at the end of the study to gather total study sample information on student perceptions of the use of technology. While the quantitative study results were inconclusive as to the effectiveness of incorporating technology in the classroom, it did show positive findings concerning students&rsquo; perception of using technology in the classroom and their sense of connectedness with classmates. The relevance of this study was to evaluate the need to adapt teaching methods that increase student engagement, and may result in positive assessment outcomes based on retention of information.</p><p>

The formal assessment of dyslexia within the UK higher education sector is a relatively recent practice. The extant literature that there is reflects this historical observation. Missing from this body of literature, though, is any insight gained via systematic studies into the professional practice of those individuals directly responsible for identifying dyslexia in higher education students. In an academic climate where the very concept of dyslexia is being increasingly questioned, the perspectives of dyslexia assessors, together with those of other groups most closely affected by assessors’ practice, constitute an important area of knowledge for all parties concerned with higher education pedagogical and disability issues. This thesis is based on results from the collection and careful analysis of such perspectives acquired through four surveys of large numbers of participants and a smaller number of interviews with practicing dyslexia assessors. The study’s findings reflect both the diversity encompassed by the dyslexia concept within the higher education sector, as well as the complex relationship that exists between dyslexia research and its operationalization into the practice of individual assessors. Whilst data from assessor participants displayed a detailed lack of consensus on one level, this analysis was overridden on another level by a general consensus amongst interviewees around the main purpose and foci of assessment. Lecturers’ and non-dyslexic students’ understanding of, and attitudes towards, dyslexia and dyslexic students were indirectly influenced by assessors’ practice, particularly by what they invariably observed as the heterogeneity of assessed dyslexic students. Dyslexic students, in identifying their self- perceived difficulties, exemplified this diversity within the category. The study’s findings, based on the informed perspectives of its relevant participants, suggest that much current higher education policy and practice around the recognition of dyslexia is based on erroneous unexamined assumptions. The thesis concludes with tentative suggestions as to how the assessment of dyslexia and subsequent provision for the learning difference could be more streamlined with both contemporary research positions and institutions’ commitment to move towards greater inclusivity.

<p> Pultruded glass fiber reinforced polymer (pGFRP) composite profiles, having the advantages of high strength-to-weight ratio and light weight, have seen significant developmental progress and numerous practical applications in the field of civil engineering. However, the low modulus of elasticity and high anisotropy, in addition to the relative slenderness of the thin-walled profiles, result in complex local and global buckling behavior for pGFRP members and significant interaction between local and global buckling modes. In this work, the stability behavior of pGFRP I-sections subject to flexure was addressed. An extensive review of stability behaviors of pGFRP members, including: flange local buckling (FLB), global lateral torsional buckling (LTB) and interaction between local and global buckling (interactive buckling) behaviors, was carried out. Two experimental programs were conducted: 62 four-point bending tests to investigate FLB behavior and 86 three-point bending tests to investigate LTB behavior. Interactive buckling behavior was observed in both series of tests and was shown to be quite prevalent in results from the LTB tests. Experimental results were compared with existing design guides and analytical solutions. Uniform under-predictions were found for FLB behavior of the I-sections considered and over-predictions were generally found for LTB behavior, exhibiting the need of new design formulas with improved accuracy. Analytical studies were presented and non-empirical design formulas derived using energy methods were proposed with respect to the buckling behaviors observed in the experimental program. Supporting the experimental work, a series of material characterization tests were carried out to evaluate the mechanical properties of the pGFRP materials used. Both standard and nonstandard test methods that can be readily conducted using typically available test equipment as well as those requiring simple material preparations are recommended.</p><p>

<p> Many institutions of higher education are facing significant financial challenges, resulting in diminished economic viability and, in the worst cases, the threat of closure (Moody&rsquo;s Investor Services, 2015). The study was designed to explore the effectiveness of competitive strategies for small colleges in terms of financial performance. </p><p> Five research questions related to small, accredited, private, non-profit, four-year colleges were addressed in the study. 1. What were the range and variance in the Composite Financial Index (CFI) for small colleges in FY2010 to FY2014? 2. What competitive strategies were employed and with what frequency by small colleges in FY2010 to FY2014? 3. What relationships existed between the employed strategies and the related perceived institutional financial performance, as assessed by college leaders? 4. What relationships existed between the employed strategies and the documented institutional financial performance, as measured by the CFI? 5. What relationships existed between the perceived institutional financial performance resulting from the employed strategies and the documented institutional financial performance, as measured by the CFI? </p><p> This quantitative, multi-method, causal-comparative study collected data on a nationwide random sample of small colleges (<i>N</i> = 251). Five years of ex-post facto data on the Composite Financial Index (CFI) were used to determine documented institutional financial performance. Inventory data, collected from vice presidents of finance (<i>N</i> = 51), were used to determine the strategies employed by colleges and the resulting perceived institutional financial performance. </p><p> Based on the CFI scores, many small colleges (46%) were identified as seriously or severely under-performing financially. The most frequently employed strategies (&ge;76%) were: new marketing procedures, new undergraduate programs, tuition discounting, restructured debt, and new or renovated facilities. Significant correlations (<i>p</i>&le;.05) were found between 34 of the 39 strategies employed (87%) and perceived institutional financial performance. No significant correlations were found between strategies employed and documented institutional financial performance or between perceived and documented institutional financial performance. </p><p> The conclusions and recommendations deal with the need for small college leaders not to seek easy solutions, but to apply strategic planning in the selection of strategies to employ; to identify indicators that relate employed strategies to financial performance; and to test their perceptions of financial performance against documented evidence.</p><p>

<p> This study aimed to understand how 35 focal students in a No Excuses high school, a charter school model designed to promote social mobility, made decisions about if and where to go to college. This study draws on college choice, cultural capital, and performance management literature to understand how the high school context at the focal school influenced students' college choice processes. Drawing on data from interviews, observations, and documents, this exploratory study found that Performance High provided extensive college resources and support to its students, which was consistent with how researchers conceptualize a "college-going culture" in high schools. Further, the high school used a performance management approach, in which administrators held teachers and students accountable for meeting particular college related metrics, such as the number and types of applications students were required to submit. The study found that focal students submitted applications and enrolled in college at high rates. Thirty-four of the 35 focal students planned to attend college the following fall. However, rather than exhibit the sense of entitlement and expectation that research describes for students who benefit from dominant forms of cultural capital, most of the focal students' college choice processes were characterized by hesitation, ambivalence, and doubt. Further, the findings suggest the performance management approach assimilated students to one model of college choice that did not easily accommodate students' preferences. These findings highlight the difficulties for schools in providing cultural capital for students independent of their families, and suggests the need to reconceptualize "college-going cultures" to not only consider the college outcomes and the density of resources in the high school context, but how well students absorb cultural capital, which may be important for social mobility. </p>

<p> Colleges and universities have experienced student activism against campus racial climate. This study examined the concerns and protests of Black students related to racial climate and determined how the administration responded on three private campuses. Qualitative content analysis of videos, images, and social media was used to analyze by individual institutions and across the institutions to determine similarities and differences. Data across the institutions was discussed by context, students&rsquo; protests, and response. Students&rsquo; climate concerns were in terms of the support they did or did not have and a lack of diverse faculty, staff, and students. The Black students&rsquo; protests were to disrupt the norms of the institutions. Using social media to organize, students conducted sit-ins, occupied buildings, and blocked streets. In response, the administration met with protesters, allowed them space to protest, and published statements. The recommendations include changes in diversity policies and support of interventions for the administration.</p>

<p> This study examined the current thought of broadcast journalism educators on what is considered most important for broadcast journalism majors in preparation for hiring inclinations in the broadcast television industry. The study also examined the current thought of professionals in the broadcast television industry in relation to standards for the hiring inclinations. A mixed-method design that included phenomenology and descriptive research was used. Both quantitative and qualitative data were collect from both groups to complete this study. The study indicated that both groups agreed that students needed both education and experience. Students must also be able to creatively write stories that captivate and engage their audience within all mediums. </p>

Magister Artium (Development Studies) - MA(DVS) / This study investigated the factors inhibiting learners from low socio- economic backgrounds from accessing higher education. The intention to investigate and identify these inhibiting factors was motivated by the growing body of evidence that suggests that there is a correlation between poverty and lack of education. The aim of the study was to investigate which pre-university factors have the most inhibiting impact on learners from low socio-economic backgrounds. The objective was to identify these factors in order to find ways in which they could be overcome and/or prevented. It was argued that, if the impact of the inhibiting factors could be minimised or eliminated, more learners would be able to access higher education successfully. The theoretical framework used in the study was based on Sen’s Capabilities approach. The list of capabilities applied to analyse the data were education and skill, economic resources, employment and working conditions, housing, and family and social integration. The study was positioned within a qualitative, interpretive research paradigm and used a case study design. The research site was a high school in Khayelitsha near Cape Town. Research participants were purposively selected and consisted of a total of twenty-nine learners from across Grade 10, 11 and 12, as well as three educators.The study used multiple sources of data instruments: secondary data (statistics and other census information about Khayelitsha), the participants’ June 2014 progress reports, a demographic information sheet, a reflective questionnaire and three focus group interviews (one per Grade).Content analysis was used to analyse the qualitative data through a three-stage open coding process. The list of inhibiting factors discussed in the literature, namely poor schooling, a lack of financial means, a lack of knowledge and information, and socio cultural factors was indeed confirmed by the data collected in this study. Other factors emerged from the data and these were regarded as new knowledge that this study contributes towards the body of knowledge. Lastly, the findings suggest that the inhibiting factor which had the greatest impact on learners from low socio-economic backgroundswas a lack of knowledge and information because this factor negatively impacted on all the capabilities listed above. Based on these findings, recommendations were proposed for the parents and community, school and educators, the Department of Basic Education, the Department of Higher Education and Training, and for higher education institutions.

<p> Conventional wisdom suggests attending the first day of class matters with regard to student course completion and final course grade. However, relatively little quantitative research exists on the effects of attending or not attending the first day of class (Wilson &amp; Wilson, 2007; Henslee, Burgess, &amp; Buskist, 2006; Iannarelli, Bardsley, &amp; Foote, 2010). Qualitative research on student perceptions of the value and importance of the first day is also limited. Looking at past research and literature on student engagement, social constructivism, late registration, attendance policies, and first-day class design, this study explored the relationship between first-day attendance and student course success for first-time English composition students at a small, rural community college. While first-day attendance alone may not be a strong predictor of course success, results of this study have the potential to help both students and colleges by informing enrollment management policies and procedures, professional development efforts for instructors to promote positive first-day experiences, and incentives for students that promote first-day attendance.</p>