<p> College tuition costs have risen 33% in the past ten years (NCES, 2016a), forcing college administrators to refocus their efforts on student retention in order to stay competitive (Alarcon &amp; Edwards, 2012; Sanders, Daly, &amp; Fitzgerald, 2016; Tinto, 2006). Although universities have implemented support programs to help students in these areas, students are still failing. </p><p> Students with low self-efficacy lack motivation and lack self-regulation skills, putting them at a higher risk of discontinuing. Self-efficacy not only impacts academic performance (Bandura, 1982, 1997; Budescu &amp; Silverman, 2016, Gallagher, Marques, &amp; Lopez, 2016), but it also influences how students handle challenges (Al-Harthy &amp; Was, 2013; Han, Farruggia, &amp; Moss, 2017), impacts their level of self-discipline (Komarraju &amp; Nadler, 2013), and their self-regulation strategies (Chemers, Hu, &amp; Garcia, 2001). </p><p> This quantitative study investigated student perceptions of academic self-efficacy after having experienced academic challenges, defined by academic probation, suspension, or dismissal, during their first year. The relationship between academic probation types was studied in comparison with academic variables: cumulative GPA, academic cohort, and type of academic challenge. </p><p> The sample included undergraduate students from a mid-size, private institution in New England. Participants (<i>N</i> = 724) were emailed a link to a questionnaire consisting of self-rated statements created by the researcher and derived from the General Self-Efficacy Scale (Schwarzer &amp; Jerusalem, 1995). Respondent data (<i>N</i> = 59) was exported to Excel and then SPSS&reg; for analysis. Descriptive statistics, Cronbach&rsquo;s Alpha, a <i>t</i>-test, and one-way ANOVA were conducted. </p><p> Results showed that students who were once academically at-risk demonstrated higher self-efficacy in managing difficult problems, learning new material, feeling motivated to succeed in courses, and havingconfidence in their academic abilities. These students also demonstrated lower academic self-efficacy in their ability to understand difficult course material and choosing to complete optional assignments even if it did not guarantee them a good grade. There was no significant relationship between cohort and academic self-efficacy score. Although not statistically significant, results showed a trend indicating that the higher the cumulative GPA, the higher the academic self-efficacy score. </p><p> These findings may help administrators better understand student academic self-efficacy and tailor support services to help this population.</p><p>

<p> Within the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student&rsquo;s time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness. </p><p> Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (<i>N</i>=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with &alpha; reliability scores > .84. </p><p> The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.&rsquo;s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success outcomes.</p><p>

<p> Two varying types of multiple stimulus without replacement preference assessments (MSWO) were conducted with three 21-year-old participants with low-functioning autism. The first preference assessment was parent-led. This was done by using a revised version of the RAISD, a parent interview tool, to gain the top ten items the parent viewed as being most reinforcing to their child. The experimenter then utilized those 10 items to conduct the multiple stimulus without replacement preference assessment. All three participants were also given a standard multiple stimulus without replacement preference assessment utilizing 10 generally common used reinforcing items that are typically available in a classroom setting. Upon yielding the results of each type of preference assessment, an alternate treatment design was utilized to determine reinforcing effects of the varying preference assessment results. A baseline phase occurred where participants completed a matching-to-sample file folder task, that they have all shown 100% competency with in the past, to record the duration and accuracy it took the participants to complete the activity while receiving no reinforcement. Duration and accuracy for the matching-to-sample file folder activity were then compared to determine if they would increase their speed and accuracy when presented the opportunity to gain the parent-led and standard preference assessment result&rsquo;s reinforcer upon completion. Results showed students displayed shorter durations for both types of preferences, however slightly favored the teacher-led assessment. Accuracy was generally the same for baseline and both types of preference assessments.</p><p>

<p> Despite meeting admittance standards, there are many college students who struggle to be academically successful, which sometimes results in them being placed on academic probation. Colleges implement various programs and interventions to help probationary students achieve success at their institutions. Student success courses (SSC) are one type of intervention used; however, much of the literature on the efficacy of SSCs focuses on first semester freshmen. Currently, there are only a few empirical studies on the effectiveness of SSCs with probationary students, but the results of these existing studies are promising. At Copper University (CU), there were limited college-wide supports available to students on probation, leaving them at great risk for academic failure. In an attempt to better support probationary students, a semester-long SSC called Dynamics of Student Success (DOSS), for first- and second-year students on academic probation was piloted in the fall of 2016. DOSS was designed to assist probationary students gain the college success skills necessary to increase their grade point averages. This study assessed the effectiveness of DOSS by comparing the archival data of probationary students who participated in DOSS in the fall of 2016 to those who did not participate. Participants in the treatment and control groups saw gains in their semester GPAs after the fall 2016 and spring 2017 semesters; however, the results of two simultaneous multiple regressions revealed that course participation was not a significant predictor of semester GPA at either point in time. As a result, the researcher concluded that it was other factors, not DOSS, that positively influenced the changes in semester GPA demonstrated by the sample.</p><p>

<p> The purpose of this study was to better understand the impact of parental involvement as minority students access information while preparing for college. Two qualitative questions formed the foundation of this study: 1. How does parental involvement contribute to minority students&rsquo; access to TRIO? 2. What roles do minority parents play in their children&rsquo;s education while they are enrolled in TRIO? Participants of this study were minority parents whose children were enrolled in TRIO. In total, 9 minority parents participated in this study &ndash; 67% Hispanic, 22% Pacific-Islanders, and 11% Native-American. To collect data a semi-structured interview was used; interviews were face-to-face and lasting approximately one hour. Three themes emerged from participants&rsquo; interview: 1) passive parental involvement; 2) the impact of TRIO, and 3) active parental involvement. Examples and a further explanation of each theme are described in the results chapter of this thesis.</p><p>

<p> Little is known about the experiences of students on college outdoor orientation trips who experience lower levels of belonging within their group. During this study students who experienced lower belonging on one program were interviewed to identify common characteristics of these experiences. Due to a small number of research participants, the study was expanded through a national survey to include outdoor orientation participants at 23 schools. Although the expansion of the study increased the likelihood of reaching more participants, it did not result in additional interviews. The difficulty in reaching students who experience lower levels of belonging on outdoor orientation trips became a significant element of the research. Aspects of the responses from these individuals may align with experiences of shame. Elements of shame are discussed as a potential explanation for the low response rate, as well as recommendations for future researchers.</p><p>

<p> Reduced government support has caused higher education institutions to become more dependent on philanthropic contributions. Since the majority of funds come from a small number of donors (Longfield, 2014), it&rsquo;s important to focus on the highest level of donors. However, there was a lack of research that specifically studied alumni major gift donors who name physical structures with their philanthropic gifts to their alma maters. My intent in developing this study was to fill this gap and help higher education institutions secure more funds. </p><p> By building on the research designs of King (2005) and Barascout (2012), I conducted an in-depth case study at one university. I collected data through semi-structured, in-depth interviews with the specified donors and staff members from the institution. I analyzed this data using an open coding scheme. Consistent with my grounded theory approach, I allowed conclusions to emerge from this data.</p><p> My first research question identified the giving motivations of alumni donors who named physical structures with their major gifts to their alma mater. I found twelve overarching factors that motivated these donors: a) Appreciation, b) Affinity, c) Financial Considerations, d) Making an Impact, e) Engagement, f) Recognition, g) Prestige/Signaling Wealth/Social Status, h) Opportunity Cost, i) Warm Glow, j) Legacy, k) Obligation, and l) Tax Implications. </p><p> My second research question sought to understand the impact of solicitation processes on the giving decisions of the donor population being studied. I found that four phases of the solicitation processes influenced these donors&rsquo; giving decisions: a) qualification, b) cultivation, c) solicitation, and d) stewardship. My study also identified four institutional partners who were involved in the solicitation processes: Development Officers, School Deans, Athletic Coaches, and Current Students. </p><p> I also identified two main solicitation process events that influenced these donors: a) fundraising campaigns, and b) campus visits. I found that the donors in my study acted as the &ldquo;deciders&rdquo; about their philanthropic gifts, and did not involve their spouses, nor professional advisors in their solicitation processes. </p><p> Lastly, my study also revealed that Development Officers seemed unaware of the factors that their respective donors considered when making their giving decisions.</p><p>

<p> This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory &amp; Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving &amp; Transfer (Berg &amp; Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.</p><p>

<p> Research surrounding the prevalence and impact of adversity during childhood has surfaced as a possible key to addressing the impact of chronic stress on children during their early years and well into adulthood. The research has suggested that when resilience is present, due to protective factors being in place, there may be neutralization of the negative impact and outcomes due to the physiological effects of chronic stressors. Identifying which protective factors have the greatest neutralizing impact may provide educators, physicians, and parents better aid in the prevention and healing of children who have been exposed to chronic adversity. This research provides insight into the negative impact of adversity and the neutralizing impact of resilience on physical, psychological, and emotional well-being</p><p>

<p> The topic of this study was the way teachers of children with autism perceive the home-school collaboration and its impact on learning. This research addressed the gap in the literature on the topics of children with autism&rsquo;s performance gap in comparison to their age-equivalent peers. The research question was, &ldquo;How do teachers of children with autism perceive the home-school collaboration and its impact on learning?&rdquo; A generic qualitative methodology was appropriate to address this question. Data collection occurred through face-to-face interviews with 8 open-ended questions. The sample included 10 teachers of children with autism. All teachers had a minimum of 3 years&rsquo; teaching experience, were state certified special educators, currently taught children with autism, and had experience collaborating with the people in the children&rsquo;s homes. Inductive thematic analysis facilitated identification of the patterns and themes that emerged from the data and provided a thorough understanding of the home-school collaboration. Six themes emerged from the teachers&rsquo; responses: (a) collaboration improves learning, (b) communication is vital, (c) collaboration supports overall student improvement, (d) challenges to the collaboration, (e) parental involvement is imperative, and (f) ways for teachers to promote parental engagement. The results of the study suggested that teachers involved in home-school collaboration can overcome obstacles that are inherent in the collaboration process and facilitating academic success. A strong collaboration consistently yielded positive results for a child with autism. With a strong connection between the parent and teacher, a child was able to grasp material in the classroom, while the home strengthened the learning process. Along with improving learning, the home-school collaboration process decreased the child&rsquo;s anxiety and enhanced a sense of security. Some recommendations for future research include utilizing a larger sample to increase generalizability and covering a larger geographic area for better representation of the population.</p><p>