Higher Education Commons^™

Marching Toward The Finish​, Juan Siliezar

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A quick look at the work master's of architecture students are presenting as part of their graduate thesis.

Rwu School Of Continuing Studies Dean Receives Award From Alliance Of Ri Southeast Asians For Education, Public Affairs, Roger Williams University

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Jamie E. Scurry earns Success Value Award.

Ouachita Retirees Honored For More Than 200 Years Of Combined Service, Trennis Henderson, Ouachita News Bureau

Press Releases

Six retiring faculty and staff members at Ouachita Baptist University, including four longtime faculty and staff who were honored with emeritus status, were recognized during a campus retirement reception held May 2 in Walker Conference Center.

Understanding Group Cohesion And Self-Advocacy In Student Leaders, Jordan Desousa Ma

M.A. in Higher Education Leadership: Action Research Projects

The purpose of this study is to understand what compels student leaders to advocate for others or for themselves in groups. The data will be gathered through surveys and personal reflections. The study will better our understanding of motivations for advocacy, and reveal empowerment strategies for self-advocacy.

Newsroom, Georgia Southern University

Newsroom

No abstract provided.

Rwu Celebrates Lgbtq+ Graduates In First Lavender Graduation, Juan Siliezar

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The event recognizes the strength, resilience and success of graduating seniors who are part of the growing LGBTQ+ community at RWU.

Roger Williams University Forges New Partnership With R.I. Department Of Health, Edward Fitzpatrick

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As its public health program grows rapidly, RWU enters agreement aimed at improving health of Rhode Islanders through research, policy, training.

Western News, May 10, 2018, Western Michigan University

Western News (1972-present)

Story highlights: Wisconsin educator to lead HHS college; WMU preparing for switch to consolidated dispatch; Two geological research efforts garner rare national recognition; On Campus with Debbi Hands Kreps.

The Influence Of Visuospatial Intervention On Mathematical Ability, Tiffany Bui, Matthew Eclevia, Cody Shishido, Jessica Walker

Student Research Day Abstracts and Posters

The research proposal of this study intends to identify whether visuospatial interventions improve mathematical ability in college students. Visuospatial skills are important for identifying the distance between two objects, memory of images, and visualizing objects by mentally rotating them. The two important concepts relating to visuospatial ability are spatial relations and spatial visualizations. These are the abilities to mentally rotate two dimensional and three dimensional objects. Prior research has shown that visuospatial interventions are an effective tool for the improvement mathematical performance. This study is designed to see whether mathematical aptitude improves from pre-test to post-test after participation in visuospatial ...

An Exploration Of Co-Curricular Involvement In Traditional-Age First-Year Students, Judith Ohochukwu

Masters of Science in First-Year Studies

First-year students are encouraged to get involved in co-curricular activities, as research has indicated there are many benefits (Astin, 1984; Pascarella & Terenzini, 2005). One benefit is establishing a sense of belonging (SOB). Sense of belonging is a student’s perceived acceptance or value by the campus community (Strayhorn, 2012, p. 3). Research lacks a robust examination of SOB outcomes associated with active forms of involvement (e.g., joining a club or sports team) and passive forms of involvement (e.g., spectating a football game or attending workshops). The purpose of this study was to determine whether traditional-age (18-25), first-year undergraduate students indicated more SOB outcomes with passive or active forms of co-curricular involvement and with what average time involvement student’s indicated more SOB outcomes. Students completed a questionnaire about their involvement and related SOB outcomes. Findings signified; a) certain demographics of students (e.g., on campus and full-time) were more likely to be involved, b) students indicated similar average number of SOB outcomes for passive and active involvement, and c) low levels of involvement yielded the most SOB indicators. The study findings suggest certain factors could influence a student’s likelihood of involvement and to feel a SOB, students should be involved an average of 0-2 hours weekly.

Identifying First-Year Seminar Curriculum Needs For Generation Z Students, Emily Bosscher

Masters of Science in First-Year Studies

Colleges and universities are constantly facing a changing student population. Just as soon as the faculty and staff at these institutions had figured out how to work with and guide Millennial students, particularly in their first-year seminar programs and the transition into college, the generation make-up once again shifted and Generation Z came on stage. This left colleges and universities, particularly small colleges already stretched in terms of resources and manpower with a need to shift their focus to provide first-year seminar programs that would best serve this new generation. Born out of that, this study was designed to identify ...

The Relationship Of Mentoring On Sense Of Belonging, Self-Efficacy, And Student Perception Of Mentorship In First-Generation College Students, Chelsea Craig

Masters of Science in First-Year Studies

Mentoring programs have been implemented at institutions across the nation, with both intentional collaborations with different subpopulations of students and random pairing of mentees and mentors (Kuh et al., 2010). For first-generation students, mentoring may be a vital component of success. Since there was an increase in self-efficacy and sense of belonging in this study, the use of mentorship with first-generation students could become a more predominant and recognized practice, therefore helping this population of first-year students to become less “invisible” and more supported and celebrated. To measure the effect of mentoring on various aspects of collegiate success, approximately 40 ...

An Exploratory Study Of First-Year Student Self-Authorship And Maintenance Of A Merit-Based Scholarship, Michelle Antonia

Masters of Science in First-Year Studies

The purpose of this study was to research the meaning behind first-year students’ self-authorship development and how that development correlates to their ability to retain a merit-based scholarship and likelihood of persisting to the second year of college. This study sought to examine the ways students make meaning of their identities and development during the transition and throughout the first year of college. The study was conducted at a mid-sized, 4-year public liberal arts institution in the Southeast United States and the research used the theoretical framework of Baxter Magolda’s Self-Authorship development (Kegan, 1994; Baxter Magolda, 2005). One-on-one interviews ...

Newsroom, Georgia Southern University

Newsroom

No abstract provided.

'Unspoken Language: Silent Landscapes' – A Visual Arts Exhibition, Justin Wilder

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Local art museum provides space for seniors to display and discuss their work.

Countdown To Commencement: Stories About Our Graduates, Jill Rodrigues

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Join RWU and RWU Law as we celebrate the Class of 2018 graduates Jill Rodrigues

Volume 115, Number 19 - Tuesday, May 8, 2018, Saint Mary's College Of California

The Collegian

No abstract provided.

Identifying First-Year Seminar Curriculum Needs For Generation Z Students, Emily Bosscher

Emily Bosscher

2018-05-07 Newsletter, Morehead State University. Staff Congress.

Staff Congress Records

Staff Congress newsletter for May 7, 2018.

The Influence Of The Non-Traditional Learner/ First-Year Seminar Instructor Relationship On First-Year College Retention, Christel Grider

Masters of Science in First-Year Studies

Non-traditional learners are the fastest growing educational demographic in colleges throughout the country (Carney-Crompton and Tan, 2002). As they transition into college, some of these students participate in first-year seminar courses – courses that assist students in making the transition to college. Given the focus of these courses it is assumed that the first-year seminar faculty member influences student’s retention decisions. This thesis investigated the relationship between non-traditional learners and their first-year seminar faculty members at Kennesaw State University using a grounded theory approach. A total of 15 participants answered open-ended questions to determine emerging themes. These themes were examined ...