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Identifying The Unique Characteristics Of First-Generation College Students Whose Parents Never Attended College, Reena Patel
Identifying The Unique Characteristics Of First-Generation College Students Whose Parents Never Attended College, Reena Patel
Theses and Dissertations
In this descriptive study, I examined data from the Bill and Melinda Gates Millennial Scholars Cohort 3 Longitudinal Survey which comprised of high- achieving, low-income and historically marginalized college students, to compare students whose parents never attended college (“True” FCGS) to students whose parents attended but did not graduate along five variables: academic preparation, academic transition, academic and social integration, and academic outcome patterns. This study addressed a significant void in prior research with respect to the need for a clearly established FGCS definition. Bourdieu’s social and cultural capital framework is the theoretical foundation for this study because his theory …
Experiences Of College Students In Addiction Recovery: A Critical Case Study, Dory E. Hoffman
Experiences Of College Students In Addiction Recovery: A Critical Case Study, Dory E. Hoffman
Theses and Dissertations
The purpose of this study is to investigate the lived experiences of college students in addiction recovery. Critical ethnographic case study was used to challenge existing paradigms and educational practices regarding students in recovery. The lived experiences of this population are described to share their stories and work towards better policy solutions to the U.S. college drug epidemic.
Exploring The Experiences And Needs Of Faculty When Implementing Active Learning At A Public Southeastern Regional University: A Mixed-Methods Approach, Michael Lampe
Theses and Dissertations
The purpose of this action research was to identify participant experiences and needs of faculty when teaching in the active learning classrooms at a public regional southeastern university. This study aimed to determine what were the experiences of faculty members who have taught in the active learning classrooms, what were the experiences of students who have taken a course in the active learning classrooms, and what are the faculty development, classroom technology, and technical support needs of faculty members who have taught in such classrooms. With the five-year Federal grant cycle ending in 2019, the university needs to create a …