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The Influence Of Campus Facilities On The Satisfaction And Retention Of Students In A Higher Education Setting, Tim Norton
Culminating Projects in Higher Education Administration
The goal of this quantitative study was to provide insight into the influence of facilities on satisfaction and retention of students in a single higher education setting, St. Cloud State University (SCSU). I used a survey research design with current undergraduate and graduate students to examine relationships among various aspects of facility design, student satisfaction, and student intention to persist to graduation. The survey was used to explore (a) the influence of specific campus facilities on students’ current level of satisfaction and intention to continue enrollment; (b) specific types of facilities most affecting student choice and satisfaction; and (c) how …
A Quantitative Analysis Of Emergency Grant Persistence Rates, Rachel Sherlock
A Quantitative Analysis Of Emergency Grant Persistence Rates, Rachel Sherlock
Culminating Projects in Higher Education Administration
I conducted a correlational quantitative study to determine whether an emergency grant program at a four-year public institution is correlated with increased student persistence, and if students’ socioeconomic status and race are correlated with their likelihood to persist after receiving an emergency grant. I studied how students’ demographics influenced persistence rates based on race, socioeconomic status, gender, first-generation status, age and grade level. I found that Black or African students, students 24 years and older, and first-year students had significantly lower persistence rates than other categories of students after receiving the emergency grant. In comparison, white students, students 23 years …
Teaching Methods Matter: A Comparison Of Learning Outcomes And Persistence In Stem Between Traditional Lectures And Active Learning Using Undergraduate Learning Assistants In Introductory Chemistry Courses, Jodi Laudenbach
Culminating Projects in Higher Education Administration
Student retention in STEM majors is low. The literature is clear: poor teaching contributes to students’ decisions to leave STEM. From this I wondered if the teaching method made a difference in their choice. This study followed a quantitative, quasi-experimental research design. I compared two teaching methods, a traditional lecture (TRAD) and active learning using the Learning Assistant Program (LAP) to determine if there was a difference in student learning outcomes and persistence in STEM for students enrolled in an introductory chemistry course at a mid-sized regional comprehensive public university (RCPU). My results showed that there was no statistically significant …
Swirling To Graduation: Student Reflections On Their Educational Journey, Steven A. Hirsch
Swirling To Graduation: Student Reflections On Their Educational Journey, Steven A. Hirsch
Culminating Projects in Higher Education Administration
Many students who wish to receive a post-secondary undergraduate degree do not take a linear path. Instead, they opt for a multiple educational institution pathway (swirling) to accomplish an undergraduate degree. Unfortunately, swirling has its complexities and challenges, and many students will drop out of college and not return to obtain a degree. While there is research on this growing population, there is little specifically from the viewpoint of the student, thus lacking the complete story from the swirling students themselves. This study adds to the literature on swirling students and to understanding the cognitive, social, and institutional challenges and …
Factors That Influence Students' Persistence And Degree Attainment While Matriculating Through A Doctor Of Education Program, Michele L. Braun
Factors That Influence Students' Persistence And Degree Attainment While Matriculating Through A Doctor Of Education Program, Michele L. Braun
Culminating Projects in Higher Education Administration
The purpose of this research study was to examine factors that influence doctoral students’ persistence and retention during various phases of professional development in the Doctor of Education (Ed.D.) program. This study used a quantitative approach and a quasi-experimental methodology to explore doctoral students’ needs and experiences from the students’ viewpoint as they were matriculating through their Ed.D. program. The factors explored included competencies, cultural adjustment, student transition to/through doctoral education, professional role identification and commitment, doctoral program environment, academic integration, social integration, SCSU campus environment, advising, research experiences, financial resources, and orientation.
Four assessment surveys (Admissions, Membership, Candidacy, and …