Education Commons^™

Academic Misconduct: Its Importance To Persistence And Graduation, Tabor Lancaster Mullen

Theses and Dissertations

The purpose of this study was to explore the effect of an act of academic misconduct on transfer student GPA, retention and completion. Three groups were compared from data compiled from 2009-2015: freshman and new transfer, transfer and native student in honor code violations, and transfer student between violators and non-violators. The outcome determined if not committing an act of academic misconduct benefits students’ immediate academic success as seen through a maintained or higher GPA, retention from one semester to another, as well as completion.

The study utilized the quantitative, quasi-experimental study design. The research was conducted using descriptive statistics …

Student Perceptions Of Academic Advisement At A Public Suburban Community College: A Qualitative Case Study, Amanda L. Fox

Theses and Dissertations

This research study examined student perceptions of advisement experiences with a primary role advisor in a centralized advising office. The intent was to explore the connection between academic advising and student connectedness to the institution. This study utilized Tinto’s theory of student departure to provide an understanding of how student success can be impacted by institutional relationships, particularly in a community college environment. Tinto asserted that a student’s decision to stay or depart from an institution was largely impacted by interactions and relationships between the student and other members of the institution (Tinto, 1975). This study aimed to explore students’ …

Everyone A Mode, Everyone A Voice: Critical Pedagogy And Community College Student Perceptions Of Multimodal Practices Over Traditional Writing, Marina Delvecchio

Theses and Dissertations

Using a sequential explanatory mixed methods design, this study was designed to acquire quantitative and qualitative data that expose community college student perceptions on multimodal compositions compared to traditional writing practices. As traditional writing continues to be privileged in college writing classrooms, a critical pedagogy theoretical framework was used to frame the research to explore how this privilege affects the learning of marginalized students. Through the collection of survey data and interviews with students, this mixed methods study was designed to reveal how being assigned multimodal practices over traditional writing for low-stakes assignments improves the learning environments of students and …