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Full-Text Articles in Education
Faculty And Staff Perceptions Of Their Roles In Preparing Students For College And Career Readiness: A Qualitative Exploration Of High Schools, Community Colleges, And Universities, Monica Ruiz
Theses & Dissertations
In 2020, nearly half of Texas’s 385,000 public high school graduates were unprepared for college-level reading or math. Limited research reveals K-12 faculty perceive limited roles and responsibilities in the college process, relying heavily on guidance counselors and college admissions counselors for preparing students for college and careers. The purpose of this study was to help fill this gap by answering the central research question: How do high school and college-level faculty and staff prepare high school students for college and careers? I chose a qualitative, interpretive design to explore educators’ individual and shared social meanings and interpretations. I used …
Integrating Media Literacy Into General Education Core Courses For Undergraduates, Christen Embry
Integrating Media Literacy Into General Education Core Courses For Undergraduates, Christen Embry
Dissertations
This study aimed to understand the essential nature of media literacy, evaluate pre-developed higher education classes for existing media literacy context, and recommend best practices for incorporating media literacy into an undergraduate curriculum. This mixed-methods study of media literacy in undergraduate college courses explored the presence and absence of media literacy lessons within core classes by auditing 15 online course shells accessed through the university’s Learning Management System (LMS). Specifically, all the courses surveyed included the first skill of media literacy, Access; 33% of the classes included Analyze; 27% included Creation; 20% included Reflection; and 20% included Action. Once the …
A Nexus Of Literate Activity: The Design Of Writing Assignments In The Disciplines, Lauriellen Stankavich
A Nexus Of Literate Activity: The Design Of Writing Assignments In The Disciplines, Lauriellen Stankavich
English Theses & Dissertations
Writing plays a critical role in higher education as students are inducted into disciplinary practices through different genres, methodological repertoires and argumentation strategies. In Writing Across the Curriculum (WAC) initiatives, the instructor serves as an embodied reservoir of disciplinary knowledge and an arbiter of literate practices but most crucially employs the mediating capacities of the writing assignment as a potent pedagogical nexus. In this practice space, the instructor acts as designer of the pedagogical experience—the course as a whole and writing assignments in particular. This study used interviews, survey, and the collection of syllabi and other instructional artifacts to examine …
Innovating For Student Success: A Course-Integrated Approach To Delivering Academic Skills And Competency Resources, Danielle Palombi
Innovating For Student Success: A Course-Integrated Approach To Delivering Academic Skills And Competency Resources, Danielle Palombi
The Dissertation in Practice at Western University
This Organizational Improvement Plan (OIP) explores student academic support delivery in Burns College (a pseudonym), a large postsecondary institution in Central Canada. The Problem of Practice (PoP) addresses a gap in the consistent and equitable delivery of academic supports, and the increasing need to meet students within the classroom in their first year. The problem responds to nontraditional student needs, but the solution is meant to be beneficial for all students. Nontraditional students are the majority in higher education today, with competing responsibilities that impact their ability to access academic supports outside of the traditionally structured classroom. By integrating skills …
“Even A Little Bit Of Independence Can Go A Long Way”: The Experiences Of Students With Disabilities Transitioning From High School To College, Joshua M. Cooper
“Even A Little Bit Of Independence Can Go A Long Way”: The Experiences Of Students With Disabilities Transitioning From High School To College, Joshua M. Cooper
Theses, Dissertations and Capstones
According to the National Center for Education Statistics (2020), the national percentage of first-time, full-time college students who returned to the same campus the following year was 81%. For students with disabilities, retention and graduation statistics were disproportionate to their non-disabled peers. Students with disabilities graduated high school at a rate of 73% in 2018 (NCES, 2020) but completed college programs at a rate of just 38% while their non-disabled peers graduated at a rate of 51% (Sanford et al., 2011). Additionally, students were less likely to be full time students and were less likely to graduate on time (Lee, …