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Full-Text Articles in Education
Unfulfilled Expectations: Impact Of Formal Panhellenic Sorority Recruitment On Unmatched Potential New Members, Gregory J. Golden
Unfulfilled Expectations: Impact Of Formal Panhellenic Sorority Recruitment On Unmatched Potential New Members, Gregory J. Golden
Department of Educational Administration: Dissertations, Theses, and Student Research
Across hundreds of college campuses in North America, sorority organizations have rapidly expanded membership since their establishment in the late 18th century. In this time period, many collegiate undergraduate women have come to realize the perceived benefits of sorority membership and the positive impact affiliation can have for a college experience. However, for every woman who is afforded this experience, there are numerous others whose initial transition into college is defined by exclusion from these privileged organizations.
The purpose of this study was to explore the impact of the Panhellenic sorority recruitment process on former potential new members (PNMs) …
Exploring The Multiple Dimensions Of Intelligence Identity In High-Achieving Students, Amy A. Holland
Exploring The Multiple Dimensions Of Intelligence Identity In High-Achieving Students, Amy A. Holland
Department of Educational Administration: Dissertations, Theses, and Student Research
The purpose of this phenomenological study was to explore the important elements reported by second-year undergraduates at Midwestern University (MU) as they renegotiated their intelligence identity of being the smart one. The five participants were members of the 2012-2013 first-year cohort of Jumpstart Business Community (JBC). Per inclusion in JBC, the students identified as high-achieving students and/or were classified as accelerated learners in high school. The reconceptualized model of multiple dimensions of identity from Abes, Jones, and McEwen (2007) informed this study in the examination of renegotiation of the intelligence identity.
The main research question of this study was what …
The Senior Year Transition, Catherine E. Long
The Senior Year Transition, Catherine E. Long
Department of Educational Administration: Dissertations, Theses, and Student Research
This research focuses on how college seniors emotionally and mentally experience their final year of college. The senior year experience should be a time of reflection and closure of their undergraduate experience. The students in this study identified how types of involvement led them to self-reflection and recognize individual strengths and outcomes that prepared them for their post-graduate lives. By capturing these students’ voices through their experiences the research examined the need for all-inclusive support during the senior year transition. The data provides implications for programming and services, with the intent to facilitate reflection and closure.
Adviser: Debra Mullen
In And Out Of Uniform: The Transition Of Iraq And Afghanistan War Veterans Into Higher Education, Vienna Messina
In And Out Of Uniform: The Transition Of Iraq And Afghanistan War Veterans Into Higher Education, Vienna Messina
Dissertations, Theses, and Capstone Projects
IN AND OUT OF UNIFORM:
THE TRANSITION OF IRAQ AND AFGHANISTAN WAR VETERANS INTO HIGHER EDUCATION
by
Vienna Messina
Advisor: Professor Colette Daiute
With the exit of US combat troops from Iraq in 2011 and the subsequent drawdown of forces in Afghanistan, much public attention became focused on the reintegration of veterans of these wars into all aspects of civilian life. Record numbers of returning veterans enrolled in higher education. Abramson (2012) reported that, since 2009, when the Post-9/11 GI Bill became effective, more than 860,000 Iraq and Afghanistan veterans had used its generous provisions for further education and projected …
Embedding Academic Socialisation Within A Language Support Program: An Australian Case Study, Shelley E. Beatty, Ashok Collins, Maureen A. Buckingham
Embedding Academic Socialisation Within A Language Support Program: An Australian Case Study, Shelley E. Beatty, Ashok Collins, Maureen A. Buckingham
Research outputs 2014 to 2021
This paper describes discipline-specific transition support utilised to follow-up the Post-Entry Language Assessment (PELA) recently introduced at Edith Cowan University as one strategy to address declining rates of English language proficiency. Transition support was embedded within a first year core unit and emphasis was placed on assisting students to develop spoken and written communicative competencies by scaffolding assessment tasks and providing other academic supports that used contextualised examples. While general satisfaction with the academic support offered during the course was high, the program achieved limited success in encouraging at-risk students to seek support. Further investigation into methods of encouraging student …