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Full-Text Articles in Education
The Role Of Faculty In Fostering Psychosocial Wellbeing Among University Students, Kelley Wick
The Role Of Faculty In Fostering Psychosocial Wellbeing Among University Students, Kelley Wick
College of Education and Human Sciences: Dissertations, Theses, and Student Research
The transition to college represents a major life event, and successfully navigating this shift has implications for students’ psychosocial wellbeing. While there is ample support for the idea that social relationships can facilitate student wellbeing during the transition to college, there is limited understanding of the unique role faculty may play in supporting students. The aim of this study was to determine the relation of faculty support to student wellbeing and self-efficacy, independent of peer support and student level of stress. Additionally, the primary questions were to examine whether self-efficacy mediated the relation of faculty support to student wellbeing, and …
Dnp Final Report: The Flipped Classroom: An Evidence-Based, Course Redesign To Increase Retention Rates In A Vocational Nursing Program, Jennifer P. Hauger
Dnp Final Report: The Flipped Classroom: An Evidence-Based, Course Redesign To Increase Retention Rates In A Vocational Nursing Program, Jennifer P. Hauger
DNP Final Reports
Over the past three decades, Vocational Nursing has been taught using a conventional didactic method that is content heavy and lecture focused. Despite having a group of highly qualified professors and an excellent student pass rates on the National board examinations, student retention in a Vocational Nursing Program in central Texas remains below the National benchmark. With a unique student demographic that is identified as non-traditional (over 21, full-time working adults, English Second Language and single parents), we embarked upon the redesign of a Medical-Surgical Nursing course using the flipped pedagogical framework to increase retention rates. Therefore, in 2019 we …
A Transdisciplinary Laboratory Course Increases Stem Retention, Caroline A. Brown, Royce Dansby-Sparks, Sarah Formica, Margaret (Meg) Smith
A Transdisciplinary Laboratory Course Increases Stem Retention, Caroline A. Brown, Royce Dansby-Sparks, Sarah Formica, Margaret (Meg) Smith
Georgia Journal of Science
STEM retention is a national challenge. Recent literature suggests that students leave STEM for many reasons including lack of context, lack of academic preparedness for entering college, and challenges with quantitative reasoning. These observations compelled us to design an introductory, transdisciplinary STEM lab course which we describe herein. This course was designed to integrate the disciplines of biology, chemistry, physics, and mathematics with activities that engage students in real-world, inquiry-based exercises and help students develop quantitative reasoning skills. Assessment showed that students in this STEM lab have higher STEM retention rates than those in equivalent disciplinary courses. The largest gains …
The Relationship Between Academic Advising And Student Motivation On The Persistence Of Freshman Exploratory Studies Students, Marlene N. Fares
The Relationship Between Academic Advising And Student Motivation On The Persistence Of Freshman Exploratory Studies Students, Marlene N. Fares
Education Doctorate Dissertations
Academic advising is associated with increased student retention and academic success. The purpose of this mixed-methods study was to investigate a relationship with the student-advisor relationship and locus of control as an essential variable to understand Exploratory Studies students’ success. This study investigated the influence of the advising relationship with Exploratory Studies students and their locus of control as it impacts their overall retention and persistence. Based on Kutztown University (KU) institutional data sources, over 9 percent of freshmen Exploratory Studies students fail at least one course in their first semester at KU. In addition to satisfaction with advising and …
Impact Of The West Virginia University Mountaineer Success Academy Program From 2012-2015, Ashley D. Watts
Impact Of The West Virginia University Mountaineer Success Academy Program From 2012-2015, Ashley D. Watts
Graduate Theses, Dissertations, and Problem Reports
As state funding for universities decline and funding becomes based more on outcomes like retention and graduation rates, universities must focus their efforts on assessment and delve deeper into uncovering issues that prevent students from graduating. Once issues are identified, it is in the best interest of the university to develop, implement, and assess support services that may provide students with resources that could lead to their success, thus improving graduation rates. At West Virginia University, the Mountaineer Success Academy (MSA) was created to serve eligible students who were undecided or did not meet the requirements for their desired major. …
Widening The Pipeline: Identifying Practices And Structures That Effectively Recruit And Retain African-American Females In Undergraduate Computer Science Programs At Historically Black Colleges And Universities, Martha Haigler
Doctor of Education Dissertations
The underrepresentation of women and women of color in the disciplines of science, technology, engineering, and mathematics (STEM) is of little surprise to those of us who have kept abreast of the statistical data supporting this phenomenon. In order for the United States (U.S.) to remain “economically and globally competitive” (Ong, 2011, p. 32), it needs to increase its “advanced domestic science and technology workforce” (Ong, 2011, p.32). Perhaps, it is not a coincidence that the majority of students attending U.S. colleges are female, and the number of minority students entering college is on the rise. However, when one looks …
A Phenomenological Study On The Influence Of A Leadership Living-Learning Community On First-Generation College Student Social Integration, Jeremy Todd Sheffield
A Phenomenological Study On The Influence Of A Leadership Living-Learning Community On First-Generation College Student Social Integration, Jeremy Todd Sheffield
Electronic Theses and Dissertations
First-generation college students are a growing and unique population in the United States. First-generation college students face far more barriers to success when compared to their continuing-generation peers. Student retention and success is a primary concern for institutions of higher education in the United States as economic challenges and pressures grow. Therefore, retention and success for the growing number of first-generation college students is a priority for higher education leaders. A vital component of student retention and success is effective social integration. A proven high-impact practice for increasing student social integration is participation in a living-learning community. A descriptive phenomenological …