Education Commons^™

Leading A Community Promise: A Mixed Method Study Exploring The Dynamics Of Adaptive Leadership And Student Success, Elizabeth M. Narehood

Dissertations, 2020-current

The purpose of this study is to gain greater understanding of the dynamics between adaptive leadership strategy and the success of community college students. A strategic alliance formed between a community college and a college promise non-profit organization provides the complex environment to explore these phenomena. The establishment of a “Future Center” on the community college campus serves as the adaptive focal point of the study. The study’s theoretical framework is based upon the interaction of two perspectives: the ecological model of student development (Bronfenbrenner, 1979) and adaptive leadership theory (Heifetz & Laurie, 1997). Study design utilized a three-phased exploratory …

Effectiveness Of High-Fidelity Human Patient Simulation In Learning To Manage Medically-Complex Infants, Erin Clinard

Dissertations, 2014-2019

Survival of preterm and medically-complex infants has dramatically increased over the past thirty years due to significant advances in medical care and technology, however the developmental costs of survival are substantial. Comprehensive care of premature babies is critical and there is a need for more neonatal therapists, including speech-language pathologists (SLPs), with the knowledge and confidence to provide that care.

Students in graduate SLP programs often receive little clinical experience or dedicated coursework in pediatric feeding and swallowing, especially with medically-complex infants. However, hands-on and experiential learning can support the development of the necessary foundational knowledge and confidence of students …

Student Learning Gains In Higher Education: A Longitudinal Analysis With Faculty Discussion, Catherine E. Mathers

Masters Theses, 2010-2019

Student learning is the primary desired outcome of a college education. To understand how educational programming and curricula affect students, colleges and universities must collect evidence of student learning gain. In this study, a longitudinal design was employed to investigate how a math and science general education curriculum impacted college students’ quantitative and scientific reasoning. Quantitative and scientific reasoning gain scores were computed and predicted from personal (i.e., prior knowledge, gender) and curriculum (i.e., number of completed courses in the domain) characteristics to uncover what factors relate to learning gain. Collapsing across personal and curriculum variables, gain scores were moderate …