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Articles 1 - 12 of 12
Full-Text Articles in Education
Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly
Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly
Doctoral Dissertations
The idea that offering multiple means of representing course content will assist students of all abilities constitutes one pillar of Universal Design for Learning (UDL), a framework intended to address needs of students with disabilities while also holding relevance for all students. The efficacy of this UDL guideline lacks a verified empirical basis and therefore merits rigorous examination. My dissertation investigates the effect on learning outcomes of students using multiple modalities while learning course content (e.g., text, video, audio, interactive, or mixed content), targeting improving educational success for non-traditional online students. I investigate this effect for older undergraduates from a …
Making Meaning In The Margins: Identities, Belonging, And Social Justice Commitments In A Cross-Race Intergroup Dialogue For Queer And Trans College Students, Nina M. Tissi-Gassoway
Making Meaning In The Margins: Identities, Belonging, And Social Justice Commitments In A Cross-Race Intergroup Dialogue For Queer And Trans College Students, Nina M. Tissi-Gassoway
Doctoral Dissertations
This qualitative research study used constructivist grounded theory methods to explore the lived experiences of 11 queer and trans undergraduate college students of various racial and ethnic backgrounds in a cross-race intergroup dialogue (IGD) course. Using document analysis of course assignments and post-dialogue semi-structured interviews allowed for rich inquiry into how these queer and trans students made meaning of their intersecting identities, sense of belonging, cross-race relationships, and social justice commitments. This study contributes new knowledge about the meaning-making processes of queer and trans college students of various racial and ethnic backgrounds and the role that IGD plays in supporting …
(Social) Class Is In Session: Examining The Experiences Of Working-Class Students Through Social Class Identity, Class-Based Allyship, And Sense Of Belonging, Genia M. Bettencourt
(Social) Class Is In Session: Examining The Experiences Of Working-Class Students Through Social Class Identity, Class-Based Allyship, And Sense Of Belonging, Genia M. Bettencourt
Doctoral Dissertations
Working-class students experience numerous barriers in accessing and persisting within higher education. These barriers are often amplified at public research institutions that facilitate greater social class diversity, career opportunities, and degree completion, but cater to middle- and upper-class students. The result is a contrast for working-class students in which higher education can serve as a tool for social mobility while also reinforcing barriers that reproduce class inequality. In this dissertation, I used narrative inquiry to conduct 44 interviews with 24 working-class students regarding their social class meaning-making, perceptions of class-based allyship, and sense of belonging. All three concepts have been …
Dropping The Invisibility Cloak: An Interpretative Phenomenological Analysis Of Sense Of Belonging And Place Identity Among Rural, First Generation, Low Income College Students From Appalachian Kentucky, Brenda Abbott
Doctoral Dissertations
In a country that once was 95% rural in the late 1700s, only 19.3% of the population of the United States now live in rural areas (U.S. Census Bureau, 2010). The shift in population from rural to urban areas is not simply demographic; it imbues a shift in who and what matters. Only 13.6% of adults over 25 in Appalachian Kentucky have earned bachelor's degrees, 18.9% below the national average (Appalachian Regional Commission, 2016). This phenomenological study seeks to understand how rural, first generation, low income college students from Appalachian Kentucky experience a sense of belonging in their first year …
Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely
Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely
Doctoral Dissertations
Service-learning, particularly critical service-learning, is relational work that endeavors to create and maintain more just relationships among students and community members within and across social identity groups (Mitchell, 2008). It is essential that students in service-learning courses learn how to talk, listen and collaborate with community members in ways that acknowledge and explore how social identities, privilege, and oppression impact people’s life experiences and relationships. However, in our socially-segregated society, in which schools and neighborhoods are as divided by race and income as they were half a century ago (Reardon & Bischoff, 2011; Reardon & Owens, 2014), many college students …
Fostering Transformative Points Of Connection: An Examination Of The Role Of Personal Storytelling In Two Undergraduate Social Diversity Courses, Molly Keehn
Doctoral Dissertations
People in the United States are becoming increasingly isolated and separated, and this disconnection has been amplified by the use of new technologies in which face-to-face interactions and connection are becoming an anomaly (Putnam, 2000; Turkle, 2011). These changes are paralleled by marked racial and ethnic demographic shifts and increasing racial and economic re-segregation nationwide (Passel & Cohn, 2008). A critical challenge facing higher education is fostering educational opportunities for college students to interact, connect with, and learn from diverse peers about issues of social identity, difference, and inequality, while imagining possibilities for socially-just action (Gurin, 1999; Tatum, 2007). This …
“Give Light And People Will Find A Way”: Black Women College Student Leadership Experiences With Oppression At Predominantly White Institutions, Andrea D. Domingue
“Give Light And People Will Find A Way”: Black Women College Student Leadership Experiences With Oppression At Predominantly White Institutions, Andrea D. Domingue
Doctoral Dissertations
ABSTRACT “Give Light and People Will Find a Way”: Black Women College Student Leadership Experiences with Oppression at Predominantly White Institutions MAY 2014 ANDREA D. DOMINGUE, B.A., THE UNIVERSITY OF TEXAS AT AUSTIN M. A., NEW YORK UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Emerita Maurianne Adams Black women college students have a collective history of marginalization and discrimination within systems of higher education (Brazzell, 1996; Turner, 2008). Unlike their White women and Black men counterparts, these women have unique social location in their racial and gender identity where they experience multiple types of oppression from dominant groups …
The Silent Majority: An Examination Of Nonresponse In College Student Surveys, Ethan A. Kolek
The Silent Majority: An Examination Of Nonresponse In College Student Surveys, Ethan A. Kolek
Open Access Dissertations
Nonresponse is a growing problem in surveys of college students and the general population. At present, we have a limited understanding of survey nonresponse in college student populations and therefore the extent to which survey results may be biased. The purpose of this dissertation is to explore three facets of nonresponse in surveys of college students in order to strengthen our empirical and conceptual understanding of this phenomenon. This dissertation seeks to contribute to our understanding of who participates in surveys and who does not, how students experience the process of being asked to complete surveys, and whether or not …
Students As Customers: The Influence Of Neoliberal Ideology And Free-Market Logic On Entering First-Year College Students, Daniel Brian Saunders
Students As Customers: The Influence Of Neoliberal Ideology And Free-Market Logic On Entering First-Year College Students, Daniel Brian Saunders
Open Access Dissertations
Scholars have documented the ways in which the influence of neoliberal ideology, and particularly the extension of free-market logic, has resulted in meaningful changes within colleges and universities in the United States. However, largely omitted from these discussions is the impact of neoliberal ideology on college students. Concurrent with the discussion concerning neoliberalism and higher education, a separate dialogue focusing on the rise of the conceptualization of students as customers has been occurring amongst higher education scholars. Such an understanding of college students is consistent with free-market logic, as the relationship between students and their institutions become defined in economic …
Final Report On The Activities Of The Center For Immigrant And Refugee Community Leadership And Empowerment (Circle) Project: Covering The Period From 09/01/99 To 08/31/00, Sally R Habana-Hafner, Vachel W Miller, Michael Joseph Simsik, Cole D Genge
Final Report On The Activities Of The Center For Immigrant And Refugee Community Leadership And Empowerment (Circle) Project: Covering The Period From 09/01/99 To 08/31/00, Sally R Habana-Hafner, Vachel W Miller, Michael Joseph Simsik, Cole D Genge
Center for Immigrant and Refugee Community Leadership and Empowerment (CIRCLE) Project
No abstract provided.
The Evaluation Of A Community Service And Mentorship Program Linking College Students And Newcomer Youth: The Experiences Of The Students For Education, Empowerment, And Development Program, Michael J. Simsik
Center for Immigrant and Refugee Community Leadership and Empowerment (CIRCLE) Project
This paper presents the evaluation process undertaken by a community service-learning and mentorship program. This program (called "The Giving SEED", or Students for Education, Empowerment, and Development) links college students with immigrant, refugee, and minority youth in an effort to help develop a multi-cultural model of mentoring while building community. A total of eighty-four youth in six different community organizations benefited from the mentoring of nearly thirty undergraduate college students during the evaluation period covered in this paper (January to June 1998). The evaluation process undertaken by SEED was built into all aspects of program activities and occurred at various …
Collective Vision: Activism In Many Voices, Sally R Habana-Hafner
Collective Vision: Activism In Many Voices, Sally R Habana-Hafner
Center for Immigrant and Refugee Community Leadership and Empowerment (CIRCLE) Project
No abstract provided.