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Full-Text Articles in Education
The Year Of Change: Challenges Faced By First Year Students Based On Individual Identities, Holly K. Millet
The Year Of Change: Challenges Faced By First Year Students Based On Individual Identities, Holly K. Millet
Senior Honors Projects, 2010-2019
The first year of college is often a fresh start for students. For many, it is the first time away from home where students will have freedom to make their own decisions. During this year students gain new experiences, new knowledge, and a new understanding of themselves. However, it is commonly known that the transition into college is often accompanied by many challenges, including, homesickness, depression, inability to fit in, and financial instability. Often, students’ identities can influence the types of challenges they encounter throughout this transition. This study determines correlations between five social identities and challenges that first year …
Improving Student Learning In Higher Education: A Mixed Methods Study, Megan R. Good
Improving Student Learning In Higher Education: A Mixed Methods Study, Megan R. Good
Dissertations, 2014-2019
To improve quality, higher education must be able to demonstrate learning improvement. To do so, academic degree program leaders must assess learning, intervene, and then re-assess to determine if the intervention was indeed an improvement (Fulcher, Good, Coleman, and Smith, 2014). This seemingly “simple model” is rarely enacted in higher education (Blaich & Wise, 2011). The purpose of this embedded mixed methods study was to investigate the effectiveness and experience of a faculty development program focused on a specific programmatic learning outcome. Specifically, the intervention was intended to increase students’ ethical reasoning skills aligned with a university-wide program. The results …
The Effect Of Examinee Motivation On Value-Added Estimates, Laura M. Williams
The Effect Of Examinee Motivation On Value-Added Estimates, Laura M. Williams
Dissertations, 2014-2019
Questions regarding the quality of education, both in K-12 systems and higher education, are common. Methods for measuring quality in education have been developed in the past decades, with value-added estimates emerging as one of the most well-known methods. Value-added methods purport to indicate how much students learn over time as a result of their attendance at a particular school. Controversy has surrounded the algorithms used to generate value-added estimates as well as the uses of the estimates to make decisions about school and teacher quality. In higher education, most institutions used cross-sectional rather than longitudinal data to estimate value-added. …