Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (5)
- Educational Assessment, Evaluation, and Research (4)
- Educational Methods (3)
- Leadership Studies (3)
- Educational Leadership (2)
-
- Psychology (2)
- Communication (1)
- Curriculum and Instruction (1)
- Educational Administration and Supervision (1)
- Educational Psychology (1)
- Higher Education Administration (1)
- Life Sciences (1)
- Online and Distance Education (1)
- Quantitative Psychology (1)
- Science and Mathematics Education (1)
- Social Statistics (1)
- Social and Philosophical Foundations of Education (1)
- Speech and Rhetorical Studies (1)
- Keyword
-
- Higher education (5)
- Student engagement (2)
- Academic achievement (1)
- Adaptable skills (1)
- Argument education (1)
-
- Argumentation (1)
- Assessment (1)
- Assimilation (1)
- Career readiness (1)
- College of Business (1)
- College students (1)
- Community College (1)
- Competencies (1)
- Consequences (1)
- Culturally engaging campus environments (1)
- Data-driven approaches (1)
- Diversity (1)
- Energy (1)
- Energy poverty (1)
- Environment (1)
- Equity and access (1)
- Ethical reasoning education (1)
- Formative models (1)
- Health (1)
- Help-seeking (1)
- Implementation fidelity (1)
- Integrated approaches (1)
- Integrated science and technology (1)
- Intercultural competence (1)
- Latent Class Analysis (1)
Articles 1 - 10 of 10
Full-Text Articles in Higher Education
The “New” Normal: A Mixed Methods Study Of The Effect Of The Covid-19 Pandemic On College Student Sense Of Belonging, Hunter Swanson
The “New” Normal: A Mixed Methods Study Of The Effect Of The Covid-19 Pandemic On College Student Sense Of Belonging, Hunter Swanson
Dissertations, 2020-current
This mixed-methods study used the Culturally Engaging Campus Environments (CECE) model to examine the impact of the COVID-19 pandemic on college student sense of belonging. The purpose of this study was to explore how environmental changes related to the disruptive effects of the COVID-19 pandemic may have altered students’ sense of belonging to their institution. The results revealed a strong relationship between the Culturally Engaging Campus Environments (CECE) engagement indicators and sense of belonging. Furthermore, the results suggest that the effects of the COVID-19 pandemic altered how students experienced the CECE indicators. The implications for change leaders in higher education …
An Integrated Developmental Model And Measure Of Intercultural Competence, Natasha S. Dumerville
An Integrated Developmental Model And Measure Of Intercultural Competence, Natasha S. Dumerville
Dissertations, 2020-current
This study presents a synthesized model of intercultural competence, the Integrated Developmental Model of Intercultural Competence (IDMIC), based on six existing constructs and models of intercultural competence commonly used in postsecondary education. The IDMIC Index is a scenario-based instrument designed to measure intercultural competence as depicted by the developmental model. Undergraduate and graduate students were surveyed during the Spring 2019 semester. Data was collected and analyzed using quantitative techniques. Results of data analyses did not provide evidence to support the hypothesized unidimensional structure of the IDMIC Index; however, there was evidence to support the measurement reliability and validity of the …
The Perception Of Career Readiness Skill Development In College Seniors, Venus Miller
The Perception Of Career Readiness Skill Development In College Seniors, Venus Miller
Masters Theses, 2010-2019
As universities and colleges around the world strive to provide rigorous academic instruction, they are also preparing their students to enter into the world of work. According to research conducted by American College Test (ACT), Americans value education because they believe it will provide economic benefit to those that participate in the system. By the year 2018, the majority of newly created jobs in the United States of America (U.S.) are likely to require a college degree (Matter, Burrus, Camara, O’Connor, Hansen, Gambrell, Casillas, & Bobek, 2014). This fact suggests that in order for students to be prepared to enter …
The Influence Of Engaging Centralized Student Support On The Academic Achievement Of Student Veterans, Paul Morgan
The Influence Of Engaging Centralized Student Support On The Academic Achievement Of Student Veterans, Paul Morgan
Dissertations, 2014-2019
As more veterans and service members enroll in higher education, institutions are investing greater resources in the establishment and enhancement of centers to support them. However, little is known about the outcomes associated with utilization of the centers. Furthermore, researchers have consistently aggregated veterans and service members under “student veterans” with little regard for potential differences. Using regression analyses and analysis of variance, this case study explored the effect of visits to a veterans center on grade point average (GPA), the effect of academic need on frequency of visits, and differences in academic achievement for different types of military-affiliated students. …
Transfer Student Internal Consulting Project, Cory John Petinga, Jennifer Lynn Helenek, Ryan William Wimble
Transfer Student Internal Consulting Project, Cory John Petinga, Jennifer Lynn Helenek, Ryan William Wimble
Senior Honors Projects, 2010-2019
The transfer process that students are facing when transferring into both James Madison University (JMU) and the College of Business (COB) is not an ideal transition. The problem will be analyzed from both a national and a local perspective through both quantitative and qualitative research. Nationally, these problems include the inability for transfers to be both socially and academically involved, the cultural differences between community colleges and four-year universities, and the strained relationships between community colleges and four-year universities. Each of these national problems are apparent at JMU to some degree. These national problems are put into perspective by analyzing …
Energy Poverty: Sos, Kaitlin Tomlinson
Energy Poverty: Sos, Kaitlin Tomlinson
Senior Honors Projects, 2010-2019
This honors thesis is a part of a larger ISAT Senior Capstone project with partner Rachel Stukenborg. The purpose of the collaborative ISAT Capstone Project was to develop a set of university-level teaching and learning resources about energy poverty that incorporate a spherical display system, Science On a Sphere (S.O.S.). Four lesson “packages” were created regarding energy poverty for the ISAT Capstone. The first three incorporate Science On a Sphere while the fourth delves into the social, political, economic and cultural dynamics of sustainable solutions, without S.O.S. images. Each lesson package includes a background analysis, a comprehensive lesson plan, supporting …
Student Engagement And Post-College Outcomes: A Comparison Of Formative And Reflective Models, Courtney Sanders
Student Engagement And Post-College Outcomes: A Comparison Of Formative And Reflective Models, Courtney Sanders
Dissertations, 2014-2019
Student engagement is a complex construct that is thought to be related to positive outcomes during and after college. Previous research has defined engagement in diverse ways and there are inconsistencies in the models that are used to measure this construct. Many studies have used a reflective measurement model (i.e., exploratory or confirmatory factor analysis), wherein changes in a latent construct are thought to precede and in some sense, explain variation in observed variables. Others have argued that engagement is best measured using a formative model in which the relationship flows in the opposite direction. In other words, within formative …
Integrating Implementation Fidelity And Learning Improvement To Enhance Students’ Ethical Reasoning Abilities, Kristen L. Smith
Integrating Implementation Fidelity And Learning Improvement To Enhance Students’ Ethical Reasoning Abilities, Kristen L. Smith
Dissertations, 2014-2019
Examples of demonstrable student learning improvement in higher education are rare (Banta, Jones, & Black, 2009; Banta & Blaich, 2011). Perhaps because outcomes assessment practices are disconnected from pedagogy, curriculum, and learning improvement. Through partnership with the Madison Collaborative, the current study aimed to bridge this disconnect. Specifically, researchers applied implementation fidelity methodologies (O’Donnell, 2008) to an academic program, under the guiding framework of the Simple Model for Learning Improvement (Fulcher, Good, Coleman, & Smith, 2014). In doing so, researchers helped faculty create and elucidate an ethical reasoning educational intervention and accompanying fidelity checklist. Both were well-aligned with a University-level …
You Only Live Up To The Standards You Set: An Evaluation Of Different Approaches To Standard Setting, Scott N. Strickman
You Only Live Up To The Standards You Set: An Evaluation Of Different Approaches To Standard Setting, Scott N. Strickman
Dissertations, 2014-2019
Interpretation of performance in reference to a standard can provide nuanced, finely-tuned information regarding examinee abilities beyond that of just a total score. However, there is a multitude of ways to set performance standards yet little guidance regarding which method operates best and under what circumstances. Traditional methods are the most common approach adopted in practice and heavily involve subject matter experts (SMEs). Two other approaches have been suggested in the literature as alternative ways to set performance standards, although they have yet to be implemented in practice. Data-driven approaches do not involve SMEs but rather rely solely upon statistical …
Argument Education In Higher Education: A Validation Study, Paul E. Mabrey Iii
Argument Education In Higher Education: A Validation Study, Paul E. Mabrey Iii
Dissertations, 2014-2019
Argument education can play an important role in higher education for leadership development and responding to increasing calls for post-secondary accountability. But to do so, argumentation teachers, scholars, and practitioners need to develop a clearer definition and research agenda for the purposes of teaching and assessing argumentation. The research conducted here contributes to this project by first establishing a definitional construct and observable behaviors associated with learning and practicing argumentation. Second, an argument education assessment instrument was created based off of the literature-supported definition of argumentation. Third, debate and argument education subject matter experts reviewed the definition, behaviors, and assessment …