Higher Education Administration Commons^™

Examining How Disability Resource Professionals In Higher Education Enact Whiteness In Maintaining Power And Privileged Structures, Paula Possenti-Perez

Dissertations - ALL

This dissertation examines how Whiteness operates with the delivery of disability-related accommodations on US college campuses. The research in this study focused on three questions: (a) How do disability resource professionals individually begin to make sense of their Whiteness personally? (b) How do disability resource professionals recognize and account for their White racialized frame and Whiteness in their individual professional judgment and decision-making? (c) How do disability resource professionals describe the ways Whiteness as ideology manifests in the field of disability resources, through its professional norms and systemic practices across disability resources in higher education? Twelve White disability resource professionals, …

20260505: Women's Center, 1988-2025, Student Affairs

Guides to University Archives

These items include materials from the office of the Women's Center at Marshall University from 1988-2025. Items were received in 2026 and include Green Dot Training, Women of Color Celebration, Ms. Quotes, Women Connect and Women's History Month (2010-2011), Women's Center Events from 2011-2012, program attendance of programs from 2012-2014; Program Contracts; Run 4 RAINN event, Women of Marshall Award Nominations, and Parthenon Issues where the Women's Center was mentioned. This is not an exhaustive list. Please download the finding aid for a full list of contents.

2025-2026 Annual Report - Undergraduate Curriculum Council, Undergraduate Curriculum Council, East Tennessee State University

Undergraduate Curriculum Council Minutes

No abstract provided.

Artificial Intelligence Adoption Among Community College Faculty: A Comparative Analysis Of Rural And Urban Institutions, Morgan A. Saunders

Electronic Theses and Dissertations

The rapid emergence of artificial intelligence (AI) has created new opportunities and challenges for higher education institutions. Community colleges, which serve diverse student populations and play a significant role in workforce development, must determine. The purpose of this quantitative study was to investigate differences in artificial intelligence (AI) adoption, usage patterns, and perceptions of importance among faculty at two rural community colleges and two urban community colleges in the United States. Specifically, the study investigated whether statistically significant differences existed in the perceived importance of AI and in the number of AI tools used by faculty across institutional contexts. In …

Leveraging Data Analytics For Student Success: Lessons From Building An Analytics Program At Bentley University, Jane De Leon Griffin, Edlira Stefani, Rahat Sabyrbekov, Patrick Dickson, Annie Raunikar

Student Success Publications

Higher education institutions across the United States face an unprecedented convergence of challenges: a shrinking pool of college-aged students, persistent learning gaps from the COVID-19 pandemic, the destabilization of longstanding federal support structures, and the rising cost of attendance, which increases public skepticism about the value of higher education and challenges access for low-income learners. In this environment, student success is no longer simply a strategic priority—it is an institutional imperative.

One way in which Bentley University has responded to these pressures is by launching the Building a Data-Driven Student Success Ecosystem (BaSSE) initiative, a comprehensive analytics program designed to …

We Are Still Here: A Narrative Inquiry Examining The Experiences Of Black Women Chief Diversity Officers At Historically White Institutions, Jasmin M. Robinson

All-Inclusive List of Electronic Theses and Dissertations

This qualitative study explores the lived experiences of Black women serving as CDOs in higher education institutions to understand their unique challenges, opportunities, and contributions as diversity leaders. The study uses a narrative inquiry approach, comprising of in-depth, semi-structured interviews, observations, and document analysis to understand how six Black women CDOs lead DEI efforts at historically White institutions, what their identities mean to them, and the lessons learned along the way. Eight core themes emerged from the findings addressing institutional commitment to DEI, institutional perceptions of CDOs, chief diversity officer responsibilities, how Black women understand their race and gender, how …

Commodore Kid To Campus It Leader: The Experiences Of Black Men On The Path To Becoming Chief Information Officers In Higher Education, William Adu-Mensah

All-Inclusive List of Electronic Theses and Dissertations

Since its inception, the chief information officer (CIO) role has become increasingly crucial. Today, the role of the CIO has never been more important. Having CIOs on the leadership table is essential, and that table should include Black IT professionals whose perspectives have long been missing. Yet, Black male chief information officers remain profoundly underrepresented in higher education information technology leadership. Across higher education in the United States, only about three percent of CIOs identify as Black. This underrepresentation raises urgent questions about barriers to entry and how these men navigate institutions with minimal racial representation. The study examined the …

Careers That Feel Like Plinko And A Labor Of Love: A Phenomenology Of Full-Time Contingent Faculty’S Development As Instructors At A University In Transition, Anne Ogburn

LSU New Orleans Theses and Dissertations

Instructors in higher education often do not study or practice teaching before entering the classroom (Flaherty, 2019; McMurtie, 2021). Instead, instructors may develop their teaching knowledge and skills in a variety of ways (Hora & Smolarek, 2018; Kennedy, 2016; McCrickerd, 2012; Oleson & Hora, 2014). Despite this haphazard approach, instructor development is particularly important in higher education given that effective teaching practices improve success outcomes for students (Kilgo et al., 2015; Loes et al., 2019; Umbach & Wawrzynski, 2005). Researchers have focused on the impact of introductory courses on students’ long-term success in a given subject or major (Xu, 2019). …

What We Want The Decision Makers To Know About First-Generation College Student Success: Insights From Students’ Perspectives, Monique N. Legendre

LSU New Orleans Theses and Dissertations

One-third of all undergraduates in the U.S. are first-generation college students (FGCS) (Center for First-Generation Student Success, 2020). Due to barriers such as inequitable access to rigorous college preparatory programs and coursework, limited resources and access to college and career counseling, financial constraints, and a lack of college knowledge such as the expectations, norms, and language of higher education, FGCS often arrive less prepared for college than continuing-generation students, impacting first-generation student success and persistence in post-secondary education (Broadhurst et al., 2023; Campoverdi, 2023; Cataldi et al., 2018; Hamilton et al., 2016; Katrevich & Aruguete, 2017; Osborne, 2023; Pratt et …

Small College Registrars As Leaders: A Multiple Case Study Of Shared Leadership, Kyle John Wigboldy

Dissertations

This study investigates the leadership relationship between the small college registrar and the people with whom they work most closely. The college registrar is not structured to be a strategic leader within the small college, but their leadership contributions across the campus are constantly felt. This research uses a qualitative case study approach to explore how three college registrars lead and participate with coworkers.

This investigation used a multiple case study design where data collection involved exploring three small colleges of fewer than 1,000 students. The study used semi-structured interviews with the registrar at each of the three colleges, and …

Designing The Future Of School Leadership: Cultivating Creative Capacity In Leadership Preparation Programs, Nicole Wagner

Creativity and Change Leadership Graduate Student Master's Projects

Education systems are increasingly expected to prepare students with skills such as creativity, adaptability, collaboration, and problem solving to meet the demands of a rapidly changing world.  However, educational leadership preparation programs often provide limited explicit instruction in creativity and creative leadership.  This project examines how creativity is currently incorporated within educational leadership programs and explores ways creative problem solving and creative leadership competencies can be more intentionally integrated into leadership preparation.

Drawing upon scholarship in creativity, Creative Problem Solving (CPS), leadership, and educational change, this project includes three outcomes: (a) a comparative analysis of educational leadership preparation programs; (b) …

Future Ready Young Adults: Building Creative And Adaptive Thinkers, Robell Yeung

Creativity and Change Leadership Graduate Student Master's Projects

Abstract of Project

Future Ready Young Adults: Building Creative and Adaptive Thinkers addresses a developmental gap in educational practices that prioritize technical proficiency over the psychological frameworks necessary for navigating systemic ambiguity. This project introduces an interdisciplinary, modular curriculum specifically designed for the challenges of emerging adulthood. By synthesizing Creative Problem Solving (CPS), James Clear’s habit architecture, and Martin Seligman’s PERMA model, the curriculum provides a structured pathway for cultivating creative self-efficacy and financial capability. Moving beyond traditional views of innate creativity, this model employs asset-based frameworks to treat cognitive agility and ambiguity tolerance as developable competencies. The project culminates …

A Phenomenological Study: The Cultural Identity Of Black Transfer Students In Higher Education, Briana Lashon Levi

Electronic Theses and Dissertations

This qualitative phenomenological study explored the lived experiences of Black transfer students from the California Community College system to Southern Historically Black Colleges and Universities (HBCUs). Guided by two theoretical frameworks, Afrocentric Pedagogy and Black Identity Development Theory (BIDT), the study investigated how participants described and interpreted their cultural identity as they transitioned from a community college to a Southern HBCU. In this study, cultural identity was understood as a holistic construct that included students’ sense of belonging and their experiences of cultural affirmation, which functioned as core components rather than separate constructs from cultural identity. This research specifically focused …

Culture, Context, And Change: How California Community Colleges Counseling Units Interpret And Enact Transformation, James A. Grabow

Electronic Theses, Projects, and Dissertations

This study examines how practitioners experience and implement transfer-related reforms within the California Community College (CCC) system. Guided by sensemaking theory (Eddy, 21013) and organizational change frameworks (Kezar, 2014), this qualitative intrinsic case study explores how administrators, counselors, and student services professionals interpret and enact statewide transfer policies within a single institutional context. Data were collected through semi-structured interviews with seven participants and analyzed using thematic analysis.

Findings reveal that policy implementation is a complex, non-linear process shaped by three primary factors: sensemaking and communication, organizational structures, and human and relational dynamics. Participants described navigating information overload, inconsistent messaging, and …

Senior-Level Administrators’ Perceptions Of Deliberately Developmental Organization Principles And Employee Retention At Historically Black Colleges And Universities (Hbcus), Caprinia L. Taylor

Electronic Theses and Dissertations

Historically Black colleges and universities (HBCUs) have faced persistent challenges retaining qualified faculty and staff, threatening the environments they are uniquely positioned to create. High turnover, limited professional development, and inadequate support undermine employee well-being and student outcomes. This qualitative phenomenological study explored senior-level administrators’ perceptions of deliberately developmental organization (DDO) principles and their relevance to employee retention at HBCUs. Guided by DDO and organizational culture theory, the study examined how leadership practices, professional development, psychological safety, and organizational culture intersect with retention and belonging. Data were collected through semistructured interviews with participants across diverse HBCU contexts. Participants were selected …

May 1, 2026 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

No abstract provided.

Building A Better Clinical Competency Committee: A Multi-Institutional Approach To Improving The Quality Of Resident Feedback Through Appreciative Inquiry, Nikita Khetan, Emma Omoruyi, Elizabeth Hanson

HCA Healthcare Journal of Medicine

Background

The Accreditation Council for Graduate Medical Education (ACGME) requires pediatric faculty to convene twice yearly as a Clinical Competency Committee (CCC) to review resident performance and provide feedback. Variability in review processes and limited feedback quality remain common challenges. Incorporating Appreciative Inquiry within a Deliberate Practice framework may enhance the quality of summative feedback provided to residents.

Methods

This project was conducted with pediatric residents and faculty during the 2019–20 academic year at The University of Texas Health Science Center at Health San Antonio (UTHSA) and during the 2021-22 academic year at The University of Texas Health Science Center …

Lost In The Fine Print: A Phenomenological Inquiry Of Adhd, Student Loans, And Scarcity, Gaurav R. Sinha, Lakshya Kadiyan, Leon Banks, Kannappa V. Shetty

Journal of Student Financial Aid

The primary objective of this phenomenological study was to explore the cognitive and affective challenges faced by individuals experiencing ADHD and their student loans, particularly through the lens of “scarcity theory”. We analyzed 250 posts (~86 pages/67,000 words) from an online community on Reddit, where individuals experiencing ADHD shared experiences related to student debt. Thematic analysis was employed to identify key themes in these posts. Four key themes emerged: (1) ADHD and baseline mental bandwidth, highlighting preexisting executive functioning challenges that limit cognitive and affective capacity; (2) demands of student loan debt, which intensify stress through complex repayment systems and …

Exploring Interventions And Policies To Boost Financial Aid Application Completion Rates: An Integrative Review, Stephanie M. Haines

Journal of Student Financial Aid

Applying for financial aid can be a significant hurdle for students who want to attain a college degree. This integrative literature review synthesizes recent studies that explore interventions and policies that seek to increase financial aid application completion rates and related student outcomes. A thematic analysis suggests that interventions can be successful at the individual level, especially for students with marginalized identities, under certain conditions; however, policy shifts are necessary for structural change. Limitations and suggestions for future research and implications for practice are discussed.

Some Promises Are Worth More Than Others: How “Free Community College” Programs Impact Postsecondary Participation, Destinations, And Degree Completion, David Monaghan, Elizabeth Hawke

Journal of Student Financial Aid

“Free college” programs are widespread in American higher education.  They are discussed as addressing college access, affordability, inequality, and skills shortages.  Many are last-dollar tuition guarantees restricted to use at single community colleges.  Using student-level data spanning the transition to college, we investigate how two similar local community college tuition guarantees in Pennsylvania affected college-going outcomes.  We estimate that the Morgan Success Scholarship has large impacts on any college enrollment, community college attendance and associate degree attainment, but also diverts students from four-year colleges and reduces bachelor’s attainment. Meanwhile, we find scant evidence that the Community College of Philadelphia’s 50 …