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- CSUSB Friday Bulletin (106)
- Doctoral Dissertations and Projects (4)
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- Department of Educational Administration: Dissertations, Theses, and Student Research (1)
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The Persistence Of African American Doctoral Students And Graduates From Or In Stem Programs: A Transcendental Phenomenology Study, Tanisha Johnson Smith
The Persistence Of African American Doctoral Students And Graduates From Or In Stem Programs: A Transcendental Phenomenology Study, Tanisha Johnson Smith
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the persistence efforts for African American doctoral science, technology, engineering, and mathematics (STEM) students or graduates. The theory guiding this study is Tinto's theory of student departure with a focus on the model of student persistence as it lays the foundation for how students persist to degree completion. The following questions guided this study: What lived experiences have helped African American current doctoral students or graduates persist in a STEM program? What challenges have African American graduate or current doctoral students experienced while completing a STEM degree program? What strategies …
2024 Merc Annual Report, David Naff, Jesse Senechal, Paula L. Ogston-Nobile
2024 Merc Annual Report, David Naff, Jesse Senechal, Paula L. Ogston-Nobile
MERC Publications
This is the annual report of the Metropolitan Educational Research Consortium (MERC) in the School of Education at Virginia Commonwealth University for the 2023-2024 academic year. It includes vignettes depicting MERC activities in the past year that align with each of its five principles: research, relevance, rigor, multiple perspectives, and impact. It concludes with a discussion of MERC's commitment moving forward.
The Landscape Of Advanced Coursework Participation: Understanding Disparities And Intersectionality, Chin-Chih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly Fludd-Flanagan
The Landscape Of Advanced Coursework Participation: Understanding Disparities And Intersectionality, Chin-Chih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly Fludd-Flanagan
MERC Publications
This population-based study explored students' participation in advanced coursework in elementary schools (gifted/talented programs), middle schools (Algebra I+), and high schools (Advanced Placement) to address enrollment equity. The study identified demographic disparities and the intersectionality of multiple identities to achieve two research aims: 1) to explore how advanced course-taking varies by student demographics, and 2) to understand how disparities in advanced course-taking vary by student demographics and intersectional identities. The findings indicate that disparities in advanced course-taking are related to students’ race, ethnicity, disability status, English learner (EL) status, socioeconomic status, as well as the intersection of these variables. The …
Understanding How Covid-19 Has Changed Teachers’ Chances Of Remaining In The Classroom, Gema Zamarro, Andrew Camp, Dillon Fuchsman, Josh B. Mcgee
Understanding How Covid-19 Has Changed Teachers’ Chances Of Remaining In The Classroom, Gema Zamarro, Andrew Camp, Dillon Fuchsman, Josh B. Mcgee
Education Reform Faculty and Graduate Students Publications
The 2020-2021 academic year was a year like no other. After nationwide school closures during the spring of 2020, schools reopened in the fall of 2020 using combinations of in-person, hybrid, and remote learning models. Teachers had to adapt to unexpected conditions, teaching in unprecedented ways, using synchronous and asynchronous instruction, while also being challenged to establish connections with students, families, and colleagues. Health concerns added to the mix as some teachers went back to in-person education during the height of the pandemic. As a result, teachers' levels of stress and burnout have been high throughout these unusual pandemic times …
Teacher Perspectives Of Factors That Cause High School Dropout Rates For Latino Students: A Case Study, Isis Yahaira Gonzalez
Teacher Perspectives Of Factors That Cause High School Dropout Rates For Latino Students: A Case Study, Isis Yahaira Gonzalez
Doctoral Dissertations and Projects
The purpose of this qualitative single case study was to identify and report the experiences of high school teachers working with at-risk Latino students on prevention high school dropout in public schools in Los Angeles, California. This study was beneficial as it informed school administrators and teachers on the factors that cause Latino students to drop out of high school and highlight successful strategies and interventions used to retain at-risk students in school. The theory that guided this study is the cultural ecological theory by John Ogbu. Focus groups, open-ended semi-structured interviews, and observational field notes were the tools utilized …
An Instrumental Case Study Of The Student Perspective Of A Smart Phone Meditation App In Rural Virginia, James Allen Eggleston
An Instrumental Case Study Of The Student Perspective Of A Smart Phone Meditation App In Rural Virginia, James Allen Eggleston
Doctoral Dissertations and Projects
The purpose of this qualitative instrumental case study was to explore how an introduction of a mindfulness meditation app (Calm) affects students in rural Virginia. The theory that guided this study was that of emotional intelligence, popularized by the efforts of multiple researchers including Salovey and Mayer (1990), and Goleman (1995), as it may influence and be influenced by the specific characteristics observed (Brown, Ryan, & Creswell, 2007; Charoensukmongkol, 2014; Waters, Barsky, Ridd, & Allen, 2015). Data was collected from 12 students by way of multiple methods including interviews, focus groups, journaling, an art project, researcher reflections, and field notes. …
Lessons From The Pivot: Higher Education's Response To The Pandemic, Janine S. Davis, Christy Irish
Lessons From The Pivot: Higher Education's Response To The Pandemic, Janine S. Davis, Christy Irish
Education Faculty Articles
The intensity of major events often leads us to remember minute details of where we were and what we were doing when they occurred: what we wore as we watched the towers fall on September 11, 2001; the faces of our classmates when the space shuttle Challenger exploded on January 28, 1986; the smell in the air when we lived through a major earthquake, fire, or other personal tragedy. Similarly, faculty, staff, and students will remember the series of moments that led to the closure of their schools and universities as the 2020 COVID-19 pandemic spread throughout the world--the timeline …
An Examination Of The Relationship Between Academic Entitlement And Education Financing Among Undergraduate Students, Nicola Ifill-Fraser
An Examination Of The Relationship Between Academic Entitlement And Education Financing Among Undergraduate Students, Nicola Ifill-Fraser
Doctoral Dissertations and Projects
Academic entitlement among students is a growing problem and concern for universities. Students with a sense of entitlement towards their education believe that positive academic outcomes are owed to them and should be awarded, not based on mastery of educational content, but on non-academic aspects of education, such as attending class, participating in class, or paying tuition fees. Additionally, academically entitled students have unrealistic expectations about the role of instructors and demanding attitudes and behaviors toward faculty. The factors precipitating these actions and behaviors appear to be multi-facted and remain unclear. To add to the growing body of literature on …
From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia
From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia
STEMPS Faculty Publications
This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent …
Pursuing The "Half Empty Question": Biology Undergraduates' Differential Engagement In A Brief Relevance Writing Intervention, Ting Dai, Avi Kaplan, Ying Wang, Jennifer G. Cromley, Tony Perez, Kyle R. Mara, Michael Balsai
Pursuing The "Half Empty Question": Biology Undergraduates' Differential Engagement In A Brief Relevance Writing Intervention, Ting Dai, Avi Kaplan, Ying Wang, Jennifer G. Cromley, Tony Perez, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Whereas relevance-writing interventions have shown effects on students’ achievement, a persistent finding is that interventions benefit students with low, but not high, outcome expectancies—a phenomenon that Schwartz et al. (2016) termed the half empty question. In the current mixed-methods study, we investigated the role of undergraduate students’ patterns of engagement in a relevance-writing intervention and their relations to biology course achievement. Ninety-six students who were administered four relevance writing assignments were found to manifest two patterns: Students who completed at least 50% of the intervention in a timely manner outperformed those who completed less-then-50% or completed it late, regardless of …
Academic Integrity Report, 2016, Joan Sweeney-Marsh, Danielle Palombi
Academic Integrity Report, 2016, Joan Sweeney-Marsh, Danielle Palombi
Publications and Scholarship
At Sheridan, originality matters; prevention and education to reduce breaches of academic integrity (AI) is our shared responsibility. This past year, Library and Learning Services explored what an Integrated AI Model might look like at Sheridan. Extensive research including a literature review and interviews with experts from universities across North America was carried out.
This report summarizes the findings and includes recommendations for an Integrated AI Model.
We Had The Experience But Missed The Meaning: Capacity Building Using Student Diary Pro To Enhance The Mobility Experience, Angela Feeney, David Irwin, Tara Mckiernan
We Had The Experience But Missed The Meaning: Capacity Building Using Student Diary Pro To Enhance The Mobility Experience, Angela Feeney, David Irwin, Tara Mckiernan
Stream 1: Enterprise and Engagement
The mobility experience is not confined to the sphere of upward social and economic mobility but, in equal measure, to geographical, linguistic and cultural mobility as a function of the public role of the university. Effects of mobility can be registered in terms of their impact on the university directly, the impact of such mobility on society generally, and its impact on those who participate in mobility opportunities in particular. The paper begins with a general overview of ideas and intentions underpinning mobility which in turn inform and are informed by policy considerations in a European Union context. Since mobility …
Teaching Students To Fish: Creating A Sustainable Student Peer Research Program, Mallory R. Jallas, Meggan D. Smith
Teaching Students To Fish: Creating A Sustainable Student Peer Research Program, Mallory R. Jallas, Meggan D. Smith
All Musselman Library Staff Works
A Peer Research Mentor (PRM) program was developed at Musselman Library, Gettysburg College to augment traditional reference services and expand library outreach. Goals included enhancing these students’ information literacy skills helping them become better researchers, as well as sharing that knowledge with peers. This poster will highlight the initial and on-going training, their involvement at the reference desk, and outreach projects to date.
Managing Conflict By School Leadership : A Case Study Of A School From Gilgit-Biltistan, Darvesh Karim
Managing Conflict By School Leadership : A Case Study Of A School From Gilgit-Biltistan, Darvesh Karim
Professional Development Centre, Gilgit
Managing conflict at school has been an age-old challenge for educators. Conflicts are a natural part of life and therefore a natural part of school life. Learning to deal constructively with conflict is a life-skill need for educational leaders. This paper reports a case study of a private English medium school of Gilgit-Baltistan about exploration of the conflict management which advocates two approaches to manage conflicts at school level i.e. to follow strict rules and regulations and penalizing on violation and secondly, empowering the stakeholders to resolve their own problems by their-selves.These approaches have proved that competence in conflict resolution …
Happiness In Us Schools: Students’ Subjective Well-Being As A Part Of School Improvement Planning, Richard E. Cleveland
Happiness In Us Schools: Students’ Subjective Well-Being As A Part Of School Improvement Planning, Richard E. Cleveland
Department of Leadership, Technology, and Human Development Faculty Presentations
This paper presentation will begin with a brief overview of United States’ public education school improvement policy, the School Improvement Plan (SIP), and the focus on school climate. Next, the presentation will provide participants with an understanding of subjective well-being and a review of the literature addressing subjective well-being (SWB). Results from a psychometric investigation of two instruments measuring subjective well-being (SWB) with elementary-aged children will then be presented. The presentation will conclude with recommendations for application within the educational environment and future research.
How Students Choose A College: Understanding The Role Of Internet Based Resources In The College Choice Process, Kimberli Burdett
How Students Choose A College: Understanding The Role Of Internet Based Resources In The College Choice Process, Kimberli Burdett
Department of Educational Administration: Dissertations, Theses, and Student Research
The purpose of this study was to gain a better understanding of how current internet-based resources are affecting the college choice process. An explanatory mixed methods design was used, and the study involved collecting qualitative data after a quantitative phase to explain the quantitative data in greater depth. An additional study was completed two years later, which allowed for additional comparison between the two studies. Data were collected via surveys of students at the University of California, Irvine to identify the types of internet-based resources being used by students to investigate colleges and the impact of each on college choice. …
Student And Advisor Guide To The Wright State Core
Student And Advisor Guide To The Wright State Core
Undergraduate Curriculum and Academic Policy Committee Wright State University Quarter to Semester Transition
A guide for students detailing the Wright State Core transitioning from Quarters to Semesters as well as the process of transferring from other institutions.
Ua12/11/2 Scrapbook, Wku Dynamic Leadership Institute
Ua12/11/2 Scrapbook, Wku Dynamic Leadership Institute
WKU Archives Records
Scrapbook created by students involved in the Dynamic Leadership Institute and includes: Ericka Bardin, Kayla Caudle, Hailey Burke, Jamiesha Sandifo, Hannah Jones, Molly Kirks, Jeremy Matteoli, Lydia Hall, Lynlee Jackson, Sue Kafoglis, Alecia Natale, Michael Bush, Zachary, Ritchey, Cory Weikel, Megan Weedman, Hannalore Clause, Jeremy Webb, Elaine Burchett, Samantha Burnett, Katie Pay, Madeline Beath, Chris Hancock, Josh Rodriguez, Sierra Rhodes, Ashely Tutt, J.E. Greene, Kayla Tyson, Jennifer Palmer, Benjamin Kemble, Alicia Beach, Cody Hutchins, Kaitlyn Henderson, Allison Feikes, Samuel Knott, Mackenzie Farrar, Michelle Porter, Amanda Pursell, Sarah Nikolai, Darren Tinker, Katie Honadle, Scott Lanter, Allison Parks, Sabrina Heinrich, Barley Mack, …
January 7 1971, Friday Bulletin
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October 30 1970, Friday Bulletin
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August 21 1970, Friday Bulletin