Education Commons^™

A Phenomenological Study Of The Lived Experiences Of Undocumented Latino Students To Enroll In And Persist At A Four-Year Public Hispanic-Serving Institution In Texas, Angela C. Stuart-Carruthers

Department of Educational Administration: Dissertations, Theses, and Student Research

Undocumented students in the United States are trapped in a myriad of completing federal, state, and local laws that impact their lives daily. While approximately 60,000 undocumented students graduate from high school each year, the college going rate for this population is substantially lower than their documented peers. Since President Obama signed the Deferred Action for Childhood Arrivals executive order, undocumented students have gained national attention. Despite this new focus on undocumented students few studies have been conducted to gain a deeper understanding of the live experiences of these students.

Framed by Tinto’s (1993) Theory of Student Departure and Latino …

Telling Our Service-Learning Story: Instructor Perspectives On Service-Learning In The Leadership Classroom, Marianne Lorensen

Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship

This phenomenological study examined the experiences of ten college instructors who use service-learning in the undergraduate leadership classroom. Since leadership is often a service-learning outcome for students (Bringle & Hatcher, 1996; Eyler & Giles, 1999; Pascarella & Terenzini, 2005), service-learning is regarded by many instructors as an appropriate pedagogical approach in leadership classes (Rama, Ravenscroft, Wolcott, & Zlotkowski, 2000; Zlotkowski, 1996). Thus, the focus on instructors of undergraduate leadership courses. The current study employed a phenomenological approach in order to deeply explore instructor experiences. The goal of this exploration was that instructor experiences and the meaning they make from those …

Naspa’S New Professionals Institute: Exploring The Personal And Professional Impact Of A Two-Day, Intensive Professional Development Experience, Ashley Stone

Department of Educational Administration: Dissertations, Theses, and Student Research

Professional development experiences, like professional development literature, are vast. While existing professional development literature discussed the needs for and barriers toward professional development as well as the benefits and types of professional development experiences, no research existed about NASPA Student Affairs Administrators in Higher Education’s (NASPA) New Professionals Institute (NPI), an intensive, two-day leading professional development experience for student affairs professionals who have been in the field for less than five years. Therefore, I conducted a phenomenological qualitative study, which explored the meanings NASPA’s Region IV-West NPI participants made of their two-day professional development experience as well as the personal …

Faculty Perceptions To Imposed Pedagogical Change: A Case Study, Mary L. Sinclair, Sarah R. Faltin Osborn

The Nebraska Educator: A Student-Led Journal

In higher education, professors are seen as the subject matter experts, yet many pedagogical decisions are made by administrators. This leaves teaching professionals without a voice in the reform process and in some instances without the resources necessary for implementation of change, yet still responsible for enactment of change. This case study describes the issues for faculty who are adopting imposed changes to pedagogical course design at a post-secondary institution. It examines how faculty express concerns, as well as how they interpret administration responses to those concerns. The findings reveal four key themes in faculty resistance to imposed pedagogical change: …

Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith

To Improve the Academy: A Journal of Educational Development

This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.