Education Commons^™

College Preparedness. Narratives Of Transitions From High School To College., Chelsey Luann Vincent

Theses and Dissertations

Despite many theories on student success as well as many resources to help students make the transition from high school to college, many students do not persist in or graduate from college. The purpose of this dissertation is to provide insight into what takes place when students leave P-12 institutions and enter institutions of higher education by using focused narrative inquiry. This study took place at a large research university in the south. The study included 4 participants at various parts of their transition journey. Participants in the study responded to written prompts. Follow up interviews were conducted, and a …

Inclusive Academic Education & Vocationally-Oriented Transition Predictors’ Association With Post-Secondary Outcomes Of Youth With Intellectual And Developmental Disabilities, Joshua P. Taylor

Theses and Dissertations

Despite efforts through legislation to increase the engagement of individuals with intellectual and developmental disabilities (IDD) in competitive integrated employment (CIE) and post-secondary education, outcomes remain poor. However, recent policy has emphasized CIE as a preferred outcome and created new opportunities to engage individuals with IDD in post-secondary education. Likewise, research into the transition of youth with disabilities has revealed several predictors of post-school success including inclusive education and a variety of vocationally-oriented experiences. Previous research had not determined whether students with IDD received both inclusive academic education and vocational transition experiences or how these predictors might interact. The purpose …

The Continuum Of Support For Building Intimacy Knowledge In College For Students With Intellectual And Developmental Disability, Chelsea Vanhorn Stinnett

Theses and Dissertations

Adults with intellectual disability report the same relational and sexual intimacy needs as those without disability, yet experience barriers in accessing intimacy education and engaging in intimacy. Postsecondary education (PSE) programs for students with intellectual disability allow for college students to experience a higher level of autonomy in choice-making they may not have experienced in their family home. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine how PSE programs support college students in building their intimacy knowledge, intimacy education professional development opportunities for PSE staff members, and staff perceptions on factors that could …

Transition, Mattering And Marginality: Deaf Students In A Hearing Institution, Kaitlin Shaginaw

Theses and Dissertations

The purpose of this study is to gather deaf student feedback and to better understand if they feel as though they matter to Rowan University. This study also provides an opportunity for deaf students to express their experiences transitioning from K-12 to a higher education institution. A total population of 24 were targeted in this study and they had the opportunity to complete the College Mattering Inventory (CMI), which showed their feelings of mattering verses marginality. A total of 83% of the population responded to this study. Following the completion of the survey, a total of three subject agreed to …

Determining Job Satisfaction And Motivation Of Student Affairs Professionals Who Transition Into Academic Affairs, Angel Jesus Hernandez

Theses and Dissertations

Up to 61% of student affairs professionals exit the field within five years of completing their graduate program (Holmes, Verrier, & Chrisholm, 1983; Lorden, 1998; Rosen, Taube, & Wordsworth, 1980; Rosser & Javinar, 2003). Existing research has explored why attrition is high but has not accounted for what happens after they leave, what fields, if any, they gravitate towards, or how satisfied they are in their new roles. It is uncertain what percentage of academic affairs professionals formerly worked in student affairs or if their needs vary because of their previous student affairs experience. The purpose of this study was …

Understanding The First-Year Student Athlete Experience At Rowan University: A Qualitative Approach, David Joseph Naphy

Theses and Dissertations

Retaining students in higher education is a continual process, in need of constant evaluation, to ensure best practices are being implemented to meet the needs of the students. When implementing retention and transition programs, colleges and universities must understand the varying needs, particularly for those who are members of a subgroup within the traditional population (Bean & Metzner, 1985). One subgroup, in particular, that could benefit from a more focused transitional experience during their first-year at college are student athletes (Crom, Warren, Clark, Marolla, & Gerber, 2009).

The purpose of this study was to better understand the first-year experience at …

Rowan University's Rowan 101 Transfer Seminar: Impact On Transfer Students, Michele Applegate

Theses and Dissertations

The primary purpose of this study was to explore the impact of the Rowan 101: College Success (Transfer Student Section) transfer seminar course offered to incoming transfers at Rowan University. The study explored students’ college preparedness, support, concerns, and attitudes towards Rowan University; experiences with diversity; college goals and outcomes; study strategies; work patterns and reasons for working; and self reports of the impact that the Rowan 101: College Success (Transfer Student Section) course had on them. A total population of 41 students from the fall semester’s courses were contacted to take the Transfer Student Survey and to participate in …