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Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences, Erin Garcia
Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences, Erin Garcia
Electronic Theses and Dissertations
This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts …
Advanced Placement And Dual Enrollment Courses For Economically Disadvantaged Students And 2-Year Completion Rates At Tennessee Public Higher Education Institutions, Mia Hyde
Electronic Theses and Dissertations
The purpose of this study was to measure the possible relationship between Advanced Placement and dual enrollment courses for economically disadvantaged students on 2-year completion rates at public Tennessee higher education institutions. A quantitative, quasi experimental, comparative design was used to analyze secondary data to determine if there is a relationship between Advanced Placement, dual enrollment courses, and 2-year completion rates for students in Tennessee community colleges and public universities. The sample for this study consisted of students who entered a Tennessee community college or Tennessee public university in the Fall of 2015. These students had taken at least one …