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Online Instructional Clarity: A Phenomenological Study Of Students’ Experiences, Erin Cathleen Bryan Sutliff
Online Instructional Clarity: A Phenomenological Study Of Students’ Experiences, Erin Cathleen Bryan Sutliff
USF Tampa Graduate Theses and Dissertations
This study was a phenomenological exploration of five undergraduate students’ experiences with clear and unclear instructors in online courses at a large southeastern research university. The specific aim was to privilege the voices of undergraduate students about their experiences communicating with their online instructors, particularly with regard to their instructors’ clarity (or lack thereof), and analyze the essence of their experiences using an interpretivist, and specifically, phenomenological perspective. The research was envisioned to address gaps in the instructional clarity literature as well as to respond to calls within both the online learning and the instructional communication literature to explore instructor …
Understanding Graduation Rates By Sex By Evaluating The Quality Of Student Interactions With Faculty And Academic Advisors, Michael John Bolen
Understanding Graduation Rates By Sex By Evaluating The Quality Of Student Interactions With Faculty And Academic Advisors, Michael John Bolen
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to assess whether student satisfaction with faculty and academic advisors varied based on the sex of the student and the students’ academic college at a large public university in the Southeast. With the university aiming to improve its graduation rates, particularly male graduation rates, the Theory of Student Departure was used as a guide in identifying student interactions with faculty and academic advisors as potential factors impacting student persistence to graduation. Previous research suggests that the quality of the interactions that students have with faculty and academic advisors can vary based on the sex …
Academic Advisors' Perceptions Of Implicit Bias In Interactions With Students: An Exploratory Case Study, Bobby A. Brown
Academic Advisors' Perceptions Of Implicit Bias In Interactions With Students: An Exploratory Case Study, Bobby A. Brown
USF Tampa Graduate Theses and Dissertations
Academic advisors are crucial to the success of students who attend higher education institutions (e.g., Himes, 2014; Paul & Fitzpatrick, 2015; Smith, 2005). They guide students to complete their degrees in a timely progression and serve as a contact for students to help increase a sense of belonging on college campuses. Higher education literature presented evidence that suggested academic advisors demonstrate implicit bias while interacting with students they advise (e.g., Bahr, 2008; Grau & Zotos, 2016). Implicit bias may expose academic advisors to errors in judgment and decision making while assisting students. The purpose of this qualitative case study was …