Higher Education Commons^™

Navigating Future Careers And Life Purpose: The Effect Of Artificial Intelligence Experiences On Undergraduate Students At A Liberal Arts College, Shannon Kelly Schans

Dissertations

This interpretive phenomenological analysis examines how 13 undergraduate students at a liberal arts college construct meaning from their experiences with artificial intelligence technologies in relation to their career development and life purpose. Guided by an integrated theoretical framework combining Career Construction Theory (Savickas, 2012, 2013) and Transformative Learning Theory (Mezirow, 1991, 2000), the study addresses three research questions: how students describe their AI experiences across educational contexts, what connections they make between those experiences and their developing professional identities, and how they integrate AI experiences into broader narratives about work and purpose.

Data are collected through phenomenological interviews with 13 …

Campus Community Vibes: How Queer Asian American Students Navigate Their Higher Education Experiences, Nathan Nguyễn

Dissertations

Misconceptions and stereotypes about Asian American college students include the belief that they are innately academically successful and that if Asian American students struggle, their challenges do not compare to their Black/African American, Hispanic/Latine, or Native American/Indigenous counterparts (Museus & Buenavista, 2016). Contemporaneous to this, lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students experience interrogation, exploration, and various levels of support regarding their sexuality and/or gender identity. At this intersection, queer Asian American students must navigate campus settings that can enhance or diminish their agency for different facets of their identities (Crenshaw, 1991; Iftikar & Museus, 2018; Ray, 2019). …

Place-Based Scholarship Utilization And Urban Black Males, Nkenge Amir Bergan

Dissertations

Despite the expansion of place-based scholarship programs across the United States, Black males from urban communities remain significantly underrepresented in post-secondary enrollment. Though these scholarships are designed to provide expanded or universal access to higher education, Black males disproportionately underutilize this financial resource. This qualitative investigation examines the lived experiences, perceptions, and contextual factors influencing Black males’ decisions regarding place-based scholarship utilization and college attendance.

This study, grounded in Critical Race Theory (CRT) and self-efficacy theory, employs a qualitative design to explore participant experiences. Participants are recruited through outreach to local alumni networks and community organizations, with eligibility limited to …

A Phenomenological Study Of Black College Students’ Belonging Built Through Meaningful Interactions With Black Staff At Predominantly White Institutions, Katelyn A. Hanley Semelbauer

Dissertations

The purpose of this phenomenological study is to explore how Black students at Predominantly White Institutions (PWIs) describe meaningful interactions with Black staff and how they make meaning of those interactions as it relates to building a sense of belonging. The conceptual framework for this study incorporates Strayhorn’s (2019) college students’ sense of belonging theoretical model as a foundation with Museus’s (2014) culturally engaging campus environment model as a lens for analysis of the findings.

Using a hermeneutical phenomenological approach, 12 Black undergraduate students were recruited to participate. Each of the students attended a public 4-year PWI in the Great …

A Multiple Case Study Of Place-Based Promise Programs, Chad Edward Inabinet

Dissertations

This qualitative multiple case study examines three place-based Promise Programs situated in Midwestern community colleges to understand how they are designed, implemented, and experienced by staff and students. Guided by General Systems Theory, data are collected from program documents, archival sources, and 13 interviews with staff and students across three sites. Within- and cross-case analyses explore program origins, design features, partnerships, student supports, financial sustainability efforts, and outcome tracking. Findings show that: funding models shape eligibility and long-term stability; partnerships with K–12 districts, colleges, funders, and community organizations are essential for implementation; proactive supports, such as advising and mentoring, improve …

Transition Experiences Of Early Middle College Completers: A Grounded Theory Study, Sarah Louise Drabik Cheatham

Dissertations

Early middle college (EMC) students arrive at universities academically prepared yet institutionally undefined, occupying a space between traditional first-year and transfer student identities. Emerging through the Early College High School Initiative, EMC programs were structured to expand college access by embedding college coursework within the high school experience (Edmunds et al., 2012; Edmunds et al., 2017a; Haxton et al., 2016; Miller et al., 2013). Students frequently graduate from EMC with significant college credit, up to an associate’s degree, and demonstrate strong rates of post-secondary credential attainment and accelerated progress toward a bachelor’s degree (Edmunds et al., 2012; Edmunds et al., …

Ethically Integrating Ai In Occupational Therapy Education: Enhancing Learning And Practice For The Future, Amy Sadek, Sabrina Gowette

The Open Journal of Occupational Therapy

Artificial intelligence (AI) has been around since the 1950s and is gaining traction in higher education and among health care professions. In this era of technology, it is imperative we equip both educators and students to have tech centric skills to support learning, improve efficiency, and enhance skills. Faculty and students alike need to be able to understand the ethics behind using digital information, such as that from AI tools and sources. As educators and students become more reliant on technology, and specifically AI, it is imperative not to lose the human connection in education. Educators are an integral part …

Necessary, But Insufficient: School Counselors’ Informal Learning Experiences With Writing Letters Of Recommendations, Mandy Savitz-Romer, Tara Nicola, Julius Dilorenzo, Jen Ha, Amy Desiderio, Sebastian Munoz Galvez, Matthew O'Brien

Journal of College Access

Submission of recommendation letters from high school counselors is a requirement for undergraduate admission at many selective colleges. However, there has been limited research to-date examining these critical application components and the front-line professionals who generate them. This study examines how high school counselors, who are key actors in holistic admission practices, learn how to craft recommendation letters. Given previous research has found that counselors have limited training in college admission counseling, understanding the learning processes that shape their letter writing is a critical first step for improving the quality of letters and their utility for student success in the …

Investigating The Efficacy Of An Online Multigenerational Awareness Course For Occupational Therapy Students – A Pilot Study, Susan Blair, Barbara M. Doucet, Jerilyn Callen, Kirsten Davin, Shelby Hutchinson

The Open Journal of Occupational Therapy

In today’s multigenerational society, particularly in health care settings, thriving can be challenging because of generational differences. Occupational therapy educational programs (OTEPs) prepare students for work environments where three to four different generations may be present. This study examines the effectiveness of an online multigenerational awareness (MGA) course. The secondary objectives include increasing students’ knowledge of enhanced multigenerational collaboration and communication strategies in preparation for future clinical practice. A pilot group of eight participants from various university departments reviewed the course content and completed preenrollment and postenrollment surveys, providing feedback regarding the applicability and perceived usefulness of the multigenerational awareness …

"I'M Going To College": Protective Factors Shaping The College-Going Identity Of Prospective First-Generation College Students Of Color, Joseph M. Williams, Yakob Lemma, Nina R. Schoonover, Morgan Rustia, Ben Allen

Journal of College Access

A college-going identity reflects a mindset in which individuals view college as a realistic, attainable, and desirable goal. It is characterized by the belief that higher education is a vital part of one's educational journey and is accompanied by a strong aspiration to earn a degree. For students from low-income and marginalized backgrounds, this identity serves as a critical protective factor, buffering against systemic inequities, resource limitations, and low expectations that often shape their educational experiences. This qualitative study examines the protective factors shaping the college-going identity of prospective first-generation, low-income middle school students of color (N = 17). Centering …

Complete Issue, Christopher Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm

Journal of College Access

No abstract provided.

Introductory Pages, Christopher Tremblay, Patrick J. O'Connor Phd, Laura Owen, Moya Malcolm, Diana Camilo

Journal of College Access

No abstract provided.

Complete Issue, Christopher Tremblay, Patrick J. O'Connor Phd, Laura Owen, Moya Malcolm, Diana Camilo

Journal of College Access

No abstract provided.

College Vs. Career School Counseling: How Role Differentiation Shapes Student Postsecondary Expectations And Outcomes, Sam Luby

Journal of College Access

This study examines how high school counselor role differentiation, specifically college preparation and workforce readiness, relates to students’ postsecondary expectations (2012) and early outcomes (2016) using nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09). Multinomial logistic regression models controlling for academic achievement and socioeconomic factors indicate that the presence of college-preparation counselors significantly reduces the likelihood of students entering the workforce without postsecondary enrollment.

Workforce-preparation roles show no statistically significant association with postsecondary outcomes, though they are more common in schools serving higher-need populations. Academic performance and poverty status remain strong predictors across models. Findings underscore …

The Limits Of Daca: Affordability- And Access-Related Barriers To Health Professions Education, Nicole Perez, Laura Hirshfield

Journal of College Access

The U.S. is currently facing a shortage of health professionals from underrepresented backgrounds. One potential pathway to decrease this shortage is through the Deferred Action for Childhood Arrivals (DACA) program, a policy that provides temporary relief from deportation for individuals who migrated to the U.S. before age 16. This study, using 15 life-history narrative interviews, investigates the experiences of Latinx young adults who were pursuing health professions education or working as health professionals. Nine of the participants were DACA recipients, while the remaining six were second-generation (i.e., children of immigrants). An iterative, inductive approach to data analysis was used to …

Introductory Pages, Christopher Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm

Journal of College Access

No abstract provided.

Making Their Community Proud: First-Generation Latinx Students' Participation In Clep, Michelle Van Beek, Abby Holland

Journal of College Access

This study explores the impact of earning Spanish CLEP credit on first-generation Latinx students' levels of self-efficacy, college-going mindset toward earning a post-secondary degree, and their perceptions of bilingualism. Study participants (n=47) were all enrolled or previously enrolled in a college access program in high school. All participants received the opportunity to take the Spanish CLEP exam. Participants (n=33) completed a pre/post survey, and a paired sample t-test showed self-efficacy, college-going mindset, and language perceptions remained neutral for participants. Five semi-structured group interviews (n=26) were conducted after the post-survey. Participants showed that earning Spanish CLEP credit impacted their way of …

The Impact Of Test-Optional Policy On Private College Admissions During The Covid-19, Anna Kye, Meng-Jia Wu

Journal of College Access

The COVID-19 pandemic disrupted many aspects of higher education, including college admissions processes. Since 2020, numerous universities and colleges have adopted test-optional policies, allowing applicants to decide whether to submit standardized test scores. Although such policies have been in place at some institutions since 1998, research on their associations with student diversity and enrollment patterns has produced mixed findings. The widespread adoption of test-optional policies during the pandemic presents an opportunity to further examine their role in admissions. This study draws on admission data from a four-year, nonprofit, private university in the Midwest and uses logistic regression to explore patterns …

Beyond The Red Pen: Investigating The Formation Of Reader And Writer Identity Development In Preservice Teachers, Sarah Rutt Williams, Pengtong Qu, Lydia Denning

Reading Horizons: A Journal of Literacy and Language Arts

The influence of identifying as a reader and writer in being a literacy teacher has been emphasized in the literature (Graves, 1983). However, few studies have explored how teacher education programs develop these identities in preservice teachers (PSTs). Grounded in Demerath’s (2006) epistemological identity theory, this study explored the fluid process of teacher identity formation, focusing on nurturing PSTs’ identities as readers and writers. The study took place over one semester in an English Education course. The researchers analyzed three PST participants’ weekly reflections about their beliefs regarding teaching and learning literacy. These statements revolved around topics that aligned with …

Student Perceptions Of The Impact Of Faculty Race And Gender On Their Sense Of Connectedness, Engagement, And Persistence, Sherrie Y. Fuller

Dissertations

This quantitative study examined how faculty demographic characteristics, specifically race and gender, influence undergraduate students’ perceptions of connectedness, engagement, and persistence at a public Midwestern university. Guided by Tinto’s Model of Student Integration (1975, 1993, 2012), the research explored whether perceived alignment between student and faculty identities contributes to students’ sense of belonging and motivation to persist toward degree completion. Data were collected from 100 undergraduate participants representing diverse racial, gender, and academic backgrounds. Participants completed a researcher-developed survey instrument utilizing a four-point Likert scale to measure connectedness, engagement, and persistence.

University Athletic Subsidies Connections To Various Campus-Wide Outcomes, Daniel Vainner

Dissertations

This study examines the relationship between university athletic subsidies and outcomes for the broader undergraduate student population. The athletic subsidy, referred to as an athletic tax, is defined as institutional and student fees used to support athletics. Although athletics are often viewed as enhancing institutional prestige and recruitment, most universities depend heavily on subsidies to sustain their programs. In 2019, National Collegiate Athletic Association (NCAA) institutions spent over $18.8 billion on athletics, with $8.3 billion, or 44 percent, coming from institutional and student sources rather than athletic revenue (NCAA, 2019a). This research explores whether such subsidization predicts measurable differences in …

Finding Utopia: An Examination Of Pedagogical Approaches To Teaching Utopianism In U.S. College Classrooms, Brittany Page Brake

Dissertations

This dissertation investigates how, and if, utopianism is being taught in college classrooms across the United States. Long considered impractical, overly idealistic, and/or politically dangerous, utopianism has been largely marginalized in political science and American culture. However, this project finds that there are instructors teaching utopianism and they are using the concept to challenge students to think differently about governance, justice, and institutional design. Drawing from political theory literature, course syllabi submitted by faculty from different U.S. universities, interviews with instructors, and personal case studies of my own courses at Central State University and Manchester University, I explore how utopian …

Development Of The Hydrogeology Concept Inventory And Exploration Of Its Embedded Spatial Thinking Components, Oluwarotimi Akindele Popoola

Dissertations

Hydrogeology is a sub-discipline of geoscience that deals with the occurrence and movement of water and possible contaminants within the subsurface. Understanding basic principles of hydrogeology is important for applying practical solutions to hydrogeology problems. Hydrogeology is a visuospatial discipline in which spatial thinking skills play a significant role. To assess the hydrogeology knowledge of students, a valid and reliable assessment instrument with spatial components is required.

This research was conducted as a series of quantitative studies with three goals: (1) to develop the Hydrogeology Concept Inventory (HCI), a valid and reliable measure of upper-level undergraduate students’ hydrogeology knowledge, (2) …

Introductory Pages, Diana Camilo, Moya Malcolm, Laura Owen, Christopher W. Tremblay, Patrick J. O'Connor Phd

Journal of College Access

No abstract provided.

Complete Issue, Christopher W. Tremblay, Diana Camilo, Moya Malcolm, Laura Owen, Patrick J. O'Connor Phd

Journal of College Access

No abstract provided.

College Freshmen’S Perceptions Of Their High School College And Career Readiness Counseling, Alexandra Novakovic, Eva N. Patrikakou

Journal of College Access

School counselors provide college and career readiness (CCR) counseling and socioemotional support to assist students in planning and pursuing postsecondary education. However, little is known about students’ perceptions of the effectiveness of meetings with school counselors during their preparation for postsecondary education and career planning. The present study surveyed first-year college students who have successfully navigated the college-planning process to explore their perceptions regarding the frequency and degree of helpfulness of meetings with their high school counselor. Results indicate that the frequency of meetings with the school counselor for CCR counseling predicted degree of perceived helpfulness overall, accounting for 60% …

Graduate School Accessibility For Undocumented And Dacamented Scholars Across The United States, Casandra P. Sandoval Hurtado, Ronnie Rios, Kasandra Negrete, Stephany Mendez Ortega, Richard Nunn

Journal of College Access

Literature on higher education accessibility for undocumented and DACAmented (Deferred Action for Childhood Arrivals) students has mostly focused on undergraduate students. This paper discusses a comprehensive study of the undocumented graduate student policies of 50 universities across the United States. Using systematic web searches and follow-up interviews with institutional liaisons, we evaluated admissions, tuition classification, funding, and social support practices through an institutional theory lens. This theory posits that institutions prioritize alignment with other institutions, which can lead to a lack of action in providing systemic services. Our findings fit within institutional theory, as many webpages were often confusing or …

Michigan College Access Network's 15th Birthday Section, Ryan Fewins-Bliss, Jamie Jacobs, Brandy Johnson, Sharon Mortensen, Greg Handel, Caroline Altman Smith

Journal of College Access

No abstract provided.

Evaluating The Use Of Statewide Summative Assessments In College Admissions: Insights From A Case Study, Yen Vo, Stephen Dunbar, Catherine Welch, Jeongmin Ji, Xiaoting Zhong

Journal of College Access

The impact of COVID-19 pandemic and ongoing discussions around social inequality have significantly reshaped traditional college admission practices. This study explores the potential of using statewide assessments that are accessible to all students and aligned with curriculum standards as an alternative to college admission tests. Hierarchical linear modeling further revealed that statewide assessment scores contributed an additional 9% of the variance in admission scores above and beyond high school GPA and core coursework. Logistic regression and random forest analyses indicated that high school GPA and statewide assessment scores were the most contributing factors to admissions decisions, followed by core coursework. …

Occupational Balance Of Occupational Therapy Students Before And After Occupational Disruption Caused By Covid-19, Juan Pablo Saa, Georgia King, Kylee Lockwood, Tamara Tse

The Open Journal of Occupational Therapy

Background: The COVID-19 pandemic and ensuing restrictions have caused occupational disruption, yet little is known about their relationship with occupational balance, student satisfaction, and stress. This study aimed to investigate the impact of COVID-19 restrictions on the occupational balance of occupational therapy students in the state of Victoria, Australia, and its association with measures of life satisfaction and distress.

Method: Participants completed the Occupational Balance Questionnaire (OBQ-11) twice (once rating their occupational balance before COVID-19 social distancing restrictions and again during the time these restrictions were in place); the Global Life Satisfaction Questionnaire; and the Depression, Anxiety and …