Higher Education | Open Access Articles | Digital Commons Network™

Children In The Residue Of War, David Platter

Pro Rege

No abstract provided.

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The George-Anne Daily, Georgia Southern University

George-Anne Media Group: Newsletters & Magazines

No abstract provided.

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Integrating Media Literacy Into General Education Core Courses For Undergraduates, Christen Embry

Dissertations

This study aimed to understand the essential nature of media literacy, evaluate pre-developed higher education classes for existing media literacy context, and recommend best practices for incorporating media literacy into an undergraduate curriculum. This mixed-methods study of media literacy in undergraduate college courses explored the presence and absence of media literacy lessons within core classes by auditing 15 online course shells accessed through the university’s Learning Management System (LMS). Specifically, all the courses surveyed included the first skill of media literacy, Access; 33% of the classes included Analyze; 27% included Creation; 20% included Reflection; and 20% included Action. Once the …

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Exploring The Relationship Between College Mathematics Remediation Status And Continued Persistence In Mathematics Of Community College Students, Morvarid Javadi Pourhassan

Doctor of Education (EdD)

This study analyzed the relationship between community college students’ math remediation status and their continued persistence in math. Continued persistence outcomes included college math course completion, seeking a STEM degree pathway, degree attainment (STEM or any degree), and degree completion time (STEM or any degree). Demographic variables and math-placement- level were investigated as predictors. The study used secondary data from students enrolled in math courses at a large Pacific Northwest college between Fall 2016 and Fall 2019. Exploratory data analysis, logistic regression, and chi-square were used to analyze the secondary data. The analysis found a statistically significant impact of age …

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Combining Cognitive And Noncognitive Assessments To Predict First Year Gpa And Persistence In Community College Students, David Harris Larman

Educational Leadership & Workforce Development Theses & Dissertations

Standard assessments of cognitive ability have been the preferred method of assessing the probability of student achievement at community colleges, but there is a growing trend in the use of noncognitive factors to assess student potential. Factors related to a student’s race/ethnicity and family income have been shown to be correlated with placement tests scores and high school grades. There is a gap in the literature about the use of noncognitive measures in conjunction with standardized placement tests to predict the achievement and persistence of community college students. The purpose of this study was to examine the strength of cognitive …

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Mejorar La Raza: Measuring The Implicit Anti-Black Racial Bias Of Multiracial Individuals., Katalina Traxler

Electronic Theses and Dissertations

This dissertation sought to examine if there are implicit anti-Black racial bias differences across multiracial people who identify as Black/White compared to multiracial people who do not identify as Black/White, accounting for age, citizenship, and education level. It was also determined if age, citizenship status, and education level moderate the relationship between multiracial identity and implicit anti-Black racial bias. The theories guiding this dissertation were: Heider’s Balance Theory, Multiracial Identity Development, and White Identity Development. The data were collected from Project Implicit, a non-profit organization and international collaborative of researchers who are interested in implicit social cognition. The data analysis …

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Esl To Composition Transitions: Investigating The Differences In Disciplinary Values Among Two-Year College Faculty, Amy M. Flessert

English Theses & Dissertations

In this qualitative methods study, I draw on Paul Kei Matsuda’s 1999 article “Composition Studies and ESL Writing: A Disciplinary Division of Labor” to examine if, more than 20 years after its publication, there is still a significant disciplinary division between ESL writing and first-year college composition. I surveyed writing instructors from both ESL and ENG at Mid-Atlantic Community College (MACC) regarding what they value as “good” writing. I also worked with three faculty members – one in ENG, one in ESL, and a third who teaches in both departments, serving, in this study and the department, as a “bridge” …

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