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Higher Education
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Saint Peter's University
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Education
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- Description:
- As suggested by Briggs (2016), an analysis of the demographics, enrollment, and population of randomly selected STEM programs is needed to understand how successful they are. “Historically, underrepresented minority groups, which constitute about 25% of the US population and 17.9 of undergraduate students, make up only 2.5% of students in STEM majors and 6% of the entire U.S. science and engineering workforce” (Committee on Prospering, 2007; Piper & Krehbiel, 2015, p. 20). The purpose of this study is to determine if higher education institutions are following the U.S. Department of Education expectations. Based on a 2019 report by the U.S. Department of Education titled Education Indicators in STEM degrees, the requirements for a diverse STEM program where students are U.S. citizens and permanent residents includes awarding over 18% of bachelor’s degrees to females, awarding over 18% to Caucasian students, awarding over 33% to Asian students, awarding over 15% to Hispanic/Latino students, and awarding over 12% to African American students (National Center for Education Statistics, Indicator 26: STEM Degrees, 2019, p. 2). In this research, I analyzed enrollment and diversity reports and data made accessible by select universities in the northeast, mid-west, south and western parts of the United States. Universities were selected from Rochester, NY, Houston, TX, Los Angeles, CA, New York, NY, and Columbus, OH. Results indicate that Caucasian and Asian student are the majority in STEM (especially in Rochester, NY, Los Angeles, CA, New York, NY and Columbus, OH, promoting STEM in colleges and universities located in rural and suburban areas (meaning any location in the U.S. either north, south, east or west) remains challenging, and the number of immigrants enrolled in STEM appears to grow but only in urban settings. Suburban and rural area with heavily Caucasian populations will not see diverse programs.
- Keyword:
- Ethnic-Racial Diversity, STEM, Higher Education, Multicultural education , Minority students, Science education, Multiculturalism, Pluralism , Role models , and Noncitizens
- Subject:
- Education
- Creator:
- Jacome, David Z.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/02/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The primary purpose of this study was to examine issues of advocacy for people with mobility challenges that may find limitations in participating in the physical environment of a private higher education institution. The interviews inquired about the meaning of inclusion in the university through the lens of university student tour guides and their approach to accommodating visitors who have mobility challenges. The evidence sought was to explore and exchange dialogue with university student tour guides and administrators in programs and services of Admissions, Student Life and Development, Residence Life, and Disability Services. The interaction focused on the perceptions associated with the promotion of equity and social inclusion of visitors who have mobility challenges. The advocacy lens guided the researcher to address the issues of microaggressions of people with mobility challenges at a private higher education institution. The ableism theory was a conceptual tool to recognize the social and cultural identity of students’ abilities. The method involved crosschecking multiple data sources and collection to evaluate the extent to which all the evidence converges. The study would bring about narratives of personal experience and engagement of the physical facilities on campus from the university student tour guides. Also, the study affirmed how knowledgeable university student tour guides have of the Americans with Disabilities Act (ADA) compliance of the private higher educational institution. Through the eyes of university student tour guides, the study focused on how they became aware and attentive to the needs of visitors who have mobility challenges on a university campus tour. The research brought about narratives of personal experience and engagement. Alternate abstract: El propósito principal de este estudio fue examinar cuestiones de defensa de las personas con problemas de movilidad que pueden encontrar limitaciones para participar en el entorno físico de una institución privada de educación superior. Las entrevistas indagaron sobre el significado de la inclusión en la universidad a través del lente de los guías turísticos de estudiantes universitarios y su enfoque para alojar a los visitantes que tienen problemas de movilidad. La evidencia buscada fue explorar e intercambiar diálogos con guías turísticos y administradores de estudiantes universitarios en programas y servicios de Admisiones, Vida y Desarrollo Estudiantil, Vida en Residencia y Servicios para Discapacitados. La interacción se centró en las percepciones asociadas con la promoción de la equidad y la inclusión social de los visitantes que tienen desafíos de movilidad. La lente de promoción guió al investigador a abordar los problemas de microagresiones de personas con problemas de movilidad en una institución privada de educación superior. La teoría del capacitismo fue una herramienta conceptual para reconocer la identidad social y cultural de las habilidades de los estudiantes. El método implicó la verificación cruzada de múltiples fuentes de datos y recopilación para evaluar hasta qué punto convergen todas las pruebas. El estudio generaría narrativas de experiencia personal y participación de las instalaciones físicas en el campus de los guías turísticos de estudiantes universitarios. Además, el estudio confirmó el conocimiento que tienen los guías turísticos de estudiantes universitarios sobre el cumplimiento de la Ley de Estadounidenses con Discapacidades (ADA) de la institución privada de educación superior. A través de los ojos de los guías turísticos de estudiantes universitarios, el estudio se centró en cómo se volvieron conscientes y atentos a las necesidades de los visitantes que tienen desafíos de movilidad en un recorrido por el campus universitario. La investigación generó narrativas de experiencia personal y compromiso.
- Keyword:
- Higher Education, Organizational behavior, Social psychology, Disability studies, Ableism, mobility challenges, and Americans with Disabilities Act (ADA)
- Subject:
- Education
- Creator:
- Guerrero, Glenda
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Date Created:
- August 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
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- Description:
- The sustainability of an institution of higher education lies in its ability to attract and retain students. Young-Jones, Burt, Dixon, and Hawthorne (2013) assert that faculty–student interactions contributed to student success along with other factors. One outside factor that contributed to student success was the role of the advisor in linking students to the institutional culture. O’Banion (2012) reminded us that when students first enter college they are unprepared for making sound decisions about courses, their career, and even their future; therefore, they rely heavily on the guidance they receive from institutional representatives. Advisors are one of the main representatives studied by scholars, as well as the theories and best practices associated with advising. What we lack is a clear understanding of what advising practices are beneficial to students, and how those practices can improve advising. The purpose of this study was to compare the viewpoints of supervisors, advisors and students regarding their knowledge, experiences, and opinions surrounding advising at small institutions in North Carolina. To this end, the research questions were the following: How are advisors addressing academic, career, and interpersonal needs of students at small 4-year public institutions in North Carolina? What advising strategies hindered successful advisement of students at these small institutions in North Carolina? What do the various stakeholders identify as beneficial practices that improve advising on small campuses in North Carolina? Surveys, interviews and open coding procedures were used on two North Carolina institutions. Further research should explore efforts to improve advising in other states and their results on retention.
- Keyword:
- Educational leadership , Educational administration, Higher Education, North Carolina, and Institutional Culture
- Subject:
- Education
- Creator:
- Archer, Janice
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/16/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Community college libraries provide retention support for students navigating through their coursework. This research consists of interviews with 10 out of 18 library directors in New Jersey. This study takes a sizable positive step in determining how an academic library supports retention since a library director is uniquely qualified and able to view and understand the various departments, collections, and how the staff interacts when assisting students. The importance of teaching students how to be self-sufficient to assist in their retention is a fully formed concept that can now be researched, analyzed, and expanded upon in postsecondary education. A student who is self-sufficient in navigating the library improves retention in a college because they possess the tools to stay enrolled in a college for more than a semester or two. Therefore, a self-sufficient student is more likely to attain their individual education goals. The library and the library director are the catalysts for this growth transformation to occur for each student. How the library collaborates with other departments to support retention is also analyzed and discussed. Finally, how the library director communicates and advocates for the library with their academic vice president is also analyzed.
- Keyword:
- Higher Education, Retention Efforts, Community College, Library Directors, retention support , library directors, interview, New Jersey, library instruction, information literacy, persistence, student success, library collection, remedial reference services, reference, and open educational resources OER
- Subject:
- Education
- Creator:
- Marks, David
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- First-generation college students are the first in their families to pursue postsecondary education. As a result, they may lack the information and resources to navigate the college process and its transitions. More research is needed on how focusing on first-generation students' strengths can inform programs and support to assist with the postsecondary transition. This study further explores the assets that first-generation students bring to the college experience and how capitalizing on these strengths through programs and support can ease the transition process and help first-generation college students develop a sense of belonging. This qualitative, phenomenological research study was conducted through ten interviews with undergraduate, first-generation college students. The emerging themes were parents and family, peers, professors and staff, and programs and services, which aligned with the literature. This research study had two significant findings: (a) students with older siblings who completed college, extended-generation students viewed themselves differently from traditional first-generation students, and (b) first-generation students felt a sense of belonging and connectedness throughout the COVID-19 pandemic and its continuing effects. Suggestions for future research and implications for practice are also discussed.
- Keyword:
- Higher Education, Life Experiences , First-Generation Students, Urban 4-Year Institutions , Strengths-Based Lens, postsecondary education, college process, qualitative research study, phenomenological research study, undergraduate, and COVID-19
- Subject:
- Education
- Creator:
- Markus, Kimberley E. S.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 03/04/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- During the COVID-19 pandemic, higher education moved almost exclusively to online operations, causing an unprecedented technological shift in college operations, teaching and learning, and professional and social interactions to the digital space of modern videoconferencing. Utilizing Prensky's (2001) digital natives and digital immigrants theory, this qualitative research case study with interview approach identified and examined the strengths, weaknesses, challenges, and frustrations in utilizing modern video conferencing in instruction and college operations in the largest suburban community college in New Jersey with administration, staff, and faculty who skew towards Prensky’s definition of digital immigrants. Drawing upon ethnographic approach, the researcher interviewed fifteen higher education professionals to understand their experiences with video conferencing in their said role, the levels of social presence they demonstrated, how they engaged digital native students in video conferencing, and what challenges these digital immigrants faced in developing social presence to connect with digital natives. The research study found that higher education professionals' experiences with video conferencing caused them to consider how to create and maintain presence, persona, and social interaction and conversation in video conferencing. To address the lack of preparation associated with emergency remote teaching and operations, this research study examined the experiences of higher education professionals' use of modern video conferencing to formulate best practices for training in video conferencing.
- Keyword:
- Digital Spaces, Virtual Environment, COVID-19 pandemic, Higher Education, Prensky's (2001) theory, Largest Suburban Community College NJ, and Video Conferencing
- Subject:
- Education
- Creator:
- Fargnoli, Jessica
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 01/31/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Military Services, Student Veterans, Higher Education, Transition, Academic Success, qualitative research, and New Jersey
- Subject:
- Education and Educational Leadership
- Creator:
- Mallett, Brandy N.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 07/11/2024
- Date Modified:
- 10/11/2024
- Date Created:
- June 2023
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation