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  • Examining the Social Constructs Explained by Critical Race Theory That Affect African American Males Enrolled in New Jersey Four-Year Institutions of Higher Education

    Keyword:
    Social Constructs Explained by That Affect Enrolled in, Critical Race Theory (CRT), African American male college students , New Jersey , Four-Year Institutions, Higher Education, qualitative research , and social equity
    Subject:
    Education and Educational Leadership
    Creator:
    Benson, Eric
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/22/2024
    Date Modified:
    01/27/2025
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Sense of Belonging for Student Veterans

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Exploring Digital Spaces and the Virtual Environment: Analyzing Higher Education Professionals' Experiences with Modern Video Conferencing at a Community College

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Examining the Life Experiences of First-Generation Students in Urban 4-Year Institutions Through a Strengths-Based Lens, (2022)

    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:
    02/21/2025
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of Retention Efforts of a Community College Library Determined by Library Directors

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Stigma of Black Greek Letter Organizations and the Black Student Life Experience: A Study to Determine Connection

    Description:
    Black Greek Letter Organizations [BGLOs] have been dealing with the stigma created by poor media representation. Research into this matter has indicated that these groups often only receive coverage that is stimulated by their entertainment or hazing incidents. This study aims to determine if there is any connection between said stigma and Black students' effects. This study was constructed to explore the question: Does the stigma of BGLOs affect the student life experience of black students? The review of literature focused on BGLO founding, BGLO stigma, and the black student life experience. Combined with the African American Identity Development and Reflective Judgment models, interview questions were used to ask participants about how they verify information and their perception of self (and others). Analysis of responses demonstrated that participants are aware of the stigma surrounding these groups. However, they do not allow it to stop them from interacting or pursuing membership. The study results indicated that the stigma concerning BGLO isn't an accurate representation of these groups as BGLOs are seen to create a sense of community where students feel supported and safe by the participants. The other result of this study was that the participants disagree with the media representation of these groups. It is recommended that to combat the stigma connected to BGLOs, the national leadership for these groups needs to come together to protest these depictions. Additionally, higher education leaders and those who advised these groups need to take the proper time to educate themselves on the history of these organizations and motivations of its members. Further research can be done to identify if said stigma affects students on a micro-scale, which offers a more in-depth look at perspectives for a particular school or on a macro scale that explores these ideas for a large number of schools.
    Keyword:
    Stigma, Black Greek Letter Organizations (BGLOs), Black Student Life Experience, Connection, African Americans, Higher Education, Discrimination, Alpha Phi Alpha Fraternity , Alpha Kappa Alpha Sorority , Delta Sigma Theta Sorority , Kappa Alpha Psi Fraternity , Omega Psi Phi Fraternity, Zeta Phi Beta Sorority, Sigma Gamma Rho Sorority, Iota Phi Theta Fraternity, Morgan State University, Divine Nine, and National Pan Hellenic Council
    Subject:
    Educational Leadership, Higher Education, and Educational Administration
    Creator:
    Bashir, DaQuan K.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    02/23/2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Exploration of Academic Advising Practices Within Small Institutions in North Carolina

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Examination on Incorporating Risk in the Strategic Planning Process at Higher Education Institutions

    Description:
    The researcher demonstrates how qualitative grounded theory methodology was used to review whether higher education institutions (HEIs) incorporate risk into their strategic plans. The researcher defines and provides a history of strategic planning within higher education. He also utilizes a framework to identify the best incorporations of risk and risk management within HEIs. Then he employs literature and conducts 18 interviews with higher education professionals were in order to develop theory within the framework. The results of the study fulfill the dissertation’s purpose. It illustrates that it is important for HEIs to incorporate risk and risk management into their strategic planning processes. Likewise, the research shows that doing so will encourage HEIs to create contingency plans and help them be better able to pivot when unforeseen circumstances arise. Furthermore, the data point out that while schools can create and implement a successful strategic plan without incorporating risk and risk management, it is evident there will be roadblocks and disruptions along the way. I would like to dedicate this dissertation to my wife who has supported and believed in me for the past 16 years. I am grateful for your encouragement and patience throughout this process. I would not be who or where I am without your love and support. I also dedicate this dissertation to my children. I hope it inspires them to become lifelong learners, pursue their passions and know they can achieve anything they set their mind to.
    Keyword:
    Higher Education, Incorporating Risk, Strategic Planning Process, Institutions, qualitative theory, and risk management
    Subject:
    Educational leadership and College administration
    Creator:
    Minson, Patrick
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    03/05/2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Moderating Influence of Senior Leadership on Work Engagement at Colleges and Universities

    Description:
    The U.S. . higher education system faces unprecedented challenges that command considerable attention, scrutiny, and public debate. . Colleges and universities have struggled to respond to a complex and volatile institutional landscape, with senior college leaders facing competing and often conflicting pressures to reduce costs, absorb reductions in government support, and improve outcomes. Resolving these challenges requires faculty, staff, and administrators to work together. Over the past 20 years, employee engagement has gained prominence as a measurement of worker experience related to achieving desirable organizational outcomes. Numerous private organizations have developed engagement programs. They have begun measuring engagement levels and identifying factors that contribute to higher levels of employee engagement in efforts to boost morale, performance, retention, and institutional reputation, and to build better work environments. Yet, research has shown that only about one third of employees are actually engaged, and the rift between employees and employers may be even greater in higher education institutions. The purpose of this study was to explore the extent to which senior leadership can positively influence faculty and staff work engagement and performance-motivation efforts at colleges and universities. The study involved examining agreement levels of responses to six questions assessing the perceptions of senior leaders; these questions are part of the “Great Colleges to Work For” program, administered by ModernThink on behalf of the Chronicle of Higher Education. College representatives answer a 60-question survey and compete for their respective institution to be recognized as a Great College to Work For based on overall survey responses. Six questions serve as prompts for key engagement factors that the literature has shown to be related to engagement and leadership such as vision, communication, employee well-being, trust, and value congruence. Two research questions guided this study: What is the relationship between high degrees of affinity and positive attitudes expressed by faculty and staff toward campus senior leaders, and workplace engagement? How do faculty and staff perceptions of senior leaders vary based upon demographic traits of campus employees and characteristics of the campuses themselves? The study offers an overview of engagement, including its various definitions, constructs, and conceptual/theoretical frameworks. It also explores relevant studies that have examined the status of engagement in the workplace, the factors that drive it, its correlation with leadership, the link between engagement and performance, and the difference between engagement and other related concepts. Cross-tabulated results are examined to determine agreement levels of respondents by position type (i.e., faculty vs. non faculty), institution type, age, gender, length of service, and whether respondents were from a Recognized or non-Recognized Great College to Work For school. The impact of leadership perceptions, as suggested by the survey results, is discussed in the context of correlations between leadership and engagement supported by the literature. The study concludes with a discussion of implications, observations, and recommendations for further study, which can help broaden understandings of how leaders can better identify and harness engagement drivers to motivate employees and help institutions overcome current and future challenges.
    Keyword:
    Moderating Influence, Senior Leadership , Work Engagement, Colleges , Universities, Higher Education, United States , ModernThink, communication, Chronicle of Higher Education, and performance
    Subject:
    Higher education and Educational leadership
    Creator:
    Pignatello, Robert M.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    03/05/2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Analysis of Ableism Through the Perception of University Student Tour Guides Towards Individuals with Mobility Challenges on a University Campus Tour

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation