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- Creator:
- Saint Peter's University
- Owner:
- apandey21@saintpeters.edu
- Date Uploaded:
- 09/22/2023
- Date Modified:
- 09/22/2023
- Date Created:
- 1989
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Newspaper
-
- Creator:
- Saint Peter's University
- Owner:
- apandey21@saintpeters.edu
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 09/21/2023
- Date Created:
- 1987
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Newspaper
-
- Description:
- During the 2016 Presidential elections, former President Donald Trump called on Americans and politicians to work together to “Make America Great Again.” In their efforts, right-wing conservatives have worked diligently to limit and reinvent knowledge and history to students. Between 2021-2022, PEN America reported 1,648 books being banned across the nation. This censorship of knowledge is not new, but it is also not a good sign for the trajectory of America. Should these book bans continue, the United States May find itself succumbing to fascist ideologies and control. The ways in which books are currently being banned fall in line with fascist tactics meant to uplift a false utopia, create divide amongst people, and promote fear. This thesis will look at the ways in which book banning is used as a political tool and its increasing premonition of the possibility of America becoming a fascist state.
- Subject:
- Political Science
- Creator:
- Marcillo-Gomez, Rebecca
- Contributor:
- Devin Heyward, Ph.D., Thesis Advisor
- Owner:
- lsquillante@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 06/13/2023
- Date Modified:
- 06/13/2023
- Date Created:
- Spring 2023
- Rights Statement:
- In Copyright
- Resource Type:
- Research Paper
-
- Description:
- Student Activities and Campus Life / Pauw Wow Student Newspaper
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/25/2023
- Date Modified:
- 02/03/2023
- Date Created:
- 2003
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Newspaper
- Identifier:
- (RG) 15-25:015-XX-0007
-
- Description:
- The purpose of this qualitative descriptive study is to describe how corporate sponsorship influences an incoming NCAA D-1 student-athletes’ university or college selection decisions from the perspective of student-student athletes and school recruiters. This study may benefit schools and corporate sponsors (Wear et al., 2016). A better understanding of students’ selection processes would aid school athletic programs in recruiting and retaining high-caliber players, which in turn brings them greater team success and corporate sponsorship. Additionally, this study may allow corporate sponsors to better understand how their sponsorship investment influences players. Despite the exponential growth of sponsorship contracts on college campuses, there has been little research on the effect these contracts have on the decision making of university students (Wear et al., 2016). This study would add valuable knowledge to the literature, while potentially benefiting schools and corporate sponsors that are looking to improve their athletic programs and the effectiveness of their marketing campaigns. Students have the potential to benefit from this study as well. By understanding how corporate sponsorship may influence student decision making, students may be able to make more informed choices about the schools they attend. By performing this research, it is possible the researcher may be able to better understand how incoming NCAA D-1 student-athletes’ school choices are influenced by corporate sponsorship.
- Keyword:
- Endorsement Contracts, College Athletes, qualitative descriptive study , and corporate sponsorship.
- Subject:
- Education
- Creator:
- Morgan, Bobbie D., II.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 10/28/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- With the recent implementation of Next Generation Science Standards (NGSS) in New Jersey for students in grades 6–12 in 2016, consideration of proper implementation and assessment of Science, Technology, Engineering, and Math curricula are of utmost importance (NJDOE, 2016). This study's objective was to determine the effects of a Science, Technology, Engineering, and Math integrated program initiative on high stakes assessment scores. This quantitative research provided statistical analyses of New Jersey Student Learning Assessment (NJSLA) scores of grades 3–8 students (n = 328) who participated in the STEM program initiative and their control counterparts (n = 571). The study explored the Constructivist Learning Theory's role in STEM delivery and implementation while considering other variables that affected student test scores, such as gender, race, and socioeconomic status. The study employed a quantitative factorial design to address the interactions and relationships among gender, ethnicity, and socioeconomic status and NJSLA Math and Science scores for student who participated in the STEM program initiative. Results showed the effectiveness of the STEM program initiative for raising NJSLA Math and NJSLA Science scores. States that have adopted the new K–12 Science Framework and NGSS may consider implementing the constructivist learning approach for STEM.
- Keyword:
- Educational Tests & Measurements , Secondary Education, Science Education, Educational Leadership , STEM , High Poverty , Urban Location, New Jersey, Scores, constructivism, inquiry-based learning, project-based learning, STEM implementation, STEM initiatives, ESSA, gender disparity, socioeconomic status, STEM Integration, and NGSS
- Subject:
- Education
- Creator:
- Sanvictores, Mary Grace
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/04/2024
- Date Created:
- Dec-2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The United States’ attrition rate for first-generation college students (FGCS) is 50% compared to 38.5% for their continuing-generation peers, and the attrition gap begins in freshman year. For the September through May 2016 academic year, 43% of U.S. FGCS freshmen failed to return for their sophomore year, compared to 28% of continuing-generation peers. The purpose of this quantitative study is to determine the relationship between psychosocial resilience as measured by the Resilience Scale (RS) and freshman-year Grade Point Average (GPA) for a sample of 108 FGCS attending four-year undergraduate colleges and universities in New Jersey. Psychosocial resilience theory served as the theoretical framework. The study employed a quantitative correlational design to address the relationship among psychosocial resilience, GPA, age, and ethnicity using multiple regression analysis. A significant positive relationship was found between psychosocial resilience and GPA for FGCS. This relationship persisted after controlling for age and ethnicity. A significant positive relationship was also found between psychosocial resilience and age. University administrators seeking to reduce undergraduate attrition rates for FGCS might consider interventions to build psychosocial resilience. Future research is needed to identify effective interventions to reduce FGCS attrition.
- Keyword:
- Educational Leadership, Psychosocial Resilience, Grade Point Average, First-Generation College Freshmen, and Ethnicity
- Subject:
- Education
- Creator:
- Anjum, Aruba
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Date Created:
- April 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Despite the fact that the student demography in institutes of higher education is growing more and more diverse, the faculty who teach in colleges and universities remains largely White at 77% (National Center for Education Statistics, 2017). As the student population grows more diverse, it is imperative that faculty have the tools and resources necessary to meet the educational needs of the students. A first step to meet the educational needs of this diverse student population is for faculty to become more racially aware and multiculturally competent (Bonilla-Silva, 2014; Diggles, 2014; Harper & Hurtado, 2007). This study provides empirical data related to faculty’s racial identity awareness, multicultural competency, and academic practices. The data were examined to ascertain what impact, if any, these factors had on student achievement and faculty-student relationships. Additionally, this study analyzed sociodemographic factors, academic characteristics, and professional practices to determine if there were correlations which contribute to student success and improved faculty-student relationships. Results from this research study (N = 224) found a correlation between faculty with higher racial identity awareness profiles or more elevated multicultural competency scores, and improved student achievement and stronger faculty-student relationships. Specific academic characteristics, and professional and pedagogical practices, may increase racial identity awareness and multicultural competency and lead to greater success among students as well as stronger relationships between faculty and students. These results are similar to the research of many scholars in examining the relationships between racial awareness, multicultural competency, and the relationship between faculty and students (Bourke, 2016; Carter, Helms, & Juby, 2004; Charbenau, 2015; Chickering & Reiser, 1993; Cole, 2007; Harper & Davis, 2016; Hurtado, Alvarado, & Guillermo-Wann, 2015; Kuh, 2004; Lane, 2010). Literature from racial awareness and multicultural competency is used to interpret findings, discuss limitations, and make recommendations for future studies.
- Keyword:
- Educational sociology , Multicultural Education, Educational Leadership, Racial Awareness, Multicultural, Undergraduate , and Student Success
- Subject:
- Higher education
- Creator:
- Cippoletti, Nicole D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/02/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Colleges and universities benefit from a diverse community composed of faculty and staff who serve to enrich the lives of students. Diversity exists among professional staff just as it does among student populations. Where there is diversity, there may also be discrimination, and older adults may face more burdens as they continue their educations than younger adults (Simi & Matusitz, 2016). This study explores the issue of age discrimination amongst professional staff who have served colleges and universities. Emphasis is equally placed on extracting the experiences of perceived ageism from participants who are both younger and older adults in the industry. These experiences are examined to understand how perceived ageism in the workplace has impacted the individuals on a personal level. Additionally, this research considers the impact that ageism has on individuals and their loyalty to their institutions, which subsequently may impact the operation and culture of the institution. Results from the research study (N = 4) paint a picture of perceived ageism happening in very different ways amongst the participants. These experiences range from relatively subtle comments made by coworkers, including faculty and staff in some instances, to what seems to be the outright denial of an employment opportunity based on their age. These experiences have altered their identities, and the range of ageist experiences is similar to those that have been examined in other research (Shih, Young, & Butcher, 2013). Furthermore, it is likely that the experiences perceived as ageist intersect with other forms of discrimination (Granslee & Sayer, 2006). Ultimately, participants reported holding the higher purpose of serving their students and community that may combat turnover due to ageist incidents, but the experiences raise questions about institutional cultures at a time when the generations may be at odds with one another.
- Keyword:
- College administration, Aging, and Attitudinal and Professional Consequences
- Subject:
- Education
- Creator:
- Lambert, Steven
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Student Activities and Campus Life / Pauw Wow Student Newspaper
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 05/06/2021
- Date Modified:
- 05/07/2021
- Date Created:
- 1958
- Rights Statement:
- No Copyright - United States