Browsing by Subject "Postsecondary"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item The decision to pursue postsecondary education for women who hold GED credentials.(2011-11) Goff, Emily L.Although they are increasing in absolute and relative numbers among degree seekers, few adult women GED holders successfully complete 4-year degrees. In order to develop a more complete picture of the postsecondary education experiences of adult women GED holders who seek 4-year degrees, an understanding of the experience of deciding to pursue a 4-year degree is needed. This research studied the experience of deciding to pursue postsecondary education for adult women GED holders entering postsecondary education for the first time later in life. The guiding questions were: Why do adult women who earned their GED credentials choose to pursue postsecondary education? What is the process of choosing to engage in postsecondary education for female GED holders? Descriptive case study interviews with seven women who held GED credentials and who had completed at least one year of study were used to develop a Grounded Theory of the decision to pursue postsecondary education. The salient themes that emerged from this research were: self-efficacy, life change, external support, aspiration and opportunity, short-term goals, and information seeking. Situating these findings into a visual Grounded Theory model provided the framework for a model of the decision to pursue postsecondary education for women with GED credentials. The findings indicate that successful interventions for increasing the number of women who choose to pursue postsecondary education after attaining GED credentials include strategic outreach during life-changing events and the use of stackable credentials at every level of postsecondary education.Item Evaluating Learning Management System (LMS)-facilitated delivery of Universal Design for Learning (UDL)(2012-04) Bryans Bongey, SarahThis quantitative study involved 157 students in two sections of an undergraduate class in general biology, as well as one instructor who taught both sections of the course. It used resources from the Center for Applied Special Technologies (CAST) to evaluate the viability of a Learning Management System (LMS) to provide Universal Design for Learning (UDL). It also measured and tracked the instructor's level of efficacy in sustaining UDL approaches throughout the semester. In an effort to identify the UDL's specific outcomes or benefits to students, this study used a pre- and post- test to identify the treatment's impact on student engagement. Findings indicated that the LMS could be designed to comply with UDL guidelines, and the instructor was able to establish a high level of efficacy in maintaining that UDL design. However, based on the statistical analysis of pre- and post-test responses from control vs. treatment groups of students, the treatment was seen to have no significant effect in the area of student engagement. Overall, the study added to the literature by suggesting (a) the viability of the LMS as a means of providing UDL approaches, (b) the promise of the LMS as a tool faculty can use to deliver UDL with a high level of efficacy, and (c) the design's lack of effect in the area of student engagement. The fact that this study was limited to a single brand of LMS (Blackboard), a single instructor, and a single group of students underscores the need for further research.Item Lived Experiences of Hispanic Youth during Their Transition to Postsecondary Education(2017-05) Novillo, WalterIn a knowledge-based economy, achievement of a postsecondary credential has become a requirement for individual development and, specifically, fulfillment of career aspirations. In the onset of the Twenty-First Century, Hispanic youth represent the fast growing group in postsecondary educational programs in the United; however, Hispanic youth have the highest non-completion rate in postsecondary programs. This study investigated the lived experiences of 15 Hispanic youth during their transition to postsecondary education and supplements current research on the postsecondary achievement of the Hispanic community. Participants of this study were enrolled in postsecondary programs at public colleges or universities in a large metropolitan area in the Midwest Region of the United States. An Interpretative Phenomenological Analysis (IPA) approach was used to explore in detail how Hispanic youth make sense of their personal and social world to better understand the meaning of their experiences and events that have influenced them during their transition to postsecondary education. An adaptation of Tinto’s Model of Student Departure (1993) provided the theoretical framework. The themes found in this study include the lack of a sense of belonging that Hispanic youth experience at postsecondary educational institutions, racism, and difficulty accessing quality education programs and financial resources. Facilitating positive and effective connections for Hispanic youth with postsecondary faculty and promoting a sense of belonging may help future Hispanic youth access to and succeed in postsecondary programs. The findings of this research could help postsecondary faculty and administrators better connect with Hispanic youth and increase their success at postsecondary education programs. Furthermore, recommendations of further research are presented.Item People Like Me: Disability, Identity, & Experiences in Postsecondary Classrooms(2016-12) Ehlinger, EmilyStudents with disabilities are pursuing postsecondary degrees in growing numbers, yet are still experiencing disparate educational outcomes when compared to their peers. Academic accommodations have been vital in supporting students with disabilities, but not all students choose to disclose and seek out formal supports. Less is known about classroom practices that support these students, regardless of whether they disclose a disability. Utilizing a narrative methodological approach, this study explored the ways in which 13 undergraduate students experienced their identities and disabilities in postsecondary classroom environments and their perceptions of the instructional practices that impacted their learning. The narratives revealed that students’ identities were fluid and that disability was not experienced in isolation from other identities. Students’ identities and disabilities affected their experiences in the classroom environment, and to a large extent, the way that they learned. Instructors, including their tone and messaging, were a significant source of support and at times also posed substantial barriers to students’ academic success. The extent to which community had been fostered, opportunities were provided for peer engagement and interaction, and multiple options were given for learning and demonstrating knowledge also affected students’ ability to learn and thrive in the classroom. Findings of this study support existing practices of Universal Design, although ideas for enhancing existing principles are also discussed. Implications for this study address the need for postsecondary institutions to focus on scholarship and practice to improve classroom experiences for students with disabilities, as well as to enhance instructor capacity to implement Universal Design.