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Due to the formative power of stories and their ability to captivate an audience, we should be supplementing contemporary postsecondary theological education (which typically relies upon the relaying of facts and fails to engage students on an emotional level) with story. This article takes a look at three studies that have tested similar concepts in other disciplines. Their findings suggest that stories do, in fact, increase and sustain student engagement, as well as increase the formative impact of the knowledge they impart. Based on their findings and my own analysis of their methods, I conclude that story would be an effective tool if implemented correctly into theological education, and further study into its supplemental use is recommended.

Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.

Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.

Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.

Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.

The purpose of this phenomenology was to understand the perceptions that postsecondary students with learning disabilities have in receiving academic supports and accommodations from their institutions in alignment with their educational goals. A significant disparity has occurred between the number of students with disabilities in higher education and the support services available to them. The central question of this study is: What are the experiences of students with learning disabilities in receiving academic support services from their institution? The theory that supports this central question and guided this study is Deci and Ryan’s self-determination theory. The design of this study is a hermeneutical phenomenological design with various units of analysis. The data was collected through interviews, a focus group interview, and a series of journal prompts. The participants consisted of 10 postsecondary students with learning disabilities who all attended private universities in the northeastern United States. The research revealed the importance of postsecondary students with learning disabilities utilizing academic support centers to achieve academic success. A recommendation for future research is to explore the perceptions that professors have toward their students utilizing the academic support centers by employing a similar qualitative method.

The purpose of this hermeneutic phenomenological study was to describe the experiences of adjunct English as a second language (ESL) teachers in a collegiate setting in the Southwestern United States. The central research question was: What are the experiences of adjunct ESL instructors in higher education settings? The sub-questions explored the adjuncts’ experiences with students, colleagues, and the institution. Purposeful criterion sampling was used to secure 14 participants. The setting was a community college in the Southwestern United States. The theory guiding this study was the social exchange theory (SET) since the study described teacher experiences related to students, colleagues, and the institution. Data collection sources for analysis were a questionnaire, interviews, and focus groups. The analysis included the initial immersive pre-coding reading of the data followed by two cycles of coding from which themes and insights were gleaned. Major themes of the study included respect for students, appreciation for colleagues, a desire for parity, concerns about equitable working conditions, and love of the job. Insights included adjunct motivation, adjuncts as the backbone of academic institutions, and the desire for more than just financial parity. The findings corroborate and confirm the body of literature on the plight of adjuncts and the need for systemic change. This study contributes to the body of literature by giving voice to a particular set of adjuncts, thereby providing an expanded perspective as well as putting faces to a common yet complex phenomenon.

The purpose of this transcendental phenomenological study was to describe the lived experiences of individuals with intellectual disabilities in an inclusive postsecondary education program. The theories that guided this study are Oliver’s theory on the social model of disability and Vygotsky’s theory of social constructivism. This study used a transcendental research design and employed the use of purposeful sampling to select participants who have all experienced the same phenomenon. There were 10 participants who have all had the same experience of attending an inclusive postsecondary education program. The setting took place at P.C.C. in the C.A. program. The central research question asked, what are the lived experiences of individuals with intellectual disabilities enrolled in inclusive postsecondary career and technical training programs located on a college campus? Data collection types included interviews, journal prompts, and focus groups. A system of coding along with epoché, horizontalization of data, and structural descriptions were used for data analysis to determine major themes from the data collected. The trustworthiness, results, and findings of the study are also discussed. Findings included five themes and two sub-themes. The five themes were education and career aspirations, concept of inclusion, inclusivity and social engagement, campus engagement and support networks, and sense of belonging. The two sub-themes were career and professional development and real-world application and practice. The dissertation then moves into an overall discussion of the interpretation of the findings, the implications of the study, limitations, delimitations, and recommendations for future research. The dissertation ends with a conclusion that summarizes the full study.

Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.

The Higher Education and Corrections Council was created by House Bill 226 (2022), with Representative V. Lowry Snow as the sponsor and Senator Derrin R. Owens as floor sponsor, “to advise the [Board of Higher Education], the Education Interim Committee, and the Higher Education Appropriations Subcommittee regarding the development and delivery of accredited higher education curriculum to incarcerated individuals in the state correctional system.” The council's statutory charge is to coordinate, facilitate, and support education to prepare for integration and productive employment upon release. They are to explore and provide recommendations to the Utah Board of Higher Education and the Utah Department of Corrections (UDC) for the delivery of higher education, collection and analysis of data, and requests for legislative appropriations.

Students with disabilities in higher education have lower retention and graduation rates than students without disabilities. While postsecondary administrators are attempting to meet the needs of students by implementing necessary reforms, barriers remain like issues with disclosure, transition planning, and faculty knowledge. This present qualitative descriptive case study sought to explore the instructional practices that were implemented by technical college educators to accommodate students with learning challenges, including students with disabilities, utilizing the Universal Design for Learning framework to determine which current technical college faculty instructional accommodations practices intersect with or diverge from Universal Design for Learning principles. The participants were a purposeful sample of 12 full-time technical college faculty members from six technical colleges in a southern state with at least five years of teaching experience at the postsecondary level and had worked with at least one student with a disability. Data were collected in three phases through the Universal Design for Learning Checklist, Semi-structured Interviews, and Document Analysis of course syllabi. Frequency counts and thematic analysis were utilized to analyze the data. This qualitative research has implications for identifying consistent and best instructional practices that positively impact the academic achievement of college students with disabilities. The findings indicated that technical college faculty have been implementing Universal Design for Learning instructional strategies, both intentionally and unknowingly, in an attempt to provide equitable access to all students regardless of ability and that technical college students can benefit from the implementation of Universal Design for Learning principles into college courses. The findings also implied that professional development training can become a vital aspect of instructors' improvement programs to en

Scholarship suggests that science self-efficacy and science identity are associated with improved experiences and outcomes of postsecondary science, technology, engineering, and mathematics students, especially those who are underrepresented within these fields. Yet, Southeast Asian students have largely been excluded from this scholarly discourse. This exclusion has been driven by the reporting of enrollment and degree attainment data that aggregates nearly 48 Asian American & Pacific Islander ethnic groups which has perpetually obscured the unique dispositions and experiences of Southeast Asian students. Thus, this study aimed to investigate the development of science self-efficacy and science identity of Southeast Asian STEM students during their first year of college. Additionally, this study compared Southeast Asian students with their AAPI peers to illuminate and underscore the unique experiences of these students.This study utilized four years of longitudinal data between 2016-2020 from the Higher Education Research Institute’s CIRP Freshman Survey and Your First College Year Survey, two surveys that were respectively administered at the start and end of students’ first college year. Guided by a conceptual framework that synthesized Lent and colleagues’ social cognitive career theory, Carlone and Johnson’s science identity model, and Yosso’s community cultural wealth, this study first sought to explore differences between Southeast Asian students and their AAPI peers across various pre-college characteristics and experiences. Next, this study examined changes in science self-efficacy and science identity of Southeast Asian students and investigated if and how these changes differed from their AAPI peers. This study concluded with inferential analyses aimed at unpacking predictors that were most salient for science self-efficacy and science identity development of Southeast Asian students.Results from this study suggest that Southeast Asian students entere

Scholarship suggests that science self-efficacy and science identity are associated with improved experiences and outcomes of postsecondary science, technology, engineering, and mathematics students, especially those who are underrepresented within these fields. Yet, Southeast Asian students have largely been excluded from this scholarly discourse. This exclusion has been driven by the reporting of enrollment and degree attainment data that aggregates nearly 48 Asian American & Pacific Islander ethnic groups which has perpetually obscured the unique dispositions and experiences of Southeast Asian students. Thus, this study aimed to investigate the development of science self-efficacy and science identity of Southeast Asian STEM students during their first year of college. Additionally, this study compared Southeast Asian students with their AAPI peers to illuminate and underscore the unique experiences of these students.This study utilized four years of longitudinal data between 2016-2020 from the Higher Education Research Institute’s CIRP Freshman Survey and Your First College Year Survey, two surveys that were respectively administered at the start and end of students’ first college year. Guided by a conceptual framework that synthesized Lent and colleagues’ social cognitive career theory, Carlone and Johnson’s science identity model, and Yosso’s community cultural wealth, this study first sought to explore differences between Southeast Asian students and their AAPI peers across various pre-college characteristics and experiences. Next, this study examined changes in science self-efficacy and science identity of Southeast Asian students and investigated if and how these changes differed from their AAPI peers. This study concluded with inferential analyses aimed at unpacking predictors that were most salient for science self-efficacy and science identity development of Southeast Asian students.Results from this study suggest that Southeast Asian students entere

Since the late 1960s, the enrollment of African American students in higher education has steadily increased. Furthermore, the community college system and specifically the California community college system has seen the highest rise in the enrollment of African American students. Despite the rise in their numbers, African American male students who have relied on the California community college system as a conduit to a better life continue to have the lowest academic achievement outcomes and are the most likely to leave college. Although research shows that the persistence and academic achievement of college students is linked to the interactions they have with faculty and their peers, little is known about whether these relationships are also connected to the academic achievement of African American males attending California community colleges, nor is it understood how psychosocial factors influence the achievement. This dissertation built on a study conducted by Reid (2007) in which Tinto’s institutional integration theory (e.g., Tinto, 1993) was extended by assertion that African American males who are academically successful (and not just persistent) are also well integrated in the academic and social milieu of their college campuses. Reid’s study also hypothesized that their level of institutional integration which influenced their academic achievement was linked to their racial identity attitudes and self-efficacy beliefs. The study employed a qualitative phenomenological approach in which twelve African American male students, who were recruited from one Southern California community college, were interviewed to learn about their educational experiences and perceptions. The goal of the study was to provide a voice to this student subgroup which continues to under-perform academically. The findings of the study highlight the importance of race, faculty connections and intrinsic motivation factors in reaching academic goals. The study provides recommendatio

This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity.

This report analyzes the descriptive outcomes for students with disabilities (SWDs) from schools overseen by the Utah State Board of Education (USBE) who enrolled in postsecondary institutions. Data provided by USBE, the Utah System of Higher Education (USHE), and the Department of Workforce Services (DWS) allowed for the examination of metrics including the demographics, Career and Technical Education (CTE) enrollment, inclusion in a regular classroom setting, postsecondary programs, and wages up to five years after high school for SWDs from 2012-19. Compared to national analyses, SWDs from USBE schools had lower enrollment and graduation rates from postsecondary institutions. However, CTE enrollment and inclusion in regular classroom settings had an impact on enrollment and graduation rates. Students who completed a CTE pathway had the highest enrollment and graduation rates for SWDs from higher education institutions. Similarly, students who participated more in a regular classroom setting also enrolled in postsecondary institutions at higher rates than their peers who were participated less in a regular classroom setting.

This research addresses a comprehension of diversity and future challenges of the Vocational Education and Training institutions, from the perspective of a new characterization. This work classified this group of institutions in 4 main clusters, built from a statistical analysis of education public databases.The significance of this study emerged from the new requirements for accreditation established by Higher Education Act (21.091), which, from the view of these authors, set specific tensions to this education segment.From the perspective of these authors, two specific factors retard the Vocational Education and Training system development. On one hand, there is an unfulfilled promise for this system, in terms of articulation and quality. On the other hand, despite important advances in recent years, higher education continues to have a strong focus on universities, not recognizing the particularities and diversity of the VET system.This research aims to contribute to the quality assurance system through a new methodological approach to this sector, seeking to characterize needs and challenges for each of the identified clusters., La presente investigación establece una comprensión de la diversidad del subsistema de educación superior técnico-profesional (ESTP) y los desafíos para estas instituciones, desde la perspectiva de una nueva caracterización. Agrupa a las instituciones de este sector en cuatro clústeres o conglomerados, construidos a partir de un análisis estadístico de los datos públicos del sistema de educación superior.Este estudio es relevante ante las nuevas exigencias de acreditación planteadas por la Ley de Educación Superior (21.091) que, a juicio de los investigadores, instala tensiones particulares en la educación técnico-profesional.Desde la perspectiva de los autores, existen dos factores particulares que ralentizan el desarrollo del subsistema técnico-profesional (TP). Por un lado, existe una promesa incumplida de esta formación en términos de articulación y calidad; por otro, a pesar de existir importantes avances en los últimos años, la educación superior continúa teniendo un fuerte acento universitario, no reconociendo las particularidades y diversidad del sector TP.Esta investigación busca aportar al sistema de aseguramiento de la calidad mediante una nueva aproximación metodológica a este subsector, buscando caracterizar necesidades y desafíos para cada uno de los conglomerados identificados.

The Maryland Senate Budget & Taxation Committee and the House Appropriations Committee have requested “…that the Maryland State Department of Education (MSDE) and the Maryland Higher Education Commission (MHEC) establish a workgroup comprised of various stake holders to identify programs and initiatives to encourage more students to pursue a postsecondary education immediately after high school and request that MHEC submits a report by December 1, 2022, containing the findings and recommendations from the workgroup (p197, 2022 Joint Chairmen’s Report).”

Career and technical education (CTE) programs focus on the knowledge and skills required to work in specific jobs or careers. CTE programs within the Utah System of Higher Education result in postsecondary certificates or associate degrees and are vital to the success of Utah’s economy. CTE programs produce health care workers to staff our hospitals, craftsmen and women to build our homes, software developers to support our interconnected world, inspectors to assure the safety of our infrastructure, truck drivers to keep our store shelves stocked, and innumerable other positions that add to our quality of life.

The Higher Education and Corrections Council was created by House Bill 226 (2022), with Representative V. Lowry Snow as the sponsor and Senator Derrin R. Owens as floor sponsor, “to advise the [Board of Higher Education], the Education Interim Committee, and the Higher Education Appropriations Subcommittee regarding the development and delivery of accredited higher education curriculum to incarcerated individuals in the state correctional system.” The council's statutory charge is to coordinate, facilitate, and support education to prepare for integration and productive employment upon release. They are to explore and provide recommendations to the Utah Board of Higher Education and the Utah Department of Corrections (UDC) for the delivery of higher education, collection and analysis of data, and requests for legislative appropriations.

This report analyzes the descriptive outcomes for students with disabilities (SWDs) from schools overseen by the Utah State Board of Education (USBE) who enrolled in postsecondary institutions. Data provided by USBE, the Utah System of Higher Education (USHE), and the Department of Workforce Services (DWS) allowed for the examination of metrics including the demographics, Career and Technical Education (CTE) enrollment, inclusion in a regular classroom setting, postsecondary programs, and wages up to five years after high school for SWDs from 2012-19. Compared to national analyses, SWDs from USBE schools had lower enrollment and graduation rates from postsecondary institutions. However, CTE enrollment and inclusion in regular classroom settings had an impact on enrollment and graduation rates. Students who completed a CTE pathway had the highest enrollment and graduation rates for SWDs from higher education institutions. Similarly, students who participated more in a regular classroom setting also enrolled in postsecondary institutions at higher rates than their peers who were participated less in a regular classroom setting.

Maryland has one of the nation’s most honored systems of higher education. Through the decades of advancement and reform that have brought Maryland to its current status as a national leader, one thing has remained constant: the efforts to create and support student access and student success through innovation.

Community colleges have been seen as a gateway into higher education and social mobility. Matriculation of students into higher education has been critical to guiding and directing the rest of their experience as a student. Not many scholars have examined the experiences of students with assessment and placement during matriculation at community college. There remains a dearth of literature regarding the experiences of Latinx community college students in particular. This dissertation presents an in-depth examination of the experiences of Latinx students with assessment and placement at a California community college. This study was conducted when standardized placement testing was the most common way of assessing students’ mathematics skills.Further, this research was undertaken before introducing changes to assessment and placement due to AB 705’s multiple measures policy implementation in the fall of 2019. Latinx student experiences with standardized placement testing were shaped by institutional barriers to course enrollment, determined mathematics proficiency that was not reflective of their perceived breadth of skills, and a varying reliance on unsound placement tests. Findings and implications apply to states that continue to use standardized placement testing and those that have moved to use multiple measures.

Retention of non-traditional college students has been a significant concern for postsecondary institutions, students, their families, and society. This study sought to explore the relationships between grit, academic mindset, first-year GPA, and the perceptions of students related to persistence. Braxton and associates’ Revised Theory of Student Departure in Commuter College and Universities served as the theoretical framework for this study. This study was exploratory, sequential mixed method design, incorporating survey data from 2015 as well as qualitative interview data from 2020 and 2021. Results indicated a negative, moderate relationship between grit scores and mindset scores, a weak, negative relationship between academic mindset and first-year college GPA, a positive, moderate relationship between grit scores and first-year GPA. In addition, participants perceived that having a productive academic mindset, family support, supportive faculty and staff, flexible course offerings, and affordability could be factors influencing their persistence in postsecondary education settings. Given these findings, institutions should consider developing programming to improve faculty and staff support, becoming more family friendly, utilizing intentional and flexible course scheduling, and review costs of obtaining a postsecondary credential and begin to look for more ways in which college might be more affordable.

Community colleges have been seen as a gateway into higher education and social mobility. Matriculation of students into higher education has been critical to guiding and directing the rest of their experience as a student. Not many scholars have examined the experiences of students with assessment and placement during matriculation at community college. There remains a dearth of literature regarding the experiences of Latinx community college students in particular. This dissertation presents an in-depth examination of the experiences of Latinx students with assessment and placement at a California community college. This study was conducted when standardized placement testing was the most common way of assessing students’ mathematics skills.Further, this research was undertaken before introducing changes to assessment and placement due to AB 705’s multiple measures policy implementation in the fall of 2019. Latinx student experiences with standardized placement testing were shaped by institutional barriers to course enrollment, determined mathematics proficiency that was not reflective of their perceived breadth of skills, and a varying reliance on unsound placement tests. Findings and implications apply to states that continue to use standardized placement testing and those that have moved to use multiple measures.

Envision Utah surveyed more than 7,600 Utah high school students about their educational experiences and plans after high school. Students perceive costs and student loans as the biggest barriers to post-secondary education. The process of applying for college and financial aid is a significant barrier to post-secondary education. Students of color don’t feel like campuses are welcoming. More students plan to pursue post-secondary education than actually do.

During the 2020-21 year, 190 public, charter, and alternative high schools participated in the concurrent enrollment program. Students from 41 districts and 39 charter schools earned concurrent credit. Below find finalized end of year data. Final 2019-20 data is provided for comparison.

During the 2019-20 year, 186 public, charter, and alternative high schools participated in the Concurrent Enrollment program. Students from 41 districts and 45 charter schools earned concurrent credit. Included below, are finalized end of year data. Final 2018-19 data is provided for comparison.

During the 2019-20 year, 186 public, charter, and alternative high schools participated in the Concurrent Enrollment program. Students from 41 districts and 45 charter schools earned concurrent credit. Included below, are finalized end of year data. Final 2018-19 data is provided for comparison.

Envision Utah surveyed more than 7,600 Utah high school students about their educational experiences and plans after high school. Students perceive costs and student loans as the biggest barriers to post-secondary education. The process of applying for college and financial aid is a significant barrier to post-secondary education. Students of color don’t feel like campuses are welcoming. More students plan to pursue post-secondary education than actually do.

During the 2020-21 year, 190 public, charter, and alternative high schools participated in the concurrent enrollment program. Students from 41 districts and 39 charter schools earned concurrent credit. Below find finalized end of year data. Final 2019-20 data is provided for comparison.

Retention of non-traditional college students has been a significant concern for postsecondary institutions, students, their families, and society. This study sought to explore the relationships between grit, academic mindset, first-year GPA, and the perceptions of students related to persistence. Braxton and associates’ Revised Theory of Student Departure in Commuter College and Universities served as the theoretical framework for this study. This study was exploratory, sequential mixed method design, incorporating survey data from 2015 as well as qualitative interview data from 2020 and 2021. Results indicated a negative, moderate relationship between grit scores and mindset scores, a weak, negative relationship between academic mindset and first-year college GPA, a positive, moderate relationship between grit scores and first-year GPA. In addition, participants perceived that having a productive academic mindset, family support, supportive faculty and staff, flexible course offerings, and affordability could be factors influencing their persistence in postsecondary education settings. Given these findings, institutions should consider developing programming to improve faculty and staff support, becoming more family friendly, utilizing intentional and flexible course scheduling, and review costs of obtaining a postsecondary credential and begin to look for more ways in which college might be more affordable.

Through this improvement initiative, we sought to investigate whether the positive impact of exposure to the college environment can extend to those previously enrolled in a Career and Educational Program (CEP), which is without a traditional college planning counselor. Very few of the participants in CEP schools go on to attend college or obtain advanced certifications. In one CEP, during the 2018-2019 school year, only two out of 150 students went on to continue their education beyond the program (CEP Reports, 2019). We sought to increase the pathways for CEP students to post-secondary education using Tinto’s (1993) student integration theory. To increase pathways to college we built a virtual platform to provide guided explanations of the enrollment process as well as provide virtual exposure to a post-secondary educational environment. The participants were asked to view a website then fill out a questionnaire pertaining to the usefulness of this site and their understanding of the processes involved. Through the exposure of these participants to the college environment, we sought to break down some of the barriers to post-secondary education. It must be noted that the intervention methods of this disquisition have changed significantly due to the Covid-19 pandemic and the subsequent limitations on in-person interactions. The original intervention would have provided students with in-person exposure to the college environment, much like the dual enrollment program. To compensate for limitations placed on in person interactions we created a virtual platform to expose participants to the college environment. Although this approach was not ideal, there were benefits. The virtual platform was much more cost-effective, easier to access and utilize and has the potential to reach a wider range of potential students.

Individuals with intellectual disabilities (ID) have the lowest rates of post-high school education and employment of all disability groups (Migliore, et al., 2009). Inequity in educational and employment outcomes is arguably a result of the scarce opportunities for students with intellectual and developmental disabilities (IDD) to attend college or obtain competitive employment (Grigal & Papay, 2018). Opportunities for students with IDD to attend inclusive postsecondary education (PSE) programs at colleges around the United States have gradually increased since the Higher Education Opportunity Act (P.L. 110-315) passed in 2008. PSE is associated with positive long-term outcomes of students with IDD, including increased competitive employment and self-determination (Moore & Schelling, 2018; Smith et al., 2018). The intent of this three-study dissertation was to identify effective supports and meaningful experiences that advance PSE opportunities for students with IDD. Peer mentors are college students that support PSE students with IDD to attend courses and complete assignments, develop employment skills, navigate campus, and socialize (Kleinert et al., 2012). Peer mentors reported needing training to support students to improve their social skills and increase their appropriate behavior (Giust & Valle-Riestra, 2017). The first two studies of this dissertation explored the impact of training and coaching on peer mentors’ implementation fidelity and generalization of students’ behavior plans. The first study used a nonconcurrent single-subject multiple baseline design across three peer mentor-student pairs to examine the impact of training and coaching with performance feedback on peer mentors’ fidelity in implementing function-based intervention plans (FBIP) for students with intellectual disability and autism spectrum disorder. All peer mentors improved their implementation fidelity immediately after being trained and further improved their fidelity after being coa

This report summarizes the latest data on education in the United States.This report uses data from across the center and from other sources and is designed to help policymakers and the public monitor educational progress. This year’s report includes 47 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.

Asian American and Pacific Islander (AAPI) communities are growing at a faster rate than any other racial group in the United States. The opportunity to address significant inequities impacting this community is hiding in our country’s postsecondary data. The report sets forth clear policy recommendations for Congress, federal, state, and local agencies, and institutions of higher education. The actionable recommendations look to the race and ethnicity categories used by the U.S. Census Bureau, which are informed by empirical research, collaboration between statistical agencies across the federal government, and engagement of diverse communities. This report is part of IHEP’s call for quality data to support evidence-based policymaking and close equity gaps in access to and success in postsecondary education.

This report uses data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a national survey of undergraduates enrolled in Title IV eligible postsecondary institutions, to examine the characteristics of students seeking sub baccalaureate credentials (certificates and associate’s degrees) in health sciences. The report compares sub baccalaureate health sciences students with all sub baccalaureate students.

This report takes a deep dive into the southeast Indiana region to examine efforts by the Community Education Coalition (CEC) to connect regional leaders across sectors through a framework known as the Stakeholder Engagement Process. By intentionally engaging a diverse set of community stakeholders, CEC ensures that the collaboration pursues strategies and interventions that lead to educational and economic growth for all populations, including those who have been historically underserved. Following the interview portion of the guidebook, the authors provide a Stakeholder Equity Assessment Tool [on page 12] to enable other communities interested in forming similarly effective collaborations to apply an equity lens when identifying and engaging diverse community partners to collectively implement strategies to increase attainment in their region.

USHE institutions considered and implemented several measures in response to the COVID-19 pandemic. Across the system, the institutions united on the decision to move all courses and instruction to alternate delivery modes, like virtual classrooms and labs. All institutions also implemented safe social distancing in places on campus that need to remain open to students and staff.

The National Conference on Citizenship's 2017 report on veterans civic health showed that contributions veterans make to their respective communities are significant. In general, veterans were found to be more engaged than non-veterans in volunteerism, community service, political processes, and charitable giving. Along with military service to the country, the lifelong impacts veterans continue to have on society make this nation a better place. Institutions in the Utah System of Higher Education are committed to serving veterans and helping them succeed in achieving their postsecondary educational goals. Additionally, assisting veterans is an important element in increasing the number of adults in Utah earning college certificates and degrees. Providing specialized support services to veterans while they engage in higher educational programs recognizes their sacrifices, contributions, and the value they provide to society. Providing services to veterans is part of the commitment USHE institutions have to provide opportunities and access for those who desire a postsecondary credential. This report documents progress made by each USHE institution since 2014 when the Utah System of Higher Education completed a benchmarking survey on the current state of veterans support services at Utah public colleges and universities. It also identifies opportunities for improvement and provides recommendations.

The state of Utah values postsecondary graduates who remain in the state as they become contributors to a well-educated workforce. However, little is known about the factors that influence their decision to stay in Utah. This study aims to identify the characteristics that impact workforce retention following graduation. To accomplish this, data were obtained from the Utah Data Research Center (UDRC), which incorporates data from the Utah Department of Workforce Services, the Utah System of Higher Education (USHE), and the Utah System of Technical Colleges (UTech). The study used two cohorts: students who graduated from a USHE institution in 2013 and those who completed an award through UTech in 2013. Analysis included a retrospective look at retention by various characteristics of the graduates including: geographic origin, gender, age, race/ethnicity, field of study, award level, graduating institution, and financial aid. Our analysis suggests that USHE and UTech students who originated from Utah or worked before graduation had the highest likelihood of remaining in the state after graduation. This study also predicted the retention rates of the 2016 cohort using gradient boosted decision trees and artificial neural networks. For 2021, it is predicted that 70.76% of USHE's graduates and 72.63% of UTech's graduates will be retained in Utah's workforce.

The state of Utah values postsecondary graduates who remain in the state as they become contributors to a well-educated workforce. However, little is known about the factors that influence their decision to stay in Utah. This study aims to identify the characteristics that impact workforce retention following graduation. To accomplish this, data were obtained from the Utah Data Research Center (UDRC), which incorporates data from the Utah Department of Workforce Services, the Utah System of Higher Education (USHE), and the Utah System of Technical Colleges (UTech). The study used two cohorts: students who graduated from a USHE institution in 2013 and those who completed an award through UTech in 2013. Analysis included a retrospective look at retention by various characteristics of the graduates including: geographic origin, gender, age, race/ethnicity, field of study, award level, graduating institution, and financial aid. Our analysis suggests that USHE and UTech students who originated from Utah or worked before graduation had the highest likelihood of remaining in the state after graduation. This study also predicted the retention rates of the 2016 cohort using gradient boosted decision trees and artificial neural networks. For 2021, it is predicted that 70.76% of USHE's graduates and 72.63% of UTech's graduates will be retained in Utah's workforce.

USHE institutions considered and implemented several measures in response to the COVID-19 pandemic. Across the system, the institutions united on the decision to move all courses and instruction to alternate delivery modes, like virtual classrooms and labs. All institutions also implemented safe social distancing in places on campus that need to remain open to students and staff.

The National Conference on Citizenship's 2017 report on veterans civic health showed that contributions veterans make to their respective communities are significant. In general, veterans were found to be more engaged than non-veterans in volunteerism, community service, political processes, and charitable giving. Along with military service to the country, the lifelong impacts veterans continue to have on society make this nation a better place. Institutions in the Utah System of Higher Education are committed to serving veterans and helping them succeed in achieving their postsecondary educational goals. Additionally, assisting veterans is an important element in increasing the number of adults in Utah earning college certificates and degrees. Providing specialized support services to veterans while they engage in higher educational programs recognizes their sacrifices, contributions, and the value they provide to society. Providing services to veterans is part of the commitment USHE institutions have to provide opportunities and access for those who desire a postsecondary credential. This report documents progress made by each USHE institution since 2014 when the Utah System of Higher Education completed a benchmarking survey on the current state of veterans support services at Utah public colleges and universities. It also identifies opportunities for improvement and provides recommendations.

This mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support contributed to the success of online learners. Through the use of survey data collection and interviews, the results of this study indicated that culturally diverse learners reported three skills that are essential to their success in online learning environments: time management, self-directedness, and computer or technical skills. Students also indicated that institutional and instructor support are vital to their success in online classes. Although all variables examined were not significant predictors to the success of online learners, the results of this study provide insight into the needs of culturally diverse learners. These findings may be helpful to educators and policymakers when planning for or designing online courses for culturally diverse learners. These findings may also aid in reducing the high attrition rate of culturally diverse learners in online environments by encouraging more readiness assessments for students enrolling in online courses to determine their level of readiness for online learning., 2020, Includes bibliography., Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2020., Collection: FAU Electronic Theses and Dissertations Collection

This report uses data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a national survey of undergraduates enrolled in Title IV eligible postsecondary institutions, to examine the characteristics of students seeking sub baccalaureate credentials (certificates and associate’s degrees) in health sciences. The report compares sub baccalaureate health sciences students with all sub baccalaureate students.

This report summarizes the latest data on education in the United States.This report uses data from across the center and from other sources and is designed to help policymakers and the public monitor educational progress. This year’s report includes 47 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.

This report takes a deep dive into the southeast Indiana region to examine efforts by the Community Education Coalition (CEC) to connect regional leaders across sectors through a framework known as the Stakeholder Engagement Process. By intentionally engaging a diverse set of community stakeholders, CEC ensures that the collaboration pursues strategies and interventions that lead to educational and economic growth for all populations, including those who have been historically underserved. Following the interview portion of the guidebook, the authors provide a Stakeholder Equity Assessment Tool [on page 12] to enable other communities interested in forming similarly effective collaborations to apply an equity lens when identifying and engaging diverse community partners to collectively implement strategies to increase attainment in their region.

Asian American and Pacific Islander (AAPI) communities are growing at a faster rate than any other racial group in the United States. The opportunity to address significant inequities impacting this community is hiding in our country’s postsecondary data. The report sets forth clear policy recommendations for Congress, federal, state, and local agencies, and institutions of higher education. The actionable recommendations look to the race and ethnicity categories used by the U.S. Census Bureau, which are informed by empirical research, collaboration between statistical agencies across the federal government, and engagement of diverse communities. This report is part of IHEP’s call for quality data to support evidence-based policymaking and close equity gaps in access to and success in postsecondary education.