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- Creator:
- Barmak, Shant A.
- Description:
- Despite high enrollment rates of Post-9/11 U.S. Military Student Veterans in higher education, identification of effective institutional practices that promote successful outcomes is an understudied topic. Although some studies have addressed the transition from military into postsecondary education, more research is needed to improve our knowledge about the experiences of student veterans and how non-profit higher educational institutions, especially student support services, can better help student veterans succeed. Through the lens of university student support staff, as well as student veterans, this qualitative study examines which factors student veterans and support staff perceive in contributing to successful attainment of a baccalaureate degree. For this study, in-depth semi-structured one-on-one interviews were conducted with a diverse group of 12 student support staff and 6 junior and senior undergraduate student veterans at a four-year public university in California. This study applied the Schlossberg Transition Conceptual Model by extending the support factor to include the critical role of four types of student support services: academic, mental health, disability, and career services. Several major overlapping and non-overlapping themes emerged from both student and staff interviews. The most salient theme was the critical role of the Veterans Center. The Center assists student veterans in their transition and adjustment to the university. It plays a central role in providing a physical space, a hub that facilitates connectedness and student engagement on campus and assist with access to vital services and resources on campus, as well as off campus. The assistance of the Veterans Center is critical in ensuring that students receive their financial benefits, as well as verifying their coursework, so they get the courses needed for graduation and meet all GI Bill requirements. Additionally, many of the on-campus services have liaisons between the Veterans Center and their corresponding service department, where identified liaisons help ensure student veterans receive the necessary support when needed. These findings can help inform higher educational institutions, its staff, faculty, and administrators about the best practices in serving the needs of veterans toward successful transition to college, retention, and undergraduate degree attainment, as the number of student veterans in higher education is growing nationally.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Jackson, Asia
- Description:
- The purpose of this research study was to evaluate the importance of the CAMINO program and explore how different student support strategies used by the program impacted students and helped alumni in the working world of healthcare. In-depth interviews (N=8) were conducted with CAMINO graduates that are currently working in the healthcare field. Alumni were asked 12 questions, and grounded theory was used to develop themes. Key themes determined that alumni acquired: 1) Confidence, 2) Engagement, 3) Leadership Skills, and 4) Accountability. The CAMINO program is an excellent addition for Latinx (and other underserved populations) California State University students to receive support, guidance and gain skills to advance their college careers and bring forth representation in the healthcare sciences field.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Social Work
- Creator:
- Grizzard, Jasmine
- Description:
- The purpose of this Applied Public Administration Project is to evaluate the need of student support in courses most commonly failed by students at California State Polytechnic University, Pomona. The Learning Resource Center (LRC) at CPP is currently piloting a Supplemental Instruction program. Using the CSU Dashboard to determine which classes have the highest D, F, W rates. The LRC has reached out to the departments of those particular courses and offer extra support for students enrolled in that class. This program is designed to create independent learning by using learning strategies that require students to think for themselves and look to their classmates for help. This project consists of analyzing data of current student grades that attend SI sessions versus students that do not attend SI sessions to determine the outcome of whether or not the program is successful. The data were analyzed by the following measurements: 0 sessions attended, 1-4 sessions, 5-9, and 10 +. This will allow the LRC and CPP to determine if the students of highly difficult courses at CPP need Supplemental Instruction. The purpose of this project is to perform an evaluation of the Supplemental Instruction pilot for trigonometry (MAT 1060) courses at CPP. A proposal composed of data and research of the benefits SI has in influencing the decrease in D, F, W rates. This document will be used to help improve the SI program at Cal Poly Pomona.
- Resource Type:
- Graduate Project
- Campus Tesim:
- Pomona
- Department:
- Cal Poly Pomona Learning Resource Center and Department of Political Science
- Creator:
- Schuman, Taylor
- Description:
- This study focused on understanding how teaching supports students with reading comprehension in 6th-grade English Language Arts classes. Data was collected through student interviews and surveys, as well as examinations of teaching and teaching materials. Findings suggest that while technology-based instruction supports the tracking of students’ performance, it is only somewhat effective in helping students develop their reading comprehension. In addition, it was found that purposeful scaffolding and direct instruction supports student success. Implications include a need for teachers to use scaffolding and direct instruction and for more research to be done for different technology-based reading programs.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education