The Privilege and the Challenge: Storytelling and the Doctoral Experience

Paper presented at the 45th annual meeting of the New England Educational Research Organization (NEERO), April 17-19, 2013, Portsmouth, NH

Academic Integration of Doctoral Students: Applying Tinto’s Model

Doctoral students comprise a unique population with special needs and concerns. While considerable research has investigated graduate student satisfaction and retention (Brandes, 2006; Golde, 1998; Tinto, 1987), much of the research views graduate students as extensions of undergraduates in terms of their motivations and needs

College Student Perceptions of Student Life Programs

This sequential explanatory mixed methods study explored undergraduate student satisfaction with student life programming at a small Northeast college. Phase I of this study employed a quantitative instrument (N = 240) to determine the factors affecting satisfaction and extent of involvement; Phase II employed focus groups (N = 4) to further probe Phase I findings. Astin’s (1993) work regarding the ways in which college impacts undergraduate students frames this study; specific involvement factors closely associated with satisfaction includes student interactions in clubs, social events, and relationships with peers. The findings may assist in program development to enhance students’ undergraduate experience

Measuring College Student Satisfaction: A Multi-Year Study of the Factors Leading to Persistence

Using Tinto\u27s (1987) social integration theory as a framework, this study measured student satisfaction in six transformative areas: educational experience, skills development, faculty interaction, personal growth, sense of community, and overall expectations. Emerging as a strategic planning process priority, this project sought to identify those areas where students succeeded or were at risk. Employing a three-phase mixed methods approach, this descriptive, longitudinal study was conducted from 1990-2004 at a highly selective specialized college and assisted college administrators in developing or modifying programs that would enhance student satisfaction to ensure degree completion

Conducting Focus Groups with College Students: Strategies to Ensure Success

Institutional researchers are often asked to conduct focus groups as an efficient way to address an institutional concern or problem. Typically, IR professionals depend on external consultants and specialists to conduct these group interviews for them; however, due to recent resource constraints (staffing, budgets), they are increasingly assuming responsibility for conducting the focus group sessions themselves. Institutional researchers require specialized skills in order to engage college students in this type of group interviewing; college students present specific characteristics and preferences that require careful consideration. Numerous research studies have used focus groups to support or augment research on college students (Breen, 2006; Diambra, McClam, Fuss, Burton, & Fudge, 2009; Kicklighter, Koonce, Rosenbloom, & Commander, 2010; Naylor, Stoffel, & Van Der Laan, 2008; Ouimet, Bunnage, Carini, Kuh, & Kennedy, 2004; Raby, 2007, 2010; Wellington, 2010; Williams, Bonnell, & Stoffel, 2009), spanning the areas of student satisfaction, assessment of student learning and support services, and program evaluation (Astin, 1993). As student research programs continue to expand and support campus decision-making, it is important that practitioners develop the necessary skills to effectively plan and conduct focus groups with college students. While some researchers have discussed the challenges of conducting focus groups with children and teens (Morgan, Gibbs, Maxwell, & Britten, 2002; Raby, 2010), few studies highlight the methods required to work effectively with college students. This paper is intended to assist practitioners by recommending practical interviewing strategies, with particular emphasis on the opportunities and challenges encountered when working with this unique population

Faculty Curriculum Styles: Do Style Preferences Influence the Preparation of Aspiring Teachers?

This study explored university education faculty perceptions of their curriculum styles and their influence on the preparation of aspiring teachers. Using Miller’s (2011) curriculum inventory, a sequential explanatory mixed methods design included (N =11) graduate education faculty who self-identified with one of four schools of curriculum design: linear, holistic, laissez-faire, critical theorist. A follow-up focus group was conducted with N = 7 participants, where their views and theories of curriculum were shared regarding effective design and implementation of curriculum, and the transmission of personal theories to aspiring teachers. Results may be valuable to those who prepare aspiring teachers and develop teacher preparation programs

Diversity Education and Student Perceptions of Campus Climate

The term diversity refers to demographic variables such as race, religion, gender, national origin, disability, sexual orientation, age, education, and geographic origin (Rynes & Rosen, 2006). Diversity can also include work group affiliation, life-style, career history, and cognitive style (Pendry, Driscoll, & Field, 2007). The demographic diversity found in the United States population can provide opportunities to embrace new customs and expand traditional roles. However, it may also create challenges as people struggle to find common ground in communities composed of individuals and groups with varied backgrounds and values (Rodriguez, 1998; Trauth, Johnson, Morgan, Huang, & Quesenberry, 2007). Rapidly changing demographics within the United States and appeals for more access to postsecondary education have led institutions to continue diversifying their student bodies and to focus on improving inter-group relations (Muthuswamy, Levine, & Gazel, 2006; Saenz, Ngai, & Hurtado, 2007). With these changes, a particular educational challenge for universities is how to prepare students to value diversity and to help students recognize how their behavior can influence a school’s climate (Trauth, et al., 2007). Tharp (2005) states that one of the most vexing educational problems is how educators should teach students who are from different cultures, races, languages, and economics in a proper and fair manner. Research demonstrates that structured forms of inter-group contact are important for improving campus climate (Pascarella, Edison, Nora, Hagedorn, & Terenzini, 1996). Indeed, institutions may inadvertently promote racial tension when they support priorities that work against encouraging a healthy campus climate (Hurtado, 1992). Diversity initiatives are often used to educate people about differences and improve campus climate. Because there is no set standard, the onus remains with the institutions of higher education to develop strategies and create systems that facilitate the goal of creating a truly diversified educational community (Brown, 2004). With varying types of diversity initiatives and techniques, varied outcomes are likely. The type of diversity initiatives selected and the resultant outcomes on campus climate are important factors to consider as the topic of diversity is explored

Perceptions of Doctoral Students Regarding Factors Contributing to Student Success

This third and final phase of a sequential exploratory mixed methoddesign sought to investigate doctoral student perspectives regardingsupport services that impede or assist in the completion of an Ed.D.program at a small, northeast university. Qualitative methods includedindividual interviews and qualitative reflections to probe studentperceptions regarding support program improvements, using their\u27stories\u27 to provide rich, descriptive details. Students emphasized theneed for better pre-enrollment preparation, a comprehensive orientationand advising program, and ongoing academic support services includingwriting assistance, research skills development, and networking andmentoring. Tinto\u27s (1987) integration theory provides the framework forthis study, using his six transformative dimensions for growth anddevelopment to interpret the findings

Closing Intraschool Achievement Gaps: A Mixed Methods Pilot Study

This pilot project was designed to explore the degree to which educators closed identified intraschool achievement gaps (i.e. gaps occurring between sub-groups of students in the same school,), as well as to explore leaders, teachers, and staff perspectives on the ways their beliefs, assumptions and practices shifted while engaging in the effort to close the gaps

Transforming equity-oriented leaders: Principal residency network program evaluation

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University’s Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates’ outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection and inquiry process to be used by program staff on an ongoing basis. Following the development of an evaluation framework, Phase I of the study consisted of collecting assessment data and feedback from current PRN participants, as well as administering a survey questionnaire to recent graduates of the program (N=14), previously administered in 2005 (N=21) and 2009 (N=6). Phase II of this evaluation was designed to further explore recent graduates’ perceptions of the nature and relevancy of the program in developing their commitment and skill to lead for equity in order to recommend program improvements; N=7 participated in a 90 minute focus group. Findings indicated four conclusions from which recommendations were drawn: the program is achieving strong results, participants perceive the program to have an interconnected and coherent focus on preparing them to be equity-oriented leaders, the mentor is a critical component, and modeling the cycle of inquiry created through this evaluative study is importan