Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Leadership

As fewer recent high school graduates apply to four-year colleges, Catholic postsecondary institutions like other types of higher education institutions will need to expand their reach into new or previously under-realized markets by recruiting a more diverse pool of potential undergraduate students, including those who are considered adult learners. Understanding how adult learners engage with peers, faculty, and the Catholic postsecondary environment is a critical step in expanding outreach to potential adult students. Using data from the 2019 administration of the National Survey of Student Engagement (NSSE) Senior Survey, this quantitative ex post facto correlational study sought to determine whether and how levels of engagement in educationally purposeful activities predict self-reported learning gains among adult undergraduates at Catholic postsecondary institutions. Results showed that adult learners hold many characteristics distinguishing them from younger peers and that they engage differently with faculty, peers, and the college environment. Regression analyses showed that certain engagement indicators may predict self-reported learning gains in solving complex real-world problems, interacting with individuals from backgrounds different than one's own, and gaining work-related knowledge or skills. Scholars and practitioners at Catholic postsecondary institutions should consider these findings as they seek ways to recruit and educate adult learners from diverse backgrounds.

Committee: Mary Ziskin PhD (Advisor); Meredith Wronowski PhD (Committee Member); Danielle Poe PhD (Committee Member); Kevin Kelly PhD (Committee Member) Subjects: Adult Education; Higher Education; Higher Education Administration

Doctor of Philosophy, The Ohio State University, 2014, EDU Policy and Leadership

The purpose of this study was to estimate the relationship between student engagement and sense of belonging for Black collegians. Using data from the NSSE, multivariate analyses were conducted to examine how student engagement affects Black collegians' sense of belonging at a four-year institution of higher education and to probe for similarities and differences along sex lines. Independent samples t-test results suggest that there are no significant differences in reported sense of belonging for Black male and Black female collegians. Results from hierarchical linear regression analyses on (a) the aggregate analytic sample of Black collegians (N = 500), (b) a Black male subsample (N = 178), and (c) a Black female subsample (N = 322), respectively, suggest that measures of student engagement are statistically significant predictors of sense of belonging for Black collegians. Results also show that the influence of measures of student engagement on sense of belonging and the total variance explained by these measures differs by sex. In the final aggregate regression model, six variables were statistically significant predictors of sense of belonging. Gender, academic engagement, engagement with faculty and engagement with diverse peers were positive, significant predictors of sense of belonging. College classification, enrollment status, and engagement in active and collaborative learning were all negative, significant predictors in the aggregate model. Overall, the model accounted for 27% of the variance in Black collegians' sense of belonging. In the final regression model based on the Black male subsample, three variables were statistically significant predictors of sense of belonging. Transfer status and engagement with faculty were positive, significant predictors of sense of belonging. Age was a negative, significant predictor in the Black male model. Overall, the model accounted for 73% of the variance in Black male collegians' sense of belonging. F (open full item for complete abstract)

Committee: Terrell Strayhorn PhD (Advisor); Tatiana Suspitsyna PhD (Committee Member); Michael Glassman PhD (Committee Member) Subjects: African Americans; Higher Education; Higher Education Administration; Social Psychology

Doctor of Philosophy (Ph.D.), University of Dayton, 2014, Educational Leadership

The number of students with disabilities accessing higher education continues to increase, yet persistence and graduation rates for this population of students are considerably lower than those of students without disabilities. Previous research suggests that a key factor in improving post-secondary outcomes is increasing the level with which students engage in educationally purposeful activities on college campuses. It is with this in mind that this study set out to examine the connection between disability type and student engagement using data from the 2009-2010 administration of the National Survey of Student Engagement (NSSE). Four purposes guided this study. First, this study aimed to build a profile of students with disabilities at baccalaureate higher education institutions. The second purpose was to determine whether the four disability categories (sensory, mobility, learning, and mental) identified in The College Student Report relate to responses to questions in the five NSSE benchmarks of effective educational practice (Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, Supportive Campus Environment), as well as institutional enrollment size. The third purpose was to determine how well disability category, age, gender, race/ethnicity, and enrollment size of the institution predicted student engagement for part-time and full-time, first-year students. The final purpose was to examine how well disability category, age, gender, race/ethnicity, and enrollment size of the institution predicted student engagement for part-time and full-time, senior-level students. The samples consisted of 361 part-time and 5,927 full-time, first-year students, as well as 1,197 part-time and 6,016 full-time, senior-level students with disabilities at four-year baccalaureate higher education institutions. Pearson correlation analyses results indicated that relationships did exist between (open full item for complete abstract)

Committee: Barbara De Luca Ph.D. (Advisor); Jack Ling Ph.D. (Committee Member); Molly Schaller Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member) Subjects: Higher Education

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this correlational research study was to examine the student engagement variables most likely to predict the academic success and satisfaction of African American male college students. Research suggests that African American males who are actively engaged in campus life gain more from the college experience and are more likely to succeed academically (Harper, 2012; Pascarella & Terenzini, 1991, 2005; Strayhorn, 2008b). This investigation used the National Survey of Student Engagement questionnaire to survey 3,000 students to learn what relationships existed between five student engagement variables and the students’ perceived satisfaction with their overall college experience. There is a plethora of research that has examined the college experiences, engagement and academic success of minority students in totality (Fleming, 1984; Outcalt & Skewes-Cox, 2002; Strayhorn & DeVita, 2010; Watson & Kuh, 1996; Watson, Terrell, Wright, Bonner, Cuyjet, & Gold, 2002); however limited research exists specifically targeting the correlation between engagement factors and the academic success and college satisfaction of African American males (Greene, 2005; Harvey-Smith, 2002; Kimbrough & Harper, 2006; Outcalt & Skewes-Cox, 2002; Palmer, Davis, & Maramba, 2010). Utilizing a conceptual theory of student involvement based on the work of Astin (1984, 1999) this investigation employed multiple regression analysis to explore the relationship between five student engagement factors (Academic Challenge, Collaborative Learning, Faculty Interaction, Supportive Campus, and Enriching Experiences) and African American males’ academic success and overall satisfaction with their college experience. Four research questions directed this study relative to the student engagement factors and institutional characteristics that best predict African American male satisfaction with their college experience. The results indicated that three variables significan (open full item for complete abstract)

Committee: Judy Jackson May (Advisor); Paul Johnson (Committee Member); Frederick Polkinghorne (Committee Member); James Moore III (Committee Member); Rachel Vannatta Reinhart (Committee Member) Subjects: African Americans; Black History; Education; Educational Leadership; Higher Education