Doctor of Philosophy, University of Toledo, 2023, Higher Education

Time management of undergraduate college students has long been studied as it relates to student success outcomes such as retention, GPA, and more. However, less is known about the way college students actually use or allocate their time and how these patterns affect student success. To address this problem, the purpose of this study was to explore the time allocation patterns of first-year and senior students by a variety of demographic identities and personal characteristics, and to determine what, if any, relationship exists between time allocation and GPA, intent to persist, and high-impact practices engagement. Data were analyzed from the 2019 National Survey of Student Engagement (NSSE) using a sample of 30,050 first-year students and 38,187 senior students for a total of 68,237 students. Findings indicated that time allocation patterns differed for students based on demographic identity and personal characteristics. In addition, time allocation patterns, particularly time spent preparing for class and participating in co-curricular engagement, were correlated with GPA, intent to persist, high-impact practices engagement, and various other engagement indicators. Though the predictive strength of time allocation was minimal, the findings aid in the understanding of student success by way of understanding the impact of time allocation on high-impact practices and other engagement indicators.

Doctor of Education , University of Dayton, 2023, Educational Administration

The creation and implementation of holistic educational experiences is invaluable for optimal student and staff development and retention in an institution of higher education. This dissertation involves a participatory action research on one such mechanism: mentorship. This study on mentorship leverages Tinto's(1975 - 2014) theoretical frameworks regarding student integration, aiming to strengthen the Northbound University (NU) student bonds with the collegiate community so that they complete their college career at NU and potentially bridge the gap between degree attainment and professional pursuits as well. A mixed methods approach with qualitative and quantitative data analytics was utilized to define and develop learnings about mentorship. The study focused on students at the NU College of Business Administration (CBA). The population of students studied was bifurcated into two main groups because of their markedly differing needs. The first group included at-risk students whom I referred to as “fledgling eaglets.” Fledgling eaglets were beset by challenges such as financial burdens, academic shortcomings, and university administrative problems. I called the second group of students “soaring eagles.” Soaring eagles were more established high potential students who were seeking solutions about possible professions ahead of their college commitments. Both these student groups needed to “matter” in the college cooperative. They needed to feel individually integrated and welcomed into the extended family in the university society. My findings resulted in initial interventions that addressed the needs of these two student groups with differing needs. For fledgling eaglets, I included innovative mentorship program features that involved development of academic skillsets in conjunction with contingent financial awards with requisite training. The concurrent but separate soaring eagle program incorporated professional networking and realistic career building oppo (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2015, Higher Education

Many colleges and universities struggle with retention, completion, and graduation rates despite knowing to improving any of these three they need to have a clear understanding of the students they serve and a strong commitment to the success of these students. Unfortunately, without a clear understanding of the type of students an institution serves, it is difficult to determine which areas to strengthen in order to improve student success. The purpose of this study was to examine the extent self-efficacy and involvement variables influence student success thereby offering potential strategies that could be implemented to improve student success at The University of Toledo (UT). The theories driving this study were Alfred Bandura's self-efficacy theory and Alexander Astin's student involvement theory. A combination of data collected at UT through the MAP-Works survey and NSSE survey was used to conduct a blocked stepwise regression to determine which self-efficacy and student involvement variables influence student success. The significant predictors of student satisfaction were then used to suggest possible strategies for improving the academic success of students attending UT which in turn will help improve retention, completion and graduation rates at the institution.

Doctor of Philosophy, University of Toledo, 2012, Higher Education

This study attempted to contribute to national research on biracial/multiracial students, a growing diverse population in higher education. A lack of literature exists on biracial/multiracial college students, particularly as it pertains to student academic success at predominantly white institutions (PWI). The purpose of this study was to explore the perceptions of biracial/multiracial college students regarding student academic support services at one PWI. In order to address barriers to student success, the voices of biracial/multiracial students are greatly needed by institutions to enhance and develop services, programs, policies, and procedures. This phenomenological study used Padilla‘s Theoretical Framework for Modeling Student Success to understand the barriers to student success perceived by biracial/multiracial students at one PWI. The qualitative study employed triangulation through three phases of research. In phase one, a demographic study was used to identify students at the PWI who self-identify as biracial/multiracial. The demographic study responses also guided conversations in the second phase of research, focus group meetings. Phase two consisted of three focus groups comprised of 11 biracial/multiracial students. Phase three consisted of member checking within and between focus groups, and during data analysis, for clarification and agreement of findings. The culmination of the study was the creation of a Local Student Success Model (LSSM) for the PWI, a blueprint for biracial/multiracial student success consisting of recommended student and institutional actions. The study found that focus group participants at the PWI were unaware of the location and function of some student academic support services. Participants believed that new student academic support services are needed, such as peer mentoring in the major, in addition to the evaluation and modification of existing student academic support services, such as faculty mentoring, to aid in b (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2022, Agricultural and Extension Education

The purpose of this qualitative exploratory case study was to explore the phenomenon of strategies college instructors enact that support the academic success of historically underrepresented students [HUS] (i.e., first-generation, low-income, and/or Students of Color) experiencing academic struggle. A critical-constructivist epistemology was employed (Jaekel, 2021; Levitt, 2021). The theoretical framework combined elements of critical pedagogy (e.g. Darder et al., 2017; Kincheloe, 2008), pedagogy of care (Noddings, 2003, 2005), radical love (e.g. Freire, 1970; hooks, 2018; Lane, 2018), critical care pedagogy (e.g. Chinn & Falk‐Rafael, 2018; Delpit, 2006; Gay, 2000; Ladson-Billings, 1997), and a student-ready institutional framework (McNair et al., 2016). The research was guided by four questions: (1) How do HUS understand academic success and struggle? (2) How do HUS identify instructors who they believe support their academic success? (3) How do instructors understand academic success and struggle for HUS? (4) How do instructors enact academic support for HUS? Data were collected in three phases. In phase one, a qualitative questionnaire was sent to 143 undergraduate students who identified as first-generation, low-income, and/or Students of Color and who had experienced academic struggle while enrolled at The Ohio State University. The questionnaire asked students to nominate instructors who they believed supported their academic success. This study was unique in that students could nominate any instructor regardless of teaching role (i.e., tenure-track faculty, lecturers, graduate teaching assistants, or staff). In phase two, 14 students who completed the questionnaire accepted an invitation to participate in semi-structured interviews. In phase three, six instructors who were nominated by students agreed to participate in semi-structured interviews and to permit observation of their teaching. Several rounds of qualitative coding strategies were used to a (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2017, Educational Leadership

There is scarce literature explaining how leaders leverage the influence necessary to change universities. This study aimed to illuminate leadership practices that seek to make universities more responsive to, and responsible for, the needs and success of students. In doing so, this research explored practices that leaders used to align a university's diverse constituents around shared goals. Specifically, this constructivist, phenomenological study sought to identify the essence of leadership associated with the creation and implementation of a student success model at a faith-based medium-sized institution referred to in this study by its pseudonym St. Paul University. I collected data through semi-structured interviews with 14 staff, faculty and administrators who were involved in the development of the university's student success model, the St. Paul Pathway Program. To my surprise, this study became a remarkable exploration of 12 years of institutional change. The research participants expressed that the creation of St. Paul's student success model was but one part of a larger story of change and transformation. To understand the St. Paul Pathway Program, it was necessary to understand a chapter of St. Paul's history that was set in motion 12 years prior with the arrival of the University's new president. Although the scope of the study changed, the focus remained the same—leadership practices used to facilitate broad and deep institutional change. Faculty, staff and administrators shared rich, detailed descriptions of their experiences of the practices used to facilitate change and their analysis of the degree to which those practices catalyzed or muted action, collaboration, and positive change. In the findings, I identify several challenges for facilitating change, including: catalyzing change; generating buy-in and directing change; refining and sustaining change initiatives; engaging faculty; promoting innovation; and changing culture. Related to tho (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

The accountability and standards movements in education have intensified pressure on school administrators to raise the achievement levels of their students. The purpose of this inquiry was to develop a path model to explain the connections among key organizational variables and student achievement. One of the difficulties in predicting student achievement is that the socioeconomic status generally overwhelms all other organizational variables in explaining the variance. Thus, it is important to find school properties that can explain student achievement controlling for socioeconomic status. Two characteristics of elementary schools were proposed as key candidates—the instructional leadership of the principal and academic press of the school defined in terms to the extent to which school climate emphasizes high student expectations and intellectual accomplishments. After reviewing and synthesizing the literature on instructional leadership, a framework and measure of instructional leadership was developed and tested. Three aspects of principal behavior—promoting school-wide professional development, monitoring and providing feedback on the teaching and learning process, and developing and communicating shared goals—defined a general measure of instructional leadership. Then a theoretical path model to explain achievement was developed with instructional leadership, academic press, and socioeconomic status as the key variables. Using structural equation modeling the hypothesized relationships were tested with data collected from 146 elementary schools in Ohio, as well as student achievement and socioeconomic data obtained from the Ohio Department of Education. The findings provided substantial support for the model. Although the instructional leadership of the principal was not directly related to student achievement, it did have an indirect positive effect on achievement through the academic press of the school, which had a direct effect on student achievement in bo (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher-student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten- second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive l (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2023, Higher Education

Student success and campus safety are two key issues in higher education. Efforts to maximize both issues are the focus of campus administration. Behavioral Intervention Teams (BITs) are implemented as a dual mechanism to improve student success and campus safety. BITs increasingly are becoming best practice and an essential component in increasing efforts toward accomplishing both objectives. Research is lacking in the arena of community colleges regarding the effectiveness of BITs. This qualitative study explored the influences on BIT function at community colleges in the Midwest region of the United States. Seventeen BIT members participated in the study, participating in semi-structured interviews regarding their work on BIT teams and their perceptions of the effectiveness in regard to student success and campus safety. The results of the thematic analysis in this study provided support that influences like multitasking, perception of team support, team member concerns and the need for more mental health resources for students play a role in how BITs function at community colleges in this region. The practical implications offered in this study clarified how influences on team function could provide an understanding to improve the work and support for this important and specialized sector of community college student service delivery. Future research is recommended to study the role of BITs in retaining students, improving general mental health of students, and decreasing tension on campus.

Ph.D., Antioch University, 2023, Leadership and Change

This study focuses on better understanding students and their internal worlds through conceptual metaphor theory and sensory language. Using a phenomenological and arts-based approach, I examined students' metaphorical constructions of their college experiences and the sensory language and information informing those constructions. By engaging participants in a multimodal process to re-see their experience through connoisseurship and criticism, I explored the following research questions: How do students metaphorically structure their college experience? What sensory language do college students use to describe the metaphorical dimensions of their college experience? How does sensory information shape the metaphorical structuring of their college experience? Through conversations centered on participant-generated images and chosen sensory language, I identified five complex metaphors that represented participants' constructions of their college experience: college is an unwieldy package; college is up, forward, and out; college is current and future nostalgia; college is a prism; and college is a movie and peers are the soundtrack. By considering these themes, it may be possible for educators to better partner with diverse learners to design personally meaningful experiences that support student development and success. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ed.D., Antioch University, 2023, Education

Online learning in the higher education sector has grown exponentially over the past 15 years. Whereas online learning was once a viable alternative for the nontraditional adult student, enrollment trends now show an influx in traditional students opting for virtual education opportunities especially in the last three years during the COVID-19 pandemic. While there has been exponential growth in online learning, the rates of attrition have also significantly increased, making it difficult for institutions to retain their online students. This qualitative narrative inquiry study will explore the impact of authentic relationships on student success, engagement, and overall persistence in online learning environments. The research used in this review is timely and relevant for the current student climate that continues to reflect increases in online learning as well as enrollment of both traditional and nontraditional students who have conflicting priorities (work, personal life, and scholarly pursuits). Data compiled here will seek to provide details that support a teacher culture while considering authentic engagement, collective ownership, communication, and human centeredness as avenues for increased student success. It will explore internal and external factors contributing to and/or hindering student success and seek to identify effective and innovative student service practices that foster increased engagement and retention in online student learning environments. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ph.D., Antioch University, 2023, Leadership and Change

There are systematic barriers to educational equity in the U.S. higher education system, and the system overwhelmingly fails Latinx undergraduates more often than other students. It is crucial that evidence-based methods be used to reduce the existing postsecondary student success inequities. Scholars have linked specific educational practices to positive learning effects. A growing body of evidence has suggested these educational practices, coined high-impact practices (HIPs), provide amplified benefits to historically underserved students (HUS) and may be an effective tool for advancing equity and closing achievement gaps. The extant literature has neither adequately explained the reason(s) that HIPs provide an academic boost to HUS nor described their lived experience. Such qualitative research is important for understanding how HIPs contribute to HUS' learning and engagement, better support student success, and address inequities. Through narrative inquiry and inductive/emergent analysis, this study explored the lived experience of Latinx in HIPs at a 4-year public university. Deductive/a priori analysis drew from two theoretical frameworks: validation theory and cultural capital. This study investigated several guiding questions: In which curricular experiences do Latinx undergraduates experience the deepest learning and engagement? To what elements or aspects of the experiences do Latinx undergraduates attribute the learning and engagement? What are the key validating experiences or experiences that recognize/reward cultural capital? Findings revealed five major course elements as associated with deep learning and engagement: professor behaviors or traits, real-world and relevant content, preparation for future or career, relationships with peers, and diverse perspectives. A key implication for practice is that faculty are central to student success and through the application of teaching and curricular elements, every academic course can ensure deep learning (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2022, Higher Education (Education)

Rural students, especially rural Appalachian students, remain underrepresented in higher education (ARC, n.d.). Enrollment declines continue to exist at a majority of institution types across the country as traditional sources of students continue to dry up. Universities and colleges are rediscovering rural areas in order to try to bridge gaps in enrollment goals (Gettinger, 2019). Increasing the number of college graduates from rural Appalachia can be important to the prosperity of the region and the nation. Research suggests that individuals from rural areas are twice more likely to feel marginalized and powerless than those in suburbs and cities, and lower levels of education in the area correlates to higher levels of alienation (Hunter & Bowman, 2016). As more students from rural Appalachia gain access to higher education, it will be important for universities and colleges to understand what Appalachian assets and institutional factors Appalachian students rely on to successfully navigate college so they can create structures and programs to fully support Appalachian student success. This study utilized Shaun Harper's (2012) anti-deficit achievement framework to study Appalachian student success. This framework is appropriate since like other marginalized groups, Appalachians continue to fall below general society on a number of key performance indicators and are “othered” by mainstream media. The findings of this study show that participants from rural Appalachia relied on the Appalachian assets of familyism, self-reliance, community, independence, hard work, and neighborliness to successfully access and graduate from college. All participants were able to identify interpersonal relationships they formed on campus that were important to their ability to successfully navigate the culture of higher education. A number of institution types in higher education have disinvested in human capital as they have faced budget challenges associated with enrollment (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2022, Higher Education Administration

Although research has been conducted to understand the specificities and nuances of how student affairs operates within various institution types (e.g., community colleges, liberal arts colleges, research institutions) to support student success, the role that student affairs professionals have supporting student success in U.S. unincorporated territories remains a gap in the higher education and student affairs literature. The purpose of this study was to begin to address this gap by understanding how these professionals described their experience of supporting student success. I conducted in-depth interviews with six student affairs professionals at public higher education institutions, one working in Puerto Rico and five working in the U.S. Virgin Islands. I used bricolage to create a multi-theoretical and multi-methodological study design grounded in a decolonizing qualitative research approach and transcendental phenomenology. By conducting this study, I sought to study places and experiences that exist on society's margins and challenge dominant conceptualizations of “U.S.” student affairs work. I found that by showing care to students and helping them define success for themselves, these student affairs professionals experienced the work of supporting student success as a labor of love. Accepting that their support would not always be enough to help students succeed and dealing with region-specific challenges such as environmental threats and economic challenges, these student affairs professionals still expressed feeling professionally fulfilled by supporting college students. Findings also suggested that the racial significance of HBCUs and HSIs within the U.S. continental states does not translate to the territories. Further research could explore the ethnic and racial implications of being a minority-serving institution when the location that the institution is located is not situated within a majority White, Non-Hispanic region. I also included im (open full item for complete abstract)

Doctor of Education , University of Dayton, 2022, Educational Leadership

A successful completion of first-year science courses is critical for an on-time entry into the undergraduate health care programs of nursing, radiology, respiratory care, and sonography at a small, private health care institution. The inability of undergraduate students to pass science courses leads to drop-out or a delay of entry into their health care profession further presenting a health care staffing shortage during a time of an increased demand for health care providers. Knight College's main goal is to determine why undergraduate students underperformed academically in science courses. The primary purpose of this narrative inquiry design study that used a qualitative data source was to understand the lived experiences and perspectives of the students. This study used a purposeful sampling due to the selection process for students wanting to participate in re-telling their stories through semi-structured interviews of their experience(s) in undergraduate science course(s). The type of data analysis that occurred in this study was a narrative thematic analysis used to find common themes, comparison of the themes to one another, and among the different interviews. The eight, narrative, inquiry interviews provided key insights into the innermost workings of Knight College and the student's experiences. In synthesizing the findings, the three main themes that emerged were science course(s) experiences, academic advising experience, and student support services along with several subthemes. Furthermore, all eight students interviewed shared their stories about their struggles in science course(s) and discussed the barriers to their success included those while enrolled in the course(s) and those outside the college. The results of the narrative inquiry interviews were important because they led to the areas of focus for the action plan to develop a gateway (student success) course and to implement training of academic advisors.

Master of Science, The Ohio State University, 2022, Agricultural and Extension Education

There is a need to understand the relationships that first-year students at The Ohio State University, College of Food, Agricultural, and Environmental Sciences are involved in, specifically their mentors. College students are undergoing a major change when they transition into higher education at a large university. Often, they are experiencing living on their own and are placed in a new environment for the first time. Mentoring relationships can provide them with a relationship that serves as a resource to help guide them through this transition to establish a firm foundation for their college experience. In this study, the author begins to describe the mentoring experiences of first-year students at The Ohio State University, College of Food, Agricultural, and Environmental Sciences. Using the College Student Mentoring Scale (Crisp, 2009), the author was able to understand the degree of support first-year students experience based upon for constructs outlined in the literature. Results indicate that students experience varying degrees of support from their mentors, and further research should be conducted to better understand these experiences.

MA, University of Cincinnati, 2022, Education, Criminal Justice, and Human Services: Educational Studies

There are discrepancies between various student populations in their achievement of a college education due to lacking required preparation which has led colleges to devise student success programs. These programs provide resources and services to improve the range of students who succeed in college by developing upon the areas in which they may be struggling. Most of the research on student success programs has come from an institutional perspective rather than from a student one which leads to the current study. The student success program examined for the current study is the College Program for Academic Success (CPAS) at the University of Cincinnati Blue Ash. CPAS is a conditional admission program that that serves students entering college who may be underprepared for college based on their high school academic achievement. This cohort served includes a high proportion of first-generation and non-traditional students, as well as student with low socioeconomic backgrounds and students from marginalized communities, such as Black, Indigenous and People of Color (BIPOC). A total of 5 CPAS students were recruited for individual interviews about their experience in the program and the barriers they faced. Students identified three core themes when discussing their barriers while attending college: personal investment, self-doubts, and confusion. Students then expressed disconnects regarding the services provided by the program and what they perceive as services they require. Thus, it is concluded that students with at-risk factors for low achievement may require assistance with building personal investment in the college, overcoming self-doubts they have, and clarifying areas of confusion. Additionally, it is recommended that student success programs take a student perspective when examining the effectiveness of their interventions and utilize the framework of the study as well as themes identified to guide their inquiry.

Doctor of Philosophy (Ph.D.), University of Dayton, 2021, Educational Leadership

The perspectives of engineering faculty have been explored in this study to answer research questions related to their perceptions of their role in the success and persistence of underrepresented minority students and self-efficacy related to the implementation of evidence-based teaching practices in engineering. Semi-structured interviews were conducted with 17 faculty participants and interpreted through interpretive phenomenological analysis (IPA). This study resulted in key findings which provides the host institution with insights which can inform faculty development and student success and persistence strategies for engineering administrators. The key findings from this qualitative research indicate engineering faculty in this study had a keen awareness of the high demand for engineering talent in the US, and also an awareness that engineering students have varied lived experiences, strengths, and challenges which can influence their educational engagement. Faculty also demonstrated the perspective that they play an important role in building critical relationships with students, which can serve as a catalyst to student support, guidance, encouragement, and persistence. Additionally, faculty discussed the importance of students having a broader support system, of especially peers, as well as the importance of having an internal motivation to succeed and persist in engineering. Finally, many engineering faculty expressed not originally considering teaching as a career path. This along with their expressed limitations in time, and the lack of required training early in their faculty careers, has resulted in a lack of self-efficacy in implementing evidence-based teaching practices known to promote URM student success and persistence in engineering.

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2021, International Institute for Innovative Instruction

While Pell-grants and other financial aid offers the payment of college, students of low-income have little to no assistance for cost-of-living expenses. Frequently, students go without supplies, technology, and internet connections; they even live without the security of food and shelter. Students of low-income face barriers that leave them struggling through their educational development and completion of the educational program which directly impacts their future. Understanding the hurdles low-income students must overcome creates an opportunity to expand the Federal Work Study (FWS) program that support students' financial stability and develops their academic and social integration, while providing community colleges with the much-needed community connections, growing funding opportunities, and increasing graduation rates. Using correlational research design, the relationship between FWS spending and graduation rates of community colleges in Illinois are evaluated. The findings showed a statistically significant positive correlation between FWS spending and graduation rate. The study provides implications for community colleges implementing the FWS program and makes recommended changes to the program.

Doctor of Philosophy, The Ohio State University, 2021, Agricultural and Extension Education

Lower retention and graduation rates continue to persist among urban and Appalachian student cohorts. However, these two groups have historically been viewed as different and needing different supports to persist in their educational pursuits. Thus, the purpose of this study is to examine the experiences of, and integrational supports utilized by college graduates from Ohio's urban and Appalachian regions. Specifically, this study explores the differences and similarities in institutional support services/resources and experiences urban and Appalachian graduates identify as having been instrumental in their collegiate success. Using a qualitative research multiple case study approach, the researcher examined the academic and social experiences of urban and Appalachian college graduates from Ohio's Urban Eight and Appalachian regions. The methodology for this study includes a qualitative approach where the researcher conducted in-depth interviews were conducted with 15 college graduates from a large, land-grant institution. Data gathered from this study yielded several similarities in experience and institutional integration across the urban and Appalachian groups. A strong reliance on support systems, such as campus organizations, peers, and faculty/staff, in addition to their yearning for identity-based support services was salient among both groups. Due to the relatively small sample size of this study, n=15, the findings cannot be generalized to the entire urban and Appalachian population. Overall, the findings of this study revealed substantial similarities and a few very critical differences in the academic and social experiences of urban and Appalachian graduates. These experiences support the critical role of student integration efforts and specialized support services for students from minority and underrepresented identities. The findings of this research may ultimately have the potential to reexamine and reframe how higher education institution (open full item for complete abstract)