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Supporting Students by Supporting Faculty: Exploring the Relationship Between Faculty Job Satisfaction and Student Graduation Rates at Community Colleges.
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Richard A. Coladarci for the degree of Doctor of Education in Higher Education
Presented on March 25, 2022
Title: Supporting Students by Supporting Faculty: Exploring the Relationship Between
Faculty Job Satisfaction and Student Graduation Rates at Community Colleges
Abstract approved:
Marcel Lebrun ______________________________________________________
Marcel Lebrun, Ph.D., Dissertation Committee Chair
Community college students graduate at low rates nationwide which prevents many non completers from benefiting from the economic and employment advantages of a degree
or certificate. Despite myriad strategies to address this problem, little is known about the
impact of faculty job satisfaction on student completion. The purpose of this study was to
determine if the two concepts are related. Through an analysis of quantitative and
qualitative secondary data from the ModernThink Higher Education Insight Survey© and
the Integrated Postsecondary Education Data System, this study examined the
relationship between institutional faculty job satisfaction and first-time, full-time
graduation rates at 130 public, two-year colleges. While no evidence of a relationship
was found between the two variables across all institutions, there was a statistically
significant positive correlation among non-city colleges with greater than 1,000 students.
This suggests that faculty job satisfaction may be linked to student graduation rates in
certain environments. Through a qualitative analysis, noticeable differences were found
related to two faculty job satisfaction dimensions when comparing institutions with
higher and lower student graduation rates: faculty perception of leadership and
administration and faculty perception of diversity, equity, and inclusion. The findings of
this study provide initial empirical evidence that aspects of faculty job satisfaction may
be associated with student graduation rates at community colleges. The implication for
educational leaders is that improving faculty job satisfaction may present as a strategy to
improve student success
The Power of Place-Based Learning Experiences on Student Engagement, Writing Achievement, and Community Perception
Full text linkAn abstract of the dissertation of Danielle Bolduc for the degree of Doctor of Education
in Leadership, Learning, and Community
Presented on Date: June 27, 2022
Title: The Power of Place-Based Learning Experiences on Student Engagement,
Writing Achievement, and Community Perception
Abstract approved:
Name: Marcel Lebrun
Dissertation Committee Chair
The purpose of this mixed methodology action research was to determine if a
place-based learning experience would lead to changes in student engagement, writing
achievement, and community perception. Specifically, this study attempted to answer the
following questions: What impact does a place-based learning experience have on student
engagement within a writing workshop? What impact does a place-based learning
experience have on student achievement within a writing workshop? What influence does
a place-based learning experience have on the community's perception of the school?
This action research study took place in a rural elementary school located in
central New Hampshire. There were 61 fourth graders and three teachers that participated
in this study. A community survey was also distributed which included 94
parents/guardians, 23 community members, and 11 staff members.
ii
There were eight findings in this study. The first finding showed 89% of students
strongly or somewhat agreed that choosing their own writing topics contributed to
engagement. The second theme revealed by examining student open response questions,
classroom observations, and teacher interviews was that writing set in a social context
increases student engagement. In the area of writing achievement, 100% of the teacher
participants strongly agree or somewhat agree that they noticed an improvement in
student writing achievement since the implementation of place-based learning. Overall
student growth increased 1.56 points from 3.82 to 5.38 on the pre- and post-writing
assessment. A matched pair t-test was used to determine if the difference between the
average pre-writing score and post-writing score was significant. The p value = .026,
which is statistically significant. As for the influence of a place-based learning experience
on community perception, five themes emerged: creativity and innovation, inspires a new
generation of learners, connection to the community, encourages hands on learning, and
conjures pride in the local community
Writing self-efficacy of UNH Manchester Graduates
No full textOne goal of college education is to ensure that graduates can meet the writing demands of the workplace and further education. The purpose of this study was to determine if UNH Manchester is preparing students to write effectively in their careers and in graduate education. Data were collected from respondents who rated themselves on 20 statements about writing self-efficacy in their current position as a worker or a graduate student on a 10 point Likert type scale; additionally, 13 demographic questions were answered. Crosstabulation and statistical tests of difference were performed on the data to reveal the relationship between undergraduate writing experiences and current perceptions of the graduates' as writers on the job or in graduate school. The researcher found that respondents perceived themselves as strong writers in the workplace or at graduate school, suggesting that they have been prepared by their undergraduate writing instruction. They perceived themselves as very skilled at managing overt physical ills while writing, yet unskilled at managing disruptions while writing, Respondents who took first-year writing as part of their UNH Manchester writing intensive course sequence had higher self-efficacy scores, which indicates they perceive themselves as more effective writers. These results suggest that while UNH Manchester is preparing most students to be effective writers, the writing program can devise improvements to the
writing intensive course sequence to address the needs described in the study
Pandemic Teaching: An Examination of Teacher Identity during COVID-19
No full textAN ABSTRACT OF THE DISSERTATION OF
Gilberte Seymour Pinard for the degree of Doctor of Education in Learning, Leadership
and Community Presented on March 28, 2022
Title: Pandemic Teaching: An Examination of Teacher Identity during COVID-19
Abstract approved:
Kathleen Norris, Ed.D., Dissertation Committee Chair
This qualitative research
describes
the consequences of the sudden shift to pandemic
instruction on teacher identity during the first 15 months of the COVID-19 pandemic.
This study used a phenomenological approach to capture teachers’ experiences during the
pandemic. The researcher conducted semi-structured interviews with eight middle school
teachers in
New Hampshire. Data
were analyzed using
reflexive thematic analysis.
Participants in this study expressed feelings of inadequacy and uncertainty due to their
lack of preparation and the frequently changing guidelines and parameters associated
with COVID-19. The researcher found that teaching during the pandemic did result in a
change in teacher identity. Furthermore, 75% of participants indicated that their teacher
identity had
shifted to a
more nurturing one,
focused on
community
building.
These
findings indicate a need for future continuity of operations plans to include professional
development
in the areas of instructional technology and
social-emotional learning as
well as structured time for teacher collaboration
Real analysis with empty boxes
Full text linkThis work is intended for use in a first-semester undergraduate course in real analysis that is being taught using an IBL or active-learning pedagogy. It provides the framework of a textbook that students can complete over the course of the semester by providing examples, proving theorems, or at least justifying the steps of more challenging proofs. If students are familiar with LaTeX, the can complete the work as a textbook by editing the provided files. After reviewing typical concepts from set theory and properties of the real numbers in the first chapter, the text goes on to cover sequences and their limits, limits of functions with uncountable domains, limits and continuity of functions, and a general overview of norms is provided
Grit and Persistence in Student Affairs
Full text linkThe purpose of this study was to determine if an individual's level of grit can serve as a factor of persistence in master's prepared student affairs professionals in the higher education profession. While research exists on burnout and why people leave the field of student affairs, this study sought to explore if grit is a factor in persistence or longevity. There was significant difference in the grit scores, with respondents who plan to stay in the field of student affairs and higher education having higher grit scon:s than those individuals who are unsure of what their future plans are. Significant differences in grit scores also existed between females and males, with those who identified as female having higher grit scores. There was a significant difftrence in the grit scores, with those participants from both Connecticut and New Hampshire having higher grit scores than student affairs practitioners from Maine. The small sample size from Maine could lead to a sampling error in these findings. Individuals who plan to remain in the student affairs field may he grittier than individuals who are indifferent to remaining in the field.Electronic Thesis or Dissertatio
The Disparity of In-Situ Weather Stations on Indigenous Nations Versus State Lands in the United States
Full text linkThe National Weather Service, National Oceanic and Atmospheric Administration, and academic institutions operate a variety of in situ weather stations that monitor weather across the country. The purpose of this study is to identify if gaps exist in official U.S. observational weather networks on Indigenous nation land compared to state lands. The locations of weather stations from federally recognized, national weather station networks were plotted using qGIS. The difference in total number of weather stations across state and Indigenous designated land areas were then calculated using multiple linear regression.
Results found that Indigenous nations were under-observed by a margin of 42% compared to state lands. Omitting outliers, land area and land designation (i.e. state vs. Indigenous nation) were highly correlated (r = 0.96) and the difference in spatial distribution of weather stations by land designation was statistically significant (p-values < 2.2x10-16). This means thatPrevious studies showed that implementing mesoscale observation networks could increase Indigenous participation in atmospheric science, which is sorely needed to diversify the science
School climate and collective teacher efficacy in rural elementary schools during in-person and remote instruction
Full text linkThe purpose of this study was to determine if, at rural elementary schools in New Hampshire, there was a significant difference between participants' beliefs about school climate and collective teacher efficacy (CTE) during in-person and remote instruction in order to determine best practices to support teacher retention, and ultimately, increase student achievement. Participants' perceived beliefs of school climate and CTE were reported for both in-person and remote instruction, due to the Coronavirus pandemic, using the Revised School Level Environment Questionnaire (RSLEQ) and the Collective Teacher Efficacy Belief Scale (CTEBS). Responses were paired to test for significance using the paired samples t-test and means were examined for areas of strength and weaknesses between the two sampling sessions. There were four variables that had significant differences: school resources and instructional innovation from the RSLEQ survey, and both variables from the CTEBS survey, instructional strategies and student discipline. In all areas that had a significant difference, rural remote teachers reported that they felt more effective teaching inperson. Implications, based on these results, including recommendations for rural school administrators, are discussed in depth.Electronic Thesis or Dissertatio
Understanding the Impact of CTGF Promoter and Exon Variants on Wounding and Disease Associated Risks
Full text linkIn the United States, cardiovascular disease is the leading cause of death.
After a heart attack, cardiac tissue becomes damaged, and the subsequent repair
often results in fibrosis and poor heart function. Connective Tissue Growth Factor
(CTGF) is a gene involved in healthy wound healing, and increased CTGF expression
has been shown to impact fibrosis. Previous research in the Doherty lab has found
associations between CTGF exon variants and cardiovascular disease (CVD)-related
phenotypes and comorbidities. Additionally, the promoter region of CTGF was
investigated for genetic variants due to its impact on gene expression. Cheek cells
were collected from volunteers in the PSU population and DNA was extracted,
sequenced, and analyzed for genetic variants in both the promoter and exons of
CTGF. Volunteers also completed a survey about CVD-related phenotypes in their
family history. An inflammatory wound healing model was utilized in order to
determine the impact of specific exon variants on CTGF expression. One exon variant,
G1355T, significantly impacted CTGF expression, and was previously associated to a
decreased family history of CVD. Through targeted sequencing, we identified two
previously published CTGF promoter variants. One variant, G-745/-945C, had been
formerly found to increase CTGF expression and increase the likelihood for
developing systemic sclerosis (SSc). Going forward, understanding possible genetic
predispositions and the role of CTGF will help to identify those most at risk of
developing fibrosis prior to a heart attack/disease onset
From Simulation Anxiety to COVID-19 Anxiety: The Perceptions of Pre licensure Nursing Students to Utilizing Brief Mindfulness Interventions as a Coping Mechanism.
Full text linkAN ASTRACT OF THE DISSERTATION OF
Deborah L. Simonton for the degree of Doctor of Education in Higher Education
Presented on November 22, 2021
Title: From Simulation Anxiety to COVID-19 Anxiety: The Perceptions of Pre licensure Nursing Students to Utilizing Brief Mindfulness Interventions as a Coping
Mechanism
Abstract approved:
Ann Berry, PhD., Dissertation Committee Chair
The purpose of this study was to explore the perceptions of undergraduate, pre licensure nursing students, in a public university in the Northeast, utilizing brief
mindfulness interventions as a method of coping with the anxiety associated with high
fidelity patient simulation (HFPS) during the COVID-19 pandemic. Fifty-seven students
enrolled in an original pre-test post-test quantitative study, utilizing the State-Trait
Anxiety inventory to assess the possible correlation between Koru mindfulness minutes
practiced and anxiety associated with HFPS. In March of 2020, the COVID-19 pandemic
had a sudden, profound effect on nursing education resulting in face-to-face classes being
converted to online formats, and simulation and clinical education converting to virtual
learning. At the same time, participation in the brief mindfulness interventions dropped
and the researcher pivoted to exploring qualitative responses from participants. The
researcher recruited 16 of the 57 students, who had agreed to be in the original study, to
respond to written questions designed to capture their perceptions of the utility of brief
FROM SIMULATION ANXIETY TO COVID-19 ANXIETY
mindfulness interventions in coping with the anxiety associated with HFPS during the
COVID-19 pandemic. Their written responses were coded, categorized, and themes
emerged related to the two research questions: What are the perceptions of
undergraduate nursing students regarding brief mindfulness interventions? How has
COVID-19 impacted the use of mindfulness interventions? Responses revealed that
participants’ perceived value in learning and utilizing brief mindfulness strategies to
manage anxiety. Subthemes included perceived value related to HFPS, and perceived
value related to being a prelicensure nursing student. Participants expressed feeling
overwhelmed related to curricular changes, social changes, and fear. A second theme
emerged related to coping strategies utilized during this time. These promising results
indicate that brief mindfulness interventions have the potential to be a tool for
prelicensure students to utilize in managing the anxiety associated with various aspects of
the nursing curriculum. The practical implications for integrating these findings into a
pre-licensure nursing curriculum are discussed