Dissertations / Theses: 'College students – Canada – Case studies'

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Zhang, Lanlin. "Development of oral communication skills by Chinese students in Canada case studies /." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR12070.

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Boazman, Janette Kay. "Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31526/.

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As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler's theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college.

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Bradshaw, Yvonne M. "Case Studies of Postsecondary College Students with Learning Disabilities." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27568.

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The purpose of this study was to (a) identify educational counseling interventions and accommodations that learning disabled (LD) postsecondary students received that contributed to their academic success and (b) identify barriers and issues that LD students experienced in accessing services. Ten postsecondary students were identified and classified as LD that had attended a community college in Northern Virginia and volunteered to participate in this study. Out of the ten, two students were selected for this research study. These students were interviewed using a two-part questionnaire (Appendix C). The questionnaire included significant factors and variables frequently associated with postsecondary success. Questions in part I of the Questionnaire pertained to the LD studentâ s profile (e.g., medical and social history, employment, volunteer work, hobbies, education including special education experiences, language therapy, and assessments). Questions in part II consisted of the recommended support services identified in the literature (e.g., disability awareness, accommodations, self-advocacy skills, academic remediation, parent and counselor advocacy, computer technology, career counseling, transition services, and rehabilitation counseling) often delivered to LD students. Psychological and educational assessments were also obtained, reviewed, and coded. The interviews were tape recorded in order to assure concise descriptive information from the studentâ s own â personalâ past and current educational experiences. Each student reported that they had received a great deal of assistance by another individual who had been most instrumental in helping them over come their postsecondary academic barriers. These individuals were also interviewed. The interviews were transcribed, and the data collected were coded. Two in-depth comprehensive case studies were developed by reviewing and recording data from the interviews, psychological assessments, and educational records. All narrative material was subsequently analyzed by coding procedures used in grounded theory.
Ed. D.

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Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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Zhang, Qing. "Academic writing in English and Chinese : case studies of senior college students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063193.

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This dissertation reports the findings of a comparative case study of English and Chinese academic writing with respect to the use of composing strategies, the patterns of written discourse organization, and questionnaire responses regarding educational background and attitudes toward writing.The subjects were eighteen traditional senior college students -- nine native speakers of English and nine native speakers of Chinese. Each subject was asked to write two essays on given topics with the think-aloud protocol method. While the protocol data showed that the composing strategies used by the American and Chinese subjects were similar, the American subjects used most of the strategies more frequently than the Chinese subjects did and there was a lack of group consistency in the use of these strategies among the subjects in the Chinese group. The written data, which were analyzed by means of Coe's (1988) discourse matrix method, showed that, contrary to prior claims, Chinese writing is not indirect in idea development in comparison to English writing. The questionnaire responses indicated that the subjects' composing performance was consonant with their instructors' methods of teaching writing and the curricula set up for teaching writing. Based on these findings, implications for contrastive research and EFL/ESL teaching are discussed and suggestions for further contrastive studies of English and Chinese writing are made.
Department of English

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McHardy, Robert David. "Decentralizing the administration of programs for part-time college students, a case study analysis of Camosun College, Victoria, British Columbia, Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37582.pdf.

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Shelton, Jeff Scott. "From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1408.

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While the connection between major choice and career goals seems logically obvious, research exploring this process is limited, particularly concerning how socio-economic class, based on parents' educational levels, influences the choice process. An important initial step in understanding this larger process is to explore how SES-based differences affect the process of choosing a major, a career goal and the way in which students link their major to a possible career. This study utilizes a comparative interview design to explore the lived experiences regarding major and career aspirations of first generation and traditional college seniors who have transferred from a community college to Portland State University. This study considers a first generation student to be any student that does not have a parent that has graduated from a four-year university in the United States. A traditional student is any student that has one or more parents who have earned at least a four-year degree in the U.S. Using a conceptual framework based on Pierre Bourdieu's work on social reproduction, this qualitative interview study examines how social and cultural capital as well as habitus influences first generation and traditional community college transfer students' choice of career, major and the link these students make between the two. This research found that the majority of students, both first generation and traditional community college transfer students, gained domain specific information that helped them with their major and or career goals from mentors such as, professors and academic advisers. However, Traditional students received "life advice" and encouragement from family members and employers that helped them to stay on track and gain inside information regarding their career choices. Traditional students used their past and current work history to assist them in strengthening their chances at realizing their career goals. Many traditional students planned to use the degrees they earned at college to advance within fields they already were working in. In comparison, it was only after they started college and settled on specific majors that first generation students looked for work experiences to help explore possible occupational outcomes. Another major difference between the two groups of students was that traditional students linked their majors to multiple jobs in an occupational area while first generation students linked their major to specific occupational positions. While there has been a large amount of research in the United States using Bourdieu's theory to examine how micro processes of language and teacher's expectations are utilized to maintain social stratification in K-12 education, there has been little research done on the micro processes that occur in college that lead to the reproduction of social class. This thesis illustrates how family background-based advantages that lead to differences in students' K-12 success actually continue after they enter higher education. By drawing attention to the importance of how family-background impacts major and career choices for community college transfer students after they arrive at the university, this thesis contributes to Bourdieu's explanation of how education at all levels contributes to the reproduction of a socially stratified society.

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Matsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.

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Wiley, Lynda L. "Exploring the experiences of college students participating in volunteer community service and service learning activities." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/832.

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Vinyard, Deirdre W. "Voices in revision : case studies of L1 and L2 students in college compositiion classes /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209124.

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Thesis (Ph. D.)--University of Nevada, Reno, 2005.
"August, 2005." Includes bibliographical references (leaves 321-327). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

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Silver, Vivian M. "Socialization factors and career aspirations of female and male students : a comparative study of students at Dawson College, Montreal." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63226.

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Kerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.

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The topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants? responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.

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Ma, Li 1972. "A social-cultural-historical analysis of Chinese return migration : case studies of ten Chinese MBA students' migration experiences." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115626.

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Recent years have witnessed the large number of Chinese immigrants in Canada. However, talk about the return migration of Chinese immigrants is circulating within the Canada's Chinese communities, especially among Chinese immigrants who have obtained Canadian academic credentials. This inquiry explores ten Chinese immigrants' perceptions about their immigration and living experiences in Canada. My goal is to understand, from a social-cultural-historical context, the phenomenon of Chinese-Canadian return migration among recent Chinese immigrants in Canada. The theoretical framework is derived primarily from Bourdieu's capital theory and his critical approach to the concept of habitus . Drawing on an interpretative, qualitative approach, I examine social, cultural, historical forces that influence the ways these Chinese immigrants perceive, negotiate and reposition themselves in facing various challenges and struggles. Traditionally, research on return migration of Chinese immigrants in Canada has focused on the economic and social integration of immigrants in the host country. I argue that "Chinese cultural habitus", such as the profound influence of Confucianism and Taoism that Chinese immigrants inherited, played critical roles in their actions, attitudes and decision-making about their return migration. I collected the participants' narratives for a one and half year period from August 2006 to March 2008 primarily through open-ended interviews, and various documentation such as field notes, reflexive notes and Canadian Statistics. Analyses of the data suggest that the unrecognized foreign credentials and the limited social capital of Chinese immigrants are the primary factors that disadvantage their social mobility. Chinese cultural values and beliefs have great impact on Chinese immigrants' perceptions and behaviors during their journey of crossing different social spaces, assuming different positionings and negotiating among their multiple identities.

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Bateman, Dianne. "A longitudinal study of the cognitive and affective development of CEGEP students /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74547.

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CEGEPs (Colleges d'enseignement general et professionnel) were designed with the aim of developing intellectual abilities in young adults. The purpose of this study was to describe the cognitive and affective abilities of CEGEP students at the beginning and end of CEGEP and to measure the change in these abilities. Comparing student cognitive and affective abilities at the beginning of, during and at the end of CEGEP, according to known measures of student development, would establish what changes occur during the college years, and would thereby promote a more thorough understanding of the students which CEGEPs serve. The cognitive development of CEGEP students was assessed by examining the three broad areas of development most focused on at the college level: reading, writing, and critical thinking skills. Affective development was studied by examining the moral reasoning and ego development of CEGEP students and students' attitudes toward knowledge and learning.
The research design for the study was an interrupted time series on male and female students in three college programs: Science, Social Science, and Commerce. The experimental sample consisted of 334 students who entered CEGEP in 1985 in these programs. The students were selected at random and administered a series of cognitive and affective measures upon entry to college as part of the college's assessment procedure. The students were retested at the end of the first year of CEGEP and at the end of the second year of CEGEP. Samples were also selected in May 1986 and May 1987 to control for history, selection, maturation, and testing effects.
The findings suggest that students' cognitive and affective abilities increase while attending CEGEP, but that most students do not begin college with the complex intellectual abilities required for academic success. Students in all programs made significant gains in vocabulary, comprehension, writing, critical thinking, moral reasoning, and ego development. Changes also occurred in certain attitudes toward knowledge and learning. Male and female students differed in critical thinking and ego development, but did not differ in vocabulary, comprehension, writing, or moral reasoning. Differences among programs were found in vocabulary, comprehension, critical thinking, and moral reasoning, but were not found in writing or ego development.

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Kline, Willa. "Resilience : a case study of the post-secondary experience of Trio Program students." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191108.

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The purpose of this study was to describe the resilience in adult at-risk college students who had overcome adverse circumstances and the role resilience played in the post secondary experience in formal education. This qualitative study examined the characteristics and behaviors of resilience within the framework of human development.The eight study participants were clients of the Educational Opportunity Center program in Fort Wayne, Indiana. The study participants were low-income, first generation college students. Several assessment tools were administered to evaluate levels of resilience in the eight participants. In addition, all participants were interviewed, which allowed the participants to share their post secondary experience.The analysis of the evidence gathered showed that the eight participants exhibited traits of resiliency. These traits included being goal-oriented and exhibiting a desire to excel, exhibiting positive responses to new opportunities, using a capacity to delay gratification, demonstrating a high level of personal discipline and responsibility, being self-understanding and independent, exhibiting a high self-esteem, being flexible and creative in responding to life events, displaying a strong internal locus of control, making wise use of the presence and support of a caring person, building positive relationships with others, selecting environments that provided positive and high expectations as well as an opportunity to participate and contribute, possessing an easy-going temperament, finding meaning in life and having a vision of the future, responding with a sense of humor, and possessing a strong faith.All of the eight participants believed that resilience is present in all people and that resilience can be learned. There was not sufficient evidence provided by the assessment tools in this study to support strongly that resilience is a developmental process in adulthood. However, the analysis of the data gathered from the interviews suggest that resilience may be learned and strengthened by observing and learning from others.Conclusions and recommendations of this study focused on the identification of resilient at-risk adult students, determination of the role environment plays in the development and use of resilience in at-risk adult students, and the evaluation of effective assessment tools in identifying resilient at-risk students. Implications of this study for low-income, first-generation post secondary students include providing and strengthening the support of at least one caring adult in students' lives, as well as determining methods to teach or foster resilient behavior in at-risk adult students.
Department of Educational Leadership

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石淑零 and Suk-ling Shek. "Nutritional status and dietary habits of university students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225093.

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Cumming, Janet Marian. "Swazi college students' mastery of English logical connectives in science." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17276.

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Bibliography: pages 66-73.
Based on the educational theorists Gardner (1977(a)), Ehindero (1980), Mawasha ( 197 6-1984) and Ogunniyi ( 1985) and extending earlier findings by McNaught (1980) in Zimbabwe, my investigation sought to answer the following questions: 1. How do the item facilities of a group of African (Swazi) college science students, on two parallel tests of logical connectives, based on Gardner's work, each consisting of the same 34 logical connectives, but different in presentation format compare? 2. Are there significant correlations between the item facilities obtained by the Swazi first year science students on the tests of logical connectives and their scores obtained in Matriculation English and Biology and college English communication and General science? 3. Is there evidence of learning of logical connectives without direct instructional intervention over a period of six months when exposed to English first language speaking lecturers? 4. In what ways are the works of Gardner and McNaught expanded, confirmed, or enriched by further investigation in a totally different culture? Diagnostic and pre-test - post-test methods were used to gather data on the comprehension of the 34 logical connectives, and on academic achievement scores, of 65 Swazi teachers-in-training in KaNgwane, a subtropical, rural-agricultural region in Southern Africa. The data were collected by means of modified Gap Filling and Sentence Completion items, derived from Gardner's pioneering work, by adapting and refining certain items to be more relevant and meaningful in the local South African context. The data was processed by means of comparing Gardner's form N pupils' item facilities with the Swazi students' item facilities on each logical connective. The differences were analysed by means of Chi square tests, Spearman's Test, McNemars' Test and a correlation matrix. The chief findings -were that Swazi students' item facilities compared favourably with those obtained by Gardner's form N pupils on the 34 logical connectives· overall. The Swazi students found 7 easier than the Australian pupils, 16 equally as difficult and 15 more difficult than the Australian pupils, but this was dependent on the format. The thesis concludes by making recommendations to teachers, textbook writers, publishers and educational authorities on issues in science education with regard to English second language, particularly in terms of teacher training.

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18

Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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19

Faynblut, Victoria. "College access| A case study of Latino charter school students and their K-16 pathways." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251284.

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Despite the benefits of a college education and the resources allocated to college preparedness programs, Latino minorities, at 12.7% of college students, continue to be overwhelmingly underrepresented in institutions of higher educational (Zarate & Burciaga, 2010). The graduation gap between lower and higher income students as well as minority students is due in part to lack of academic preparation, underfunding and staffing, and affordability of resources and support (Tinto, 2008). There is a need to increase students attending universities. Individuals with an advanced degrees are more likely to enjoy a higher standard of living, donate time and or money to various organizations, and live healthier lifestyles. Moreover, graduates are also less likely to live in poverty, have children at a young age, and partake in illegal activities (Contreras, 2011).

Therefore, the purpose of this study was to identify how sociocultural factors, peer affiliation, adult mentorship, and institutional barriers, affected the K-16 pathways of Latino individuals graduating from a STEM-based 6^th-12^th grade charter school. Results of this study show that home factors such as English language acquisition, level of education, and adult time spent with their children played a significant role in academic achievement. School-based factors, including: course offerings, strong mentorship, and choice of friends also significantly impacted student success and matriculation to college.

Results of this study will inform high school leadership teams on how to target and reshape their academic and college preparedness programs to better fit the needs of their Latino students. By addressing specific sociocultural characteristics as well as institutional deficiencies, we hope to increase the percentage of Latino students entering in and persisting through college.

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Gaede, Laurelyn I. (Laurelyn Irving). "Values, Beliefs, and Characteristics of Hispanic Students at One Urban Southwestern University." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278766/.

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The problem of this study concerns the values, beliefs, and characteristics of Hispanic students attending a large urban southwestern university. The study is qualitative and utilizes the constant comparative research method. Data is gathered from interviews with 21 Hispanic students, campus surveys, university records, a census report, and observation of campus activities. The literature review spans organizational culture, campus culture and subcultures, as well as studies regarding Hispanic students. The findings introduce the students and report their perspectives in both their own words and in summarized themes for each research question. In summary, Hispanic students and their college experiences are diverse. They major in a wide range of disciplines, come from varying socio-economic households, have parents with varying levels of education, are surprised by various aspects of college, and they do not all speak Spanish.

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Liao, Dan. "Travel Motivations of Chinese Students in the United States: A Case Study of Chinese Students in Kent State University." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351212333.

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Ayres, Amy R. "College Student Adaptability and Greek Membership: A Single Institution Case Study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3707/.

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Since the birth of the United States in 1776, Greek-letter societies have been an integral part of American higher education. Research on the impact of Greek membership varies at best, and often is in conflict from study to study. This study surveyed students affiliated with Greek-letter organizations at the University of North Texas. The research examined the college adaptability of Greek students by gender in five areas: Overall adjustment, academic adjustment, personal-emotional adjustment, social adjustment, and attachment to the institution. The study, conducted in the spring of 2006 at the University of North Texas had 80 respondents. The Student Adaptability to College Questionnaire (SACQ) consisted of 67 items on a 9-point scale. The SACQ is designed to assess how well students adapt to the demands of the college experience. Raw scores and percentile rankings were determined by t-test calculations. Test scores were expressed through t-scores in relation to the standardized sample. Data show no statistical significance in any of the five areas studied: Overall adjustment, academic adjustment, personal-emotional adjustment, social adjustment, or attachment to the institution. Female participants scored higher on all scales than male participants, indicating a slightly higher level of adjustment, though not enough to be significant. Both males and females scored highest in attachment to the institution and social adjustment, while both scored lowest in personal-emotional adjustment.

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Frempong, George. "Socioeconomic gradients in mathematics achievement : findings for Canada from the Third International Mathematics and Science Study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56545.pdf.

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Reyes, Czarina S. "Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9044/.

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There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no difference in A's, B's, C's, D's or F's for African-American; Hispanic, Mexican American and Asian, Pacific Islander. When considering success rates among genders, no difference was found in success rates for males or females who were enrolled in the 8-week and 16-week college algebra courses. There were a significant greater number of students in the age group (23-30) who were successful in the 16-week college algebra course than in the 8-week college algebra course. However, no differences in success rates were found in the age groups (18-22) and (31-40).

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Underwood, Mark E. (Mark Eads). "Indicators of Persistence and Success of Community College Transfer Students Attending a Senior College." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279173/.

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The purpose of the study was to determine whether age, ethnicity, gender, full-time/ part-time status, and the community college academic variables of cumulative GPA, total transferable hours, and number of completed core courses predicted students' persistence or GPA at a four-year university.

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Lemna, Ann M. "The subjective well-being of college students with disabilities : a case-study approach." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845969.

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The purpose of this study was to identify common themes which contribute to the subjective well-being of college students with disabilities. Four students with varying disabilities were recruited for participation in the study based on their well-adjusted behavior patterns and sense of well-being. Participants completed a series of quantitative instruments and three one-hour interviews. The data were analyzed and interpreted, resulting in eleven common themes. The emergent themes included: a perception of normality, a close family network, a perception of strong parental work ethic, valuing family and social support, personal independence, self-acceptance, a multidimensional view of health and wellness, a positive attitude, an emphasis on ability, being a campus leader and possessing a positive self-rating of wellness. The results of this study support the literature on adjustment for persons with disabilities and provide themes which may be useful for further study on larger groups.
Institute for Wellness

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Thomas, Gayle R. "Non-traditional women in higher education : two case studies." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917016.

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A semester-long study examined the problems and needs of non-traditional women students. The subjects were a non-traditional undergraduate student enrolled in a beginning composition class and a non-traditional graduate student enrolled in an advanced composition class. The study argues that since universities and colleges are actively recruiting older students, these institutions should be more responsive to the unique problems posed by non-traditional women students, which are different from traditional-aged students. The study addresses non-traditional women students' reasons for returning to school and the personal and academic barriers they run into. The two case studies discuss their expectations relating to their composition classes in particular and fitting into the university system generally. In conclusion, recommendations are made in the specific areas of university systems, pedagogy, and future research.
Department of English

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Gibson, Carolyn M. (Carolyn Margaret). "A study of the integration of computers into the writing processes of first-year college composition students /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74582.

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Twenty first-year management students were observed as they undertook an Effective Written Communication course (EWC) in a microcomputer lab at McGill University. The study focused on the students' adaptation to the computer during a one-semester course and for a two-year period following the course. Results suggest that although students master the basics of word processors with relative ease, they bring entrenched paper and pen habits to the computer lab; habits that are not easily changed. This study further suggests that because student writers in a first-year composition class are often inexperienced writers and computer users, inferences based upon this group may not apply to other populations.

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Robertson, Jennifer L. 1969. "The effects of an adventure education problem-based approach program on students' self-esteem and perceived problem solving ability /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35304.

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This study investigated changes in self-esteem and perceived problem solving ability of academically at-risk students participating in a program called Science of Survival. The program combined adventure education and problem based learning approaches. One hundred and fifty-five male and female students, between the ages of 16 and 24 years completed the Self-Esteem Inventory and the Problem Solving Inventory at the beginning of the semester, after an adventure experience weekend, and at the end of the semester. A group of seventy-seven first year social science students, serving as a control group, also completed the inventories on the same time schedule. Self-esteem and perceived problem solving ability scores were analyzed by two one-way (treatment versus control) repeated measures (three assessments times) ANOVAs. Correlations between the two measures were also computed. Results indicated significant (p $<$.05) interactions of group by time for both self-esteem and perceived problem solving ability and significant correlations. Further analysis showed the Explorations II program was effective at increasing self-esteem and perceived problem solving ability and that these two constructs are related. The control group did not change in self-esteem over the period, but showed a deterioration in perceived problem solving ability.

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Aguirre, Marco Antonio. "First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.

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This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.

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Hodges, Lauren. "Write the community the effects of service-learning participation on seven university creative writing students." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4924.

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Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow's (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways--some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the "outside world," and some in their sense of civic duty.
ID: 030422973; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 119-127).
Ed.D.
Doctorate
Education

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Abokor, Abdillahi H. "Somali Students' Experiences in a Major University: A Qualitative Case Study." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470859703.

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Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.

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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.
thesis (PhDEducation)--University of South Australia, 2004.

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Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.

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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic home, the significance of interacting with faculty and peers, and the validation of a metropolitan commuter university education through a scholar development process emerged as significant findings. Implications and recommendations on programmatic and institutional levels are included, as well as suggestions for future research.

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Shrum, Autumn Phelps. "Crossing literate worlds exploring how students with rich identities as writers negotiate multiple writing contexts." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4707.

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This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, self-perceptions, negotiation of multiple writing processes and development of authority impacted the students' identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students' school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
ID: 030646207; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 150-155).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition Track

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Peterson, Dana L. "Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PetersonDL2009.pdf.

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Jurasek, Barbara Schnuttgen. "The reader and the text : case studies of four college students reading and responding to a literary text in German /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758760413074.

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Owens, Karen R. "Community college transfer students' experiences of the adjustment process to a four year institution : a qualitative analysis." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002056.

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He, Yunfeng, and 何云峰. "The roles of thinking styles in learning and achievement among Chineseuniversity students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35762858.

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Yeung, Chak-yan Yvette Jasmine, and 揚澤茵. "Patient satisfaction, and behaviours of dental service consumers and providers under two fee-paying systems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31954200.

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Ling, Xiaohong Michelle, and 凌曉紅. "A Students' Park, in the the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985348.

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Rutherford, Janis Pruitt. "Academic Achievement: Examining the Impact of Community Type at a Small Liberal Arts College in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279165/.

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Hierarchical regression was used to determine if high school community type is an effective predictor of academic success when controlling for demographics, prior academic achievement, socioeconomic status, and current commitment or work habits for students entering Austin College in 1992,1993, and 1994 . Findings revealed that there is a relationship between attending high school in community types of rural and independent town controlling for the effects of SAT scores, high school rank, sex, and late application deposit on first semester grade point average.

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Smith, Dorace F. "A study of characteristics that contribute to persistence of adult commuter students who earn 60 or more hours of college credit." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1117654.

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Researchers report the need for attrition and persistence studies of adult college students. While adults are enrolling in colleges in record numbers, high percentages are also dropping out. The majority of studies have been completed on 18 to 21 year-old traditional students who have different views, perspectives, and needs than adult students. The purpose of this study was to identify characteristics that have contributed to the persistence of adult commuter students who have earned 60 or more semester hours of college credit.The study was conducted at a midsize midwestern commuter college. The model of Bean and Metzner (1985) was used for the study. Evidence was gathered by in-depth, structured interviews of 20 college students who had completed 60 or more hours of college credit. Using a qualitative analysis, responses were transcribed and inserted in a prestructured case outline. Contact summary sheets, clusters, a frequency network, and two matrices were constructed to weigh the evidence, the characteristics that contributed to persistence, and to note the themes and patterns.The research indicated students varied by ethnicity, social class, and gender. Conclusions were that self-reliance was a characteristic of persistent students who assumed control for selecting courses, attending classes, and studying. Social support from outside or inside the university and a time commitment to college were important. Sufficient study skills, the discipline to study alone, and time management skills were also hallmarks of the successful students. The student's perception that the student was succeeding the first year of college appeared to be important. Beginning college at risk appeared to make only a slight difference in students at 60 or more hours of college.Implications were that administrators should educate students as to what characteristics contribute to success, and, when possible, provide characteristics of success so adult students persist to degree completion. Providing characteristics of success may promote persistence more than eliminating characteristics of dropouts. Recommendations were made for further gender, ethnic, socioeconomic, and developmental studies.
Department of Educational Leadership

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McLaren, Jack. "Adult students in university : long-term persistence to degree-completion." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.

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Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university. It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered. Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion. The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students. A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Khehra, Nina. "Sexual behaviors and knowledge of AIDS among undergraduate students." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59406.

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This study surveyed the sexual behaviors and knowledge of Acquired Immunodeficiency Syndrome (AIDS) among 117 undergraduate students from McGill University, Montreal. The sample consisted of 32 men and 85 women ranging from 18 up to 24 years of age. The total sample was split into three knowledge groups, Low, Medium, and High, based on answers provided to questions about AIDS. The data were analyzed separately for the total sample, men, women, and the three knowledge groups. The findings indicated that these students were relatively knowledgeable about AIDS (73.23% correct responses out of 21 items), but were engaging in high risk sexual activities. It appears that personal concern about contracting AIDS, not knowledge of this disease, is related to behavior change among undergraduate students. It was recommended that AIDS education programs focus more on increasing the personal concern than the AIDS knowledge of adolescents.

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Daniels, Peter Isaac. "Perceptions of sexual harassment amongst university students : a case study of the South African Military Academy." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52991.

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Thesis (MPhil)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: Tertiary institutions worldwide as well as locally have investigated sexual harassment on their campuses. This was done partly because of the negative consequences of sexual harassment on students and staff, particularly their work performance. Incidents of sexual harassment reported at universities range from rape and sexual assault to threats and sexist remarks by lecturers. When researching this phenomenon, difficulty is normally encountered partly due to the uncertainty that surrounds this activity. This is because perceptions differ as to what kind of conduct constitutes sexual harassment. Research further indicates that there are gender and racial differences in the assessment of sexual harassment. The current study investigates the uncertainty, gender and racial differences that exist regarding sexual harassment at a specific university campus. By means of a survey the perceptions of students regarding these three issues were determined at the Faculty of Military Science, a satellite campus of the University of Stellenbosch. With the utilisation of statistlcal packages, frequencies and statistical differences amongst the various sub-groups at the campus were determined. This was done in order to compare these findings with those of other universities who conducted similar sexual harassment surveys on their campuses in South Africa. It was found that no clear idea of what constitutes sexual harassment exist amongst these students. In particular women in the survey consistently viewed more incidents as contributing to sexual harassment than men. As oppose to other findings, Blacks registered a more conservative attitude when assessing whether certain incidents can be viewed as sexual harassment. The above was found notwithstanding the differing social context, especially the socialisation process and the fairly rigid codes of conduct, that students at the Military Academy are exposed to.
AFRIKAANSE OPSOMMING: Verskeie tersiêre instellings, wêreldwyd sowel as plaaslik, het seksuele teistering op hul kampusse ondersoek. Dit was deels gedoen as gevolg van die negatiewe gevolge wat hierdie aktiwiteit op studente en personeellede het, veralop hul werksprestasie. Gerapporteerde insidente by universiteite wissel vanaf verkragting en seksuele aanvalle tot dreigemente en seksistiese opmerkings deur dosente. Probleme is ondervind tydens navorsing oor die verskynsel wat deels toegeskryf kan word aan die onsekerheid wat hierdie aktiwiteit omhul. Dit hou verband met persepsies wat verskil ten opsigte van die soort gedrag wat seksuele teistering teenwoordig. Navorsing wys verder daarop dat geslags- en rasverskille bestaan by die assesering van seksuele teistering. Die huidige studie ondersoek die onsekerheid, geslags- en rasverskille ten opsigte van seksuele teistering by 'n spesifieke universiteitskampus. Deur middel van 'n opname word die persepsies van studente rakende die drie kwessies bepaal by die Fakulteit Krygskunde, 'n satelietkampus van die Universiteit van Stellenbosch. Met behulp van statistiese pakkette, word frekwensies en statistiese verskille tussen die verskillende subgroepe op die kampus bepaal. Dit was gedoen ten einde in staat te wees om die bevindinge te vergelyk met die van ander Suid-Afrikaanse universiteite wat seksuele teistering opnames op hul kampusse gedoen het. Daar word bevind dat geen duidelike idee van wat seksuele teistering behels bestaan onder die studente nie. In besonder word bevind dat vroue in die opname deurlopend meer insidente aanslaan as seksuele teistering, as mans. In teenstelling met ander bevindinge, registreer swart persone 'n meer konserwatiewe houding wanneer bepaal word of sekere insidente seksueel teisterend van aard is, al dan nie. Bogenoemde was bevind desondanks die eiesoortige sosiale konteks waarin studente hulself bevind, veral die sosialiseringsproses en die redelike streng gedragskodes, waaraan studente van die Militêre Akademie onderwerp word.

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McFall, Kara Lynn. "State Need-Based Aid and Four-Year College Student Retention| A Statewide Study." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594436.

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Every college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same level of grant funding and thus are forced to rely upon other means, such as student loans or employment, to pay for college. The majority of this research was conducted prior to the recession that began in December 2007 (National Bureau of Economic Research, 2008), which has been more severe and longer lasting than any economic contraction since the Great Depression (Dwyer & Lothian, 2012); more current research is needed to determine whether the educational retention behaviors of lower income students in the current challenging economic climate are positively impacted by grant funding. In this study I used quantitative methods to analyze a specific state policy change to determine whether a significant change in the grant funding provided to lower income students resulted in increased retention rates for these students. This study examines school years from 2006–2010, thus encompassing the recent financial crisis and affording an opportunity to explore the persistence behaviors of lower income students during the greatest financial crisis of modern times. The ultimate purpose of the study is to provide conclusions from the research to postsecondary policy makers in the hopes of informing policy and supporting continuing funding of need-based financial aid for lower income students.

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Garcia-Pusateri, Yvania. "HOMEPLACE: A Case-Study of Latinx students experiences in making meaning within a multicultural center." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1578429485170412.

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顧永琪 and Yongqi Gu. "Vocabulary learning strategies and English language outcomes: a study of non-English majors at tertiarylevel in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31235803.

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Martinez, Dayami. "A Multiple Case Study of the Factors Affecting College Course Enrollment for Students Learning English for Academic Purposes." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/10.

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This applied dissertation provides insight into the various factors affecting persistence and transition to college-level courses for students learning English for academic purposes (EAP). An influx of immigrants who want to continue their postsecondary studies has affected the programs serving EAP students in United States. Scholars have identified some factors that influence persistence and success of immigrant students at postsecondary institutions such as cultural and educational norms, curriculum and career support, and academic and social interactions. A qualitative approach with a multiple case study analysis allowed in-depth exploration of the factors affecting college course enrollment of EAP students. The researcher interviewed 10 participants who represented the student population enrolled in the EAP program. From these individual case analyses, the researcher identified strategies that could enhance retention and transition to college courses of EAP students. The researcher used NVivo qualitative data analysis software to gain a deeper understanding within textual categories and structural themes as well as to ensure thoroughness and reliability. The results of this study suggest that enhancement in both academic and social integration and curriculum and career support can assist EAP students in their transition to college courses.

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Dissertations / Theses on the topic 'College students – Canada – Case studies'

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