Date Approved

5-3-2024

Embargo Period

5-3-2024

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership, Administration, and Research

College

College of Education

Advisor

Mary Beth Walpole, Ph.D.

Committee Member 1

Carmelo Callueng, Ph.D.

Committee Member 2

Lisa Vernon-Dotson, Ph.D.

Keywords

college success course; minoritized students; transition

Subject(s)

Minorities--Education (Higher); Minority college students--Services for

Disciplines

Education | Higher Education

Abstract

Enrollment in higher education has increased over recent years with more students entering college underprepared for the academic rigor. Through expanded access, more minoritized students who are Pell eligible are enrolling. To retain these and other students, higher education institutions are implementing high impact practices to provide additional support. One such strategy is through the implementation of college success courses. These courses are intended to provide an extra layer of support for students as they make the transition from high school to college. Using a qualitative, case study approach, I used semi-structured interviews which included a photo-elicitation component to explore the experiences of minoritized, Pell eligible students in a college success course at Suburban University. Three themes emerged from the semi-structured interviews including the importance of faculty, learning about resources, and self-motivation. During the photo-elicitation portion of the interviews, the importance of relationships was a reoccurring theme. Implications for future research and practice are discussed.

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