The Development of a Comprehensive First-Year Experience Program for the University of Southern California: Using an Innovation Gap Analysis Model

Autor/in	Studdert, Thomas Patrick
Titel	The Development of a Comprehensive First-Year Experience Program for the University of Southern California: Using an Innovation Gap Analysis Model
Quelle	(2013), (209 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-2588-1
Schlagwörter	Hochschulschrift; Dissertation; Universities; Program Development; First Year Seminars; Problem Solving; Models; Student Development; Theories; Mixed Methods Research; College Faculty; Skills; Knowledge Level; Motivation; Needs; Statistical Analysis; Correlation; Teacher Surveys; Interviews; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; University; Universität; Programmplanung; Problemlösen; Analogiemodell; Theory; Theorie; Fakultät; Skill; Fertigkeit; Wissensbasis; psychologische; Motivation (psychologisch); Grundbedürfnis; Statistische Analyse; Korrelation; Interviewing; Interviewtechnik; Lehrerverhalten; Kalifornien
Abstract	Using an innovation adaptation of the gap analysis approach of Richard Clark and Fred Estes, the collegiate First-Year Experience (FYE) consisting of comprehensive and intentional curricular and co-curricular initiatives was examined. Conceptualization and operationalization of the goal for a FYE program was based on 3 student development theories centering on student departure decisions, including Vincent Tinto's student integration model, Alexander Astin's input-environment-output model, and John Bean's student attrition model. The purpose of this study was to examine how faculty members in the University of Southern California's Dornsife College can best implement a comprehensive FYE program. Using mixed methods, faculty members were asked to prioritize the critical elements of an FYE program and rate their knowledge and skills, motivation, and organizational needs to create a program. Using descriptive and correlational statistics, the survey results, along with interview coding, indicated that faculty perceived that they lacked knowledge and organizational support in the creation of the individual FYE elements and a comprehensive program. The results led to an analysis of the largest gaps for each construct, which were then specifically addressed for recommended solutions. This study begins to aid in understanding the complex issues of collegiate 1st-year students' success and how faculty members can help bridge the gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01