A Phenomenological Approach to Understanding Minority Student Engagement with the University through Service Learning Courses

Autor/in	Withrow, Jennifer
Titel	A Phenomenological Approach to Understanding Minority Student Engagement with the University through Service Learning Courses
Quelle	(2017), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Kentucky University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-1588-3
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; Minority Group Students; Whites; Institutional Characteristics; Service Learning; Phenomenology; Action Research; Student Attitudes; Networks; Graduate Students; Undergraduate Students; Student Recruitment; School Holding Power; Advertising; Policy Formation; Outcomes of Education; Program Design; Educational Experience; Interviews; Kentucky + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; White; Weißer; Service-Learning; Phenomenological psychology; Phänomenologie; Psychologie; Projektforschung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Werbung; Politische Betätigung; Lernleistung; Schulerfolg; Programme design; Programmaufbau; Programmplanung; Bildungserfahrung; Interviewing; Interviewtechnik
Abstract	This phenomenological action research study examined the experiences of minority students who participated in service learning activities at Northern Kentucky University. Five individual interviews were completed with students, consisting of undergraduate, graduate, and university alumni. Interviews uncovered five overarching themes. The five themes identified include: minority experience at a predominantly white institution (PWI), the impact of other significant NKU courses, networking, retention, and ideas for scheduling, advertising, and recruiting minority students (in service learning courses). Findings are relevant for NKU educators and administrators who are responsible for developing policies and programs designed to improve outcomes for minority students. [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