1 UNDERSTANDING AND SUPPORTING THE FIRST-GENERATION DOCTORAL STUDENT Susan K. Gardner, Ph.D. Associate Professor of Higher Education, University of Maine
2 First-Generation Students First-generation students are those whose parents did not receive a college degree 55.3% of students in (U.S. Department of Education, 2009)
3 First-Generation Attributes First-generation students tend to: Have lower degree aspirations (Lohfink & Paulsen, 2005) Be less likely to persist to graduation (Pike & Kuh, 2005) Have less engagement with faculty and integration with peers (Pike & Kuh, 2005) Be women, older, students of color, from lower socioeconomic status backgrounds, and have more dependent children (Terenzini et al., 1996)
4 First-Generation Mainers Given that Over 64% of Mainers do not have a college degree 81% of Maine high school students stayed in Maine in 2006 for their higher education (The Chronicle of Higher Education Almanac, 2009) Maine institutions of higher education can expect to have a particularly high proportion of first-generation students among their attendees
5 First-Generation Doctoral Students 37% of those who received their doctorates in 2002 were considered first-generation doctoral students First-generation doctoral students are more likely to: Be women Be students of color Have attended community college Identify own resources as primary financial support Have more debt upon graduation Register a longer time to degree (Hoffer et al., 2002) These indicators are also those of individuals who are more likely to drop out of doctoral programs (Council of Graduate Schools, 2004)
6 Accumulated (Dis)Advantage First-generation students: May begin their school experiences without the same social or financial resources as their peers (Pike & Kuh, 2005) Are less likely to graduate (Pike & Kuh, 2005) Take longer to complete their degree (Goldrick-Rab, 2006) May be less likely to attend a selective institution (Kniffin, 2007) All of these factors negatively impact enrollment in, and completion of, a doctoral program (CGS, 2005)
7 First-Generation Doctoral Recipients 1. Wayne State University (49.7%) 2. The University of Maine (47.9%) 3. West Virginia University (46.8%) 4. The University of Alabama (46.0%) 5. The University of Tennessee (43.3%) 6. Iowa State University (42.6%) 7. Temple University (41.7%) 8. Oklahoma State University (41.2%) 9. University of Kentucky (40.8%) 10. SUNY at Buffalo (40.6%) (SED data, 2008)
8 First-Generation Doctoral Students in Education Doctoral programs in education have the highest proportion of first-generation doctoral students (Hoffer et al., 2002; Nettles & Millett, 2006) In 2006, of all doctoral recipients earning a doctoral degree in education: 58.5% of their fathers and 67.3% of their mothers had received a high school diploma or completed some college (Across fields, these percentages were 40.6% and 53.1% respectively)
9 Current Study While we know an increasing percentage of doctoral students are first-generation we do not yet know the experiences of these students Several research questions guided this study: What are the experiences of first-generation doctoral students? What is their educational pathway to graduate school? What are their sources of challenge and support?
10 Capital: A Framework Three forms of capital: economic, social, cultural Bourdieu (1977) described social capital as the aggregate of the actual or potential resources that are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition in other words, to membership in a group (p. 103) First-generation students lack social capital given many of their other characteristics and seek cultural capital as a form of educational credential, thereby leading to economic capital
11 Methods Qualitative approach allowed for an understanding of the lived experiences of these students (Seidman, 2006) Interviews with 10 first-generation doctoral students at UMaine and 10 at the University of Alabama Diversity in disciplines, program status, gender, race Lasted minutes Guided by semi-structured protocol Audio-recorded and transcribed verbatim
12 UMaine Participants Gender Race/ Discipline Program Ethnicity Status F White History Coursework No F White History Dissertation Yes F White Forestry Coursework No F White Interdisciplinary studies Coursework Yes M White Biochemistry Coursework No M Hispanic History Dissertation No F White Interdisciplinary studies Dissertation Yes F White Counseling Coursework Yes F White Literacy Dissertation No F White Literacy Exams Yes From Maine
13 UA Participants Gender Race/ Ethnicity Discipline Program Status F White Psychology Coursework No F White Chemistry Dissertation No F White Psychology Dissertation No M African American English Dissertation No F White Political science Coursework Yes F African American, Hispanic Chemistry Coursework No F White History Dissertation No F White English Dissertation Yes F African American Social work Exams No M African American Social Work Coursework Yes From Alabama
14 Data Analysis Constant comparative method Guided by the theoretical framework provided by Bourdieu (1977) in relation to capital Utilized Glaser s (1978) steps in data analysis, allowing for emergent themes to develop from the data Trustworthiness of the data collected and its subsequent analysis was obtained through member checking and peer debriefing
15 Findings Four themes emerged: Breaking the Chain Knowing the Rules Living in Two Worlds Seeking Support
16 Breaking the Chain Breaking the chains of the past, of their gender, and their socioeconomic status: I guess that their expectations were that my older brother would go. Their perspective was that he was a man and he would have to support a family and I, on the other hand, would get married and be supported. I think it was more or less of looking at how hard my parents had struggled for such a long time: we re talking basic, entry-level, labor-intensive-type positions that both of them held during their lives. I didn t want to do that.
17 Breaking the Chain Breaking the chains for future generations: I guess that is one benefit to being a firstgeneration student or being from where I am is that you are sort of breaking the chain, and I like it. The way I look at it is that I m happy that it is me doing it because I don t want it to be my daughter s responsibility.
18 Knowing the Rules Even those who wanted to did not know how to access the system: If you got football you can to go to school. Well, I didn t have football so it was obvious I wasn t going because I didn t know you could go to school without football. That line of thinking was not in my world of knowledge and understanding.
19 Breaking the Chain It was learning how to break the chain that was the most difficult: It was always my parents desire for me to go to college but they didn t know where to start. But one person made the difference: That was the first time someone had plugged that into my head.
20 Knowing the Rules Once you access, where do you go? I didn t know what to look for or what to have. I just thought you went to the cheapest one. Why would you go to anything else? I didn t understand the value of going to a school that might have a nice name and what that might help with later. I had no idea what the point was. I don t think I understood that and I still don t think I understood what that meant when I was applying to grad schools.
21 Knowing the Rules The obstacles only just began after access: I had to study twice as hard to learn how to maneuver in and out of the system, how to work the system, how to learn. There was no one telling me what a FAFSA was, for example. I had to learn this. No one taught me anything; I am learning it. I m learning it as I go. Their parents are educated and have degrees so they kind of know what the system is and how it work it and how to apply that directly to what was expected of them. For me, I kind of have to feel my way around and learn as I go.
22 Living in Two Worlds Needing to belong anywhere: In a way I m kind of caught in between these two groups: the working-class group and the world of academia. I don t fully belong to either group anymore. I kind of have one foot straddling that line. I m here but I really don t belong in terms of class, in terms of gender, in terms of race, I don t belong. I don t belong. And everything is saying that I don t belong but I am getting messages that say I do belong and I have a place here. I think if I had been second-generation, I wouldn t have any doubts. I wouldn t feel like it is hard to go back to my community because I am in a different class. I m in a different position.
23 Living in Two Worlds Needing understanding of their choices: Most of my family would have preferred if I had gone to college that I would ve gotten something like an accounting degree, something practical, something that you could go get a job. They really didn t understand it and the more I went to school the more it just confused the hell out of them. They look at me kind of like a twoheaded chicken or something.
24 Living in Two Worlds Feeling a sense of separation and loss: You can t really act educated when you go home, you know, because they think you are uppity. I actually had a couple of my cousins tell me that I don t even talk the same: You don t sound like you re supposed to sound when you come home. I m still living in this dream that doesn t call for reality the reality of me remembering where I come from.
25 Living in Two Worlds Questioning themselves: The hardest thing is thinking that someone is going to find out that I really shouldn t be here, even though it is something that I have worked so hard for. And I have to remind myself constantly that I have a right to be here. I have to keep telling myself.
26 Seeking Support To manage these difficulties they needed support: I m looking for some sort of mentor, parental intellectual parent-substitute in a way. I want someone who s there already who can kind of help guide me through. You ve got to have two kinds of families. A lot of other students are too intimidated to ask a professor a question because they don t want to sound stupid, where I m like, Hell, whatever, I ll go ask; I m already at a deficit.
27 Seeking Support Finding support in peers The grad students here, we all belong together; we help each other out. That s really where I have benefited. A lot of the other grad students in history have parents who have Ph.D.s; they know the process. Finding support in themselves: I had an inner drive, prayer, faith. I had an inner drive to succeed, a competitive drive to succeed, and I don t know why, you know, because I could have easily went another route.
28 Discussion I feel like I m doing it for my family and the people who have gone before them. I find comfort in it. I find strength in it, and it sustains me. A lack of capital for these students translated into: A lack of access to higher education A lack of understanding of its benefits or its functioning at the undergraduate and graduate levels They were able to overcome these deficits through others capital and access and their own internal motivation
29 Discussion They faced myriad obstacles to succeed Cultural barriers Separation from their background and families Financial burdens Imposter phenomenon
30 Implications K-12 educators and counselors What you say makes a difference and it only takes a few words Provide opportunities to learn the system and seek out resources to make it possible for both parents and students Seek out your own professional development opportunities to understand how you can make a difference and learn about the options available to and correlates of success for first-generation students
31 Implications Higher education faculty and administrators Provide access to supportive programs such as McNair and TRiO Explicitly encourage students to consider graduate education Infuse understandings of graduate education into personal and class discussions (i.e., build a cognitive map) Understand the needs and challenges of firstgeneration students and provide supportive services
32 Implications Federal and state agencies Increase funding for programs such as TRiO Provide information and expand resources for firstgeneration parents earlier in the K-12 experience Encourage professional associations (CACREP) to require courses in higher education for guidance counselors Provide training and professional development opportunities for community colleges Create more K-20 connections
33 Implications Future studies should examine: Institutional type variations Gender, race, age, familial status, educational background Disciplinary/field differences Attitudinal correlates such as imposter syndrome and self-efficacy Longitudinal pathways (careers, satisfaction, success)
Graduate Student Involvement: Socialization for the Professional Role Susan K. Gardner Benita J. Barnes Undergraduate student involvement has been linked to retention and satisfaction (Astin, 1993; Tinto,
What does student success mean to you? Student success to me means to graduate with a B average with no failing grades. Ferris is ridicules tuition rates don t affect me since I was fortunate enough to
Women & Money: Factors influencing women s financial decision-making Professor Roslyn Russell, RMIT University Professor Amalia Di Iorio, La Trobe University Introduction Financial wellbeing can be considered
Careers Audio Transcription Carolyn Roberts with Sally Harrison I m talking to Sally Harrison now. Sally graduated from this College, as it was then, in 1984 with a Degree in Geography and Geology, but
On the Right Track Tracking for Success Regina Deil-Amen, Ph.D. Center for the Study of Higher Education firstname.lastname@example.org What is tracking? Tracking is the practice of placing students into different
Student Sample #1: Interpretive Essay We need role models because we need someone to look up to and talk to them so we could know what we want to do later in life. There are all types of people that you
Diversity Experiences of First Year Students: Findings from the NECASL Panel Study of the Class of 2010 June 2009 Introduction This analysis focuses primarily on a set of questions about diversity asked
What Do I Need to Know to Apply for Graduate School in Psychology? STEP 1 start thinking about what kind of psychology you would be interested in as a career think in term of applied vs research although
Janet E. Helms, Ph.D. Augustus Long Professor, Department of Counseling, Boston College Interviewed by Carlos P. Zalaquett, Ph.D., L.M.H.C Department of Psychological & Social Foundations University of
SO YOU HAVE TO WRITE A DISSERTATION PROPOSAL? SOME THOUGHTS ON HOW TO KEEP FROM BEING OVERWHELMED AND MOVE STEADILY TOWARDS YOUR GOAL. By Elizabeth Ferry Department of Anthropology, Brandeis University
1 This Getting Started Guide is your source for up-to-date information about choosing a business school or program. Use these tips to get organized and motivated and get going on making your dreams a reality.
help!? He can spell better than me!! I m sure my daughter doesn t want my help I don t feel I have the confidence to help and I can t find the time My job is done, they are studying for their exams...but
VETERANS IN HIGHER EDUCATION A COLLEGE DEGREE AS A SECOND OPPORTUNITY Monica B. Moreno Anguas Doctoral Student Teaching, Language and Sociocultural Studies The University of Arizona Regina Deil-Amen Associate
More seniors heading into old age alone 43 26 0 Share 1 AA By PAMELA YIP Personal Finance Writer email@example.com Published: 30 March 2013 11:22 PM Updated: 31 March 2013 07:23 PM At 81, Dot lives in
1 This Getting Started Guide is your source for up-to-date information about choosing a school or program. Use these tips to get organized and motivated and get going on making your dreams a reality. Now
M. Kay Libbus, DrPH, RN, Professor, University of Missouri Sinclair School of Nursing Patricia J. Kelly, PhD, RN, Professor, University of Missouri at Kansas City School of Nursing Marjorie Sable, DrPH,
Article Pictorial Power of Attorney Concerning Personal Care Booklet Adapted with permission from http://www.aging-and-disability.org L ARCHE ONTARIO REGION This booklet s purpose is to provide information.
Selecting a Major for Students and Families 01/14/14 06:00 PM - 01/14/14 07:00 PM Message fsuchat(fsu Staff Kari): Good evening everyone! If you give our moderators a few minutes to log in, we will get
HE WHO WRITES THE CHECK IS FREE JOSEPH WOODHOUSE WALL STREET PIONEER Jana B. Woodhouse One of the many reasons I love being affiliated with Transamerica Financial Advisors, Inc. and World Financial Group,
Integrating Health Literacy into The Nursing Curriculum through use of QSEN M A R G U E R I T E D E B E L L O M S N, R N, A C N S - B C C N E, N P, P H D C E A S T E R N M I C H I G A N U N I V E R S I
1 This Getting Started Guide is your source for up-to-date information about choosing a nursing school or program. Use these tips to get organized and motivated and get going on making your dreams a reality.
New Beginnings: Managing the Emotional Impact of Diabetes Module 1 ALEXIS (AW): Welcome to New Beginnings: Managing the Emotional Impact of Diabetes. MICHELLE (MOG): And I m Dr. Michelle Owens-Gary. AW:
Advice for Applicants to the NSF Graduate Research Fellowship By Keith Jacks Gamble 9/23/04, updated 1/23/06 *Note: The bulk of this article was written in 2004, so some details may have changed. If you
Career Advancement and Education Opportunities: Experiences and Perceptions of Internationally-Educated Nurses Jordana Salma, RN, MsN, PHD student University of Alberta Outline Introduction Research Question
What Matters in College After College A Comparative Alumnae Research Study Prepared for the Women s College Coalition www.womenscolleges.org February 24 and March 7, 2012 2 Susan Lennon Women s College
How do I get involved in undergraduate research? The best way to do get involved in research is to approach a professor and ask her or him if they have any research projects on which they need help. Sometimes
Black Female Doctoral Students: Overcoming Challenges that Inhibit Degree Attainment Cheryl D. White Tonisha B. Lane Stacey N. Jackson Shetina M. Jones Sponsored by the ACPA Standing Committee for Women
Analysis and Survey Design by Strategic Technology Solutions Rich La Valley, President Methodology Sample of College Graduate who went through IB from Social Network Sites Email sent to over 650 potential
MOST FREQUENTLY ASKED INTERVIEW QUESTIONS 1. Why don t you tell me about yourself? The interviewer does not want to know your life history! He or she wants you to tell how your background relates to doing
How to get into vet school By Amanda Hoffman, YCP Biology Class of 2012 Before you begin make sure that veterinary medicine is exactly what you want to study in your future, that this is the career you
It was more about the functional area Student Affairs Professionals in Community Engagement Positions Career Choice & Student Affairs Self-efficacy and career choice Hackett & Betz, 1981 Social Cognitive
Counseling Center Informational Interviewing INFORMATION INTERVIEWING WHAT IS AN INFORMATIONAL INTERVIEW? An informational interview is a conversation between a person (like you) who is interested in a
Health Management Limited has been appointed as the supplier to deliver Fit for Work (previously Health and Work Service) in England and Wales. The following is a personal account of a service user s journey.
15 Toughest Interview Questions and Answers! Reference: WomenCo. Lifestyle Digest, firstname.lastname@example.org 1. Why do you want to work in this industry? I love to shop. Even as a kid, I spent hours flipping
I had come to the United States dreaming of finding my mother but I ended up discovering so much more about myself. My name is Ana Maria Alvarez and I am 20 years old. I am from Guatemala I came to Mary
Title: Interview with Rosa Dittims No Date Given Location: Marquette, Michigan Women s Center in Marquette START OF INTERVIEW Jane Ryan (JR): Good Morning. I m Jane Ryan and I m the interviewer for a group
STEM at American Institutes for Research Broadening Participation in STEM Graduate Education ISSUE BRIEF SEPTEMBER 2014 Rachel Upton Courtney Tanenbaum The United States is at a critical juncture in its
Running Head: INTERVIEWING COUNSELING ICONS 1 Dr. Carolyn Thomas, PH.D. LPC, LMFT, LBSW Professor and Coordinator of Counselor Education Department of Counselor, Leadership and Special Education Auburn
SCHOOL PSYCHOLOGY PROGRAM THE UNIVERSITY OF ALABAMA Handbook of General Program Policies and Procedures ON-CAMPUS PROGRAM ONLY * For new students entering the on-campus program in 2015 School Psychology
At SUNY Empire State College, we pride ourselves on seeing our students as individuals. We recognize that everyone s needs and goals are different, and we respect those differences. 10/10/2014 1 Working
Program Overview This accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and
Community College Partner Conference VII Albright College, Reading, PA October 20, 2015 College On-Ramps for Adult Students Good morning. I want to thank Dr. McMillan for this opportunity for my colleagues
Community Colleges: Opening or Closing Doors for Students? Author(s): Joanna Vance, PhD Affiliation: Colorado State University 2010 Abstract The purpose of this study was to predict what would happen in
Announcer: Adolescent drug abuse and the impact of the family dynamic. This is Stay Happily Married: Episode #279. Welcome to Stay Happily Married; your source for weekly updates on the latest tips and
Hi. And welcome to Cigna s podcast about a white paper we published recently. You can read along with Maximizing the Value of Consumer Driven Health Plans, or you can just sit back and we ll take you through
Club Accounts. 2011 Question 6. Anyone familiar with Farm Accounts or Service Firms (notes for both topics are back on the webpage you found this on), will have no trouble with Club Accounts. Essentially
Togo / Student 1 Basic questions Which university did you attend? University of Lome (TOGO) Did you have a choice of universities to attend, and if so why did you choose the school you attended? No, there
Spring 2010 Students Perceptions and Opinions of Online Courses: A Qualitative Inquiry A Report by South Texas College s Office of Research & Analytical Services South Texas College Spring 2010 Inquiries
College on Credit: How Borrowers Perceive Their Education Debt By Sandy Baum and Marie O Malley Sandy Baum is professor of economics at Skidmore College in Skidmore, PA. Marie O Malley is vice president
Body&Soul Peer Counseling Coordinator s Guide Body&Soul Peer Counseling Coordinator s Guide Table of Contents Introduction... 2 Recruiting Peer Counselors... 3 Maintaining the Privacy of Church Members...
Quotes from survivors Once I was able to let my shame go I became a new person. I did not know I was caring such a heavy weight until it was gone. It s great to be free! I can t stop smiling. Pam P. People
SPOTLIGHT Business Schools & Doctoral Education Featured School: Universidad de los Andes School of Management, PhD in Management Bogotá, Colombia www.uniandes.edu.co/ March 2011 AACSB International SPOTLIGHT
Chapter 11 The Forex Trading Coach Is Born The Forex Trading Coach company was officially launched in May 2009 and I decided to go ahead and establish the company and the website as a result of the tremendous
SIU Counselor Education PhD Graduate Survey indicate to what degree you agree with the following statements. Rating Average Response Count. During my time in the doctoral program at SIU, I found the library
Interview with Dr. Mary Foskett Professor of Religion by Sarah Sparks Can you just tell me a little bit about your background? Sure, do you mean my educational background? Just start maybe growing up and
46 The Vermont Connection 2010 Volume 31 First-Generation College Students: How Co-Curricular Involvement Can Assist with Success Valerie Garcia First-generation college students are students whose parents
GRADUATE SCHOOL IN RELIGIOUS STUDIES (OR RELATED HUMANITIES/SOCIAL SCIENCE FIELD) FREQUENTLY ASKED QUESTIONS Prepared by the Department of Religious Studies, University of Tennessee, Knoxville Deciding
CLINICAL PSYCHOLOGY: WHAT TO EXPECT IN GRAD SCHOOL AND BEYOND What do you believe are some of the benefits and perks of having a degree in clinical psychology? Liz: I guess I ll contrast that with having
University application essays (or personal statements ) What to say, and what not to say! Essays are an important part of your application The less important your GPA and test scores, the more important
Sample Teacher Interview Questions Getting to Know You Tell us about yourself. What would you like us to know about you? If you had a co-teaching experience while student teaching, tell us about it and
DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM IN CURRICULUM AND INSTRUCTION WITH EMPASIS IN CURRICULUM STUDIES Department of Instruction and Teacher Education College of Education University of South Carolina
On-Line PhD chat transcript The comments below were collected from a few chats Welcome to the chat room for the University of South Carolina, Moore School of Business. This is very informal and I encourage
Post-Secondary Education and Training The Big Ideas: Post-secondary education and training Section 504 of the Rehabilitation Act Americans with Disabilities Act Reasonable accommodations Two year colleges
Is an Executive MBA right for you? A GUIDE TO THE EXECUTIVE MBA achieve goals busy schedule support classroom contribution cost peer network the new MBA What is an Executive MBA? The Executive MBA is a
AMCAS Application Tips Steps to a strong application Sunny Gibson, MSW Director, Office of Diversity Northwestern University Feinberg School of Medicine email@example.com Read the instructions!
24-hr. 1-888-774-9994 Graduate Division Hotline: 1-877-974-8333 firstname.lastname@example.org The Thesis & Dissertation Experience What is a thesis or dissertation? The terms thesis and dissertation are often interchangeable
SMITH COLLEGE CAREER DEVELOPMENT OFFICE GRADUATE SCHOOL Should I go? When to go? Where? Tests Applying NORTHAMPTON, MA 413-585-2582 F:413-585-2596 WWW.SMITH.EDU/CDO SHOULD I GO? There are two good reasons
LOYOLA UNIVERSITY CHICAGO SCHOOL OF LAW OFFICE OF CAREER SERVICES NETWORKING GUIDE These materials are intended for use by the students of Loyola University Chicago School of Law ONLY. No permission is
Open Adoption: It s Your Choice If you re pregnant and thinking about placing your child for adoption (making an adoption plan for your child), you may want to consider open adoption. Ask yourself Read
Applying to Graduate School and Requesting Letters of Recommendation MAKING THE DECISION TO APPLY Pursing a graduate degree provides an exciting opportunity to gain specialized knowledge and delve into
A Transformative Process: NOSCA s Eight Components of College and Career Readiness Counseling for Equity in Student Outcomes Developed by NOSCA is home of... A national advocacy campaign to galvanize and
TRANSFER STUDENT APPLICATION HOW TO APPLY TO WESLEYAN COLLEGE This application may be used by transfer students to apply for the undergraduate degree program at Wesleyan College. Applications are accepted
A Presentation for the American Constitution Society by Donya Khalili A wise and trusted teacher or counselor. Someone who guides a less experienced person by building trust and modeling positive behaviors.
SBE PhD Production and Employment: Pipelines and Pathways Fay Lomax Cook Assistant Director, Directorate for Social, Behavioral and Economic Sciences (SBE), National Science Foundation Robert M. Kaplan
FIRST-YEAR STUDENT APPLICATION HOW TO APPLY TO WESLEYAN COLLEGE ADMISSION CHECKLIST Completed application for admission $30 application fee Secondary School Transcripts or G.E.D. Secondary School Counselor
DOES ONLINE LEARNING HAVE A ROLE IN LIBERAL ARTS COLLEGES? An Interview with Council of Independent Colleges President Richard Ekman Rebecca Griffiths December 2014 Ithaka S+R is a strategic consulting
THE CLAREMONT GRADUATE UNIVERSITY FACULTY IN PSYCHOLOGY GUIDE TO PREPARING MASTERS THESIS/PUBLISHABLE PAPER PROPOSALS OVERVIEW The proposal is an essential step toward the completion of the Masters thesis
How to Synergize your Counseling Program to create a College going Identity For All Students What We Will Cover Today 1. College and Career Readinessdefine and why it is important 2. A new developmental
San Diego State University Consent to Act as a Research Subject You are being asked to participate in a research study. Before you give your consent to be a part of the study, carefully read the following
Access of students with learning disabilities/challenges to higher education: Issues and solutions Dr. Carla Di Giorgio UPEI Faculty of Education May 20, 2009 Community Partners: Dr. Audrey Penner, Holland
THE COLLEGE OF NEW JERSEY Graduate Programs in Counselor Education Why The College of New Jersey (TCNJ) for advanced study in counseling? "The coursework required to obtain a Masters of Counseling at TCNJ
Profiles in Social Work Episode 29 Sheila Neuburger Intro - Hi, I m Charmaine Williams, Associate Professor and Associate Dean, Academic, for the University of Toronto, Factor-Inwentash Faculty of Social
Ph.D. in Education Graduate School of Education Ph.D. in Education How do children acquire problem-solving skills? What are the cultural underpinnings of literacy? How is educational inequality produced