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“ACADEMIC ADVISING, ENGAGMENT WITH FACULTY, COURSE LOAD, COURSE TYPE, AND COURSE COMPLETION RATES FOR URBAN COMMUNITY COLLEGE STUDENTS WITH LEARNING DISABILTIES”
by
Shalamon A. Duke
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2007
Copyright 2007 Shalamon A. Duke
Object Description
| Title | Academic advising, engagment with faculty, course load, course type, and course completion rates for urban community college students with learning disabilties |
| Author | Duke, Shalamon A. |
| Author email | dukesa@lacitycollege.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2005-09-09 |
| Restricted until | Unrestricted |
| Advisor (committee chair) | Maxwell, William E. |
| Advisor (committee member) |
Martin, Brandon E. Suite, Denzil |
| Abstract | Published literature suggests that students with learning disabilities have difficulty completing academic programs in higher education (Mull, Stilington, and Alper, 2001). Furthermore, the literature contends that the successful academic integration of these students will increase their rates of persistence in postsecondary education. This study utilizes academic advising as discussed by Crookston, O'Banion, and Lowenstein and retention as discussed by Tinto, Spady, and Bean. Additionally, this study hypothesizes that student success is correlated with a student's course load and the types of courses taken. Institutional efforts, such as academic advising, lead to the overall integration of students with disabilities and course-taking patterns. The purpose of this study is to analyze how persistence is correlated with academic advising, course load and the types of courses students with learning disabilities enroll. The analysis will use the data obtained from the Transfer and Retention of Urban Community College Students (TRUCCS) database. This study also offers some recommendations and intervention strategies for administrators, counseling and instructional faculty, and staff who assist students with learning disabilities in the community college setting. |
| Keyword | community college; learning disabilties; course load; persistence; retention; academic advising |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m296 |
| Contributing entity | University of Southern California |
| Rights | Duke, Shalamon A. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Duke-20070227 |
| Archival file | uscthesesreloadpub_Volume48/etd-Duke-20070227.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | “ACADEMIC ADVISING, ENGAGMENT WITH FACULTY, COURSE LOAD, COURSE TYPE, AND COURSE COMPLETION RATES FOR URBAN COMMUNITY COLLEGE STUDENTS WITH LEARNING DISABILTIES” by Shalamon A. Duke A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2007 Copyright 2007 Shalamon A. Duke |
