Dissertation Defense Announcements

This program evaluation examined how college readiness was structured across public school, charter school, and homeschool secondary pathways in the state under study. The study addressed how governance, advising, curriculum sequencing, graduation monitoring, and transition practices aligned with postsecondary expectations and how leaders could strengthen alignment across pathways. Using a utilization-focused evaluation approach, I analyzed public documents and an anonymous stakeholder survey completed by 52 participants. Findings identified inconsistencies in advising, graduation monitoring, communication, credit transfer, and transition procedures, while also showing a shared commitment to student success. The findings informed the development of the College Readiness Alignment Model (CRAM), recommended as a practical framework for strengthening collaboration, consistent student support, progress monitoring, and postsecondary readiness across educational pathways.

Although K-12 educators are explicitly trained on evidence-based instructional strategies, many higher education faculty receive limited (if any) training in pedagogy. Using participatory action research, this study examined how implementing evidence-based practices (EBPs) in higher education classrooms influenced student engagement, student learning, and faculty efficacy. Seven faculty participants implemented EBPs over one academic semester while participating in monthly individual mentoring sessions that reflected on EBP implementation, introduced additional EBPs, and helped them adapt instructional practices to meet students' needs. Findings indicated that participants believed EBPs increased student engagement, participation, classroom interaction, and the overall structure of learning experiences. Faculty also reported greater instructional awareness, increased self-efficacy, and renewed enthusiasm for teaching. Based on these findings, the report recommends developing institution-wide instructional mentoring programs to support faculty instructional effectiveness and improve student learning outcomes.

This qualitative program evaluation examined a competency-based early childhood education program at a private, nonprofit university in the Midwestern United States. The program is an equity-focused pathway serving diverse adult learners and early childhood professionals. The study explored faculty and student perceptions of equitable access, personalized learning, student success, and meaningful educational experiences. Using a utilization-focused evaluation approach, the study gathered data through interviews, focus groups, and surveys with five faculty and five currently enrolled students to identify program strengths and opportunities for improvement. Findings indicated that flexibility, faculty support, competency-driven assessments, and connections to professional experience supported engagement and learning and contributed to program effectiveness, while participants identified challenges with program navigation, technology, self-directed learning, and implementation consistency. Recommendations included strengthening faculty development, clarifying program expectations, expanding individualized student supports, and systematically using faculty and student feedback and program data to advance equitable access, program quality, and continuous improvement.