Counseling, Higher Education & Special Education
Permanent URI for this communityhttp://hdl.handle.net/1903/2226
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Counseling & Personnel Services; Education Leadership, Higher Education & International Education (excluding Organizational Leadership & Policy Studies); and Special Education.
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Item "Being the Faculty Face:" A Grounded Theory of Living-Learning Program Faculty Motives and Experiences(2012) Drechsler Sharp, Marybeth Joy; Quaye, Stephen J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Few evident incentives exist for faculty to become involved with living-learning programs. The purpose of this constructivist grounded theory study was to investigate the motives and experiences of faculty members working with living-learning programs at doctoral-granting research institutions. Illuminating the experiences of living-learning faculty is necessary, because for these environments, their participation is a signature element. An enhanced understanding of what motivates faculty members to participate in living-learning programs can help administrators recruit and retain faculty partners, allow administrators to better structure opportunities to meet faculty's needs, and provide voice to living-learning faculty to potentially yield new theoretical understanding. The findings of this study revealed participants' different paths into and through work with living-learning programs. A grounded theory approach resulted in a model to guide practice for living-learning practice and research. The subsequent theory suggests that faculty members' interactions with living-learning environments are propelled by personal motivations and attributes, academic environment, and perceived advantages and disadvantages of involvement; these factors are depicted in the model by overlapping gears. In the model, a large gear represents living-learning faculty members' experiences, including their different roles and varied responsibilities, assorted challenges they navigate, and perspectives they hold about living-learning environments. For administrators seeking to involve faculty, the study's findings regarding what motivates faculty members to work within living-learning settings and their perspectives on their experiences can help with recruiting new faculty, assisting faculty with the transition to living-learning work, incentivizing living-learning involvement for faculty, developing relationships with faculty participants, and providing necessary support for faculty. For involved faculty, this study may help them investigate their own motives with an eye toward improving their living-learning experiences, point them toward resources or approaches they can integrate in their work, and promote self-exploration of what makes living-learning involvement meaningful to them.Item Managers, Mentoring, and Moving Up: The Role of Mentoring in Women's Career Advancement in the Chemical Industry(2008-05-13) Paquin, Jill Denise; Fassinger, Ruth E; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The underrepresentation of women in White male-dominated science and technology fields (STEM) has been documented, with special attention on the lack of women's advancement within these fields, including industry (NSF, 2004; Fassinger, 2001; Fassinger, 2002). Mentoring has been shown to be a key variable in the career advancement of both men and women. Lack of mentoring for women also has been demonstrated as a barrier to career advancement (Fassinger & Hensler-McGinnis, 2005). The chemical industry is the largest employer of U.S. scientists and therefore represents an important testing ground for identifying barriers and facilitative factors, such as access to mentoring, that could impact women's career success in this arena (NSB, 2000). Managers represent an untapped mentoring resource for women trained in science and engineering working in industrial chemistry. This study sought to better understand how managers think about mentoring and women's advancement within their field. Specifically, results suggest that managers' experiences with mentoring may have some influence on their perceptions of mentoring more generally, and that their perceptions of gender may be linked to their beliefs about mentoring for women in the workplace.Item The same and different: A grounded theory of the experiences of college students who have a sibling with a developmental disability(2007-06-03) Weisman, Jennifer; McEwen, Marylu K; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research on people who have a sibling with a disability has focused minimally on the experiences of college students who have a sibling with a disability and generally focused on specific aspects and outcomes instead of a more holistic view. Much of the prior research was also conducted during a time when the climate around disabilities was different. This study took a contemporary and broad view of how college students with a sibling with a developmental disability experience college. This study used a qualitative methodology, constructivist grounded theory, to explore the experiences of college students with a sibling with a developmental disability. There were nine initial participants in the study and seven participants who completed the study. All had at least one sibling with a developmental disability and were either currently enrolled in an undergraduate institution or had graduated within two years. The seven participants who completed the study were each interviewed three times and many also shared academic papers or admissions essays that related to their sibling or disability issues. Data from the multiple in-depth interviews and documents were analyzed and the emergent theory was grounded in the data and described the experiences of college students who have a sibling with a disability. This theory contained a core category and five key categories. The core category, which incorporates the essence of participants' experiences, is My Experience in College is the Same and Different. There are five key categories related to the core category: Lessons Learned from Siblings, Having a Sibling Shapes My Personal Traits, Having a Sibling Plays a Role in My College Choices, Having a Sibling Contributes to My Academic Experiences, and Being a Sibling in My Social Interactions. This research contributes to the literature by providing a holistic and contemporary look at a sub-population of college students that has been understudied. It also offers important recommendations for future sibling research as well as ways for colleges to support siblings. As a qualitative study, it offers an in-depth look at college student siblings and demonstrates the complexity of their experience.Item A GROUNDED THEORY STUDY OF THE MULTICULTURAL EXPERIENCES OF SCHOOL PSYCHOLOGISTS(2005-08-11) Mewborn, Kenya Noreen; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The changing population of public schools demands that school psychologists have the ability to work with diverse students, parents, and teachers. The current project used qualitative methods to explore the experiences of school psychologists working in racially/ethnically diverse schools. Interviews with ten school psychologists and surveys from eight staff members who worked with these psychologists were analyzed using grounded theory methodology. A theory was developed that explains how psychologists manage racial/ethnic differences in the diverse school context. Results indicate that psychologists' efforts focused on bridging cultural differences in the communication styles, beliefs, and behaviors of students, parents, and school staff members. The techniques psychologists used to bridge gaps involved reliance on particular characteristics and strategies. Knowledge, self awareness, cultural empathy, and multicultural interest were the key characteristics psychologists relied on when working in multicultural situations. Related to these characteristics were the main strategies of relationship building, information gathering, and information sharing. Variables that impacted how psychologists responded in diverse settings included multicultural training experiences, life experiences, and issues related to the school systems within which the psychologists worked.