Date of Award
2021
Document Type
Dissertation in Practice
Degree Name
Ed.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Norma L. Hafenstein
Second Advisor
Paul Michalec
Third Advisor
Lindsey Reinert
Keywords
College transition, High school to college transition, Mental health, Retention, Schlossberg's transition theory
Abstract
Retention rates of college students has continued to be a large concern for those associated with higher education (Habley et al., 2004). A successful high school to college transition experience has been identified as a key factor in a student’s decision to remain in college and persist to graduation (Broglia, et al, 2016). Furthermore, more students with mental health challenges are entering higher education settings (Bewick, et al., 2008).
The intent of this study was to describe the college transition experience through the lens of the theoretical framework from Schlossberg’s (1984) transition theory. This theory provided a framework through which to study how students with mental health needs experience their transition to a college setting and how this experience is impacted by a campus environment. Therefore, this study provided an additional context to further impact college support and mental health providers at the college level in order to develop or improve the high school to college transition programs for this unique population of students.
The central research questions which guided study included: How do first year undergraduate college students who self-identify with mental health challenges, perceive their transition into college? What are the elements that contribute to a successful transition for first year undergraduate college students who self-identify with mental health challenges? How do first year undergraduate college students who self-identify with mental health challenges perceive the existing (and needed) support structures at a small private university, as it relates to their transition?
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Kathlene R. Seymour
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
218 pgs
Recommended Citation
Seymour, Kathlene R., "College Transition Experience: First Year Undergraduate Students and Self-Identified Mental Health Challenges" (2021). Electronic Theses and Dissertations. 1986.
https://digitalcommons.du.edu/etd/1986
Copyright date
2021
Discipline
Curriculum development