Date of Award

2021

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Department

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.

Provenance

Received from ProQuest

Rights holder

Kathlene R. Seymour

File size

218 pgs

File format

application/pdf

Language

en

Discipline

Curriculum development

Share

COinS