{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/122637"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/122637","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"How Teaching At-Risk Students Affects Faculty Engagement","abstract":"The purpose of this dissertation in practice study was to describe the engagement levels and challenges of faculty teaching at-risk students to better understand support strategies that may enhance the classroom experience for students and instructors. The aim of this study was to create a set of guidelines for community colleges to foster engagement among faculty who teach at-risk students. Institutions could use the guidelines in an effort to increase retention by supporting faculty teaching at-risk students to reach their graduation goal. Phenomenological qualitative research methodologies were used in this study, which included 17 interviews with faculty that teach at-risk college students. The participants also completed the Utrecht Work Engagement Scale, and scores ranged from 27 to 54. Six themes were identified: the term at-risk student needs to be expanded; teaching at-risk students is difficult; the lack of college preparedness of at-risk students is staggering; faculty expectations of at-risk students are based on their personal experiences in education; faculty need support; and empathy is critical for success in the classroom. The themes lead to four guidelines that can assist faculty in promoting increased student retention: faculty need support in a variety of ways, educator training opportunities should focus on teaching practices, and administrators should recognize faculty strengths and limitations in helping at-risk students. Open lines of communication are also needed to foster collaboration between faculty and support staff.|Keywords: At-risk students, engagement, faculty, community colleges","abstract_html":"The purpose of this dissertation in practice study was to describe the engagement levels and challenges of faculty teaching at-risk students to better understand support strategies that may enhance the classroom experience for students and instructors. The aim of this study was to create a set of guidelines for community colleges to foster engagement among faculty who teach at-risk students. Institutions could use the guidelines in an effort to increase retention by supporting faculty teaching at-risk students to reach their graduation goal. Phenomenological qualitative research methodologies were used in this study, which included 17 interviews with faculty that teach at-risk college students. The participants also completed the Utrecht Work Engagement Scale, and scores ranged from 27 to 54. Six themes were identified: the term at-risk student needs to be expanded; teaching at-risk students is difficult; the lack of college preparedness of at-risk students is staggering; faculty expectations of at-risk students are based on their personal experiences in education; faculty need support; and empathy is critical for success in the classroom. The themes lead to four guidelines that can assist faculty in promoting increased student retention: faculty need support in a variety of ways, educator training opportunities should focus on teaching practices, and administrators should recognize faculty strengths and limitations in helping at-risk students. Open lines of communication are also needed to foster collaboration between faculty and support staff.|Keywords: At-risk students, engagement, faculty, community colleges","abstract_has_math":false,"creators":["Inness, Shelli"],"institution":"Creighton University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Hawkins, Peggy L."],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-04-09","date_published":"2019-04-09","updated_at":"2026-07-24T01:51:30Z","subjects":[],"languages":["en_US"],"rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10504/122637","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Hawkins, Peggy L."]},{"key":"dc:creator","label":"Author","values":["Inness, Shelli"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-05-16T13:09:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-16T13:09:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-04-09"]},{"key":"dc:publisher","label":"Institution","values":["Creighton University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10504/122637"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this dissertation in practice study was to describe the engagement levels and challenges of faculty teaching at-risk students to better understand support strategies that may enhance the classroom experience for students and instructors. The aim of this study was to create a set of guidelines for community colleges to foster engagement among faculty who teach at-risk students. Institutions could use the guidelines in an effort to increase retention by supporting faculty teaching at-risk students to reach their graduation goal. Phenomenological qualitative research methodologies were used in this study, which included 17 interviews with faculty that teach at-risk college students. The participants also completed the Utrecht Work Engagement Scale, and scores ranged from 27 to 54. Six themes were identified: the term at-risk student needs to be expanded; teaching at-risk students is difficult; the lack of college preparedness of at-risk students is staggering; faculty expectations of at-risk students are based on their personal experiences in education; faculty need support; and empathy is critical for success in the classroom. The themes lead to four guidelines that can assist faculty in promoting increased student retention: faculty need support in a variety of ways, educator training opportunities should focus on teaching practices, and administrators should recognize faculty strengths and limitations in helping at-risk students. Open lines of communication are also needed to foster collaboration between faculty and support staff.|Keywords: At-risk students, engagement, faculty, community colleges"]},{"key":"dc:title","label":"Title","values":["How Teaching At-Risk Students Affects Faculty Engagement"]}]}],"canonical_facts":{"dc:contributor.advisor":["Hawkins, Peggy L."],"dc:creator":["Inness, Shelli"],"dc:date.accessioned":["2019-05-16T13:09:42Z"],"dc:date.available":["2019-05-16T13:09:42Z"],"dc:date.issued":["2019-04-09"],"dc:description.abstract":["The purpose of this dissertation in practice study was to describe the engagement levels and challenges of faculty teaching at-risk students to better understand support strategies that may enhance the classroom experience for students and instructors. The aim of this study was to create a set of guidelines for community colleges to foster engagement among faculty who teach at-risk students. Institutions could use the guidelines in an effort to increase retention by supporting faculty teaching at-risk students to reach their graduation goal. Phenomenological qualitative research methodologies were used in this study, which included 17 interviews with faculty that teach at-risk college students. The participants also completed the Utrecht Work Engagement Scale, and scores ranged from 27 to 54. Six themes were identified: the term at-risk student needs to be expanded; teaching at-risk students is difficult; the lack of college preparedness of at-risk students is staggering; faculty expectations of at-risk students are based on their personal experiences in education; faculty need support; and empathy is critical for success in the classroom. The themes lead to four guidelines that can assist faculty in promoting increased student retention: faculty need support in a variety of ways, educator training opportunities should focus on teaching practices, and administrators should recognize faculty strengths and limitations in helping at-risk students. Open lines of communication are also needed to foster collaboration between faculty and support staff.|Keywords: At-risk students, engagement, faculty, community colleges"],"dc:identifier.uri":["http://hdl.handle.net/10504/122637"],"dc:language.iso":["en_US"],"dc:publisher":["Creighton University"],"dc:rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"dc:title":["How Teaching At-Risk Students Affects Faculty Engagement"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T01:51:30Z"}