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Team Members:��J. Lang (co-lead), K. Johnson (co-lead), L. Hines, E. Lear

The problem in this quantitative correlational study is that the lack of engagement in the IEP process during high school years, a lack of self-advocacy for accommodations (Holzberg et al., 2019), and inadequate provision of appropriate accommodations granted in college may result in lower academic achievement among college students with academic disabilities (De Los Santos et al., 2019) in a two-year college in an Eastern region of the U.S.

Team Members:��L. Underdahl (co-lead), R. Reed (co-lead), M. Magabo, P. Darbyshire, S. Haynes, M. Navarro, D. Foland

Research suggests employers recruit candidates with aptitude in communication, critical thinking, leadership, teamwork, and self-directed learning.�� Higher education institutions can promote a successful transition from college to career by connecting curriculum to careers, reinforcing messages about intentional career decision-making, and directing students to career service resources.�� Career fairs, internships, and interviews represent opportunities for students to demonstrate competencies, such as communication and critical thinking, to potential employers. This mixed-method study, with its potential to provide valuable insights from educators, current students, and career development professionals, holds promise for improving graduates' career readiness.�� Enlisting faculty as career influencers can complement contributions by career development staff and enable higher education institutions to foster career readiness in students and graduates.

Team Members:�� L. Underdahl (co-chair), D. Kish (co-chair), J. Cheng, J. Bradway, P. Darbyshire, N. Gulley

Research suggests complex factors contribute to first-year student retention and successful degree completion in online higher educational institutions. Availability of support may develop students’ self-confidence, strengthen self-efficacy, promote self-directed learning, and improve performance and retention. Using Tinto and Cullen’s conceptual framework, this qualitative, exploratory case study will explore how online higher education institutions may improve the retention of non-traditional online students. Since Tinto and Cullen’s model addressed the experiences of on-campus students, its applicability to the online environment is limited. Results have universality for the global community of online higher education institutions and may contribute to a comprehensive attrition model designed specifically for online learning.

Team Members: P. Darbyshire (co-lead), E. DeJaegher (co-lead), G. Velkova, C. Beitsayadeh

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Evolving student demands and technological advancements have facilitated the rise of online learning in higher education, fostering greater access to educational opportunities. Online programs challenge students' self-directed and collaborative learning skills, leading to isolation and decreased academic achievement and resilience.

This quantitative correlational study examines the relationship between self-directed learning, collaborative learning, isolation, academic achievement, and academic resilience among students of online higher education. Self-determination theory (SDT) will serve as the framework for this study. SDT is a macro theory of human motivation and psychological needs. It involves the motivation behind people's choices in the absence of external influences and distractions.

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Team Members: K. Myers (co-lead), B. Welcher (co-lead), M. Kroposki, C. Houser, M. Hagerty,. M. Zepeda

Using the Caritas Processes from Watson’s Caring Science as a conceptual framework, this qualitative, descriptive study will explore the perceptions of nursing faculty about their lived experiences of incivility from students in online classrooms. Data will be collected from a convenience sample of online faculty members who teach online nursing classes in one private university. The electronic questionnaire will consist of six items to collect information about the faculty members and two open-ended questions to answer the research questions, “What are the lived experiences of nursing faculty regarding incivility from nursing students?” and “What interventions have been successful in establishing a civil environment between faculty and students in the online classroom?”�� Data will be analyzed using the coding processes suggested by Saldana. The results will provide a heightened awareness of the civility of the learning environment and may suggest ways for faculty to promote a civil online learning environment.

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Team Members: S. Smith (co-lead), M. Kulick (co-lead), L. Maganares

AI is merging in the academic field rapidly and impacts student engagement. The aim of this study is to identify how Utility of Personalized LLM (PLLM) AI applications enhances students’ engagement in quantitative courses. The research problem is if quantitative courses students utilize AI to enhance their learning, supplement weak academic skills, or complete assignments in a quick and easy way. The purpose of the research is to explore the use of AI in quantitative courses and how impacts the learning objectives of the students. Specifically, if students use AI to maximize learning experience or substitute shortage of academic skills or shortage of study time. The methodology for this research is quantitative, cross-sectional, and correlational. The data analyzed with descriptive analysis, and cluster analysis. ��The findings of this research can improve students understanding regarding appropriate use of AI; faculties and curriculum developers can understand how students use AI, and optimize assessments to assure students’ learning; university administrators can enhance existing policies to assure appropriate use of AI.

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