Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Sharon Farrell

Keywords

first-generation, Caribbean undergraduates, innovation, active learning, persistence

Disciplines

Curriculum and Instruction | Educational Methods

Abstract

The purpose of this intrinsic case study was to understand how innovation across social and academic integration among first-generation Caribbean Undergraduates supports persistence at three public universities in the Northeast. The theory underpinning this study was Tinto’s dropout theory and theory of institutional departure. Tinto’s theory connected to this study of how supporting innovation through social and academic integration supports the persistence of first-generation Caribbean Undergraduates. The central research question guiding this study was: How has innovative academic content delivery affected the retention of first-generation Caribbean Undergraduates? Purposeful sampling was applied to interview students on-site, while random sampling was applied to select students for participation in a focus group to gain an understanding of how students interpret innovative content delivery. Letter writing from the students themselves was analyzed to compare how their ideas about innovation evolved over time. Themes of endurance, educational expectation, educational aspiration, and enriched motivation, and the sub-themes of continuity, accessibility and convenience, collaboration and engagement, efficiency, increased motivation, professional development, building community, academic resources, social resources, and stress management were identified. The results of this study indicated innovative content delivery for first-generation Caribbean Undergraduates supports persistence. Innovation takes on various forms due to the academic freedom of the faculty, supporting active learning that inherently promotes social and academic integration.

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