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METHODOLOGY

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Phase I of the PASS study followed two cohorts of first-time, low-income college students who entered college in 2015 and 2016 at one of three University of Nebraska campuses and who participated in the TSLC comprehensive college transition program. The study team used an integrated, iterative mixed methods design to investigate research questions related to traditional academic short- and long-term outcomes such as retention and GPA along with other psychosocial outcomes such as academic self-efficacy, career self-efficacy, validation, mattering, and sense of belonging. In the second phase of the study, researchers continue to use an integrated, iterative mixed methods design and have expanded the study to include students who did not participate in the TSLC program. The second study continues to explore relationships between academic and psychosocial outcomes and has expanded inquiry to include social class identity, well-being, and time use/management.

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Research Questions & Overarching Design –
Phase I

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[/et_pb_accordion_item][et_pb_accordion_item title=”The Specific Research Questions that Informed this First Study” open_toggle_text_color=”#111E11″ closed_toggle_text_color=”#111E11″ _builder_version=”4.16″ _module_preset=”default” custom_padding=”||||false|false” global_colors_info=”{}” toggle_font=”|800|||||||” toggle_font_size=”20px” open=”off”][divi_shortcode id=”2795″][/et_pb_accordion_item][/et_pb_accordion][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion open_toggle_text_color=”#111E11″ closed_toggle_text_color=”#111E11″ closed_toggle_background_color=”#B3D2CD” icon_color=”rgba(0,0,0,0)” _builder_version=”4.16″ _module_preset=”default” toggle_font=”|700|||||||” toggle_text_align=”center” closed_toggle_font=”|700|||||||” custom_margin=”0px||||false|false” custom_padding=”||||false|false” custom_css_toggle_title=”font-family: ‘questa-sans’, sans-serif;|| font-weight:900;|| font-style: normal;|| letter-spacing:0.02em;|| line-height:1.1em;||text-align:center;||padding:0;” border_width_all=”2px” border_color_all=”#B3D2CD” locked=”off” global_colors_info=”{}” custom_css_toggle_title_phone=”font-family: ‘questa-sans’, sans-serif;|| font-weight:900;|| font-style: normal;|| letter-spacing:0.02em;|| font-size:18px;|| line-height:1.1em;||text-align:center;||padding:0;” custom_css_toggle_title_last_edited=”on|phone” closed_toggle_background_color__hover_enabled=”off|hover” closed_toggle_background_color__hover=”#B8892D” border_color_all__hover_enabled=”off|desktop” border_color_all__hover=”#587F7A” custom_css_toggle_title_tablet=”font-family: ‘questa-sans’, sans-serif;|| font-weight:900;|| font-style: normal;|| letter-spacing:0.02em;|| line-height:1.1em;||text-align:center;||padding:0;”][et_pb_accordion_item title=”NULL” open=”on” _builder_version=”4.16″ _module_preset=”default” custom_css_main_element=”display:none;” global_colors_info=”{}”]

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Research Methods

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The study entailed multi-year concurrent mixed methods design. The study team used quantitative methods to examine differences in the outcomes of students who participated in TSLC compared to those who did not and to examine the experiences, perceptions, and behaviors of students in and outside of the program. The researchers also used qualitative methods to explore the experiences, perceptions, and perspectives of TSLC students, as well as TSLC staff members, instructors, and other key stakeholders.

Quantitative

The main source of quantitative data was a longitudinal survey, which the researchers used to draw connections among student characteristics, traits, attitudes, and behaviors; TSLC and college experiences; and various psychosocial outcomes.

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Randomized Control Trial

To carry out the study we collected longitudinal survey data involving a sample of STBF applicants who participated in a randomized control trial (RCT) evaluation of the program (see MIT study). The survey administered by the researchers included three distinct student groups using a partially randomized control design: TSLC students who received both a scholarship and access to the TSLC program, College Opportunity Scholarship (COS) students who received a scholarship alone, and control students who received neither a scholarship nor access to TSLC.

Survey Sample and Response Rates

The study’s main source of quantitative data was a longitudinal survey (described above). Researchers administered the initial survey during the fall semester of the first year for each of the two cohorts and proceeded with an annual spring survey. Below are the response rates for each treatment group by each survey administration.

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Qualitative

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Case Studies

Case studies of the three campuses were conducted via observations of various program components; interviews with faculty, staff, and campus stakeholders to understand goals and processes; and documentation of social and print media. The case studies served two main purposes: to better understand the program elements in the three different campuses and to document the ways the program operated to shape student experiences. The researchers were able to better capture how and why the program works by spending extensive time observing the programs’ elements such as, shared courses, first-year seminar, required academic and social events; participating in events, understanding the history of programs, and viewing the ways that groups and individuals interact.

Digital Diaries and Interviews

Student digital diaries (self-created videos) allowed researchers to obtain data continuously over time (as opposed to snapshots in interviews) and from the students’ perspective (as opposed to interviews where researchers lead the questioning). The purpose of the digital diaries was to develop a deep and holistic understanding of the student experience in the program. The researchers conducted detailed follow-up interviews every four to six weeks to explore questions generated by the videos. In these interviews, questions were asked that related to the students’ own backgrounds and experiences (e.g. commuter student status), their perceptions of the program (e.g. relationship with mentors), and other themes that emerged through a review of the digital diaries.

Focus Group Discussions

Student focus group discussions served three main purposes: to help explain the survey and qualitative findings, to help the team develop new TSLC-specific survey scales to ask topic-specific questions of certain groups of students, and to understand other study elements as needs arose.

Further Documentation on the Qualitative Methodologies

The qualitative methods narrative provides an in-depth discussion of the methodological approach, methods, and analysis processes used during the PASS project.

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