Despite existing and emerging research on the experiences of racially minoritized faculty members in the academy, little scholarship addresses how Predominantly White Institutions (PWIs) cultivate campus environments that support the success of racially minoritized faculty members. Utilizing the Culturally Engaging Campus Environments (CECE) model…

This qualitative phenomenological study engaged 20 young, low-income credit union members who participated in financial education classes at Denver Community Credit Union. The study explored learning experiences that generated changes in money management behaviors and sought evidence of transformational learning in a nonformal education setting.…

A scarcity of research exists concerning professional school counselors' perceptions of their training regarding recognizing and addressing the mental health issues of children and adolescents in the elementary, middle, and high school setting. The purpose of this study was to explore the perceptions of professional school counselors regarding…

This paper focuses on the professional development of formal science educators through extraordinary experiences that occur within the realm of informal science learning. For many years the University of Colorado Denver (UCD) has offered programs that take teachers on "science learning journeys" to Africa, South America, through the…

Increased veteran enrollment in universities warrants the examination of the challenges of students transitioning on campus. In this phenomenological, mixed methods study incorporating reverse culture shock theory and student engagement, four research questions are explored. "Do current Colorado veteran residents obtain degrees at the same…