Doctor of Philosophy / Curriculum and Instruction Programs / Steven R. Harbstreit / There has been little research conducted related to the National FFA Alumni Association since its establishment in 1971. The purposes of this study were to determine the demographic characteristics of the membership of the National FFA Alumni Association, determine whether differences exist regarding members’ motivation to join and engage themselves in the local FFA Alumni affiliate, and whether differences exist in members’ loyalty to the FFA Alumni at the national and local levels based on their level of engagement. This descriptive study utilized survey research to accomplish the purpose, assessing the motivational functions for volunteering and measuring loyalty to the local FFA Alumni affiliate and the National FFA Alumni Association. The population of this study was the membership of the National FFA Alumni Association for the 2009-2010 membership year (N = 49,589). A proportional stratified random sample (n = 1,000) was used to identify study participants and ensure representation from the four membership regions of the National FFA Alumni Association. Based on a final usable sample (n = 913), the researcher obtained a final response rate of 43.7% (n = 399). The National FFA Alumni Association is comprised of predominantly white, male, college-educated, actively engaged former FFA members with an average age of 49.6 years. The results of independent sample t-tests indicated a significant difference between male and female members in the importance they place on six motivations for volunteering. Female members were considerably higher in the motivational functions of values, understanding, enhancement, social, career, and protective. A correlation analysis also indicated that age of the respondents played a role in the motivation to volunteer. Older members were less motivated in the areas of career, understanding, values, and enhancement. Paired samples t-tests determined members were significantly more loyal to the local FFA Alumni affiliate than the National FFA Alumni Association. There was also a significant difference in the loyalty of members based on their level of engagement with a local FFA Alumni affiliate with more highly engaged members expressing more loyalty to the association.

Master of Science / Department of Special Education, Counseling and Student Affairs / Christy Craft / Nontraditional students are a growing and changing population of students that encompass a wide variety of demographics and have many external factors that contribute to their academic and social success. Institutions are meant to be a tool for social transformation, and as more nontraditional students move towards higher education, they are proving that lifelong learning is an essential aspect of human development not only for personal goals, but also for social, cultural, and economic purposes (Baptista, 2013). Institutions need to promote success for all students by continuously adjusting themselves to an always emergent and ever changing reality. Colleges will need to find and use best practices to guide nontraditional students in their academic and social success. Although their needs, motivations, and level of engagement may vary from traditional students, the overall mission of an institution is to create successful, well rounded, holistically developed citizens. Institutions would greatly benefit from creating a space that helps develop these students through the use of a center. A nontraditional center would allow practitioners to combine many of the best practices that can aid students in their college experience. Nontraditional student enrollment trends are unlikely to change in the future and investing in a space that addresses the factors and barriers that can inhibit degree attainment will be necessary for success. This master’s report will include the current enrollment trends of higher education, the differing characteristics of nontraditional and traditional students, history of nontraditional student enrollment, barriers and challenges to success, motivations to attend higher education, theoretical frameworks outlining success of nontraditional students and their adult identity development, how to promote nontraditional student success, and best practices that outline the characteristics of an ideal center.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / A new group of learners is emerging in the adult learning environment as a result of the United States being at war for more than 10 years. More than two million warriors served in the Global War on Terrorism (GWOT). Educational institutions across the United States are experiencing growing numbers of students who are military combat veterans of the GWOT. These numbers will continue to grow as more of them transition back into life after combat. These students are arriving in class with varying levels of combat trauma experience and possibly Post Traumatic Stress Disorder (PTSD), major depression, Traumatic Brain Injury (TBI) or a combination of these and other difficulties. The purpose of this research was to learn from military veteran students how their combat experience affects them in the classroom. Specifically it looked at the types of combat experiences they have and the types of physical and mental effects they report experiencing while attending and participating in educational learning activities. This research h sought to gain insight into how combat experience influences the learning experience for GWOT military combat veterans who participate in an educational learning environment. It explored the types of experiences these students bring into that learning environment and how their participation in learning activities is affected.