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Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 147-159). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

This study chronicles the contributions of Bill J. Priest under the headings of Board of Trustees governance model, multi-college district, quality first: facilities and staff, curriculum, counseling, public relations, telecourses and the Bill J. Priest Institute for Economic Development. Data were gathered from personal interviews, primary sources and secondary sources. The study includes an overview of the emergence and evolution of the junior college with specific focus on the conceptual beginnings of the Dallas County Community College District and the selection of its founding president, Bill Priest. Professional and personal profiles of Priest are documented as background for the study. Conclusions are that Bill Priest established the Dallas County Community College District as a national model of a multi-college district, was instrumental in affecting the change from junior college to comprehensive community college as the standard for two-year higher education institutions, played a significant role in setting the national agenda for the community college movement through his long-term participation in a leadership capacity in the American Association of Junior and Community Colleges and through the establishment and selection of leadership of the League for Innovation, was instrumental in the creation of the Associate Degree of Nursing, was a national leader in the establishment and development of telecourses as an instructional delivery system, was the forerunner in utilizing public relations and establishing it as a credible tool for institutions of higher learning, and brought the concept of counseling and advising as a vital part of student success to the two-year colleges in Texas.

The purpose of this study was to determine faculty participation in and approval of professional growth and renewal activities in the Dallas County Community College District. The population consisted of 526 full-time faculty employed by the district. The DCCCD Survey instrument, which was used in the study, included activities grouped into seven categories: career development, leaves, international activities, instructional renewal, grants, reward, and a miscellaneous category. Faculty members identified participation in activities; they also identified their approval or disapproval of all activities on a five point Likert-type scale. The population was grouped by teaching field, age, years-of-experience and campus for statistical analyses. A Chi-square test of goodness of fit was conducted to determine if significant differences existed between expected and observed participation among groups in each of the seven categories. An analysis of variance was completed to determine significant differences of opinion. The findings of the study indicated significant differences between expected and observed participation in the following categories: international and instructional activities when faculty were grouped by teaching fields; reward activities among years-of-experience groups. Significant differences of opinion were reported in all but the miscellaneous category when faculty were grouped by teaching field. Other significant differences were reported in career development among age groups, in leaves and grants among years-of-experience groups and in career development, reward and the miscellaneous category among campus groups. Based on the findings in the study, the following recommendations were made. The career development program should be broadened to appeal to faculty. Leaves and travel funds must be provided for faculty. International and instructional activities must be expanded to include appropriate activities for all teaching fields. Further study should be conducted in specific areas of professional growth to determine if these activities influence the effectiveness of faculty.

Success rates for students in developmental education are dismal. The greatest need for developmental education instruction occurs in mathematics, where high numbers of underprepared students generate great concern and the need for substantial changes in higher education institutions. With higher rates of students requiring remediation in the community colleges, the identification of effective policies and practices in developmental education is necessary to increase the achievement rates of developmental education students, and more specifically developmental mathematics students. This study explored the relationship between developmental mathematics student performance and developmental education programs of the Urban Community College District colleges. In addition, this study set out to identify institutional characteristics between colleges whose developmental mathematics students met state mandated academic outcomes at higher rates than their sister colleges. / text

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Thesis (EdD) -- Graduate School of Education and Psychology, Pepperdine University, 1997. / Bibliography : leaves 102-105.

Thesis (Ed. D.)--University of Texas at Austin, 2005. / Supervisor: John E. Roueche. Vita. Includes bibliographical references.

This historical study focuses on the development and progress of the Collin County Community College District in its first five years. The educational philosophy, key policies, organizational structure, facilities, curriculum, and level of acceptance are examined as are faculty and student characteristics. This study addresses the local efforts leading to the creation of the district, the role of community and college leaders in its development and the District's unique features.