published_or_final_version / Architecture / Master / Master of Architecture

This creative project explains the process of creating and administering a university historic resource district. Objectives of this district are protection, planning, and promotion of important campus elements, both manmade and natural. The aim of the university historic resource district is the preservation of historic structures, stimulation of pride, and the possibility of the resolution of preservation - based conflicts.The campus is first inventoried to identify the resources available. Once completed, the inventoried information is evaluated. Findings are then mapped and areas of prime concentration identified.Guidelines are then established, providing a basis to improve and protect the campus character. Preservation of the dominant characteristics and unifying elements of the campus is the main focus of the guidelines.The district would be administered by an advisory committee with broad representation. The committee would review projects that the university proposes and make recommendations based on guidelines or relevant criteria.The university district is predicated on the theory that by allowing outside involvement and arriving at decisions through consensus, university users will not feel powerless toward campus decisions. The resulting cooperative effort would be beneficial to the university users, the community at large, and the university administrators. / Department of Architecture

The purpose of the study was to assess programs, activities and facilities for physically handicapped students at Ball State University.Study participants included eighty-five individuals identified by University officials. Participants included fifty-six physically handicapped students, nine non-handicapped undergraduate students, ten administrators and ten faculty. Physically handicapped students were divided into seven disability groups including: (1) blind; (2) visually impaired; (3) deaf; (4) hearing impaired; (5) wheelchair confined; (6) limited ambulatory and (7) "other" disabilities.An interview assessment instrument was developed consisting of fifty items divided into five sections. Participants were interviewed for assessment of specific accommodations, general information, legislation, communication and attitudes concerning programs, activities and facilities for physically handicapped students at Ball State University. Fourteen trained interviewers conducted interviews with assigned participants.Physically handicapped students completed assessments from all five sections of the assessment instrument. Non-handicapped undergraduate students, administrators and faculty completed assessments from general information, legislation, communication and attitudes sections.Analyses of assessment data included-profile comparisons by number and percentage of participant responses. Response choices to assessment instrument items were: (1) a great degree; (2) moderate degree;(3) small degree; (4) none and (5) I don't know also collected from all study participants.The following summary of findings is based on analyses of assessment responses received from the study population.1. University transportation services were not as useful for handicapped students as non-handicapped students.2. Physical education facilities were not as useful for handicapped as for non-handicapped.3. Intramural sports provisions were not adequate for handicapped participation.4. Nobility impaired students reported difficulty with University door accommodations.5. Blind and visually impaired reported a greater need for brail and auditory information in public places at the University.6. Deaf and hearing impaired students reported a greater need for visual fire alarms and amplified telephones at the University.7. Wheelchair confined, limited ambulatory and "other" disability students reported little convenience in use of University parking facilities.8. Twenty of fifty-six handicapped students reported inconvenience in use of library card catalogs.9. Six wheelchair confined, one limited ambualtory, one blind, one visually impaired and three "other" disability students reported a need for more appropriate University Health Services.10. Handicapped students reported limited participation in social organizations and special interest groups.11. Twenty-two percent of the handicapped reported a greater need in consideration of handicapped for employment at the University.12. Limited ambulatory students reported a greater need for non-slip floors and surfaces at the University.13. All but five handicapped participants were not familiar with Section 504 of the Rehabilitation Act of 1973.14. Participants reported that all institutions of higher education should be accessible to the handicapped.15. Non-handicapped persons reported that handicapped students had more personal adjustment problems than non-handicapped students.16. A greater number of handicapped than non-handicapped students reported that handicapped college graduates secure jobs as easily as non-handicapped college graduates.17. Thirty-six percent of the handicapped students had no information on which to base an opinion concerning career and vocational counseling services at Ball State University.18. Forty-seven percent of the handicapped students had no information on which to base an opinion concerning placement services at Ball State University.Study findings were dispersed to University officials for use in University accessibility development for the handicapped.

This study sought to determine what university stakeholders see as the role of the division of student affairs in university education. 20 participants were drawn as follows: 5 students; 5 lecturers; 5 administration and senior management staff; and 5 student affairs staff. Recorded open-ended interviews were used as the data collection instrument in this qualitative research using the interpretive social science as a paradigm. Categorisation and coding of data centred on Blimling’s (2001) communities of practice in student affairs. The ‘Other’ category was added to cater for any other responses which did not fall within the espoused four communities of practice in student affairs by Blimling. Thematic and content analysis was employed in addition to the Lacey and Luff’s (2001) stages in the analysis of qualitative data. The study used both the first-order and second-order interpretations in assigning significance. This study revealed that the division of student affairs is perceived as primarily responsible for provision of student services - a non-academic, non-complementary yet supplementary role to the teaching of students in a university. Secondly, student affairs is also perceived as responsible for student development programmes targeting the growth of the ‘person’ in the student amid concerns, though, that this tends to be haphazard hence risks being branded ‘a secondary thing’ that requires less human and material resources. In the main, this study recommends that all units of the university operation must collaborate in so far as the total learning and development of a student into a responsible and meaningful citizen is concerned. As faculty does much of this role in the lecture room, so does the division of student affairs outside the classroom. However, the latter is challenged to develop planned scholarship in an outcomes based education (OBE) fashion. Finally, it is also recommended that universities recognise, reward and award students’ achievement out of class by any means necessary if not by way of another transcript that reveals the student’s learning and development out of class. It has been claimed that more than 90% of what a student learns takes place outside the lecture room. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2004. / Abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 244-252, 43-47).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2004. / Includes abstract and vita. "November 2004." Includes bibliographical references (leaves 244-252).

"This is a study of the facilities provided and needed for industrial arts at North Texas State College, Denton, Texas with standards and suggestions for use in planning and constructing additional and new facilities."--1-2.