Thesis (D.Min.) -- Liberty Theological Seminary and Graduate School, 2007.

Thesis (Ph. D.)--Oregon State University, 1989. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Apr. 9, 2009). PDF text: 170 p. : ill. ; 888 K. UMI publication number: AAT 3338830. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D., Education)--University of Idaho, May 2008. / Major professor: Charles W. Gagel. Includes bibliographical references (leaves 170-175). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed Apr. 22, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Mary Ann Lynn, Ned Lovell, William Piland. Includes bibliographical references (leaves 79-86) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 12, 2005. Dissertation Committee: Rodney Riegle (chair), Art Adams, Chris Eisele, John McCarthy, Dent Rhodes. Includes bibliographical references (leaves 158-167) and abstract. Also available in print.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1991. / Title from title page screen, viewed December 21, 2005. Dissertation Committee: Larry Kennedy (chair), Thomas Baer, Ronald Halinski, William Piland, William Tolone. Includes bibliographical references (leaves 187-194) and abstract. Also available in print.

Social media is reshaping the way college students communicate within their college community, and higher education has recently begun to embrace social media. The most frequently used social networking site is Facebook, and its usage has increased tremendously among college students, impacting the students both positively and negatively. The purpose of this research was to explore the perceptions of community college students regarding the use of social media and social networking sites and the effect of that use on learning, GPA, and graduation as well any differences in perceptions based on students demographic characteristics (i.e., age, gender, class status, race/ethnicity, and living situation). A 15-item survey was used to collect data from 87 students at one rural community college. The study found that most students use social media often, with their most common social media interaction partners being their close friends and family and the least being professors. In addition, 63.2% agreed that social networking sites were an effective tool for e-learning. Most students took a mixture of online and face-toace classes, preferred Facebook and Instagram, and felt social networking sites had become either less as important or only as important as they were last year. Other results showed that 51% agreed that social networking sites help them get educational materials, 39% agreed that social networking sites have supported their progress to graduate, 37% agreed that social networking sites have positively affected learning, and 32% agreed that social networking sites affected their GPA. The study found that Facebook was preferred by students who were 25 and older, Caucasian, and/or living with their spouse. Students who lived with parents used Instagram more than Facebook, and students who lived with their children took more online courses.

The problem of this study concerned illicit psychoactive drug use among community college students. A non-experimental design methodology, a survey, was used in this study. The population consisted of 149 students at 14 randomly selected public community college institutions throughout the United States. Three waves of mailings took place to increase response rate. Community college students appear to be knowledgeable regarding the deleterious physical and mental impact upon those who use drugs. Community college students appear to have a negative attitude toward drug use and toward those who use them. Community college students have an aversion to actual drug use. The illicit psychoactive drug of choice among community college students is marijuana.