Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 82-88).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Barbara A. Mann, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. David Pargman, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Feb. 18, 2004). Includes bibliographical references.

<p> Through empirical research, this dissertation examined whether a substance abuse intervention program implemented at a Midwest university could prove beneficial in addressing the problem of substance abuse on college campuses. Drawing on multiple resources, including Department of Education, psychologists, scholars, and other professional sources, this dissertation provides information on the importance of intervention and behavioral adjustment. This study covered statistical data over a two-year period on an intervention program including measurements such as: grade point average, attendance, number of months in the program, and degree persistence. A second area of research was directed at determining the effect of the intervention program regarding retention. The methodology used in this study was mixed and included examination of program implementation, through use of qualitative and statistical data. It concluded, based on research and final statistics, that participating in a substance abuse intervention program not only increased the potential for student success and behavioral change, but slightly improved the percentage of retention and graduation persistence. It also identified the need for further study based on availability of resources needed to maintain and sustain a viable program. </p><p> Implementation of the intervention program took place during the study. Therefore, adjustments in procedures were made based on feedback received and data gathered. The process for collection of samples was changed to provide secure handling of the sample and subsequent valid test results. Also, as a result of researching discipline measures for substance abuse at universities within the same sports conference, consequences for NCAA athletes changed from suspension from competition for a year to removal from competition until a clean drug screen was provided. </p><p> Studies in the future should include following students who left school prior to graduating to determine the mortality rate of persistence to degree among program participants. Conducting a survey with the fall semester incoming freshmen class would improve study design and provide a better picture of the extent of substance abuse, rather than surveying the spring semester after many freshmen have lived on campus for half of the academic year.</p>

This is the first Canadian study to determine current procedures and practice in for undergraduate students in the Faculty of Arts English-speaking Canadian public universities. and to determine Arts advisors' perceptions of the impact of academic advising on student development and retention. A questionnaire was mailed to 82 academic advisors at 41 English public universities across Canada. Responses received represented 73% of eligible universities. Personal interviews followed with nine volunteers. Results showed that academic advising practice is not guided by formal policy that links the service to university and faculty goals. Instead, advising is evolving in response to the call for university accountability. Advising practices appear to be changing to meet the expectations and demands from students that their undergraduate experience facilitates the achievement of academic goals in association with career goals and other personal goals. Despite the lack of guiding policy on Arts academic advising, there is considerable amount of consistency in current practice across Canada. Advising is primarily a Faculty responsibility and the responsibility for delivering general academic advice has largely shifted from professors to professional advisors. Advisors have a broad range of responsibilities and extensive decision-making authority, especially in the areas of program planning with students, and in interpreting and applying policies and procedures. The hours that students can gain access to advising differs among Arts advising units. However, the methods of delivering advice are similar. In all advising units the student to advisor ratio is extremely high. Most units are responsible for providing the service to thousand of students. Arts advisors are also extensively involved a variety of outreach and liaison activities directed at potential and current students and the broader university community and the public. Arts academic advisors believe that advising improves student persistence to degree completion and hence also improves university retention rates. At the same time, some advisors perceive that central administration does not recognize the importance of the service and that this lack of recognition combined with heavy advising loads, complex policy and program regulations, and shrinking resources affects the quality of academic advising. Despite the difficulties mentioned by advisors, many advising units have initiatives in place to expand their academic advising service through joint strategies with other student services that will link students' short-term and long-term academic, career and life plans. The study concludes with recommendations on developing academic policy and programs, as well providing suggestions for further research.

The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow. / Department of Educational Leadership

The aim of this study was to investigate study skills and its relationship to student attrition and retention. The participants for this research were comprised of students recruited from a small technical college located In Central Maine. All participants were first year, full-time students who were beginning their studies at the college. This study was initiated during the Incoming students' orientation program prior to the commencement of classes, and their progress was monitored for up to two academic years.The primary assessment instrument was the Learnlnq And Study Strategies Inventory (Weinstein et al., 1987). The Learning And Study Strategies Inventory (LASSI) aids the student in becoming aware of their strengths and weaknesses in areas that have been causally related to success in higher education. It is a standardized measure of reading comprehension; a measure of self-concept and self-esteem; as well as a supplementary measure examining various aspects of cognition, anxiety and motivation.Initially, the students' learning and study -strategies were assessed utilizing the LASSI. Each student In the experimental group was then Individually provided with detailed feedback of the assessment results during their first semester. When appropriate, a personalized plan for needed support services or remediation was developed and strongly encouraged. The students In the waiting list control group received their assessment results later In the academic year and did not have the individual sessions.It was hypothesized that the study skills assessment, feedback process, and short-term intrusively delivered intervention would result in increases in students' cumulative grade point average, graduation, and retention, while producing a corresponding decrease in attrition.The data generated from this study suggests that the relationship among the previously mentioned factors are essentially unrelated to students' cumulative grade point average as well as graduation, retention, and attrition.Possible confounding variables are discussed. This discussion centers around a few methodological difficulties as well as an analysis of the unique Interaction of the student and Institutional factors which may have effected the study. / Department of Counseling Psychology and Guidance Services

During the Fall 1990 semester, a longitudinal qualitative study of fifteen first-semester conditionally admitted adult students was undertaken at Indiana University East (IU East) to gain insights into the college adjustment process of those students. Through a series of four interviews, the researcher studied factors affecting the college adjustment process of the participants in the study.Participants reported being motivated to enter college as a result of undergoing one or more life transitions. Each participant was attending college for vocational reasons, most seeking occupationally specific degrees. However, almost all reported anticipating personal growth through learning as providing the greatest satisfaction from the college experience.Participants reported having anxiety regarding academic ability to succeed in college. Yet, challenges reported by the participants were generally situational, reflecting financial concerns, unexpected health problems, and family concerns. Effective time management was essential in adjusting to college. Almost all cut back on involvement in community and social activities. At times, family members had difficulty understanding the personal transformation experienced by the participants.Fourteen of the fifteen participants successfully completed the Fall 1990 semester, each with a 2.0 or higher grade point average (on a 4.0 scale). All fourteen enrolled in classes spring semester. When asked to indicate ways in which IU East had assisted them with college adjustment, participants indicated a supportive, caring faculty was of key importance during their first semester. Those who were a part of a federally funded support services program (67% of the participants) frequently mentioned that having a support system upon which to rely made a positive difference.The primary factors found to affect the college adjustment process were determination to succeed and willingness to undergo personal changes in the learning process. Other positive factors included degree of faculty support, presence of institutional support for new students, and perceived caring attitude among faculty. Factors which aggravated the adjustment process included conflicts involving family, employment, finances and health. Although degree of academic preparedness could be assumed to affect the college adjustment process, no relationship was found between high-school graduation rank and first-semester grade point average or fall-to-spring retention / Department of Educational Leadership

The purpose of this study was to analyze possible effects of the 1997-1998 Multicultural Advisor Pilot Program which was designed to positively effect the adjustment of students of color to the Ball State University environment. The study utilizes the Student Adaptation to College Questionnaire which examines a student's full-scale adjustment, academic adjustment, social adjustment, personal-emotional adjustment, and attachment/commitment to their education and institution. Results of the study suggest various differences in adjustment to the Ball State University environment do exist between the first-year students of color affected by the program and the first-year students of color who were not involved with the Multicultural Advisor Pilot program. / Department of Secondary, Higher, and Foundations of Education

There is no abstract available for this dissertation.