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The purpose of this study was to determine levels of agreement and implementation of the American College Personnel Association’s Tomorrow’s Higher Education (T.H.E.) student development model among chief student personnel administrators employed in public, small, and rural community colleges in the continental United .States. Based on the T.H.E. Model, an inventory, the Student Development Process Inventory (SDPI)-Community College Form, was developed to answer four major research questions. The Inventory was administered through a survey of 204 chief student personnel administrators employed in public, small, and rural community colleges. One hundred and forty-seven usable responses (72%) were analyzed. The Inventory was constructed in four parts. The first three parts were designed to answer the first three research questions. Parts II and lll included corresponding items. To answer the fourth research question, relationships between responses to Parts II and III were analyzed. The four research questions were: 1. To what extent do practitioners agree with the basic constructs and underlying assumptions of the T.H. E. Model? 2. To what extent do practitioners agree with the process steps of the T.H.E. Model? 3. To what extent is there evidence that the process steps of the T.H.E. Model are being implemented currently on college campuses? 4. What relationships exist between practitioners' agreement wi.th the process steps of the T.H.E. Model and the presence of evidence that the process steps of the T. H. E. Model are being implemented on college campuses? The fourth part of the SDPI was designed to secure information about the characteristics of the population which were treated as independent variables. Population characteristics which were controlled as independent variables were: total years of experience of the chief student personnel administrator, discipline of educational training of the chief student personnel administrator, professional instructional responsibilities of the chief student personnel administrator, and the ratio of student personnel staff to student headcount enrollment. Other population characteristics were reported but were not controlled in the analysis. From an analysis of the responses to the items in Part I, the population appeared to agree with most of the basic constructs and underlying assumptions of the T.H.E. Model (some to a greater degree than others). With the exception of professional instructional responsibilities, the independent variables did not have an association with the observed levels of agreement. From an analysis of Part II of the SDPI it appeared that the population agreed with the process steps of the T.H.E. Model; however, agreement was observed at varying levels. Again, with the exception of professional instructional responsibilities, agreement with the process steps was not related to the independent variables. An analysis of Part III of the Inventory supported the conclusion that the population seemed to implement the process steps of the T.H.E. Model; however, the level of implementation of each process step varied. Professional instructional responsibilities was the only independent variable which was associated with certain aspects ·Of implementation. An analysis of the relationships between reported agreement with the Model and implementation of the Model revealed highly significant differences between levels of agreement and implementation among all process steps. The population implemented the Model to a lesser degree than their reported levels of agreement. This difference was not attributable to the independent variables. / Ed. D.

Ed. D.

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "December, 2007." Includes bibliographical references (leaves 76-85). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2008]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

<p> The discontinuation of intercollegiate athletics teams at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions has been tracked by the NCAA national office for decades. From 1988-89 through 2014-15, the men&rsquo;s sport with the greatest net loss of teams throughout all NCAA divisions was wrestling. While a body of research exists that examines factors cited by campus and athletic administrators as reasons that lead to the discontinuation of NCAA sports, the actual lived experience of college student-athletes in the wake of sport elimination has garnered little attention. After a sport is discontinued, the NCAA also ceases to examine the academic progress, retention, or persistence to degree of those Division I student-athletes. Retrospective interviews with twelve Division I wrestlers provide insight into their experience and changes in identity following sport elimination. </p><p> The contextual framework includes a review of the role of intercollegiate athletics in higher education, summary of current NCAA structure, discussion of the economics of Division I athletics, overview of the ancient origins of wrestling, and examination of the structure of modern intercollegiate and club wrestling programs. </p><p> First-generation college students negotiate and construct multiple identities while navigating the university experience. Since participation in athletics is commonly used as a springboard for social mobility and access to the cultural capital of higher education, this project explored the experience of both first-generation and non-first-generation NCAA Division I wrestlers. This research privileges the voices of college student-athletes who candidly shared personal insights after the elimination of a sport that provided a significant source of their identity. Research was designed to expand the literature on the experience and identity of first-generation college students, contribute to the development of a robust body of work on the specific experience of first-generation college student-athletes at NCAA Division I institutions, and provide recommendations for campus and athletic administrators considering the elimination of an intercollegiate sport. </p><p> While sport discontinuation is usually considered to be an event (the elimination of a team on a particular date), findings in this study suggest that sport discontinuation might be better viewed as a process with ripple effects that last for years. The decision to eliminate a team requires thoughtful consideration of the effect it will have on the experience and identity of individual student-athletes. To mitigate the short-term and long-term effects of sport discontinuation, it is recommended that institutions establish and maintain support services specifically for the affected student-athletes in the months prior to and years following the announcement of the elimination of the team.</p>

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / The main ail of this intervention study was to investigate and measure quantitatively the influence of existential group counselling on undergraduate students’ level of meaning and purpose in life, self-esteem and alcohol outcome expectancies. A quantitative research approach was adopted using a pre-test post-test design with an equivalent control group in order to ascertain whether there were any significant differences between the experimental group (n = 21) and the control group (n = 21). The independent variable was existential group counseling and the dependent variables were the undergraduate students’ subjective level of meaning and purpose in life, self-esteem and alcohol outcome expectancies. Forty-two subjects were randomly assigned to either an experimental or control group. Quantitative data was collected using: Purpose in Life test (Crumbaugh & Maholick, 1964), the Self-Esteem Scale (Rosenberg, 1965) and the Alcohol Outcome Expectancy Scale (Leigh and Stacy, 1993). The methods of data analysis were the application of both independent and dependent sample t-tests. The dependent sample t-test results indicated a significant improvement of meaning and purpose in life (t = 3.85, p < 0.01) and alcohol outcome expectancies (t = 4.11, p < 0.01). The subjective level of self-esteem also shows an increase, though not significantly (t = 4.65, p > 0.05). Independent samples t-test results also indicated a significant improvement of meaning and purpose in life (t = 12.82, p < 0.01) as well as alcohol outcome expectancies (t = 9.57, p < 0.01). The study concluded that existential group counselling had a significant effect on undergraduate students’ level of meaning and purpose in life, as well as on alcohol outcome expectancies.

The problem of this study is to discover what factors are associated with change of major in college students. Questions that need to be answered are (1) Is academic success or failure related to change of major? (2) Is mental ability associated with change of major? (3) Is change of interest related to change of major? (4) Are there reasons that are personal and peculiar to the individual that are associated with change of major? (5) Is inadequate occupational information related to change of major? (6) Do social reasons such as a desire for a vocation with greater prestige, increasing interest in being of service to people, or having to conform to the wishes of parents and relatives relate to change of major?