The Florida Articulation Agreement and common course numbering make transferring from a Florida College System (FCS) institution to a Florida State University System (SUS) institution almost seamless. With 28 state colleges across the sunshine state, many students opt to begin their college careers in these institutions that were all once known as community colleges. The purpose of this study was to examine if transferring from an FCS institution after the first two years of undergraduate study and earning an associate's degree negatively affects student success in terms of bachelor's degree attainment, academic performance, and time to bachelor's degree. Students that earned an associate of arts (AA) degree from any of the 28 FCS institutions and then transferred into the University of Florida (UF) were compared with their native rising junior counterparts at UF. This study found that overall rising juniors did outperform the associate of arts degree FCS transfer student peers. Rising juniors did better in overall graduation grade point average (GPA), time to degree, and in bachelor's degree attainment in six years or less. African American associate of arts degree earning transfer students however, did earn higher GPAs than their African American rising junior counterparts. College personnel and student affairs professionals should continue to study the transfer student population as a unique subset of students to better understand the different challenges they face at the university level and how they can be best prepared for academic success. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / October 6, 2015. / Articulation, Junior, Rising, Student, Success, Transfer / Includes bibliographical references. / Shouping Hu, Professor Directing Dissertation; Lance Dehaven-Smith, University Representative; Robert Schwartz, Committee Member; David Tandberg, Committee Member.

Several waves of calls for writing centers to address digital and multimodal texts exist, dating back to the 1980s. While these conversations gained momentum at the turn of the century with the popularization of multiliteracy centers and scholarship supporting them, most of the scholarship in this area focuses exclusively on individualized, practitioner inquiry. This dissertation embraces a descriptive methodology by mixing qualitative and quantitative methods of data collection to gain a more complete view of the practices currently in place to educate tutors in a wide variety of academic support structures so they can assist with digital multimodal compositions. Chapter 1 provides both the context for this study and a literature review. In this chapter three key terms— multimodal writing center, digital multimodal composition, and tutor education— are all given context and working definitions. After introducing these key terms and their associated definitions, this study poses the three main research questions that drive the descriptive inquiry into tutor education methods detailed throughout the remainder of this study. After introducing and defining the key concepts and questions informing this study in the first chapter, Chapter 2 provides an explanation and rationale for the methods employed in this study. This study utilizes a nationwide survey and a series of semi-structured interviews conducted with the director, a more experienced tutor, and a less experienced tutor at three different targeted locations— Northern University, Southern University, Western University. This chapter also details the development of and final contents for the coding scheme employed throughout this study. Chapter 3 presents the results from the survey and interview responses. This chapter begins by discussing the survey responses. Next, the results are presented and sample responses are provided for each interview participant at the targeted locations, for all of the codes identified in the interviews, in the order of most-frequently used codes to least-frequently. Chapter 4 looks more closely at the responses across the interviews and case studies. This chapter is structured around the 3 main questions informing this study, broken into 6 overall answers. The answers to these questions lead to the development of an initial framework for describing the landscape of tutor education for assisting with digital multimodal compositions that I call the “AAA Framework.” The final chapter of this dissertation— Chapter 5— outlines the implications and limitations of this study, and the need to continue exploring the ways tutor education for digital multimodal compositions is being conducted, so as to continue (re)shaping the framework developed in response to the data collected in this study. / A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 6, 2018. / Composition, Digital, Education, Multimodal, Tutor, Writing Center / Includes bibliographical references. / Michael Neal, Professor Directing Dissertation; Gordon Erlebacher, University Representative; Kathleen Yancey, Committee Member; Kristie Fleckenstein, Committee Member.

The goal of this study was to provide insight into the experiences of first-generation students by learning how the participating group of first-generation students viewed their leadership identity development and what factors had the biggest influence on that development. This was a qualitative study that used the Leadership Identity Development model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and the Input-Environment-Outcome model (Astin, 1984) to inform its’ conceptual model. Fifteen first-generation students, who had taken at least one leadership education course, participated in the study. Findings from the study aligned with current research on first-generation students and leadership identity development. The factors that had the greatest influence on the first-generation student experience were parental involvement, high school expectations, the influence of mentors or diverse peers, and the knowledge of how to get involved in engagement activities. Students also shared feelings about the negative consequences of being a first-generation student, including the fact that their parents often don’t understand their experience, they often experience financial struggles, and feel pressure to succeed. Some students, though, derived motivation from their first-generation student status. In addition to factors that influence a student’s first-generation student experience, the study revealed three factors that exhibited the greatest impact on a student’s leadership identity development. These factors were whether a student initially enrolled in leadership education out of an interest in leadership, the number of leadership classes a participant had taken, and whether or not a student was involved in engagement activities. The study furthermore revealed that both leadership education and participation in engagement activities were influential in participants’ leadership identity development. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester 2017. / November 6, 2017. / first-generation, identity, leadership / Includes bibliographical references. / Kathy L. Guthrie, Professor Directing Dissertation; Gerald Ferris, University Representative; Tamara Bertrand Jones, Committee Member; Robert A. Schwartz, Committee Member.

The dissertation stage, a time of independent research for doctoral students, is characterized by a lack of interactions with peers and faculty members, including the faculty dissertation advisor, that are typically present during earlier stages of doctoral programs (Ali & Kohun, 2006; Gardner, 2008b, 2009). As a result, students in the dissertation stage may experience isolation. This isolation, a result of a lack of interactions with faculty and peers, can lead to dropout from the doctoral program (Ali & Kohun, 2006). Given that students have the most frequent interactions with the dissertation advisor during the dissertation stage (i.e., Ali & Kohun, 2006), this study aimed to understand how faculty dissertation advisors aid in students' persistence during the dissertation stage. Specifically, the study answered (1) how faculty dissertation advisors define their role during the dissertation stage, (2) general strategies advisors use during the dissertation stage to help students persist, (3) strategies used by advisors to assist different types of students during the dissertation stage, and (4) how advisors facilitate academic and social integration at the dissertation stage. This study utilized a mixed methods research design to understand dissertation advisors' role in students' persistence during the dissertation stage (Fraenkel & Wallen, 2009). Specifically, faculty dissertation advisors from one college of education at a research university in the southeastern region completed a questionnaire and a subset of these faculty participated in a follow-up interview. Consistent with Barnes and Austin's (2009) findings, results showed that participants utilized several functions, including collaborating, mentoring, advocating, and chastising to perform their role during the dissertation stage. Participants also valued several characteristics, friendly/professional, collegial, supportive/caring, accessible, and honest, when performing their role as dissertation advisor. Additionally, participants indicated they use a series of general strategies, which Barnes and Austin termed as helping advisees be successful. Interview findings also identified five categories of threats to students' persistence during the dissertation stage, as well as corresponding strategies participants used to help advisees maneuver these threats to persistence. The themes included advisees' personal responsibilities, psychological concerns, time, dissertation project hurdles, and isolation. While Tinto's (1993) model of doctoral student persistence failed to elaborate on how the dissertation advisor facilitates academic and social integration during the dissertation stage, results indicated that, in general, faculty dissertation advisors do at least encourage advisees' academic integration by helping advisees plan and conduct research, aiding in their professional and workforce development, and encouraging them to publish articles and/or publishing articles with advisees. Additionally, dissertation advisors encourage advisees to connect with their peers and with faculty members inside and outside the academic department. However, less than half of participants encouraged advisees to connect with staff and administrators in the campus-wide community. Results of this study can be used to further research on the doctoral student experience and the advisor's role in that experience. Additionally, findings from this study can be used by dissertation advisors, academic departments, and university administrators in policy and standards of practice to help ensure students' persistence during doctoral programs, especially during the dissertation stage. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester, 2014. / November 7, 2014. / Includes bibliographical references. / Tamara Bertrand Jones, Professor Directing Dissertation; Kathy Guthrie, Committee Member; Linda Schrader, Committee Member; Robert A. Schwartz, Committee Member.

This historical case study investigated policy issues and other factors which affected public, higher education capital funding and overall growth at two mid-sized, regional, state universities located in a Southeastern state in the U.S. during the period 1975 to 2005. The construct, policy issues, and two subsidiary constructs, capital appropriations and overall institutional growth, were examined to assist in drawing conclusions about the methods used to appropriate capital funds and their impact on public institutions of higher education. The study examined, described, and analyzed decisions which have influenced capital investment in the state's public higher education system. A history of the state's higher education governing system and the two case institutions, a description of the factors behind policy-making decisions, and descriptions of the elements of the capital appropriations process in the state are included with examples of how capital appropriations have contributed to the overall institutional growth. Qualitative data relative to capital appropriations came from interviews with key individuals and from document analysis of system and institutional records related to capital appropriations. The results concluded that the capital request policies at the onset of the study were more subjective in nature and appropriations were made to the institutions in an inequitable manner; decisions were easily affected by the internal and external politics of the state university system and state government. The capital allocation process evolved and was architecturally shifted to become more data-driven so that decision making is more objective and in line with the system and institution master plans. The growth of the case institutions was not solely caused by capital appropriations; but in many cases, capital outlay allowed the institutions to sustain enrollment growth. Additional factors, besides capital appropriations such as institutional leadership, school choice variables, and state policy issues which influenced and contributed to the differences in overall growth at the two case institutions were included in the results. In practice, policies are strengthened to emphasize the planning process and adherence to a master plan and capital improvement plan. The study revealed inequitable and sometimes haphazard methods by which capital outlay decisions have been made in the state; this study supported the recently adopted, data-driven strategic capital model. Realizing that the state cannot provide all funding, it was recommended higher education institutions pursue and expand public/private partnerships to secure capital funding, and increase institutional collaboration during this process. Facilities and capital investment constituted just one component which allowed an institution to flourish; but in many cases, institutions had the capacity which could be readily seen by the establishment of an efficiency model of its current space before constructing new facilities. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester, 2008. / March 4, 2008. / Higher Education / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Lance M. deHaven-Smith, Outside Committee Member; Dale W. Lick, Committee Member; Shouping Hu, Committee Member.

The purpose of this study was to investigate how changes in tuition and fees affect community college enrollment patterns in the state of Washington, and to identify other key factors that have major effects on enrollment changes. Several enrollment categories were selected for analysis: Total headcount, FTE, first-time freshmen, minority students, full-time and part-time attendance, two age groups, gender, and academic and vocational programs. The theoretical framework was derived from demand theory in microeconomics, with particular application of the concepts of price elasticity and of the demand function. Eight independent variables were examined, including tuition prices, student aid, socioeconomic factors, and a State enrollment cap. The results were based on a time-series analysis of system-wide data from 1971-1987. The major findings were that (1) own-tuition price was associated negatively with all categories of enrollment, except for academic programs; (2) tuition and fees at public four-year institutions had positive effects on community college enrollments; (3) student aid was a key factor and related to enrollment negatively, suggesting that public four-year institutions were substitutes for community colleges; (4) personal income was a stronger economic indicator than unemployment for most of the enrollment categories; (5) the proportion of whites in the population had different effects on different enrollment groups; and (6) the enrollment cap caused a substantial reduction in most of the enrollment categories. Different types of students responded differently to price changes and other factors. In general, older students, part-timers, females, and minority students were more sensitive to tuition price changes than younger, male, and full-time students. Overall, the results of the study were consistent with previous enrollment demand studies of community colleges.

This study examined academic administrators from Arizona community colleges to determine whether those with different personal (age, sex, administrative experience, office automation experience) and demographic (job title, geographic location) characteristics differed in their office automation attitudes and their perceptions of knowledge and skills. Three subsidiary interests of the study were to examine whether administrators with different (1) perceptions of the importance of--and comfort with--automation skills and knowledge differ in their automation attitudes, knowledge, skill, and geographic location, (2) different demographic variables differ in their amount of--and skill with--automation equipment and software, and (3) different attitudes, knowledge, and skill characteristics differ in their use of automation equipment and software. The literature review discussed the evolution and impact of office automation, office automation in educational settings, and the nature of skills and knowledge in office automation. Research questions focused on the differences in office automation attitudes and perceptions of office automation knowledge and skill of administrators with different (1) personal and demographic characteristics, (2) perceptions of the importance (professionally and to their office) of--and comfort with--office automation, and (3) amounts of, skill with, and use of office automation equipment and software. Results suggest that academic administrators generally (1) have positive office automation attitudes, (2) view office automation as professionally important and important to their offices, (3) show deficiencies in their office automation knowledge and skill. In addition, younger administrators (25-46 years), with the job titles of Dean/Associate Dean, who have experience with office automation (9-15 years) and are employed by urban community colleges are more likely to implement office automation in their offices than older administrators (over 46 years), with the titles of Division Chair or Vice President, who have worked with office automation less than 9 years or more than 16 years, and who are employed by rural community colleges. Recommendations are suggested for continued study in evaluation and assessment of academic administrators' office automation attitudes, knowledge, and skill.

The educational trajectory of foster care students in the United States is often delayed. However, there are foster care students who have been able to successfully navigate the educational pipeline and complete a college degree (Batsche et al., 2012). The purpose of this study was to explore the transition experiences of foster care students from high school to a four-year university and to identify contributors to their adaption into the college environment. This study challenges previously held beliefs by focusing on the actual rather than perceived contributors to their success while in college. Data from this study came from demographic questionnaires and 60-90-minute interviews with 11 qualified study participants. The study participants provided multifaceted responses about their transition experiences to the university. Findings and themes which emerged from the study focused on the experiences of transferring from a state college, being homeless, and identifying helpful support resources during their transition process. Study participants discussed the need for utilizing campus resources, developing transition strategies, and the importance of networking and engagement. The study results also provided insight into practices not considered helpful by foster care students. The discussion and implication section provide suggested resources for foster care programs and university administrators who support this population. Future research recommendations focused on self-development and program effectiveness followed by concluding thoughts. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2018. / April 25, 2018. / Includes bibliographical references. / Kathy Guthrie, Professor Directing Dissertation; Winston Roberts, University Representative; Tamara Bertrand Jones, Committee Member; Robert Schwartz, Committee Member.

This qualitative research study examined how junior-level undergraduate students clarify their values in the environment of a leadership course. Previous research indicated the concept of values clarification is a dynamic process in which people come to understand what they individually view as important in their lives by placing a name or label to what one values (i.e., honesty, love, success, etc.). This process commonly occurs during the traditional college years and is a critical component of the undergraduate experience. A college student clarifying their values is an important first step in the overall values development process. To encourage development, educators must first understand this process. However, there remains an important gap in the current literature regarding how students clarify their values in college, specifically in the context of leadership coursework. Therefore, the purpose of this study was to understand the essence of the students' experience in their values clarification. Utilizing a phenomenological method involving interviews, thematic coding, phenomenological reduction, imaginative variation, and data saturation; primary themes were formed explaining the experience of how students identify their values in college. Data for the study were collected over a semester-long period in the spring of 2012 from junior-level students who were currently enrolled in or had successfully completed a course in an undergraduate Leadership Certificate at a large, Research I institution in the southeastern United States. Findings from this research helped to explain the experience of how junior-level students clarify their values in their collegiate experience and inform the practice of character education and leadership curriculum development in colleges and universities. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2015. / April 1, 2015. / higher education, Leadership education, values clarification / Includes bibliographical references. / Kathy Guthrie, Professor Directing Dissertation; John Reynolds, University Representative; Robert A. Schwartz, Committee Member; Tamara Bertrand Jones, Committee Member.

The purpose of this longitudinal study is to explore the relationship between the national unemployment rate and college enrollment and success outcomes (retention, and completion), controlling for student characteristics (gender, race/ethnicity, and socio-economic status), as well as state and national economic and institutional factors. The study finds that college enrollment and success outcomes at public 4-year institutions of higher education (IHEs) are impacted in a statistically significant manner by variations in the national unemployment rate. A positive relationship was found between the national unemployment rate and undergraduate enrollment, full-time retention, and college completions. However, the impact differed for students with different characteristics (gender, race/ethnicity, and socioeconomic status). Enrollment in public 4-year IHEs of both males and females was found to increase by 1.2 percent and 1.9 percent, respectively, when the national unemployment rate increased by one percent. Blacks and Whites were found to increase enrollment in public 4-year IHEs by 1 percent and 1.4 percent, respectively, or decrease (American Indian, Asian, and Hispanics) enrollments when the national unemployment rates increased. Finally, enrollments of students from the lowest SES quintiles (Q1, Q2) were found to decrease by more than five percent while the ones from the mid to highest quintiles (Q3-Q5) were found to increase by more than 1 percent when the unemployment rates increased. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2015. / December 3, 2014. / completions, enrollment, retention, unemployment / Includes bibliographical references. / David A. Tandberg, Professor Directing Dissertation; Jinfeng Zhang, University Representative; Brad Cox, Committee Member; Toby Park, Committee Member.