The purpose of this study was to analyze Public Law Number 326 which created the Commission for Higher Education in Indiana. The analysis of the law determined the powers delegated to the Commission, the restrictions imposed upon the Commission and the duties of the Commission as prescribed by the General Assembly. A second purpose of the study was to describe in detail four problem areas that cause trouble for statewide coordinating agencies of higher education. The four problem areas were membership on the governing board of the coordinating agency, political infringement of coordinating agency activities, reluctance of institutions of higher education to accept coordinating agencies and the failure to develop a professional staff for the coordinating agency. A third purpose of the study was to develop recommendations to help the Commission for Higher Education neutralize the effect of the potential problems.

This study investigated the repertoire selection experiences that undergraduate choral music education majors are given at two different universities in Indiana. The lives of the instructors who teach undergraduate choral music majors how to select repertoire were examined with the goal of getting a better understanding of what life experiences may have influenced their decisions about the types of repertoire selection activities they would require of their students. Both instructors give their students repertoire selection experiences; however, their life experiences and current teaching situations have influenced the types of repertoire selection experiences they choose to offer to their students. The type of education the professors had influences the types of repertoire selection assignments they give. The size and design of the music curriculum affects the amount of time professors can devote to teaching repertoire selection. / Introduction to the study -- Literature review -- Method -- Dr. Green and Jefferson University -- Dr. Asher and Kerr University -- Comparison of Dr. Asher and Dr. Green -- Discussion. / School of Music

One-hundred and thirty two insulin-dependent diabetic college students in the state of Indiana comprised the study sample. Within this study, the attitudes, behaviors, knowledge and perceived educational needs were assessed from the sample through a questionnaire. The college students with diabetes who were currently attending either one of the participating sixteen schools or under the care of one physician participating in this study, were voluntarily asked to respond to a 64 item questionnaire by mail. A 53 percent (70 of 132) response rate was achieved. The findings showed that the subjects displayed positive attitudes, an adequate knowledge level and adequate behavior practices. The results also revealed a need for educational programs aimed specifically towards the college student with insulin-dependent diabetes mellitus. Such an education program would include topics which the subjects rated as being of importance to them. Considerations for further study include the effect of these behaviors, attitudes, knowledge levels, and perceived education needs directly on blood glucose control. / Department of Physiology and Health Science

A semester-long study examined the problems and needs of non-traditional women students. The subjects were a non-traditional undergraduate student enrolled in a beginning composition class and a non-traditional graduate student enrolled in an advanced composition class. The study argues that since universities and colleges are actively recruiting older students, these institutions should be more responsive to the unique problems posed by non-traditional women students, which are different from traditional-aged students. The study addresses non-traditional women students' reasons for returning to school and the personal and academic barriers they run into. The two case studies discuss their expectations relating to their composition classes in particular and fitting into the university system generally. In conclusion, recommendations are made in the specific areas of university systems, pedagogy, and future research. / Department of English

Sixty-six African American seniors at Martin University, graduating in 2002, described the activities, programs and procedures experienced at Martin University that they judged contributed to their persistence to graduation. Often the reported experiences of the graduates were similar to those of students who dropped out of college, yet these66 persisted to completion of their degree. Also, the graduating seniors suggested policies and procedures to support persistence of current and future students.As a commuter university, many important learning experiences that supported students to graduation occurred in Martin University classrooms. Well-prepared, empathetic, and competent instructors were very important in causing graduating students to realize that the university respected them as serious and worthy students and valued them as competent and determined individuals. Graduating students valued prompt, just communications with administrators concerning instructors and computer equipment.Students stated that the faculty members, other students, administrators, and Martin University as an organization had provided them with life changing experiences, differing from their off campus lives, yet shaping and adding opportunities to their off-campus lives.Responses indicated that Martin University should follow classroom and administrative procedures that cause students to earn a sense of ownership in the university. Also, the university should provide a constant flow of communications about university convocations, policies, procedures, and about changes to academic programs.Martin University must maintain and build on the policies and practices graduating seniors have found valuable. / Department of Educational Leadership

Access to abstract restricted until May 2015 / Access to thesis restricted until May 2015 / Department of History

Purpose of the study was to determine effect, if any, of tax credit legislation for contributions to higher education in Indiana, Michigan, and North Dakota. Secondary purposes were twofold: 1) to discover differences in patterns of giving to public and private institutions of higher education, and 2) to compare existing tax credit laws and develop recommendations for model legislation.Data, collected from published journals and reports of private and governmental agencies, were subjected to analyses for consistency and compatibility in order to assure validity in interpretation. All dollar amounts were converted to 1967 Constant Dollar Values for analysis.Data for voluntary giving in areas of business and corporate giving, non-alumni giving, giving by other groups, and alumni giving for individual institutions were compared with composite national data for giving to higher education.Findings1. Annual reports of voluntary giving to higher education have presented raw data reflecting a growth of 40 percent for 1970-1977, when converted to real dollar purchasing power, a loss in excess of 8 percent is documented.2. Growth in voluntary giving to institutions studied exceeded growth on a national basis; growth in giving to public institutions far exceeding growth in giving to private institutions.3. Voluntary giving to higher education by business and industry has declined during a period when growth would have been expected.4. Tax credit legislation is possible in all states.Conclusions1. Voluntary giving to higher education in Indiana, Michigan, and Forth Dakota, states having tax credits for gifts to higher education, increased at rates demonstrably greater than the rate of increase for the national composite.2. Growth in voluntary giving to higher education was directly related to length of time the tax credit law has been in effect.Implications1. Voluntary giving to higher education is directly related to fund raising campaign efforts causing wide fluctuations in year-to-year levels of giving.2. Growth in voluntary giving to higher education using a tax credit is related to awareness, a component of fund raising campaigns.

Indiana University-Purdue University Indianapolis (IUPUI)