The primary purpose of this study was to determine whether disciplinary counseling is perceived philosophically by chief disciplinary agents as having a role in student development. / The chief disciplinary agents in public four-year universities in Louisiana provided the population and sample. One hundred percent of the designated respondents participated. / The Q-sort process was used to collect the data. Thirty-five Q-sort statements were developed, and were designed to reflect either positive or negative philosophies or neutrality concerning student development. / Based on their philosophical evaluation of each statement, respondents prioritized the statements into five clusters. Each cluster was related to a standard deviation on the normal curve. The number of statements placed in a cluster was determined by the distribution pattern of the normal curve. / A numerical value was assigned to each cluster and the statements therein. That value corresponded to the standard deviation associated with the location of that cluster on the normal curve. The mean cluster value of each statement was determined by use of the formula Mean = (SIGMA)x/n. The mean cluster value of each statement was used to rank order the statements. The final ranking was portrayed in tables. / An analysis of the data indicated the following results: (1)Chief disciplinary agents do perceive disciplinary counseling as having a role in student development. (2)Chief student affairs officers and discipline committee chairpersons do agree on the philosophy that disciplinary counseling plays a role in student development. (3)The chief disciplinary agents preferred student development concepts as opposed to legalistic concerns of student discipline. (4)When organized into respondent groups representing their respective system of governance of higher education, the chief disciplinary agents revealed measurable differences of opinion concerning the role of disciplinary counseling in student development. / The study indicated that in spite of emphasis on legalistic concerns, chief disciplinary agents still regard student development and disciplinary counseling as the key concepts in student discipline. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1021. / Thesis (Ph.D.)--The Florida State University, 1981.

The primary purpose of this study was to determine and compare the academic advising needs of students as perceived by selected undergraduate students and faculty advisers at The Florida State University. A secondary purpose was to determine if certain demographic variables differentiate student and faculty perceptions of students' academic advising needs. / The participants for this study consisted of undergraduate students and faculty advisers in six schools and colleges. All 153 faculty advisers, and 834 students enrolled in selected undergraduate courses, in these six schools and colleges were surveyed. Data were collected by means of two Academic Advising Needs Questionnaires developed for this study. One questionnaire was distributed to faculty advisers and one to student advisees. Each of the questionnaires was divided into three sections. The first section collected demographic information from respondents. The second section measured the extent to which faculty and students perceived that fifteen advising functions (1)should be fulfilled and (2)were being fulfilled through the academic advising system. The third section was an open-ended item which allowed respondents to make additional comments concerning the academic advising program. After distributing the survey instruments, 71 percent of faculty advisers and 80 percent of students responded. / Although the overall results revealed a significant (.05 level) correlation (.5617) between student and faculty perceptions of students' academic advising needs, significant (.05 level) differences were evident when comparing the rank order of need scores between students and faculty within the schools and colleges where advising was actually provided. Additional findings suggest that demographic variables identified in this study, except for student age, did not significantly differentiate overall student and faculty perceptions of academic advising needs. / While students revealed some degree of need in all advising areas, the five highest ranked items were: (1)informing students of employment opportunities in their intended field of study; (2)assisting students with career/vocational planning; (3)providing students with academic advice and suggestions for scholastic improvement; (4)explaining university academic regulations and requirements to students; and (5)assisting students in selecting a major. / Faculty responses indicated student need in thirteen of the fifteen advising areas identified. The five highest ranking student needs identified through faculty responses were: (1)helping students find ways to make their college experience more interesting and intellectually stimulating; (2)providing students with academic advice and suggestions for scholastic improvement; (3)informing students of employment opportunities in their intended field of study; (4)helping students explore possible graduate/professional school study; and (5)assisting students in planning their academic program of study. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1021. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to determine the perceptions of students at a liberal arts college and a comprehensive university regarding a select group of student personnel services provided by the central student affairs unit and the academic department. The services investigated were academic advising, career development and placement, student organizations and enrichment activities. These services were examined from the standpoint of importance, awareness, utilization, source, and quality. / A sample of 800 juniors and seniors in 12 academic departments was selected: 500 from the comprehensive university and 300 from the liberal arts college. An overall response rate of 84% was achieved. / Data were collected by means of a 30-item survey instrument adapted from the Student Personnel Services Questionnaire developed by Fitzgerald (1959) and modified by Rankin (1966) and Pinsky (1978). The instrument contained statements descriptive of the functions and objectives of the services investigated. Survey results were analyzed by institution type and by academic discipline within each institution. The institutional analysis was accomplished through the use of the t-test and chi-square test of proportions. One-way analysis of variance was used for the departmental analysis. / The major findings of the study were: (1) college students were more aware of the existence of select student personnel services than were university students; (2) college students utilized the select group of services to a greater extent than did university students; (3) the academic department was the most important source sought by college and university students for academic advising, career development and placement, and enrichment activities; (4) students were the most important source of student organizations for college and university students; (5) college students were more satisfied with the quality of the services investigated than were university students; (6) academic departments in the liberal arts college were more homogeneous than they were in the comprehensive university with respect to the four select student services studied. / Source: Dissertation Abstracts International, Volume: 42-09, Section: A, page: 3880. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to determine the educational needs and interests of selected older persons in Hillsborough County, Florida. Specifically, the study identified those needs that could be met by Hillsborough Community College. A sample of subjects age 55 and over was drawn from three settings in the community where older persons tend to gather: two recreation center groups, two residential complexes, and 18 continuing adult education classes conducted by the public schools. The data from these older persons were collected through the use of a questionnaire. / When examining the group as a whole, Cultural Enrichment, Hobbies, Health and Medical Problems, and Recreation, were the most frequently indicated choices of learning experiences. The three subgroups were also analyzed in order to determine if there was any relationship between the type of setting in which the data were collected and the desired learning experiences chosen by the respondents. Although there were some slight differences between the subgroups, the three settings showed similar needs and interests. Once the general desired learning experiences were determined, further analyses were completed in order to determine if there was any statistically significant relationship between the demographic characteristics of the population and the type of desired learning experiences that were selected. The most meaningful demographic variables found in the study were ethnicity, health, income, and education. These variables were significant in the selection of Cultural Enrichment, the most frequently indicated choice of learning experience. / The choices of desired learning experiences of recent participants in some type of educational class were then compared with those who had not participated. Two of the most frequently chosen desired learning experiences--Cultural Enrichment and Hobbies--were chosen significantly more frequently by the recent participants. Finally, the limiting factors to participating in learning experiences, as perceived by the older person, were: lack of transportation, distance of class, grading, and time of class. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2526. / Thesis (Educat.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4913. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5337. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5338. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5339. / Thesis (Educat.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5340. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of this study was to examine the outcomes of the twelve community college programs sponsored by the W. K. Kellogg Foundation. Within this general framework, two particular objectives were pursued: to determine whether former Kellogg fellows have assumed leadership positions within the community/junior college field; and to determine whether evidence exists that former Kellogg fellows have had an influence upon the development of the community/junior college field. / The population for the study included 459 living Kellogg fellows in twelve community college leadership programs during the period 1960-74. Data for the study was obtained by four methods. These methods were: (1) a survey of the Kellogg fellows; (2) an Education Index search of the most frequent contributors to community college literature; (3) a survey of a panel of fifteen experts; and (4) a search of AACJC records for most frequent contributors to the annual conventions of the AACJC. / It was found that approximately 90 percent of the 339 respondent fellows have spent some part of their professional employment time in positions related to community college education since completing the JCLP. Two-thirds reported that all of their professional career has been in this area since completing the program. Moreover, 60 percent of the respondents reported that they had achieved positions at the community college deanship or presidential level with ninety-eight fellows reporting that they had been president in 124 two-year institutions. / Data collected using the Education Index, the panel of fifteen experts, and the records of the AACJC revealed that Kellogg fellows were among the most significant contributors to the development of the community college. Kellogg fellows were associated with model programs in nine of ten categories, and received nominations as leaders in seven of ten issues related to the development of community colleges since 1960. In all areas measured which were related to contributors to the literature of the field, Kellogg fellows were among the most significant authors. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0129. / Thesis (Ph.D.)--The Florida State University, 1980.