Master of Science / Department of Counseling and Student Development / Doris Wright Carroll / Living-learning communities in higher education play a critical role in the success of our student population. Having the option of living-learning communities on campus is a sought after option for students and parents of students beginning college. For student retention efforts, it is important that our student affairs professionals understand the impact that living-learning communities have on the first-year student population. It is additionally important that professionals understand the different types of living-learning communities and determine which is best to implement on their campus. This report takes a deeper look into living-learning communities across the country and the impacts on living-learning communities have on campus. Taking into consideration the diversity of varying living-learning communities, three specific types were examined and their success was determined based on a national study called The National Study of Living-Learning Programs (2007). This report communicates the depth and necessity of living-learning communities in higher education for students, parents, and student affairs professionals.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Doris W. Carroll / This study examined factors relates to student ratings of instruction and student levels of motivation. Data came from archival data of 386,195 classes of faculty and students who completed the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form (SRDF) completed by the student from the Individual Development and Educational Assessment (IDEA) Center Student Ratings system. Descriptive statistics, correlation studies, analysis of variance (ANOVA), and pairwise comparisons were used to test the research hypotheses. Despite significant differences among student ratings of instruction and student motivation by course type, discipline, and student type, the amount of unknown variability in student ratings of instruction and student motivation is still very large. The findings from the study provide higher education institutions with information about differences between student ratings of instruction by institution type, course level, discipline, and course type as well as the impact of student motivation on student ratings of instruction.

Master of Science / Department of Special Education, Counseling and Student Affairs / Christy Craft / Abstract Intrusive advising is a concept that developed in the 1970s as a method of working with at-risk students by identifying challenges they faced and solutions to overcome them (Backhus, 1989). Intrusive contacts are those that make early, unsolicited contact with students in the hopes of identifying and resolving academic and social obstacles that would prevent persistence (Frost, 1991). This proactive approach has been experiencing revitalization in the current economic times due to declining funds and changing governmental funding models that would fund higher education on the basis of graduation rather than enrollment. Because 44 percent of first year students do not persist to their second year, this type of governmental funding model has profound implications for administrators (Bushong, 2009). I propose that administrators consider restructuring residence hall personnel responsibilities to include intrusive contacts in an effort to address retention issues. While residence hall personnel will not have the responsibility of scheduling classes, they can begin identifying and addressing issues earlier in the semester. This paper identifies several institutions that currently implement intrusive contacts in their residence halls and the benefits of doing so. These schools have indicated an increase in their students’ grades, commitment and persistence, and overall satisfaction since implementing intrusive contacts (B. Silliman, personal communication, November 1, 2012). The findings also revealed that residence halls with effective intrusive contacts involve collaborative efforts between student affairs personnel and faculty members, engage students in building rapport with staff early in their first semester, and focus on developing students holistically. This report provides a summary of best practices and strategies for implementing these contacts.

Doctor of Education / Department of Educational Leadership / Robert Shoop / Many school leaders do not understand their rights and responsibilities to facilitate social media use by their staff in P-12 education. This dissertation was designed to research, develop, and validate a resource guide school leaders can use to facilitate social media use by school staff. Research, Development, and Validation of a School Leader’s Resource Guide for the Facilitation of Social Media Use by School Staff was developed using the research and development (R & D) methodology by Gall, Borg, and Gall (2003) and Dick and Carey (2009). The seven steps in the R & D cycle included: (1) research analysis, needs assessment, and proof of concept; (2) product planning and design; (3) preliminary product development; (4) preliminary field testing; (5) product revision; (6) main field testing; and (7) the final product revision (Gall, Borg & Gall, 2003). An analysis of the literature, needs assessment questionnaire, and proof of concept results provided information used to develop the resource guide design. This initial design was then evaluated by preliminary field testers (social media experts) using a Likert scale and open-ended questions to provide feedback. Revisions were prepared based on their responses. A main field test was then conducted with additional social media experts. Final revisions were made based on this feedback. Major conclusions of this study included the following: (1) school leaders need more resources to understand their rights and responsibilities concerning social media use by staff; (2) this resource guide for school leaders should include legal information, case studies, and vocabulary used in the social media world; (3) and the R & D process produced a resource guide school leaders can use to understand their rights and responsibilities concerning social media use by staff. The resource guide’s information includes (1) background on social media, (2) legal aspects of social media use by staff, (3) social media promising practices, (4) digital citizenship, (5) emergence of issues and challenges in social media, and (5) how employers can avoid adverse employment actions. The focus of the resource guide is school leaders must understand their rights and responsibilities in guiding social media use by staff members.

Doctor of Philosophy / Department of Special Education, Counseling, & Student Affairs / Kenneth Hughey / This qualitative study explored the college transition experience of eight first-year students with Attention Deficit Hyperactivity Disorder at a midwestern research university. Using a three-interview-series model, students participated in structured interviews designed to explore their backgrounds, discuss their current experiences on campus, and discover what they have learned from their college transition experiences. The findings reveal that these students with ADHD did not adequately plan their college transitions, relied heavily on family for assistance with their transition and medical treatment, did not utilize many campus resources available to them, and lacked strategies to manage their ADHD symptoms. Additionally, they found the process of becoming college students to be stressful due to the many responsibilities inherent in the role. Findings also indicate that students relied on medication to perform academically in college; however, they lacked knowledge of medication and treatment options. The results contribute to research addressing individuals with ADHD across the lifespan, particularly in college, as well as research of college students and college environments. Recommendations for practice and future research are discussed.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Fred O. Bradley / This study investigated the use of the MAP-Works[superscript]TM program that is designed to help retain first-year students by identifying the level of retention risk for each student early in their first semester and communicating this risk to key university faculty and staff. The participants for this study were all first semester freshman students enrolled during the academic years 2012 and 2013. This study sought to determine if the MAP-Works[superscript]TM program and resulting intervention were effective in predicting the retention of high-risk first semester freshman students to their second semester and second year. The data analysis for this study used quantitative data analysis methods. The first and second research questions asking which of the factors were significant in predicting retention were answered using independent samples t-tests. The third research question asking if the intervention was significant was answered using a 2x2 Chi-square test for independence. The fourth and final research question asked which of the factors contributed the most in predicting retention was answered using a direct (binary) logistic regression analysis. This study found for high-risk domestic students Cumulative GPA, Socio-Emotional, Test Anxiety, Peers, Homesickness: Distressed, Academic Integration, Social Integration and Environment were able to be associated significantly with retention from fall-to-spring semester. For international students GPA, Self-Efficacy and Self-Discipline were able to be associated significantly with retention. The study showed for fall-to-fall retention for domestic students that cumulative GPA, Socio-Emotional, Communication, Analytical, Social Integration and On-Campus Living Social were significant. The research found that the intervention conducted by their direct connects for high-risk domestic students was significant for fall-to-fall retention. The logistic regression analysis showed for domestic students that Cumulative GPA, Financial Means, Socio-Emotional, and ACT Composite score were significant for fall-to-fall retention. The strongest predictor of retention was Cumulative GPA followed by Socio-Emotional, Financial then ACT Composite score. The regression analysis for high-risk international students showed that Cumulative GPA, Gender, and Student Residence were significant for fall-to-fall retention. The strongest predictor of retention was cumulative GPA, Gender (Female) and Student Residence (Off Campus).

Doctor of Philosophy / Department of Curriculum and Instruction Programs / Janice Wissman / This study sought to provide insight regarding how novice teachers perceive the influence of receiving an award for excellence early in their careers. The questions guiding this study focus on the perceptions of the respondents regarding whether or not they perceived that the award was motivating; whether the award influenced them personally, professionally, and organizationally; and whether they perceived an increase in commitment to the profession. This quantitative study gathered data from an on-line questionnaire sent to teachers who received the Kansas Horizon Award from 2003 through 2011. The study used exploratory factor analysis, descriptive statistics, and analysis of variance procedures to ascertain whether or not there was any significance regarding the way awardees responded to 15 Likert items. The data were compared to six demographic variables: year of award; age of winner at the time of the award; level taught – elementary or secondary; location of school – urban, suburban, or rural; gender; and teaching status. Each of the 15 Likert items were aligned with one of the four factors identified by the factor analysis – internal influence, expectations, external influence, and commitment to the profession. The significant statistics from the factor analysis ranged from .506 through .900. The analysis of variance showed significance for three factors and variables.(1) The most recent awardees (2009-2011) perceived a greater influence from the award regarding expectations (p = .03) than did those teachers who won the award in previous years. (2) Teachers from urban schools perceived a greater significance from the award regarding external influence (p = .05) than those from suburban schools. (3) Females perceived a greater influence from the award than did males regarding commitment to the profession (p = .03). Recommendations for practice include the need for increased awareness of administrators regarding the importance of awards and recognition for teachers, increased support for teacher attendance at the state conference, and increased leadership opportunities for awardees. Recommendations for further research include studies of how administrators choose nominees for awards and why some never nominate anyone, the relationship between leadership opportunities and awards, and retention of award-winning teachers.

Doctor of Education / Department of Educational Leadership / Teresa N. Miller / The purpose of this study was to research, develop, and validate a handbook of effective strategies that Kansas school district leaders can use to increase their ability to maximize their school districts’ nontraditional funding. Kansas School District Leaders’ Handbook for Maximizing Nontraditional Donations and Grant Funding was developed using the research and development methodology as recommended by Gall, Borg, and Gall (2007) through a seven-step development cycle. The review of the literature, the needs assessment, and the proof of concept survey provided information for developing the outline and initial prototype for the final handbook. Non-educators in Kansas who had significant success in acquiring nontraditional funding and fostering entrepreneurial leadership throughout the state served as experts for the preliminary field test. Revisions were then made based on their feedback. The main field test was conducted with a representative group of Kansas superintendents, who were the potential users of the guide. These two groups of experts provided feedback by using a Likert scale and survey responses about the content and format of the handbook. Final revisions were based on the main field test evaluators’ feedback. The conclusions from the research project were: (1) there was a strong need for Kansas school district leaders to be educated regarding the proactive steps they can take in order to increase the possibilities for additional grant and donation funding for their school districts; (2) since Kansas’ state educational funding had been significantly reduced in Kansas during the years between 2008-2012, schools districts were forced to look at non-traditional options that could ease the strain on the districts’ general fund or provide additional resources for the schools during a downturn in the economy; (3) the development of a comprehensive handbook that blended theory, research, and practice for instructional leaders on how to conduct effective campaigns on acquiring additional revenue could be used to develop a mindset for Kansas school leaders to one that was focused more on the principles of entrepreneurial leadership.

Doctor of Education / Department of Educational Leadership / Trudy Salsberry / The purpose of this study was to gain better insight into the perceptions of mothers, caregivers, and school-age children in regard to educational experiences (defined as social, academic, and behavioral by Kansas Department of Education, 2012) during maternal Army Reserve component deployments. Since the September 11, 2001, attacks on the World Trade Center, reserve component deployments have become an integral part of the total military strategy. Because the reserve component could be trained and equipped for a fraction of the active forces, fiscal realities dictated moving routine operational responsibilities to the reserve component (National Guard and Reserve Equipment Report for 2013, 2012). As more citizen soldiers were called to active duty deployments, the effects on children who did not typically identify with being in a military family were particularly important to their well-being. This qualitative case study looked at perceptions regarding maternal reserve component deployments through the theoretical perspective lens of ambiguous loss and boundary ambiguity. “Ambiguous Loss Theory” was a type of family stress termed by Boss (1999) that identified the loss or absence of a family member or loved one that evoked emotional uncertainty and ambiguity in the family (p. 7). “Boundary Ambiguity” was how the family interpreted or perceived the situation of ambiguous loss (Boss, 2002). Research applying Boss’ Ambiguous Loss Theory showed that deployment of a family member in a military family was a major stress factor for military children and caused emotional uncertainty and ambiguity in the family (Faber, Willerton, Clymber, Macdermid, & Weiss, 2008; Huebner, Mancini, Wilcox, Grass & Grass, 2007). As mothers were still recognized as the primary caregivers of children in the United States (Galinsky, Aumann, & Bond, 2011), the absence of a mother due to deployment significantly shifted responsibilities not only to the new primary caregiver, but children also took on new responsibilities as well. Role ambiguity began prior to the deployment, continued during the deployment, and could have the most overwhelming effects post-deployment as family members reintegrated the deployed parent back into the family (Huebner et. al, 2007). Utilizing a qualitative multiple case study, the research was conducted from a social constructivist worldview. Criterion sampling was used to garner four total cases for the study Data from both interviews and documents were collected. The purpose of this study was to gain better insight into the perceptions of mothers/soldiers, caregivers, and school-age children regarding their roles in the educational experiences (defined as social, academic, and behavioral by Kansas Department of Education, 2012) during maternal Army Reserve component deployments. Based on the data, six themes emerged that addressed the overarching research questions of this study: • When deployed mothers/soldiers did not maintain a role in the child’s educational experiences, families perceived role definitions as difficult to establish. • Communication during deployment was a key factor in establishing roles of mother/soldier, child, and caregiver. • Clearly defined roles in educational experiences of the child were a key factor in reintegration. • Schools were perceived as a resource to families experiencing deployment. • Children perceived their roles as maintaining or improving their educational experiences as ways to support mother/soldier during deployment. • When roles in children’s educational experiences were not clearly defined, children perceived stress.

Doctor of Philosophy / Department of Special Education, Counseling, and Student Affairs / Kenneth Hughey / The characteristics and needs of college students across the United States are ever-changing. As Millennial generation students, born between 1982 and 2003 (Howe & Strauss, 2000), attend college, unique characteristics are present. Commonalities within the Millennial generation have been identified; however, socioeconomic status can impact a student’s ability to demonstrate these characteristics of the Millennial generation (Ramsey, 2008). Socioeconomic status still remains the greatest predictor of college aspirations but can prohibit some Millennial students from the opportunity to attend college (Greene, Huerta, & Richards, 2007). This qualitative study investigated the lived experiences of low socioeconomic Millennial generation college students. Bourdieu’s (1977; Bourdieu & Passeron, 1977, 1990) Cultural Capital Theory was used as the framework to address four research questions regarding knowledge of college, academic experiences, types of support, and collegiate involvement. Research questions were developed utilizing a phenomenological methodology consisting of two semi-structured interviews with open-ended interview questions as the primary data source. Through the analysis of the participant interviews, themes of their lived experiences as a low socioeconomic status Millennial generation college student emerged. Participants shared that their families lacked knowledge and information about college although they encouraged and supported them and understood the importance of a college degree. Although the educational experiences of the participants varied, most encountered challenges transitioning from high school to college. The most important educational experience for the participants is obtaining a college degree, greatly impacting their future. Although self-supportive for most of their lives, attending college is possible through the financial support of the 21st Century Scholars Program. This financial support and the support of their collegiate friends going through similar experiences have been important. Involvement in collegiate activities was important for the participants’ future careers, relationships, and learning; however, they sought these opportunities on their own. This research supports and encourages student affairs practitioners to enhance and improve the services and support provided to low socioeconomic status students in the college community. In addition, this study supports the need for more research related to socioeconomic status within higher education as well as reexamining student development theories to take into consideration socioeconomic status.