<p> The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations. </p><p> Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory. </p><p> Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.</p><p>

<p> Although leadership training programs have been shown to better prepare college students for the professional world, higher education needs empirically-based leadership interventions to demonstrate program effectiveness. This qualitative descriptive study describes how a servant leadership training program, completed by students in a higher education setting, influenced the development of their servant leadership knowledge and skills. The goal was to provide empirical research, using servant leadership as the theoretical foundation, on a leadership training program to help build future programs for higher education settings. In three of the research questions, addressed through 10 individual interviews, participants described how their program experience influenced their servant leadership knowledge and skills. The fourth research question, which used archival data on the program, provided the pre and post-test results from the program. The results from the thematic analysis of the interviews and the descriptive statistics of the pre- and post-test results described the value of leadership development programs on a college campus and provided evidence that student growth in their servant leadership knowledge and skills can occur. The thematic analysis identified eight overall themes: awareness of self and others, knowledge gained during the program, self-improvement, shared values, trust, integrity, experience through residence life, and team activities. The descriptive statistics for the pre- and post-test results illustrated that there appeared to be an increase in all seven measured areas of servant leadership. This study encourages ongoing research on the impact of leadership programs including servant leadership initiatives. </p><p>

<p> This exploratory study examined the knowledge, experience, attitude, and perceptions of drugs reported by international students from mainland China (N = 97) studying on the West Coast of the U.S. and Canada. Chinese students currently constitute the largest group of international students at universities on the West Coast, which is also the epicenter of a major shift in the legal and cultural status of cannabis. Participants&rsquo; knowledge, exposure, use, attitudes, and norms of peers&rsquo; use of five drugs (cannabis, heroin, ketamine, methamphetamine, and Adderall) were elicited through an online survey. Data were analyzed quantitatively (descriptive statistics, means of paired samples, correlations). Many correlations existed between participants&rsquo; attitudes, comments they heard others make, and their beliefs about their peers&rsquo; drug use. Participants were most familiar with cannabis; their exposure to others&rsquo; comments about and use of cannabis in North America were starkly different than what they had experienced in China. About 10% of the sample had tried cannabis in North America. Students were familiar with heroin and methamphetamine from their experiences in China, and those drugs were viewed extremely negatively. Use of and exposure to ketamine and Adderall were rare, and all drugs were viewed much more negatively when asked in the context of living in China than in North America. Given the current and recent changes in drug laws around the world and students&rsquo; reported experience with cannabis, this study underlines the urgency of educating international students regarding drug use as well as informing educational policy at the university level.</p><p>

<p> This dissertation examines the role of the faculty-student interaction in the perceived sense of belonging first generation students experience while attending 2-year community college. While Strayhorn&rsquo;s (2012) definition of sense of belonging is referenced this researcher has developed a diagram that focuses on the sense of belonging that focuses specifically on the 2-year community college student due to the fact that the theoretical frameworks regarding sense of belonging focus, primarily, on the perception of belonging among college students attending residential 4-year colleges and universities. The sense of belonging for first-generation, community college students suggests that a student&rsquo;s perceived sense of belonging (what is referred to as <i> internal)</i> is influenced by the faculty-student interaction; particularly by the external (what is referred to as <i>behavioral)</i> actions of faculty. The first-generation student&rsquo;s perception of belonging, those students whose parents do not have a college degree, will be discussed; in particular, the research examines the experiences of first-generation African American and Latino, community college, students. The perceptions of belonging were uncovered through the use of one on one interviews and an examination of the 2014 responses by first-generation students to the University of Texas (2015) Community College Survey on Student Engagement (CCSSE). This is not a true mixed methods study as the data from CCSSE was used for reporting purposes only. The focus on the lived experience provided this study with rich and insightful material that adds to the limited body of research related to the community college as a post-secondary institution.</p><p>

<p> The purpose of this study was to investigate first-generation students&rsquo; pathways to undergraduate research experiences, the forms of capital brought to their research that allow them to self-author, and the validation they gain as a result of research participation. First-generation students are often described via deficit-based perspectives and are cited as having persistence issues and lower academic efficacy. The success of first-generation students is critical to the economic mobility of lower socioeconomic populations. By determining how these students are navigating more rigorous academic pursuits, such as undergraduate research, this study identifies how first-generation students persist academically. Through 12 qualitative interviews, students revealed their first-generation identity to be a source of motivation. Findings emphasize the importance of familial support, campus resources, supportive learning environments, and validating interactions with faculty. Ultimately, students&rsquo; identities become a form of capital within the research experience, that acts on their self-authorship abilities and are further empowered through the validating experience of undergraduate research. The findings of this study suggest a theoretical foundation of first-generation students&rsquo; interaction with research through Yosso&rsquo;s Community Cultural Wealth theory, Rend&oacute;n&rsquo;s validation theory, and Baxter Magolda&rsquo;s theory of self-authorship. Recommendations for practice include early exposure to research experiences, more structured and formalized mentoring strategies, and more opportunities to connect to the campus research community.</p><p>

<p> Research indicates that adjunct faculty continues to grow in the higher education setting. Overall, universities continue to hire adjunct faculty to facilitate online courses and as a cost saving measure. While institutions continue to rely on adjunct faculty, a disconnection exists between the adjunct and the higher education administrators. This study examined adjunct faculty members&rsquo; outcomes (i.e., effectiveness, extra effort, and satisfaction) based on their perceptions of department heads&rsquo; leadership styles (i.e., transformational, transactional, and laissez-faire). In addition, the researcher examined adjunct faculty members&rsquo; organizational commitment (i.e., affective, normative, and continuance) to the online and faith-based higher education environments. Participants in this study included adjunct faculty members representing two universities: a faith-based and an online university. This study utilized the full range leadership model (FRLM) and the three-pronged organizational commitment questionnaire (OCQ) to measure leadership styles, leadership outcomes, and commitment. Perceived transformational and transactional contingent reward leadership styles reflected a significant (<i>p</i> &lt; .001) positive predictive relationship with the leadership outcomes (i.e., effectiveness, extra effort, and satisfaction). Passive leadership styles showed a significant (<i>p</i> &lt; .001) negative predictive relationship with the leadership outcomes. Additionally, the adjunct faculty&rsquo;s affective commitment revealed a significant (<i>p</i> &lt; .001) positive predictive relationship with normative commitment.</p><p> The study identified the need for organizations to employ a full range of leadership styles, specifically transformational and transactional contingent reward styles, for adjuncts to exceed university administrators&rsquo; expectations in effectiveness and extra effort (Bass &amp; Avolio, 1995/2004). The study adds to leadership styles and adjunct faculty organizational commitment studies in the online education setting (DeLotell, 2014). In conclusion, this study revealed a need for further research in higher education relationships between university administrators and adjunct faculty members.</p><p>

<p> This study examined the current thought of broadcast journalism educators on what is considered most important for broadcast journalism majors in preparation for hiring inclinations in the broadcast television industry. The study also examined the current thought of professionals in the broadcast television industry in relation to standards for the hiring inclinations. A mixed-method design that included phenomenology and descriptive research was used. Both quantitative and qualitative data were collect from both groups to complete this study. The study indicated that both groups agreed that students needed both education and experience. Students must also be able to creatively write stories that captivate and engage their audience within all mediums. </p>

<p> The Relationship between Deans' Transformational Leadership Skills and Student Graduation Rates in Vocational Colleges by Sumer Avila The purpose of this mixed-methods study was to investigate the relationship between San Joaquin Valley College deans&rsquo; transformational leadership skills and student graduation rates, as measured by the Transformational Leadership Skills Inventory (TLSi). Additionally, this study sought to determine why specific transformational leadership skills, if any, impacted student graduation rates based on the personal experiences of the deans. Transformational leadership skills were measured using the Transformational Leadership Skills Inventory (TLSi), a 360-degree survey that gathers data from up to five stakeholder groups. The TLSi measures 10 elements of leadership: Character/Integrity, Collaboration, Communication, Creativity and Sustained Innovation, Diversity, Personal/Interpersonal Skills, Political Intelligence, Problem-solving/Decision-making, Team-building, and Visionary Leadership. The TLSi results and student graduation rate data were used to address the first 11 research questions. Semi-structured interviews were conducted to address research question #12. The quantitative components of this study were measured with a convenience sample, and snowball sampling was used for the qualitative component. The findings indicated that three of the transformational leadership skills (Character and Integrity, Personal and Interpersonal Skills, and Team Building) have a mild positive relationship with student graduation rates; but there is no relationship between the remaining seven transformational leadership skills (Collaboration, Communication, Creativity and Sustained Innovation, Diversity, Political Intelligence, Problem Solving and Decision Making, and Visionary Leadership ) and student graduation rates. In addition, this study found that there was little difference between the deans and their employees&rsquo; ratings of the deans&rsquo; transformational leadership skills. Qualitative findings indicated Personal and Interpersonal skills of Deans foster relationships with faculty and students positively impacting student graduation rates. Based upon the findings and conclusions from the study, recommendations were made regarding the utilization of college leader training programs.</p>

<p> Within the field of undergraduate program assessment, anecdotal evidence abounds about negative faculty attitudes. Regardless of the common wisdom, there is little research that corroborates these reports. If reports are correct that faculty resistance is wide spread, it is still not clear if that resistance is toward accreditation, professional development, institutional requirements, other calls for accountability, or assessment. In fact, faculty members can be seen as spending much of their careers assessing: Faculty members routinely assess their students, a textbook they are using, whether the curriculum has adequately prepared students for the next class or their careers, and more. Faculty attitudes toward program assessment remain unclear and largely uninvestigated.</p><p> The focus of this study is based on 18 interviews of faculty members in three programs of study at a large, research-intensive, land grant institution. The approach is socially constructivist in nature; the theoretical lens is that faculty members have constructed concepts of assessment and that their constructions inform their participation. The study provides information about faculty attitudes toward assessment with a nuanced understanding toward the factors that influence their attitudes. The study reveals that faculty members view student learning outcome assessment as a call for accountability, a reaction that supports their fear that the information they provide will be used to cut positions and programs of study. When assessment is initiated within the program, however, faculty willingly participate to gain the information that assessment provides to improve their curriculum and their teaching. Additionally, how faculty construct their understanding of assessment is related to the epistemological foundations of their disciplines.</p><p> The study adds to the body of literature on faculty attitudes toward assessment. Next steps include incorporating faculty perspective and participation into the assessment process. Additional research will reveal the support needed for faculty to engage in assessment and for institutions to support that engagement. </p>

<p> This quasi-experimental quantitative research study examined factors affecting students' decisions to drop out from developmental mathematics courses at a community college in California. Three major variables were utilized in this study: the independent variables of academic challenge, degree of dissatisfaction, and personal reasons; the covariates of age, ethnicity, gender, GPA, and marital status; and a dependent variable in the form of the dropout decision. The study sought to determine if the independent variables, along with the covariates, had predictive significance on student decisions to drop out from developmental mathematics courses at a community college in California. Data for this research was obtained by using a specially designed questionnaire of the National Center for Higher Education Management Systems (NCHEMS) Questionnaire for Non-returning Students (Bower &amp; Meyers, 1979). The data was collected during the Fall 2013, Summer 2013, and Spring 2013. semesters. A total of 560 students were surveyed from both the Lancaster and Palmdale campuses of Antelope Valley College. Out of this number, 338 were female and 221 were male.</p><p> The PAWS Statistics 18.0 statistical package was used for this study. The chi-square test, and analysis of variance (ANOVA) test were also utilized for bivariate analysis of the data. The logistic regression analysis method was the major multivariate analysis method utilized for the study. Results from the logistic regression analysis indicated that there was a statistically significant relationship between students' academic challenge and dropout decision (<i>X</i>² ( 5, 560) = 26.824, p = .003). The variable in the equation indicated that <i>inadequate study time </i> had a significant overall effect (Wald = 6.101, df = 1, p = .014); and the Exp (B) column indicated that the less time a student used for study the greater the chance the student would drop out from developmental mathematics; <i> course not challenging</i> also had a significant overall effect (Wald = 9.046, df= 1, p = .0003).</p><p> The results of the Omnibus Tests (<i>X</i>² (13, 560) = 29.454, and p = .006) also revealed a statistically significant relationship between dropout decision and students' <i>personal reasons </i>. These results showed that <i>personal reasons</i> was a significant predictor of dropout decision. Furthermore, examination of the Homers and Lemeshow Test (p = .099) supported the finding that the full model with <i>personal reasons</i> was a good fit and that personal reasons was a significant predictor of dropout decision. From the variable in the equation in, <i>study too time consuming</i> had a significant overall effect (Wald = 4.408, df = 1, p = .036).</p><p> No statistical relationship was found between students' degree of dissatisfaction and students' dropout decision, or between student characteristics such as age, ethnicity, gender, GPA, and marital status, and students' dropout decision. </p><p> The analysis, interpretation, and discussion of these results contributed to existing literature on students' dropout decision. The results of this research study also suggest the need for more research to be conducted on the subject of dropout decision from mathematics courses in community colleges. The study also revealed specific categories within the <i>academic challenge and personal reasons</i> scales that contributed most to the dropout models.</p>