As a national initiative to support retention of engineering students, engineering programs have undergone a surge of revisions to their coursework in recent years, most notably in relation to first-year programs. These program modifications are generally intended to enhance student success in engineering, including both students' achievement and students' motivation to persist in an engineering degree. This study examines motivational constructs as it compares two versions (standard and revised) of an introductory engineering course taught in a general first year engineering program. The purpose of this dissertation is to examine students' course perceptions, students' Expectancy-Value beliefs, and the relationship between perceptions and beliefs in the two versions of an introductory engineering course. Students' perceptions of the class were measured at the course level using the MUSIC model of Academic Motivation, and students' Expectancy-Value beliefs were measured within the engineering domain level using Expectancy-value theory. The dissertation is divided into three stages: In the first stage I provide a quantitative comparison of students' perceptions of the course, from students enrolled in each of the two versions of the course. In the second stage, I describe comparisons of Expectancy-Value engineering-related beliefs between students in each of the two versions of the introductory course, as well as within students in one of the courses. In the third stage, I develop structural models to test the relationship between students' perceptions of the introductory engineering courses and their Expectancy-Value engineering-related beliefs. This study suggests three main outcomes: First, students' perceptions of success and caring are statistically and significantly different between the two versions of the course. Second, students' Expectancy-Value beliefs are discovered to have declined significantly in the standard version of the course, whereas in the revised version of the course, there are no statistically significant differences. Third, the fit indices of the models suggest a good model data-fit providing strong support for the hypothesis that students' perceptions of introductory engineering courses have effect on students' broader motivational beliefs. These outcomes have practical implications for students, instructors, and researchers in first year engineering education. / PHD

The degree of access to American higher education has changed over the years. During the 1980s and 1990s, higher education witnessed an increase in the diversity of students while enrollment in higher education reached approximately 14,000,000. With the matriculation of a wider array of students, higher education realized a need to understand these students better. Researchers began to investigate issues that they considered possible influences on the experiences of students in higher education. Questions were raised as to the roles that gender, race, and socioeconomic status might play in a student's college experience. Comparatively, generational status is one factor that has not been given as much attention by researchers. The purpose of the present study was to compare a sample of first generation students and non-first generation students who enrolled at the same institution in the same year. The goal was to provide a description of first generation students' demographic characteristics, pre-college behaviors, and values and beliefs. Data on 3,966 first-year students who completed the Annual Freshman Survey (CIRP) and who enrolled at the selected institution in the fall of 1998 were analyzed. Results revealed significant differences on 64 out of 206 total chi-squares conducted. The majority of significant differences related to issues of money. / Master of Arts

Persistence and withdrawal have been issues throughout the 368 years of higher education in the United States. As higher education shifted from a privilege of the elite to an expectation of the masses, conversations surrounding persistence and withdrawal have become more prevalent (Trow, 1979 as cited in Somers, 1995). Approximately 60% of entering college students leave higher education without obtaining a degree, and most do so during the first two years of college (Porter, 1990 as cited in Hickman, Bartholomae, & McKenry, 2000). Research illustrates that reasons leading to withdrawal in the early stages of the college experience are very different from those that influence withdrawal in the later years (Daubman, Williams, Johnson, & Crump; 1985; Pickering, Calliotte, & McAuliffe, 1992; St. John, 1990; Tinto, 1987). Models have emerged to explain attrition (Hossler & Galligher, 1987; Bean, 1980; 1985; Tinto, 1975; 1982; 1987; 1993). These models examine the relationship between persistence and background characteristics (Milville & Sedlacek, 1992; Pascarella, Terenzini, & Wolfle, 1986; Pickering et. al 1992), high school profile (Pickering et. al 1992; Richardson & Sullivan, 1994), and the college decision process (Brower, 1997). These factors, however, have been studied in isolation. The purpose of this study was to examine factors influencing Year 1 to Year 2 (Y1Y2) retention among students. Specific factors included demographic characteristics, high school profile, and the college decision process. Sex, ethnicity, parents' educational level, and concern regarding financial capability were included in demographic characteristics. High school profile encompassed high school GPA, standardized test scores, and time spent during senior year in selected activities. Reasons to attend college and reasons to attend the particular institution at which the study was conducted defined the college decision process factor. The sample consisted of students at a large public, land-grant institution in the mid-Atlantic region of the United States. Data from 2,214 first-year students who completed the Annual Freshman Survey (AFS) sponsored by the Cooperative Institutional Research Program (CIRP) were analyzed. All participants completed the AFS in the summer of 2003 at the institution's orientation program. The participants were assigned to one of two groups: those who returned for their second year of college in the fall of 2004 and those who did not. Results revealed statistically significant differences on 15 out of 51 total chi-square tests conducted on responses to 10 items on the AFS. Those who did not return were more likely to be males and students with B or C averages in high school. In addition, Non-Returners were more likely to have some or major concern regarding their ability to finance their education and felt that low tuition was a very important factor in deciding to attend a particular institution. Non-Returners were more likely to spend five or fewer hours per week studying; six or less, or more than 15 hours per week socializing; and less than an hour or more than 15 hours per week on household and childcare duties during their senior year of high school. Non-Returners were more likely to feel that gaining a general education and preparing for graduate or professional school were not important reasons to attend higher education. This group felt that graduates getting good jobs, being admitted through early action/decision, and a visit to campus were also not important reasons to attend a particular institution. / Master of Arts

The door to college is open for increasing numbers of students for whom adapting to college may be a great challenge (Kamphoff, Hutson, Amundsen, & Atwood, 2007). Hansen (1998) noted that the overall academic preparation level has declined for students entering college and that academic disengagement in college has increased among many students. The educational background of the parents has been shown to have a significant impact on a student's decision to attend college (Choy, 200). Many firs-generation students come from ethnic and educational backgrounds that historically have struggled with the educational system (Somers, Woodhouse, & Cofer, 2004). The purpose of the study was to determine if there is a relationship between students' parental educational background and selected academic and non-academic variables of entering college freshmen. The participants in this study were enrolled at Southern Illinois University Carbondale, a comprehensive public Midwestern research university, during academic years 2006-2008. Academic and non-academic factors were assessed to determine if differences existed between first-generation and non-first-generation students. Data were analyzed using the Statistical Package for the Social Sciences versions 16.0 (SPSS 16.0) and Microsoft Excel 2007. Descriptive statistics were calculated to provide a general profile of the students. Descriptive data analyzed included demographic information, non-academic data (assessed using the Bryson Instrument for Noncognitive Assessment), and academic data (high school GPA and rank, ACT composite and subscores).

The purpose of this study is to (1) identify some of the major problems confronting first-year secondary science teachers; (2) list supportive practices supplied by the school-based administration and district-wide programs for first-year secondary science teachers; and (3) describe problems of socialization confronting first-year secondary science teachers. The study analyzes perceptions of eight first-year secondary science teachers under contract at the start of the 1996-1997 school year. The study viewed these teachers as novice by definition and perceptions of specific support activities which assisted them in moving from initially licensed to career tenure status. The literature review examines research on teacher based on self-reporting data. Although several of the cited research studies consider first-year teachers in general, few qualitative studies contain specific information on first-year secondary science teachers, e. g., what is involved in the new environment or what developmental skills are needed to survive the year. The research procedure used in this study is the individual case study method. Data were collected primarily through ethnographic interviews and surveys of eight first-year secondary science teachers and six administrators responsible for evaluation of these teachers.(Two administrators did not respond to the survey.) A thematic conceptual matrix was used to display the problems and issues faced by and support offered to these teachers. The findings clearly reveal the top two problems of first-year secondary science teachers to be discipline and classroom/time management exacerbated by a perceived lack of administrative support and assistance. / Ed. D.

have altered the context and practices of the First Nations culture and by so doing, compromised their will and capacity to implement traditional education policies, a situation that must be linked to realization of the Education Action Plan’s goals. The goal of the study was to assist policy makers, community leaders, and educators in recognizing the attitudes, social norms, and practices that are interwoven with post-colonial trust issues at the community level and to focus on the viability of preservation of First Nations heritage and culture. The inquiry documented and analyzed, in a case study approach, the dynamics of colonialism on two First Nations communities. Interviews and questionnaires, utilized in communities, were based on a matrix that directed comments to areas associated with traditional knowledge, remnants of colonialism and areas of will and capacity. The focus of the inquires referred to curriculum content, funding, school and community structure, as well as traditional knowledge, communication, participation, and the role of members in shaping the community values and school curricula. In all, 32 people were formally interviewed including teachers, Elders, education council members, principals, and community leaders. The study comprised 14 interviews and 17 questionnaires in Two Rivers, and 18 interviews and 8 questionnaires in Round Rock. The study intended to establish whether colonialism would play out in the implementation of the traditional knowledge aspect of the Education Action Plan and if so, in what areas and in what manner. Through research, it was

have altered the context and practices of the First Nations culture and by so doing, compromised their will and capacity to implement traditional education policies, a situation that must be linked to realization of the Education Action Plan’s goals. The goal of the study was to assist policy makers, community leaders, and educators in recognizing the attitudes, social norms, and practices that are interwoven with post-colonial trust issues at the community level and to focus on the viability of preservation of First Nations heritage and culture. The inquiry documented and analyzed, in a case study approach, the dynamics of colonialism on two First Nations communities. Interviews and questionnaires, utilized in communities, were based on a matrix that directed comments to areas associated with traditional knowledge, remnants of colonialism and areas of will and capacity. The focus of the inquires referred to curriculum content, funding, school and community structure, as well as traditional knowledge, communication, participation, and the role of members in shaping the community values and school curricula. In all, 32 people were formally interviewed including teachers, Elders, education council members, principals, and community leaders. The study comprised 14 interviews and 17 questionnaires in Two Rivers, and 18 interviews and 8 questionnaires in Round Rock. The study intended to establish whether colonialism would play out in the implementation of the traditional knowledge aspect of the Education Action Plan and if so, in what areas and in what manner. Through research, it was

No description available.

This practicum examined Indigenous planning as the theoretical framework and foundation of this project. Literature reviews on First Nations on-reserve housing conditions were examined to understand the struggles Indigenous communities face when it comes to housing. Based on the literature reviews, it was determined that housing has been an issue in many First Nation communities, perpetuating a demand for planning to explore remedies to minimize or eradicate this social concern. From understanding Indigenous planning practices, the practicum explored the Indigenous community of Swan Lake First Nation (SLFN) and the housing challenges they experience. Through planning with SLFN community members to determine methods that would address the housing challenges, the development of a community housing plan was suggested. The process and development of SLFN community housing plan was documented in this practicum.

This practicum examined Indigenous planning as the theoretical framework and foundation of this project. Literature reviews on First Nations on-reserve housing conditions were examined to understand the struggles Indigenous communities face when it comes to housing. Based on the literature reviews, it was determined that housing has been an issue in many First Nation communities, perpetuating a demand for planning to explore remedies to minimize or eradicate this social concern. From understanding Indigenous planning practices, the practicum explored the Indigenous community of Swan Lake First Nation (SLFN) and the housing challenges they experience. Through planning with SLFN community members to determine methods that would address the housing challenges, the development of a community housing plan was suggested. The process and development of SLFN community housing plan was documented in this practicum.