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Given our ability to communicate quickly and effectively through visuals such as signs and pictures, it is not surprising that graphical messages now permeate our technology-oriented culture. Magazines, television, and computers integrate text and graphics to convey information. As teachers of writing, we need to study and understand these visually enhanced texts, because they have become the standard for communication in our society. Beyond this, we should learn how to teach students about visual literacy and document design so that they can effectively interpret these visually enhanced texts and create documents that use visuals and words together; this will also prepare students for college writing and workplace writing. Naturally, there exists some uncertainty surrounding the inclusion of these ideas in first-year composition. First-year writing is already difficult to teach because colleges expect us to foster critical reading, critical thinking, and critical writing skills in students from a wide variety of disciplines. Compounding these challenges are large class sizes and shrinking budgets. However, many scholars assert that visual thinking is an essential part of the learning process and must be included in writing courses. Specifically, some scholars suggest that we should integrate visual literacy and document design into first-year composition courses to help students create effective documents for college and the workplace. This thesis explores the scholarship surrounding visual literacy, document design, and professional writing in first-year composition. The project underscores the importance of using students' visual thinking processes to help them organize and present information in college writing and beyond. / Master of Arts

Colleges and universities are focusing on graduating students who will succeed in careers (Braxton, Smart, & Thieke, 1991; Erwin, 1991; Quinn, 2004). Numerous skills have been identified as important to employers, including leadership skills (Gale, 2002; Gerber, 2003; Kerka, 1990; Stronge, 1998; Santosus, 2003). As a result, institutions have introduced programs designed to train students on those leadership skills (Freeman, Knott, & Schwartz, 1994; Posner & Brodsky, 1993; Riggio, Ciulla, & Sorenson, 2003). Despite the interest in leadership skills, very little research has been done to look at baseline leadership skills that students possess when they matriculate. The purpose of this study was to examine the pre-college leadership skills of first year students and examine differences by race and gender on eight distinct scales. These eight scales were defined by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2000). A total of 550 participants of various racial and gender classifications were chosen to participate in the study from a population of all first-year students at a large, public, research institution in the United States. Participants reported moderately high levels of leadership skills on all eight scales. Differences by race were not revealed. However, differences by gender were found on the technology scale of the instrument. An interaction effect between race and gender was also revealed on the technology scale. Overall, it would seem that students matriculate with some intact leadership skills. Administrators might use this baseline skill level when designing leadership development opportunities for students. / Master of Arts

Students entering college with a pre-selected major have often developed some beliefs and knowledge related to their major. Domain identification (DI) and interest are two constructs that could be particularly useful to researchers and practitioners examining the first year experiences of college students within their prospective major. This dissertation examines how first year college students and their professors perceive DI and interest in a prospective science major within the context of courses designed to introduce students to their major. This dissertation uses a manuscript format to examine DI and interest through theoretical analysis and the lived experiences of first year college students and their professors. The theoretical manuscript (Chapter 3) compares the theory and research supporting Osborne and Jones' model of DI as well as Hidi and Renninger's (2006) and Krapp's (1999, 2002) models of interest development. The two empirical manuscripts (Chapters 4 and 5) qualitatively explore perceptions of first year college students and their professors by focusing on the following areas: (a) first year college students' perception of their DI and interest in their prospective major, (b) professor's perceptions and support for their first year students' DI and interest in a prospective science major, and (c) the similarities and differences between these perceptions. Taken as a whole, the findings of these manuscripts highlight the theoretical and practical distinctions between the two constructs. Although the models are similar in framing DI and interest as value-based concepts that develop through experience, they each possess a distinct theoretical framing and definition for value. This distinction between the value components of DI and interest is emphasized in the students' descriptions of their current major's relevance to their future goals and aspirations. Themes emerging from both of the qualitative studies are generally consistent with Osborne and Jones' (2011) model of DI; however, the findings of these studies did not fully align with Hidi and Renninger's (2006) model of interest. The comparison of student and faculty perceptions provided support for some methods the professors used to encourage the development of DI and interest in their students. / Ph. D.