The purpose of this study was to explore graduate student perceptions of use and the ease of use of multi-modal tablets to access electronic course materials, and the perceived differences based on students’ gender, age, college of enrollment, and previous experience. This study used the Unified Theory of Acceptance and Use of Technology to identify the constructs that may explain a graduate student’s intention to use a multi-modal tablet in graduate course work. This study administered the UTAUT to 224 graduate students from four different colleges at a regional university. The models developed from the UTAUT explained 80% of the variability in Behavioral Intention values and 55% of the reported Use values. The results of the study showed that only Performance Expectancy, Social Influence, Hedonic Motivation, and Habit showed significance in explaining Behavioral Intention. Performance Expectancy, Hedonic Motivation, and Habit also showed moderately strong to strong correlations with Behavioral Intention. The regression analysis revealed a positive significant relationship with reported Use and Habit and reported Use and Behavioral Intention. Habit and Behavioral Intention both had strong correlations with reported Use. Habit affects the relationship of Performance Expectancy and Behavioral Intention. Habit, Price Value, or Hedonic Motivation did not have a significant affect on the relationship between Behavioral Intention and Effort Expectancy or Behavioral Intention and Social Influence. When trying to explain a graduate student’s intention to use a multi-modal tablet, only Performance Expectancy, Habit, Social Influence, Hedonic Motivation, and Previous Experience appeared to sufficiently explain whether a student intends to adopt the device. Across age groups, intention to use the tablet device does not vary by age in this study. There were no differences in Behavioral Intention among groups by college enrollment. Individuals with more experience using a tablet, as measured in years, have a higher predicted intention to use the tablet in the future than individuals with no previous experience using a tablet. Individuals with 5 or more years using a multi-modal tablet have a higher intention to use the device than those with less than 3 years experience. The results of this study support the concept that Habit is the strongest predictor of Use in the framework.

Doctor of Philosophy / Curriculum and Instruction Programs / Charles R. Oaklief / This study investigated the strengths and weaknesses of the McNair program at the three Kansas Regents institutions. The population included 259 former McNair program participants from Kansas State University (KSU), the University of Kansas (KU), and Wichita State University (WSU) who graduated with baccalaureate degrees between 1996 and 2004. These alumni were asked to complete a two- part survey. Part one collected data on McNair alumni perceptions of the strengths and weaknesses of the program on a thirty-three item, five-point Likert scale. Additionally, part one collected data on McNair alumni recommendations regarding the amount of emphasis that should be placed on program services and activities. Next, part two collected selected demographics. This provided useful data to examine how selected demographics relate to program perceptions. One hundred and thirty-seven of the 259 McNair alumni completed the survey. Overall, the results of the data suggested that they perceived the services and activities to be more of a strength than a weakness. Also, the recorded comments by the alumni indicated that their experiences as McNair scholars were positive. McNair scholar alumni recommended providing more assistance with how to interview prospective faculty mentors, obtain financial assistance, and stay abreast of resources that would increase the number of McNair scholars enrolling in graduate school and completing a graduate degree. Further study is recommended to survey McNair alumni who have completed doctoral degrees regarding the need for services that would help strengthen areas that were perceived to be weaker than others. These areas include “Enrollment in a Graduate School Program Leading to a Doctorate Degree” and “Selecting and Working With a Faculty Mentor”. Additionally, further study is recommended to investigate how alumni differ in their perceptions of the strengths and weaknesses of the McNair Program by major field of study.

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Preloading student satisfaction and success factors into an online program orientation course can strengthen the potential for student retention and success. A 100% online graduate nursing orientation and guidance program was developed. Access to peer support, faculty advisor, and university resources were provided within the course using the same learning management system as the program. Students were taught the basic structure of courses (including discussions, quizzes, and dropbox) to ease the stress of the first few weeks of class. Graduate study requirements and expectations were explained along with the differences between online and face-to-face study. Guidance was provided to assist students in balancing work, life, and study. Students report decreased anxiety and increased comfort with graduate online education, increased self confidence, and feelings of support.

Institutions of higher learning are experiencing increased difficulty managing the quantity and quality of their graduate student populations (Kallio, 1995). Currently the most important informational resource for potential students engaged in the graduate school search process is the Web (Huddleston & Drexel, 2006). Previous research has focused on things such as website design and technological advances but has failed to address the core content needed by applicants (Huddleston & Drexel, 2006). Research has focused on website design from the perspective of administrators and web designers with little consideration of the individuals who are in the process of applying to or identifying a graduate program to attend. This investigation sought to further define the content areas that influence applicants in the graduate program selection process. The sample (N=55) included applicants to the Department of Counseling Psychology and Special Education (CPSE) at Brigham Young University (BYU), a large, private religious university in the western United States. Applicants responded to surveys about the types of content they utilized in their program selection process both in application to BYU's CPSE programs as well as more generally in the graduate program selection process. The results are presented with descriptive statistics that allow comparison in content preference between different groups of applicants (e.g., program type, applicant status). It seems that, overall, the respondents were able to find the content areas that they were looking for on the Website. Responses indicated that the content related to faculty research, program descriptions, and course information was most commonly sought after. While some differences in content preference was noted between program types, little differentiation was noted among the different application groups. Limitations to the present study are discussed, and suggestions for future research are also provided.

Retention of engineering students to graduation and career is important business for both United States (U.S.) industries and engineering education institutions alike. Industries need competent engineers dedicated to working in the field of engineering beyond graduation in order to achieve business success and national economic growth, while engineering education institutions need retention to graduation to achieve their own business goals. This dissertation took a three-pronged approach to identifying relationships between depth and specificity of engineering and response factors related to graduation and career retention of engineers. Occupational alignment, graduate school decisions, and engineering identity were evaluated for relationships with specificity or depth of discipline within engineering degrees to evaluate if increasing the depth or specificity increased the response factors. Using historical data analysis, occupational alignment and graduate school decisions were both found to be influenced by specificity of discipline. Traditional engineering disciplines were found to report the most occupational alignment after graduation, while specific engineering disciplines were more likely to attend graduate school after graduation. Additionally, for all students reporting graduate school attendance, all specificities were most likely to align their graduate degree discipline to their undergraduate degree discipline. A national survey of undergraduate engineering students revealed that engineering identity is related to depth of discipline. Students enrolled in more specific engineering curriculum, in the form of a discipline-specific major with a concentration, reported higher engineering identity. However, the discipline-specific depth of discipline followed closely behind, indicating the impact of depth of discipline is small. The largest difference in scores between the two depths of discipline was found in students' reports of a construct termed "interest". Ultimately, this dissertation found statistically significant relationships between depth and specificity of discipline and occupational alignment, graduate school decisions, and engineering identity. Though these findings are statistically significant, they were incremental, meaning depth and specificity of discipline should not be considered the main factor of influence.

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The purpose of this qualitative study was to explore the lived experiences of former McNair Program participants at a regional postsecondary institution in northeast Tennessee. More specifically, the study examined how past participants of a McNair Program perceived their program experiences related to their post-undergraduate educational endeavors and career pursuits. Although research has been conducted on McNair Programs, no research has been conducted on the lived experiences of individuals who participated in a McNair Program in northeast Tennessee within the last two decades, and little to no research has been conducted to identify the program components that former participants believe benefitted them in their post-undergraduate academic and career pursuits. This research involved interviews with ten former participants of a McNair Program at a university in northeast Tennessee. Participants described their experiences as they related to three key phases in their lives: their undergraduate years, their post-undergraduate academic experiences, and their post-undergraduate professional experiences. They shared how participating in the McNair Program provided them with opportunities to develop their academic skills, connect with students from similar backgrounds, and learn more about graduate school. Participants spoke positively about the summer trip offered to them at the end of the pre-research internship as well as the support they received from program facilitators and mentors that encouraged them to persist. They described the rigorous pacing and increased pressure to succeed as disadvantages of the program. Participants also commented on the program components they found most beneficial as they pursued graduate education and went on to their chosen career fields. Several findings emerged related to existing literature, including help overcoming barriers, support and persistence, developing academic skills and preparing for graduate school, confidence and development as a scholar, ability to adapt to graduate school, and educational and career success. Recommendations for further research include examining how attending or not attending the site-selected institution during the academic year-long internship impacts participant experiences and replicating the study at other McNair Programs to better understand the lived experiences of program participants nationally.

Despite gains made in the educational attainment of ethnic minorities, members of these groups remain underrepresented in higher education. Fewer numbers of minorities at the undergraduate level translates into fewer minority students eligible to pursue graduate and professional degrees. As such, institutions of higher education have begun to recognize the importance of not only ensuring that minority students earn bachelor's degrees, but that they are prepared for success in graduate school. Graduate school preparation programs (GSPPs) were created to improve access, retention, and graduation rates among groups underrepresented in higher education, and prepare them for transition to graduate study. To date, however little research has been conducted to see if GSPPs actually assist minority students in making that transition. This study explored the academic and social transition experiences of minority students to graduate school and analyzed the differences in transition by race (Black/African American, Hispanic/Latino, American Indian/Alaskan Native), type of GSPP experience (no program, research-only program, graduate/professional school seminars only, holistic program), and duration of experience (less than six weeks during summer, 7-12 weeks during summer, summer and academic year). The study employed a national sample of 621 ethnic minority graduate students at nine research extensive universities. Data were collected using the Minority Graduate Student Experiences Survey (MGSES), a 77-item instrument specifically designed for this study. Items for the survey were developed utilizing existing literature on the academic and social integration experiences of graduate students. Overall, ethnic minority graduate students reported favorable academic and social experiences but appear to be more satisfied with their academic experiences than their social experiences. No significant differences were found by race on any of the subscales on the Academic Experiences (AE) scale, however, differences did emerge between Black/African American graduate students and Hispanic/Latino graduate students on one subscale of the Social Experiences (SE) scale. Significant differences were also found by program type and program duration on the AE and SE subscales. Finally, results indicated differences between those who reported no program involvement and those who had been involved in a program of some type on the both the AE and SE scales. / Ph. D.