abstract: Many college campuses institute residency requirements intended to provide intentional support, engagement, and assistance in the transition into life as a first-year college student. However, first-year students opting to continue living at home with family and commuting to campus each day has become a growing trend. This group of students can often be more sizable than some may assume and their developmental needs can be consistent with those of their on-campus peers. The objective of this mixed-methods action research study was to better understand how peer-to-peer experiences and opportunities are perceived and to describe and explore the concept of social capital and sense of belonging within the first-year commuter student population. This feeling of isolation can often expand to a lack of campus involvement and engagement in social opportunities. As a result of the perceived needs of this growing first-year commuter student population, a peer mentoring program was launched as a pilot to localize, personalize, and support students by providing a peer student leader in the form of a commuter peer mentor (CPM). Results from the qualitative and quantitative data collected as a part of this study demonstrated that first-year students value specific and easily-identified resources made available to their unique need cases and while many first-year commuter students may feel well supported and connected academically, they articulated challenges with social connections within the university setting. The understandings gained from this action research can inform higher education and student affairs practitioners as they seek to establish or improve programs, resources, and practices that intentionally and thoughtfully support first-year commuter students. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

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The purpose of this study was to describe the creation and development of the Southwest Virginia Higher Education Center (SVHEC) in Abingdon, Virginia as an example of a higher education consortium. Case study methodology was used to determine why and how the SVHEC was established, who was involved, and how well it served adult students and the community. Data were collected through interviews, focus groups, observations, and document analysis. The methodology included identifying key players, designing an interview protocol, and conducting interviews with academic and political figures who had played key roles in the SVHEC’s development. Abingdon community representatives were interviewed, as were present and former college and university presidents representing partner institutions in the consortium. Data were also obtained through observations gained from multiple visits to the Center, formal and informal interviews of employees of the Center and its partners, and participation in meetings. Internal and external documents were also analyzed. The cumulative data record enabled me to reconstruct the process through which the center was created and developed. I found the SVHEC to be a grassroots effort, born of community need, and championed by a local educational administrator and a legislator from a neighboring community. Besides providing educational opportunity to an underserved population, the Center has promoted economic development, and enhanced outsiders’ perceptions while heightening local appreciation of the community. Recognized as successful by all types of stakeholders, the consortium reportedly serves its students well; is sensitive to the needs of adult learners and businesses; boasts strong leadership and legislative support; is customer-oriented, professionally operated, and community enhancing. Uniquely designated as a state agency, the Center illustrates an effective partnership among universities, legislators, and communities and demonstrates the productive use of state funding in promoting goals of education and economic development. This study may provide a model for communities and higher educational institutions seeking solutions to their needs. In this time of a precarious national economy, mirrored by continuously dwindling state funding for higher education, examples of creative, cost-effective educational structures are needed. The SVHEC is one such model.

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In Tinker v. Des Moines Independent School District, the Supreme Court ruled that students have speech rights in the school environment unless the speech causes or is likely to cause 1) a substantial disruption, or 2) interferes with the rights of others. The Supreme Court has yet to hear a case involving school officials' authority to regulate electronically-delivered derogatory student speech, and no uniform standard currently exists for determining when school authorities can discipline students for such speech when it occurs off campus without violating students' First Amendment rights. The purpose of this dissertation is to examine 19 federal and state court decisions in which school authorities were sued for disciplining students for electronically delivered, derogatory speech. Eighteen of these cases involved student speech that demeaned or defamed school teachers or administrators. Only one involved speech that demeaned another student. Each case was analyzed to identify significant factors in court holdings to provide a basis for the construction of a uniform legal standard for determining when school authorities can discipline students for this type of speech. The full application of Tinker's first and second prongs will provide school officials the authority needed to address this growing problem while still protecting legitimate off-campus student cyber expression. Predictions of future court holdings and policy recommendations are included.

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