Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / William P. Winslow III / College campuses are places of education and innovation for students, faculty, and the community of which they are a part. Universities have a unique opportunity to serve as the premier catalyst for development, which gives them the power to create new communities that are more than educational facilities. Nova Southeastern University, in Davie, Florida, is one such institution. The project site is 30 acres in the southwest corner of Nova’s campus. The blighted and disconnected strip mall currently composing the site will transform into an integrated and diverse mixed-use development that acts as a thriving icon for the university and surrounding community. Program elements included in the project are a medical research center, a library/bookstore, a hotel, retail, office, entertainment, and residential. Enhancing the social network of the university and community on one site, while creating a sense of place, is the design’s priority. Making an informed connection between theory and practice in landscape architecture, planning, and design is what gives this project validity. The design solution is a product of research, precedent studies, regional and site specific inventory and analysis, and client and personal goals. Integration between the campus and community is achieved by three design principles: 1) Place Making, 2) Connections, and 3) Community. These design principles establish and inform the social, physical, and natural systems at work in the design, as well as the user experience. A welcoming, comfortable, exciting, and iconic environment is created through the character of the place by attracting people to the site through place making. Connections are made between the site and the existing campus, the surrounding community, and the site users by physical layout and relationships. Program elements, dimensions, spatial ratios, building type, and shared amenities all exploit interaction and instill a sense of community. Each design principle is interconnected with the others, enhancing and enforcing the design as a whole.

Published Article / In this article the authors propose a model for South African multi-campus universities, aimed at improving the effectiveness of internal communication. The development of the model was informed by three factors: the bureaucratic nature of higher education institutions; the restructured South African higher education landscape comprising various multi-campus universities with campuses situated geographically apart; and the fact that the Central University of Technology, Free State (CUT) identified certain shortcomings in its internal communication practices during a climate survey. Various communication models, including those employed by the corporate sector, were studied, after which an extensive empirical investigation was carried out. The proposed model incorporates essential features, but also addresses shortcomings of existing internal communication models. The characteristics of the model were developed from an empirical investigation that included a mixed-method research as well as the recommendations of communication executives from seven multi-campus universities in South Africa.

The last five decades have witnessed an increasing interest in the education-employment transition. In China, millions of university students graduate each year. Their employment has important impact on various aspects of the Chinese society. Additionally, university-work transition is related to the well-being of university graduates and their families. Therefore the university-work transition in China deserves more attention from scholars and practitioners. This thesis examines the determination of Chinese university graduates’ first job salaries. It investigates whether and how university graduates’ family background, on-campus performance (OCP) and gender are linked with their first job salaries. The thesis distinguishes three dimensions of graduates’ family background: Hukou status, parental CCP membership and income. It distinguishes three dimensions of graduates’ OCP: academic achievements, professional capability and political/ideological attainment. Information collected through interviews is used to interpret the statistical results. The results show that graduates’ first job salaries are significantly affected by their professional skills, political/ideological attainments and family income. Graduates’ gender, academic performance and family Hukou status have little impact on their first job salaries. Compared with the widely observed wage disparities among less educated workers caused by gender and Hukou status, this thesis provides evidence that higher education helps reduce the gender wage gap and rural-urban disparity in China. Analyses in the thesis are consistent with ‘state as equalizer’ and ‘market as equalizer’ theories. This thesis provides little evidence to support the marketized transition theory, as we find graduates’ first job salaries are still largely affected by their political/ideological attainments in university. Considering the unique context, the results suggest that some widely used human capital indicators and productivity signals are not applicable in the Chinese labour market. Practical implications are derived from the thesis.

The purpose of this study was to explore the practices of formal and informal teacher technologists in two school settings: an elite private, high school academy and an urban poor, middle school academy. This investigation included clarifying the role of the formal and informal teacher technologist and investigating the need for both formal and informal teacher technologists. This study also explored the technological differences between the public academy middle school and the private academy high school. Two formal and eight informal teacher technologists were interviewed face-to-face three times, each using the transcendental phenomenology research design. Each teacher technologist was also observed at least once in classroom and teacher training sessions. The results of this study revealed (1) the role of the teacher technologist was a fast technology problem solver; and (2) although students and teachers used technology, the schools lagged in adequate technology and/or teacher training; (3) the teacher technologists used the Internet to build and evaluate curriculum; (4) most students used tool software centered around project-based activities; (5) teacher technologists trained other teachers to be collaborative risk-takers in using technology; (6) teacher technologists shared what they learn with students and other teachers; and (7) students could be student-learners or student-teachers and teachers could be teacher-learners. Four conclusions were reached: technology and constructivist teaching are compatible; technology is a tool; new approaches to professional development are needed; and hardware and software should be standardized for maximum use. Additionally, both schools in this study were evolving the role of the formal teacher technologist. It was recommended that (1) the schools employ at least one fulltime formal teacher technologist whose main role is to assist teachers in technology classroom incorporation, (2) the schools form teams of informal teacher technologists, (3) and the public middle school academy purchase one laptop for each student to use anytime, anywhere.

The fear of crime is analyzed on six college and university campuses that make up the Atlanta University Center (AUC). The study utilizes interview questionnaire data on 325 students attending AUC institutions which were collected during the spring semester of 1993. The analytical procedures used include the reliability analysis, frequency distributions, cross tabulations and chi-square tests. The data analysis did not reveal any significant relationships between fear of crime and demographic characteristics except for gender of the students. Also, there was no significant relationship between fear of crime and prior victimization. However, the relationship between fear of crime and constrained behavior was significant. On the whole, it was evident that fear of crime increases the probability of constrained behavior, which in turn reduces victimization.

During the early part of the 21st century, a number of campus demonstrations and other protest acts on college and university campuses became highly visible nationally and internationally, largely thanks to social and traditional/popular media. This visibility was partially due to the ubiquitous and easily accessible nature of emergent digital technologies–cameras, cell phones and social networking sites, among other tools. Though campus protests and social movements began to proliferate nationally, and in the context of increased economic inequity, few studies sought to explore how campus actors (students and employees in particular) used social and popular media to shape and control public perception, specifically during highly visible campus conflicts. Further, much of the literature on campus activism has historically overlooked protests and social justice movements occurring on comprehensive state university and community college, or 2-year, campuses. Additionally, the literature does not offer a comprehensive examination of strategies surrounding pre-negotiated protest acts between campus activists, administrators and law enforcement officers. Also, the literature has not adequately examined responses to tactical strategies employed by law enforcement agencies during campus protest, and at a time of heightened militarization of officers. Both issues are related to the image-making capabilities of activists and administrators. To explore such issues, I set out to investigate how student and employee activists and also administrators construct meaning around the public good mission of higher education. I then explored how both groups public good conceptualizations to shape both action and public perception. In doing so, I employed a combined theoretical framework, modifying academic capitalism and co-cultural theories and adapting them into a single framework. My framework enabled the examination of power dynamics around interactions, discourse and space, ultimately leading to an understanding that the public good mission is a battleground. Within this frame, campus activists and administrators are struggling to both define and manifest the democratic imperative, or historic public good mandate, in different ways. The framework also allow for the study of why specific information is publicized or narrated, while other information is omitted or ignored. Using qualitative methods, I specifically studied how individuals seek to control involvement in democratic processes on campus based on definitions associated with the public good. I also studied ways individuals advance democratic ideals. Further, I explored what tools (including social media and traditional and/or popular media, also referenced collectively as "the press") individuals employ to shape public perception about equity issues and conflicts on campus. In this regard, social and popular media serve as conduits for informing public audiences. For my investigation, I purposefully selected one land-grant institution, a comprehensive state university, and one 2-year community college–all in California. I intentionally selected California, as the state has historically and continues to be seen an important forerunner for nationwide higher education policy and practice. I also chose campuses whose conflicts were receiving statewide and national media attention to allow for the investigation of public perception surrounding campus conflict. Doing so also allowed for the exploration of how those on campus employed social media strategies and also utilized popular media to attempt to shape and control the public image of their institutions. My findings suggest that while campus activists and administrators maintain a similar belief that public institutions should be broadly accessible, they differently conceptualize how the public good mission of higher education should manifest. The difference in framing of the public good complicates interactions between both groups, and at times leads to violent clashes during protest. My findings also suggest that while activists and campus officials both maintain a social media presence and interact with media representatives, administrators are not as successful in capturing public support. This appears especially true during and after clashes have occurred during campus protest acts that also involve campus law enforcement officers. Additionally, my findings indicate that the under-utilization of social media, lax media relations strategies and blame shifting, specifically during protest acts, may ultimately hurt administrators and law enforcement officers with regard to image-shaping efforts. Of note, the resulting coverage of violent clashes in the popular media tended to favor activists over administrators and law enforcement officers no matter the type and amount of pre-planning and pre-negotiations between activists and campus officials. Ultimately, my findings challenge perceptions that institutional image-making powers reside squarely with administrators and media relations offices. Given the widespread use of digital technologies and social media, and also strategies activists have employed to engage with members of traditional media outlets, my findings also illustrate how student and employee activists are changing how power is introduced and distributed within their campus communities.

This study is directed to the establishment of some principles to serve as guides for public school administrators and college authorities in conducting off-campus student-teaching programs.

The current climate change crisis demands immediate and creative approaches for systemic shifts in our culture and actions. In the past several decades, education has played a role in bringing awareness regarding environmental issues, but has not necessarily resulted in all the needed behavior changes. A newer approach combines psychological theories with outreach and marketing techniques. This is the rationale behind a new kind of campus activism, peer to peer sustainability outreach programs – the subject of this research. This dissertation research aims to identify current peer to peer sustainability outreach programs and their operations; develop process and outcome evaluation protocols for the programs; clarify administrative procedures and their relationship to a program‘s success; and gain an understanding of how these programs contribute to the growing field of sustainability education and related human behavior change. Methods used include: case studies, peer surveys, interviews and focus groups, and program record analysis. These studies found that programs across the U.S. employ a variety of organizational models and delivery methods that are best suited to individual campuses‘ needs and resources with common motivations and desires for assessment techniques. An in-depth evaluation of one program found strong educational and cultural impacts, positive ecological and financial impacts, with a need for broadened outreach approaches and feedback loops. Combining findings and literature from social psychology, peer education, and program evaluation, this research concludes by identifying elements of successful and effective programs.

This thesis observes sustainability on college campuses, specifically examining Claremont Mckenna College (CMC) as a case study. The question that this research paper explores is: how can we apply an integrative approach, one that integrates biophysical, economic, and social factors, to sustainability at CMC? The objectives of this paper are to (1) outline the history of sustainability on college campuses in the U.S. and define an integrative approach through a review of current literature; (2) explore CMC’s past and current sustainability initiatives from policies, reports, events, and interviews; (3) capture various community members’ perspectives on campus sustainability through surveys and interviews with students, faculty, and staff members; and (4) discuss the barriers and areas that need work at CMC and how an integrative approach can be applied as a solution. Thus, this thesis will track CMC’s progress in sustainability and give feedback as to the areas of success and areas that require work according to a working integrative framework.

The wearing effects of being overworked and in somewhat poor health are reflected in my paintings, ceramic work, and mixed media pieces. I use old and dilapidated materials such as window frames, instrument cases, and wood to symbolically address my physical and emotional states. I reuse items from the past that show a sense of fatigue, tattered edges, and deterioration. Like these objects I felt run down, old, and at times, useless. However, I am comforted by the idea that old objects can, with some care, regain new life. I have discovered I seek my own rejuvenation through my creativity. As a means of releasing anger and frustration toward my fading health, I create assemblages of wilted flowers, encaustic hourglass forms, and mixed media teapots. I also create clay vessels that appear to be deteriorating and encapsulate objects in encaustic medium. Items that belonged to my relatives serve as a metaphor for my genetic illnesses. Searching for answers, living in the present, and maintaining hope are things I carry with me on my artistic journey to find a sense of self worth and to overcome disease.