Thesis (Ph. D.)--Oregon State University, 1978. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (Ed. D.)--Oregon State University, 1965. / Typescript. Includes bibliographical references (leaves 101-107). Also available on the World Wide Web.

Thesis (Ph. D.)--Oregon State University, 1995. / Typescript (photocopy). Includes bibliographical references (leaves 131-145). Also available on the World Wide Web.

Thesis (Ed. D.)--Oregon State University, 1975. / Typescript (photocopy). Includes bibliographical references. Also available online.

Thesis (Ph. D.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 90-98). Also available on the World Wide Web.

Thesis (Ph. D.)--Oregon State University, 1995. / Typescript (photocopy). Includes bibliographical references (leaves 53-61). Also available online.

The graduate student experience varies for each individual. While some graduate students decide to continue school after being away from some time, others continue with their studies immediately following the completion of their Bachelor's degree. This decision to continue one's education can be difficult and may require further assistance from the student's peers, faculty members, and student services entities. While the undergraduate student transition has been studied extensively, the graduate student transition has not been studied in as much depth. It was the intent of the researchers conducting this study to research the graduate student experience as it pertains to the graduate student transition at Oregon State University. This research was conducted using a web-based survey which was sent to academic department heads with a letter of recommendation from the Dean of the Graduate School asking them to forward this survey onto their graduate student list-serves. The survey asked students a variety of questions about their overall experience, their relationship with their major professor, their satisfaction levels with services available to them, and also included a few open-ended questions that allowed students to expand on their comments. Approximately 12.6% of the students who received the survey responded and there was about a 5.8% response rate of the entire graduate student population. Although there was a wealth of information gained from the responses, no statistical analysis was conducted nor was a statistical significance determined. The results indicated that a majority of students in most cases were either satisfied or very satisfied with their experiences at Oregon State University. / Graduation date: 2004

Demands for increasingly more responsive education systems have caused some higher education institutions to reconsider their original missions and envision new futures. This is particularly true with land grant institutions whose mandate it is to be the people's university. The purpose of this study was to explore the first year of a change project at a land grant institution to determine first attempts to prepare for and catalyze systemic change. The literature review supported the position that change was seldom enduring in higher education organizations, and to effect systemic change an organization needed to embrace the concept of learning. This study sought to make sense of organizational change through the experience of an innovative vision-driven, participant-centered change process. Data were analyzed using multiple sources including interviews, fieldnotes, project documents and participant observation. Three themes emerged from the analysis representative of participant experience: Learning How to Change; Developing a Change Design; and Collaboration and the Paradox of Partnership. The themes represented primary areas of learning for participants in the first year of the project. Stories of participant learning were expressed through key events experienced during the 12-month inquiry. Outcomes of this study reflected the centrality of learning in the beginning months of the change project. Change agents needed opportunities to learn how to change before enlisting others in the process. Active learning, reflection, and the value discovered through an expanded capacity for change created deeper ownership in the project for many participants. These aspects of the change process were also identified as attributes of a learning organization. Another significant research outcome addressed partnering efforts in the project's initial months. First attempts to build collaborative relationships with the State's community colleges were ineffective due to low levels of trust and highly competitive cultures. / Graduation date: 1997

The purpose of this study was to examine Oregon State University students' self-reported knowledge, attitudes, and behavior about recycling. Students living in on-campus and off-campus organized living groups were mailed a four-page survey with questions about their recycling activities, their attitudes about recycling, their opinions of the effectiveness of the campus recycling program, and their demographic information. The study population included all students living in OSU's residence halls, cooperatives, and fraternity and sorority houses. Three hundred fifteen surveys were mailed, and 237 were returned, for an overall response rate of 75%. The results showed that: 1) Based on the criteria used to distinguish between recyclers and non-recyclers, 95% of the sample were recyclers, with women reporting recycling behavior at a higher level than men. 2) There were no significant differences in attitudes about recycling between recyclers and non-recyclers. Recyclers, however, are more likely than non-recyclers to make purchases based on their concern for the environment. 3) Most OSU students who recycle spend less than 30 minutes per month recycling, and it appears to be a well-established pattern in their lives. More than 50% of the students recycle on a daily or a weekly basis. 4) OSU students recycle all materials except plastics at high rates, ranging from 76% for glass to 87% for paper. Plastics were recycled by 64% of the students who recycle. 5) Students recycle at residences and in classrooms and offices on the OSU campus, and report the least recycling activity at the Memorial Union. OSU students mainly use the curbside collection service for off-campus recycling. 6) OSU students receive information about recycling from a wide variety of sources, including school, home, and the media. One recommendation based on this study is that Campus Recycling provide education about materials re-processing and about the importance of purchasing products with recycled content to close the three-sided recycling loop, as well as to introduce the concept of source reduction. Another recommendation is that organized housing groups name a recycling coordinator who will educate and motivate the residents of the housing group to recycle. Eighty-one percent of the respondents reported television as a source of information about recycling. Additional research is needed to identify the time slots and programs watched by students if this media will be used for future educational interventions about recycling. Finally, because this survey dealt only with recycling of non-hazardous materials, additional research is needed to gather information on disposal of hazardous materials like batteries, automobile fluids, and household paint and cleaners. / Graduation date: 1997

Graduation date: 1994