This study investigated the opinions of bicyclists/pedestrians regarding how safe from a bicycle traffic injury they felt while on campus. Most earlier studies had been concerned with the taxonomy of bicycle/pedestrian accidents. Because of the paucity of research on attitudes of bicyclists and pedestrians, this research was undertaken. The survey instrument was developed in accordance with recommendations from the Oregon State University Survey & Research Center. It consisted of 19 Likert type, degree of variation statements, and ten biographical questions. The sample consisted of 214 students registered for the winter term of 1986 at Oregon State University. Participants completed the Traffic Safety Attitude Survey and then were placed in the following categories: male, female, bicyclists, and pedestrians. The Survey instrument was designed to test four null hypotheses and to define other broadly held opinions regarding traffic safety on campus. Hypotheses One through Three tested interaction between bicyclists/pedestrians. The fourth hypothesis tested the difference between male bicyclists and male pedestrians and female bicyclists and female pedestrians. The Chi Square Test and a two-way analysis of variance were employed to test the hypotheses. Two significant findings emerged from hypothesis testing: 1) bicyclists and pedestrians differed on the opinion that as much as possible is being done to provide campus bicycle traffic safety, and 2) pedestrians endorsed stricter adherence to bicycle traffic regulations than bicyclists. There was no difference between bicyclists and pedestrians regarding feelings of safety from a bicycle traffic-related injury. Finally, gender had no effect on perceptions of campus bicycle traffic safety. Analysis of the results of this research provided the following conclusions: 1. Male bicyclists felt the least at risk of injury from a bicycle traffic-related injury on campus. 2. Female pedestrians felt the most risk of injury from a bicycle traffic accident on campus. 3. Female bicyclists, female pedestrians, and male pedestrians shared similar opinions regarding risk of exposure to a bicycle traffic accident on campus. 4. Approximately 30% of all subjects felt there is a problem with interaction between bicyclists and pedestrians on the OSU campus. 5. Approximately 46% of the pedestrians and 25% of the bicyclists felt risk of sustaining a bicycle traffic-related injury on campus. 6. Approximately 38% of the pedestrians and 25% of the bicyclists support some form of bicycle traffic restriction. 7. Pedestrians endorse stricter adherance to bicycle traffic regulations that bicyclists do. 8: Pedestrians felt less is being done to ensure bicycle traffic safety on campus than bicyclists did. / Graduation date: 1986

The purposes of this study were first to determine if there were significant differences in living environment press, i.e., the pressure on an individual to behave in a certain way, between those fraternity chapters that had the highest freshman pledge retention rates and those that had the lowest. If significant differences were determined to exist, the second purpose was to investigate how those differences related to differences in the retention rates for freshman fraternity pledges. The data were obtained from the records of all freshman pledges in the Oregon State University fraternity system for a four-year period. From these data the high pledge retention and low pledge retention fraternities were determined. The sample for the remainder of this study was two of the three highest and two of the three lowest pledge retention fraternities. The highest and lowest pledge retention fraternities were eliminated. Analyses included: Pearson Correlation Coefficients to determine if there were significant correlations between retention of pledges in the fraternity system and six factors involving grades and the number of members and pledges living in the fraternities; two-way, fixed analyses of variance to determine if there were significant differences between the high retention fraternities (HRFs) and the low retention fraternities (LRFs) with respect to pledge high school grade point averages and Scholastic Aptitude Test scores; chi square contingencies to determine if there were significant differences between the HRFs and the LRFs with respect to 14 different characteristic, background, and satisfaction variables; and F-test analyses to determine if there were significant living environment differences between the HRFs and the LRFs on each of the subscales of the University Residence Environment Scale, Form R. The conclusions of the study were: 1. Neither high school nor college grades, SAT scores, nor individual characteristics, background, and satisfaction levels can be used to define differences in pledge retention between the HRF and LRF houses. 2. The differences within the living environment, and primarily the relationship dimension of that environment, of the two groups offer the best explanation of the pledge retention differences between the two groups. 3. The overt pressure exerted by the LRFs on their pledges to study and achieve academic success did not result in greater academic success than in HRFs, but did tend to limit the degree of social integration achieved by their pledges. 4. Social integration has a significant positive impact on pledge retention, while overt pressure toward academic integration has a probable negative impact on pledge retention. 5. Successful social integration, while having a positive impact on pledge retention, does not have a negative impact on academic performance. In fact, the impact on academic performance may be positive. 6. A crucial element in the Tinto (1987) model should be a relationship building block within the peer group interactin portion of the social system. Recommendations for further study were made. / Graduation date: 1991

Thesis (M.S.)--Oregon State University, 1995. / Typescript (photocopy). Includes bibliographical references (leaves 52-55). Also available on the World Wide Web.

More than 30,000 children and adults are diagnosed with life-threatening blood diseases such as leukemia, anemia and lymphomas in the U.S. every year. A transplant of stem cells, obtained from the bone marrow of a healthy donor, can be a cure for these diseases. The National Marrow Donor Program's registry comprises almost five million potential donors, however, many ethnic minorities are still underrepresented in comparison to their percentage in the overall U.S. population. Since patients are more likely to find a matching donor within their own ethnic community, recruitment efforts have been focusing on minority donors since a number of years. A number of other studies are currently examining the psychosocial and physical effects of the donation experience, as well as identifying barriers against and reasons for donating bone marrow, using questionnaires and health models. However, none has yet looked at which recruitment settings work well for college campuses, to what extent the target group should be educated, and how the study results should be incorporated into the recruitment efforts to improve retention. Potential donor education was therefore the most important focus of a Bone Marrow Donor Registration Drive organized by the author on the OSU campus in January. 150 potential donors registered at the OSU drive, one third of them from ethnic minorities. This study examines if the drive's extensive education and outreach component had any impact on the number of newly recruited volunteer donors in comparison to OSU's peer institutions. Using the Chi square test, a proportion comparison was performed between the percentage of newly registered volunteer donors (both in total and broken down by ethnicity) among the eligible OSU student body, and the total eligible student body at each peer institution. While the hypothesis that the extensive education and promotion activities increased the number of recruited donors could not be confirmed, targeting the minorities on campus was successful, since a significantly higher proportion of minority students registered at the BMDRD than the proportion of minority students registered at OSU. Besides data on the impact of the promotional activities and the recruitment results, which can also be used for further research, the drive also yielded a protocol that can serve as a guideline for organizing future drives at OSU and other schools with similar resources. / Graduation date: 2003

The purpose of this study was to determine new international students' perceptions of United States professors upon entrance into the university and after two months in class, and if differences in expectations exist between groups of students based on demographic variables. A survey designed to assess these expectations was administered to 81 new international students during the fall 1997 international student orientation sessions. The survey was readministered to respondents of the pre-test after two months to evaluate changes in their perceptions of U.S. professors. During winter term 1998 follow-up interviews were conducted with several students to confirm and expand upon the statistical data. Student responses to 12 of the 25 items changed significantly over time. Significant change occurred on items related to the value of international exchange, cultural adaptation, academic adaptation, and on some non-clustering items. In general, new international students held positive views of professors in the United States on both the pre- and post-tests. Of the demographic variables considered in the research, region of origin yielded the greatest number of significantly different responses between groups. European students generally held more positive views of professors in the United States than did Southeast Asian or East Asian students. Graduate status and prior experience in the United States also affected student response rates to certain items. Gender did not significantly affect response rates. Changes in pre- and post-test response rates indicate that students enter the university with expectations for U.S. professors that somewhat inaccurate. The findings also indicate that demographic variables significantly affect the expectations which new international students have upon arrival. The most effective manner to address these issues is to expand upon the information currently presented to new international students during orientation on topics such as classroom and academic expectations and student-faculty interaction. Addressing different perceptions based on demographic variables would require either multiple sessions to meet the needs of diverse student groups, or sessions which cover the above topics expansively. / Graduation date: 1998

This study examined the utilization of selected student services by domestic and foreign students in their sophomore, junior, or senior year at Oregon State University during Winter 1994 to find out if differences in awareness, usage, and satisfaction existed between them. It also examined if differences in awareness, usage, and satisfaction existed between groups within the variables of gender, age, and academic status; marital status was included in the questionnaire for demographic profile purposes only. Thirty-one services provided by the six departments under the Vice Provost for Student Affairs were selected for the study. A comparison of quality ratings was made between Student Affairs Departments that used a formal process of evaluation and those that did not. The Student Services Awareness and Usage Questionnaire was developed and used. A sample of 150 domestic students and 150 foreign students were randomly selected, with equal representation by gender and academic status. A total of 193 questionnaires (64%) were returned, 116 from domestic students and 77 from foreign students. The five null hypotheses were tested using either the chi-square test, t-test, or Fisher's exact test. The study found that a majority of domestic respondents (97%) were aware of more services than a majority of foreign respondents (77%). A majority of each group used only about one-third of the services, with the domestic respondents using one service more than the foreign respondents. Seventeen percent of the domestic respondents and 20% of the foreign respondents were satisfied, while 83% of the domestic respondents and 80% of the foreign respondents were neither satisfied nor dissatisfied. Neither group indicated being very dissatisfied, dissatisfied, or very satisfied with any of the services. The findings from the other variables yielded varying results. The use of a formal process of evaluation by some service departments did not result in their obtaining higher quality ratings than the rest. Recommendations for administration and further research were included to address the issues involving student services and how they can be delivered more efficiently and effectively to benefit the university's diverse student population. / Graduation date: 1998

The overarching purpose of this study is to examine the communication implications of a self-proclaimed consensual organization (IT) within a classical organizational environment. The literature review of relevant theory and research covers both hierarchical and consensual organizations viewed via the classical, human relations, and system perspectives. The researcher compares organizational theory to practice by using communication to describe a consensual organization. The analyses of the research questions show that the IT organization, although a self-proclaimed consensual organization, does not obtain as many consensual qualities as the organization perceives. Organizational theorists have positioned bureaucracies and consensual organizations at opposite ends of the task-relational continuum. However, the findings from this thesis study suggest that consensual organizations should be positioned much closer to the task-oriented bureaucracies. / Graduation date: 1997

Graduation date: 1994

The purpose of this study was to investigate the level of social interaction and social distance or comfort among five undergraduate ethnic groups (African Americans, American Indians, Asian Americans, Caucasian Americans, and Hispanic Americans) at Oregon State University. Another purpose was to explore the correlation between the level of social contact and comfort or social distance among the five ethnic groups. The sample included 284 full time continuing undergraduate students at Oregon State University. The contact scale included items measuring the number of acquaintances, frequency of interaction, positive degree of feeling, number of friends, and duration of contact. The comfort scale was a modified version of Byrnes and Kiger's (1988) Social Scale. It asked respondents to rate from one (very uncomfortable) to seven (very comfortable) their comfort with people of different ethnicities in six roles as: president of the United States, a counselor, a professor, a small group member in a classroom or group activity, a roommate, or a date. Two-way analyses of variance provided comparative information about ethnicity and gender. Newman-Keuls tests of significance were also employed. Pearson correlation coefficients were used to investigate the relationship between contact and comfort. Results of the study showed that students were generally comfortable with all groups, but least comfortable with Asian Americans. As a group, Asian Americans were less comfortable with other groups than were other ethnic groups. Minority groups were most comfortable with their own group. All minority groups except African Americans were significantly more comfortable with Caucasian Americans than with other minority groups. Correlations between contact and comfort for each group were positive and significant in all but 18 of 60 correlations performed. They were not significant for American Indians as either respondent or target group. In addition, results showed that there are not as many American Indian students at OSU as was originally thought. Further, students indicated little interaction with American Indians. / Graduation date: 1992

Thesis (M.A.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 185-189). Also available on the World Wide Web.