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

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 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

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

This study examined lifestyle changes as related to the risk of coronary heart disease (CHD) in Chinese students at Oregon State University (OSU). The study population included male students or scholars from the People's Republic of China who were attending OSU during spring term 1992. Fifty subjects were interviewed using a structured questionnaire. The questionnaire included eight categories of information: (1) bodyweight and blood pressure, (2) diet, (3) alcohol consumption, (4) cigarette smoking, (5) physical activity, (6) psychological stress, (7) acculturation factors, and (8) demographic factors. Results indicated that for this group of Chinese students, bodyweight, consumption of dietary fat, dairy products, soft drinks, and psychological stress had increased significantly during their stay in the US. Meanwhile, the level of physical activity had decreased. These changes, especially if continued, may have the potential to increase their risk of developing CHD. On the other hand, there were no significant changes in blood pressure and alcohol consumption. For cigarette smokers, smoking had decreased. In their responses to the open-ended questions, the reasons given for bodyweight changes included diet, decreased physical activity, and increasing age. Diet changes were attributed to food availability, relative price, and convenience. For decreased cigarette smoking, lack of smoking environment was considered to be the most important factor. Automobile use, limited spare time, and no friend to play with were the reasons for decreased physical activity. Finally, pressure in school, financial difficulty, and worrying about future were considered to be the reasons for increased psychological stress. Multiple regression analysis indicated that the length of US stay and decreased physical activity were significant predictors for bodyweight gain. The length of US stay was also a significant predictor for changes in total dietary fat. Having financial aid from school was associated with decreased physical activity. Living as single was significantly associated with increased psychological stress. This study failed to identify any significant associations between acculturation factors and changes in the CHD risk factors. / Graduation date: 1993

Graduation date: 2006 / The purpose of this study was to explore, from current Native American and Alaskan Native undergraduate students, what their experiences were as first year college students on the Oregon State University campus. In addition, it was important to learn how these experiences contributed to their success, satisfaction or dissatisfaction, and overall quality of life during that first year. To answer these questions a mixed method research approach was used that included an online survey sent only to current, undergraduate, Native students and personal interviews with current, undergraduate, Native students. The online survey and personal interviews gave students an opportunity to disclose the types of experiences and challenges, campus involvement, and overall satisfaction they have had at OSU. Native students identified time management, financial costs, class/educational work, and missing family as major challenges during their first year on campus. Additionally, students identified positive relationships with faculty and/or advisors, having financial resources from tribal governments, the ability to be involved with student groups, and having a Longhouse as reasons for their success during their first year. As a result of these findings institutions can develop and provide intentional and appropriate programming and services to assist Native American and Alaskan Native students during their first year of college.

A combination of theoretical perspectives is used to create a rich description of student reasoning when facing a highly-geometric electricity and magnetism problem in an upper-division active-engagement physics classroom at Oregon State University. Geometric reasoning as students encounter problem situations ranging from familiar to novel is described using van Zee and Manogue's (2010) ethnography of communication. Bing's (2008) epistemic framing model is used to illuminate how students are framing what they are doing and whether or not they see the problem as geometric. Kuo, Hull, Gupta, and Elby's (2010) blending model and Krutetskii's (1976) model of harmonic reasoning are used to illuminate ways students show problem-solving expertise. Sayer and Wittmann's (2008) model is used to show how resource plasticity impacts students' geometric reasoning and the degree to which students accept incorrect results. / Graduation date: 2013