Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 142 p. : ill. Includes abstract. Includes bibliographical references (p. 108-115).

The purpose of this study was to advance understanding of perceived intellectual and social attainment gains of first-generation, first-year college students participating in First Generation Access Programs at the University of South Florida (USF), a large, public research university in Florida. Understanding the self-reported intellectual and personal/social gains of these students in higher education can lead to higher retention rates, creative strategies that promote academic success, affective cognitive and personal development activities and services that meet the needs of this rapidly growing at-risk student population with their persistence and transition to college. Researchers have sought to examine variables that may help to increase the persistence rates of students by understanding the impact of students enrolled in First Generation Access Programs on first-generation students' academic success, as measured by grade point average. Several studies have indicated that first-generation, first-year college students have pre-collegiate characteristics that impede their intellectual and personal/social growth. In addition, research studies show that First Generation Access Programs are successful in assisting at-risk student populations successful in their transition to and persistence in college. However, there is scarcity of literature that examines the estimates of intellectual and personal/social gains of first-generation, first-year students enrolled in First Generation Access Programs. As such, this study explored the extent to which self-reported intellectual and personal/social gains predict the academic success, as measured by grade point average, for first-generation, first-year college students enrolled in First Generation Access Programs. Theoretical frameworks from higher education were used to provide an understanding of perceived intellectual and personal/social attainment and academic success of first-generation, first-year, students enrolled in First Generation Access Programs for the context of this study. According to Kuh (1995), college impact models from Astin and Tinto and Pusser were studied, as they have been used to assist higher education professionals in understanding "outcomes produced by interactions between students and their institutions' environments..." (p. 126 - 127). In the context of both college impact models, Astin's Inputs-Environment-Outcomes Model (1991) and Tinto and Pusser's Model of Institutional Action for Student Success (2006), results of this study indicated that First Generation Access Programs increase the intellectual and personal/social attainment of first-generation, first-year students. Several statistical analyses were conducted to examine relationships between variables (self-reported intellectual and personal/social gains, gender, and academic success) including multivariate analysis of variance (MANOVA), simple regression tests, and Pearson Product Moment Correlation. Results of this study were based on the responses of 184 participants. Results indicated that the participants self-reported significant intellectual and personal/social gains. However, findings indicated that there is no statistically significant relationship between self-reported gains and academic success as measured by grade point average, but there is a statistically significant relationship based on gender. One implication for higher education administrators and student affairs professionals is the need to investigate alternative measures for academic success of first-generation, first-year students enrolled in First Generation Access Programs. Grade point average does not seem to accurately measure academic success on perceived intellectual and personal/social gains of this at-risk population. Second, institutions should seek to understand the factors and specific strategies of First Generation Access Programs that increase the cognitive and social growth and development of first-generation, first-year college students so that it may be successfully implemented for first-generation, first-year college students who do not participate in FGAP.

This dissertation reports the results of a qualitative study conducted at a community college in central Texas. Through a grounded theory approach, participant stories were used to capture the experiences of adults with a GED who transitioned to and were persisting in college. Research questions used to guide the study were: (1) What factors contribute to the decision of adults with a GED to enroll in community college; and (2) What factors do adults with a GED report influence their persistence in community college? Eight students participated in the study through individual interviews. Student demographic information was reviewed to develop a thorough and accurate profile of the study participants. Also, three Recruiting/Advising Specialists were interviewed to capture their perceptions on the experiences of GED graduates in transitioning to and persisting in college. This research demonstrated the positive effect education can have in the lives of the participants and their families. After having little to no previous exposure to higher education, students developed a realization that education was an imperative in order to improve their quality of life. This realization was instrumental in the decision by the study participants to pursue a GED and transition to college. Through the assistance of intrusive advising by Recruiting/Advising Specialists, students were able to successfully navigate the college system. Support during GED preparation was established in the GED classroom and continued for most students throughout their transition to college. When in college, students were comfortable developing relationships with faculty in order to have a source of academic support. Eventually students had a network of student and academic support that gave them a sense of belonging at the college. / text

This study examines the Hispanic Scholarship Consortium (HSC), a scholarship program in Central Texas that serves Hispanic college students. This study analyses trends in awarding and persisting with the program. A better understanding of what influences persistence rates can help scholarship programs in implementing policies to increase college completion rates. The findings can assist programs identify needed changes to improve scholarship application and award processes. These results can also help programs assist scholars during their college careers by identifying at-risk students early on and developing supportive practices to promote student persistence. Additionally, scholarship organizations can utilize metrics to identify long-term trends among their scholarship recipients for ongoing program evaluation and enhancement. This mixed method study utilizes both quantitative and qualitative research methods by analyzing student focus group data along with HSC program data. Quantitative analysis is used to determine predictors of persistence in the HSC program. The qualitative analysis results are used to find themes regarding students’ perception of HSC offerings. The study focuses on college students who receive scholarships from the HSC. It examines the relationship between persistence in HSC with student factors such as high school and college grade point average (GPA), gender, college major, college type, first generation status, low-income status, citizenship, high school graduates from schools with more than 35% free and reduced lunch (F&RL) population, and scholarship award amount. Additionally, it examines the relationship between scholarship award amount and student factors. Ultimately, this study provides insights for best practices in scholarship programs. The findings will contribute to a better understanding of scholarship programs and their potential for influencing persistence and college graduation rates. The knowledge gained should not only benefit HSC, but also provide recommendations for other scholarship programs and possibly a state supported initiative. / text

Are students in the physical sciences/engineering (PS/E) similar, in terms of academic performance and degree persistence, to students majoring in other fields? Previous research tends to focus exclusively on students within STEM; conversely, this dissertation uses a nationally representative sample to examine persistence rates among students whose initial major is in PS/E, life science, business, social science, education, health, or humanities. Students in PS/E majors are sometimes more and sometimes less likely than students in other fields to earn a degree in their initial field of study versus another field. Additionally, students in PS/E are the most academically prepared for college, as measured by high school mathematics and English performance. Despite these high levels of preparation, PS/E students earn lower college grades within their intended field of study than students in other fields. The results show that the gap in college grades, net of background and preparation, explains (in part) why students in business, education, and humanities have higher persistence rates than students in PS/E. Moreover, the association between within-field college grades and persistence is strongest for PS/E students. Taken together, these results demonstrate that students who enter PS/E are indeed unique in terms of academic performance, persistence, and the relationship between the two. Further, among PS/E students, females are more likely than males to earn a degree in fields outside of PS/E compared to within PS/E. Using college transcript data, I investigate the commonly used argument that gender gaps in PS/E persistence can be explained by female underachievement during the college years. Regardless of whether performance is measured using students' PS/E GPA, the proportion of low grades earned, or the difference between PS/E and non-PS/E GPA, there is no evidence that differences in performance explain the gender gap in persistence. This result is not surprising given there is no significant gender gap in PS/E grades. Lastly, I find that the relationship between PS/E GPA and persistence is similar across gender. These results build on the growing body of literature suggesting that gender differences in academic performance are ineffective at explaining gender inequality in PS/E. / text

Persistence is one of the core criteria in chemical exposure and hazard assessment. It is often defined as the half-life for the removal of a chemical from a specified environment by transformation. Chemicals with long transformation half-lives may pose high risks for wildlife or humans and be subject to long-range transport to remote areas. It is challenging to measure persistence directly in the field in view of the complexity of the natural environment and spatial and temporal variability in environmental conditions that may affect degradation. The mass balance approach is the most commonly used method for field measurement of persistence. In this thesis an alternative to the traditional mass balance approach that uses benchmarking is proposed and evaluated using models and field application. The benchmarking approach compares the relative behavior of chemicals, rather than measuring the absolute value of a property. The unknown property (persistence in this thesis) of test chemicals can be estimated by comparison against another chemical for which this property is known. In Paper I, the potential of benchmarking to measure persistence in the field was evaluated by modeling. A framework for applying benchmarking to measure persistence in the field was developed. Lake systems with hydraulic residence times of the order of months were identified as appropriate field sites to measure the persistence of chemicals that are close to the regulatory thresholds, which are also on the scale of months. Field studies in two Swedish lakes were conducted. Both are shallow lakes, whereas Norra Bergundasjön (Paper II) has a longer residence time (four months) than Boren (one to two months; Paper III). In Paper II the benchmarking approach was tested to measure the persistence of a group of chemicals that were expected to stay in the water phase. Acesulfame K (artificial sweetener) without observable degradation in the lake was used as the benchmark chemical. The persistence of 9 pharmaceuticals and one X-ray contrast agent was measured to range from &lt;1-2 days (ketoprofen) to 580-5700 days (carbamazepine). The results obtained using the benchmarking approach agreed well with the mass balance approach, indicating that the benchmarking approach can be a valid and useful method to measure persistence in the field. In Paper III the seasonality in chemical persistence was investigated by benchmarking. The seasonal difference in chemical persistence was found to be largest between spring and autumn. The persistence of 5 chemicals in spring were lower than in autumn, mainly attributed to lower temperature and less sunlight in autumn. The spatial variation of the persistence of chemicals was observed by comparing the persistence of chemicals in spring in the two lakes. Thus benchmarking is a useful tool to study the temporal and spatial variation of persistence in the real environment.   Paper IV explores the potential of benchmarking thoroughly and the application of benchmarking in a regulatory context. Benchmarking could facilitate more field measurements of persistence, leading to a better understanding of the temporal and spatial variability of persistence in various environments and a basis for lab-to-field extrapolation. Besides quantitative estimation of persistence in the field, benchmarking can be applied to determine the relative magnitude of persistence, called threshold benchmarking which could be a valuable tool in regulatory processes. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Manuscript.</p>

Human cytomegalovirus (HCMV), a beta herpesvirus, persists indefinitely in the human host through a life-long, latent infection. HCMV is associated with life threatening pathologies in the immune naïve or compromised and, therefore, understanding of the mechanisms of viral persistence is imperative to human health. The ULb' region of the HCMV genome is selectively lost in high-passage strains of the virus, yet retained in low-passage strains. As such, the ULb' is hypothesized to play a role in immune evasion, pathogenesis, latency, and dissemination. ULb' encoded viral products are poorly characterized, hindering a mechanistic understanding of HCMV persistence. We previously defined a 3.6-kb locus spanning UL133-UL138 within the ULb' region important to viral latency. UL136 is expressed as five protein isoforms ranging from 33-kDa to 19-kDa, arising from alternative transcription and translation mechanisms. We mapped the origins of each isoform through advanced bacterial artificial chromosome recombineering, where each ATG was disrupted and the resulting UL136 recombinant virus was screened for altered expression of the pUL136 isoforms. Remarkably, 8 of the 11 potential translation initiation sites encoded within the ORF are utilized to create the pUL136 isoforms. The pUL136 isoforms have distinct localization and trafficking patterns within the cell, including varying degrees of Golgi association, suggesting each isoform may interface with different cellular components and pathways. Further characterization of UL136 recombinant viruses revealed a complex, antagonistic relationship between the pUL136 isoforms. In endothelial cells, which are important to viral persistence and dissemination due to their ability to maintain a slow, "smoldering" infection, the 33- and 26-kDa isoforms promote replication, while the 25-kDa isoform enhances their combined activity, and the 23-/19-kDa isoforms repress the activity of the 25-kDa isoform. The pUL136 isoforms are also required for virus maturation in endothelial cells, where the 33-kDa is required both for virion envelopment and efficient formation of the perinuclear viral assembly compartment. In both an in vitro CD34⁺ cell culture model of latency and an in vivo NOD-scid IL2Rɣc^(null) humanized mouse model, a virus lacking the 23-/19-kDa isoforms fails to establish latency, instead replicating and disseminating with increased efficiency while viruses lacking the 33- and 26-kDa isoforms fail to efficiently reactivate or disseminate. Our data suggest that the interplay between the pUL136 isoforms maintains an intricate balance of infection that governs replication, latency, and virus dissemination, which ultimately contributes to the role of the UL133/8 locus in mediating outcomes of HCMV infection.

Walking for active transportation (AT) has been associated with individuals meeting the recommended physical activity levels. Global and local (i.e., Saskatoon) reported walking rates are low. Barriers perceived as a challenge (i.e., frequent and limiting) may influence walking. Individual differences, such as self-regulatory efficacy (SRE), may help people persist in overcoming challenging barriers, with those being more efficacious having greater persistence than their lower efficacy counterparts. The overall purpose of the present self-efficacy theory-based study was to examine whether individuals with higher and lower SRE differed in their persistence to overcome barriers to walking to/from a university campus under two experimental conditions (i.e., higher versus lower challenge). The experimental study design was a two (between: higher versus lower SRE to overcome barriers) by two (within: higher versus lower challenge vignette) mixed factorial, with three measures of persistence as the dependent variables (i.e., number of written solutions to overcoming barriers, time taken to record the solutions, and anticipatory perseverance to overcome barriers to walking in the near future). Based on self-efficacy theory and past research, individuals who had higher SRE were expected to have significantly higher persistence than their lower SRE counterparts after reading the higher challenge vignette. Participants were young adults who walked to/from a university campus. Higher and lower SRE groups were identified via a median split (nhigher = 22; nlower = 23). Each participant read a higher and lower challenge vignette (i.e., order counterbalanced across participants) in a lab-based setting, followed by completion of persistence measures after each vignette reading. Findings from a series of two by two ANOVAS provided partial support of the study hypothesis. A significant interaction between SRE groups and challenge vignettes was found with the persistence measure of time spent reporting coping solutions, F(1,43) = 4.64, p = .037. As expected, results from simple main effects showed the higher SRE group significantly differed from the lower SRE group under the higher challenge vignette condition, F (1,43) = 5.27, p = .027, by spending significantly more time reporting solutions. No other significant interactions were found between SRE groups x vignettes with the remaining measures of persistence: (1) number of reported solutions F (1,43) = 3.15, p = .083, and (2) anticipatory perseverance F (1,43) = 0.05, p = .82. The present study contributed new information on challenging barriers to walking for AT. Findings from the experiment partially supported contentions from self-efficacy theory about the importance of SRE beliefs to persistence when individuals are challenged. Future research should continue to examine the potential role that SRE beliefs play in whether individuals walk for AT.

This study sought to provide empirical evidence regarding the use of spatial analysis in enrollment management to predict persistence and graduation. The research utilized data from the 2000 U.S. Census and applicant records from The University of Arizona to study the spatial distributions of enrollments. Based on the initial results, stepwise logistic regression was used to identify spatially associated student and neighborhood characteristics predicting persistence and graduation.The findings of this research indicate spatial analysis can be used as a valuable resource for enrollment management. Using a theoretical framework of the forms of capital and social reproduction, cultural and social capital characteristics were found to influence persistence at statistically significant levels. Most notably, the social capital proxy of neighborhood education levels, and the cultural capital proxies of the number of standardized tests a student has taken, and when the application for admission is submitted all significantly influenced a student's probability to persistence and graduate. When disaggregating by race and ethnicity, resident Hispanic students from highly Hispanic neighborhoods were found to persist at higher levels in the first year of college attendance. Also, resident Native Americans were found to have a higher probability to persist when evidencing cultural capital characteristics. Since spatially based student and neighborhood characteristics can be quantified and mapped, target populations can be identified and subsequently recruited, resulting in retention-focused admissions.

The growth of the community college has created an access point for many students that traditionally would not pursue higher education. Although community colleges have soared in enrollment in the last forty years, the rate at which students persist and graduate has remained low compared to four-year institutions. Studies on college persistence and academic achievement indicate that there is a consistency of characteristics among community college, low-income, and first-generation students. Behaviors traditionally associated with persistence, such as integration within the institution, are not characteristic nontraditional students because they tend to have closer connections with the environment external to the college campus. Missing from the literature are studies that examine the motivational factors that encourage persistence in spite of the risk factors. The twofold purpose of this study was to examine the effects of nontraditional students’ extrinsic motivation on their intrinsic motivation for attending college and to examine how the effects of environmental and background influences on intrinsic motivation are mediated through extrinsic motivation. Two surveys, The Academic Motivation Scale and the Factors Influencing Pursuit of Higher Education Questionnaire, were administered to 151 students from two community colleges in the Southeast. Through hierarchical regression analysis and path analysis the study examined how nontraditional students’ intrinsic motivation levels for attending college was affected by background influences (locus of control, perception of barriers, and self-efficacy), environmental influences (family and friends support), career goal attainment, and socioeconomic mobility. The results of the study indicated that career goal attainment, locus of control, and support of friends had a positive direct impact on students’ intrinsic motivation levels. The results also revealed that several of the background and environmental influence variables had an indirect effect on intrinsic motivation mediated through the extrinsic motivation variable of career goal attainment. The findings from this study add to the current retention, persistence, and motivation literature.