This particularistic qualitative study examined the perceptions of 18 students’ dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students’ interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.

x, 36 p. / This research considers one of a university's most academically vulnerable populations - student-athletes. The purpose of this investigation was to test the effectiveness of a multi-component writing intervention that combines two empirically validated strategies - Self-Regulated Strategy Development and a modified version of Reciprocal Teaching. This randomized control trial was conducted with 50 student-athletes enrolled in an introductory writing course. Pre-test and post-test data on the Test of Written Language IV (TOWL IV), essay grades, and post-test grades in the course were gathered. All data were analyzed using a one-way Analysis of Covariance (ANCOVA) using pretest scores as covariates, group assignment as the independent variable (Intervention vs. Control), and post-test scores on the TOWL IV, essay grades, and post-GPA in the course as dependent variables. This analysis will allow us to determine the effectiveness of the combined SRSD/MRT intervention on the writing skills of student-athletes. / Committee in charge: Christopher Murray, Chair

De acordo com dados do MEC, na primeira década do século XXI houve um crescimento vertiginoso de instituições de ensino superior no Brasil fazendo com a sociedade presencie mudanças impactantes na formação acadêmica. Este cenário envolve perspectivas importantes do ponto de vista empresarial - tendo a educação superior como negócio - com novas demandas sendo absorvidas num mercado que necessita de acuidade e aprimoramento constante para sobreviver. Este trabalho foi desenvolvido através de uma pesquisa que busca identificar o perfil do estudante de ciências contábeis em três instituições do sul do país, sendo uma faculdade particular, uma universidade pública e uma universidade particular. Esse objetivo se estende prevendo a descrição socioeconômica destes alunos, avaliando os motivos da escolha do referido curso, analisando se existem diferenças entre os alunos das instituições pesquisadas, bem como verificando a situação profissional atual e as áreas de interesse para atuação futura, bem como proporciona também uma análise da história pregressa deste aluno, para avaliar relevâncias sobre o tipo de escola, se pública ou particular, foi cursada por este aluno no ensino médio; se ele fez curso pré-vestibular; e, se ele formou-se em curso técnico de Contabilidade antes de optar por graduar-se em Ciências Contábeis. / Abstract According to the MEC´s data, in the first decade of the XXI century, there is a vertiginous increasing in the post-secondary institution in Brazil, turning visible to the society the changes and impact in the academic studies. This picture involve some important perspective in the vision of the businessman, having the post-secondary education as way of business, with new demand being fulfilled in a market that needs of a constant update in order to survive. This work was developed throughout a research to identify accounting students within three south institutions, i.e. one private university, one public university and one private college. The objective will extend in order to determine the social economic description of these students, evaluating the reason to decide for such post-secondary institution, analysing if there is differences among the students of those institution researched, also verifying the actual professional situation and areas of interest for future performance, also how to proportionate a historic record of such student, to evaluate the relevant decision about the institution type, if public or private, if the secondary studies were taken in a public or private school, if the student made a pre course to enter in the post-secondary, if the student come from an accounting technician before enter in a post-secondary course.

De acordo com dados do MEC, na primeira década do século XXI houve um crescimento vertiginoso de instituições de ensino superior no Brasil fazendo com a sociedade presencie mudanças impactantes na formação acadêmica. Este cenário envolve perspectivas importantes do ponto de vista empresarial - tendo a educação superior como negócio - com novas demandas sendo absorvidas num mercado que necessita de acuidade e aprimoramento constante para sobreviver. Este trabalho foi desenvolvido através de uma pesquisa que busca identificar o perfil do estudante de ciências contábeis em três instituições do sul do país, sendo uma faculdade particular, uma universidade pública e uma universidade particular. Esse objetivo se estende prevendo a descrição socioeconômica destes alunos, avaliando os motivos da escolha do referido curso, analisando se existem diferenças entre os alunos das instituições pesquisadas, bem como verificando a situação profissional atual e as áreas de interesse para atuação futura, bem como proporciona também uma análise da história pregressa deste aluno, para avaliar relevâncias sobre o tipo de escola, se pública ou particular, foi cursada por este aluno no ensino médio; se ele fez curso pré-vestibular; e, se ele formou-se em curso técnico de Contabilidade antes de optar por graduar-se em Ciências Contábeis. / Abstract According to the MEC´s data, in the first decade of the XXI century, there is a vertiginous increasing in the post-secondary institution in Brazil, turning visible to the society the changes and impact in the academic studies. This picture involve some important perspective in the vision of the businessman, having the post-secondary education as way of business, with new demand being fulfilled in a market that needs of a constant update in order to survive. This work was developed throughout a research to identify accounting students within three south institutions, i.e. one private university, one public university and one private college. The objective will extend in order to determine the social economic description of these students, evaluating the reason to decide for such post-secondary institution, analysing if there is differences among the students of those institution researched, also verifying the actual professional situation and areas of interest for future performance, also how to proportionate a historic record of such student, to evaluate the relevant decision about the institution type, if public or private, if the secondary studies were taken in a public or private school, if the student made a pre course to enter in the post-secondary, if the student come from an accounting technician before enter in a post-secondary course.

abstract: BACKGROUND: The purpose of this study was to gain a better understanding of what food insecurity among college students. Qualitative research regarding food insecurity on college campuses has been growing as we gain a better understanding of how prevalent this issue is and its broad impact on students. However, to our knowledge there are only a handful of studies that examined the student and university staff experience using mixed methods. Qualitative data is needed to gain a deeper understanding of the student experience. OBJECTIVE: To gain deeper insights about students’ food insecurity experiences from students themselves and the university staff members who work with them. This insight is necessary to shift university’s current policies and approach to helping students experiencing food insecurity and removing the stigma of the “starving student” experience. METHODS: Surveys and interviews were used to collect data from students to gain an understanding of their current living situations and understand their personal experiences accessing food. University staff completed surveys focused on understanding staff’s experiences with student food insecurity as well as their attitudes and beliefs about students who experience hunger. RESULTS: The current study found that the financial burden of attending college along with student’s food literacy level can contribute to student’s food insecurity. Students identified barriers to food access, discussed their perceptions of their food experience, and also discussed who they lean on for support when struggling with food. Student’s previous life experiences, food literacy, and social support systems all impact the student food experience. University staff identified similar barriers that they perceive students experience when struggling with hunger and also indicated that they have received little to no training or instruction on how to support students experiencing food insecurity. CONCLUSION: These findings can be used as a building block for developing interventions and the implementation of new resources to help minimize food insecurity on college campuses. / Dissertation/Thesis / Masters Thesis Nutrition 2018

De acordo com dados do MEC, na primeira década do século XXI houve um crescimento vertiginoso de instituições de ensino superior no Brasil fazendo com a sociedade presencie mudanças impactantes na formação acadêmica. Este cenário envolve perspectivas importantes do ponto de vista empresarial - tendo a educação superior como negócio - com novas demandas sendo absorvidas num mercado que necessita de acuidade e aprimoramento constante para sobreviver. Este trabalho foi desenvolvido através de uma pesquisa que busca identificar o perfil do estudante de ciências contábeis em três instituições do sul do país, sendo uma faculdade particular, uma universidade pública e uma universidade particular. Esse objetivo se estende prevendo a descrição socioeconômica destes alunos, avaliando os motivos da escolha do referido curso, analisando se existem diferenças entre os alunos das instituições pesquisadas, bem como verificando a situação profissional atual e as áreas de interesse para atuação futura, bem como proporciona também uma análise da história pregressa deste aluno, para avaliar relevâncias sobre o tipo de escola, se pública ou particular, foi cursada por este aluno no ensino médio; se ele fez curso pré-vestibular; e, se ele formou-se em curso técnico de Contabilidade antes de optar por graduar-se em Ciências Contábeis. / Abstract According to the MEC´s data, in the first decade of the XXI century, there is a vertiginous increasing in the post-secondary institution in Brazil, turning visible to the society the changes and impact in the academic studies. This picture involve some important perspective in the vision of the businessman, having the post-secondary education as way of business, with new demand being fulfilled in a market that needs of a constant update in order to survive. This work was developed throughout a research to identify accounting students within three south institutions, i.e. one private university, one public university and one private college. The objective will extend in order to determine the social economic description of these students, evaluating the reason to decide for such post-secondary institution, analysing if there is differences among the students of those institution researched, also verifying the actual professional situation and areas of interest for future performance, also how to proportionate a historic record of such student, to evaluate the relevant decision about the institution type, if public or private, if the secondary studies were taken in a public or private school, if the student made a pre course to enter in the post-secondary, if the student come from an accounting technician before enter in a post-secondary course.

This dissertation is comprised of three main sections. The first chapter is a historical overview of the coach-athlete relationships literature within sport. The review was conducted to consider as much empirical evidence as possible concerning coach-athlete relationships. This chapter examines and provides a comprehensive overview of past and current literature examining the coach-athlete relationship. Historical origins, contemporary models, other influences on the relationship, and coach-athlete interactive behaviours were examined. The second chapter is a qualitative study, guided by a phenomenological method of research. Semi-structured interviews were conducted and recorded with 10 of the most successful team sport coaches within Canadian Inter-university Sport (CIS) from 2002-2012. Following in depth coach interviews, interpretive research and bracketing and themes were used to identify key components from the interviews. A final thematic structure disclosing five major dimensions contributed to common factors the role relationships play in coach-athlete success, identified as: recruitment, communication, caring, culture, and trust. Findings resulted in the creation of a tool that assists in visualizing the reciprocal relationships between revealed dimensions and themes within a coach-athlete relationship (R-CART; Reciprocating Coach-Athlete Relationship Tool). Finally a qualitative longitudinal case study was conducted examine the evolution of the CAR over a season and to assess the impact of a visual tool to help guide coaches in enhancing the CAR. Two post-secondary teams and head coaches were chosen, one female and one male. The process of the study included an initial modification process of the R-CART, initiating the R-CART through a multiple qualitative case study, data analysis of case studies and further amendment of the R-CART. Team athletes were provided with an 11-item Coach-Athlete Relationship Questionnaire (CART-Q) and additional comments to evaluate the coach-athlete relationship. Results from the CART-Q were considered and cross-referenced with the R-CART, coach interviews and interventions ensued based on the student-athlete feedback. The findings suggested subtle amendments to the model and the R-CART potentially is a trustworthy tool for coaches developing, maintaining, and repairing the coach-athlete relationship. Collectively, this dissertation has expanded the current knowledge of coach-athlete relationships, providing coaches with a prospective tool for advancement in the area of coach-athlete relationships. Future research should aim to examine the role coach-athlete relationships in different context, such as grassroots sport, and look at the potential impact of the R-CART in those areas. / Graduate / 2017-04-21

In 1996, the authors of the Canadian Royal Commission on Aboriginal Peoples concluded Canadian educational policy had been based on the false assumption of the superiority of European worldviews. The report authors recommended the transformation of curriculum and schools to recognize that European knowledge was not universal. Aboriginal researcher Battiste believes the current system of Canadian education causes Aboriginal children to face cognitive imperialism and cognitive assimilation and that this current practice of cultural racism in Canada makes educational institutions a hostile environment for Aboriginal learners. In order to counter this cultural racism, Battiste calls for the decolonization of education. In 2005, the president of Northwest Community College (NWCC), publicly committed to decolonizing the college in order to address the continuing disparity in educational attainment between Aboriginal and non-Aboriginal learners. Upon the president’s departure in 2010, the employees of NWCC were left to define for themselves the meaning of decolonization. This qualitative study was designed to build a NWCC definition of colonization and decolonization by collecting researcher observations, nine weeks of participant blog postings, and pre and post blog Word survey responses drawn from a purposeful sample of six Aboriginal and six non-Aboriginal NWCC employees selected from staff, instructor and administrator employee groups. The findings revealed NWCC employees held multiple definitions of colonization and decolonization which did not vary between employee groups, or based on participant gender; however, differences were found based on whether the participants were Aboriginal or non-Aboriginal. Both Aboriginal and non-Aboriginal participants thought decolonization was a worthy goal for the college. Aboriginal participants felt hopeful that decolonization would happen in the future and thought decolonization had to do with moving forward to a time when they would be valued, respected, empowered, unashamed, safe, and viewed as equal to non-Aboriginals. Non-Aboriginal participants were unsure if decolonization was possible because it would require going back in time to restore the Aboriginal way of life. When non-Aboriginal participants felt their thoughts were not being valued or they were being associated with colonialism, they felt angry and guarded and were uncomfortable with Aboriginal participants expressing anger towards Colonizers.

The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.

The purpose of this qualitative, exploratory study was to develop a deeper understanding of educational and other social experiences and relationships of post-secondary students who were clinically diagnosed with primary obsessive-compulsive disorder (OCD). The researcher also investigated their strengths, weaknesses, coping strategies, and quality of life through mental and physical health. The majority of people with OCD have obsessions and compulsions that last greater than an hour each day or severely impact daily life. Obsessions are irritating feelings or mental pictures that individuals try to block or mitigate with irrational physical or mental compulsions, often appearing as excessive hand washing in reaction to a contamination obsession. Participants comprised seven university students who completed three self-report questionnaires and two semi-structured interviews with the researcher. Five participants submitted self-report journals. These data were examined using interpretative phenomenological analysis (IPA).The present study advanced previous research as it documented extensive lifelong characteristics, experiences, and relationships from these students. It yielded salient findings related to their OCD functional impairment and quality of life. Further, it showed that as students, their intellectual integration seemed to play a greater role in academic persistence than did their social integration. In addition, participants’ university policy and practice recommendations were congruent with a similar study from about a decade ago indicating that perhaps few or none of the past recommendations were implemented for the benefit of such students. Present recommendations should be implemented accordingly.