This study examined perceptions of student legal issues confronting metropolitan institutions of higher education. The data for the study were collected using a modified version of Bishop's (1993) legal survey. The sample for the study consisted of 44 chief student affairs officers and 44 chief legal affairs officers employed with the 44 institutions affiliated with the Coalition of Urban and Metropolitan Universities. Frequency counts and percentage distributions were employed to analyze the data. Chief student affairs officers and chief legal affairs officers have very different perception as to the most likely student legal issues to be litigated in the next ten years. Chief student affairs officers found few student legal issues highly likely to be litigated in the next 10 years. Affirmative action, sex/age discrimination, fraternities and sororities, and disabled students were the only student legal issues at least 20 percent of chief student affairs officers believed to be highly likely of litigation in the next ten years. Chief legal affairs officers believed many student legal issues would be litigated in the next 10 years. At least 20 percent of the chief legal affairs officers believed admission criteria, affirmative action, reverse discrimination, sex/age discrimination, athletic tort liability, Title IX, defaulting student loans, defamation, negligence, academic dismissals, academic dishonesty, cyberspace issues, and disabled students to be highly likely of litigation in the next ten years. Chief student affairs officers and chief legal affairs officers prepare very similarly for future student legal issues they may confront in the future. There is a large amount of crossover between professional conferences of chief student affairs officers and chief legal affairs officers. Student affairs and legal affairs officers will attend professional conferences of both groups in order to stay abreast of student legal issues. It appears chief student affairs officers are not prepared to confront many of the student legal issues highly likely to be litigated in the next ten years.

This study was made, first, to compile the prerequisites and requirements for a master's degree in music from sixty-two of the colleges and universities of the National Association of Schools of Music; second, to compare the standards found from the observation of these data with those requirements at North Texas State Teachers College; third, to secure such information as would be useful in improving the graduate curriculum in the Department of Music at North Texas State Teachers College. It is the further aim of this investigation to aid any student interested in advanced study in any field of music to determine which college or university offers the most appropriate curriculum for his present need. This is the first study, as far as the investigator knows, ever made of this particular problem.

Most research studies of women in the college and university advancement profession measure the number of women in advancement positions, report their corresponding salaries and reflect on the differences between male and female employees in the same position. Little research explores how women achieve high ranking advancement positions and very few provide an analysis of the characteristics, influences and careers of successful female advancement professionals. This dissertation describes the life and work of Virginia Carter Smith, founding editor of the Council for Advancement and Support of Education's award winning publication CURRENTS. The career and contributions of Virginia Carter Smith are relevant and helpful to advancement professionals in colleges, universities and K-12 institutions. This study explores Smith's formative years as a child, describes her educational and extra-curricular preparation and identifies individuals who influenced her life and provided direction for her future. It also examines Smith's role in the formation and direction of CASE and CURRENTS. Smith successfully launched CURRENTS in 1975 when few women held senior-level positions in advancement-related fields. With Smith's contributions, CASE became the dominate professional organization for advancement professionals working in educational institutions, and CURRENTS continues to be an exemplary professional development periodical for individuals working in advancement. This study also examines how Smith promoted qualified individuals, particularly women, to senior-level positions in colleges and university advancement offices. Hundreds of women and men in the profession claim that Smith's served as a role model or mentor to them. Smith contributed to the increase of women in advancement offices nationally over the last twenty years. Her high standards for herself and for other development officers helped professionalize the field for everyone.

This mixed methods research study explored students’ perceptions of Christian campus culture at three Christian institutions of higher education. The aim of this study was threefold: to comprehend why students want to obtain an education within a Christian campus culture; to understand students’ perceptions of and experiences with the Christian campus culture at their Christian university/college; and to decipher the presence of predominant characteristics of Christian campus culture at all three Christian institutions. Qualitative and quantitative data demonstrated that while many students attend their Christian institution due to personal conviction or their Christian identity, other students attend their Christian university or college because it was the best financial decision for them. Additionally, students often indicated that there was not one sole reason for their choice of school, but a combination of various factors that influenced their decision. Additionally, this research study was able to gain insight into students’ perceptions and experiences with Christian campus culture. Interestingly, the major components that were vital to each research site’s environment were present at all three research sites. Therefore, while each institution varied in size, student population, and location, the most frequently noted characteristics were seen at all three Christian institutions. Students often described their environment, the “bubble,” as limiting but safe. However, students also mentioned that the sense of community that they felt within their Christian campus culture encouraged them to interact with people—students, professors, and staff—that were invested in them academically, socially, and spiritually. Students also noted that their institutions make a conscious effort to create an academic environment that integrates faith and learning. In both the quantitative and qualitative data, students pointed to Bible classes and chapel as evidence of their institution’s integration of faith and learning (IFL). Upon further discussion, the participants stated that IFL was often in the way that their professors taught and interacted with them. While IFL remained an integral part of students’ experience with Christian campus culture, students continued to emphasize their invested professors as quintessential features not just in the classroom but also throughout their Christian campus environment. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office. / by Julie Nash. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating Black students, there remains a gap in the literature on HBCUs on one of the largest Black groups in the United States: the Haitian immigrant In the literature, the Haitian population constitutes approximately 15% of the total US foreign-born population, and 15% of the total Black immigrant population in the US, behind Jamaicans at 18%, respectively Moreover, Haitians make up the fourth largest immigrant population from the Caribbean behind Cubans, Dominicans, and Jamaicans (Anderson, 2015) However, these numbers do not include the hundreds of thousands of Haitians who fled the Country after the devastating earthquake of 2010 nor the thousands of undocumented Haitian immigrants currently living in the US This qualitative phenomenological study sought to explore the college choice process of ten Haitian students who chose to attend a highly selective HBCU located in the Northeast region of the United States Moreover, this study sought to explore how these ten Haitian students developed a sense of belonging to the HBCU campus The primary methods for data collection included semi-structured one-on-one interviews, a demographic questionnaire, and artifact analysis Using the theoretical frameworks of Chapman’s (1981) Model of College Choice and Sense of Belonging, this study discovered the factors that influence Haitian students’ decision to attend a highly selective HBCU centers around family Moreover, this study discovered that Haitian students at a highly selective HBCU described their sense of belonging through various forms of relationships / Includes bibliography / Dissertation (PhD)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to determine the use of the computer in higher education at state-supported senior colleges and universities in the United States. The following findings and conclusions are based on the information gained from the study. 1. The average number of years computers have been used by institutions of higher education is ten. The length of time increases with both the level of offering and the enrollment of the institution. 2. A greater emphasis is placed on administrative use of the computer than on other uses. 3. A majority of the institutions have one centralized computer center that provides services to all users. Also, the majority of the individual computer users are provided the services without explicit charges or are only charged for a part of the services. 4. Policies pertaining to the use of the computer are most frequently formulated by the director of the computer center and a computer usage committee. 5. The amount of money spent for each of the different categories for expenditures (administrative, academic, and research) increases with the level of offering of the institutions. 6. Sixty-eight per cent of the institutions now offer an academic program in computer science and offer bachelor's, master's, and doctor's degrees. Six per cent of the total students in the responding institutions are enrolled in computer science courses. 7. Although use for research was the first use of the computer in higher education, that use is now the least frequent. 8. The computer hardware systems used by institutions of higher education vary both in size and in manufacturer. There are more IBM computers being used than any other make. 9. There is no standardization of computer languages; the ten most frequently used ones are FORTRAN, COBOL, ASSEMBLER, BASIC, RPG, P L/1 , ALGOL, SNOBOL, GPSS, and APL.

Since their advent as supplemental staff at community colleges four decades ago, part-time instructors, or adjuncts, have since been employed with increasing frequency and in escalating numbers across all institutional types of American higher education. Currently comprising approximately forty percent of all postsecondary faculty, part-time instructors now outnumber full-time nontenure-track, tenure-track, and tenured faculty respectively on many campuses. This pervasive trend has created a professional climate of uncertainty and, in some cases, even hostility as American colleges and universities struggle to adapt to ever changing enrollment populations, market demands, technological innovations, and political pressure. As the sustainability of traditional faculty tenure hangs in the balance and as opportunities to secure tenure-track appointments continually diminish, the arguably inequitable working conditions of college faculty hired off the tenure track have fallen under public and political scrutiny since these instructors now provide such a large proportion of undergraduate education. This dissertation offers a comprehensive overview of the adjunct staffing model’s development and consequences as well as a proposed solution particularly to chairpersons of academic departments that have become inordinately dependent upon part-time instructors to teach their undergraduate curriculum. Combining personal experience with recent research, the first chapter offers a detailed description of the typical adjunct’s current working conditions, which include heavy workloads, poor compensation, and insufficient time for preparation and professional development. I briefly review the origins of and dramatically increasing reliance upon postsecondary adjunct employment over the past forty years. I situate the present undervaluing of part-time instructors within the context of colleges’ persistently rising “sticker prices,” which most commonly derive from curricular as well as extracurricular amenities and a drastic increase in non-instructional staff. I suggest that colleges cannot afford to ignore the adjunct problem much longer due to growing public and political awareness of the issue. I conclude by encouraging college governing boards, administrators, and faculty to collaborate in order to arrange respectable and sustainable terms of employment. The second chapter analyzes how the current model of adjunct employment adversely affects higher education. In addition to the first chapter’s grievances pertaining specifically to adjuncts, college faculty as a whole suffers from the deprofessionalization and bifurcation resulting from the widespread overdependence upon part-time instruction. Furthermore, college students suffer from part-time instructors’ compromised ethos and resultant “shielding,” last-minute staffing practices by means of which institutions often hire adjuncts, part-time instructors’ inadequate access to instructional resources, and irrational models for adjunct compensation. Finally, the adjunct problem harms the reputations of postsecondary institutions overall, indicating dysfunction and lack of accountability to an already skeptical public. The chapter closes with a call to action, encouraging all postsecondary institutions to consider improved, sustainable employment for all faculty. The third and final chapter proposes a solution in the form of a standardized college faculty position, which I call the core-survey instructor. Based loosely on a specific definition of contingent faculty, such a professor would assume reasonably heavy teaching loads as a full-time employee of one institution in exchange for a respectable salary, renewable multi-year contracts, and limited benefits. I explain how core-survey instructors will benefit postsecondary institutions not only by resolving the detriments listed in the second essay but also via improved remedial instruction, academic advising, and participation in shared governance.

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Purpose of the study was to determine effect, if any, of tax credit legislation for contributions to higher education in Indiana, Michigan, and North Dakota. Secondary purposes were twofold: 1) to discover differences in patterns of giving to public and private institutions of higher education, and 2) to compare existing tax credit laws and develop recommendations for model legislation.Data, collected from published journals and reports of private and governmental agencies, were subjected to analyses for consistency and compatibility in order to assure validity in interpretation. All dollar amounts were converted to 1967 Constant Dollar Values for analysis.Data for voluntary giving in areas of business and corporate giving, non-alumni giving, giving by other groups, and alumni giving for individual institutions were compared with composite national data for giving to higher education.Findings1. Annual reports of voluntary giving to higher education have presented raw data reflecting a growth of 40 percent for 1970-1977, when converted to real dollar purchasing power, a loss in excess of 8 percent is documented.2. Growth in voluntary giving to institutions studied exceeded growth on a national basis; growth in giving to public institutions far exceeding growth in giving to private institutions.3. Voluntary giving to higher education by business and industry has declined during a period when growth would have been expected.4. Tax credit legislation is possible in all states.Conclusions1. Voluntary giving to higher education in Indiana, Michigan, and Forth Dakota, states having tax credits for gifts to higher education, increased at rates demonstrably greater than the rate of increase for the national composite.2. Growth in voluntary giving to higher education was directly related to length of time the tax credit law has been in effect.Implications1. Voluntary giving to higher education is directly related to fund raising campaign efforts causing wide fluctuations in year-to-year levels of giving.2. Growth in voluntary giving to higher education using a tax credit is related to awareness, a component of fund raising campaigns.