<p> This quantitative study examined over 7,000 freshmen at a regional, Midwestern, 4-year, public higher education institution. The participants were separated as either having a freshman-year alcohol violation or not having a freshman-year alcohol violation and then analyzed. The results of the study found that there was not a significant difference in retention for those with a freshman-year alcohol violation compared to those without a freshman-year violation. However, when looking only at those participants with a freshman-year alcohol violation, a logistic regression analysis showed that high school GPA, minority racial status, amount of financial aid disbursed, not receiving loans, and not being Pell-eligible were all significant factors indicating a participant was more likely to return to school. However, this model only accounted for 18% of the variance in retention and future studies will need to include more variables to account for more variance in retention.</p>

<p> The purpose of this study was to contribute to the debate over the value of the Ph.D. versus the Ed.D. in higher education. A mixed methods design was used to explore why some institutions simultaneously offer two tracks to the higher education doctorate (Ph.D. and Ed.D.) and the difference between programs at institutions where only one track to the doctorate was offered. Specifically, I aimed to identify the level of distinction between these two types of doctoral degrees. The differences were examined between the Ph.D. and the Ed.D. in higher education in terms of programs&rsquo; rationale, mission, admission requirements, curricula, and dissertations. The research study relies on the inputs-environment-outcomes model proposed by Astin (1993). In the first phase of this study qualitative data were collected from five doctoral programs in higher education that offered both Ph.D. and Ed.D. tracks to the doctorate in higher education. The results from the qualitative phase were used for the development of a questionnaire and a dissertation analysis form to be used in the second quantitative phase of the study.</p><p> The quantitative phase of the study consisted of a survey and a curriculum analysis of more with more than 2,600 courses from 125 doctoral programs in higher education. Fife&rsquo;s (1991) classification of higher education courses was used to categorize and compare the curriculum of Ph.D. and Ed.D. programs. Based on the results of this study, a profile of Ph.D. and Ed.D. programs in higher education was developed.</p>

<p> Previous research has shown that individuals with disordered eating patterns who come from a family that is high in Expressed Emotion tend to have more disordered eating behaviors and over a longer period of time. There is less research on how a person&rsquo;s perception of their family&rsquo;s expressed emotion, specifically the criticism directed at them by a parental figure, affects their disordered eating patterns. The purpose of this research was to examine whether there is a relationship between perceived criticism and disordered eating patterns, as well as whether this relationship is influenced by self-criticism. One hundred and five undergraduate college students participated in an online survey that measured perceived criticism, their self-criticism, and their disordered eating behaviors and thoughts. The results suggest that levels of perceived criticism and disordered eating behaviors and thoughts were not related to each other. However, an individual&rsquo;s perception of parental self-criticism was related to their level of self-criticism. Their level of self-criticism in turn was related to their disordered eating behaviors and thoughts, demonstrating an indirect relationship between perceived criticism and disordered eating patterns. These findings offer some potential areas of consideration for clinicians treating clients with disordered eating behaviors. </p>

Si capital social es una fuente de desarrollo económico, es importante crear mecanismos de inversión social que sean capaces de alimentar el Si capital social es una fuente de desarrollo económico, es importante. En la tercera parte se evalúa el rol del capital social en la educación capital social, particularmente en países en vías de desarrollo económico,superior en lo concerniente a la formulación de políticas publicas en el sector educación.

<p> Race, as Delgado and Stefancic (2001) stress, is a structuring agent that greatly affects the experiences and even the well-being of individuals in US society. While American education has been considered a driver for equality, racism and race-based inequities are significant components of this institution, creating qualitatively different daily and cumulative experiences and outcomes for students based on race. Not only is it important to uncover how race and racism are manifested in educational institutions, but it is also necessary to better understand the intersecting oppressions that work alongside race to create particular experiences for brown and black students.</p><p> Using Critical Race Theory Methodology and relying on the counter-narratives of 31 students of color collected during 9 focus group meetings in the spring of 2014 at a predominately white university in the US Southeast, this study finds that these students are emotionally, academically, and socially affected by microaggressions, namely subtle and overlooked forms of racism and other intersecting oppressions in various campus settings. Sue et al (2007) defines microaggressions as &ldquo;<i>brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial minority group </i>.&rdquo; Through such verbal and behavioral cues, brown and black students continually encounter white normativity and &ldquo;otherness&rdquo; throughout campus. Respondents also experience stereotype threat and reveal a social and cognitive burden of reconciling and juggling a complicated identity as <i>students</i> and <i>persons of color</i>, while also internalizing the oppressions they encounter daily. Findings indicate a need for effective training of professors in recognizing their cultural biases and stereotypes they are reinforced through their interactions and curriculum. Sincere and effective awareness efforts need to be implemented on campus for students and faculty, and should replace superficial attempts at diversity awareness that often reinforce racial and other inequities and differences.</p>

<p>This dissertation advances scholarship on how financialization ? the increasing power of financial ideologies and markets ? has transformed diverse organizations, including non-profits, state institutions, and households. In three papers, I explain how financialization has contributed to rising organizational inequality in U.S. undergraduate education education since the 1990s: 1) ?The Financialization of U.S. Higher Education? develops new quantitative measures to find large but skewed relative increases in the financial costs and returns from endowments, colleges? institutional borrowing, equity offerings by for-profit colleges, and student loan borrowing, 2) ?The Transformation of U.S. For-Profit Colleges,? uses a unique college-level and multi-wave longitudinal dataset to show how the spread of shareholder value ideology led to a new industrial-scale business model with negative consequences for student outcomes, and 3) ?The Ivory Tower Tax Haven? explains how long-standing tax exemptions have supported new endowment investment strategies that have fueled rising expenditures to maximize the prestige of the wealthiest universities. Altogether, I highlight the importance of finance ideologies in the shifting balance of resources between and within the many heterogeneous types of U.S. colleges.

<p> Institutions of higher education seeking to stay relevant and accountable in today&rsquo;s fast-paced, shortened-focused, digital technology age, realize that the time has arrived to apply a variety of newer technology-based pedagogical strategies (Bergmann &amp; Sams, 2012; Bonilla, 2011; Gerstein, 2012; Mazur, 1996). A <i>flipped classroom</i> &ldquo;uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom&rdquo; (Strayer, 2012, p. 171). Technology use is often dictated by faculty attitudes and perceptions rather than by course content (Davis, 2011; Parker, Bianchi, &amp; Cheah, 2008). </p><p> This mixed methods study was guided by two research questions:</p><p> 1. To what extent do age, gender, years of teaching experience, and faculty rank relate to attitudes toward instructional technology usage and usage via flipped teaching strategies?</p><p> 2. How do faculty perceive the use of instructional technology with regard to flipped classroom teaching strategies?</p><p> Using a multiphase mixed methods design, this study examined and explored faculty perceptions of instructional technology used in experiential flipped classroom settings. Phase I data collection surveyed faculty members <i> N</i>=<i>118</i> on four campuses of a private academic institution; Phase II data collection involved <i>N</i>=<i>13</i> focus groups and <i>N</i>=<i>6</i> depth interview participants who consented as part of the survey phase; Phase III comprised elite interviews with campus information technology staff <i>N</i>=<i>4</i>, who then participated in Phase IV reflective questionnaires.</p><p> No statistically significant relationship was found between age, gender, faculty rank, or years of teaching experience and attitudes toward instructional technology or usage via flipped teaching strategies. Analysis of the qualitative data resulted in the emergence of six themes: a) early adopters, b) comfort, c) time, d) tools, e) training, and f) recognition. Results of connected quantitative and qualitative findings suggested that those who identify with the very principles of technology, such as innovation, progress, and change, adopted instructional technology for reasons that were highly personal factors versus external or job-related influences or factors.</p><p> This study may provide higher education stakeholders with a richer understanding of the relationship between faculty, flipped classroom, and best practices with regard to instructional technology use.</p><p>

<p> Minimal research has been conducted relative to the sources of work motivation for resident assistants (RAs) over the last decade. As more challenges and responsibilities are added to the expectations of the RA position, determining what current factors motivate students to apply for the RA position is essential. By identifying and better understanding the motivational factors of students who accept the RA role, housing professionals may focus their energies more appropriately in order to staff the position with highly qualified individuals.</p><p> The literature review traces the evolution of the RA position and cites relevant research on motivation. The study included 231 respondents from 46 different institutions in the Mid-Atlantic region. The research found that helping behaviors was the most prominent factor for seeking the RA position. The desire to meet financial obligations was also a significant consideration. RA cohesiveness also was a factor of prominence. There were no significant differences in motivational factors when looking at demographic characteristics (gender, race/ethnicity) or work characteristics (type of residential community, semesters in the RA position, class standing of population RA was serving, number of students the RA served on floor/wing, and type of institution) In addition, there were no work or demographic characteristics that could predict high levels of motivation for current RAs. This finding can allow housing professionals to focus more clearly on one recruitment strategy.</p>

<p> This ethnographic study addressed two effective programs designed to assist first-time underrepresented college students navigate and successfully graduate from a private four-year university. This study also addressed how small universities can often reach out to first-generation college students even when these students apply too late for special programs. It focuses on incoming-freshmen on their first semester of their freshmen year and on Alumnae. I explore how students&rsquo; transitions from high school to a four-year university are bounded by a variety of factors within the school's structural organization. By taking an anthropological framework, my qualitative research explores behavior and perspectives about the transition of First Generation College students (FGCs) and how support systems can enable these students to stay enrolled in college.</p><p> Findings indicate four major themes that enabled students to successfully graduate or enroll into the subsequent semester: 1) social support; 2) social capital; 3) importance of mentor, 4) importance of FGCs programs. The research process utilizes participant observation and interviews in uncovering the role that these support programs play in the transition of these students. Questions were posed for further research and recommendations were made for implementation by the university programs evaluated in this thesis.</p>

An attempt has been made to chart the changes and development seen in the careers of a cohort of m/s over a period of three years. In earlier chapters it was shown that m/s were highly motivated and felt themselves to be deeply committed to the degree course. This continued to be an important factor that ensured that all but one m/s finished the course. The almost universal lack of confidence observed in this cohort at the beginning of the course may have been caused by the perception that m/s were going to be taking a role usually associated with much younger people and one which might appear to be inappropriate for an adult. Moreover,this new role would have to be learned and there seemed to be no guide lines to help. Most of these m/s had never met somebody of their own age embarking on such an undertaking; they had no &quot;role-model&quot; to follow. The question of role identity had not been forseen as a problem by those m/s starting a first degree course designed primarily for s/l, although many were apprehensive about their situation as adults in an activity which was largely associated with late adolescence - a period which they had already gone through. In order to cope with this problem the majority of m/s found it was necessary to keep the two roles they were playing separate - their m/s role at CCAT and the &quot;adult&quot; role in the home or away from CCAT. This separation was more marked in those who had family responsiblities who made up the majority in this cohort. The single students of both sexes were among the younger m/s and identified more easily with the s/l and the role of student. A certain embarrassment felt by some m/s at an apparent incongruity of being a middle-aged student was emphasised by the reactions of family and friends. Male students were made aware by outside social pressures that a drop in income was a considerable burden to bear. The worry of being able to keep up mortgage repayments, for example, was an ever-present strain. The hope of enhanced career opportunities at the end of the course helped to sustain them. The categorisation of respondents into those who were critical of the course, those who were enthusiastic about it and those who adapted to the demands made upon them, was developed. These groupings remained almost unchanged throughout the three years but the varying attitudes used did not seem to make any difference in how the m/s coped with the problems that they found. The critics hoped that some of their ideas for improving the course, which would help s/l too, might be put into practice. It was their initiative that led to some lecturers providing a &quot;hand-out&quot; to those who attend a lecture so that note-taking at the time is unnecessary. The enthusiasts kept up the level of their enthusiasm and the majority of theme hope to go onto further studies e.g. post-graduate teacher training or a higher degree. The adapters, who tended to be among those who were less conforming to the demands of tutors, found that the added confidence gained from the course enabled them to continue to study in the way that suited them best personally, and reinforced their own self-reliance in their ability to cope with the course. All m/s found it necessary to be well organised to be able to cope with the dual role of student and life outside the college, but felt that the effort was worth while for the benefits they received from the course. The great majority would advise prospective students to be aware of the time needed to get the most advantages and enjoyment out of the time spent as students at CCAT, but to go ahead if the opportunity presented itself. Those who had the support and encouragement of their families acknowledged the difference this made. Some said that it would have been impossible for them to have managed without it. The founding of the Mature Student Club could be seen as an effort on the part of m/s to reinforce the perception of themselves as separate and different from s/l. The mutual support and sharing of similar problems found within this organisation helped them to find an acceptable role within the student body. Staff also welcomed the presence of m/s for their evident commitment and high motivation. It was acknowledged that m/s helped to maintain a higher academic standard within the degree course because of their presence. The fears expressed by the Careers Officer at CCAT about the problems caused by lack of mobility for women when looking for work after the course had finished was not in evidence within the cohort itself. All eventually expected to build on the experience gained by being a degree student, although most were realistic in acknowledging that it might take longer than if they were geographically more mobile. The advantages of having survived a hard three years of work were thought to far outweigh the disadvantages of a diminished income and a complete absence of any spare time. The longitudinal approach of this research enabled a number of changes to be observed. Gradually, as they successfully negotiated the academic requirements of the course - the first year examinations, continuous assessment and essay assignments - confidence built up. By the time of the final examinations mature students felt that they knew what was expected of them and were able to rise to the necessary academic standard. The fact that only one student &quot;dropped out&quot; appeared to speak well for the admission procedures adopted by the staff at CCAT when dealing with mature students, i.e. they had chosen those that they perceived could &quot;cope&quot; with the academic and social demands of the course. Alternatively, it may suggest that most mature students successfully adapted to what, at first, may have been perceived as a personally challenging experience but which became, especially in the first year, a threatening, institutional environment. Familiarity with the institution and their fellow students helped to remove some of the apprehension that was initially felt and criticism of school leavers fell away. The majority reported an awareness of the benefits arising from the mix of ages and backgrounds found on the course and felt that they had a useful contribution to make.