The purpose of this study was to seek an understanding of the characteristics of successful college and university programming boards (CUPBs). Specifically, I explored the organization and management; human, financial, and facility resource; campus and community relationship; program; mission; assessment and self-evaluation; and leadership characteristics of CUPBs. For purposes of this study, successful programming boards were defined and identified by professionals who work in this area of student affairs administration. To obtain the sample for this study, student affairs professionals who work with college and university programming boards and are members of the National Association of Campus Activities (NACA) were contacted. Members were asked to identify successful programming boards in their NACA region. Based on the programming boards identified through this process, the most successful programming boards for each of the seven NACA regions were identified. There were 22 total programming boards included in the study's sample. An Institutional Profile (IP) form was created with items that related to the research questions posed in this study. Document analysis was conducted on texts and reports obtained from advisors of the sample's programming boards. Additional information was obtained through interviews with these advisors. Responses that were qualitative in nature were analyzed and assigned to response categories. The data that were quantitative in nature were analyzed by calculating frequency and/or range and mean scores. The data revealed significant results for each of the seven characteristics explored in the study. The findings suggest ways to structure and staff CUPBs, how to select and train student leaders, how to manage human and financial resources, how to manage facilities, and the types and numbers of programs successful CUPBs sponsor. Recommendations about the mission of successful CUPBs were identified, as were ways to assess outcomes and advise the programming board. Collectively, the results describe the elements of successful CUPBs. These elements can be used to establish standards of practice for such boards and the staff who manage them. / Master of Arts

The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.