Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 91-103). Also available on the Internet.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 391-419).

Thesis (M. Div.)--Emmanuel School of Religion, 1994. / Vita. Includes bibliographical references (leaves 237-250).

Thesis (D. Min.)--Abilene Christian University, 1992. / Abstract. Includes bibliographical references (leaves 98-104).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 154-157).

Thesis (D.Min.)--Central Baptist Theological Seminary, 2005. / Computer printout. At time of cataloging, Dr. Coats is Dean of Men at Northland Baptist Bible College. Includes bibliographical references (leaves 154-158).

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Title from PDF t.p. (viewed Jun. 7, 2010). Directed by Thomas Martinek; submitted to the Dept. of Kinesiology. Includes bibliographical references (p. 75-82).

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006. / "A dissertation in urban leadership policy studies in education and education." Advisor: Joan V. Gallos. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves [266]-276 ). Online version of the print edition.

ABSTRACT ASSESSING THE IMPACT OF STUDENT INVOLVEMENT IN CAMPUS MINISTRY ON RETENTION AND ACADEMIC SUCCESS: A MIXED METHOD STUDY Robert Mark Rasor, Ed.D. The Southern Baptist Theological Seminary, 2017 Chair: Dr. John David Trentham This thesis is a continuation of the Student Involvement Theories proposed by Alexander Astin and Vincent Tinto. The examination of involvement in a campus ministry and the examination of students who began their college careers at a two-year institution of higher learning represent the unique contribution of this study. Retention and academic success are challenges faced on most college campuses. The problem is especially acute on the campuses of two-year institutions. Students, parents of students, and college administrators are all seeking ways to improve retention and academic success. This sequential, mixed methods study assessed the impact of student involvement in a campus ministry, primarily Baptist Collegiate Ministry, on retention, completion and academic success. Students who began their college education on a two-year college campus and who were involved in the Baptist Campus Ministry were asked to complete a survey regarding the degree of involvement in the ministry and their academic success and subsequent college completion or departure. Follow-up interviews were conducted with select students to gain further insight into student perceptions. KEYWORDS: Academic success, Alexander Astin, Baptist Collegiate Ministry, campus ministry, community-college, completion, first-time, full-time freshman, graduation, higher education, integration, marginality, persistence, student retention, student involvement, two-year college, Vincent Tinto.

Most institutions of higher education within North America originated as Christian Institutions, with the purpose of preparing students to work in vocational Christian ministry. During the nineteenth and twentieth century, due to secularization and the enlightenment movement, most of these same colleges and universities have transitioned away from their original Christian mission and biblical values. Liberal arts colleges that remain true to biblical values and a commitment to a Christian mission are considered confessional institutions. Liberal arts colleges that no longer remain true to biblical values and do not hold to a Christian mission and value system are considered non-confessional. Today, there exists only a small subset of North American colleges that would be considered confessional. This qualitative research study explores the variance of epistemological development in pre-ministry students attending confessional Christian liberal arts colleges or universities versus pre-ministry students attending non-confessional Christian liberal arts college and universities, using the Perry Scheme as the theoretical lens. This research supplements a previous study conducted in 2012 by John David Trentham. Trentham’s original research sought to examine epistemological development for pre-ministry students attending Bible colleges, confessional Christian liberal arts colleges and universities, or secular universities. This new study seeks to add to the original body of research by also examining pre-ministry students attending nonconfessional institutions.