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An Examination of Psychological Well-Being Among Black College StudentsBarren, Tanisha January 2018 (has links)
No description available.
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Student characteristics, institutional characteristics, and undergraduate achievement: a study of Virginia Tech, 1985 to 1989Rea, David G. 19 June 2006 (has links)
One of the most compelling questions in higher education is why some students achieve and others do not. In this study, 1323 Virginia Tech students who completed the 1985 Cooperative Institutional Research Program (CIRP) freshman survey were followed up over a four-year period in order to identify characteristics that explain differences in grades. Three major categories of characteristics were studied: institutional characteristics, student demographic characteristics, and student nontraditional characteristics. Forty characteristics were regressed on the final quality credit average (QCA) for each of the four undergraduate years. Separate regression analyses were run for the university as a whole, each of the seven undergraduate colleges, and three subject-area clusters within the College of Arts & Sciences. The outcome was a set of 44 profiles of significant characteristics related to grades. These profiles were intended as a useful reference for both faculty members and administrators.
The multivariate regression analyses identified a number of institutional and student characteristics that explained approximately 25 percent of the variance in student grades at Virginia Tech. Institutional characteristics accounted for about 6 percent of the total variance in student grades. The strongest and most consistent characteristics were selectivity and weighted student credit hours productivity. Student demographic characteristics accounted for about 12 percent of the total variance in student grades. The strongest and most consistent demographic variables were high school rank and Scholastic Aptitude Test (SAT) scores. Five other demographic characteristics -- gender, age, parent income, parent education, and race -- were also significant factors in isolated cases. Student nontraditional factors accounted for about 7 percent of the variance in student grades. Generally, student behaviors exhibited a stronger relationship with student grades than student attitudes, values, or personality traits. Study behavior and writing skills seemed to have the strongest and most consistent relationship with grades. Other nontraditional factors, including athletic interest, fraternal interest, self-efficacy, help-seeking behavior, extrinsic motivation, intrinsic motivation, locus of control, and leadership were also significantly related to grades in isolated cases. / Ed. D.
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An environmental assessment of community college faculty satisfactionJackson, Sonja Peters 01 January 2000 (has links)
This study sought to determine the perceptions and satisfaction of individuals employed as full-time teaching faculty in a multi-campus two-year public postsecondary institution. The Personal Assessment of College Environment (PACE) survey instrument developed by Dr. George A. Baker III was used to collect responses to 55 items in regard to the environmental elements of formal influence, communication, collaboration, organizational structure, work design and student focus. The aforementioned elements were investigated to determine ( a) the current level of faculty satisfaction; (b) the extent to which perceptions differed among division affiliations; ( c) the extent to which perceptions differed between campuses; and ( d) the extent to which perceptions differed when gender, ethnicity, years at Polk Community College or level of education were considered. Findings showed that faculty were generally satisfied with the climate of the institution overall. Faculty in the Math, Science and Health division were less satisfied than others with the organizational structure element of the environment. Male faculty members were generally less satisfied than their female counterparts with the environment. Faculty who had been at the college less than one year rated the highest levels of satisfaction overall.
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Academic women : individual considerations and structural forces in navigating academic organizationsAlmquist, Jennifer Marie 11 June 2012 (has links)
This dissertation is situated as the third work in a series on academic women. In 1964,
Jessie Bernard published Academic Women, which provided a comprehensive
assessment of the status of women in academia. Two decades later, in 1987, Angela
Simeone offered insight into attempts to achieve equity for women in higher education
in her book Academic Women: Workings Towards Equality. Now, at the next twenty-five
year interval, this dissertation continues the scholarly engagement with questions
about academic women. Drawing primarily on in-depth interviews with academic
women (n = 35), this dissertation is more than a status update. The research presented
here furthers the discussion by recognizing the limitations to the use of "academic
women" as an all-encompassing category, and it offers a more nuanced approach to
understanding their experiences in academia. Drawing on both the individual
strategies of women and the organizational structure of the university this dissertation
offers a new framework for assessing the various ways in which academic women
navigate academic organizations. Additionally, lessons and practices are featured as
recommendations and resources for both academic women and academic
organizations. / Graduation date: 2013
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Faculty learning communities: cultivating innovation in educational technology support organizationsWolff, William I. 28 August 2008 (has links)
Not available / text
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Spatial density : the pervasive nature of racial segregation in the new democratic South Africa : 'a descriptive study of how a sample of students at the University of KwaZulu-Natal (Pietermaritzburg) use social space'.Wells, Rossano Strike. January 2004 (has links)
The present study investigated the nature of desegregation as observed by the use of space by the diverse racial groups at the University of KwaZulu-Natal (Pietermaritzburg). The researcher observed and recorded participants as they used the Hexagon Cafeteria at the University. Observations and systematic recordings were conducted in the first week in term on Monday and Tuesday over four consecutive weeks. Participants were recorded as they sat at a table and when they left the table. Their race, gender, time and table number were captured, forming data for the final analysis. The study revealed that black students were the least represented race group, in number, and were the mostly segregated from the other racial groups. Perhaps this study would have yielded different results if there were a higher proportion of black students throughout the six-day observational period. Indian students were the majority at the Cafeteria in comparison to other racial groups. It seems that the Hexagon Cafeteria is a popular meeting place for most Indian students. It can also be speculated that the Hexagon Cafeteria appears to be an ideal meeting place for most female students as they outnumbered the male students throughout the six-day observational period. Despite persistent racial segregation, points of contact (integration) were observed between the three racial groups. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
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