Thesis (Ed.D.)--East Carolina University, 2008. / Presented to the faculty of the Department of Educational Leadership. Advisor: Michael Poock. Title from PDF t.p. (viewed May 21, 2010). Includes bibliographical references.

Thesis (Ed. D.)--University of Minnesota, 2000. / Includes bibliographical references (leaves 186-201)

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This descriptive case study was an investigation of the transition to university, with a focus on academic experiences in the first semester of the 1992--93 academic year at a Canadian research university. To guide the study, a conceptual framework of the transition to university was created by combining elements of relevant theoretical models in the counseling and higher education literature. A purposive sample of eight first year students was selected, equally distributed in terms of gender, entry status (high school vs. college), and actual or contemplated program of study (English vs. Physics). Data were collected by means of semi-structured interviews conducted at four points in the academic year. These were supplemented by class schedules, university documents, and classroom visits. Analysis of the interview data was conducted using the NUD·IST software package. / The results of the study suggest that students are strangers, in a strange land during their first semester at university. As they encounter successive sets of academic challenges throughout the semester, they are "learning the ropes" of functioning in this unfamiliar territory. In so doing, students are acquiring the experiential knowledge base that will allow them to survive in university. The results support the study's conceptualization of the transition to university, but also suggest that figure research in this area requires a more fine-grained and comprehensive model of the academic environment as experienced by students. Towards this end, the basic elements of an ecological perspective on the academic world of university students are presented. Areas of needed research related to the academic transition experiences of first year students are identified, and recommendations are made for improving orientation and academic advising, as well as course design and instructional practices.

The purpose of this study was to determine the effect of diet, physical activity, and lifestyle characteristics on body weight of incoming freshmen at a Midwestern university. Research shows that many college students gain weight during their first year at college due to a change in dietary habits, lack of physical activity, and other lifestyle characteristics, such as drinking alcohol and smoking cigarettes.A systematic sample of incoming freshmen completed an online pre- and post-questionnaire regarding diet, physical activity, and lifestyle characteristics. In addition, students had their height and weight measurements taken to determine body mass index at the beginning and end of their first semester in college.Of the 69 incoming freshmen who participated in this study, 66.7% (n=46) gained an average of 2.6 ± 2.1 pounds and increased their BMI from 24.7 to 25.0 kg/m2 in one semester; 24.6% (n=17) lost an average of 1.5 ± 1.0 pounds. More than half of the students reported they usually tried to make healthy eating choices; however, 58% of the students reported having on average 2 meals per day and the majority did not meet the recommended number of servings for all five food groups. Less than 50% of the students exercised 3 or more days per week and less than one-third strength trained. The majority of incoming freshmen neither smoked nor consumed alcohol. Interestingly, there was an association of weight gain in college students who decreased the average number of meals they had each day or increased the average number of servings of fruits each week. / Department of Family and Consumer Sciences

The transition from high school to college is difficult for students and they need to learn to navigate the transition in order to be successful and stay in school. This process is especially challenging for many students with disabilities who may face additional difficulties due to their disability. The purpose of this study was to gain a better understanding of how having a faculty mentorship influences the collegiate experience of students with disabilities. This study was grounded in qualitative, hermeneutic phenomenology methodology. Data were gathered through semi-structured interviews with students with disabilities who had a faculty mentor during their first semester of college. Data analysis was conducted based on thematic analysis (Van Manen, 1990), and predominant themes were discovered. The researcher concluded faculty mentorship does affect the collegiate experience of students with disabilities in considerable ways. Students met significant challenges adjusting to the collegiate life. Faculty mentorship assisted some of these students during their transition from high school to college. Based on these themes, specific conclusions were drawn regarding students with disabilities transition and the postsecondary accommodation process. Suggestions were presented for university administrators, faculty, and staff, all of which work with students with disabilities. / Department of Educational Leadership

The purpose of this investigation was to provide information about those variables which are predictive of academic success during the freshmen year of college in order to aid high school counselors and college admissions personnel with students pursuing postsecondary education. Subjects were 87 randomly sampled mid-western freshmen students who were administered the Interpersonal Problem Solving Assessment Technique (IPSAT) by Nowinski and Getter (1977) and surveyed to determine their birth order positions. High school grade point average (HSGPA), collegiate entrance examination scores on either the SAT or ACT, and college grade point average (CGPA) were gathered from students' collegiate records. Pearson correlations were computed for all predictors and the criterion. Collegiate entrance examination math and verbal scores were significantly correlated with students age and HSGPA. Gender was significantly correlated with IPSAT effectiveness scores and collegiate entrance examination math scores. HSGPA was significantly correlated with CGPA. Multiple regression analyses were employed to determine which variables had predictive utility. Both simple and stepwise multiple regression analysis revealed that HSGPA was the only variable which significantly predicted CGPA. Post hoc analysis revealed that collegiate entrance examination math, verbal subtest scores, and true ordinal position did not add to the prediction of CGPA. These findings support previous investigations which promoted the use of HSGPA and questioned the validity of collegiate entrance examinations such as the SAT or ACT for predicting college success. / Department of Educational Psychology

Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 54-59.

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Brad J. Glass, School of Education. Includes bibliographical references.