Literature on the evolution of the American higher education system includes a historical and consistent debate over the definition of the higher education mission in the country. Recent debate focuses on mission differentiation between the university and the community college. Acknowledging systemic changes in higher education historically occurred within regions of the country and even individual states, Alaska higher education development serves as an interesting and relatively unstudied example and the focus of this study. This research addressed this debate in higher education—mission definition—through a historical analysis of the University of Alaska Anchorage (UAA) over the 25-year period between 1984 and 2009. As the largest of the three major administrative units (MAUs) in the University of Alaska system based on credit hours and number of students, UAA became the logical focus of the study. In addition, higher education in Anchorage was greatly influenced by the 1987 state higher education merger as three of the five MAUs in the university system were located there. The purpose of this study was to historically describe the development of and changes in higher education missions—university and community college—at UAA during this period. This historical analysis was designed to answer two primary questions: - How have traditional university missions developed and changed at the University of Alaska Anchorage between 1984 and 2009? - How have traditional community college missions developed and changed at the University of Alaska Anchorage between 1984 and 2009? Data from predominantly primary sources were collected, evaluated, analyzed, and interpreted in four major areas: (a) the 1970s higher education background in Alaska, (b) the University of Alaska leadership (board of regents and presidents), (c) professional external reviews and reports of the university system, and (d) growth and development trends in university and community college trends at UAA. There were six main findings from this study. First, public higher education in southcentral Alaska, in particular Anchorage, was in a tremendous amount of turmoil during the 1970s. This turmoil included debate and conflict primarily over missions, institutional identity, and organizational structure. Secondly, the 1987 merger eliminated the visible and separate identity of community college operations in Anchorage. The community campuses—Kenai Peninsula College (KPC), Kodiak College (KOC), Matanuska-Susitna College (MSC), and Prince William Sound Community College (PWSCC)—were somewhat spared this total identity elimination due to geographical separation from the main UAA campus in Anchorage and the retention of college names associated with these dispersed campus locations. A third finding was the similarity of recommendations from several external reviews concerning the comprehensive—university and community college—missions within the University of Alaska system following the merger. The common theme within all these reviews was a need to better differentiate the missions of the university from the missions of the community college. Fourth, the type of student attending UAA has changed. In the years following the merger, the typical UAA student was older, less diverse, part-time, and non-degree seeking. By 2009, the characteristics were somewhat different; the typical UAA student was now younger, and more diverse, full-time, and degree seeking. A fifth finding was the consistency of growth and development in university missions at UAA. Baccalaureate and graduate degree programming and university-sponsored research prospered under the new university system structure at UAA. The growth in both baccalaureate and graduate degree programs exceeded the averages at UAA and far surpassed similar rates in certificate and associate degree programs. Finally, at UAA, many community college missions remained robust in operation, but often obscured in visibility and identity. These robust community college missions included academic programming focused on transfer education and technical or vocational education. At the same time, other community college missions faltered within the comprehensive university structure, particularly developmental education and continuing education and workforce development. / Graduation date: 2012

In this dissertation, I examine extracurricular music of American universities between the two World Wars and consider it as an indicator of the idealization of collegiate life. Interwar discourse at American universities demonstrated the two contrasting ideals of the older collegiate model and the more recent university model. The collegiate model was associated with ideals related to character building, a sense of community, and a common curriculum, whereas the university model was associated with social utility, research, and liberal culture. Proponents of the collegiate model idealized an older collegiate life in America. One version of this idealized collegiate life captured the popular imagination of Americans in the late nineteenth century – the vision of students developing their social skills in the extracurriculum at the expense of their intellect in the official curriculum. Various members of the university community at Stanford University, The University of Texas, and Yale University promoted this idyllic view of collegiate life in the extracurriculum. Marching bands, glee clubs, and bell instruments were thought to transmit collegiate values of community and character building. The music’s adaptation to modern trends and values, however, reveal that it did not fully adhere to an idealized image of pre-modern college life. The university communities believed that music (and sound in general) with its ability to reach listeners’ memories and emotions, was unique in its access to interior subjectivity. This belief guided university administrators to use campus sounds to instill school spirit and nostalgia. Yet the failure of certain audio memorabilia, namely the Talking Page of the Onondagan yearbook of Syracuse University and The Cactus in Sound of The University of Texas, leads us to question this assumption of special interior access. Administrators, students, and alumni all had a hand in using sounds to elicit these strong sentiments toward their university, which administrators hoped would foster increased financial support / text

This study examines archival materials, pertinent literary sources, and nine interviews, (identified in Chapter One), in order to understand the leadership spirituality of Multnomah Bible College and its impact on the organisation today. To accomplish this goal, a study of spirituality and, in particular Christian Spirituality was undertaken. Since Multnomah was established during the American Bible Institute Movement, the movement itself was researched to understand its theological and historical context. With this background in mind, the academy was researched to gain knowledge into its specific theological and historical context. The historical and theological trends in the Pacific Northwest were investigated first, along with influential individuals, to gain insight into what specifically motivated the inauguration of the academy in Portland, Oregon. After gaining insight into why the academy was established, the study was expanded further into a brief history of the development and expansion of the institution itself from 1936 to the present. This more extensive historical and theological background provides the necessary platform in understanding the present situation at Multnomah and its possible future. Subsequently, the individual spiritual journey of nine Multnomah leaders were explored through qualitative interviewing, the most effective means of obtaining such personal information. The findings shed light on their leadership spirituality and impact on the academy. The data from the research was subsequently evaluated in light of known theories of faith and leadership development. / Christian Spirituality, Church History and Missiology / M. Th. (Christian Spirituality)

"This is a study of the facilities provided and needed for industrial arts at North Texas State College, Denton, Texas with standards and suggestions for use in planning and constructing additional and new facilities."--1-2.

1. A study was made of the food habits of college students. 2. Nine women's and five men's boarding houses contributed data over a period of 15 to 84 consecutive days regarding food purchases and the number served. 3. The individual houses reported from 24 to 323 students fed daily. 4. In no case was the food expenditure for fruits and vegetables less than 20 per cent, the range being 21 to 38 per cent. 5. The money spent for milk and milk products was greater for the men's houses than for the women's; five of the eight women's houses exceeded the 20 per cent mark while two of the five men's houses exceeded it. 6. The portion of the food dollar spent for meat, fish, eggs, and poultry on the whole was high, the range being 18 to 40 per cent. 7. None of the houses spent a fifth of the food expenditure for bread and cereals, the range being 4 to 14 per cent. 8. The large amount of money spent by women's houses for oleomargarine tended to increase the proportion of the food dollar spent for adjuncts. Two of the men's houses reported no money spent for oleomargarine. 9. The cost range per day per person for the entire study was 11 to 36 cents. 10. The average cost of feeding a man student was 4 and 1/2 cents more per day than that of feeding a woman student.

This study discusses the contribution and influence of the Seventh-Day Adventist (SDA) Church to the development of post- secondary education in South Nyanza, Kenya. This has been done by focusing on the establishment and development of Kamagambo and Nyanchwa Adventist colleges whose history from 1971 to 2000 has been documented. This is a historical study which has utilized both the primary and secondary source of data. For better and clear insights into this topic, the study starts by discussing the coming of Christian missionaries to Africa. The missionaries who came to Africa introduced western education. The origin of the SDA church to Africa has also been documented. The SDA church was formed as a result of the Christian evangelical revivals in Europe. This called for the Christians to base their faith on the Bible. As people read various prophecies in the bible, they thought that what they read was to be fulfilled in their lifetime. From 1830s to 1840s preachers and lay people from widely different denominations United States of America around William Miller (1782-1849). This led to the establishment of the SDA Church in 1844. The study focuses on the coming of the SDA Missionaries to South-Nyanza. The efforts of the SDA Missionaries to introduce Western education in the said area, an endeavor which started at Gendia in 1906 has been discussed. From Gendia they established Wire mission and Kenyadoto mission in 1909. In 1912 Kamagambo and Nyanchwa, the subject of this study became mission and educational centres. The SDA mission, as was the case with other missionaries who evangelized South Nyanza, took the education of Africans as one of the most important goals for the process of African evangelization. The Adventist message penetrated the people of South Nyanza through their educational work. The conversion of the first converts can be ascribed to the desire for the education which accompanied the new religion. Kamagambo Adventist College became the first college in South Nyanza. Equally, Nyanchwa became the first college in the Gusii part of South Nyanza. The two colleges exercised a great influence on the local community especially in the socio-economic and educational fields. At the same time the colleges have also contributed enormously to the community’s development through the roles played by its alumni in society. Besides this, the study has also recommended some other pertinent areas for further study and research. / Educational Foundations / D. Ed. (History of Education)

This study discusses the contribution and influence of the Seventh-Day Adventist (SDA) Church to the development of post- secondary education in South Nyanza, Kenya. This has been done by focusing on the establishment and development of Kamagambo and Nyanchwa Adventist colleges whose history from 1971 to 2000 has been documented. This is a historical study which has utilized both the primary and secondary source of data. For better and clear insights into this topic, the study starts by discussing the coming of Christian missionaries to Africa. The missionaries who came to Africa introduced western education. The origin of the SDA church to Africa has also been documented. The SDA church was formed as a result of the Christian evangelical revivals in Europe. This called for the Christians to base their faith on the Bible. As people read various prophecies in the bible, they thought that what they read was to be fulfilled in their lifetime. From 1830s to 1840s preachers and lay people from widely different denominations United States of America around William Miller (1782-1849). This led to the establishment of the SDA Church in 1844. The study focuses on the coming of the SDA Missionaries to South-Nyanza. The efforts of the SDA Missionaries to introduce Western education in the said area, an endeavor which started at Gendia in 1906 has been discussed. From Gendia they established Wire mission and Kenyadoto mission in 1909. In 1912 Kamagambo and Nyanchwa, the subject of this study became mission and educational centres. The SDA mission, as was the case with other missionaries who evangelized South Nyanza, took the education of Africans as one of the most important goals for the process of African evangelization. The Adventist message penetrated the people of South Nyanza through their educational work. The conversion of the first converts can be ascribed to the desire for the education which accompanied the new religion. Kamagambo Adventist College became the first college in South Nyanza. Equally, Nyanchwa became the first college in the Gusii part of South Nyanza. The two colleges exercised a great influence on the local community especially in the socio-economic and educational fields. At the same time the colleges have also contributed enormously to the community’s development through the roles played by its alumni in society. Besides this, the study has also recommended some other pertinent areas for further study and research. / Educational Foundations / D. Ed. (History of Education)

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