xii, 121 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Although women continue to make significant advancements in the workforce, there is still progress to be made to overcome biases and systems of exclusion. Since women play an increasing and influential role in the administration and leadership of higher education institutions, understanding their unique contributions is critical. In this study, qualitative methods were used to gather data on common characteristics of women leaders in higher education administration. Data were gathered from interviews with twenty women working in a cross section of professional positions at four comprehensive public universities in the Pacific Northwest. Results showed that the participants used collaboration, communication, and information sharing and addressed conflict to build relationships, establish trust, and inspire a shared vision. Most of the participants in this study indicated that they were rewarded, recognized, and supported in their positions; however, some indicated that discrimination still occurs based upon gender. / Committee in Charge: Jean Stockard, Chair; Jessica Greene; Surendra Subramani

From the introduction: Purposes of the problem: The purpose of this study was to obtain a representative sample of public opinion to the three following questions: (1) To what extent is the public informed of certain basic facts pertaining to the workings of the College of the Pacific? (2) What does the public think of the College of the Pacific in certain areas? (3) What does the public expect of the College of the Pacific relative to certain policies and issues? The data of this study were obtained by means of a questionnaire sent to residents of the metropolitan area of Stockton, California, September, 1950.

This study explored how students navigate the technological landscape of a public, land-grant institution. Through online surveys and semi-structured, one-on-one interviews, the study operated through an anticipatory/participatory lens to research with the intent of understanding students' experiences with technology at a research institution. Using this methodology and Triandis and Triandis' (1960) Theory of Social Distance and Sanford's (1969) Theory of Challenge and Support as theoretical support, the study identified five themes regarding students' experiences with technology: (a) differences in students' perceived levels of technological fluency (b) institutional expectations of students' technological fluency, (c) variance in institutional training on educational technologies, (d) importance of personal computer ownership and Internet access, and (e) understanding individual technological needs. Coupled with the methodology, these findings serve to proffer institutional awareness and understanding of students' experiences of an institution's technological landscape. / Graduation date: 2012

This study sought to understand how post-secondary students experience and process issues of diversity, to discover what those views of diversity are, and how those views might change. The two issues that participants felt most strongly about were homosexuality and scholarships for students of color. Their views on homosexuality ranged from admitted homophobia, to ambivalence, to tolerance, to full acceptance. Religion seemed to play a part among those who were ambivalent, but not for those who were homophobic. Views were not static, but shifted depending on the circumstances. A participant who might object to a homosexual serving in the military might have no problem having a homosexual as a neighbor. Regarding scholarships for students of color, some of the 27 White students agreed that this was fair, while others seemed to resent the idea and questioned its need. Two of the four multi-racial students were somewhat sympathetic to the latter view. A high degree of acceptance on one diversity issue did not necessarily mean high acceptance on other issues. A participant who advocated for gays to have equal admittance and acceptance in the military was against scholarships for students of color. Participants' views were most influenced by their personal experiences. Interventions such as coursework, workshop, panel presentation, and social contact seemed to have a less influence than personal experiences. Those pivotal moments, as discussed by Young Y. Kim, seemed to have caused stress, adaptation, and growth, which resulted in a greater awareness of an issue, of themselves, and of others. The rejection of experiences and interventions might be explained by encapsulation, as proposed by C. Gilbert Wrenn. Encapsulated individuals seem to choose to reject information or experiences that might challenge their views. The implication for educators is to provide more opportunities for students to have personal experiences involving diversity that might lead to pivotal moments. Thirty-one undergraduates at a small, liberal arts university in the Pacific Northwest were interviewed three times over an average of seven weeks. All had participated in a nationally known diversity workshop and had also participated in regular courses that addressed diversity issues. / Graduation date: 2002

This phenomenological research study focused on educational change as perceived by 16 Liberal Arts faculty members at a Pacific Northwest community college. Research data were collected through in-depth dialogic interviews and a follow-up dialogue session with six participants. The principal guiding research questions comprised the following: 1) What is the context of the community college? The institution is facing severe budgetary restrictions, widening diversity of students, the implementation of new technologies and distance learning, changing faculty and administrator roles, competition from the private sector, and the redefining of the community college role. 2) What is the background of the faculty participants? In the past, faculty have experienced a collegial culture and a shared sense of purpose, which no longer seems to exist. Their values are deeply connected to the social responsibilities of education and student needs, which they feel is at odds with the trend toward commodification of education. 3) What are faculty's perceptions of change and its effects? Change is constant; and instructors adapt incrementally. Mandated changes are seen to have fuzzy meanings and hidden agendas, which sometimes go against the core values of higher education. 4) What do faculty want? Faculty want to wrestle with the issues and solutions for dealing with change collaboratively, and they need the time and space to do so. They also want administrators to hear their voice, and to include faculty priorities in educational decision-making. Faculty participants had clear ideas on ways that would make the implementation of change more successful and meaningful in their lives and in the future of their community college: 1) Make change for a worthy or merited purpose. 2) Listen to what faculty have to say. 3) Allow faculty to wrestle with the challenges. 4) Provide faculty with support and recognition. 5) Keep student needs as a central priority. 6) Maintain the human values and social purpose of education. Most important, faculty feel that the human element cannot be discounted or forgotten in the rush to transform higher education, for faculty are the ones charged with the implementation of most change initiatives and they must deal with the consequences. / Graduation date: 2002

The purpose of this thesis is to determine, as far as possible, the extant to which the language-factor tests included in present psychological examinations administered to freshmen at the Collage of the Pacific are reliable as factors contributing to an estimate of the capacities of the individuals examined. This necessitates a study of both the gross and language-factor tests scores In making the study, the results of examinations given in three years,—1925, 1926, and 1928, —were utilized. The total number of cases included in these years was 560, a sufficient number to warrant the placing of considerable reliance upon the findings resulting from the study.

Abstract not provided. The following is the introduction. It has been agreed that a work of art is to augment the usual written thesis and be considered the greater part of the thesis in meeting the requirements for the degree of Master of Arts. This paper is submitted as an auxiliary factor--not as the thesis itself. It is understood that the basis of judgment shall rest upon the acceptability of the art work, in this case the College of the Pacific Seal in Pebble Mosaic as seen and as described in this paper. This paper provides a record of the work and additional interesting information pertinent to the subject.

At a state university in the Pacific Northwest, the authors surveyed 477 matriculating college students about their immunization status, knowledge, self-perceived risk, and health risk behaviors for hepatitis A and B vaccinations. Review of immunization records revealed that 10% of these students were completely immunized for hepatitis A and 58.8% were completely immunized for hepatitis B. Although their knowledge about hepatitis A and B was very good, there were no significant differences in immunization status or health risk behaviors based on their knowledge or their self-perceived risk of hepatitis A and B. About 66% of students perceived they had no risk or low risk for hepatitis A and B and only 5% felt they had a high risk. In spite of the low self-perceived risk, health risk behaviors for hepatitis A and B were common in this population of college students. In the past twelve months, 56.2% of these students reported being sexually active (vaginal, oral, anal sex), including 20.5% who had two or more sexual partners. Students with multiple sexual partners reported having unprotected sex at a high frequency: 61.3% vaginal, 81.1% oral-genital, and 13.2% anal. The non-sexual health risk behaviors were also common in this population: 53.2% had body piercing/tattoos, and 26.5% traveled internationally to regions with intermediate to high rates of hepatitis A (Africa, SE Asia, Central/South America). These students who traveled internationally were more likely to be immunized for hepatitis A, although 70% remained unimmunized. In addition, students with multiple sexual partners or with a body piercing/tattoo were more likely to be immunized for hepatitis B. However, about one-third of these students with multiple sexual partners or body piercing/tattoo have not completed the hepatitis B series. The theory of planned behavior was applied to determine factors that are associated with college students' decision to be vaccinated for hepatitis A and B. For hepatitis A and B vaccinations, important attitude constructs identified were 'vaccine effectiveness, vaccine adverse effects, anticipation anxiety, inconvenience, and vaccine expense.' The subjective norm constructs with the greatest influence for college students were: 'parents, family doctor, and student health services staff'. The significant perceived behavioral constructs were 'parents reminder, student health services (SHS) reminder, and SHS hepatitis vaccine clinic.' In conclusion, there is still a sizable portion of unvaccinated college students who possess health risk behaviors for hepatitis A and B, such as multiple sexual partners, unprotected sexual behaviors, body piercing/tattoos, and international travel. With a greater understanding of college students' attitudes, subjective norms, and perceived behavioral control college health services could develop more effective strategies to educate unvaccinated college students about these risks and motivate them to be immunized. / Graduation date: 2003

The purpose of this phenomenological case study was to understand the experiences of older students' use of web-based student services in a community college setting. For the purpose of this study the term "older student" was defined as people born between the years 1943 and 1960. This group of people, often described as the Baby Boomer generation, would not have had access to computer technologies had they gone to college during their adolescent years. Web-based student services was defined as the range of student services which are placed online, allowing students to access information and services without needing to see someone in-person. There were three major reasons for this study: (a) the increase in the development and use of online student services, (b) the increase of older students in higher education, and (c) further need to understand the unique experiences of older students in higher education. The case study design used an interpretive social science philosophical approach. The study was conducted at a large multi-campus community college in a metropolitan area located in the Northwest. A combination of survey, interviews, institutional data, and student-journals were used to answer the following research questions: (a) What is the experience of older students with web-based technology in a community college setting, (b) How do the older students' overall experiences and use of web-based services affect their community college experience, and (c) How might older students' background and experiences with web-based student services inform community college policy and practice? Close examination of data revealed several major themes of older students' experiences with online student services. These themes are: ��� Student Assumptions ��� Self-Motivation ��� Influence of Prior Work Experiences ��� User Preferences ��� How and What Online Services are Used ��� User Suggestions When these themes are taken into consideration with related literature on the digital divide, technology use in student affairs, older student experiences in the community college, and older students' use of technology, this study offers implications for community college leaders and practitioners in the student affairs and technology development. The implications of this study may impact online service development, assessment of computer literacy, program enhancement or development, and technical changes. / Graduation date: 2013