Issued also as thesis, Münster.

The growing Latino population is directly affecting institutions of higher education. Predominantly White Institutions (PWIs), whose stated missions do not specifically address Latinos, are becoming Hispanic-Serving Institutions (HSIs). As HSIs continue to emerge across the country, Historically Black Colleges and Universities (HBCUs) are also responding to demographic shifts, especially in Texas. Although their historic mission focuses on educating African Americans, some Texas HBCU presidents and administrators maintain that their supportive campus environment could serve as a possible opportunity for Latino student success. HBCU outreach efforts offer a variety of areas for further investigation, but the intent of this study was to examine the first, critical year and perceptions of sense of belonging. Furthermore, since Mexican Americans represent the majority of Latinos in Texas, indeed the country, this qualitative study specifically focused on the first-year experiences of Mexican Americans in a Texas HBCU. The primary methods for data collection included two semi-structured one-on-one interviews, a student questionnaire, campus observations, and analytic memos. Thus, the current study sought to fully document the first-year experience and perceptions of sense of belonging as recounted by second- to fifth-year Mexican American students enrolled in a Texas HBCU. / text

This study examines whether Tribal Colleges and Universities impact hope and pride within their surrounding communities. As part of the investigation, data was gathered through the distribution of a ten question survey to three participants at both Diné College and Comanche Nation College: the president, a student, and a community member. Further data was collected through testimonials gathered from articles within the Tribal College Journal from the past six years (2008-2013). The goal of the study is to broaden the understanding of Tribal College and University impacts within their communities, and to provide valuable information for the college-community relationship throughout Indian Country.

This thesis examines the historical evolution of the credit transfer policy and its implications on the roles and interplay between colleges and universities. This in-depth analysis of credit transfer evaluates the establishment of College of Applied Arts and Technology (CAATs) in the 1960s, to present day initiatives in place to create a system wide credit transfer system between colleges and universities. The theoretical framework is comprised of two major components: firstly, through an examination of policy tools used over the years, this thesis provides a basis to understand measures that have been employed to address the issue of credit transfer. Secondly, through the organization adaptation approach and resource dependency theory, the credit transfer discussion contextualizes the overall impact on the relationship between colleges and universities. The findings conclude that although higher educational institutions are proactively responding to credit transfer demands, the hierarchical structure between universities and colleges is still prevalent.

This thesis examines the historical evolution of the credit transfer policy and its implications on the roles and interplay between colleges and universities. This in-depth analysis of credit transfer evaluates the establishment of College of Applied Arts and Technology (CAATs) in the 1960s, to present day initiatives in place to create a system wide credit transfer system between colleges and universities. The theoretical framework is comprised of two major components: firstly, through an examination of policy tools used over the years, this thesis provides a basis to understand measures that have been employed to address the issue of credit transfer. Secondly, through the organization adaptation approach and resource dependency theory, the credit transfer discussion contextualizes the overall impact on the relationship between colleges and universities. The findings conclude that although higher educational institutions are proactively responding to credit transfer demands, the hierarchical structure between universities and colleges is still prevalent.

This study uses a causal modeling approach based on structural equation modeling to examine specific hypotheses regarding the relation among ethnic identity, its components, and various mental health outcomes in African American emerging adults. Data was provided by college students at the Florida Agricultural and Mechanical University. Results did not support a relation between ethnic identity components and adverse mental health. Ethnic identity components were related to positive mental health outcomes; however, this relation differed between gender groups. Among females, the ethnic identity component traditionally labeled ethnic commitment significantly predicted both positive mental health outcomes included in this study. Among males, only life satisfaction was predicted by ethnic identity, and this relation appeared to depend on the component of ethnic identity traditionally labeled ethnic exploration. Findings are discussed in terms of their implications for the current understanding of ethnic identity and its development among African American emerging adults.

An ongoing concern within the young field of public relations is the profession's lack of acceptance. In general, the literature agrees that public relations practitioners should have a "seat at the table" within top management though many scholars and professionals feel this has not yet occurred, especially within higher education. This would tend to suggest that practitioners are not yet in the managerial role or not following the two-way models of public relations. However, public relations roles and models within education have not been researched as heavily, especially in institutions of higher education or Christian higher education.This study attempts to gauge the readiness of public relations practitioners within Christian higher education for a seat at the decision table, through the use of role theory and the application of Grunig's four public relations models. Twenty-seven senior public relations practitioners from member institutions of the Council for Christian Colleges and Universitiesformed the sample for this study. Q methodology was used to elicit practitioner perceptions of Grunig's four models of public relations. A survey was employed to determine which of Broom and Smith's four public relations roles they perform. Correlation was used to compare model perceptions with role performance.Two factors, the Cooperators and the Protectors, emerged from this study's Q sort, indicating general agreement with Grunig's two-way models of public relations. Additionally, the sample of senior CCCU public relations practitioners indicated performing tasks most related to the expert prescriber and communications technician roles. However, there was no significant relationship between the Q factors and role performance. / Department of Journalism

The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow. / Department of Educational Leadership

There is no abstract available for this dissertation.

Within the last twenty years there have been a growing number of prospective students interested in pursuing musical theater (MT) training in colleges and universities throughout the United States. To meet this demand, the number of schools offering baccalaureate MT degrees has also grown. However, information on how to assess the music and singing training of undergraduate MT programs is not easily accessible to prospective undergraduate students. This is likely due to the fact that colleges and universities have only begun offering degrees in MT since 1970. Research-based information in this area is primarily found in peer-reviewed journals or by attending workshops presented by a few pedagogues specializing in MT vocal methods and techniques. The purpose of this essay is to develop criteria for assessing the singing and music training in MT baccalaureate degree programs that would be useful for prospective MT students, based on the current literature.