The primary purpose of this study was to describe the historical development of archives and to relate that development to the development of archives in higher education, particularly in two-year institutions. Research methodology was modified historical research. Books, documents, journal articles, and computer data base searches were utilized. / The secondary purpose was to identify the role, scope, and nature of archives in two-year colleges in the southeastern United States. Research methodology used was descriptive survey. The population consisted of 320 public and private two-year colleges in 11 southeastern states identified in the Southern Association of Colleges and Schools' 1983 Member List. A two-stage survey was conducted. The first survey instrument contained four basic questions which defined which of the 320 queried institutions had an archive. To those institutions answering "Yes" to one or more of the basic questions, a second comprehensive survey instrument was mailed. / Since a study of this nature had never been conducted with two-year institutions, the author used, with adaptations, major aspects of a study by Burckel and Cook (1982) on college and university archives in the United States. / Findings of this study basically corroborated results set forth by Burckel and Cook (1982), namely that archives do not appear to have a high priority in their parent institutions; nor are the existing archives in two-year institutions utilized to their highest capabilities. However, interest does exist among the responding institutions in founding and/or expanding archives in the future. / Recommendations are: that a follow-up survey be conducted within a 10-year period to plot the progress of archival activity in the selected institutions; and that all remaining two-year institutions of higher education be surveyed for archival activity, under the auspices and control of each state's association of archivists. Upon completion of the regional surveys, results would be compiled and published by the Society of American Archivists. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0414. / Major Professor: Marion Neil. / Thesis (Ph.D.)--The Florida State University, 1987.

<p> The purpose of this study was to determine if retention of first-year college students was influenced by specific variables and programs at one Midwest community college. The study was focused on responses from the Community College Survey of Student Engagement (CCSSE) (Center for Community College Student Engagement, 2013) and peer mentoring program data. Data and retention were measured using Wald chi-square tests and t-tests, respectively. The CCSSE benchmarks were Academic Challenge, Active and Collaborative Learning, Student Effort, Student-Faculty Interactions, and Support for Learners. Benchmarks were analyzed using student variables age, gender, working for pay, student loans, and race/ethnicity. Benchmarks titled Student Effort and Support for Learners had a significant impact on retention. The relevance of this finding became clear through analyzing specific student variables to determine their impact on each specific benchmark. Also investigated were the retention rates of first-time students who participated in the college&rsquo;s peer mentoring program and first-time students who did not participate in the college&rsquo;s peer mentoring program. Following analysis of the data, there was a statistical difference in the retention rates of first-year, peer-mentored students and non-peer mentored, first-year students. The peer mentoring program was also studied by analyzing the effects peer mentoring had on students who were on academic probation. No statistically significant difference was found in retention rates of students who remained on academic probation and their peers who had moved off probation. Data for all aspects of peer mentoring suggested program consistency positively affects retention rates of first-year students.</p><p>

At a large public research university in Southern California, community college transfer students reported dissatisfaction with their undergraduate college experience. Dissatisfied students may not graduate, may not network with undergraduates at their alma mater, and may not contribute financially to their alma mater. The purpose of this qualitative case study was to explore why students were dissatisfied with their college experience. Data collection included semi structured interviews with 11 community college transfer students enrolled at the university. The conceptual framework was based on Astin's student involvement theories. The data were analyzed by looking for codes that emerged from the student interviews. From these codes, 12 categories were condensed in to seven themes. These seven themes were: academic reputation, transfer student issues, misinformation, apprehensions and fears, relationships and support, benefits, and ideas for a better college experience. Findings were used to design a 3-day professional development program for student affairs staff. Goals were to provide staff with a better understanding of the issues community college transfer students faced. Social change implications include student affairs staff advocating for changes in processes, procedures, and programs to benefit transfer students.

Thesis (D.Min.) -- Liberty Theological Seminary and Graduate School, 2007.

This study is an investigation into college involvement in rural community development through an examination of three cases in eastern, western and northern Canada where this work was reported to be going well. The inquiry revolved around what colleges do, that is, what kinds of approaches and projects are undertaken, how this work is supported or constrained, how college staff are recruited and trained for this work, and how well it is being done, or how success is defined and evaluated. The observations from these cases were compared with relevant research around the roles of community colleges, the nature of rural challenges, and the field of community development. Community development revolves around increasing the skills, knowledge, and abilities of residents, and building the ability of the community to respond to changing circumstances. The cases in this study were in contexts of resource industries in transition, usually related to trends in economic globalization. The communities were also impacted by their distance from urban economic and political centres. As community needs were identified, it was apparent that economic and social challenges were inter-related, and that available opportunities required specialized workforce training or retraining, as well iii as supports for business development. Although community development activities were not well supported by public policy and programs, the colleges were involved in a wide range of development approaches, some embedded into regular college operations, and others specifically organized for particular purposes. Theories of forms of capital, particularly those based on the writings of Bourdieu (1986, 1993) enhance the understanding of college involvement in rural community development. College staff, particularly rural campus managers, took the lead in community work, and relied heavily on their connections and networks, or social capital, as well as “border knowledge”, or local cultural capital, to facilitate community projects. However, the reliance on local social and cultural capital was often associated with the neglect of some important groups and issues. But overall, in spite of many challenges, these colleges were key players in their communities and demonstrated the value of the diverse and flexible roles that community colleges can play.

This study is an investigation into college involvement in rural community development through an examination of three cases in eastern, western and northern Canada where this work was reported to be going well. The inquiry revolved around what colleges do, that is, what kinds of approaches and projects are undertaken, how this work is supported or constrained, how college staff are recruited and trained for this work, and how well it is being done, or how success is defined and evaluated. The observations from these cases were compared with relevant research around the roles of community colleges, the nature of rural challenges, and the field of community development. Community development revolves around increasing the skills, knowledge, and abilities of residents, and building the ability of the community to respond to changing circumstances. The cases in this study were in contexts of resource industries in transition, usually related to trends in economic globalization. The communities were also impacted by their distance from urban economic and political centres. As community needs were identified, it was apparent that economic and social challenges were inter-related, and that available opportunities required specialized workforce training or retraining, as well iii as supports for business development. Although community development activities were not well supported by public policy and programs, the colleges were involved in a wide range of development approaches, some embedded into regular college operations, and others specifically organized for particular purposes. Theories of forms of capital, particularly those based on the writings of Bourdieu (1986, 1993) enhance the understanding of college involvement in rural community development. College staff, particularly rural campus managers, took the lead in community work, and relied heavily on their connections and networks, or social capital, as well as “border knowledge”, or local cultural capital, to facilitate community projects. However, the reliance on local social and cultural capital was often associated with the neglect of some important groups and issues. But overall, in spite of many challenges, these colleges were key players in their communities and demonstrated the value of the diverse and flexible roles that community colleges can play.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: William Moore, Jr. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 142-146). Available also in a digital version from Dissertation Abstracts.

<p> This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students&rsquo; emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.</p>