Thesis (Ed. D.)--Columbia University, 1965. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 108-117).

Southwest University, a pseudonym for a Tier One 4-year public institution in the Southwest United States, introduced major curricular reforms in 2005. The most prominent of these reforms was a course required of all first-year students with the goal of transforming them from high-school students to college students. Research for this dissertation asked a group of first-year students about their experience in all of their courses but focused on the perceptions of this new first-year course. Currently, universities are devoting a great deal of resources and energy to curricular reform, but students are not often asked how they experience those curricular changes. First-year students discussed the role this course played in their first-year college experience. In order to assess student perceptions and reactions to the course, first-year students were interviewed twice. Additional qualitative data in the form of surveys and journals were also analyzed with an inductive analytic approach to provide supportive evidence for the themes that emerged in the interviews. The findings suggest that student perceptions of the course were positive and that the course had helped them achieve their first-year goals. However, the findings also suggest that additional research or a cost-benefit analysis of the program needs to be conducted to determine if the high cost of the program is worth the outcomes it is achieving. / text

There are currently many complex issues facing human society. There are a range of well-documented environmental problems that stem from past and current methods of human development. Declining ecosystems and species extinctions aside, many humans suffer and struggle within this mounting tide of environmental hardships as well as continuing struggles with access to education and equality within society. A large portion of these struggles arise from the disparity in wealth and the seemingly oppressive nature of economic systems for the 'have-nots' of the world. This quick overview of environmental, social, and economic conditions shows the interdependencies of the three aspects of sustainability or sustainable development. As there are calls to action from the scientific community, government, and society to address these issues of sustainable development, there are a number of voices calling for general changes within the various levels of the education system and more specifically with connecting students to the subject of sustainability. This thesis makes the argument that the most effective step in addressing both these issues is an introductory course on sustainability. Although the issues of sustainability and education are framed under different context, they both can be reduced to the concept of more holistic thinkers in society and in the classroom. A review of more discipline-specific courses incorporating sustainability, faculty surveys, and alternative learning and teaching methods strengthened the course design process. The end result is an upper level undergraduate course that uses the topics of food, water, and energy to bring a new level of understanding to the student on sustainability and holistic thinking.

Thesis (Ph. D.)--University of Melbourne, Centre for the Study of Higher Education, 1998. / Typescript (photocopy). Includes bibliographical references (leaves [296]-310).

Thesis (Ph.D.(Education Management and Policy Studies))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 24, 2004. Dissertation Committee: Charles Edwards (chair), Elwood Egelston, Clayton Thomas, Charles Sherman, Clifford Edwards. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (D. Ed.) in Individualized Program--University of Maine, 2001. / Includes vita. Includes bibliographical references (leaves 241-249).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2003. / Also available in electronic format. Also available in print.