<p> This dissertation investigated the association of course delivery method with persistence of first-time, beginning, and transfer nontraditional undergraduate students at two public universities over a 6-year period (2009&ndash;2015). Research exists on nontraditional undergraduates, nontraditional instructional methods/delivery, and persistence among college students; however, most research does not combine these constructs in the way this dissertation has. This dissertation adds to research on persistence among a little researched, but large and growing, population in higher education, nontraditional students, by examining the association of course delivery methods with their persistence. Analysis of the data sets revealed strong persistence results at Rush (77%) and Southeast (68%), well above persistence for first-time beginning and transfer students entering in Fall 2009 or Spring 2010 at the two institutions, and exceeding rates reported in other studies of nontraditional students. Logistic regression did not support the researcher&rsquo;s original non-directional hypothesis that course delivery method may be associated with persistence among nontraditional students at these two institutions. This dissertation study adds to research in four ways: (a) inclusion of an institutional lens added contextual data for better understanding of the quantitative result; (b) considering course delivery method as a factor in persistence; (c) providing contrast to the deficit perspective of attrition by focusing on persistence; and (d) adding evidence to the importance of multiple, cross-campus strategies that respond to student needs.</p>

<p> Graduating globally conscious citizens, prepared to lead in a global society and serve competently in their communities, is a mission for institutions of higher learning. Short-term study abroad programs with service-learning components have increased in favor toward exposing more students to international engagement, however, few studies explore socially responsible leadership development from these programs and fewer reveal participant perspectives. The purpose of the qualitative case study was to explore and interpret perceptions had by undergraduates and faculty leaders on socially responsible leadership development from participation in the short-term, faculty-led international service-learning component of a capstone course. Utilizing the Social Change Model of Leadership Development to guide the research and organize the findings allowed a thorough exploration of the constructs, identification of experiential learning and transformative learning, along with short-term international service-learning. Findings revealed engagement, reflection, and communication were integral to socially responsible leadership development as well as challenging bias and assumption, change in perspective, trust, skill contribution, global consciousness, and knowledge acquisition. A short-term, faculty-led international service-learning experience embedded within a capstone could develop socially responsible leadership in undergraduates thus influencing their global citizenship. Recommendations for practice include considering the maturity level and learning styles of participants to reduce disengagement and enhance learning and development for all students. Future research could document the longitudinal effect of short-term international service-learning on former participants&rsquo; socially responsible leadership.</p>

<p> The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants&rsquo; recounted raced and gendered experiences during their journey to <i> becoming</i> a senior student affairs officer into their journey of <i> being</i> a senior student affairs officer. Their shared experiences were based on tokenism, hyperawareness of systemic racism and sexism, and perceptions of leadership styles verses angry Black woman. They also reported support systems such as mentors, sponsors, spirituality, and family that influence their thoughts, decisions, and motivation to continue in the field of student affairs and ultimately in higher education. The implications of the study encourages and challenges African American women and other women of color who are administrators to share their professional experiences to continue to enlighten scholarship and practice while encouraging institutions to provide funding, personnel resources, and training for all employees.</p>

This study examined procedures for obtaining post-graduation data from graduates of specialized arts high schools in the United States. Only schools with music majors and membership in the International Network of Performing and Visual Arts Schools participated in the study. / Thirty-seven public schools and seven private schools completed a questionnaire designed to obtain data on each school's student population, objectives, and post-graduation information. Most schools served students in grades nine through twelve. Arts schools ranged in size from approximately 105 to 840 students with an enrollment of two to 300 music students. Although nearly half (47.7%) of the schools reported no geographic recruiting restrictions, 27.3% could not recruit outside their school district and 50% were limited to statewide recruiting. / Missions of arts schools were divided nearly evenly among pre-professional training institutions, schools with a college preparatory emphasis, and schools seeking to provide the best general education possible. Audition was the primary determinant for admission to a school's music department. Eight-seven percent of the pre-professional college preparatory schools used auditions as a primary admission criterion. / Eighty-six percent of the schools sought proposed career or college course of study information from students, but only 34% sought follow-up information after graduation. A majority of schools responded positively on the questionnaire to categories of information that might be requested from graduates. These suggestions were used to create a model survey designed to procure long-term follow-up data which could be used to evaluate specialized arts schools and the value of arts education for all students. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2502. / Major Professor: Rodney Eichenberger. / Thesis (Ph.D.)--The Florida State University, 1993.

This research consisted of three phases: a historical review involving the development of comparative negligence and its legal interpretation within law, the identification and legal boundaries of exculpatory agreements, and the analysis of litigation that addresses influences of comparative negligence and exculpatory agreements within collegiate athletics, concerning participation of athletes at medical risk. The judicial decisions examined covered the period of 1971-1991 and focused on two areas of case law, state and federal. State cases were separated into two domains. The first, comparative negligence, examined issues involving the influences and consequences of assumption of risk, voluntary participation, and foreseeable consequences. The second, exculpatory agreements examined issues involving the influences and consequences of public policy and minors. Federal cases were also examined which involved litigation associated with The Rehabilitation Act of 1973 and Workmen's Compensation. / Case law analysis substantiated the following key conclusions: (1) The comparative negligence doctrine has not had a profound influence on methods in which athletic departments and universities deal with medically at risk athletes. (2) The comparative negligence doctrines' most significant influence has come by way of the courts' attitude in dealing with at risk athletes who choose to participate in athletics. The courts have placed a greater emphasis on the athlete's duty of care upon him or herself. This theory has established that athletes will be held more accountable for their decisions concerning participation when there are questions as to the safety, or well being of said athlete. (3) Exculpatory agreements have demonstrated to be a popular method of allowing athletes to participate once medical advice has been given against participation. These agreements are designed to release liability from universities in return for allowing an athlete to participate in sports. However, the ethical issue involving the use of these agreements by universities is questionable. (4) The Rehabilitation Act has proven to be an effective instrument when used by athletes to force universities and colleges in allowing participation by at risk athletes. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0862. / Major Professor: Dewayne Johnson. / Thesis (Ph.D.)--The Florida State University, 1993.

This study examined whether expanding educational opportunity in Indonesia had an eroding effect on the quality of education and explored policy alternatives to maintain educational quality in general and teaching quality in particular. The researcher first analyzed secondary data from the last 10 years to see whether there was a decline in the quality of education. Then, employing in-depth interviews with policy makers at the central level, a policy mediator at the provincial level, and a policy implementer at the school level, the researcher attempted to verify the findings and discover factors to explain them. The study investigated the importance of and changes in teacher qualities: it also assessed the discrepancy between policies for improving teaching quality designed at the central level and their implementation and results at the school level. / The study was conducted in Jakarta, Cirebon, Bandung, Palangkaraya, and Banjarmasin; it involved 39 respondents consisting of decision makers at the ministry, educational officials at the provincial level, deans of teacher training institutions, school supervisors, principals, and teachers. The results show that expenditure per student and educational quality in general declined. The decline is related to the changes in teacher qualities such as competence, distribution, motivation, discipline, and welfare. Also, the policies developed to improve teaching quality are more successful in providing educational means, such as raising teacher qualifications, providing teaching aids, and training, than in achieving educational ends. / Finally, the study recommended systematic improvement through short-term and long-term policy measures involving retraining of teachers, establishment of educational facility banks, reforms in the incentive system, improvement in the teacher distribution system through refining the information system and local authorization, and improving the cooperation and coordination between teacher training institutions and provincial offices of education. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3414. / Major Professor: John C. Bock. / Thesis (Ph.D.)--The Florida State University, 1992.

A comparative study of Florida State University's alternately and traditionally prepared teachers was conducted using participants' grade point averages, their teaching performance as demonstrated on the Florida Performance Measurement System's Summative Instrument, a subjective review of the contents of their Beginning Teacher/Professional Orientation Program portfolios, and the participants' responses to a survey on their preparation program's effectiveness and job satisfaction. / Results of the study showed that there were few statistically significant differences between the alternately and traditionally prepared teachers except in measures of education coursework grade point average, their perception of teacher preparation program effectiveness when considering educational psychology coursework, and in teacher performance appraisal when considering student conduct management. The study found more similarities than differences in the alternately and traditionally prepared teachers' responses relating to their own teaching experiences. The alternately prepared teachers reported being more satisfied with their teaching position than the traditionally prepared teachers. All of the alternately prepared teachers indicated plans to continue teaching, while one-third of the traditionally prepared teachers indicated plans to leave teaching or not teach. / The review of the alternately and traditionally prepared teacher's first-year portfolios revealed substantial similarities between groups in the preparation of portfolios which effectively demonstrate teacher competency. Both the traditionally and alternately prepared teachers successfully completed their Florida Beginning Teacher/Professional Orientation Program and subsequently became fully certified teachers. A conclusion is that both the alternate and the traditional teacher education programs at The Florida State University effectively prepared these teachers to demonstrate teaching competency. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3499. / Major Professor: John H. Hansen. / Thesis (Ph.D.)--The Florida State University, 1992.

Student exercise of freedom of speech, assembly and association raises special concerns for public colleges and universities. Provisions of the First Amendment of the Constitution of the United States have been made applicable to the states through the Fourteenth Amendment. Therefore, this study of First Amendment decisions as they affect speech and association policies and practices of public institutions assists in defining the legal relationship between state institutions and students. / Student challenges of institutional practices and policies in a variety of settings have resulted in judicial interpretations of free speech and association freedoms that have evolved over time. A legal-historical analysis of the reported cases identified three eras of development in which courts approached allegations of free speech and association infringements. Judges applied content-related evaluations such as, "fighting words" and "clear and present danger" tests during the first era. In the second era, courts embraced the public forum concept as the most often used method for evaluating First Amendment challenges. In the current era, courts have shown less reliance on the public forum doctrine and more judicial evaluation of governmental intent to create a forum for the exercise of First Amendment rights. / Freedoms of speech and association clearly are to be respected by public colleges and universities. However, those freedoms may be regulated reasonably by public institutions by using permissible time, place and manner restrictions. The analysis of reported cases through the three eras provides guidelines for institutions to identify controls that may be reasonable. / Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4670. / Thesis (Ph.D.)--The Florida State University, 1995.

This study was designed to develop an in-depth understanding of the nature and quality of the international graduate student experience which would facilitate the exploration of theoretical implications of the dynamics involved in social and academic relationships and interactions. A secondary purpose was to assess whether administrative and student perceptions of the international graduate student experience at the Florida State University reflected National Association for Foreign Student Affairs principles for international education exchange. The target population for this research consisted of international graduate students who were near completion of their academic programs and middle-level adminstrators (unit directors and department chairpersons). Data was gather primarily through individual interviews with randomly selected students and a survey of administrators. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1663. / Major Professor: Joseph Beckham. / Thesis (Ph.D.)--The Florida State University, 1988.

This study was designed to develop and implement a self-esteem enhancement program for disadvantaged middle school adolescents. The target population, adolescents between 12 and 14 years of age, was selected at random from students classified by the Brookover SES Scale and the Escambia District Schools as socioeconomically disadvantaged. These students attended one Escambia District middle school. / Changes in the relationship between self-esteem, as measured by the Coopersmith Self-Esteem Inventories and achievement in reading vocabulary and comprehension, as measured by the California Achievement Test, represented the main emphasis of the study. / A pretest-posttest experimental and control group design was used in the study. Fifty students were divided into two groups, for a period of 12 weeks. Treatment began in March, 1988, and was completed in June, 1988. / A t-test was employed to determine if there was a significant difference in achievement level of the experimental and control groups prior to treatment. There was none. Analysis of variance (one-way) tests were employed to determine average differences between pre- and posttest self-esteem scores, reading scores and academic self-esteem scores for the experimental group; and to determine average differences between experimental and control group pre- and posttest scores for self-esteem and posttest scores for reading. A Pearson-Product Moment Correlation Coefficient test was employed to test the relationship between self-esteem and reading achievement in the experimental group. / No significant differences at the.05 level were found in the experimental group scores for self-esteem or reading achievement. No significant differences at the.05 level were found between the experimental and control groups for reading achievement or self-esteem. A positive correlation of.62 at the.05 level of significance was found between self-esteem and reading achievement, indicating a reciprocal relationship in a linear trend. / The results of this study lend support to the concept of the inclusion of a self-esteem enhancement program in the curriculum of middle schools. / Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3566. / Major Professor: L. V. Rasmussen. / Thesis (Ed.D.)--The Florida State University, 1988.