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The study of electoral defence and its stated advantages are an integral part of American political science. Post-war, much academic literature has emerged in an attempt to identify and explain rising re-election rates of congressional incumbents and the political consequences of such a phenomenon (Mayhew 1974; Fiorina 1977; Cain, Ferejohn & Fiorina 1987; Gelman & King 1990; King 1991). Conversely, the study of political incumbency in Britain can be attributed to a handful of scholars who tend to consider the repercussions at parliamentary level (Williams 1967, King 1981, Cain, Ferejohn and Fiorina 1984, Norton 1990 & 1994, Norris, Valance & Lovenduski 1992). Consequently, incumbency advantage at the local level remains a relatively under-researched topic in England, confined to the sub-chapters of Rallings & Thrasher (1997). The aim of this thesis is to research and present evidence in support of incumbency effects in English local elections and the extent to which they influence their outcome, in that, incumbent candidates fare better than less experienced candidates, to different degrees across the three major parties. It will do so using survey and electoral data collected by The Elections Centre at Plymouth University, drawing on established methods from the literature and demonstrating via a variety of data and methods, that incumbency advantage is indeed a real phenomenon effecting the outcomes of local elections in England. The research provides substantial evidence for Sophomore Surge and Retirement Slump effects throughout the period examined (1974-2010). These methods of estimation feature alongside a number of others, which are constructed to uncover the significance of defending, rather than challenging for a council seat. A number of influences on the advantage that defending councillors maintain are also presented, including district magnitude, ward size and rural/urban classification. Results reveal a modest advantage for Conservative and Labour incumbent candidates, whilst the effects are shown to be stronger for the Liberal Democrats, a finding that is in step with the existing literature on electoral trends and the local campaign strategy of the party (Dorling et al, 1998; McAllister et al, 2002; Russell & Fieldhouse, 2005; Cutts 2006).

Graduation date: 2006 / The purpose of this study was to explore, from current Native American and Alaskan Native undergraduate students, what their experiences were as first year college students on the Oregon State University campus. In addition, it was important to learn how these experiences contributed to their success, satisfaction or dissatisfaction, and overall quality of life during that first year. To answer these questions a mixed method research approach was used that included an online survey sent only to current, undergraduate, Native students and personal interviews with current, undergraduate, Native students. The online survey and personal interviews gave students an opportunity to disclose the types of experiences and challenges, campus involvement, and overall satisfaction they have had at OSU. Native students identified time management, financial costs, class/educational work, and missing family as major challenges during their first year on campus. Additionally, students identified positive relationships with faculty and/or advisors, having financial resources from tribal governments, the ability to be involved with student groups, and having a Longhouse as reasons for their success during their first year. As a result of these findings institutions can develop and provide intentional and appropriate programming and services to assist Native American and Alaskan Native students during their first year of college.

This applied dissertation assessed pairing undergraduate English courses as an innovative delivery method within developmental English courses. Developmental courses are remedial classes students take due to low standardized test scores. Developmental courses usually do not count for college credit. In this study, a developmental English course was paired with a college course. At times, this pairing method is also called a learning community. The study specifically discussed the effectiveness of pairing a developmental English course with the college credit English course next in the composition sequence for freshman college students. Paired courses were compared to the traditional model of 16-week semesters. This study was initiated due to low course completion rates of students taking a developmental course. The research reviewed indicated the challenges of developmental students and addressed possibilities regarding why students may not have finished courses. The literature review also offered research about course delivery. This study assessed whether or not pairing the two courses at the research location led to a higher course completion rate as compared to students taking the 2 courses in the traditional, separate 16-week semester.

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This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students of Tarrant County College Northwest, a community college campus in Fort Worth, Texas, who voluntarily attended a 2-hour pre-semester new student orientation program was compared to a group of 464 students on the same campus who did not attend the program. Comparisons were made with regard to retention and GPA. Ethnic ratios of both groups are 4% Black, 26% Hispanic, 66% White, and 4% other ethnicities. Chi square data analysis was utilized to determine if statistically significant differences relating to student retention existed between the groups. The independent t-test was used to compare means of calculated GPAs between groups. A one-way ANOVA was used to compare the means of GPAs for ethnic sub-groups. The total group and the Black sub-group showed statistically significant higher levels of second-semester retention (total group p = .018; Black sub-group p = .008) and higher calculated GPAs (total group p = .016; Black sub-group p = .019). No statistically significant results were found among Hispanic students.