Thesis--American University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 692-738).

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Thesis--Florida State University. / Vita. Includes bibliographical references (leaves 88-92).

The purpose of this dissertation was to analyze the impact of international experiential education on life choices, specifically those related to career and educational goals. This was accomplished through two main phases of research. In the first phase, a web-based survey was used to explore the question of whether international experiential education did, in fact, impact life choices. Responses from this initial phase were used to identify a purposive sample of eight respondents with whom telephone interviews were conducted in the second phase of the study. The goal of the interviews was to determine, for those who indicated that their life choices had been impacted by the abroad experience, when and why it had happened. The evaluation was done by applying Mezirow’s transformative learning theory to the analysis. The self-reported responses indicated that there was an impact on life choices related to educational and career goals in almost 80 percent of the 74 survey respondents. These data were used as the foundation for the second phase of the study, which examined the catalysts for, and the process of, transformation through the lens of transformative learning theory. Almost all respondents indicated that the international experience had transformed their perspectives on their identity and purpose in life. Seven out of eight respondents discussed how they had gained an understanding of the fact that where one is born defines his or her perspective. One’s sociocultural environment defines who one is and how he or she sees the world. The international experience allows a person to see themselves through the eyes of others. While the timing and specifics of the catalysts varied, each of these seven had gone through the phases of transformation--disorienting dilemma, critical reflection, changed frame of reference--with some relation to the abroad experience.

The most valuable contribution of the Fulbright Program, at its founding in 1946 and today in 2012, remains its ability to inculcate mutual understanding, which represents a vital component in the success of multilateral cooperation necessary to create a secure and thriving international community. During the Cold War, promoting mutual understanding was valued for its ability to share the ideals and benefits of American democracy and create strong relationships between Americans and foreigners in direct competition with the Soviet Union’s projection of communist ideology. This thesis demonstrates how, through the lenses of leadership, multiculturalism, soft power, and public diplomacy, the Fulbright Program achieves its founding goals by maintaining healthy diplomatic relations, developing competent leadership in political and professional realms, and fostering the perspective and skillset necessary to address the multifaceted challenges that America and the international community face today.

The purpose of this thesis is to document and analyze my projection design for a new dance piece, "VŰ", directed by Angelus Iván and staged at Trafó in Budapest, Hungary. Included is an account of the design process, the concept and projection development described scene by scene, execution, performance and evaluation. The paper ends with reflections on the relatively new field of image projections, and my professional goals in scenic design.

Employing Museus’ (2014) Culturally Engaging Campus Environment framework, this mixed-method exploratory study sought to ascertain what prospective (proTSCC) and current transfer students from community colleges (TSCC) knew about nationally competitive awards and to identify factors that influenced their decision to apply. Beginning with phenomenological interviews of transfer students and alumni, their responses informed the development of an Access to Nationally Competitive Awards Scale, which was then disseminated to currently enrolled community college students who indicated intentions of transferring to a four-year institution. Transfer students from community colleges (TSCC) make up approximately 19% of enrollment at four-year institutions, yet research has shown that TSCC frequently feel unsupported and lost during and after the transfer process (Schmertz, & Carney, 2013; Tobolowsky & Cox, 2012). Nationally competitive awards (NCAs) fund a variety of opportunities, including study abroad, research, graduate school, and more (Cobane & Jennings, 2017). Currently, there is a dearth of research on NCAs, specifically in relation to access and awareness of these opportunities (Terri Heath et al., 1993). Furthermore, many NCAs require campus support, generally in the form of an institutional endorsement or nomination letter (National Association of Fellowship Advisors, n.d., Guidelines for Institutions section), which places access directly in the hands of institutions. Findings show that TSCC and proTSCC were mostly unaware of NCAs, yet they were eligible for at least one of the study exemplars and highly interested in learning more about these opportunities. Moreover, specific external, individual, and campus environment factors influenced their motivation to apply.

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