Despite the potential for unwanted consequences, college students continue to drink at high rates. Greater than 80% of college students drink alcohol and about 40% engage in occasions of heavy episodic drinking. Heavy episodic drinking among college students is associated with increased instances of verbal confrontations, physical fights, unprotected sex, vandalism, and driving while under the influence. From a dynamic ecological perspective, goals represent a context in which drinking and all other endeavors occur, as well as a third social cognitive variable worthy of investigation in alcohol studies. As a technology for studying goal constructs, personal projects (Little, 1983; 1987; 1998) are embodiments of desired attainments an individual is trying to actualize. The present study examined the ability of goal constructs (i.e., personal project attributes)to explain drinking variance, both in combination and beyond known social cognitive determinants of alcohol use. In a cross-sectional sample of 104 male and 96 female college students, results indicated that alcohol self-efficacy was the strongest predictor of alcohol consumption (b = -.38; p < .01), followed by goal involvement (b = -.23; p < .01) and negative drinking expectancies (b = -.12; p < .05). Positive drinking expectancies (b = -.42; p < .01) and goal efficacy (b = .15; p < .05) were significant determinants of alcohol efficacy. The complete model explained 33% of the variance in drinking, as measured by a 90-day timeline follow-back. The unique and indirect contributions of goal involvement are major findings of the study, indicating the viability of a dynamic ecological approach within the SCT framework. / Master of Science

The Mississippi Department of Education (MDE) requires that each school district throughout the state employ a licensed administrator serving as the federal programs coordinator, director, or administrator in a full or part-time capacity (Mississippi Department of Education, 2013). The federal program director is responsible for the management and implementation of federal funds in public schools. Federal funds are defined by law and used to improve student achievement, enhance teacher quality, increase equity and access to educational resources, and provide innovative strategies for recruiting teachers and improving graduation rates (No Child Left Behind, 2001). The work of federal program directors involves a number of activities such as promoting student achievement through strategic planning, administering professional development, providing research-based curriculum and instructional materials, and organizing extended school day and school year tutorial or enrichment learning opportunities for students. Federal program directors in Mississippi are required to be properly licensed and endorsed by the Mississippi Department of Education’s Office of Teacher Certification and Licensure (Mississippi Department of Education, 2015). In addition to certification, several other factors are associated with the role of the federal programs director. These areas include working knowledge of federal program requirements, legal issues, personnel evaluation, and effective school reform initiatives. In terms of educational leadership, the federal programs director’s role includes establishing the vision and direction of a school district’s federally funded programs, resolving complex issues and problems, and continually staying abreast of new state and federal regulations (Lunenburg & Ornstein, 2004). Role definition varies from school district to school district. For example, some federal programs directors may also function as assistant superintendents and are integral members of the district leadership team. Conversely, other federal programs directors may be given leadership roles such as technology coordinator, special education coordinator, or curriculum director.

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There have been numerous studies conducted concerning how various businesses, management groups and library science organizations address the preservation of their history, the development of goals, the evaluation of those goals and how these lead to the positive development of their organization. However, to date, the researcher has been unable to locate research that has been conducted to assess how Student Affairs associations preserve their history and how they evaluate the effectiveness of their goals or even if they do evaluate their goals. Based on research conducted through in-depth interviews, review of the data raises questions regarding the way SACSA is attempting to accomplish the current goals, how the goals were established, how that information is disseminated and how the history of the association is being maintained. The membership voiced clearly that there is a conflict between member?s perceptions. With the association not utilizing past reports and findings from other committees, such as the Blue Ribbon Task Force, only confirms the need for better communication and follow through. Many of the past SACSA committee studies have yielded the same results as my study. My results further substantiate and fortify the fact that the association is not addressing the reports or perceived needs of the association. A number of recommendations are offered to improve the preservation of SACSA?s history as well as procedures that provide checks and balances to ensure that whatever the membership is communicating that it is being followed through and addressed.

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