This study examines Black students’ perceptions of their campus climate for perspective taking and how their perceptions influence their participation in high impact practices. Using ordinary least squares regression, I analyzed how the psychological climate, behavioral climate, and institutional structural diversity predict Black students’ perceptions and engagement in comparison to their Asian American, Hawaiian, Latinx, Multiracial, Native American, and White peers. Results from this study revealed that Black students have a positive perception of their campus climate for perspective taking. For the most part, Black students’ perceptions of campus climate were not significantly associated with participating in high-impact practices. However, Black students that had more positive perceptions of sources of support for engaging with diverse perspectives participated in high impact practices like study abroad programs and capstone projects. There were significant differences between Black students and Latinx and Asian American students in their perceptions of the general campus climate for perspective taking. Latinx students have a more positive perception than Black students, while Asian American students have a less positive perception than Black students. Black students were also more likely to participate in study abroad and required diversity courses than were Multiracial students. Among all students, there was a relationship between perceptions of the general campus climate and engagement in several high impact practices.

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<div> <div> <div> <p>In today’s global environment, agricultural students need the skills to thrive among a workforce made up of individuals with diverse experiences and perspectives. One promising way to prepare students is through the development of intercultural competence (IC). This thesis addresses several different methods of developing IC in undergraduate students. Chapter 2 addresses incorporation of intercultural interventions into a short-term study abroad program coupled with and a follow-up semester-long on-campus companion course to specifically target empathy development. The study found that overall students did not increase significantly on the IDI, but did show positive growth in empathy development throughout the semester. Chapter 3 describes differences in IC of students completing intercultural learning (ICL) assignments throughout a face-to-face introductory animal agriculture course compared with students not completing ICL assignments. The intervention group showed significant increase according to the IDI and increased on average 9.46 points. In addition, the intervention group increased significantly more than the control group (87.54 ± 2.09 vs. 94.76 ± 1.67) (p <0.004; df=1; f=13.23). </p> <p>Studies described in Chapter 4 build on those of methods followed a similar approach to the methods discussed in Chapter 3 but examine the impact of including reflection based ICL assignments using global animal agriculture as a medium. Notably, the course also occurred in an emergency remote learning setting during the COVID-19 pandemic. Results from the study discussed in Chapter 4 showed that the intervention group increased significantly more than the control group (86.75 ± 2.11 vs. 95.29 ± 2.35; p < 0.004). In addition, the intervention group also showed positive results in developing the specific skill of empathy throughout the semester. </p> <p>The last study discussed in this thesis (Chapter 5) details the process of creating and validating a scale to specifically measure the competence levels in level of undergraduates’ essential skills in undergraduates. Cronbach’s alpha was reported for each skillset that was being evaluated and deemed acceptable.</p></div></div></div><div><div><div> <p>Each of the studies discussed was designed to fill gaps in the literature regarding skill development in animal science undergraduate students. The development of such skills, and IC in particular, is necessary for all students whether they pursue careers with as possible the opportunity to develop these skills, not just those who participate in international elements. As such, developing validate means to provide students opportunities to hone such skills is necessary to student future success. Toward this end, the studies described here seek to measure the efficacy embedding intercultural learning into undergraduate agricultural curriculum at providing such opportunities. </p> </div> </div> </div>

University branch campuses play a vital role in today’s higher education field. Branch campuses help facilitate the delivery of knowledge, development, and learning opportunities to populations that may not have any other prospect in regard to pursuing their educational goals. Branch campuses have also become a new way for institutions of higher education to collaborate and work together to serve students’ interests. Yet, despite enrollment growth across thousands of higher education branch campuses that exist in the United States, the literature on branch campuses is scant. Furthermore, branch campuses, like their main campus counterparts, have a responsibility to ensure that their students are successful and reach their learning objectives. One of the ways in which branch campuses are promoting student persistence is through the use of High Impact Practices (HIPs). HIPs have helped shape education policy at colleges and universities since they were first introduced a decade ago. While there is still active debate on their effectiveness, they have become an established part of the curriculum as colleges and universities invest in resources to implement and institutionalize these practices. Given the lack of literature examining HIPs at university branch campuses, this phenomenological study sought to examine what branch campus students experience in relation to HIPs, and how these experiences influence student persistence. Additionally, this study uncovered other experiences that influence the persistence of branch campus students and assists in providing a fuller understanding of the branch campus student experience.

This was a mixed-method user-centered study regarding the University of North Texas's student-owned learner record and credentialing system. Through methods of quantitative and qualitative inquiry, student perceptions were unearthed and recommendations to improve the system were provided.

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