Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 33-35). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 33-35).

The purpose of this study was to devise and test a rating scale for humanities division chairpersons in four community colleges. The study sought resolution of the following problems: determine humanities division faculty's perceptions of effective and ineffective characteristics of humanities division chairpersons; determine the validity and estimates of reliability for the Humanities Division Chairperson Scale (HDCRS); and to determine the relationship that existed between the responses of the faculty and selected demographic variables and division chairperson's self-evaluation.

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The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges. The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching, feeling a sense of community, stronger relationships with other faculty members and students, and an increased affinity toward the university. While there were some challenges such as lack of training, institutional politics, and loss of privacy all participants in the study felt they gained from the opportunity and would do it again in the same situation. This study enhanced the limited formal knowledge available regarding how faculty experience living in residential colleges with students.

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Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in terms of retaining students by examining the students who left the college for a minimum of one semester and then returned to finish their degree. A survey instrument was used to examine the positive impact the faculty, academic advising, academic program, student services, technology, and the living environment had on the return of reactivated students to Jamestown College (JC). The survey instrument was also used to find out the reasons students attended JC initially, why they left, why they came back, what they like the most, and what they like the least about JC. The faculty and staff of JC had the most positive impact on reactivated students returning to JC. Other factors that positively impacted the students included academic advising and programs of study.

Lyons Basement