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Full-time faculty members' perceptions of and involvement in community services at selected community colleges /Michaels, Dennis Frank January 1978 (has links)
No description available.
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A comparison of student perceptions of factors influencing college choice among freshmen at a historically black private college /Peterson, Sylvester Lee January 1978 (has links)
No description available.
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Early program intervention and academic load : factors influencing the attrition rate of minority students /Eskridge, Larry January 1979 (has links)
No description available.
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Factors that Influence the College Choice Process for African American StudentsHayden, Melanie L. 19 May 2000 (has links)
There has been a slight increase in African American enrollment in higher education in the 30 years since the passage of the Civil Rights Act. However, minority students are not represented in higher education in numbers proportionate to their representation in the general population. African Americans consist of 12.6% of the population, but only 10.6% of the students enrolled in higher education (Chronicle of Higher Education Almanac, 1998).
Additionally, there are differences in the types of schools that successfully educate African American students. Historically Black institutions (HBIs) confer a disproportionately high number of bachelor's degrees on such students. Of all the bachelor's degrees conferred on African Americans in 1994, over 43% were awarded by predominantly White institutions (PWIs) while HBIs conferred 45.1% of the degrees (Nettles & Perna, 1997). There seems to be some difference between the success rates of African American students at PWIs and HBIs.
One of the factors that may influence these success rates is the college selection process. That is, if there are different types of African American students attending PWIs versus HBIs, those differences may account for some of the differences in success rates at the two types of schools. It would seem that research is needed on the factors that African Americans consider in the college selection process, and if those factors differ between African Americans at PWIs and those at HBIs. The present study sought to examine this issue.
A 60-item survey was developed specifically for this study. Survey items asked respondents to rate the extent of influence (very negative to very positive) that factors in four arenas played in their decision to attend a particular school. The four arenas explored in the study included academic factors, social factors, personal factors, and financial factors. The target sample included 360 traditional aged freshmen students: 180 at a PWI and 180 at a HBI.
Mean scores and standard deviations were calculated on all items for each group. These were rank-ordered by group to explore differences by item. Then a factor analysis was conducted to create subscales of the items for each scale. Finally, independent t-tests were conducted to compare mean scores between groups. Results revealed no significant differences in mean score between groups or any of the subscales. However, important differences between groups were identified when the rankings of the mean scores were examined. / Master of Arts
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The Dietary Habits of Fifty-Nine North Texas State Teachers College Students Doing Light HousekeepingKellar, Loren 08 1900 (has links)
The purpose of this study is an attempt to determine the food habits of a group of light housekeeping students enrolled in the North Texas State Teachers College in the spring of 1939, using the inventory method.
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A Comparison of Student and Teacher Objectives at Brantley-Draughon College, Fort Worth, TexasCox, Kenneth 08 1900 (has links)
This study involves three things: first, a comparison of the general objectives of students and teachers; second, a comparison of jobs wanted by students with jobs for which the teachers think they are training their students; and third, a comparison of student and teacher objectives in the individual subjects.
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A study of the opinions of Kansas State College students concerning student government and related activitiesFord, Donald Herbert January 2011 (has links)
Typescript, etc. / Digitized by Kansas State University Libraries
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Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews MakunyeMakunye, atiase Matthews January 2012 (has links)
The purpose of this dissertation was to explore reasons for academics' apathy towards
formal professional development programmes at North-West University, Mafikeng Campus.
For this study, the research design used was essentially descriptive, employing both
qualitative and quantitative research techniques to gather and analyse data. Three
techniques, namely, questionnaire surveys, analysis of University documentary sources on
professional development, and literature review, were utilised to obtain information
pertinent to this study.
The researcher established from the literature that the possible reasons for apathy towards
professional development could be that people do not feel that their needs coincide with
the mission/purpose statement of their organisation; people have conflicting commitments
and, as a result, are often unable to expend the levels of time and energy called for by the
organisation; and that people believe that they do not play a significant role in the processes
that drive their organisation. The literature also highlighted the following major
impediments to professional development: low priority and lack of support; lack of reward
for or incentives to attend training sessions; existence of panels and committees in charge
of professional development, but inactive; lack of time; existing perceptions of staff training;
difficulties of timetabling; and lack of specific funding.
The questionnaire was structured around the following broad areas identified in the
purpose of the study; strategies and activities that may be used to conduct professional
development programmes in the University, rationale for participating in professional
development programmes, academic staff's perceptions of professional development
programmes, outcomes or effectiveness of professional development programmes, factors
that are likely to promote professional development initiatives, and factors that are likely to
impede professional development initiatives. The last question provided the respondents
with the opportunity for additional information that they deemed necessary for the study.
Despite all the perceived impediments to professional development, the respondents felt
positive that if things are done correctly, the future of professional development in Higher
Education Institutions is bright. However, there is an urgent need to take stock of the
effectiveness of the current professional development initiatives and the findings from this
study would serve as a basis for professional development initiatives in Higher Education
Institutions. To this end the University needs to institute periodic needs assessment for
professional development for both academics and the Institution as a whole. This will surely
go a long way towards achieving the overall objective of professional development, which is
the development of the individual and the Institution. / Thesis (MBA) North-West University, Mafikeng Campus, 2012
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Professional Identity of Adjunct Faculty Members at a Small Rural Community CollegeKaczmarski, Kathryn J. 12 April 2016 (has links)
<p> In higher education, adjuncts are employed at higher percentages than are full-time instructors. These teachers are vital to colleges because they form such a large contingent of teachers, especially in community college systems. At rural community colleges, adjuncts fill the greatest percentage of teaching positions; but, because of factors associated with small rural communities, qualified adjuncts are difficult to recruit and to retain. One factor that leads to higher levels of retention, more positive teaching experiences, and better perceptions of fitting in the career is having positive professional self-identity. The problem addressed in this study was that adjunct instructors often are not perceived to be professional teachers. The purpose of this qualitative study was to discover and describe the perceptions of professional identity among adjunct instructors at a small rural community college, adding both to theory and to understanding of how this group identifies itself as professionals. A generic qualitative research approach was utilized throughout the research process. Data were collected during semi-structured, one-on-one, interviews with 10 adjunct instructors at one campus of a larger 11-campus system. The results indicated that these adjunct instructors could be studied through the lenses of three professional identity theories. First, classical professionalism theory provided the framework for showing that these adjuncts have created their professional identities through the attributes of knowledge and training, autonomy, calling and service, and ethicality. Second, self-categorization was the scaffolding for determining identity by perceptions of belonging, or not belonging, to a group. Ninety percent of the adjunct instructors came to SRCC identifying as a member of professional teachers, previously created through experiences and self-assignation. The third theory germane for this group of adjuncts was psychosocial identity development, the theory under which these adjuncts found themselves at a developmental stage where they could achieve their own life’s goals while at the same time helping their students attain their goals. Future studies could be conducted at other campuses within the same college system, at other small rural community colleges, and colleges in general to determine similarities or differences in results due to context.</p>
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A Quantitative Study on Student Emergency Financial Assistance| The Impact on Community College Student Success, Persistence, and Completion RatesBenz, Abigail 27 July 2016 (has links)
<p> Financial instability is a common fiscal burden for many community college students and can serve as primary barrier to educational success (Quaye & Harper, 2015). Although traditional financial aid is structured to assist students in financing college expenses, many low-income students often face financial emergencies beyond the scope of financial aid (Johnson, 2015). These financial emergencies have been specifically identified as serious obstacles to educational success and have prompted many institutions to establish student emergency financial assistance programs (Geckeler, Beach, Pih, & Yan, 2008). This study explored one student emergency financial assistance program at a public community college and the impact it had on student success, persistence, and completion rates. Although findings from the study lacked positive statistical significance, it could be argued that students who received emergency financial assistance lacked a chance to achieve successful academic outcomes. The association of financial emergencies, to low academic performance (Cady, 2014), coupled with heightened negative impacts of students’ financial circumstances to educational success (Bean & Metzner, 1985), and the absence of a comprehensive emergency financial assistance program structure at the studied institution (Goldrick-Rab, Broton, & Frank, 2014) all contributed to study findings. These findings imply changes to the structure of emergency financial assistance programs which promote comprehensive services to students, align social and educational policy, and have complete institutional support (Baum, McDemmond, & Jones, 2014).</p>
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