published_or_final_version / Urban Planning and Design / Master / Master of Urban Design

The CUES II was used to investigate and analyze the campus environment of a small church-affiliated college in California.

Call number: LD2668 .T4 1959 P85

Thesis advisor: Hans de Wit / Thesis advisor: Laura Rumbley / This study will identify to what extent the different campuses that compose the Universidad of Guadalajara (UdeG) have taken steps to internationalize uniquely and “independently,” beyond the frameworks for internationalization offered exclusively via central administration, and to identify some of the specific challenges and opportunities inherent in the internationalization processes for a multi-campus system. / Thesis (MA) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: James F. Keenan / This dissertation addresses the problem of rape on campus in the United States. It takes seriously the data offered by the social sciences which demonstrate not only that approximately twenty percent of college women will experience a completed or attempted rape, but also that rape is, itself, on a “continuum of violence” that marks women’s lives. In addition to rape, women also face harassment, visual abuse, and stalking. All are components of rape culture. Rape culture is also comprised of the social norms and expectations regarding gender and sexuality that constitute women according to desirability, defined by their ability to be treated as sexual objects. This culture simultaneously undergirds and veils the violent manifestations of rape. As such, it requires moral analysis. The dissertation proceeds in four chapters. The first chapter outlines the contours of the reality of campus sexuality, gender, and sexual violence with the help of the social sciences. Drawing on the social sciences, it argues that the cultural context that supports campus rape must be addressed in order to adequately work against campus rape. The second chapter draws on feminist approaches to sexual violence in order to argue that the reality of campus rape requires an interrogation of socially expected heterosexuality. Here, heterosexuality is structured around dominance and submission in order to construct gendered identities of masculinity and femininity, respectively. In the third chapter, this dissertation argues for a conception of “cultural sin” in order to theologically diagnose the way that the expectations, norms, and behaviors around sexuality participate in campus rape culture. From a theological perspective, this cultural reality violates right relationship among human beings, the dual commandment to love both God and neighbor, and it is human beings who bear moral responsibility for this sinful situation. Finally, the fourth chapter argues for a tri-fold theological and moral response to rape culture: interruption, solidarity, and conscience. Interruption works to expose the violent reality of campus rape and rape culture, challenging what seem to be common sense, taken for granted, expectations around sex and gender. Solidarity demands that all persons identify themselves with those who are victimized. It requires that one’s everyday life regarding gender presentation and sexuality are guided by the conviction to challenge the culture that victimizes so many. Through conscience, persons are called to recognize their moral duty to challenge this culture and discern the ways to put this call into action. The conscience is what is able to guide persons in moral action for participation toward greater cultural transformation. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Thesis advisor: Larry Ludlow / While there was a wealth of research in the 1970s and 1980s that suggests students’ on-campus college housing environment impacts student experiences and outcomes, interest has waned over the last several decades. Since then, the landscape of higher education has changed; a national focus on accountability and the rise in student-paid tuition costs has shaped higher education as a marketable good. These changes warrant a need to revisit the impact of on-campus housing environments as postsecondary institutions, often with limited financial and land resources, strategize ways to successfully meet incoming millennials’ housing needs while striving for recruitment, retention, and then students’ success during college. The present study took an exploratory approach to this understudied topic. This mixed-method study explored how residence hall location (i.e., living on the main campus or a satellite campus) and room type (i.e., living in a single, double, triple, forced triple, or quad room) impacted first-year college experiences and outcomes for traditional students. Findings show that housing conditions had an impact, particularly for those assigned less desired housing conditions (i.e., living on the satellite campus or in a forced triple room). Students in forced triple rooms did not frequently study in their room, felt crowded, had significantly lower GPAs than students who lived in double rooms, and engaged in fewer discussions with diverse others than those in triple rooms. In addition, while survey data found no differences in satisfaction by location, focus group participants who lived on the satellite campus expressed frustration with the university shuttle bus and felt removed from university-affiliated and other social activities and events. Focus group discussions suggest that entering college with clear expectations of housing conditions can prepare students to navigate housing challenges and ease the transition to college. Institutions should consider offering resources and support to students prior to matriculating and then once at college. Furthermore, institutions should be mindful of the social implications of geographically separating the first-year student cohort. Findings have practical implications for institution administrators and policy makers. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Digitized by Kansas Correctional Industries

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographical references (p. 79-81). / The vitality felt in proceeding through a marketplace or in walking through the streets of some towns and cities can sensitize one to the particular potential a street can have as a place for informal conversation, sitting, watching or gathering collectively - an alternative setting to the social atmosphere that exists within offices or classrooms. The range of outdoor spaces that can be found are organized according to principles which people have agreed upon formally or informally over time. Streets with this level of definition are easy to stay in, move ones' chair or wares out into or carry on 'with business' in. Although passage through is often its most important function, a successful street also offers a clarity of territorial definition with 'eddies,' boundaries and backs that allow a range of other activities to occur. In its best sense, one could feel that one is moving through a collection of outdoor rooms of various enclosure, each related in some sense to both the public path and to the less public spaces beyond. On a university campus, where exposure and discourse are encouraged, a collective backbone of this nature would be an asset, both as an outlet within the university and as a way of tying the university to the surrounding community. The intention of this thesis is two-fold; first to explore street as place and "linkage" in the context of site and building edge; and second, to suggest alternatives for the MIT West Campus. / by Donna Anne Barbaro. / M.Arch.

Retention of 1st-year students is a challenge facing higher education and remains relevant for all stakeholders. Low persistence negatively affects individual students, institutions, and society as a whole. Nationally, a significant number of students have reported working while in college, particularly 1st-generation, low socioeconomic status (SES), and racial and ethnic minority students, those same groups who are at higher risk of experiencing low retention rates. Guided by Tinto's interactionalist model of student departure, binary logistic regression analyses of archival data were used in this retrospective prediction study. The focus was to determine how on-campus employment (OCE), 1st-generation, low-SES, and racial and ethnic minority student status were related to retention to the 2nd year for 1,582 first-time full-time students who entered a 4 year institution in the fall semesters of 2013 to 2015. Students who worked on campus during their 1st year of college were nearly twice as likely to be retained as those students who did not work on campus. Although living on campus was found to be a significant predictor of retention for students who did not work on campus during their 1st year in college, it was not a significant predictor of retention for students who did work on campus. Based on the findings, a white paper was developed, recommending that student employment practices on campus be modified such that 1st-year students, especially those who may not be living on campus, be made more aware of OCE opportunities. Creating a better understanding of the role OCE plays in student retention has positive social change implications for students, faculty members, staff members, and administrators needing to make informed decisions that increase student retention.

The associations of student ratings of instruction and courses (SRIC) with noninstructional variables (e.g., class size, expected grade) were examined in three instructional delivery groups--on-campus , off-campus face-to-face , and distance education courses. Factor analysis of SRIC from a 20-item form yielded two highly correlated factors , which differed somewhat across the groups ("Course " and "Instruction"; "Course/Instruction" and "Interaction Opportunities /Instructor Availability"; "Course/Instruction" and "Interaction Opportunities/Helpfulness"). The only educationally significant(r2 > .05) zero-order correlations were between SRIC total scores and expected grade, and were positive in all three groups(r2 = .07, .08, .06). In multiple regression analyses, 9%, 11 %, and 15% of the variance in SRIC for the three groups was explained by the entire set of noninstructional variables. Unique indices were consistent with the finding that expected grade was the only noninstructional variable with an educationally significant relationship with SRIC. In a separate study, SRIC and the instructor's social presence in host- and remote-site groups were investigated. Remote-site students rated course management lower, on average, than host-site students did, and educationally significant, positive relationships were found between social presence scores and the ratings on four SRIC categories. In addition , remote-site students at smaller sites tended to rate instruction and course satisfaction, as well as the instructor's social presence, higher than students at larger sites. In an additional investigation, students' ratings of teacher immediacy and reports of teacher-student interaction in distance education courses were analyzed. Host-site students tended to rate teacher immediacy higher than remote-site students did, and the negative association of site size with nonverbal teacher immediacy scores was educationally significant for host sites. Host-site students also tended to report more interaction with their instructors than remote-site students did, and mean reported interaction with the instructor was associated positively with site size and ratings of teacher immediacy. Based on the differing SRIC factorial structures for on-campus and off-campus students, the identification of distance-education-specific noninstructional variables, problems with obtaining SRIC from students in on-line courses, and evidence on the noninstructional-variable-related theory of teacher immediacy, suggestions were made for future research on student satisfaction and perceptions of teaching effectiveness in distance education.