The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records. The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature. These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format. / Educational Administration

Traditional methods of teaching (i.e., didactic reading and lecture) remain the primary way instruction is delivered in construction management (CM) classrooms. This is true despite a growing body of literature promoting more contemporary, student-centered pedagogies that offer improvements over traditional teaching models. One of these is object-based learning (OBL), a student-centered approach that uses digital learning objects (LOs), such as videos, images, animations, mobile apps, and educational games, to facilitate deep and engaging learning experiences. One of the most common types of LO is instructional videos. Over the past quarter century, abundant research has been conducted in the field of computer science to advance the quality and reach of instructional video LOs. In contrast, a relatively small amount of research has been dedicated to understanding them in terms of their pedagogical efficacy. This is especially true for the field of CM. Very little empirical research currently exists at the intersection of CM and OBL. This dissertation examines the ability of supplemental instructional videos (SIVs) — a specific type of instructional video that complements other forms of instruction, including in-person teaching, readings, and group work, to deliver a full learning experience — to improve both the performance and the quality of the learning experience for undergraduate CM students. The first chapter of the dissertation is introductory, providing information about the major themes of the dissertation including construction management education, OBL, SIVs, and flipped classrooms. The second chapter explores the foundational learning theories that support OBL in a flipped CM classroom. A theoretical framework is proposed that can be used by teachers to guide them as they tailor their own approach for using instructional videos. The third chapter presents an interdisciplinary synthesis of best practices for the design and development of SIVs. Using these best practices, I document the production process of SIVs for an undergraduate CM course called Residential Construction Technologies. The fourth and fifth chapters cover a study in which the SIVs I developed were used as teaching aids for pre-class readings in Residential Construction Technologies. Chapter Four centers on a repeated measures experiment that was designed to evaluate the effectiveness of the SIVs at improving student performance. Chapter Five uses surveys and interviews to understand student perceptions of the SIVs. Overall, I found that the SIVs had little measurable effect on improving the student's grades. However, overwhelmingly, the students reported that they valued having the videos, and felt that they helped with their understanding of unfamiliar or complicated course topics. Chapter Six concludes the dissertation with a short synthesis of all chapters and summary of their major themes and findings. / Doctor of Philosophy / Increasingly, teacher-made instructional videos are being used as educational tools in university classrooms. Unfortunately, not much guidance is available to help teachers with this task, and many of the videos being produced today are both low quality and ineffective. This dissertation's purpose is to help teachers find an efficient way to produce effective and appealing instructional videos for their specific learning audiences. Although this work was executed in a construction management (CM) context, teachers in many fields can benefit from the research. The first major accomplishment of the dissertation is an educational framework that teachers can use to incorporate instructional videos in their own curriculums. Next, a collection of the current best-practice guidelines for the design and development of instructional videos was assembled and explained. Using the guidelines for ourselves, I produced twelve short videos on various construction topics to be used in an undergraduate CM course called Residential Construction Technologies. The videos were designed to accompany readings that the students were assigned to complete before coming to class. To understand if the videos were effective teaching aids, I conducted an experiment to measure whether the videos made a difference to the students' grades. Additionally, I asked the students with a survey and interviews to describe how they felt about the videos. Overall, I found that the videos had little impact in improving the student's scores. However, overwhelmingly, the students reported that they valued and appreciated having the videos and they felt that they helped with the reading topics.

The first study investigates the factors that impact the duration of U.S. fresh fruit and vegetable imports. We employ both survival analysis (Kaplan Meier estimates and Cox proportional hazards model) as well as count data models. Our results indicate that SPS treatment requirements positively impact the duration of trade while new market access has the opposite effect. Other factors typically included in trade duration models (such as: GDP, transportation costs, tariff rates, etc.) were also investigated. We also employ a probit model to understand the factors impacting the probability that a country selects into exporting fresh fruits and vegetables to the United States. The second study estimates the goods-time elasticity of substitution for Food Stamp/SNAP participants versus non participants. We find that the elasticity of substitution for SNAP participants is not statistically different from zero. This indicates that SNAP participants have Leontief production function in household food production, implying that increasing the amount of SNAP benefits paid to participants will not lead to more food production if the time households dedicate to food preparation remains unchanged. This finding extends the analysis done by Baral, Davis and You (2011) and offers insights for policies related to the SNAP program. / Master of Science

It is unknown if participation in the Supplemental Nutrition Assistance Program (SNAP) influences the magnitude of improvement in dietary intake in response to dietary interventions. Adults with low socioeconomic status (SES) tend to have lower overall dietary quality as compared to those with higher SES. However, low SES adults are more likely to receive benefits from SNAP, which gives nutrition assistance to millions of eligible Americans. The objective of this investigation is to examine differences in dietary intake between 1) SNAP participants, 2) those eligible for SNAP but not receiving (nonparticipants), and 3) those ineligible for SNAP, in response to an intervention targeting a reduction in sugar-sweetened beverage (SSB) consumption. Adult participants (n=146) from Southwest Virginia were enrolled in a 6-month, community-based trial, SIPsmartER. Participants provided SNAP enrollment status and 3 24-hour dietary recalls at baseline and 6-months. Dietary variables (SSB, macronutrients, etc.) and dietary quality data (Healthy Eating Index [HEI-2010]) were derived from nutritional analysis software (NDS-R 2011). Statistical analyses included descriptives and repeated-measures ANOVA. Although SNAP participation and eligibility status did not impact the overall effectiveness of this dietary intervention, the within group data suggests that those eligible for SNAP but not participating (n=30) may be at a disadvantage to improving their dietary intake as compared to those at a similar household income who receive SNAP benefits (n=56) or ineligible individuals at a higher income level (n=60). Future research is needed to explore if participant's ability to maintain long-term adherence to the dietary changes differs between groups. / Master of Science / It is unknown if participation in the Supplemental Nutrition Assistance Program (SNAP) effects the magnitude of improvement in dietary intake in response to dietary interventions. Adults with lower income and educational attainment tend to have lower overall dietary quality as compared to those with higher income and education levels. However, lower income adults are more likely to receive benefits from SNAP, which is a program that gives nutrition assistance to millions of eligible Americans. The objective of this study is to investigate potential differences in dietary intake between 1) SNAP participants, 2) those eligible for SNAP,but not receiving (nonparticipants), and 3) those ineligible for SNAP, in response to an intervention targeting a reduction in sugar-sweetened beverage (SSB) consumption. Adult participants (n=146) from Southwest Virginia were enrolled in a 6-month, community-based trial, SIPsmartER. Participants provided SNAP enrollment status and 3 24-hour dietary food recalls at baseline and again at 6-months. Dietary variables (SSB, protein, fat, carbohydrates, etc.) and dietary quality data (Healthy Eating Index) were derived from nutritional analysis software (NDS-R 2011). Statistical analyses included descriptives and repeated-measures ANOVA. Although SNAP participation and eligibility status did not impact the overall success of this dietary intervention, other data suggests that those eligible for SNAP but not participating (n=30) may be at a disadvantage to improving their dietary intake as compared to SNAP eligible and receiving (n=56) or ineligible (n=60) participants. Future research is needed to explore if participant’s ability to maintain long-term adherence to the dietary changes differs between groups.

In 2002, Congress reauthorized the Elementary and Secondary Education Act (1965), more commonly known today as the No Child Left Behind Act (2002). Many of the initiatives within the act have come under significant scrutiny, not least of which is providing supplemental educational services to students in "failing" schools. The purpose of this multi-site, cross-case study was to examine how supplemental educational services impact students as viewed through the perspectives of elementary school teachers and principals. Elementary school teachers and their principals who currently have, or have had in the recent past, students enrolled in these supplemental services were the targeted populations for this study. Teachers and principals were selected because they have unique and enduring interactions with students and are in a position to assess how programs such as those delivered by supplemental educational service providers affect students. Four schools were selected based on geographic location (reasonable proximity to the researcher), number of participants in supplemental educational services, NCLB designation (the school was designated as in the second year or beyond of improvement), and willingness to participate in the study. When data from the four schools were considered in a cross-case analysis, the following themes emerged: (1) students realized varying outcomes as a result of participating in supplemental educational services, (2) supplemental educational services varied in their perceived quality depending on whether the providers were internal or external, (3) teachers and principals considered communication with supplemental educational service providers as an indicator of their quality, (4) teachers and principals viewed tailoring of supplemental educational services to meet particular student's needs as a hallmark of their quality, (5) teachers and principals recommended using existing school assessments, observation, and attendance as measures of the impact of supplemental educational services, and (6) teachers and principals recommended increased communication, increased individualization of tutoring, certification of tutors, and changes in tutoring schedules as ways to improve supplemental educational services. These results provide policy makers with information that may be helpful in better understanding the impact of supplementary educational services on elementary students and how they might adjust the program to make it more effective. / Ph. D.

This study was conducted to investigate why women participating in the WIC Program chose bottlefeeding rather than breastfeeding. Additionally, this investigator sought to determine the extent of prenatal education provided on the topic of breastfeeding within the health department population versus private care patients. An anonymous survey was administered by WIC nutritionists in the state of Virginia to mothers of newborns who were bottlefeeding. A total of 152 women completed questionnaires which were analyzed. Data were subjected to Chi-square analysis to determine association between demographic variables and specific reasons identified for not choosing to breastfeed. Source and type of prenatal education on the topic of breastfeeding was also examined. The majority of the respondents were black women under age 25 with no more than a high school education. Many of the women were not married and most received prenatal medical care at their local health departments. Results indicated that women attending health department clinics received more prenatal education on the topic of breastfeeding than did those attending private physicians. The main reasons cited for not choosing to breastfeed were related to the perceived inconvenience of breastfeeding. This was especially true for those who had less than a high school education. Younger women appeared to be more concerned that breast size would affect their ability to successfully breastfeed. These same women were also concerned with being able to return to school. White women were more concerned about returning to work than were blacks. Marital status, or living arrangements seemed to be related to fear of embarrassment; married women were less concerned about this than the other groups. It is the hope of this researcher that the information gathered in this study can assist in developing education and intervention programs which may help to increase the incidence of breastfeeding among the WIC Program population. / Master of Science

For years, bear hunters have provided an unknown amount of food to black bears <i>(Ursus americanus)</i> in Virginia, supplementing their natural food supply. Possible effects of feeding bears can be negative, such as food conditioning and habituation to people, or positive, such as enhanced or sustained reproductive rates, especially in years of mast crop failure. In July 1999, the Virginia Department of Game and Inland Fisheries (VDGIF) adopted a regulation recommendation that prohibited the feeding of wildlife on national forest and department-owned lands. We mailed a survey to all members of the Virginia Bear Hunters Association (VBHA, n = 459) to determine the amount of food provided to bears by bear hunters in Virginia between 1 July 1998 and 30 June 1999. Survey response rate was 52%. One hundred thirteen of 238 (47.5%) survey respondents spent over $18,000 on supplemental food in one year, averaging $163/person. One hundred twenty-eight respondents reported cumulatively providing nearly 3 million kilograms of food to bears between 1 July 1998 and 30 June 1999. Whole-shelled corn, pastries, and grease accounted for 58% of the total food by weight; however, whole-shelled corn, pastries, and bread were the 3 most common foods offered. Feeding occurred in 25 counties in Virginia, primarily during July, August, and September. Rockingham County had the highest proportion of feeders (47%), followed by Giles (15%), Augusta (14%), Craig (9%) and Montgomery (9%) Counties. Accordingly, Rockingham County received the highest proportion of food (42%), followed by Craig (8%), Giles (7%), Montgomery (6%), and Tazewell (6%) Counties. The low survey response rate, coupled with the fact that 48% of sampled nonrespondents fed bears, suggests that the total amount of annual feeding in Virginia may exceed the total determined during this study. However, the possibility of an avidity bias, in which a higher response by the more avid feeders would erroneously inflate a total estimate extrapolated to include feeding by nonrespondents, cannot be eliminated. Little work has been done pertaining to digestibilities of black bear foods, particularly those in the eastern United States. We determined digestibilities for several important eastern black bear foods, including northern red oak <i>(Quercus rubra)</i>, white oak <i>(Q. alba)</i>, and chestnut oak acorns <i>(Q. prinus)</i>, squawroot <i>(Conopholis americana)</i>, high-protein dogfood, shelled corn, and doughnuts. All diets were evaluated for nutrient content as well as percent dry matter digestibility of crude protein, ether extract (a measure of fat), and gross energy. Diets we suspected were high in fiber were additionally evaluated for neutral detergent fiber or acid detergent fiber content and digestibility. Feeding trials were conducted with 1 male and 4 female captive bears during fall 1998, and 5 female captive bears during fall 1999, at the Center for Ursid Research, Blacksburg, Virginia. Acorns and squawroot were high in fiber (45-62%) and moderate to low in protein (5-7%). Fat content was high in doughnuts (24.7) and northern red oak acorns (12%), moderate in dogfood (8.2%) and white oak acorns (4.7%), and relatively low in shelled corn, chestnut oak acorns, and squawroot (1.3-3.5%). Crude protein was high in dogfood (29%) and moderate in all other diets (4.7-8.8%). Neutral detergent fiber content was high in squawroot and all acorn types (45-62.4%). Acid detergent fiber was high in squawroot (47%) and moderate in dogfood (9%). In 1998, crude protein digestibility was high in doughnuts (86%), moderate in shelled corn and white oak acorns (50-64%), and negligible in northern red oak acorns (-39%). Ether extract digestibility was high in doughnuts, red oak acorns, and white oak acorns (80-97%), and moderate in shelled corn (67%). Fiber digestibility was tested only on northern red oak and white oak acorns, and was moderate (62% and 68%, respectively). In 1999, crude protein digestibility was high in dogfood, dogfood mixed with squawroot, and doughnuts (75-85%); moderate in shelled corn, squawroot, and white oak acorns (43-58%); and low to negligible in chestnut oak and northern red oak acorns (-13-6%). Ether extract digestibility was moderate in shelled corn (64%) and squawroot (60%), and high in all other diets (79-97%). Neutral detergent fiber digestibility was moderately high in all acorn types (54-71%). Acid detergent fiber digestibility was moderate for dogfood (66%), and associative effects occurred between the fiber in squawroot and dogfood, resulting in negative fiber digestibility in squawroot determined by difference (-19%). A luxury not always realized in wildlife management is the ability to investigate possible effects of management or policy changes prior to their employment. The amount of food provided to bears by bear hunters in Virginia may have been more substantial than previously believed, and likely provided bears with a high energy, stable food source that supplemented their natural food supply. We did not have the opportunity to study the effects of removing that food source on public lands prior to the regulation change; however, the opportunistic feeding strategy of bears, coupled with sufficient mast production at the time of the regulation change, likely softened any negative effects that may have occurred as a result of the removal of supplemental food as a regular food source for some bears. / Master of Science

The Personality Assessment Inventory (PAI) is a widely used and available self-report measure designed to assess clinical syndromes and has the potential to assist in the process of ADHD assessment. Since the PAI's inception, several researchers have attempted to create other supplemental indicators, some so effective and useful that they were added to the second edition of the Personality Assessment Inventory Professional Manual. Previous researchers have offered important insights into the possibility of the creation of an ADHD item-level index for the PAI that would effectively decrease false positive rates and increase accurate detection of ADHD in the adult population. Previous researchers were not successful in creating an item-level subscale that reliably detected adult ADHD. Four experts in ADHD assessment rated PAI items that they believed could discriminate adults with ADHD from adults without ADHD. After performing a PCA on the top 16 items chosen by the experts, 12 items sufficiently loaded onto one factor that has clear face validity by conceptually matching the DSM-5 description of inattention and impulsivity commonly seen in adults with ADHD as well as the "internalized restlessness" Hallowell and Ratey describe for adult ADHD. The PAI-ADHD was found to have good internal consistency, a = .84. The PAI-ADHD has good convergent validity with the Conners' Adult ADHD Rating Scale – Self-Report – Long Version (CAARS-Self) and Wender Utah Rating Scale (WURS). The PAI-ADHD also has good concurrent validity. Two cut scores are suggested, 13 and 22, to maximize sensitivity (.88) and specificity (.89), create three screening groups: ruled-out, at-risk, and probable ADHD, and increase utility for clinicians.

Community colleges are pivotal in bridging high school education to four-year universities, especially in rural areas, and they play a critical role in economic and workforce development. In Mississippi, these institutions offer accessible education to diverse populations, many of whom are underprepared, which leads to lower retention and success rates. This study focuses on student retention and success in English Composition I courses at a rural community college in Mississippi. The study compares the retention and success of students who attended supplemental instruction (SI) sessions against those who did not. SI, a peer-led academic support program, aims to enhance student outcomes by offering additional, informal instruction outside the traditional classroom. There is limited research on SI's impact on retention and success in gateway courses like English Composition I. These findings address this gap by examining the influence of SI on retention and success in English Composition I, using administrative data from the fall semesters of 2021, 2022, and 2023. Grounded in Tinto’s student retention theory, which highlights the importance of student engagement and learning communities in retention, the study employs a chi-square test of independence to statistically compare the outcomes of SI participants and non-participants. The research questions focus on whether SI attendance leads to statistically significant differences in retention and success in English Composition I. The results provide insights for community college administrators to make informed decisions about academic support programs. This study used a quantitative evaluation approach through a comparative statistical design at a rural community college in Mississippi. The findings showed that students who attended at least one SI session were more likely to be retained in English Composition I than those who did not attend an SI session for the fall 2021 and fall 2022 semesters. This was not the case for the fall of 2023. The conclusions drawn from the examination of success and SI attendance showed that for students enrolled in English Composition I, attendance in SI sessions did not influence the students' success for fall 2021 and fall 2022. SI sessions' attendance significantly influenced success in English Composition I for the fall 2023 semester.

published_or_final_version / Social Work / Master / Master of Social Work