Thesis (M.A.)--Brigham Young University. Dept. of History. / Bibliography: leaves [112-117].

Salary differentials by rank were studied at the University of Utah and Utah State University on a departmental basis. Multiple regression equations were developed from criteria at Utah State University which were used to predict individual salaries for professional staff members at the University of Utah. Thirteen of the fourteen multiple regression equations developed showed statistical significance at the .05 level and twelve departments were significant at the .01 level. Salary comparisons by rank were considerably reduced as a result of the department by department analysis.

A survey was performed to compare basic health education knowledge between sophomore students at Utah State University and sophomore students at the University of Utah . This was performed through the use of a questionnaire consisting of 40 questions covering the following eight areas of prominence in health education: 1. Alcohol and tobacco 2. Community health and communicable disease 3. Consumer health 4. Drugs and narcotics 5. Food fads and medical quackery 6. Mental health 7. Personal health 8. Sex education This questionnaire was administered through the mail to 250 randomly selected students at the two universities. When responses were received they were scored and keypunched on IBM-5080 cards . The cards were then processed through the IBM-350 Model 44 computer using Analysis of Variance and the Quest Program. Computation of student "T 11 scores verified that students at the University of Utah were superior in health knowledge at the .05 level of significance based on the one tailed test. The University of Utah last year required a basic health education class of all freshmen . At Utah State University such a class is not required or even offered. The f act that University of Utah students were superior verified that positive learning of health education did increase through specific instruction.

When selecting a study abroad program, some students undertake a semester or academic-year study abroad program, while other students undertake a two-to eight-week study abroad program. Both study abroad opportunities allow students to become immersed in a culture different from their own. This research project is an exploratory study that looks at the impact of short-term study abroad programs on undergraduates at a public institution. This study examines how participants change in regards to their understanding of the host culture, explores what students learn about their host cultures, and looks at the intercultural development that the students gain from spending a short time abroad on an academic program. The people who participated in this research project are students from the University of Utah who spent time on a short-term (two to eight weeks) study abroad program. The literature reviewed in this study looks at number of articles that have been written about both short-term study abroad programs as well as long-term study abroad programs. The participants in this study came from a variety of academic backgrounds and class standings. A list was compiled of participants who indicated on their study abroad application that they did not have any previous international experience prior to their short-term study abroad experience. From this list, students were randomly emailed asking if they would like to participate on this study. This study revealed that individuals who participate in a short-term study abroad program do have transformative experiences. This study concluded that individuals who participate on short-term study abroad programs experienced personal growth as a result of studying abroad.

The late 1800s have been noted as a major transitional period for the Church of Jesus Christ of Latter-day Saints. When the beleaguered pioneers first arrived in Utah they were isolated from the influence and expectations of the United States. During that time, leaders of the Church became influential in every aspect of life in Utah. By the end of the nineteenth century, however, the period of isolation had come to an end. Nationally, the social norms had changed and religion was expected to stay in the churches and out of politics. Church leaders were faced with serious questions regarding what policies and practices could be altered without betraying doctrines and principles of the gospel. Education was at the forefront of this tension in Utah. Members of the Church tried to hold on to an integrated approach to education that incorporated both the spiritual and the secular. Others, however, adamantly opposed such an approach in public schools. In 1892, the First Presidency announced a new educational institution that would become the administrative head of all Church schools: The University of the Church of Jesus Christ of Latter-day Saints. Willard Young became the President and James Talmage was placed over the science department. Talmage traveled to Europe to purchase the best scientific equipment. With the scientific apparatus and a new building the leaders of the Church hoped to persuade the youth of the Church to obtain higher education at home rather than traveling east to attend secularized universities. The Church's first private university seemed destined to become a major influence in Utah education. However, after one successful semester, President Woodruff closed the school and donated over sixty thousand dollars to the University of Utah. The following research explores the history of the Church University and the circumstances surrounding its closure. The paper shows how a combination of the financial panic of 1893, the effort to obtain statehood, and a rare opportunity to quietly gain influence at the University of Utah factored into the decision to close the Church's first private university.