This study was designed to examine: (1) the extent to which cheating occurs in fundamentalist Christian colleges; (2) the attitudes of fundamentalist Christian college students toward cheating; (3) attitudes of fundamentalist Christian college students toward cheating among their peers; (4) the kinds of cheating practices of fundamentalist Christian college students; (5) the degree to which students engage in neutralizing behavior to justify cheating; (6) differences in cheating behaviors according to gender; (7) differences in cheating behaviors according to ethnicity; and (8) differences in cheating behaviors according to the length of duration of Christian commitment. Based upon the responses of 337 students attending 3 different Christian colleges, it was concluded that: (1) most Christian fundamentalist students do not engage in cheating; (2) respondents believe that each of 17 self-reported cheating behaviors are serious forms of cheating; (3) respondents are unlikely to report cheating among peers; (4) plagiarism is the most common cheating behavior; (5) most respondents justify cheating on the basis of the workload at school and the pressure to obtain good grades; (6) there are no differences in cheating behavior according to gender; (7) there are differences in cheating behavior according to groups; and (8) most respondents do not cheat regardless of the self-reported duration of Christian commitment.
This research investigated the association between academic lineage and student performance in medical school. The purposes of the study were to: (1) determine whether the Carnegie classifications of medical school applicants' institutions of origin are associated with academic performance in medical school; (2) consider the relationship between the admission selectivity of the schools of origin and the academic performance of medical school students; (3) compare the performance of medical students from institutions under public governing control with students from privately controlled institutions; and (4) establish a model by which the relative academic strengths of applicants from a variety of undergraduate institutions can be understood more clearly based on the previous performance of medical students from schools with similar institutional characteristics. A review of the literature on medical school admissions was completed and used to develop this research. Medical students from the University of Texas Southwestern Medical Center at Dallas who enrolled between the years 1990 and 1994 and graduated or were dismissed between the years 1994 and 1998 were selected as the sample for the study (n=933). The undergraduate institution of origin for each student was coded based on its Carnegie classification, admissions selectivity group, and whether its governing control was public or private. Because the sample was not randomly selected and the data likely would not meet the assumptions of equal means and variance with the population, nonparametric analyses of variance and multiple comparison tests were completed to compare the groups of the independent variables over each dependent variable. The analyses revealed that for the sample of medical students selected for this study there was an association between academic lineage and student performance in medical school. Differences were found among Carnegie classifications on the dependent variables of cumulative medical school grade point average, class rank, failure rate, and score …
The problem of this study was to develop a model for the administration of auxiliary enterprises in Texas higher education as a cooperative effort of administrators and input from other sources. The purposes were to determine which administrators currently have the responsibility for the management of auxiliary services, to evaluate the correlation between the type of administrator and the concern for fiscal and student needs, to identify problems and opportunities for useful administration, and to develop a model integrating the strengths of each administrator and the implementation of new ideas to improve auxiliary enterprise management. A survey instrument consisting of three types of questions was mailed to both Vice Presidents of Fiscal Affairs and Student Affairs at all 26 four-year public institutions in Texas. Part I questions were informational, designed to determine who administers auxiliary services. Part II consisted of 20 questions on a Likert scale to obtain both opinions on the theories of the research, and specialized knowledge of the administrators. Part III was free response to solicit ideas from the administrators for the construction of the model. Paired t-tests were performed to determine knowledge strengths of the administrators. All other information was presented in frequency tables or narrative summaries.
Alcohol and other drug use continue to be a major issue on college and university campuses. Few studies have examined alcohol and other drug related issues for a graduate or professional student population. This study examines attitudes, incidents, and consequences of alcohol and other drug use among students enrolled at an academic heath science center. This study incorporated a descriptive research design and utilized the CORE Alcohol and Drug Survey for the collection of data. The data were then analyzed using descriptive statistics and represented in tables as frequencies and percentages. The survey was mailed to all students enrolled in didactic course work at the University of North Texas Health Science Center (UNTHSC) during the fall 2001 semester. This included master's students in physician assistant studies, master's and doctoral students in the biomedical sciences, master's and doctoral students in public health, as well as first and second year medical students. Of the 565 students enrolled in didactic course work, 321 responded to the survey for a return rate of 56.8 %. Statistically significant findings are reported for students at UNTHSC in relation to perceptions of use, actual use, reasons for use, and consequences for use. Similar findings are shown relative to age, gender, marital status, ethnicity, and academic program. Additionally, the UNTHSC students reported statistically significant lower levels of alcohol and drug use, as well as consequences of use than the students represented in the CORE Institutes 2000 national data set. This study identifies the need to investigate alcohol and drug related attitudes, behaviors, and consequences among students studying for professions in health related fields. However, the findings are only relevant to UNTHSC and cannot be generalized to any other population. The study provides personnel at UNTHSC a guide for the development of prevention and intervention programs.
This research study attempts to analyze variables that influence the extent of faculty involvement in learning communities. A theoretical framework identifies three primary variable sets—faculty background, structural, and organizational/environmental.
This study has two purposes. First is to dispel myths that there are no residence halls at community colleges. Second is to discuss the ways in which these residence halls are administered, the amenities offered to students, the benefits of residence halls, and their future in community colleges. The study is based upon the Katsinas, Lacey and Hardy 2004 classifications and divides community colleges into 7 categories: Urban multi campus, Urban single campus, Suburban multi campus, Suburban single campus, and Rural small, medium and large. Included in the study are tables of data received from an original survey sent to 232 community college CEOs who reported to the US Department of Education that they had residence halls at their campus. The results indicate that a significant number of community colleges with residence halls exist, particularly at rural community colleges, that they bring significant financial gain to the colleges, and they append numerous benefits to students and to student life at these colleges. Residence halls are housed in divisions of student services and directed by experienced student affairs professionals. The study concludes with recommendations for policy as well as practice, the most important of which calls for more accurate data collection regarding on-campus residence housing by the US Department of Education's National Center for Education Statistics.
The problem of this study concerned factors which influence the funding of college and university noncommercial radio stations as perceived by station directors.
As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related to concurrent enrollment and dual credit programs, senior year of high school, and part-time faculty effectiveness was reviewed. Student issues addressed include: grade performance of concurrent enrollment students compared to the general college population; the percentage of concurrent enrollment students who continue at the college after high school graduation; and a comparison of continuing concurrent enrollment students with a matched sample (based on high school class rank), on the student success factors of fall-to-spring retention rates, fall-to-fall retention rates, grade point averages, and completion rates. Findings were generally positive related to the impact of concurrent enrollment on students and their subsequent success at the college. Various models of offering concurrent enrollment courses were also evaluated as measured by student performance in subsequent courses. Analysis of variance was used to determine differences based on the location at which the courses were taught (high school, college campus, or a college center); differences based on the mix of students in the class (all from one high school; all high school representing several schools; or a mix of high school and college students); and differences based on the employment status of the instructor (full-time college instructor; part-time college instructor; or high school teacher). Differences were examined for the entire sample, and for the …
The objective of this research was to describe the extent to which Gift Annuity Agreements were used by United States higher education institutions in raising private philanthropic support during the period 1988-93.
The problem concerned the financial indicators used to evaluate the financial condition of the six sister higher education institutions under the authority of the Board of Regents of Oklahoma Colleges. The purposes were to determine the financial ratios that best indicate financial condition; to calculate those financial ratios for the six designated Oklahoma higher education institutions; and to evaluate and compare the financial condition of the six institutions. This study attempted to further the use of financial ratio analysis as an objective addition to subjective studies that examine an institution's definition of its mission, objectives, and goals and its own assessment of the degree to which its resources allow it to attain those goals. The data were obtained from the Integrated Postsecondary Education Data System; the financial reports were audited by independent certified public accountants and presented to the Board of Regents of Oklahoma Colleges; and John Minter Associates, Inc., provided the national norms. The set of financial ratios identified provides a means to study a single higher education institution through trend analysis and in comparison to national norms. It also works well with a sample of homogeneous institutions with interinstitutional comparison. The techniques are intended to provide a general profile of an institutions financial health. Cause-and-effect ratio analysis has been proposed as another technique to aid administrators in determining changes in their financial statements and what may have caused them. The study identified a set of financial ratios that summarize the financial condition of a higher education institution. The ratios helped to analyze the financial solvency and viability of the six Oklahoma higher education institutions and focused on the ability of the institutions to meet current and future financial requirements. The importance of financial statement analysis should not be underestimated. The understandable format of financial ratios allows virtually any …
Learning communities have emerged as an efficient and effective paradigm for improving undergraduate education, especially for entering freshmen. The academy has become increasingly interested in learning outcomes and student retention, especially as they are related to the assessment of various approaches to educating the whole student. Learning community pedagogy has developed through rigorous research. However, little is known about the impact of this pedagogy upon college students' cognitive development and writing aptitude. Cognitive development theory has been most significantly influenced by the work of William G. Perry, Jr. Though no theory exists which would address the stages of writing development in university students, many composition theorists suggest a correlation between cognitive development and writing aptitude. This study measured cognitive development and writing aptitude in learning community students and non-learning community students, matching them for SAT scores, high school grade point averages, gender, and ethnicity. The research questions of interest were: 1) How does participation in a learning community affect students' cognitive development; and 2) How does participation in a learning community affect students' writing aptitude? The participants were pre- and post-assessed for cognitive development, using the Measure of Intellectual Development (MID). Additionally, participants were preand post-assessed for writing aptitude, using a diagnostic essay and exit exam. Results of this study indicate no statistically significant differences in cognitive development and writing aptitude for learning community students and non-learning community students as measured by the Measure of Intellectual Development (MID) and the diagnostic essay and exit exam. These findings may have been influenced by the small sample size. It is suggested that this research be replicated, ensuring a larger sample size, to determine the efficacy of this pedagogy on these variable sets.
This study sought to determine whether there was a difference in subject matter knowledge as measured by a pretest and posttest, a difference in final course grade as a numeric score, and a difference in attitudes toward computers between students in a competency-based ("hands-on") computer applications course taught in an electronically-expanded classroom compared to students taught in a traditional classroom setting. In addition, students taught in the electronically-expanded classroom completed a questionnaire assessing attitudes toward the presentation method. Another purpose of this study was to evaluate the feasibility of applying distance education techniques to teach what was, in essence, an on-campus course. The vehicle for this investigation was an electronically-expanded classroom. The electronically-expanded classroom utilized distance education technology (video, audio, and computer networking) to connect two classrooms in the one building. Students in these two classrooms were the treatment group. Students taking the course in a traditional setting functioned as the comparison group. A total of 109 participants completed the study. Results of the study revealed no significant difference in scores on the subject matter posttest, the final course grade as a numeric score, and attitudes towards computers posttest between students taught the course in an electronically-expanded classroom and students taught the course in the traditional classroom. Results of the survey to measure satisfaction with the presentation method revealed that students in the receive room were slightly more satisfied than students in the send room with the presentation method, but the difference was not significant. The survey indicated that participants in the study were sensitive to technical problems, especially audio-related difficulties. While participants noted some dissatisfaction with audio quality, it had no apparent effect on learning outcomes and attitudes for this study. The study concluded that students taking a course in an electronically-expanded classroom have learning outcomes and attitudes toward …
Although most institutions offer a parent program option to the orientation program, there has been little formalized research into the quality, planning or programming of parent orientation. There has been very little research into the impact parent orientation has on parents and whether or not they feel that such programs have met their needs, particularly by gender, minority status, educational background, or by geographic distance from the institution. This study seeks to determine the effectiveness of the parent orientation program at the University of North Texas to the parents who participate in this program. The study attempts to measure whether parents feel that they have adequate information about the institution to adequately support their student through the college transition; if parents feel welcomed by the UNT campus community; and if they feel that they have developed resources and institutional contacts that may be useful in the future in assisting their child to have a successful college experience at UNT. The study, conducted in the summer of 2002, had 736 respondents. An instrument developed to determine parent's perceptions of the effectiveness of the parent orientation program consisted of 31 questions using a Likert scale. A t-Test was utilized to analyze the data because it is designed to compare the means of the same variable with two different groups. Generally, all aspects of the parent orientation program were found to be positive by each subgroup. Parents found value in the orientation program and how it prepared them to support their new college student. In all four components studied, women had a stronger feeling than the males. Minority status had no significant impact on the outcomes of orientation according to the participants. Educational background proved not to be a significant factor. Distance parents lived from UNT revealed significant difference in three of the …
Most colleges and universities invest substantial resources in an effort to strategically plan for a sound financial base. The revenue for the financial base is dependent on student enrollment that must be effectively managed. Increases in the price of tuition and fees can lead to decreased enrollment and negatively impact the revenue of an institution. The increases can also impact the enrollment of certain student populations such as minority students and high school graduates enrolling in college for the first time. Many studies have analyzed the price elasticity and student price response models that have been developed over time by reviewing historical price increases and enrollment across institutions. Few studies have used the models to predict changes in the enrollment of students for one college or university after the increases in the cost of attendance are imposed on students. This study sought to analyze the effectiveness of the most commonly reviewed student price response and price elasticity models in predicting changes in undergraduate enrollment at one metropolitan academic university. The three models introduced by Leslie and Brinkman, St. John and Heller were used to analyze the tuition and fee increases and to identify the likely percentage of increase or decrease in student enrollment at the University of North Texas for the fall 2004 semester. The study predicted the change in undergraduate enrollment among Caucasian, Hispanic, African American and Asian student populations. The price elasticity among full-time students, part-time students, undergraduate transfer students and new from high school students entering the University of North Texas were also analyzed in the research study. The results of the study found the student price response developed by Heller accurately predicted decreases in enrollment among first-time undergraduate students, continuing undergraduate students and undergraduate Caucasian students. The model introduced by Heller accurately predicted increases in enrollment …
An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.
Geriatric board-certified specialists (GCSs) address health care needs of the growing geriatric population. The study's purposes were to: examine career paths of GCSs, identify influencing factors, and explore implications for higher education. Twelve of 14 original 1992 GCSs participated. Data included document collection and interviews. Using a qualitative methodology, commonalities were sought among individuals and HyperRESEARCH software was used for data management. The participants were adventurous, valued education, and were enthusiastic about physical therapy (PT), geriatrics, and specialization. Their career path began with choosing PT as a career, professional education, and their first job. One GCS moved directly into geriatrics. Others went to different settings before geriatrics. As participants recognized they "fit" in geriatrics, they pursued postprofessional education to increase knowledge before choosing board certification. In choosing PT, volunteer experience and personal research were common influences. In choosing to work with elders, influences throughout life gradually built a social context supporting the decision. GCSs chose specialist certification to assist in professionalization of geriatric PT, because they were highly skilled, for career advancement, and for self professionalization. Specialist certification had few financial consequences. Participants gained friends and professional networks. They experienced improved patient care, increased educational opportunities, and/or increased professional service. GCSs' vision was for a better society and health care system. This vision included successful aging - that it is possible and would benefit society. To bring about global change, GCSs perceived they had to influence older individuals, legislators, PT students, peers, and other professionals. Implications for higher education are as follows. Professional schools should not base admission on expressed intentions to work with elders. Curricula and clinical experiences should be such that a nonageist generalist is produced. Higher education's role postprofessionally can be through continuing education, formal degrees, and geriatric residency programs. Gerontology programs also could meet educational needs. …
This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive …
This study described the career paths of presidents of institutions of higher education which constitute the Coalition for Christian Colleges and Universities (CCCU). This study identified the demographic characteristics of the CCCU presidents and compared the career paths of the CCCU presidents with a corresponding national profile of American college presidents.
This study was an examination of faculty and student perceptions of a campus-wide computer network at Cedarville College in Cedarville, Ohio. The most important conclusion of this study is that the computer network at Cedarville College has significantly impacted interactions between faculty and peers and faculty and students. It is recommended that a longitudinal study be conducted to explore the possibilities of the computer network and its importance to and impact on the teaching/learning process. It is also recommended that an evaluation program be set up to monitor the usefulness of the computer network to the teaching/learning process.
As the world becomes increasingly interdependent, mutual understanding becomes increasingly important. Therefore, it is essential that people strive for reductions in social distance on an international level. Study abroad is one of the ways to approach internationalization and promote understanding among different peoples and cultures. Prior research has been done on the degrees of social distance between people from different cultures; however, little research has been done regarding changes that cultural immersion produces among those who reside in different cultures. Studies about study abroad programs have focused on cultural sensitivity and adaptability, yet few have combined the study abroad experience with the perceptions of self and other cultural groups. This study presents a framework for understanding people through intercultural activities. It studied social distance and attitude changes brought about in social distance as an artifact of cultural immersion. The study took place both in China and in the United States. It focused on the social distance among American undergraduate students who participated in a China Study Abroad program sponsored by the University of North Texas. The study measured before and after social distance of a group of American students who studied abroad in China. The study abroad program itself was the intervention and lasted for three weeks. A mixed methods research design was used in the study. Social distance data were collected before and after students studied abroad in China. Both inferential statistics and descriptive statistics were used. Qualitative data were also collected and analyzed in the study. Most of the sample population were close to the Chinese people to begin with. Some participants positively changed their social distance and attitudes towards the Chinese people after the study abroad program, even though the changes were not statistically significant. This study merits replication among randomly selected samples. Study abroad programs should …
While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.
This study investigated the conflict management styles of chief student affairs officers in 4-year public institutions of higher education in the Southern Association of Colleges and Schools. The data for the study were collected using Hall's Conflict Management Survey. The sample for the study consisted of 25 chief student affairs officers. The purpose of the study was to identify the conflict management style preferences of chief student affairs officers. The other variables studied to ascertain if they had an impact on the style preferences were age, gender, number of years of experience as a chief student affairs officer, ethnicity, and the size (enrollment) of their employing institution. The study found statistically significant associations (p<.05) between ethnicity and conflict management style, specifically the synergistic and win-lose styles, and between the synergistic style and age. The association between ethnicity and conflict management style could be attributed to the fact that the Caucasian group of chief student affairs officers comprised 66.7 % of the synergistic styles and 100 % of the win-lose styles. The association between the synergistic style and age could be due to the fact that the majority of the chief student affairs officers had a synergistic style, and of that group, 66.7 % were in the 50-59 age range. No statistically significant associations were found for correlations between conflict management style and gender; conflict management styles and number of years of experience as a chief student affairs officer; or conflict management styles and size (enrollment) of their employing institutions. The lack of significance shows that there are no associations between the conflict management styles of chief student affairs officers stratified according to gender, number of years of experience, and size (enrollment) of their employing institutions.
This study involved non-experimental research to identify alumni perceptions of the strengths and weaknesses of the Doctor of Ministry degree program at Dallas Theological Seminary. An international survey was conducted to collect data from 165 Doctor of Ministry degree holders from Dallas Theological Seminary; 131 usable questionnaires were returned. A response rate of 79.4 percent was achieved. The intent of the study was to ascertain (a) the extent to which D.Min. alumni perceive that the objectives and goals of Doctor of Ministry programs at Dallas Theological Seminary are being met, (b) alumni-perceived strengths of Doctor of Ministry programs at Dallas Theological Seminary, (c) alumni-perceived weaknesses of Doctor of Ministry programs at Dallas Theological Seminary, (d) compare the findings of this case study assessment with a 1987 national study of Doctor of Ministry programs, and (e) make recommendations for the improvement of D. Min programs at Dallas Theological Seminary. The pattern that emerged from the data indicates that the D.Min. alumni believe objectives and goals of the Doctor of Ministry program at Dallas Theological Seminary are being met. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary has its strengths. The overall opinion of the D.Min. faculty and curriculum are strong indicators of its strength. The D.Min. program has had a positive impact on the lives of its alumni and on their ministries. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary also has its weaknesses. A casual comparison of the findings of this case study assessment with a similar 1987 national study of Doctor of Ministry programs revealed more similarities than differences. The alumni provided a number of suggestions to be implemented into the Doctor of Ministry curriculum, structure, faculty, administration, overall image of the program, its purpose and objectives.
This is a case study of the historical development of a private Christian faith-based school of higher education in post-Soviet Russia from its conception in 1990 until 2006. This bi-national school was founded as the Russian-American Christian University (RACU) in 1996. In 2003, RACU was accredited by the Russian Ministry of Education under the name Russko-Americansky Christiansky Institute. RACU offers two state-accredited undergraduate academic programs: 1) business and economics, and 2) social work. RACU also offers a major in English language and literature. The academic model of RACU was designed according to the traditional American Christian liberal arts model and adapted to Russian higher education system. The study documents the founding, vision, and growth of RACU. It provides insight into the academic, organizational, and campus life of RACU. The study led to the creation of an operational framework of the historical development of RACU. The study also provides recommendations for the development of new Christian liberal arts colleges and universities based on the experience and the underlying structure of RACU.
The purpose of this study was to investigate the extent of Prince George's Community College faculty knowledge of the legal issues, Section 504 of the Rehabilitation Act of 1973, The Americans With Disabilities Act of 1990, and recent court decisions, related to the provision of classroom accommodations for students with disabilities at the postsecondary level. The focus of the study was to determine if a difference existed between the knowledge of full-time and part-time faculty. Part-time faculty comprise over 50 % of the instructional staffs at most community colleges and are considered an integral part of their institutions, yet they are offered little opportunity for professional development. The variables of gender, department affiliation, teaching at more than one institution, number of years of teaching experience, number of students taught with a disability, and number of individuals known with a disability also were reviewed. Data were collected through a questionnaire distributed to 158 faculty members at the college. Twenty-nine packets were returned as undeliverable. Of the 129 deliverable packets, 57 were returned for a response rate of 44.2%. Results from the analysis of data indicated that faculty have very limited knowledge of the legal issues concerning students with disabilities. Only 26.9% of respondents scored at an acceptable level of knowledge. Additional analysis suggested no relationship existed between faculty knowledge and gender, faculty status (full-time and part-time), department affiliation, teaching at more than one institution, number of years of teaching experience, or number of individuals known with a disability. A relationship was found at the p < .05 level of significant between faculty knowledge and number of students taught with a disability. Faculty who scored in the acceptable range had a mean score of 24 or more students taught with a disability. Faculty scoring in the unacceptable range had a mean score …
The study focused on the academic programs offered for telecommunications technicians provided by 16 two-year and four-year higher education institutions and the ways in which the programs compared to the established telecommunications technicians' skill standards. Six specific research questions concerned the training programs for telecommunications technicians. The first verified the validity of the information in Peterson's 2000: 2 Year Colleges and Peterson's 2000: 4 Year Colleges identifying the institutions offering a communication equipment technology major. The second question focused on the institutions that included telecommunications as part of the curriculum. The third identified the importance of the skill standards to the 2-year and 4-year training programs, and the fourth identified the job functions that were included in or excluded from the training. The fifth question identified the job tasks that were included in or excluded from the training. The final question determined whether the 2-year or the 4-year telecommunications technicians' training program was more closely aligned with the skill standards. In order to accomplish the objectives of this research, a survey methodology was selected. The survey instrument was developed to compare the importance of the telecommunications technicians' skill standards to the 2-year and the 4-year training programs. The skill standards identified in the 1997 collaborative effort facilitated by the South King County Tech Prep Consortium (SKCTPC) was used as the basis for the survey instrument and reference tool. The reference tool provided additional information regarding SCANS skills and personal qualities that were identified in the skill standards for the telecommunications network technician. The survey included five job functions and 16 tasks. The evolution the telecommunications industry has created a demand for a highly skilled, flexible workforce. Higher education institutions have an opportunity to make a contribution to telecommunications industry by expanding existing training programs or initiating telecommunications technicians' training programs. …
This study paralleled Smallman's (1993) analysis of college athletes at an NCAA Division I school, which found significant differences between athletes and nonathletes in readiness to make career decisions. The present study measured career decision-making skills using The Career Development Inventory. In addition, the present study examined the salience of roles (i.e., student, worker, citizen, family member, and leasurite) as measured by The Salience Inventory.
The primary concerns of this study were to describe the most common practices of current college student leadership training programs in the United States and to compare the 1979 and 1997 findings by replicating the 1979 Simonds study. This study provides an overview of related literature on the history of leadership theory and the research on leadership training in higher education, a detailed description of the methodology, results of the survey, a comparative analysis of the 1979 and 1997 findings, and discussion of the current status of leadership training at institutions of higher education. Conclusions are drawn, and implications and recommendations for student affairs professionals are made that may improve the quality of student leadership in higher education.
The purpose of this study was to investigate and compare knowledge and attitudes of directors of athletics and head trainers in the Southwest (Division 1A) and the Southland (Division 1AA) Conferences concerning HIV/AIDS issues related to transmission, prevention, and protection within college athletics programs. The results of this qualitative study provided descriptive data from university administrators within the athletics setting who are responsible for providing adequate student athlete health care services from developed and implemented administrative policies that directly or indirectly affect a student athlete's physiological and psychological well-being.
The problem with which this study is concerned is determining the effectiveness of a computer adaptive test as compared to the effectiveness of using the entire test. The study has a twofold purpose. The first is to determine whether the two test versions generate equivalent scores, despite being of different lengths. The second is to determine whether the difference in time needed to take the computer adaptive test is significantly shorter than the computer administered full test.
Are there differences in leadership styles among occupational therapy clinic administrators and program directors in professional and technical education programs? This study investigated transformational and transactional leadership behaviors and effectiveness as measured by the Multifactor Leadership Questionnaire (MLQ) Form 5x-Short behaviors and demographic characteristics of leaders and their organizations using a questionnaire designed by the researcher. MLQ Leader Forms were received from 50 clinic administrators randomly selected from the membership list of the Administration and Management Special Interest Section (AMSIS) of the American Occupational Therapy Association (AOTA), 56 professional program directors, and 41 technical program directors from accredited occupational therapy education programs in the United States, for a total of 147 leader respondents. Rater forms were received from 2 to 5 occupational therapy staff or faculty per leader and average scores calculated. More than 86% of leader respondents were female and white. Major findings indicate that administrative positions indifferent institutional contexts relate to leadership behaviors and effectiveness. Technical education program directors and clinic administrators scored higher on transformational behaviors and effectiveness than professional education program directors. Consistent with other research on leadership, the self-ratings of leaders were higher than ratings of subordinates. The data indicated statistically significant positive correlations between transformational leadership behaviors and perceived effectiveness, a frequent finding in the literature. With the exception of Contingent Reward (CR), all transactional behaviors had a negative correlation with effectiveness. No significant relationships were found between transformational behaviors and leader’s gender or ethnicity, but males scored higher than females on the transactional behavior Management by Exception-Passive (MEP) and Laissez-Faire (LF). Some transformational behaviors were related to the leader’s age and years of experience in academia, but relationships were not linear. Highest level of education was related to leadership effectiveness. No significant relationships were found between leadership behaviors and demographic characteristics of the …
Southern Baptist-Related college faculty attitudes and opinions on areas of higher education most important to the professoriate as identified by the Carnegie Foundation in its 1989 National Survey of Faculty are described in this study and compared with the data from the survey reported by the Carnegie Foundation in The Condition of the Professoriate: Attitudes and Trends, 1989 and Scholarship Reconsidered: Priorities of the Professoriate. The data were compared in the eight areas: goals of collegiate education, academic standards, attitudes about student life, teaching, research, and service, status of the profession, views of the institution, participation in decision-making, and general observations of higher education.
This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education.
This study researched the role of W. A. Criswell as Chancellor of The Criswell College and his involvement in the areas of development, facilities acquisitions, personnel, and academics. This qualitative historical research was taken from Criswell's personal files from 1968 through 2001. W. A. Criswell gave written approval for this review and publication in November 2001. Included in Criswell's files were primary and secondary sources including copies of letters, board meeting minutes, personal notes, catalogs, newspaper articles, sermons, speeches, and other printed forms of communication. All documents pertaining to Criswell's involvement in these four categories were copied and the documents organized in chronological order, by the decade of the 1970s, the 1980s, and 1990s. Primary sources also included personal interviews and telephone interviews with eyewitnesses who were present at the events described, and board meeting minutes. Secondary sources included newspaper articles, magazine articles, national Christian magazines, and journals. Findings were summarized, evaluated and the following research questions answered (1) What was the purpose for establishing a Christian institution of higher education sponsored by First Baptist Church in Dallas, Texas? (2) What was the rationale for establishing a Christian institution of higher education in an area where a high density of Christian colleges already existed? (3) What was Chancellor Criswell's vision for a Christian institution of higher education in its infancy? (4) Do alumni survey results in 1999 reflect the vision Criswell had for The Criswell College? (5) How did Chancellor Criswell develop endowment for The Criswell College? (6) What involvement did Chancellor Criswell have in the acquisition of physical facilities for The Criswell College? (7) What influence did Chancellor Criswell have over the curriculum development process in the history of The Criswell College? (8) Were there changes in the gender and diversity make-up of student enrollment at The Criswell College …
In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking …
This causal-comparative and correlational study examined cross-cultural adaptability of randomly selected licensed dental hygienists, 1995-2005 graduates, practicing in the state of Texas and first and second-year dental hygiene students attending 5 randomly selected accredited 2 and 4-year dental hygiene schools in the state of Texas. A sample of 289 individuals: 194 enrolled students and 95 licensed dental hygienists, alumni of the 5 schools, completed the 50-item Cross-Cultural Adaptability Inventory (CCAI ®) and a brief demographic survey. The purpose of this study was to determine if statistically significant differences existed among and between licensed dental hygienists and first and second-year dental hygiene students in the state of Texas on a cross-cultural adaptability measure. The study also examined relationships among and between cross-cultural adaptability scores, as measured by the CCAI, and several independent variables. The data were analyzed by using the Statistical Package of Social Sciences (SPSS 12). Eight hypotheses related to group differences and relationships among and between groups and variables were tested. The groups were compared on total CCAI scores using a t-test, and on subscale CCAI scores simultaneously using a descriptive discriminant analysis (DDA). A 3X2 MANOVA was used to compare all groups simultaneously on subscale CCAI scores. The sample was also analyzed for statistically significant differences among 3 levels of ethnicity and total CCAI scores using a one-way analysis of variance (ANOVA). Lastly, various Pearson correlation analyses were conducted to determine relationships among and between the 3 independent variables mentioned above and total and subscale CCAI scores. The results revealed no statistically significant differences among the various groups and CCAI scores. A statistically significant relationship (r = .148) was found between age and 1 of the 4 CCAI subscale scores, flexibility/openness. No other statistically significant relationships were found. The study concluded that number of years for degree, level …
This mixed-methodology study examined a set of award winning dissertations to determine what factors may have led to their receiving recognition by the Association for the Study of Higher Education (ASHE). The study addressed seven specific research questions which were answered via two different research designs: 1) a survey administered to the 27 recipients of the dissertation award, and 2) through the qualitative assessment of a sample of the winning dissertations. The quantitative survey was distributed to recipients of the Association for the Study of Higher Education Dissertation of the Year award from 1979 through 2004. The survey collected specific information on the personal attributes and characteristics of the award recipients, descriptive information about the award winning dissertations, information concerning the quality of the winner's doctoral experiences, the quality of their relationship with their dissertations advisors and the progression of their careers after winning the award. The qualitative assessment involved applying a set of evaluative questions provided by Gall, Gall and Borg to describe a sample of the award winning documents. The results indicated that recipients of the ASHE award were not representative of education doctoral students as indicated by 2004 data. The results of the study also indicated that, as a group, these dissertations winners were full-time doctoral students, likely recipients of some form of financial assistance (assistantship and fellowships) and were able to complete their dissertations and degrees in substantially less time than typical education doctoral students. The findings also suggest that Gall, Gall and Borg's procedure for evaluating educational research can be used to assess doctoral dissertations.
Each year, institutions of higher education devote valuable financial and personnel resources in the hope of enhancing student recruitment and matriculation. The purpose of this study was to examine the demographic characteristics, the factors that influenced students decisions to apply for admission to a university, their educational intentions, and their reasons for not enrolling after they had been admitted. The subjects of the study were first-time freshmen accepted for admission to a mid-size, public, southwestern university who did not enroll for the fall 1997 semester. Statistically significant differences were found when comparing no-shows and enrolled students by gender, ethnicity, age, ACT/SAT score, and distance of their hometown from the university. There were more female no-shows, and more males enrolled than females; a greater percentage of no-shows reported the distance of their hometown to be more than 200 miles; and the mean test score for no-shows was higher. Factors important in the college selection process found to be statistically significant among the groups were: a greater percentage of Minorities than Caucasians reported the importance of the financial aid award or a scholarship offer; students living within 100 miles of the campus reported the proximity of the university as important, advice received from current or former students and high school counselors was more important to those living more than 100 miles from the campus. Cost of attendance and scholarships were important to students with the higher test scores. Statistically significant reasons cited by the no-shows for not enrolling were more Minorities than Caucasians reported financial difficulties and job demands; students living farther from the campus reported attending other universities while those living within 100 miles reported attending a community college. Recommendations the university studied could pursue include: developing a program to follow-up on the no-shows, directing more energy at recruiting students living …
The problems with which this study was concerned were threefold: (a) to design a computer-based graphics presentation on the topics of functions and graphing, (b) to develop the presentation, and (c) to determine the instructional effectiveness of this computer-based graphics instruction. The computerized presentation was written in Authorware for the Macintosh computer. The population of this study consisted of three intermediate algebra classes at Collin County Community College (n = 51). A standardized examination, the Descriptive Tests of Mathematics Skills for Functions and Graphs, was used for pretest and posttest purposes. Means were calculated on these scores and compared using a t-test for correlated means. The level of significance was set at .01. The results of the data analysis indicated: 1. There was a significant difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 2. There was no significant gender difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 3. There was no significant difference between the pretest and posttest performance of the traditional and nontraditional age students after exposure to the computer-based graphics presentation. Females had a lower posttest score than the mean male posttest score, but an analysis of the differences showed no significance. Traditional age students had a higher posttest performance score than the mean traditional age student posttest score, but their pretest performance scores were higher as well. An analysis of the differences showed no significance. In summary, this computer-based graphics presentation was an effective teaching technique for increasing mathematics performance.
Admissions processes for health professions programs result in students entering these programs academically homogeneous. Yet some students have great difficulty with the programs. Research has shown a limited ability of traditional academic indicators to predict successful outcomes for health professions education. The purpose of this study was to examine the relationship between learning motivation and academic outcomes for students in health professions programs. The Modified Archer Health Professions Motivation Scale (MAHPMS) and a demographic survey were administered at orientation to 131 medical and 29 physician assistant students at the University of North Texas Health Science Center in the fall of 2005. At the end of the semester, the same version of the MAHPMS was administered, and final course grades and semester averages were collected. Descriptive statistics were analyzed for all the study variables. Analysis of variance was utilized to examine within subjects and between subjects differences for the learning motivation scores among programs and demographic categories. Linear regression analyses were used to determine the relationship between learning motivation scores and end-of-semester grades. And finally, logistic regression was performed to explore the ability of the motivation scores to predict academically high-risk students. Approximately three-fourths of the students indicated a preference for mastery learning and an internal locus of control. For the PA students, alienation to learning and performance goal scores statistically related to semester grades, and alienation to learning scores predicted high-risk academic performance almost 90% of the time. For the medical students, mastery goal scores statistically related to semester grades, but no motivation score predicted high-risk performance. External locus of control scores predicted high-risk performance 81% of the time for the total group of students at the end of the semester. Students in this study exhibited learning motivation preferences similar to those of other health professions students reported in the …
This study sought to create a guideline to assist theological seminaries build a longitudinal database for institutional research. The study used the National Center for Higher Education Management (NCHEMS) data element dictionary as the base document for the study.
Increasing globalization and transnational trends in business have resulted in greater contact with people from different cultures. However, in any cross-cultural encounter, miscommunication and misunderstandings are likely to occur. In a workplace setting, these can seriously undermine job performance and employee relations. The Intercultural Sensitizer is a cross-cultural training tool that is designed to increase the likelihood that trained individuals will make accurate interpretations concerning behavior observed in individuals from other cultural groups (Albert, 1983) . The purpose of this study was two-fold: (1) to identify cultural differences between Americans and Japanese that can lead to misunderstandings in the workplace and hinder communication, and (2) to construct an intercultural sensitizer that will enable the two cultural groups to interact more effectively with each other. The study's five-phase research design was based on Albert's (1983) delineation of the construction of an intercultural sensitizer. Twenty-four episodes were constructed and statistically analyzed to determine if there was a difference in the way the two cultural groups responded to a given situation. Nine episodes yielded critical values significant at the .05 level. The study concluded that there while there are differences in the cultural perspectives of American and Japanese business professionals, the two groups also share common cultural assumptions. The study's findings have numerous implications for cross-cultural corporate training and higher education.
Using factors of low income, parents' levels of education, and family composition as determinants of educationally at-risk status, study investigated differences between first generation, undergraduate college students from families in lowest quintile of income in the U.S, One group consisted of students from single-parent households and the other of students from two-parent households. Data were from CIRP 2003 College Student Survey (CSS) and its matched data from the Freshman Survey (Student Information Form - SIF). Differences examined included student inputs, involvements, outcomes, and collegiate environments. Included is portrait of low income, first generation college students who successfully navigated U.S. higher education. The number of cases dropped from 15,601 matched SIF/CSS cases to 308 cases of low income, first generation college students (175 from single-parent households and 133 from two-parent households). Most of the 308 attended private, 4-year colleges. Data yielded more similarities than differences between groups. Statistically significant differences (p < .05) existed in 9 of 100 variables including race/ ethnicity, whether or not English was first language, and concern for ability to finance education as freshman. Data were not generalizable to all low income, first generation college students because of lack of public, 4-year and 2-year colleges and universities in dataset. Graduating seniors' average expected debt in June 2003 was $23,824 for students from single-parent households and $19,867 for those from two-parent households. 32% from single-parent households and 22% from two-parent households expected more than $25,000 of debt. Variables used on SIF proved effective tools to develop derived variables to identify low income, first generation college students from single-parent and two-parent households within CIRP database. Methodology to develop derived variables is explained.
The purpose of this study was to investigate the effect of hand-weights and exaggerated arm swing on heart rate, blood pressure, and ratings of perceived exertion during submaximal walking. Twenty middle-aged (40- 59 years) female volunteers were given four submaximal treadmill tests at 3.0 mph and 0 grade. The four treatment conditions were as follows: 1) walking with unexaggerated arm swing (AS); 2) walking with unexaggerated arm swing with hand-held weights (ASHW); 3) walking with exaggerated arm swing (EAS), and 4) walking with exaggerated arm swing with hand-held weights (EASHW). The testing sequence was randomized and a minimum of 48 hr was given between tests.
Over the past 20 years there has been a dramatic increase in the number of adults enrolling in institutions of higher education across America. Adult students presently constitute nearly one-half of all undergraduate enrollment. This influx of adults has generated interest in nontraditional programs, including external degree programs, degree completion programs, and prior learning assessment programs. The purpose of this study was to determine if an association existed between membership in the Council for Adult and Experiential Learning (CAEL) and quality in prior learning assessment services as provided by senior level institutions in the Southern Association of Colleges and Schools accrediting region. CAEL has been a pioneer in developing adult degree programs and commissioned Urban Whitaker in 1989 to define the standards for quality in such programs. A survey instrument utilizing these standards, principles, and procedures as the criteria for quality prior learning assessment services was mailed to a random sample of CAEL member and non-member institutions in the Southern Association accrediting region. Member and non-member responses were compared utilizing the Chi-square statistical analysis to determine any differences.
Thirty years of empirical research on visual aids have produced inconsistent results--perhaps because the quality and color of those visuals were inconsistent. The purpose of this study was to determine what effects quality and color of instructional transparencies used in an informative speech have on listener recall and attitudes toward speaker and speech. A total of 709 community college and university students in 36 intact classes were randomly assigned to one of four visual treatment groups (poor-quality black/white, high-quality black/white, poor-quality color, or high-quality color) or one of two control groups (no-speech or no-visuals). A videotaped speech was projected onto a large screen at the right of the room; visual aids (each shown for approximately 30 seconds) were projected onto another screen set immediately to the left. Recall was measured by a 10-item multiple choice test; attitude toward speech and speaker were each measured by six seven-item semantic differential scales. Analysis of variance indicated that the type of transparencies used in an informative speech have a definite effect on immediate recall and attitude toward the speech, but no effect on attitude toward speaker. All four treatment groups scored significantly higher on recall than the no-speech and no-visual control groups. Log percent of change showed poor color to produce the lowest scores (still 13% better than control) and quality color to produce the highest scores (19.5'% better). Analysis found listeners to have a more positive attitude toward the speech when quality color, quality black/white, or poor black/white visuals were used. It appears that any visual (even a poor quality one) produces better recall than no visuals. Speakers with the time to produce quality visuals should add color; speakers who pay little attention to quality would be advised to use black/white visuals. Implications for future research are suggested.
This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.
This study investigated enrollment management practices found in higher education. The research identified enrollment management and retention practices described in the higher education literature. These suggested practices were incorporated into a sixty-six question survey that was distributed to a random sample of colleges and universities taken from the 1999 US News and World Report of college rankings. The survey data were used to identify which of the suggested enrollment management practices were of greatest utility. First, the sixty-six items were grouped into 14 categories of enrollment management strategies. Second, the institutional responses for each category were averaged and then correlated with each institution's graduation rate. Finally, each institution's "yes" responses for the entire survey were totaled and correlated with each institution's graduation rate. This study developed a list of the 26 most frequently used enrollment management practices in higher education, and as well, identified the 10 least used enrollment management practices. Given the results of this study graduation rate is not a sufficient criterion to assess enrollment management practices at a college or university. Enrollment management strategies contribute to many institutional and student outcomes; thus, multiple indicators are required to accurately evaluate enrollment management practices.
This study examines the ethical beliefs and behaviors of full-time community college faculty. Respondents report to what degree they practice sixty-two behaviors as teachers and whether they believe the behaviors to be ethical. Survey participants engaged in few of the behaviors, and only reported two actions as ethical: (1) accepting inexpensive gifts from students and (2) teaching values or ethics. The participants reported diverse responses to questions about behavior of a sexual nature, but most agreed that sexual relationships with students or colleagues at the same, higher or lower rank were unethical. Additional findings relate to the presence of diversity among the faculty, using school resources to publish textbooks and external publications, selling goods to students, and an expansive list of other behaviors. Findings of this study are compared to results from earlier studies that utilized the same or similar survey instrument with teaching faculty. The study has implications for organizational policy and procedure, for faculty training and development, the teaching of ethics or values in the classroom and for future research.
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