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The Perceptions of Policymakers on the Transfer Pathway in Texas Public Higher Education

Description: Community college students transfer to public universities experiencing a pathway filled with complexity and inequity. Transfer students are not able to graduate at the same pace as native students at the university and complete their baccalaureate degrees 18% below the rate of native students. Policymakers have attempted to address the baccalaureate gap. This qualitative study explored the perspectives of Texas policymakers and policy influencers on the efficacy of policies intended to improve transfer outcomes. This study investigated what experience participants have with transfer policy, what their perceptions of the transfer pathway are, and how their voices can refine an understanding of policy development and ways to improve student persistence. Purposeful sampling was used to explore the perspectives of 14 Texas policymakers and those that influence policy. Findings revealed that significant gaps exist between expectations and student realities and that the completion agenda is driving policy decisions. Participants perceived that transfer students have been ignored in the completion metrics, which influence institutional priorities. Moreover, the decentralized system of independent, autonomous institutions is a major contributor to inefficiencies such as excessive student credit hours. Improving the transferability of courses was a priority recommendation of all participants both because it benefits the State’s economy and, more importantly, because it is in the best interest of students.
Date: May 2016
Creator: Faris, Kimberly A

Preferred Qualifications of Collegiate Athletic Directors: Opinions of Presidents and Athletic Directors

Description: This study explored the preparation methods, qualifications and criteria that both university and athletic directors deemed necessary when searching for athletic directors. Participants completed a survey via Qualtrics online software. Two different populations were sampled for this study: 651 university presidents and 651 athletic directors whose schools compete in either Division I or II in the NCAA, resulting in 96 abd 150 usable responses respectively. Participants in both groups were primarily white males with mean ages of 62 for presidents and 52 for the athletic directors. The study provided demographic information, educational history, professional experience, and prior careers of athletic directors. The rankings of the athletic were compared to the rankings of the presidents and identified consistenncies of opinions. The respondent groups were in agreement on the qualities and ranking of many dimensions of leadershihp in this role. The top seven, for both groups, in order, were ethics, budgeting and finances skills, fundraising, communications, sport leadership, strategic management and policy, and athletic administration. This information could be used as a guide for people who want to strategically maneuver up the ranks in athletics administration. Presidents might use the information as they prepare to hire candidates for the athletic director position.
Date: May 2016
Creator: Sheffield, Cinnamon

Social-Emotional Competencies of African American Children: Impact of Child-Centered Play Therapy

Description: African American children experience risks due to heightened socio-environmental problems and responding to negative racial messages in their environments. Child Centered Play Therapy (CCPT) is one viable intervention for the development of social emotional competence among African American children to help mediate adverse conditions. I sought to explore the effects of CCPT on the social emotional competencies of African American children utilizing Social Emotional Assets and Resilience Scale-Parent & Teacher (SEARS-P; SEARS-T) reports. Thirty-seven African American participants with a mean age of 6.68 years were recruited from four suburban elementary schools in the southwest U.S. Twenty participants were randomly assigned to the intervention group receiving a mean of 13.3 CCPT sessions over 8 weeks, and 17 participants were assigned to the waitlist control group. Factorial ANOVA results indicated that parents reported statistically and practically significant improvement for children who participated in CCPT in overall social-emotional competencies. Follow-up analysis revealed statistical and practical improvement in children’s empathy, as well as practical improvement in self-regulation/responsibility and social competence. Teacher-reported results indicated practical but non-statistically significant improvement in overall social-emotional competencies for children who participated in CCPT, including statistical and practical improvement in children’s responsibility, as well as practical improvement in self-regulation, social competence, and empathy. Thus, CCPT showed promise as a culturally responsive treatment intervention to improve African American children’s social-emotional competencies
Date: May 2016
Creator: Taylor, LaKaavia

Accelerated Degree Program Faculty: Motivation to Teach

Description: Adult educators are a growing part of American higher education. Because of their increasing prominence in adult education, it is essential to understand what roles these educators play and what motivates them to remain in the profession despite poor work prospects and conditions. Research to date, however, focuses primarily on the adult learner and not the adult educator. The purpose of this qualitative, multiple-case study was to explore the role and motivation for teaching of adult educators employed as adjunct faculty in an accelerated degree program at a small, liberal arts college in the northwest United States. Purposeful sampling was used to select the five participants for the study. All participants taught in the program for more than five years and were considered to be successful in their positions by peers, students, and administrators. The study employed a preliminary demographic survey to solicit initial background data on the instructors. Other data collection included in-depth, open-ended, face-to-face interviews, document analysis, and classroom observation. The results showed that all five participants identified the following roles and assumed them in the classroom: (a) facilitator, (b) listener, (c) specialist, (d) guide, (e) adviser, and (f) co-learner or colleague. Further results showed that all five participants were motivated to teach in the program for reasons other than monetary compensation. Although participants shared different levels of personal commitment to the institution, they all expressed extensive commitment to teaching, their discipline, and students. Motivating factors for teaching were (a) opportunity to teach part time, (b) love for the subject, (c) opportunity to gain more expertise in the field, (d) opportunity to grow and learn, (e) opportunity to give back, and (f) student success and growth. A major practical implication of this study is that adjunct faculty in an adult education program are motivated to teach for different ...
Date: May 2016
Creator: Grishkevich, Hanna Hults

Master Therapists' Decision Making Process Concerning Adolescent Confidentiality: A Grounded Theory Approach

Description: Ethical codes and laws provide counselors with guidance for how to approach confidentiality, but there is a gap in the literature surrounding counselors' process of decision-making when managing confidentiality with a adolescent clients. This study explored the decision-making process of master therapists concerning adolescent clients. I conducted semi-structured interviews with peer identified master therapist (N=10), all of whom were licensed professional counselors with 15 or more years of counseling experience and whose case load contained 25% or more adolescent clients. Participants included seven females and three males; nine participants identified as Caucasian, and one participant identified as Hispanic. Participants ages ranged from 39-61. I analyzed the data, along with two research partner, according to Grounded Theory (GT) methodology. Through constant comparative analysis, a grounded theory emerged from the data in which participants converged understanding of client safety, relationships, clinical intuition in a process of integrated experience and consultation. With the exception of mandated reported and mortal danger, ethical guidelines and laws did not seem to factor into participants' decision making. Implications for counseling practice, preparation, and research are provided.
Date: May 2016
Creator: Michero, Emily

Child Centered Play Therapy with Children Exhibiting Aggressive Behaviors

Description: Aggressive behaviors in childhood currently serve as the leading cause of counselor referrals within the United States. Children exhibiting maladaptive aggressive symptomology are at an increased risk for highly externalized and problematic behaviors across the lifespan. Emotional self-regulation and empathy are two constructs currently believed to be closely related to aggression, but a lack of research exploring these variables currently exists in the counseling literature. In this study I examined the effect of child-centered play therapy (CCPT), is a manualized, developmentally responsive, and nondirective intervention, on these variables. Participants were 71 students from four Title 1 elementary schools in the southwest U.S. referred by teachers for aggressive behavior (12 females, 59 males; age range 5-10 years with mean age 6.28. The sample consisted of 52.1% (n = 37) children identified as African American, 21.1% (n = 15) as Latina/Latino, 19.7% (n = 14) as Caucasian, and 7% as multiracial (n = 5). Participants were randomly assigned to 8 weeks of a twice-weekly CCPT experimental group (n = 36) or a waitlist control group (n = 35). Results of descriptive discriminant analyses (DDA) of the Social Emotional Assets and Resilience Scale and the Children’s Aggression Scale scores revealed that parents perceived children’s group membership in CCPT as significant and reasonably predictive of improvement in children’s aggression, self-regulation, and empathy. However, teachers did not perceive a statistically significant difference between the two groups with respect to these variables. These results suggest the relevancy of CCPT for parents in providing children with a developmentally responsive intervention to reduce aggressive behaviors and support their healthy development.
Date: May 2016
Creator: Wilson, Brittany Jean

Mentors' Perceptions of Online-Educated Principal Interns

Description: This qualitative study centered on perceptions of the quality and effectiveness of online-educated principal interns from the viewpoint of principal mentors. Six current principals who have served as mentors to both online and traditionally educated principal interns were asked to name characteristics of successful interns, to discuss to what degree those characteristics have been observed in online-educated principal interns and to share their perceptions of the quality and effectiveness of online-educated interns. The individual interview responses were analyzed and interpreted using thematic analysis. Three overarching themes emerged through data analysis: (1) the importance of certain characteristics in predicting internship success; (2) the impact of program delivery method on principal intern effectiveness; and (3) the influence of perception and bias in hiring decisions. This study may provide a better understanding of the characteristics of successful interns to universities and colleges offering principal preparation programs, which may result in a better understanding of the elements of successful interns and productive internship experiences.
Date: May 2016
Creator: Coomer, Traci

Individual and Group Child-Centered Play Therapy: Impact on Social-Emotional Competencies

Description: A randomized controlled trial study was conducted to test the effectiveness of 16 sessions of the modalities of individual and group child-centered play therapy (CCPT) on improving social-emotional assets, including self-regulation/responsibility, social competence, and empathy. Participants were 56 students in four urban elementary schools in north central Texas, referred by teachers for disruptive or problematic behavior: 10 female and 46 male; ages 5 to 10 years with mean age 7.12; and 21 identifying as Hispanic, 17 as White, 8 as Multiracial, 1 as Asian, and 9 unspecified. Teachers and parents completed the Social and Emotional Assets and Resilience Scale (SEARS; Merrill, 2011) at pre- and post-treatment. With a significance criterion of p< .05, teacher reports provided no statistically significant results. However, parent reports indicated a statistically and practically significant interaction effect with a medium to large effect size, indicating a substantial improvement in children's scores from pre- to post-test attributed to group assignment. Mean differences indicated substantial gains in overall social-emotional assets, according to Total scores, in both individual and group treatment conditions as compared to the waitlist control group. Additionally, both individual and group play therapy was correlated with significant improvement with a large effect for the constructs of self-regulation/responsibility and social competence, with the group condition having a larger effect than the individual condition. Regarding empathy, neither modality resulted in significant improvement, though individual CCPT resulted practically in a large effect. These results indicate CCPT may provide a developmentally appropriate treatment for clinicians working with children in schools and in the community to foster their social and emotional competencies.
Date: May 2016
Creator: Blalock, Sarah M.

Smartphones and Tablets: Patterns of Usage among College Student Populations

Description: This study offers insight into students' use and desire to use mobile devices for educational purposes. I examined college students' mobile device usage on the basis of demographic factors including sex, age, ethnicity, class standing, mode of delivery, and socioeconomic status. This study also investigated factors that affect students' likelihood to use mobile devices for academic pursuits. I utilized data from the EDUCAUSE Center for Analysis and Research's (ECAR) 2015 Student Technology Survey. Of the 10,000 undergraduate respondents, 56% were female, 70% were between the ages of 18-24, 73% attended college full time and the breakdown of ethnicity included 59% Caucasian, 16% Hispanic, 13% African American, 8% Asian and 1% Native American. The results indicated that traditional aged students reportedly used smartphones more frequently, whereas non-traditional aged students reportedly used tablets more. Students most frequently reported using their devices in class to connect to the learning material. Institutional technology infrastructure and support were strong factors impacting students' use of smartphones. Results of this research can assist higher education faculty and administrators in devising comprehensive training and technology plans to support and encourage students' use of mobile devices for educational purposes.
Date: May 2017
Creator: Phillips, Ann

Characteristics of Mothers among Counselor Education Faculty

Description: Pre-tenured faculty in higher education and as well as mothers have reportedly struggled with low wellness levels, high demands, little social support, and an imbalance of work and home life. Mothers in higher education and in counselor education have reported struggling with work-life balance, high scholarly productivity, and long hours as well as the emotional and physical energy demands of working with counselors-in-training. A search of the professional literature revealed a paucity of quantitative research regarding demographic characteristics, wellness levels, and social support levels of mothers among counselor education faculty (MCEs). Participants for this study were faculties of counselor education programs recruited from the Holland List of Counseling Programs and from the Council for Accreditation of Counseling and Related Educational Programs online directory. A total of 180 MCEs participated (aged 29-63, with mean age 40.6 years; 83% Caucasian, 8% other, 5% African American, 3% Hispanic, <1% Asian). Results showed that faculty rank did not account for a significant difference among wellness scores of MCEs and that reported social support, tenure or non-tenure track, number of children in the care of MCEs, number of children under age 8, number of publications, and teaching workload accounted for 14% of the variance in wellness levels of MCEs. Specifically, reported higher teaching workload (β = -.194, rs2 = .35, p = .012) and higher social support (β = -.258, rs2 = .36, p = <.001) were found to be significant predictors of lower wellness levels among MCEs, both with small effects. Based on these results, MCEs may benefit from advocating that their departments and universities adapt to their unique needs to improve their levels of wellness and social support through mentoring, which, in turn, may result in not only their own increased productivity but also their students' increased wellness levels.
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Date: May 2017
Creator: Jimenez, Kyrstin Anne

Impact of the Clery Act: An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities

Description: The problem this study addressed is the relationship between Clery Act crime data and student recruitment at private colleges and universities. For this quantitative study, I used secondary data from the Department of Education and the Delta Cost Project (2013) to conduct ordinary least squares regression analyses to determine the predictive ability of institutional characteristics, specifically the total number of crime incidents reported in compliance with the Clery Act, on the variance in number of applications and applicant yield rate at private four-year institutions in the United States. Findings showed that the total number of reported incidents was a significant positive predictor of the total number of applications. Conversely, findings also showed that the total number of incidents had a significant negative impact on institutional yield rates. An implication of this study is that although crime statistics required by the Clery Act may not serve as variables used in the student application process, they are part of numerous variables used in the student's decision to enroll at a particular school. The findings highlight the importance of prioritizing and investing in safety and security measures designed to reduce rates of crime; especially for private, enrollment-driven institutions of higher education.
Date: May 2017
Creator: Hall, Dennis H. H.

Examining Help-Seeking Intentions of Chinese Individuals: A Path Analysis

Description: Utilizing the theory of planned behavior, I examined the variables that affect Chinese individuals' help-seeking intention. A total of 251 Chinese individuals participated in this study. Results showed that the variables in the theory of planned behavior accounted for 16% of the variance in help-seeking intention. Specifically, attitude (r = .22, p < .001) and perceived behavioral control (r = .22, p < .001) were found to be significant predictors of help-seeking intention. Based on these results, mental health professionals can design outreach interventions, such as psychoeducational programs, to improve Chinese individuals' help-seeking attitude and perceived behavioral control in an attempt to increase mental health service utilization. Additionally, counselors can discuss with clients' their attitude and perceived behavioral control regarding seeking counseling in an attempt to assist clients in being committed to the counseling process.
Date: May 2017
Creator: Yee, Terence

Public Research Universities as Gendered Organizations: Institutional Rewards and the Faculty Salary Gap

Description: Gendered organizational conditions create the context for persisting differences between men and women in the workplace. Within, higher education, this manifests as a salary gap between male and female faculty members. The academic capitalistic policy environment creates the conditions for increasing competition for external funding, especially in the areas of research and science and engineering. The change in the academic climate may sustain or intensify the gendering of universities as organizations. Universities with the highest level of research activity were chosen for this study and formed the 130 public institution sample. This study used fixed effects panel regression analysis to explore the relationship between the faculty gender salary gap and institutional emphasis on research as well as science and engineering. In addition, the relationship between institutional emphasis and the faculty gender salary gap was explored over time with the inclusion of a time trend and temporal interaction terms. Results showed that the higher the percentage of female faculty members, the greater the faculty gender salary gap for assistant professors. In addition, science and engineering emphasis over time had a significant impact on the professor salary gap with a decreasing effect both at the mean and one standard deviation above the mean, but with an increasing effect on the salary gap for institutions one standard deviation below the mean. When taking action to increase gender equity, it is important for universities to recognize that the faculty gender salary gap occurs in an organizational context impacted by institutional-level conditions.
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Date: May 2017
Creator: Johnson, Jessica Ann

Empirical Benchmarks for Interpreting Effect Sizes in Child Counseling Research

Description: The goal of this study was to establish empirical benchmarks for Cohen's d in child counseling research. After initial review of over 1,200 child intervention research studies published from 1990 to 2016, 41 randomized clinical trials were identified in which intervention and control groups were compared with children 3-12 years old (N = 3,586). Upon identification or calculation of a Cohen's d for each study, I calculated a weighted mean d by multiplying the effect size of each study by the number of participants in that study then dividing by total number of effect sizes. The weighted mean accounted for study sample size and served as the suggested medium effect size benchmark. Results indicated effect size is impacted in large part by type of reporter, with parents apparently most sensitive to improvement and yielding higher effect sizes overall; teachers relatively less sensitive, perhaps due to difficulty observing change in a classroom setting; and children self-reporting lowest levels of improvement, perhaps reflecting a lack of sufficient measures of child development. Suggested medium benchmarks for Cohen's d in child counseling literature are .70. for parent report, .50 for teacher report, and .36 for child self-report. Small and large benchmarks are suggested based on the use of standard deviations of the mean Cohen's d for each reporter.
Date: May 2017
Creator: Weisberger, Andrea Godwin

A Content Analysis of Medical School Problem-Based Learning Cases

Description: Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases included a patient population similar to the local population, but care was more hospital-centric than would be expected from the actual patterns of medical utilization in the United States. Analyzing along two axes of patient-centeredness, the PBL cases demonstrated a good understanding of the patient (knowing the patient), but other qualities such as shared decision making was not as exemplified. Medical educators can use the results to understand elements that contribute to patient-centeredness and apply the analysis framework to evaluate future cases.
Date: May 2017
Creator: Kinkade, Scott Edward

A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions

Description: Despite recent scholarly interest in college students' spirituality and spiritual development, as well as research indicating that students are interested in spirituality and have a strong desire to integrate spirituality into their lives, few researchers have addressed the spiritual experiences of gay and lesbian college students. Utilizing a phenomenological qualitative approach, I explored the spiritual experiences of nine gay and lesbian college students at two religiously affiliated universities in the southwest region of the United States. The ages of the participants ranged from 19 to 23, with a mean of 21. There were five female, three male, and one gender queer participants. Seven participants identified as white, while the other two participants identified as Hispanic. I identified three major themes related to their lived experience of spirituality: (1) spiritual quest characterized by struggle and pain, (2) finding reconciliation and acceptance, and (3) the importance of support from the university, student groups, friends, and family. Implications for practice included the importance of establishing an official recognized student organization to support gay and lesbian students, creating spaces for personal reflection, meditation, prayer, and solitude as well as safe spaces, the need for educational and outreach programs for faculty, staff, and students, and an evaluation of institutional policies the might negatively impact gay and lesbian students. Suggestions for future research are discussed including the exploration of the impact that faculty members have on students' spiritual growth.
Date: May 2017
Creator: Bryan, Vanessa Roberts

Impact of an Online Education Program on Counselors' Knowledge and Attitudes about Near-Death Experiences

Description: An estimated 15 million people in the US have had a near‐death experience (NDE), an experience of usually lucid consciousness during a close brush with death. Following an NDE, experiencers (NDErs) sometimes feel challenged and seek counseling to integrate the experience into their subsequent lives. They have reported psychologically harmful experiences disclosing their NDEs to healthcare professionals, including counselors. Counselors' knowledge and attitude about NDEs appear to be critical variables in their ability to uphold the ethical imperative to do no harm to clients. The recent development of a psychometrically sound instrument to assess these variables, coupled with online availability of a three-part NDE educational program for health professionals, made possible for the first time a large‐scale pre‐post study of the effect of the program on counselors' knowledge and attitude about NDEs. Participants were 212 licensed professional counselors (LPCs) aged 23 to 71 years old (M = 44.93, SD = 12.69); sex self-identified as 12.3% male, 87.3% female, and .5% other; racially/ethnically self-identified as 84% White and 17% non-White and as 6.6% Latino-Hispanic and 92.5% non-Latino/Hispanic; and representing four regions of the US. Results revealed that, compared to control group, composed of LPCs who completed topically unrelated online programs (n = 112), those who completed the NDE program (n = 100) showed significantly more accurate knowledge and more positive attitude about NDEs. Participants also overwhelmingly expressed enjoyment of the programs. These results support the use of online training to increase counselors' knowledge and improve their attitude about NDEs so they can provide clinically and ethically sound treatment to NDErs. Limitations of the study and future research are addressed.
Date: May 2017
Creator: Loseu, Saharnaz

Coming Out: The Lived Experiences of LGB College Students who Feel Supported by Their Parents

Description: The purpose of this phenomenological study was to explore how LGB college students created meaning out of their coming out process to their parents. I recruited LGB college students who perceived support from their parents during their coming out process and asked the following research question: What are the lived experiences of LGB college students who have experienced support from their parents during the coming out process? Seven White (n = 4), African American (n = 2), and Hispanic (n = 1) college students, three men and four women aged 18-24 years, shared narratives that included time periods before, during, and after their coming out disclosures to their parents. Using an adapted phenomenological analysis, I identified nine major themes: awareness of feeling different, positive relationship with parents prior to coming out, college impacting the coming out process, feeling unsure of how parents would respond to disclosure, parents assuring continued loved and acceptance, parents affirming LGB identity, increased relational depth with parents, increased sense of authenticity, and an appreciation for family's response and support. The findings provide insight into how counselors might work most beneficially with LGB college students and their parents around the coming out process. Opportunities for future research and limitations of the study are discussed.
Date: May 2017
Creator: Price, Eric W

A Phenomenological Exploration of Counselors' Experiences in Personal Therapy

Description: Professional counselors may choose to increase self-awareness and/or engage in self-care through the use of personal therapy. In particular, counselors may feel reluctant to pursue personal therapy due to stigma related to their professional identity. To date, researchers have paid limited attention to the unique concerns of counselors in personal therapy. The purpose of this phenomenological study was to explore counselors' experiences and decision-making in seeking personal therapy. I addressed the following questions: What contributes to counselors' decision to seek personal therapy? How do counselors make meaning of their experiences in utilizing personal therapy? Participants included 13 licensed professional counselors who had attended personal therapy with a licensed mental health professional in the past three years. I identified six emergent themes through adapted classic phenomenological analysis: presenting concerns, therapist attributes, intrapersonal growth, interpersonal growth, therapeutic factors, and challenges. Participants reported positive changes in personality and relationships, as well as several barriers specifically related to their counselor identity. Findings inform mental health professionals and the field of counselor education and supervision about the personal and professional needs of counselors. Limitations and future research directions are discussed.
Date: May 2017
Creator: Bevly, Cynthia

The Lived Experiences of African American Community College Achievers in Developmental Education

Description: Developmental education courses are typically defined as courses offered at postsecondary institutions below college level instruction. More than 60% of community college students are deemed non-college ready and required to enroll in non-credit bearing developmental education courses. Research shows that developmental education can be either a bridge or barrier to degree attainment for racial/ethnic minority students, particularly African Americans, who require developmental education more than any other racial/ethnic groups. The purpose of this study was to explore the lived experiences of African American community college achievers who were required to enroll in two or more developmental education courses. Achievers were defined as students who passed all developmental education courses and were enrolled in their final college gateway course at the time of the interviews. Utilizing a phenomenological approach and anti-deficit framework, 15 semi-structured interviews were conducted to capture the essence of how African American achievers described, interpreted, and understood their journeys from developmental education to becoming college ready to completing college level courses. Twelve participants were female and three were male, ranging from 20 to 52 years old. Results revealed seven major themes. The first research question addressed how achievers described their developmental education experience from pre-collegiate years through inside the classroom, and four themes emerged: (a) Achievers experienced difficulty from childhood through college matriculation; (b) achievers experienced support from familial and institutional agents; (c) achievers experienced chilly instructional environments; and (d) achievers experienced positive interactions with peer tutors. The second research question addressed factors that contributed to the persistence of achievers, and three themes emerged: (a) Achievers persisted because of clearly defined goals; (b) achievers persisted because of help seeking behaviors; and (c) achievers persisted because of intrinsic motivation that stemmed from difficult life experiences. Although the majority of participants were discouraged by the requirement to enroll in two ...
Date: May 2017
Creator: Hicks, Janice Marie

Community College Student Retention and Completion based on Financial Expenditures and Hispanic-Serving Status

Description: Despite declining community college funding being allocated increasingly on the basis of student success, U.S. community college student retention and completion rates over the past decade have either remained steady or decreased, especially for Latino students. Using descriptive statistics and multiple regression models with secondary data procured from the Integrated Postsecondary Education Data System (IPEDS), I analyzed student success rates—full time student retention and completion rates—based on community college financial allocations and Hispanic-serving institution (HSI) status. To equitably analyze community colleges in the sample (n = 909), I separated them into four groups based on institutional size as defined by the Carnegie Classification. Descriptive results indicated that instructional divisions spent an average of 43% of the college's total allocated budget—often more than three times the allocated budget of any other division. Regression results indicated that instructional expenditures had the most consistent impact on student success regardless of college size and that scholarship expenditures and academic support expenditures generally had a negative impact on student retention and completion rates. Regarding Latino student success in particular, findings indicated that the manner in which colleges allocated their funds impacted only small and medium-sized community colleges. Of the nine different types of institutional expenditures, only student services expenditures and public services expenditures had a statistically significant impact on Latino student success. Additionally regression analysis indicated that community college HSI status did not have a large impact on overall full-time student retention and completion rates but did have a significant impact on full-time Hispanic student retention and completion rates for all institution sizes. Findings of this study confirmed that HSI status does impact Latino student success in public community colleges. This finding is consistent with prior studies on the positive impact of instructional expenditures on student success rates. Further research on the specific elements within ...
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Date: May 2017
Creator: DaSilva, Jose E.

A Panel Analysis of Institutional Finances of Medical Residencies at Non-University-Based Independent M.D. Granting Medical Schools in the United States

Description: Traditionally, medical residency positions have been primarily funded by the federal government. However, due to declining governmental funding support over time, medical schools have resorted to fund these programs through other means such as clinical fees and payments for services. This change has affected the number and types of residencies available to medical school graduates. The purpose of this study was to measure how the availability of fiscal resources shape mission-related outputs, particularly medical residency positions at medical schools. Using academic capitalism as the theoretical framework provided a lens through which to examine how federal policies have shaped the availability and funding of medical residencies today at the institutional level. This concept has been studied in traditional colleges and universities and how they balance mission and money, but less so in the context of medical schools. This study used a fixed effect panel analysis to study the impact of selected variables over a 10-year period on financing of medical residencies. Findings included that tuition revenues, paid for by undergraduate medical students, are increasingly funding medical residency positions. There was little to no effect from hospital revenues and federal research monies on increasing the number of medical residency positions. The funding of university based medical education is particularly timely and of national importance to understand the consequences of federal policies for medical schools and how medical residency funding caps and limits have affected one of the missions of medical schools which is to train physicians.
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Date: May 2017
Creator: Cho, Ah Ra

Study Abroad and Student-Athlete Choice

Description: The focus of this case study was a study abroad program for student-athletes at a high academically achieving, small liberal arts college in the mid-west region of the United States. The program is designed to maintain a culture of internationalism and multiculturalism by exposing as many student-athletes as possible to study abroad. I reviewed literature to extract an appropriate theoretical framework along with variables that aligned with the purpose of the study; structural and organizational characteristics of the institution, student's background and pre-college traits, interaction with agents of socialization and institutional environment, and quality of effort. I used the semi-structured interview process to interview 9 senior student-athletes (3 female, 6 male; 7 White, 1 African American/White, 1 Chilean/White) who participated in study abroad during the 2015-2016 academic school year at the researched institution and to interview 5 administrators who facilitate the athletic department at the institution. I found that certain critical elements emerged as necessary to create and maintain a study abroad program geared specifically to the needs of the student-athlete population. I also found strong implications for adaptable elements that could generate opportunities for student-athletes to study abroad at a higher rate. These elements serve as a recommended framework and set of initial guidelines for student-athletes and athletic departments nationwide.
Date: May 2017
Creator: O'Neil, Chaunte' LaJoyce

Readiness scores as indicators of online faculty satisfaction.

Description: The purpose of this study was to determine the relationships between online readiness scores and online faculty job satisfaction. Online readiness was assessed using the Readiness for Education At a Distance Indicator (READI) assessment. The READI assessment tool incorporated the independent variables of learning preference, technical competency, technical knowledge, personal attributes, on-screen reading speed and comprehension, and typing speed and accuracy. Online faculty job satisfaction was assessed using the National Study of Postsecondary Faculty (NSOPF) job satisfaction questions. Analysis of variance was used to determine whether there was a difference in satisfaction based on individual instructor learning preferences. Correlation coefficients were used to analyze the relationships between the remaining independent variables and online instructor satisfaction. The sample population (N=110) consisted of online faculty members at Tarrant County College. Most of the statistical analyses revealed non-significant results at the .05 alpha level. However, a significant difference in satisfaction with equipment and facilities was found based on instructor learning preference. Additionally, a statistically significant negative correlation was found between online instructor technical competency and satisfaction with benefits.
Date: May 2009
Creator: McLawhon, Ryan