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The Academic Achievement of College Freshmen with Regard to Demographic Variables and College Admissions Test Scores

Description: The problem with which this study is concerned was that of examining the relationship between academic achievement of college freshmen students and selected demographic variables. The purpose was to compare the grade point average of selected freshmen at North Texas State University and determine if geographic location, high school size, gender, racial heritage and college admission test scores affect academic achievement during the first year of college.
Date: May 1987
Creator: Bradford, Cindy L.

Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?

Description: There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among academic advisors decreases significantly their efforts towards professionalization. Also, professional standards construct results suggest that the utilization of CAS standards for academic advising as an evaluation tool may enhance an academic advisor’s knowledge of professional standards within the field.
Date: May 2014
Creator: Shelton, Kiesha R.

The Academic and Athletic Experiences of African-american Males in a Division I (Fbs) Football Program

Description: This study investigated the academic and athletic experiences of African-American males in a Division I football bowl subdivision football program. Critical race theory, identity development model, and social learning model were the theoretical frameworks used as the critical lenses in a qualitative design to examine the participants. The participants’ responses were analyzed and interpreted using thematic analysis. A qualitative research design, which included individual interviews with 10 second year African-American male football players, was used to address this research problem. The goal was to bring together both the psychological and sociological perspectives and to challenge participants to candidly describe their academic and athletic experiences and attitudes toward obtaining an undergraduate degree. Four themes were determined in the data analysis: differential treatment and determining oneself, time management, relationships, and career aspirations. In relation to the theoretical frameworks, the development of self-confidence and knowledge of balancing their academic and athletic schedules was critical for all participants. The sense of feeling different and challenged because of the differences in culture and experience was evident. From this study, university and collegiate athletics administrators may better understand the backgrounds, challenges, and learning needs of this population. As a result, higher education personnel may improve the services they provide these young men in hopes of educating and developing whole persons—physically, emotionally, intellectually, socially, and spiritually—to become well-rounded and functional in contemporary society.
Date: December 2013
Creator: Salinas, Silvia M.

Academic Dishonesty: Attitudes and Behaviors of Fundamentalist Christian College Students

Description: 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.
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Date: December 2000
Creator: Sunday, William G.

Academic Lineage and Student Performance in Medical School

Description: 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 ...
Date: August 1999
Creator: Wright, James Scott

Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses

Description: This study examined differences between adult first-generation (AFG) and adult-continuing generation (ACG) students’ academic self-efficacy with regard to the online courses in which they were currently enrolled. The study used an online survey methodology to collect self-reported quantitative data from 1,768 undergraduate students enrolled in an online course at a mid-sized, four-year public university in the southwestern United States; 325 cases were usable for the study. The t-tests revealed no statistically significant differences between the academic self-efficacy of the AFG and ACG students. Parents’ level of educational attainment was unrelated to adult students’ academic self-efficacy with online courses. Ordinary least-squares analysis was used to evaluate student characteristics that might be associated with academic self-efficacy in the online environment. A combination of gender, GPA, age, race/ethnicity (White, Black, Hispanic, and other), and number of previous online courses predicted a statistically significant 12% of the variance in academic self-efficacy in an online environment (p < .001). Age (p < .001) and self-efficacy were positively correlated, meaning that adult students reported greater academic self-efficacy than did younger students; and number of previous online courses (p < .001) was also positively correlated to academic self-efficacy, indicating that students with greater experience with online courses reported a greater sense of academic self-efficacy in that environment than students who had completed fewer online courses. This study has implications of providing additional insight for higher education practitioners working with adult learners. Identifying additional factors influencing adult learners’ academic self-efficacy in an online academic environment may be useful when building effective strategies to improve online retention and completion rates for these students. Future research should examine a wider variety of variables beyond demographic characteristics. External and internal factors, along with existing theories of behaviors should be investigated to help explain adult persistence and retention online and in face-to-face ...
Date: August 2014
Creator: Jackson, Delores

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

The Administration of Auxiliary Services in Texas Public Universities: Analysis and Proposed Integrated Model

Description: 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.
Date: May 1994
Creator: Yarbrough, Marianne (Marianne June)

Adult Age and Ethnicity as Factors in Success on the TASP : A Measurement of the Texas Academic Skills Program (TASP) Test

Description: This study examined the association among ethnicity, age, and scores on selected portions of the TASP and MAPS tests. This study further examined if the TASP could identify students for success in college level course work as well or better than selected portion of the MAPS test.
Date: August 1991
Creator: Friedman, Linda A. (Linda Anne)

Alcohol and Other Drugs: Attitudes and Use Among Graduate/Professional Students at a Health Science Center

Description: 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.
Date: August 2002
Creator: Moorman, Mark Thomas

Alternative Certification Teaching Programs in Texas: A Historical Analysis

Description: Before 1984, nearly 975 of teachers entered the teaching profession after graduating from a traditional university-based program. However, beginning in the mid-1980s, alternative routes leading to teacher certification began to emerge in the United States. As of 2010, nearly one-third of all new teachers graduated from an alternative preparation program. As alternative certification (AC) routes approach 30 years since establishment, programs continue to evolve and increase in enrollment. This study focused on the changes that have come about in the maturation of alternative certification programs in Texas since legislation was passed in 1985. The purpose of the study was to delineate the evolution of AC programs using a historical approach, the study used both primary and secondary resources as research tools and employed the use of eight interviews and the literature review for the collection of data. The prediction of future teacher shortages, the need for diversity in the profession the political view to privatize education, and economic recessions were all motivating factors for establishing alternative teacher programs. In the beginning, graduation from AC programs were perceived as not authentic teachers and not as prepared for teaching as graduates from traditional programs. AC programs have become a legitimate and viable option for educator preparation programs as they offer greater flexibility, staff/instructor diversity, and multiple approaches to instruction. This data suggests that AC programs in Texas have emerged as a real and sustainable option to traditional certification programs leading to certification and licensure.
Date: May 2015
Creator: Etheredge, David K.

The American University of Beirut and Its Educational Activities in Lebanon, 1920-1967

Description: The purpose of this study was to trace the historical development of the American University of Beirut and its educational contributions in Lebanon and the Middle East from 1920 to 1967. Through their activities in the Levant in the early nineteenth century, the American missionaries virtually laid the foundations of the Syrian Protestant College, later known as the American University of Beirut. Though religion was the cornerstone in the founding of the University, under the pressure of the local environment, its secular character was to be substituted for the religious one. The establishment of the University in 1866 marked the beginning of the system of higher education in the Arab world. As the first established institution of higher learning, the University played a significant role in raising the level of literacy throughout the region. Despite the difficult times that the University faced throughout its history, it survived and continued its dedicated mission to serve the people of Lebanon and the entire area. For the University, the first 50 years under Ottoman rule was a period of surviving and maintaining its existence. With the freedom it came to enjoy during the French Mandate and later during independence, the University moved into a period of advancing and expanding. By the 1960s the University had become a prestigious institution and captured the support of most people and governments in the area. The study's six chapters describe the historical setting of Lebanon and the origins of its religious groups, the historical background of the American University of Beirut, the educational activities of the University during the French Mandate, and its educational activities under independent Lebanon. The thesis showed that the University had a significant role in the education of the Lebanese and the peoples of the area, and that it has significantly contributed to ...
Date: May 1988
Creator: Sayah, Edward

An Analysis of Enrollment Patterns in Required General Education Courses and the Related Success, as Measured by Grade Point Average, of Technical-Occupational Students in a Multi-Campus Urban Community College

Description: This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations between grade point average and amount of general education work completed. Among the major findings were the following: over 57 per cent of the current students had completed general education requirements at a level proportional to their total program enrollments; current students tended to avoid enrollment in English more than in mathematics; current students who had completed mathematics had a higher mean GPA than those who had not completed mathematics; graduates who completed mathematics during the first half of the program had a higher mean GPA than those who completed mathematics later; a negative correlation was detected between GPA and ...
Date: December 1988
Creator: Hines, Linda Kay, 1942-

An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College

Description: This study was concerned with the enrollment patterns in required general education courses by technicaloccupational students in an urban community college. The purposes of this study were to (1) examine the general education course enrollment patterns of technical occupational students in specific programs; (2) determine if completion of an English course yields a higher GPA; (3) profile the characteristics of the students who do and do not enroll in general education courses; (4) determine if students enrolled in certain technical-occupational programs are more likely to enroll in general education than students enrolled in similar programs; and (5) determine if completion of general education courses has a positive effect on overall GPA of students.
Date: December 1985
Creator: Stegall, Linda Coffey

Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS

Description: Under the George W. Bush U.S. presidential administration, the federal government pushed for greater accountability among institutions of higher education for educational outcomes. Graduation rate is a key performance indicator of institutional accountability. Previous researchers of student attrition focused primarily on the effects of student level factors on student persistence/withdrawal behavior. Recently, researchers put more focus on the effects of institutional characteristics on graduation rates, but most of these studies were exploratory and based on multiple regression models. No institutional model has existed to synthesize their results within a theoretical framework. Such an institutional model is needed to explain the process of student persistence at the institutional level. The purpose of this study was to develop a model of institutional performance in graduation rate for four-year, public and private not-for-profit, Title IV institutions in the United States. This study validated the institutional model based on the IPEDS dataset using the structural equation modeling (SEM) technique. Further group comparison analyses are conducted by fitting the same SEM model to several subgroup datasets based on grouping variables such as control, geographical region and state. Benchmarking analyses were conducted to demonstrate how administrators and policy-makers can use the institutional model to compare the performance of an institution with its peers and what policy changes can they pursue to improve graduation rates.
Date: May 2010
Creator: Fung, Terence Yip-hung

An Analysis of On-Campus Housing at Public Rural Community Colleges in the United States

Description: 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.
Date: May 2005
Creator: Moeck, Pat Gallagher

An Analysis of Sexist Language in ESL Textbooks by Thai Authors Used in Thailand

Description: This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.
Date: August 2008
Creator: Na Pattalung, Piengpen

An analysis of the effects of high school student concurrent enrollment at Collin County Community College District.

Description: 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 ...
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Date: December 2003
Creator: Swanson, Kathrine Bridgett

An Analysis of the Satisfaction of the Students during the First Ten Years of the Collaborative Program between Dallas Theological Seminary and the University of North Texas

Description: This study analyzes the satisfaction of doctoral students in the joint doctoral program in Christian higher education between Dallas Theological Seminary (DTS) and the University of North Texas (UNT). The study focuses on the 18 students who have been identified as advanced participants in or graduates from the joint program from its inception in 1997 through its 10-year mark in 2007. Fourteen of the 18 eligible students agreed to participate in this study for a 77.8 % response rate. The doctoral students completed a survey that was created using a study of Garrett in 2006 of doctoral students at Historically Black Colleges and Universities and of McLaughlin in 2002 of graduate students in Christian education at DTS. The purpose of this study was to determine to what extent the joint doctoral program in higher education between both institutions meets the expectations of the students and prepares them for the range of careers that they then pursue. The study offers a number of findings surrounding the five research questions and offers several conclusions and recommendations for further research. The study concluded that the surveyed participants were immensely satisfied with their education experience thus assuming that the joint program does meet expectations and prepare students for future careers.
Date: August 2008
Creator: Kavlie, Lucas B.

An Analysis of the Utilization of Needs Assessments by Training and Development Professionals

Description: The purpose of this study was to analyze the utilization of needs assessments by training and development professionals in a large metropolitan training association. The study sought to determine (1) how frequently needs assessments were used; (2) how the results of needs assessments were used; (3) whether the needs assessment model was developed by in-house staff or outside consultants; (4) whether needs assessments were utilized more frequently within specific industry groups; and (5) the respondents' perceived level of importance placed on the needs assessment process. To accomplish these objectives, this study surveyed members of the Dallas chapter of the American Society for Training and Development (ASTD).
Date: May 1987
Creator: Hires, Teri Meadows