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Thematische Bibliographien / College students / Dissertationen

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Dissertationen zum Thema „College students“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Jacobs-Biden, Jill. „Student retention at the community college meeting students' needs /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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2

Biden, Jill. „Student retention at the community college : meeting students' needs /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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3

Taylor, Helen Kermgard. „Evaluation of a community college extended orientation course : effect on self-appraisal and performance /“. Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.

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4

Smith, Renee M. „College debt : an exploratory study of risk factors among college freshmen and its effect on college choice /“. View online, 2008. http://repository.eiu.edu/theses/docs/32211131464726.pdf.

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5

Ramsey-White, Kim Renee. „Exploring College Readiness: Self-Perceptions of Early College Students“. Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/96.

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ABSTRACT EXPLORING COLLEGE READINESS: SELF-PERCEPTIONS OF EARLY COLLEGE STUDENTS by Kim R. Ramsey-White Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for college. Additionally the study sought to understand the role that social capital played in the students’ preparation for college. In-depth interviews with 13 African American students, some of whom were first-generation college attendees, were used to illuminate the student voice in an effort to learn how early college practices and strategies were beneficial and/or detrimental to their preparation for college. Data from the study were analyzed using a college readiness framework developed by David Conley (2007) which focuses on four dimensions of college readiness: (1) Key cognitive strategies, (2) academic content, (3) academic skills and behavior, and (4) contextual skills and awareness. Findings from the study indicate that the students’ Early College High School experiences increased their confidence as college students (key cognitive strategies), taught them the benefits of time management and working in study groups (academic skills and behavior), and provided meaningful relationships and social networks that allowed them to navigate the college application and financial aid processes (contextual skills and awareness). The students also expressed concern that there was very limited alignment between the high school academic courses and expectations and those in the postsecondary institutions they attended. The results of the study contribute to the scholarship on the Early College model.

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6

Jorns, Whitney. „Learning to work the student senate as a workplace /“. Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3065.

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Thesis (M.A.)--George Mason University, 2008.
Vita: p. 105. Thesis director: Amy L. Best. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Sociology. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 101-104). Also issued in print.

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7

Hertel, James B. „First-generation and second-generation college students : similarities, differences, and differential factors in their adjustment to college /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737878.

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8

Millman, Jeffrey. „Drinking, drugs, and students analyzing characteristics of institutions of higher education and their correspondence to arrests and disciplinary actions due to drug and alcohol violations /“. Diss., Connect to the thesis, 2006. http://hdl.handle.net/10066/1014.

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9

Bedsole, Davina A. „Perceptions of college students towards college students who are mothers“. Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/334.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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10

Guin, Autumn Hope. „Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?“ NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.

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11

Fleming, Teresa M. „Adjustment to college life“. Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722227.

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Social support has been identified as an important mediator aiding adaptation during major life transitions such as matriculation in college. In the present study two models were proposed to predict social network development from measures of previous social support and individual characteristics collected prior to students' matriculation. It was hypothesized that initiation skills and previous social relationship patterns would predict the quantitative development of the students' new social support networks while negative affectivity and social relationship patterns would predict satisfaction with the forming network.The models were tested using path analysis techniques. Model I was supported. Initiation skills and relationship patterns both had significant direct effects on network size; while initiation skills also had a meaningful indirect effect on size through its effects on relationship patterns. Model II was not supported by the data. Network satisfaction was not meaningfully influenced by negative affect but was affected by initiation skills and by social relationship patterns. Changes in the characteristics of the network over time were also observed and considered. The results clarify the process through which new social networks develop and have implications for college-based intervention programs.
Department of Psychological Science

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12

Urairat, Yamchuti Rau William Charles Padavil George. „Factors influencing academic achievement of business administration department students in Thai private higher education institutions“. Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064544.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.

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Layman, Richard W. „Exploring differences in level of involvement, educational outcomes, and satisfaction of resident students and commuter students at a rural community college“. Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4028.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains xi, 154 p. : ill. Includes abstract. Includes bibliographical references (p. 132-138).

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14

Volchok, Daniel J. „The college-student relationship 1970-1990 : a legal-historical study /“. Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11226651.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Lee Knefelkamp. Dissertation Committee: Sharon McDade. Includes bibliographical references (leaves 130-140).

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15

Countryman, Kemba Chambers Witte Maria Margarita. „A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.

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16

Generoso, James John. „What Participating Students Say About the College Bound Program at Boston College“. Thesis, Boston College, 2011. http://hdl.handle.net/2345/2164.

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Thesis advisor: Irwin Blumer
The focus of this dissertation is the student voice in College Bound (CB), a pre-college preparation program at Boston College. College Bound has existed on the Boston College campus for more than twenty years as an academic enrichment and supportive program that benefits urban students from two Boston Public high schools. The two essential questions of the research are "What do students say they learn at CB?" and "What suggestions do students have to improve the CB Program?" Literature about the importance of the student voice in the educational enterprise is reviewed as a means of giving context to the study. Primary data included student surveys (n=29), interviews (n=12), and focus groups (n=3). Other sources utilized included field notes and observations of the researcher as participant-observer, in addition to official College Bound documents. The constant comparative method was used to analyze data from the primary data sources. Data was also analyzed by data type and findings were presented thematically. Major findings included: CB students know a lot of what is going on and do not attend CB as empty vessels, but bring their own knowledge and experience to the CB Program. Students say they learn academic self-discipline, a more focused search for potential colleges to attend, and value their experience attending the CB program on the Boston College campus. Suggestions for improving the CB Program include: creating a regular schedule, re-establishing a community meeting experience, ensuring a consistent connection with their Boston College mentors, and providing more field trips to other colleges and museums. Participating student voices should be encouraged and respected as an important source of information in educational programs that exist to benefit those very students
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership

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17

Peper, Alan R. „Successful African-American college students /“. view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603351&sid=7&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.

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18

Robinson, Thomas N. „A revision of the institutional integration model : a redefinition of "persistence" and the introduction of developmental variables /“. Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260640245.

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19

Turnberger, Salome. „Assisting college students with learning disabilities by evaluating community college student development courses“. Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3068.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 96. Thesis director: Victoria Salmon. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Community College Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 87-95). Also issued in print.

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Coleman, Laura L. „Factors that influence post-baccalaureate community college students' choice to attend Lake Michigan College /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137686.

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21

Kellogg, Karen. „An analysis of the collaborative programming between student affairs and alumni relations professionals at select post-secondary institutions in Missouri /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717177.

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22

Boazman, Janette Kay. „Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students“. Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31526/.

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As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler's theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college.

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23

Cheung, Wing-shan. „Death orientations among Chinese undergraduates in Hong Kong and Beijing“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3371101X.

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24

Smith, Lisa A. „Student Experiences in Residential Programs at Community Colleges: A Multiple Case Study“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210101245.

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25

Sanseviro, Michael Lenard. „Student government presidents' perceptions of their role in institutional decision-making at a two-year public college“. unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11192006-194630/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Susan, Talburt, committee chair; Deron Boyles, Richard Lakes, Irene Prue, committee members. Electronic text (146 p.). Description based on contents viewed May 8, 2007. Includes bibliographical references (p. 130-140).

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26

May, Walter P. „Student governance a qualitative study of leadership in a student government association /“. unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-03242009-212828/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Philo A. Hutcheson, committee chair; Carlos McCray, Jennifer Esposito, Roger R. Lee, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 409-429).

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Polzer, Michael. „Alcohol, tobacco, and sexual practices a corralational study /“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999polzerm.pdf.

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28

Hopson, Joyce M. „A comparative study of factors leading to the retention of African American students and non-minority students enrolled in business programs at a Northwest Florida community college /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737900.

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29

Li, Mei. „Cross-border higher education of mainland Chinese students : Hong Kong and Macao in a globalizing market“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35762561.

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Mize, James B. „Relationships of career decision-making and self-esteem for college students and athletes“. Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=41&fid=archive/Fall2005/jmize/mize%5Fjames%5Fb%5F200501%5Fms.pdf.

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Thesis (M.S.)--Georgia Southern University, 2005.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." ETD. Includes bibliographical references (p. 29-41) and appendices.

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Keaney, Christine V. „Mental disorders in college : a qualitative study of lived experience /“. Norton, Mass. : Wheaton College, 2010. http://hdl.handle.net/10090/15511.

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32

Williams, Logan Bruns. „College knowledge: Addressing college with middle school students“. Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/73.

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Obtainment of a college education has been a prevalent issue in America for decades. Much research has been performed to support the claim that college access is important in high school. A recent report from the US Department of Education indicates that only 59% of students graduate from high school, and only 29% of high school graduates successfully complete college. Failure of students to enroll in college and the tendency of students to enroll but fail to complete college can be attributed to a lack of college readiness resources. This begs the following question: is high school too late to begin thinking about college? The purpose of this study is to explore the affect of attending a college awareness program for middle school students during the summer prior to entering high school and the impact it has on students’ use of social capital in high school and expectations for attending college. A multiple case study was employed to examine how students use social capital in their freshman year of high school as a result of attending a college awareness program. Three themes emerged from this study: 1) students expand existing networks to meet their needs, 2) students’ college awareness precedes taking action, and 3) the family plays a role in college readiness.

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Hartman, Lianne. „Community College Students' Awareness and Use of College Information“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/263939.

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Educational Administration
Ed.D.
This qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed college information and used this information to solidify or adjust their educational aspirations. College information sources included relatives, friends, classmates, professors, advisors, and other college personnel. Bourdieu's cultural capital and Tinto's integration frameworks were used as guiding theories. This study utilized semi-structured interviews with 15 first-time, full-time, remedial students at a suburban community college in the northeastern United States. Interviews conducted in the fall and spring semesters explored students' perceptions of college information sources in order to gain insight into how students viewed information and its implications over time. This study identified four categories that broadly characterize students' information seeking and application behavior: students were classified as dreamers, drifters, passengers, or planners. Students classified as dreamers had difficulty aligning their career and educational goals. While college information was an issue for dreamers, they required more intensive guidance about their larger educational picture before information about intermediary steps would be meaningful for them. Drifters had informed educational goals, but possessed incomplete information or had difficulty applying strategies to reach these goals. Passengers and planners were well-informed and had specific strategies to accomplish their educational aspirations. Planners actively sought out information. Passengers benefited from a guide, such as a dedicated advisor or mentor, who helped them to interpret and apply the information. This study suggests that just presenting students with information is insufficient; to get students on surer footing, colleges should explore both decreasing the need for information in the first place and providing students assistance with applying information to their unique situations.
Temple University--Theses

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Martinez-Metcalf, Rosario. „Concerns of Hispanic Women Who Attend Community College“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331036/.

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This study is concerned with the problem of determining and analyzing the characteristics and concerns of Hispanic women who are enrolled in a large metropolitan community college district. The purposes include (1) the description of demographic data on these Hispanic women in terms of (a) specific group ethnicity, (b) marital status, (c) estimated total income, (d) age, (e) number of hours currently enrolled, (f) number of dependent children, (g) number of hours employed per week, and (h) language usage (English or Spanish); (2) identification of the concerns of these students; (3) determination of the degree of concern as reported by these Hispanic women students regarding specific problems; (4) assessment of the relationships between the demographic characteristics and the degrees of concern about specific problems. The study population sample is composed of 748 Hispanic female students from the Tarrant County Community College District enrolled for at least one credit hour during the Fall Semester of the 1984-1985 academic year. The sample for the study is 400 randomly selected students from this population. A survey instrument originally developed by Kathie Beckman Smallwood was revised for this study and produced a 52.25 per cent response return. Response frequencies and percentages were gathered to show degree of concern for each problem and the characteristics of the Hispanic female students. Mean scores to show the average degree of concern are also reported for each potential problem. Chi square contingency coefficient was used to show every possible association between concerns and demographic variables. The findings indicate that Hispanic female students concerns are academically and career oriented. Respondents indicate that getting a good job after graduation is their primary concern. Ability to succeed in college is the second highest reported concern followed by knowing how to study efficiently. Seventy four per cent of the respondents are Mexican-American, three-fourths are part-time students, over half are working from 21-40 hours per week, and over half report an estimated total family annual income of under $15,000. The lower the income, the greater the degree of concern for several problems.

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Nophawan, Yamchuti Palmer James C. „Factors influencing college choice by students at newly opened private colleges in Thailand“. Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064543.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 2, 2006. Dissertation Committee: James C. Palmer (chair), William Tolone, Albert Azinger, George Padavil. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.

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Louw, A. J. N. „Staking van studies aan landbou-opleidingsinstellings in die Wes-Kaap : waarskynlike oorsake en moontlike strategieë vir studente-ondersteuning /“. Link to the online version, 2005. http://hdl.handle.net/10019/1619.

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Byrd, Rebekah J., und K. Emelianchik. „College Students Conceptions of Relationship Violence“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2600.

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38

Monda, Samantha J. „Smooth transitions the role of athletic identity and life stress in the freshman student-athlete and non-athlete adjustment process /“. Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5738.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vii, 128 p. : col. ill. Includes abstract. Includes bibliographical references.

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Hobbs, Klinton E. „Advances in student self-authorship : a program evaluation of the Community Standards Model /“. Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Gillette, Natasha Marilyn. „Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5520.

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Utilizing the College Student Experiences Questionnaire(CSEQ), a regression analysis was run to identify the ways in which 95 Native American college students attending an elite,religious, predominantly White institution (PWI)interact with faculty. These interactions were used to predict correlations with the educational outcomes of (1) aspirations for graduate school, (2) GPA and (3) overall gains from college. The findings were further disaggregated by first-generation and continuing-generation status. The findings suggest that none of the faculty-student interactions or demographic variables were significantly correlated with aspirations for graduate school. Gender, class standing and age were significantly correlated with GPA. A better relationship with faculty members positively correlated with five of the estimate of gains, suggesting that the better a students' relationships with faculty, the greater their overall gains from college. The current study found that first-generation students did not socialize with a faculty member outside of class as much as continuing-generation students. However, this study found that first-generation students reported better relationships with faculty than continuing generation-students and being more willing than continuing-generation students to work harder as a result of feedback from an instructor. The findings identify faculty-student interactions that can lead to success in higher education for Native American college students, as well as understanding how these interactions compare or differ for first-generation and continuing-generation Native American college students.

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Murphy, Heather Elise. „Suicide risk among gay, lesbian, and bisexual college youth /“. Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7522.

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42

Agliata, Allison Kanter. „College Students' Well Being: The Role of Parent-College Student Expectation Discrepancies and Communication“. Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2719.

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Parental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as predictors for college students' psychological well being. Results revealed that college students reported experiencing higher levels of anger, depression, and anxiety and lower levels of self-esteem and college adjustment when higher expectation-performance discrepancies were present. Results also indicated that a higher perceived level of communication, particularly by the college student, served as a predictor of distress and was related to lower levels of affective distress and higher levels of self-esteem and college adjustment. Such findings underscore the importance of teaching assertive communication skills to college students and their parents as a means of diminishing the deleterious effects of perceiving one another inaccurately.
Ph.D.
Department of Psychology
Arts and Sciences
Psychology

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Purdie, John R. „Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.

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Hahn, Richard Ari. „Student Persistence of Urban Minority Two-Year College Students“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6037.

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College student persistence has been the focus of much research for over 40 years, but there has been little progress in increasing the rate of student persistence. Many scholars have focused on specific student populations in particular institutional types. While the fastest growing institutional type has been the 2-year for-profit college serving primarily underserved communities, the experience of persistence among students of this population has not been studied. Accordingly, this study was conducted to explore, through a social cognitive lens, the persistence experiences of students from minority urban communities attending 2-year for-profit colleges. Interpretive phenomenological analysis was used to analyze the data from interviews with 4 students from various schools around the country. Four common themes were found: social support, independence, growth, and conflict. All the students cited family as relevant but also as a source of conflict. All the students also expressed the importance of faculty for academic success, engagement, and fun. Participants did not mention any engagement or concern around financial policies, and social integration outside the classroom was valued more than the in-classroom experience. The results of this study will be shared to enhance understanding of persistence in 2-year schools. Insights from this study can help administrators, advisors, and instructors design and implement programs to be more closely aligned with the needs of this important student population.

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Dubois, Eva Jean Witte James E. „Assessment of health-promoting factors in college students' lifestyles“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/DUBOIS_EVA_24.pdf.

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Watson, Veverlyn L. McCarthy John R. „Relationship between student perceptions of classroom climate and satisfaction in institutions of higher education“. Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835921.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: John R. McCarthy (chair), Patricia H. Klass, Charles E. Morris, Sally B. Pancrazio, William L. Tolone. Includes bibliographical references (leaves 127-130) and abstract. Also available in print.

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Wentz, Joel M. „An analysis of the collegiate experience of gay and lesbian students enrolled in faith-based higher education“. CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569030.

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College is a formative stage of identity development for many young adults. This study presents an in-depth analysis of how some young adults who identify as gay or lesbian experience higher education in a faith-based setting. The theoretical framework for the research was founded in the literature of two separate fields: the general experience of college students and homosexual identity formation. Utilizing models created by Chickering (1969), Cass (1984), and D’Augelli (1994), among others, the intent of this study was to discover how an explicitly faith-based college environment impacts the collegiate experiences of students who identify as gay and lesbian. This study was grounded in qualitative, phenomenological methodology. Data were gathered through semi-structured interviews with students who identified as gay or lesbian while enrolled in private, faith-based institutions of higher education. Interviews were completed during the spring semester of 2010. Data analysis was conducted based on steps identified by Moustakas (1994) and Strauss and Corbin (1990), and predominant themes were discovered. The researcher concluded that a faith-based institutional setting impacts the collegiate experience of gay and lesbian students in considerable ways. Students encountered significant struggles, including identity denial, pressure to conceal sexuality, and frustration regarding school policies. Based on these themes, specific conclusions were drawn regarding students’ enrollment decisions, sexual identity formation during the collegiate experience, reconciliation of faith and sexual identity, encouraging supportive networks for gay and lesbian students, and policy development regarding sexual behaviors on campus. Suggestions were presented for administrators, counselors, faculty, staff, and students at faith-based universities.
Department of Educational Leadership

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Kocik, Joanne M. „An evaluation of marketing communication strategies to increase high school graduates' enrollment directly into Wisconsin Indianhead Technical College“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kocikj.pdf.

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Esterhuizen, Amy H. „Community college student government experience and student development : a qualitative study“. Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.

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Swick, Catherine. „Student wellness tracking demographic characteristics, health risk traits, and health information of students over a sixteen-year period /“. Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151414138.

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