Dissertations / Theses: 'College student development programs'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.

Full text

Abstract:

Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.

APA, Harvard, Vancouver, ISO, and other styles

6

Hodum, Tommy L. "An investigation of how students, faculty, and administrators within a particular liberal arts college perceived a new-student orientation program's effect on students' social integration and retention." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4741.

Full text

Abstract:

Thesis (Ed. 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 September 25, 2007) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

7

Bowers, Carla J. "The freshman transition process /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620451&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Garcia-Nadziejka, Mary Magdalene 1955. "THE DEVELOPMENT OF AN EVALUATIVE INSTRUMENT FOR COLLEGE ORIENTATION PROGRAMS: A CASE STUDY (UNIVERSITY, TESTING, PRE-COLLEGE, ENROLLMENT)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275545.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Niemi, Alexander M. "The optimum model for student affairs for a small Christian college." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Dunbar, Katrina Monique. "Exploring at-risk student writers in academic success programs and the role instructors play in their evaluation /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131559489.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

van, der Meer Jacques, and n/a. "Mapping first semester challenges : first-year students making sense of their teaching and learning environments." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.154312.

Full text

Abstract:

This thesis investigates first-year students� challenges in making sense of the learning and teaching environment during their first semester at university. The aims for the research are threefold. Firstly, mapping the range of challenges students at one university faced in their learning and teaching environments in the first semester. Secondly, developing a greater understanding of those challenges. Thirdly, identifying what educational initiatives the university could consider that might assist students to meet those challenges. The challenges were examined in the context of changes in higher education. My interest and motivation for this research project concerns improved practices in the first-year teaching and learning environment, rather than improved students. This means that I did not look for deficits within students, but for indications of what helps or does not help students� introduction to the new environment of academia. By mapping students� challenges in the first semester, I hope to contribute to the understanding of academic staff of the range of challenges students have to deal with. The interpretation of the results and my line of argument are partly influenced and shaped by the theoretical framework of academic literacies, and the notion of de-familiarisation. For this project, two data sources were used. The first source was data from a survey carried out in May 2004 amongst students enrolled in 100-level courses. The second source was data from interviews conducted with first-year students in the same year. In considering the analysis as a whole, a number of key issues could be discerned. These related to communication, academic skills, access to resources and help, and engagement and connection. The results showed that some of these issues had less to do with educational practices, and more to do with contested understandings of the nature of university education, and the nature of students now entering university. I argue that underlying these issues there are contentious questions of who should adjust or adapt to whom: students to the university, or the university to students? Students� reported experiences further suggest that some teachers seemed more aware than others that first-year students face particular challenges. Students did not consider their experiences as reflective of the university as a whole. The university was experienced as an institution with divergent ways of organising courses, of valuing aspects of university learning, and of interpreting seemingly similar things. This suggests that where students experienced challenges, these were not necessarily a function of students� characteristics, or students� attitudes to studying, but of particular course environments. The overall picture that presents itself, then, is that there are challenges that could be considered unnecessary. Whereas few students would experience all of the challenges identified in the results chapters, I argue that there are some aspects that warrant improvement. Improvement initiatives in first-year education, however, are not necessarily considered important by all academic staff. This is another contested issue in universities. A more explicit introduction of first-year students to academia as a range of heterogeneous communities would respond to first-year students� needs for familiarisation and clarity, as well as reflect some of the values that universities could be said to espouse. Successful interventions in first-year education, however, will also depend on ongoing dialogue with staff about various contested issues, the changed and changing context of higher education, and related challenges and opportunities.

APA, Harvard, Vancouver, ISO, and other styles

12

Porterfield, Kent T. "The impact of residential life program participation on the task and lifestyle development of traditional college seniors /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988690.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

King, Kathryn Claire. "Underprepared community college students the role of academic self-concept and sense of belonging in developmental education /." Diss., Connect to online resource - MSU authorized users, 2008.

Find full text

Abstract:

Thesis (Ph.D.)--Michigan State University. Dept. of Higher, Adult, and Lifelong Education, 2008.
Title from PDF t.p. (viewed on Mar. 30, 2009) Includes bibliographical references (p. 125-138). Also issued in print.

APA, Harvard, Vancouver, ISO, and other styles

14

Kulaga, Jonathan Scott. "Essential elements for the development of ethical decision-makers within students in college student personnel programs /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Scaggs, Alisha. "C.U.B.S. : creating unique beginnings for student involvement on campus /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566276.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Meagher, Peter J. "A Phenomenological Study of the Experience of Respondents in Campus-Based Restorative Justice Programs." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257144186.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Werner, Stuart C. "Influences of an integrated teaching model and selected background characteristics on developmental studies student achievement in a community college." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/29328.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Reyes, Jennifer Rexroth 1974. "Professional development in using CPM mathematics an action research team targets teacher response to student questions /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692353211&sid=25&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Kennedy, Randall D. "A historical study of the development of the Total Person Program the evolution of academic support services for student-athletes at the University of Missouri /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4680.

Full text

Abstract:

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 September 26, 2007) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

20

Donahoe, Jennifer E. "Evaluation of the freshman seminar program at Eastern Illinois University and its perceived impact on first-year student development /." View online, 2000. http://ia301519.us.archive.org/1/items/evaluationoffres00dona/evaluationoffres00dona.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Watson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.

Full text

Abstract:

Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.

APA, Harvard, Vancouver, ISO, and other styles

22

Ogunsola, Elizabeth Stephens Hines Edward R. Brickell John L. "Perceptions of the relationship between intervention strategies and student persistence in special services for disadvantaged students programs." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806862.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 26, 2005. Dissertation Committee: Edward R. Hines, John L. Brickell (co-chairs), Mary Ann Lynn, Franklin G. Matsler, Oliver J. Williams. Includes bibliographical references (leaves 157-164) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

23

Beckett, Andrew K. "Relationship between participation in a residentially-based freshman interest group and degree attainment." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4370.

Full text

Abstract:

Thesis (Ph. D.) University of Missouri-Columbia, 2006.
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 July 31, 2007) Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

24

Ingram, Paula Whalen. "Finding their way adult women in community college /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000075.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Keelen, Kevin Michael. "Educational plans in achieving student transfer goals results from a private, two-year institution /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925733431&sid=9&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Bonneville, Jacqueline K. "A comparison of adjustment factors between undeclared and declared first-year students at UW-Eau Claire." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009bonnevillej.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Holliday, Joseph P. "The road to belonging in college learning communities : a case study /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035566.

Full text

Abstract:

Thesis (D. Ed.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 211-216). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

28

Cinclair, Carol. "The Effects of Participation in a Buddy System on the Self-Concept, Academic Achievement, Attrition Rate, and Congruence Level of Community College Developmental Studies Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331958/.

Full text

Abstract:

This dissertation sought to determine the effects of a buddy system on a student's self-concept, academic achievement, attrition rate, and congruence levels. The buddy system treatment randomly paired two students for the purposes of sharing ideas, working on assignments, getting to know each other, and supporting one another. The study included three randomly selected sections of pre-college level, developmental writing classes from the Brookhaven College of the Dallas County Community College District. Three other classes served as the control group, and one instructor taught all six sections of the course. Three instruments were used as measures of change: the Tennessee Self-Concept Scale (TSCS), designed by William H. Fitts, measured self-concept levels; the Personality and Educational Environment Scale (PEES), created by Roger Boshier, measured congruence levels; and a written paragraph measured achievement levels in English. Attrition percentages were based on the number of students enrolled during the second week of class who were not present during the sixteenth week of class. To test for significance, an analysis of covariance procedure was used on the TSCS, PEES, and written paragraph results, and a test for the difference between proportions for independent groups was used on the attrition percentages. The class sections were nested under either the experimental or the control group to identify significant differences between class sections. On the TSCS, a significance of .96 among sections and .48 between groups indicated no significant change had occurred in self-concept levels. For the PEES, a significance of .30 among sections and .75 between groups indicated no change had occurred in congruence levels. Finally, on the paragraph assessment, a significance of .87 among sections and .31 between groups showed no change had occurred in achievement levels. However, the test for significance of the difference between attrition percentages revealed that the buddy system treatment was an effective method of retention.

APA, Harvard, Vancouver, ISO, and other styles

29

Coleman, Octavia D. Kennedy Larry DeWitt. "An analysis of the perceptions of senior and junior students regarding the effectiveness of academic advisement in a teacher education program." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633390.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

30

Gay, Carla Jean. "Student ambassador program: Meeting a need in higher education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1685.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Greene, Joseph Harrison. "Development of a social service program for college health services." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1869.

Full text

Abstract:

The initial development of a social services program in a college health setting is presented, with discussion regarding causes, methods, and outcomes. Both empirical and anecdotal data which were influential in the initial formation of the program are reviewed, in the context of an examination of the research literature relating to this area. The actual development and implementation of the program is followed through its first year of existence. Outcomes are presented in the form of qualitative data analysis and case studies. Discussion of the results and recommendations for both future research and improvements to the program are presented.

APA, Harvard, Vancouver, ISO, and other styles

32

Beckum, Randell. "A description and critique of spiritual development programs of four Nazarene universities." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1490.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Abell, Patricia P. Klass Patricia Harrington. "The efficacy of quantitative factors incorporated into the college admissions process as predictors of college success." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064506.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 10, 2006. Dissertation Committee: Patricia H. Klass (chair), Al Azinger, Carolyn Z. Bartlett, Ross Hodel. Includes bibliographical references (leaves 116-130) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

34

Sprenger, Kurt William. "Perceived Effectiveness of Faculty Development Programs for Full-Time Occupational-Technical Faculty in Virginia Community Colleges." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29904.

Full text

Abstract:

The purpose of this study was to identify faculty perceptions of the personal and student benefits deriving from participation in faculty development activities. Faced with the challenge of keeping up-to-date with technology in order to keep their students up-to-date, faculty participate in many different activities. The perceived effectiveness of faculty development activities varies depending on the knowledge and interest of each faculty member. This study was descriptive, using a two-part survey to collect both quantitative and qualitative data. First, a mail survey was used to collect data on the perceptions of faculty members regarding 12 professional development activities. The survey was sent out to 407 faculty in Business Technology and Engineering and Industrial Technology at the 23 colleges in the Virginia Community College System. Second, selected participants were contacted for a follow-up phone interview which elucidated some of the information from the mail survey. The surveys were designed based upon a review of the literature and through interviews with professionals. The survey was pilot tested on community college faculty. Major findings from the study included the following: 1. The three most participated in activities were training in computer skills, professional conferences, and college-sponsored presentations and workshops. 2. Professional conferences and college-sponsored presentations and workshops were the highest rated in terms of participation, but rated the lowest in terms of personal and student benefit. 3. Females, on average, participate in more activities and have higher ratings for personal and student benefit. 4. Many faculty reported that funding for professional development activities is limited and that they have a limited amount of time to participate in activities. It is not uncommon for a faculty member to pay out of their own pocket for a worthwhile activity. 5. Activities that deal the most with learning new technologies, such as training in computer skills, retraining for fields in technology, and internships in business or industry, were given the highest ratings of personal and student benefit. Based on the findings several recommendations and suggestions for future research were made: 1. Additional research is needed on the actual measures of student benefit, not just perceptions 2. Community college faculty need to carefully select professional development activities that will benefit not only themselves and their student as well. 3. Community college administrators should encourage faculty members to participate in internships in business and industry. Administrators need to do all they can to provide funding for these activities. 4. Additional research is needed on the differences in how males and females rate their perceptions.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

35

Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.

Full text

Abstract:

This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identified
Doctor of Philosophy (PhD)

APA, Harvard, Vancouver, ISO, and other styles

36

Cassell, Donna Elizabeth. "Career development outcomes of college student involvement in out- of-class activities: a liberal arts and sciences alumni follow-up study." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53925.

Full text

Abstract:

Career development theory suggests that the exploration process, an important stage of early adulthood, is facilitated by meaningful involvement in a variety of activities. This theoretical tenet is widely accepted, yet little empirical evidence exists to demonstrate the extent to which exploratory behaviors, as exhibited in undergraduate involvement in out-of-class activities, serve to enhance the career development process and, consequently, the quality of occupational choice after graduation. The purpose of this study was therefore to analyze the degree to which college student involvement in educational, work, and leisure out-of-class experiences related to career development status and three dimensions of the initial work experience-career satisfaction, career stability, and occupational mobility. Survey data were collected from 243 liberal arts and sciences bachelor’s degree recipients in Spring of 1986 who did not pursue additional education or homemaking on a full-time basis (52.6 percent return rate). Step-wise multiple regression results demonstrated modest, yet significant, relationships between involvement in categorical and summed educational, work, and leisure activities, as well as academic factors (college major and QCA), and satisfaction in career progress, satisfaction in current employment, career stability, and occupational mobility (R-squares ranged from .01 to .18). Relatively low Differential Career Status Scores made it impossible to generate significant results for the career development status criterion. These results provided little assistance in helping to define exploratory behaviors. In contrast, participation (a critical component of involvement) in specific undergraduate activities indicated strong, yet curious, relationships with all criteria variables when compared to those who did not participate. Interestingly, t-tests demonstrated that former students who met with career counselors, referred to career-related written materials, used computer assistance programs, and attended related seminars were less satisfied with their current employment, less stable, and more mobile. Conversely, those who were members of professional and social organizations, employed in internships, and engaged in intramural sports, and enrolled in the Cooperative Education and ROTC Programs experienced opposite results. Participation in various activities, therefore, may serve to facilitate or inhibit aspects of the career development process.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

37

Peebles, Larry Mason. "Improving self-efficacy in college students: A modified adventure therapy program." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5443/.

Full text

Abstract:

Adventure therapy employs a technique in which therapists use controlled amounts of stress to bring about change in the behavior of clients. One of the domains in which adventure therapy reports improvement is that of self-efficacy. Perceived self-efficacy is the belief that individuals have in their ability to overcome and change their situation in life. This study examines the effect of a modified adventure therapy program on the perceived self-efficacy of college students who were enrolled in an Outdoor Pursuits course at a major metropolitan university. Students received 16 weeks of outdoor adventure therapy programming that culminated in a voluntary weekend camping trip. The students were administered the General Self-Efficacy (GSE) scale on the second day of class to determine a baseline level of self-efficacy to be compared to the posttest completed on the last day of class. The study examined 3 consecutive semesters of archival data collected by the researcher while instructing the course. Fifty-six participants across the 3 semesters were usable for data analysis. The results show there is a significant difference between students' level of perceived self-efficacy from pre- to posttest, and no difference in the effect on gender, classification of students, or the participation of the student in the weekend campout. Therefore, the 16 week program improved students' perceived self-efficacy regardless of whether or not they participated in the weekend campout.

APA, Harvard, Vancouver, ISO, and other styles

38

Tennison, Megan. "Identifying the Core Elements of Developing Student Leaders in a College Ambassador Program." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/26.

Full text

Abstract:

Within the university system, student organizations have historically had multiple positive influences on the students who choose to participate in them. This study looked at a particular banner organization in the College of Agriculture, Food and Environment at the University of Kentucky. Using the Social Change Model of Leadership Development theory as a backbone, a survey was created to evaluate the impact UK CAFE Ambassador Program has on its participants, as well as to identify avenues for improvement. This is a program that seeks to represent the college through recruitment and to develop student leaders through soft skill building. After surveying current and past ambassadors, there is overwhelming evidence that the UK CAFE Ambassador Program has positively impacted the students whether it was through skills building, networking, or college experience.

APA, Harvard, Vancouver, ISO, and other styles

39

Zhai, Lijuan. "The Influence of Study Abroad Programs on College Student Development in the College of Food, Agricultural, and Environmental Sciences at The Ohio State University." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220384200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Rault, Pamela Vrana. "College Leadership Programs and Citizenship Development: Preparing Students to be Agents of Social Change." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/694.

Full text

Abstract:

The purpose of this study was to explore how and to what degree student involvement in a leadership program prepares them for responsible citizenship. Specifically, this multi-case investigation explored the differences between how curricular and co-curricular leadership development programs approach citizenship development. Students' perspectives and experiences were collected through interviews. Document review and interviews with program administrators were also conducted during the data collection process. A case report for each leadership development program was compiled in order to manage all raw data collected. Interviews were audio taped and transcribed for analysis. Data analysis included cross-case analysis, partially ordered meta-matrices, and the use of taxonomies. The results of the study may provide student affairs administrators with empirical based knowledge regarding student values that will offer guidance and recommendations in altering program structure in order to prepare students be active citizens in their community.

APA, Harvard, Vancouver, ISO, and other styles

41

Van, Heerden Maria Susanna. "Providing and managing student development and support in higher education in a developing country." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-144105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Cavins, Bryan Jeremy. "The Relationship between Emotional-Social Intelligence and Leadership Practices among College Student Leaders." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131374548.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Chandler, Kristie B. (Kristie Byrne). "Importance and Responsibility of Student Development Goals Among Chief Academic and Chief Student Affairs Officers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279083/.

Full text

Abstract:

The purpose of the study was to determine if there were significant differences in the perceived importance and responsibility of student development goals between chief academic officers (CAOs) and chief student affairs officers (CSAOs). The population for this study consisted of CAOs and CSAOs at liberal arts institutions located in 15 southern states.

APA, Harvard, Vancouver, ISO, and other styles

44

Rose, Linda Dean. "Teaching and learning in community college a close-up view of student success in accelerated developmental writing classes /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459901941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Escobedo, Maria T. "Innovative developmental education: Student perceptions of the Watsonville Digital Bridge Academy." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2375.

Full text

Abstract:

This multiple case study investigated impact and perceptions of students enrolled in the Watson Digital Bridge Academy Foundation Course at Cabrillo College in Watsonville, California. The Watsonville Digital Bridge Academy is an innovative community college program that integrates four theoretical frameworks in student learning: self-efficacy, accelerated learning, team management, and developing a desire for learning. Students identified three crucial components of the Foundation Course as impacting their success in and desire to continue college. First, students believed the self-assessment of their team networking skills was useful during and after the Foundation Course. As part of identifying their own team interaction style, students also reported they learned to understand and appreciate differences in others. Second, students believed the Learning-to-Learn skills made them more efficient learners, able to take notes and engage with texts. Students were amazed that they had read and written so extensively, and felt they could approach other college assignments with new skills. Third, students were energized by the social research project that required them to gather data from community sources, facilitate group discussions and speak in front of others. While each of these components resulted in important skills, the combination had a remarkable impact on these students' beliefs about themselves. Students described themselves as more self-confident, more aware of their own strengths and weakness, more capable of academic success because of their reading comprehension and note-taking skills, and more motivated to continue their education. This case study confirmed much of the literature about the importance of learning to manage teamwork and applying these skills to real-life community projects. Community colleges play a large role in helping at-risk students achieve economic and social advantages. The key to student success is to ensure that for high-risk students, the transition into a college learning environment is both challenging, as well as a safe and comfortable environment. The Watsonville Digital Bridge Academy Foundation Course presents a unique model designed to help students make a seamless transition into the college environment with the goal of teaching students essential academic skills to become successful in college.

APA, Harvard, Vancouver, ISO, and other styles

46

Plinski, Christie M. "Does AVID Higher Education (AVID HE) Increase Student Term-to-Term Progression, Persistence toward Credited Classes and Social Capital for First-Generation College Students Placing Into Developmental Education| A Mixed Methods Study." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825692.

Full text

Abstract:

Often considered the gateway to the middle class in the United States, community colleges are struggling to find ways to support all students in career planning and preparation. Unfortunately, increasing numbers of first generation students who enter community colleges through the door of open access, place into developmental education (remedial) courses and must satisfactorily complete this often-rigid sequence before beginning college level classes. For many first-generation, under-prepared, underresourced students, this is a frustrating and often insurmountable barrier, causing many students to abort their postsecondary training.

Creating intentional conditions and instructional strategies that support student learning is essential in increasing the number of first-generation, under-prepared and under-resourced students who enter and complete postsecondary training and degrees. Advancement via Individual Determination Higher Education (AVID HE) is one identified holistic support strategy showing positive trends in supporting this student population on one community college campus.

This study used a mixed methods approach which included both a statistical analysis of a treatment group in a combined reading/writing course called WR91 Mt Hood Community College AVID HE Learning Communities and two stand-alone reading/writing courses called RD90/WR90 courses, along with a case study qualitative methodology to investigate how AVID HE supports pre-college developmental education students to develop sufficient social capital to transition from non-credit (pre-college) to credited courses and programs.

APA, Harvard, Vancouver, ISO, and other styles

47

Spann, Sammy J. "Examining the Impact of Service-Learning on College Students in an Inclusive Camp Setting." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1261408617.

Full text

Abstract:

Dissertation (Ph.D.)--University of Toledo, 2009.
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 69-75.

APA, Harvard, Vancouver, ISO, and other styles

48

Loiacono, Cynthia Mansfield. "Promoting freshman college student development using cognitive developmental theory presented in a Deliberate Psychological Education-based freshman orientation program." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154122.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Harrington, Shelby Noel. "Design and evalutation of an intercultural training program : impacts on student development." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/848.

Full text

Abstract:

The following study evaluates the impacts intercultural training has on student development of global perspective and of intercultural competence, on social support networks of international students, and on internationalization goals at a community college in Southern California. Data reveals that participants in the extra-curricular student volunteer program benefit from a combination didactic-experiential training program that focuses on culture-general frameworks and provides tools for accessing culture-specific knowledge. Participants enter with high levels of openness and respect, and develop throughout the program, demonstrating increased cultural self-awareness, knowledge of cultural worldview frameworks, curiosity, and comfort with ambiguity. Students acquired role behaviors associated with multiple functional support network 4 systems. Internationalization efforts may be promoted through extra-curricular programs due to increased intercultural contact, stronger international student support systems, and through the actions of an interculturally inforn1ed group within the student body.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'College student development programs'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles