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Dissertations / Theses on the topic 'Services for college students'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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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.

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2

Byrd, Rebekah J., and 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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3

McIntyre, Catherine A. "Student loans the effect on a generation of college students /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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4

Crenshaw, Michael Ryan. "Services for College Students with Traumatic Brain Injuries." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699.

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5

Thren, Dawn T. "An investigation on how a video program will contribute to high school art teachers', guidance counselors', and prospective students' understanding of the nature and requirements of the Kutztown University Communications Design Program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1994.
Source: Masters Abstracts International, Volume: 45-06, page: 2723. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 25-26).

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6

Fleming, B. DaNine J. "African-American students' perceptions of the impact of retention programs and services at predominantly white institutions /." Connect to resource online, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

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7

Brightbill, Beverlyn. "Alcohol consumption and college students relating students' alcohol use to family roles, positions and family alcohol use /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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8

Martin, Benjamin Andrew. "Information, Organization, and Target Perceptions of Student Services for Community College Students." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1450.

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This study addresses several research questions. First, it explores methods for organizing information regarding health services so as to keep information accessibility at an optimal level. Second, this project identifies student perceptions concerning accessibility and organization of information about student services. This study also assesses students' awareness of the available services. The study combined qualitative and quantitative methodology, involving two distinct stages of data collection. Results suggest age is largely unrelated to a belief schools should provide student services but positively correlated with the knowledge of the location of student services. Nearly all student services were positively correlated with the use of services. For the most part, no group differences were observed in the use of services. However, first-generation college students seemed to be the best predictor of the use of student services. Content analysis concluded that contemporary students primarily use internet resources to obtain student services information.

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9

Alston, Allyson. "Are community colleges going the distance? : an assessment of student support services for Texas community or technical colleges /." View online, 2006. http://ecommons.txstate.edu/arp/103.

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10

Getachew, Almaz Tamene. "Attitudes of Ethiopian college students toward people with visible disabilities." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1139.

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Although the attitudes of non-disabled individuals toward people with disabilities (PWDs) have been studied for years, most of those studies were conducted outside of Ethiopia and very little has been written about Ethiopians and their attitudes toward PWDs. The current study examined the attitudes of Ethiopian college students toward persons with visible disabilities. Secondarily, the study identified variables that may affect these attitudes. Past studies identified that negative attitudes have created societal barriers affecting the quality of life of PWDs. The non-participation of PWDs in society has been very evident in Ethiopia; however. Because negative attitudes are barriers, without identification and adequate measurement of the attitudes, changing them is difficult. This study provided information about the attitudes of a group of university students at Addis Ababa University who might be influential in the future inclusion of PWDs in Ethiopia as future elite professionals in Ethiopian society. This study collected data on Ethiopian college students' attitudes toward people with visible disabilities as measured by the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS). This study examined the students' attitudes and also identified significant variables. The results of the CFA, T-test, ANOVA, and correlation analyses provided some major findings. First, the CFA conducted indicated that the model of MAS for the Israeli sample did not fit the Ethiopian sample. The first CFA was conducted because the MAS was only used with the Israel sample. There were no studies which utilized the MAS to compare it to. The results indicated that 12 out of 34 item loaded below .4, indicating that the model of the MAS did not fit. The second CFA was conducted using the 22 items which loaded above .4, while it fit better the first one, over all it did not fit the model. The MAS indicated that Ethiopian college students have negative attitudes in general. The variables gender, level of education, year in school, academic major, contact level, self-esteem, and cultural orientation proved to be significant factors which affected attitudes toward disabilities. Limitations of the study and future research recommendations were discussed.

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11

Sneed, Zachery. "Postsecondary disability support services : a survey of achievement of national program standards /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1216756321&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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12

Valentine-Cobb, Linda Denice. "African American Male College Students' Experience of College Preparation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4260.

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African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions via in-person or phone interviews, which resulted in 4 major themes. Results showed that African American male students experienced inequalities and barriers during their school years, and they were aware of segregation between schools. Predominately White Schools had better opportunities for students' success; opposed to predominately Black schools, which had less opportunities for student success. Participants described the inequalities they saw or felt regarding the differences in schools, their teachers' behaviors, and perceptions from society. This study has the potential to make a positive social change in society with specific focus on educational institutes. Therefore, if educational institutes at the district and state levels advocate for African American male students, they can become college graduates.

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13

Shelton, Andrea D. "Adult learners' level of satisfaction with campus services at a community college district /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924923.

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14

Crofchick, Frank C. "An evaluation of the effectiveness of social networking sites in assisting housing and residence life organizations in enhancing the resident student experience." Instructions for remote access, 2009. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2009.
Source: Masters Abstracts International, Volume: 47-05, page: 2453. Adviser: David Kintsfather. Includes bibliographical references (p. 39-40)

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15

Graham, Ryan Everett. "Financial Statement Analysis and Investment Management Services for College Students." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579281.

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Much research has been conducted on the costs and benefits of performing in-depth financial statement analysis of individual companies. Myself and three other students from the Eller College of Management analyzed Taser International, Inc. (Ticker: TASR) as part of the annual CFA Investment Research challenge. This was a time-intensive learning experience, and our team placed second in the Southwest region. The question is, was this research worth our time? This paper assesses the financial knowledge of various college-educated students. A self-conducted questionnaire revealed that students for the most part do not invest, have mixed financial knowledge, and about half would trust a computer to manage their investments. Most college students should not be using financial statement analysis due to their lack of experience and education in financial topics, and most should consider low-cost investment management services. This study also takes it one step further by analyzing the various alternatives available for those looking to invest their money. Although most college students do not have the wherewithal to participate in cost efficient buying and selling of individual stocks, there are multiple smartphone applications and low-cost investment management services that now provide services once reserved for the ultra-wealthy.

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16

Heyer, Chiara. "Advocacy Services for College Students With Disabilities| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261953.

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Students with disabilities face a variety of challenges that are not experienced by their able-bodied peers. Literature reveals that these students are less likely to succeed in higher education, earn their degrees, and often take more time to earn their degrees than the able-bodied majority. These students face stigma related to their disability and lack of acceptance among their peers and professors. Additionally, these students are tasked with the additional responsibility of disclosing their disability and requesting accommodations often without adequate preparation. The goal of this project was to write a grant proposal to fund a training program for students with disabilities pursuing postsecondary education. This program is designed to empower these students to become their own advocates and lead to their successes in higher education and beyond. Actual submission and funding of the grant are not required for the completion of the project.

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17

King-Pleas, Brittany. "Advocacy Services for First-Generation College Students| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605812.

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The purpose of this thesis was to write a grant proposal to fund advocacy services through the All Ways Up (AWU) Foundation, which partners with non-profits that service low-income, first-generation college students. The advocacy services, named TAP (The Advocacy Project) are provided to the students within 35 organizations in partnership with the AWU Foundation. The goal is to increase college retention rates and advocacy skills among first-generation students. The literature explored first-generation status and some of the challenges faced by students who are the first in their families to attend college. Submission and/or funding of this project was not a requirement for the successful completion of this project.

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18

Droege, Kelly Marie. "Nontraditional students' perceptions of student support services at the University of Wisconsin-Stout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007droegek.pdf.

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19

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.

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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.

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20

Quinn, Courtney Diann. "A survey of disability support services in Illinois higher education /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566656.pdf.

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21

King, Alvin D. "Needs assessment of the Multicultural Students Services Office at the University of Wisconsin-Stout." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kinga.pdf.

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22

Westry, Ronda Renee Witte James E. "An examination of the career possible selves construct as a mediating variable between institutional support services effectiveness and an adult student's motivation to persist." Auburn, Ala, 2010. http://hdl.handle.net/10415/2052.

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23

Faust, Kimberly. "Attitudes toward mental health and seeking psychological help among Pennsylvania German college students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 2001.
Source: Masters Abstracts International, Volume: 45-06, page: 2775. Typescript. Abstract precedes thesis as preliminary leaf ix. Includes bibliographical references (leaves 32-39).

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24

Weaver, Alfredia. "Assessing the prevalence of condom use among junior college students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/633.

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Statement of Purpose. The purpose of this study was to assess junior college students' prevalence of condom use, risk behaviors, attitudes toward AIDS, and sources of knowledge regarding AIDS. Method. The descriptive survey research technique was used. Subjects. One hundred and two subjects participated. Instrument. The instrument was developed, by the writer, and field-tested. Findings. The data indicate that the subjects surveyed in these two studies, are not taking seriously the recommended life-style changes for risk reduction. Conclusions. The findings in this survey are consistent with findings in other studies regarding college students' risk behaviors, condom uses, and attitudes regarding AIDS.

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25

Parrent, Condoa M. "Resiliency and the successful first-generation community college student: Identifying effective student support services." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3630/.

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This study examined what differences in resiliency traits, if any, exist between successful and non-successful first and continuing-generation college students through the use of a survey. For the purposes of this study, first-generation students were those students whose parents have never attended college and continuing-generation college students were those students whose parents have attended some college. For the purposes of this study, the term successful was defined as those students who after being enrolled during fall 2005 re-enrolled for the spring 2006 semester and the term non-successful is defined as those students who after being enrolled fall 2005 semester failed to re-enrolled for the spring 2006 semester. A sample of 164 students was surveyed by collecting demographic data, resiliency traits, attitudinal characteristics, level of familial support, and reasons for dropping out of college. A sub-sample of 40 students participated in a face-to-face, in-depth interview. This study found that successful first-generation community college students possessed certain common qualities or resilient characteristics that include: 1) social competence, 2) problem-solving skills, 3) critical consciousness, 4) autonomy, and 5) sense of purpose. Through the face-to-face interviews common themes emerged. Many of the students used similar words to describe their feelings and experiences about beginning, continuing and withdrawing from college. Many of the first-generation college students expressed the lack of familial support once they enrolled. Common themes emerged for the continuing-generation college students in that each student was comfortable with the process of selecting a major, selecting courses to enroll in, and the amount of time they expected to devote to studying. The return rate for each of the four groups studied was limited and rigorous follow up efforts failed to increase the return rate. This is a fundamental limitation of the study, and the results can only be generalized to the institution studied. However, the findings in this study are consistent with the literature on retention and dropout rates for these students.

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26

Smith, Christopher. "An analysis of structural changes in the provision of continuing education services indications of a shift in higher education access /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf.

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27

Thomas, Antoine. "MILLENNIAL GENERATION COLLEGE STUDENTS: OBSERVATIONS AND EXPERIENCES OF COUNSELING FACULTY AT SELECTED CALIFORNIA COMMUNITY COLLEGE DISTRICTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/932.

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Higher education, specifically the California community colleges, is being inundated with a large new generation of students called millennials. They are the majority student group enrolled in record numbers at California Community Colleges. California community colleges continue to evolve in order to accommodate millennial generation college students. A phenomenological design was utilized, using face-to-face interviews. This research explores the phenomenon of “millennial college students (millennials)” through the lived experiences of California community college counseling faculty who interact with them. Their observations and experiences could prove to be informative and help advance the purpose of this research. The following are the research questions that guided this study. What type of experiences have California community college counseling faculty encountered while providing counseling services to millennial college students? What type of experiences have California community college counseling faculty encountered while teaching millennial college students? Have California community college counseling faculty modified their counseling or teaching practices to better serve millennial college students? Will the observations and experiences of California community college counseling faculty closely align with the literature in describing millennial college students?

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28

Parrent, Condoa M. Newsom Ron. "Resiliency and the successful first-generation community college student identifying effective student support services /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3630.

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29

Tzokova-Vladimirova, Vessela. "Role of special services for the academic success of college students with disabilities." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98590.

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The present study explores the role of special services and accommodations for the academic success of college students with disabilities. Two students participated, one with mild attention-deficit hyperactivity disorder (ADHD) and one with a severe language disorder. Unstructured interviews were used to examine participants' perceptions of the effectiveness of special services and accommodations. Other factors contributing to students' progress in school, such as areas of learning strengths, effort and assistance from teachers, peers and family members, as well as lack of appropriate services and funding, were also discussed by the participants. Participants' personality characteristics and life circumstances appear to influence their performance in school as well. The present study may inform practice by promoting a more personalized approach to the selection of special services and accommodations.

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30

Chang, Sheue Mei. "Counseling Service Needs of Chinese College Students: Student, Faculty, and Student Affairs Staff Perceptions." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330642/.

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This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.

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31

McClea, Cheryl. "Promoting mental health services at Delaware College of Art and Design." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 104 p, 2008. http://proquest.umi.com/pqdweb?did=1605146211&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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32

Horton, Dianne Wahl. "Comparisons of the Needs of Adult Learners by Faculty Student Services Staff and Adult Students at a Selected Community College." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331762/.

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The problem with which this study is concerned is assessing the relationship between the expressed needs of adult community college students and their needs as perceived by selected faculty members and student services staff members at a metropolitan community college. The population of the study was 201 adult students and 77 faculty and student services staff members who took the Adult Learner Needs Assessment Survey, a publication of the American College Testing Program. The data results were analyzed statistically using one-way analysis of variance and the Scheffé multiple comparison procedure. Data were considered statistically significant at the .01 level on all eight hypotheses. Based on the data findings, the following conclusions appear to be warranted. 1. The Adult Learner Needs Assessment Survey seems to provide useful needs assessment information in a convenient format for large scale research. 2. The instrument seems to provide a useful tool for gathering data on the perceptions of the needs of adult learners from community college employees. 3. Both faculty and student services staff groups seem to perceive adult students as needing more assistance with educational and personal needs than is reported by adult students. 4. Both faculty and student services staff groups perceptions of the needs of adult learners, when compared to the needs reported by adult students, appear to be less accurate for those needs for which a lesser degree of assistance is needed and more accurate for those needs for which a greater degree of assistance is needed. 5. The perceptions of the needs of adult learners by both faculty and student services staff groups appear notably similar. 6. This research, using a more rigorous level of significance, validates the general findings of similar research. 7. The research methodology and the use of analysis of variance and Scheffé test as statistical procedures proved to be useful in comparing perceptions of adult learner needs by faculty and student services staff groups to the stated needs of adult students.

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33

Penney, Lauren. "Female College Students' Experiences with the Freshman 15." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193262.

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Discourses surrounding the idea of the Freshman 15 are prevalent within the press and popular media. While college weight gain and eating and exercise practices have been attended to through the collection of survey data, to date no one has linked these trends to wider social and economic processes or contextualized them within the lives of college students. This thesis provides a description of the ways in which 22 college women came to anticipate and experience weight gain during their freshman year of college, as well as the practices they adopted that contributed to weight changes. I analyze this interview data through a discussion of the concept of risk, personal responsibility, and ideas about the female body, while pointing to broader political economic pressures that are changing the ways in which universities provide dining and recreation services to students.

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34

Goodman, Kathleen M. "The influence of the campus climate for diversity on college students' need for cognition." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/971.

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The purpose of this research was to examine the influence of the campus climate for diversity on learning within four racial groups of college students. I used multiple regression to analyze how structural diversity, the psychological climate for diversity, and behavior influence one facet of learning - the need for cognition - for African-American, Asian-American, Latino/a, and White college students in the first year of college. Three of the eight campus climate for diversity variables appeared to have no effect on need for cognition for any of the four samples: student heterogeneity, faculty heterogeneity, and discussion with faculty and staff whose opinions differ from the students. One variable, the student's value of racial and cultural diversity, a psychological dimension of the campus climate for diversity, had an effect on need for cognition for all four samples. Four additional variables were significant within different samples. Believing the institution facilitates diverse interactions positively influenced need for cognition for Latino/a students. Taking a diversity course was positive for African-American students. Both interacting with diverse others and participating in a racial/cultural workshop were positive for White students. The findings also suggested that being a first-generation college student or coming from a low-income family moderates the influence of the campus climate for diversity on need for cognition. Suggestions for future research include creating research designs that ascertain how various racial and economic groups experience the influence of diversity on learning; seeking out new ways to distribute surveys and encourage survey-completion among students of color; looking for interaction effects among diversity experiences; and using hierarchical linear modeling, structural equation modeling, qualitative methods, and mixed methods. Suggestions for campus practice include maintaining programs designed specifically for students of individual racial groups, as well as low-income and first-generation college students; seeking ways to create a psychological climate that cultivates the belief that diversity is important to learning; providing more courses and workshops focused on racial and cultural diversity; and creating structured opportunities to introduce students to the varying political, religious, and social perspectives held by their peers.

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Emmons, Molly K. "An Assessment of the Needs of International Students for Student Services at Southern Oregon State College." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5076.

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International students at our institutions of higher education have educational and personal needs which extend beyond the classroom. These needs are supposedly provided for by student personnel services, but little data has been collected which examines how international students use student services, and if their use differs significantly from use by American students. If their perceptions of students services and use of these resources does differ, what does that signify? This study measures the use and perceptions of student services by international and American students at Southern Oregon State College. Twenty-one philosophical objectives were examined for levels of importance, effectiveness, and resultant need. A list of twenty resources at the College were compiled and respondents were asked to rate the helpfulness of each resource. Demographic data on students included residence, length of time on campus, involvement in extracurricular activities, and other characteristics and was compared to knowledge of student services resources. International students were asked to identify their English language proficiency and this was compared with their need for student services objectives. All three hypotheses that there would be no differences between American and international students; in their perceptions cf the;:, importance, effectiveness, and helpfulness of student services were rejected at the . 05 level of significance. International students found three objectives to be ineffective, and the focus of these objectives suggested that cultural differences may contribute to student problems. A correlation between self-reported English language proficiency and satisfaction of needs for student services objectives was noted, while no relationship between TOEFL score and satisfaction of needs was found. Southern Oregon State College may want to reconsider its orientation procedures in light of the number of "don't know'' responses from students when asked about a variety of student services. Awareness of student services and the effectiveness of those services for both American and international students are issues which this study aims to help the college address.

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Nicoli, Gina Tagliapietra. "The impact of co-curricular involvement on college students' need for cognition." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2753.

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The purpose of this research was to examine the influence of co-curricular involvement on the need for cognition. Using multiple regression, I analyzed the relationship between co-curricular involvement and the need for cognition while controlling for sex, race, pretest, precollege academic motivation, SES, precollege academic ability, high school involvement, institutional type, work, residence, major, non-classroom interactions with faculty, and the kind of instruction. I also analyzed whether race, sex, or the type of institution students' attend further influenced the effect of involvement on the need for cognition The main effects model found the impact of involvement on the need for cognition to be statistically non-significant. While looking at conditional effects, I found being involved had a small, but positive, statistically significant impact on the need for cognition for non-white students. Also during this exploration I found sex and institutional type did not significantly impact the effects of involvement on the need for cognition. The suggestions for future research include replicating the current study and examining the impact of specific co-curricular involvement opportunities; following-up this study with a qualitative study to discover what students are gaining from co-curricular involvement; looking for additional conditional effects; and exploring what other college experiences impact the need for cognition.

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Patt, Jacky Linn, and Gloria Ann Stickler. "A comparison of re-entry and traditional students needs and issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1863.

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O'Shea, Amber M. "Identity of College Students with Psychiatric Disabilities and Use of Support Services." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378538.

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Educational Psychology
Ph.D.
Given the increasing number of undergraduate students with psychiatric disabilities enrolling in college and the disproportionately high attrition rates among this group, it is important that researchers understand the experiences of these students and identify and address the barriers to higher education that face this population. While most college campuses make a number of modifications, accommodations, and services available to students with registered disabilities, researchers suggest that many students with psychiatric disabilities fail to either register or make effective use of such services. Research has found that the endorsement of disability identity impacts the proactive utilization of valuable academic accommodations and promotes students’ academic success. However, little is known about how disability identity is shaped and maintained within the context of college. Still, even less is known about the experiences of students with psychiatric disabilities or how they construct meaning pertaining to their disability within college. The current study explored the processes by which undergraduate students with psychiatric disabilities make meaning of their disability identity through interaction and participation within the college context. Furthermore, I explored students’ decisions regarding disability disclosure and the utilization of support services as one means of understanding a motivated action indicative of disability identity. I employed an interpretative phenomenological approach to gain insight into the perceptions, meaning making, and lived experiences of undergraduate college students with psychiatric disabilities regarding the contextualized construction of disability identity. The results of the analysis suggest that disability identity is dynamic and constructed through interactions with others and participation in various activities and experiences presented in the college environment. These findings contribute to the literature on identity formation in college students with psychiatric disabilities and provide important implications for theory, research, and practice.
Temple University--Theses

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Bernard, Julia M., M. Klein, C. Oaks, and Janna Scarborough. "Through a Glass Darkly: An International vs. National Student's Perspective of Racial Incident on a College Campus." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/938.

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Corcoran, Kevin J. "Evaluation of the effectiveness of an interactive multimedia program as a supplement to a college lecture/demonstration." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1996. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University, 1996.
Source: Masters Abstracts International, Volume: 45-06, page: 2805. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 44-46).

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Abdo, Robert John. "A study of sexual attitudes, sexual behaviors, and religiosity of community college students." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618333.

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The purpose of this study was to examine the specific relationship which exists between selected sociodemographic characteristics and the religiosity of a group of incoming community college students and their sexual attitudes and sexual behaviors.;A sample of 204 community college students completed a survey aimed at assessing their sexual attitudes, sexual behaviors, and religiosity. The instrument was based on a number of previously printed surveys and its reliability was tested with a sample of 23 community college students.;The reliability study demonstrated conclusive evidence that this instrument is highly reliable. All items except two were reliable at the .01 level of significance. Those two remaining items were reliable at the .05 level.;In addition, factor analyses demonstrated that both the attitudes and behaviors sections of this instrument contain a high degree of construct validity. The validity of the religiosity scale had been established previously.;The survey demonstrated that this sample holds relatively liberal attitudes in the areas of petting, premarital sexual intercourse, oral-genital sex, sex education, and contraception. There were no responses which demonstrated a trend toward conservatism.;In the self-reported sexual behaviors segment, the majority of students reported that they had been engaging in a variety of heterosexual behaviors during the past 12 months. The percentages decreased as the solicited behaviors became more advanced, just as expected by the established hierarchy. Very few reported homosexual behaviors.;A stepwise discriminant analysis revealed that there were major distinctions between male and female responses to five of the attitude questions and three of the behavior questions.;Stepwise multiple regressions showed that religiosity was highly correlated with both sexual attitudes and sexual behaviors, when selected sociodemographic variables were controlled. Total religiosity score was the strongest predictor of sexual attitudes and the only significant predictor of sexual behaviors in this sample.;Additional regressions and correlations were calculated to demonstrate the relative strength of other variables and to offer a more comprehensive view of the results.

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42

Soltani, Parisa. "Student learning in student services extended opportunity program & services." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576651.

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The purpose of this mixed methods study was to investigate the relationship between student learning and participation in Equal Opportunity Programs and Services (EOP&S) at Irvine Valley College (IVC). An embedded survey design was developed using William Sedlacek's non-cognitive questionnaire (NCQ), items from the Community College Survey of Engagement (CCSSE), items based on Marcia Baxter Magolda's model of cognitive complexity, and items based on student learning outcomes for learning in EOP&S. Students' demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students' perceptions about their learning. Though there were limited findings related to grades as an outcome measure, several NCQ scales were associated with the learning in EOP&S outcome measure. Qualitative and mixed methods analyses extended statistical findings highlighting the importance of positive outlook and positive self-concept. Finally, the study found that students' academic and social involvement played a noteworthy role in students' development, especially as related to cognitive complexity and learning in EOP&S.

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43

Edvalson, Sherri Ivy. "Sociocultural Influences on Undergraduate Students' Conversations on Race at a Predominantly White Institution." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4842.

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The purpose of this study was to analyze the sociocultural influences on dialogues about race of undergraduate students from various racial backgrounds at a Predominantly White Institution (PWI). This qualitative study included 16 undergraduate students from various racial backgrounds at a small, private university in the Midwest who participated in semi-structured focus group interviews. A data analysis addressed how the interplay of narratives and counter-narratives within dialogues on race revealed common themes within the framework of Critical Race Theory. Findings from the interview data suggest that race does not occur solely in the moment of a particular conversation or incidence. Rather, there are three sociocultural influences on undergraduates' conversations on race: The collective history related to race in the United States, students' personal experiences related to race, particularly discrimination, and the way they describe themselves as racial beings. Findings also revealed the possible benefits of providing spaces for students from various racial backgrounds to engage in dialogues on the construct of race.

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Wood, Olivia S. "Utilization of Mental Health Services by African American Undergraduate Students." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505234/.

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This study explores where African American college students find mental health support and why those supports are chosen. Greater knowledge of the sources of mental health support sought by African American college students can assist higher education institutions in adapting current services to meet the needs of this specific student population. A qualitative phenomenological approach was utilized, and the study's sample included twelve participants, 6 female and 6 male, from a large public four-year university in Texas. These participants, undergraduate students with ages ranging from 18 to 24, were given a survey and completed two semi-structured interviews throughout one semester. Results indicated that study participants were more likely to utilize informal than formal support for their mental health and many had no source of support. Family stigma, peer attitudes, as well as internal and external pressures all influenced participant's choices to seek support. Based on findings from the study, recommendations for two distinct groups, counseling center directors and higher education administrators, are also discussed.

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Brown, Jane Thierfeld. "Access to equity : the next step for women students with disabilities on the college campus /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11690586.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).

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46

Wright, Alicia M. "The development of a video program on date rape for first year college students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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47

Mercer, J. Carol. "College Student Resilience: Selected Effects of Service-Learning." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30495/.

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Resilience implies the concept of buoyancy. Specifically, it denotes an individual's capacity to persevere and even do well in the face of adversity. Service-learning is pedagogy often used to enable students to apply classroom learning in a real world context. The goal of this study was to examine the effects of service-learning upon college student resilience. The study utilized a convenience sample of undergraduate students (N = 172) across three disciplines including counseling, social work and kinesiology. In a pre-post test design, the CD-RISC was employed to measure resilience of the experimental and control groups. Factor analysis of the CD-RISC was also conducted in order to explore interrelationship of the variables among the data. One undergraduate sample (N = 210) was used to conduct the EFA before determining a best fit factor structure for this study's population. A repeated measures analysis of variance was employed to detect any differences between pre-post test groups. No statistical significance was found across pre and post-test among the two groups (p=.49, η2=.00). However significant results were found between the experimental and control groups (p=.00, η2 =.09). Examination of mean score differences among demographic variable yielded interesting findings across the three disciplines as well as between age and gender of the participants. Findings indicated students given freedom of choice within service-learning logistics scored greatest gains in resilience.

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48

Meyer, Rachel Heather. "COLLEGE STUDENTS WITH DISABILITIES' MOTIVATION TO UTILIZE DISABILITY SUPPORT SERVICES: A QUALITATIVE INVESTIGATION." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/168403.

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Educational Psychology
Ph.D.
The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of inductive and deductive procedures informed by Self-Determination Theory (SDT) (Ryan & Deci, 2002; Deci & Ryan, 2000). The analysis identified six themes in the narratives within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness: (1) Disability Construction; (2) High School Experience; (3) Significant Adults; (4) Disability Resources and Services (DRS) and other Services; (5) Interactions with Faculty; and (6) Interactions with Peers. An important conclusion of the analysis was that students' motivation and decision to disclose their disability and to utilize support services was framed by the level of acceptance of their disability--or, in self-determination theory terms, their integration of their disability to their authentic self. Students' narratives that suggested integration of the disability to the self also included indication of the students being more proactive, agentic, flexible, adaptive, and open in disclosing their disability to the university, to faculty and to peers, and in utilizing support services. In contrast, students' narratives that suggested partial or non-integration of the disability, and ambivalence towards being labeled with a disability, also included indication for hesitance, rigidity, and less adaptive patterns of disclosure and utilization of services. Different levels of integration of the disability in students' narratives were concordant with indication in the narratives of different levels of support for the psychological needs of autonomy, competence, and relatedness--particularly by significant adults at home and in high-school. These general psychological-motivational patterns manifested in the narratives as individual profiles that integrated the six themes into the unique narrative of each participant. The study ends with consideration of the implications of the findings to future research and possible ways by which university disability support services may promote effective utilization of services by students with disabilities.
Temple University--Theses

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Kim, Jichul. "Effective organizational characteristics for international student enrollment service." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/Kim_Ji-chul_14.pdf.

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Roth, Susan Elizabeth 1959. "LIKELINESS OF SEEKING PROFESSIONAL PSYCHOLOGICAL SERVICES." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/277259.

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