▼ There is an undisputed need for intercultural and world knowledge, skills and abilities, and a growing focus and interest in education abroad as a vehicle for achieving these learning outcomes. In an effort to advance the understanding of international education and explore specific aspects of short-term education abroad programs, a large and growing segment, this study focuses on how students are prepared, and the intercultural learning and engagement outcomes that result from the experience. This study used a mixed methods, pretest-posttest control group design with 3 groups of students – 2 that studied abroad and received different pre-departure orientations and 1 that remained on campus – as well as data from Hammer’s (2003) Intercultural Development Inventory (IDI), student journals, trip reports and personal interviews. Qualitative data were used to illustrate the quantitative findings and more fully express the results. Much can be drawn from the results of this study. The trend for each of the research questions was in the predicted direction. The analysis of the posttest Developmental Orientation (DO) scores and DO stages for each student group indicate that students who participated in semester-length pre-departure orientations had the highest net intercultural development gains among the three groups. The 2 study abroad groups combined achieved a larger gain than the on-campus group. While the DO gains were not statistically significant, the DO stage gains were significant between the study abroad and control groups, and between the two groups participating in the different predeparture orientations. The qualitative data seem to support the DO stage findings. Certainly, the constraints of the small size of the groups, the limitations of the design, and the only modest interpretation of the DO stages using a non-parametric test imply that the results of this study should be taken in moderation. The implications of this study are interesting and worth further investigation. They demonstrate the need to better understand education abroad, including the complexity of the individual student experience, the role of faculty and staff in fostering learning outcomes, and pre-departure preparation in developing intercultural competency in undergraduates. Advisors/Committee Members: Ridenour, Carolyn.

▼ The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. The Engineering Occupational Self- Efficacy questionnaire was used and an online survey was utilized with questions designed to solicit student participant self-assessments in order to examine possible relationships between and among these constructs. Data was collected and analyzed on relationships and measures of the nine identified social cognitive factors as they relate to the academic achievement of first year underrepresented engineering students. This study included a convenience sample of 203 participants (n = 203). The sample consisted of first-year engineering majors who enrolled in the fall of 2010. In addition, in order to increase the opportunity for an adequate response rate, the participation of students from more than one university was solicited. The universities that participated in this study were the University of Akron, Cedarville University, Central State University, University of Cincinnati, the University of Dayton, Miami University, Ohio University, The Ohio State University, University of Toledo, Wilberforce University, and Wright State University. The findings in this study were analyzed by utilizing an ANOVA in order to examine the data and determine the differences between groups on the nine identified social cognitive variables. The study employed Pearson correlation to investigate the relationships between and among the nine social cognitive variables. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. In addition, an ANOVA was used to evaluate whether a significant difference existed for each of the nine identified social cognitive variables based on ethnicity and gender. The analysis of variance indicated that ethnicity was found to be significant for academic self-efficacy. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified social cognitive variables. The data analysis revealed three significant correlations which were as follows academic performance and occupational self-efficacy, academic performance and academic self-efficacy, and academic performance and encouragement. Finally, a Pearson correlation coefficient was used to examine the relationship between high school GPA and the nine identified social cognitive variables. The Pearson correlational coefficient indicated that there was one statistically significant correlation which was high school GPA and academic self-efficacy. Recommendations for further study included (a) future research involving investigations that compare a variety of institutions in different regions of the country; (b) further investigations utilizing open-ended responses from engineering students based on interviews; (c) a replicated study in 5 to 10 years to evaluate whether differences emerged relating to ethnicity and gender due to possible societal or cultural changes; and (d) a study involving a pretest and posttest of students' self-efficacy beliefs. Finally, the researcher recommends a qualitative study specifically involving interview questions aimed at students with moderate level grades and SAT scores who exhibited above average academic performance. Advisors/Committee Members: Russo, Charles J.

▼ This quantitative study identified the teaching style of associate degree nursing faculty at Kettering College as teacher-centered or learner-centered (N=10) using the Principles of Adult Learning Scale (Conti, 1990). The researcher used an adapted version of the Principles of Adult Learning Scale to determine how 256 nursing students perceived their instructors used learner-centered modes. Content analysis established the extent to which nursing faculty designed courses in alignment with learner-centered principles. The researcher also examined differences between national NCLEX-RN® passage rates and those of Kettering College. Results from the faculty and student surveys demonstrated teacher-centered tendencies in regard to faculty use of learner-centered principles. While content analysis of course syllabi showed a propensity for learner-centered instruction, a one-sample t-test indicated no significant difference between Kettering College NCLEX-RN® pass rates and national pass rates (t(10) =.157, p>.05). Results of this study indicated no major changes would be necessary from an administrative perspective at this time, given that passage rates remain high in spite of the general nature of instructional delivery. However, faculty development for Kettering College nursing educators should continue as usual to cover best teaching and learning practices in nursing education as recommended by the National League for Nursing Accrediting Commission and the National League for Nursing. Advisors/Committee Members: Twale, Darla.

▼ This study examined how gender of applicants, degree type of application (online or traditional), and gender of principals responsible for hiring teachers impacted the likelihood of elementary teacher applicants moving forward in the hiring process. The study compared elementary principals' rating of hypothetical candidates for a first grade teaching position. Application of three theories, i.e., teaching as “women's work,” similarity-attraction, and preference for traditional learning, were tested using a 2x2x2 (applicant gender, administrator gender, and type of degree) factorial design analysis of variance with a step-down in which the dependent variables were sequential, based on prior research. The analysis failed to find a difference in the rating of candidates based on their gender, degree type, or the gender of the principal. The failure to find a significant difference must be considered in light of the potential for a Type II error due to the low power of this study. Advisors/Committee Members: Place, Andrew William.

▼ The purpose of this study was to ascertain what factors enable some gay, lesbian,bisexual, and queer (GLBQ) students to persist in college whereas a significant number leave. Specifically, the research question that framed this study was "What factors in a gay, lesbian, bisexual, and queer person’s life history enable him or her to persist through higher education and successfully obtain an undergraduate degree?" A life history methodology (Bertaux, 1981; Cole, 2001; Denzin, 1989; Goodson, 2001; Goodson & Sikes, 2001; Hatch & Wisniewski, 1995) was used to capture the lived experiences of 3 female and 3 male postsecondary students who self-identified as GLBQ and were on target to successfully complete their bachelor's degree within one academic year. Additionally, participants were asked to identify where they believed they reside on frequently cited queer identity development models (Cass, 1984; Coleman, 1982; Lipkin, 1999; Troiden, 1989). A grounded-theory approach to data analysis (Strauss & Corbin, 1990) was utilized in order to identify the factors that help or hinder a GLBQ postsecondary student's academic progression. Ten common themes or factors were found to exist among the participants. These were: (1) high behavioral expectations during childhood and adolescence; (2) a strong family connection; (3) strong work ethic; (4) high educational expectations; (5) guardian acceptance; (6) involvement in GLBQ activities on campus; (7) sexuality as a component of the whole person; (8) self-confidence and autonomy; (9) ability to deal with life’s obstacles while taking care of themselves and continuing forward; and (10) tendency toward planning and the possession of a post-graduation course of action. Recommendations for future research and implications for practice are presented. Advisors/Committee Members: Ridenour, Carolyn.

▼ This study was a replication of a study conducted by Benz in 1980. Using the same methods that Benz used, the focus was to determine whether or not the pattern of teacher gender role expectations Benz confirmed have held up over 30 years. Prior to the actual study, two pilot studies were conducted to test the validity of the Teacher Sex Role Perception Inventory (TSRP) for use in 2011. Slight modifications to the original 1980 TSRP were made. Since the seminal work on teachers' expectations by Rosenthal and Jacobson in 1967 suggested the power of those expectations to influence student learning, education researchers have continued to study and debate the dynamics of expectations, including those based on students' gender. In 2006 two events reinvigorated the debate about teacher expectations and about gender. First, the advent of the growth model suggested that students with negative experiences in the classroom for 3 consecutive years may suffer incalculable harm to their learning that lasts throughout their schooling. Second, the federal rewriting of Title IX regulations to allow single sex schools gave new life to research on gender-based teaching and learning. In this study 175 teachers from 84 Ohio public school districts completed multiple sets of the TSRP Inventory. A total of 479 TSRPs were ultimately analyzed. Multiple linear regression (model comparison) was used to test the relationships between the four gender role expectations: androgyny, masculine, feminine, and undifferentiated and how they might be related to students' gender, students' achievement, grade level, and teacher gender. Results were generally consistent with Benz's 1980 findings that student high achievement rather than student gender is related to teacher expectation of androgyny. In general, teacher's masculine gender role expectations were related to student gender, not student achievement. Teachers' feminine gender role expectations varied across grade level, teacher gender, student achievement, and student gender. Generally, teacher's undifferentiated gender role expectations were related to student achievement, not student gender, or teacher gender. Gender may not predetermine whether or not students succeed in school but the results suggest that teachers' gender-based perceptions may continue to influence their interactions with students. High achievement seems to be related to androgyny, a socially and psychologically healthy basis for human interactions, but a feminine role is perceived as counter to academic achievement, a finding parallel to the results of 1980, and a concern worthy of further research. Advisors/Committee Members: Ridenour, Carolyn S.

▼ This multiple case study examined corporate involvement in Japanese public elementary schools through 3 corporate programs. In 2005 the Basic Law of Food Education, Shokuiku Kihon Ho was enacted. This law promotes food education as a national movement and encourages food makers to become actively involved with the public sector to provide food education programs. Major food makers approached public elementary schools as part of their corporate social responsibility (CSR) activities. Purposeful sampling was selected, and programs from 3 companies were identified as cases. This researcher conducted email interviews with 35 elementary school teachers and 3 company spokespersons to examine their motivations, implementations, advantages and disadvantages of the programs, benefits to the company, and changes in teachers’ perceptions of the companies, if any. The findings first include sources, including governmental, from which teachers initially learned about the programs. Second, the primary reason for program use was food education. Third, the 3 corporate programs studied appeared to be very successful in obtaining publicity in the schools. Two out of 3 companies had their products present in the classroom and also gave their products as gifts. Fourth, teachers were satisfied with corporate programs because they gained professional knowledge, rich materials, and experience-based activities for children. Fifth, the major disadvantage was scheduling. Few teachers recognized that corporate programs effectively influenced the knowledge of teachers and children. Sixth, teachers’ perceptions of the companies were positively changed after experiencing the programs. Teachers were impressed with professional knowledge and they tolerated corporate promotions. This study included implications: School policies and professional development are needed to address commercial activity and insure that the children’s knowledge would be balanced. Advisors/Committee Members: Watras, Joseph.

▼ The purpose of this study was to produce findings and conclusions that could inform future policy decisions on concurrent enrollment at Cedarville University specifically and at other institutions generally. The study population consisted of Cedarville University students who met the following 2 criteria in the fall semester of the 2009-2010 academic year: (a) they were seniors; (b) they had completed transfer credit through concurrent enrollment at another institution after initial enrollment at Cedarville University. The entire study population was invited to participate in the study; 137 of 258 completed the Transfer Credit Questionnaire. Findings of the study were: (1) the percentage (53%) of study participants that transferred 10 or more credits through concurrent enrollment appears to be typical; (2) study participants reported considerable variation in the range of individual transfer credits earned through concurrent enrollment; (3) approximately $1.3 million in lost tuition revenue resulted from the 2,056 semester hours that study participants completed at institutions other than Cedarville University; (4) community/technical colleges were a popular choice for concurrent enrollment; (5) the most common reason for concurrent enrollment was lower tuition costs at other institutions; (6) respondents indicated that a highly restrictive transfer credit policy would have discouraged them from enrolling at Cedarville University. Implications of these findings for policy and further research were discussed. Advisors/Committee Members: Kowalski, Theodore J.