Master of Arts (M.A.), University of Dayton, 2021, Communication

During the Spring 2020 semester, the COVID19 pandemic forced colleges and universities to adopt remote learning for an emergency remote learning period (ELP) from March to May 2020. The current work utilized a phenomenological approach to understanding the perceptions and experiences reported by students who were studying as undergraduates at a mid-sized university in the Midwest. 3 participants in a focus group were asked questions pertaining to their perceptions of engagement and satisfaction with learning during that time. Results provide four themes that emerged during the focus group: loss, shifting formats, professor issues, and overload of learning material. The current work includes a literature review, detailing the COVID19 epidemic, engagement in learning, and satisfaction in learning. It describes the methodology used, including a delineation of phenomenology. It reports the results from the focus group and provides a discussion and outline of limitations and implications for future research.

Committee: Cassandra Secrease Ph.D (Committee Chair); Heather Parsons Ph.D (Committee Member); Samuel Wallace Ph.D (Committee Member) Subjects: Communication

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

This study investigated if differences existed in students' expectations and satisfaction with first-year on-campus housing by their academic areas of study. Statistically significant differences existed between Social Science majors and Engineering majors relative to expectations regarding their residence halls. Additionally, statistically significant differences existed between the level of expectations for women and men, with women having higher expectations regarding the essential features for their housing facilities. No statistically significant differences emerged between the mean scores in students' satisfaction by academic area, but a multiple regression analysis found that majoring in the Liberal Arts was a statistically significant predictor of having higher levels of satisfaction with residence housing. While only a few differences existed in students' levels of satisfaction and their expectations based on their academic major, the physical facility or building that students lived in was a statistically significant predictor of students' expectations for and satisfaction with the residence halls in which they were housed. These results show that in addition to new construction and renovation of existing facilities, schools need to maintain the quality of their current supply of housing due to the connection between satisfaction with facilities and student academic success. Additionally, well-maintained facilities keep high education institutions competitive in terms of recruiting students. Finally, as demographics change for incoming first-year students, it is crucial to find ways to support academic achievement and success. The engagement and development students receive in on-campus housing is one way that institutions can promote student retention and educational attainment.

Committee: Thomas Lasley Ph.D. (Committee Chair); Katie Kinnucan-Welsch Ed.D. (Committee Member); Larry Smith Ph.D. (Committee Member); Una Cadegan Ph.D. (Committee Member) Subjects: Design; Higher Education; Higher Education Administration

Ph.D., Antioch University, 2018, Leadership and Change

The purpose of this study was to explore students' perceived value of their community college experience and its relationship to other factors often related to student persistence in college, namely satisfaction, academic quality, service quality, and engagement. The research was guided by three focused questions: How do students describe and define perceived value of community college; what components emerge from exploratory factor analysis of items designed to measure perceived value; and how, if at all, is a student's perception of the value of a community college experience different from related measures such as satisfaction, engagement, or quality? Data were collected from students enrolled at, primarily, three Massachusetts community colleges, employing a three-phased, mixed methods exploratory sequential approach. Phase 1 consisted of focus group interviews with students from one of the participating colleges to identify the themes and language for developing the perceived value construct. Phase 2 consisted of an online survey targeting currently enrolled community college students. Factor analysis identified key components of the perceived value scale and multiple regression analysis determined the relationship between perceived value and other control variables. Phase 3 consisted of a virtual post survey focus group with voluntary survey participants from Massachusetts community colleges to discuss and clarify the quantitative results and narrative survey responses. The dominant theme emerging from the findings was that students described perceived value as “I am valued” by the college. Results also indicated that the perceived value construct was different from other measures and suggested promising ways for further exploring and measuring student persistence. As a result of the study's findings, a conceptual framework in the form of a Perceived Value Wheel was proposed with recommendations to community college leaders and practical contribution to higher (open full item for complete abstract)

Committee: Jon Wergin Ph.D. (Committee Chair); Carol Baron Ph.D. (Committee Member); Ruth Slotnick Ph.D. (Committee Member) Subjects: Adult Education; Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Business Administration; Business Education; Community College Education; Community Colleges; Continuing Education; Education; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Educational Tests and Measurements; Educational Theory; Higher Education; Higher Education Administration; Management; Marketing; Organization Theory; Organizational Behavior

Doctor of Philosophy in Urban Education, Cleveland State University, 2017, College of Education and Human Services

The aim of this study was to investigate whether components of the Community of Inquiry (CoI)—teaching presence, social presence, cognitive presence—as well as self- and co-regulated learning, significantly predicted student satisfaction and achievement at Saudi Electronic University (SEU). The CoI framework, commonly used in blended learning environments, was adapted as a theoretical structure to guide this research. The study utilized a quantitative approach using an online questionnaire to collect data from SEU undergraduate students. The data analysis included 430 valid responses, and the results of two separate multiple regression indicated that teaching presence, social presence, cognitive presence, and self-regulated learning were significant predictors of student satisfaction. However, co-regulated learning had no significant effect on student satisfaction. The developed model explained 48.2% of the variance in student satisfaction, and cognitive presence was the strongest predictor of student satisfaction. Furthermore, the results of the second multiple regression analysis revealed that only teaching presence and self-regulated learning significantly predicted student achievement. As far as social presence, cognitive presence, and co-regulated learning are concerned, they were not significant predictors of student achievement. The hypothesized model explained 8.5% of the variance in student achievement. The study also examined the effect of gender, age, and computer expertise on student satisfaction and achievement. The findings showed that gender had a significant effect on student satisfaction. Practical implications and recommendations for further research were discussed.

Committee: Marius Boboc PhD (Committee Chair); Xiongyi Liu PhD (Committee Co-Chair); Jeremy Genovese PhD (Committee Member); Ron Abate PhD (Committee Member); John Savery PhD (Committee Member) Subjects: Educational Technology

Doctor of Philosophy, University of Toledo, 2014, Higher Education

As accountability for America's community colleges is at the forefront of conversation nationwide, it is now more important than ever that leaders in higher education determine the right combination of interactions and practices that matter most in engaging, retaining, and graduating community college students. The purpose of this research was to utilize the results of the Noel-Levitz Student Satisfaction Inventory for Community and Technical Colleges from 22 community colleges across the country to determine if student satisfaction with and importance of college environment variables are predictors of spring-to-spring retention. As research indicates a connection between student satisfaction and retention, this study seeks to fill the gap in the literature also connecting importance with satisfaction. Using Vincent Tinto's Theory of Student Departure as the framework, and Alexander Astin's I-E-O model as a data analysis framework, this study seeks to determine the connection between levels of satisfaction and importance on the variables and spring-to-spring retention. The results of this study will fuel discussion around future interventions and policy implications to promote retention and success for community college students across the country.

Committee: Ronald Opp (Committee Chair); Debra Harmening (Committee Member); Sunday Griffith (Committee Member); Jennifer Spielvogel (Committee Member) Subjects: Community College Education; Education; Higher Education

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this correlational research study was to examine the student engagement variables most likely to predict the academic success and satisfaction of African American male college students. Research suggests that African American males who are actively engaged in campus life gain more from the college experience and are more likely to succeed academically (Harper, 2012; Pascarella & Terenzini, 1991, 2005; Strayhorn, 2008b). This investigation used the National Survey of Student Engagement questionnaire to survey 3,000 students to learn what relationships existed between five student engagement variables and the students’ perceived satisfaction with their overall college experience. There is a plethora of research that has examined the college experiences, engagement and academic success of minority students in totality (Fleming, 1984; Outcalt & Skewes-Cox, 2002; Strayhorn & DeVita, 2010; Watson & Kuh, 1996; Watson, Terrell, Wright, Bonner, Cuyjet, & Gold, 2002); however limited research exists specifically targeting the correlation between engagement factors and the academic success and college satisfaction of African American males (Greene, 2005; Harvey-Smith, 2002; Kimbrough & Harper, 2006; Outcalt & Skewes-Cox, 2002; Palmer, Davis, & Maramba, 2010). Utilizing a conceptual theory of student involvement based on the work of Astin (1984, 1999) this investigation employed multiple regression analysis to explore the relationship between five student engagement factors (Academic Challenge, Collaborative Learning, Faculty Interaction, Supportive Campus, and Enriching Experiences) and African American males’ academic success and overall satisfaction with their college experience. Four research questions directed this study relative to the student engagement factors and institutional characteristics that best predict African American male satisfaction with their college experience. The results indicated that three variables significan (open full item for complete abstract)

Committee: Judy Jackson May (Advisor); Paul Johnson (Committee Member); Frederick Polkinghorne (Committee Member); James Moore III (Committee Member); Rachel Vannatta Reinhart (Committee Member) Subjects: African Americans; Black History; Education; Educational Leadership; Higher Education

Doctor of Philosophy (PhD), Ohio University, 2013, Higher Education (Education)

The study explored transfer alumni perceptions of their community college and university experiences, their alumni affinity as measured by the frequency of alumni engagement with each institution, and what motivates that engagement. Study participants rated their university experiences more positively than those at their community college and reported engaging in more alumni activities with their university than their community college. Based on the findings, recommendations for practitioners include enhanced documentation and communication of the learning and development outcomes gained through the community college experience, increased university support services for transfer students, and increased community college outreach efforts with alumni.

Committee: Henning John Ph.D. (Committee Chair); Young Robert Ph.D. (Advisor); Horton David Ph.D. (Committee Member); Brooks Gordon Ph.D. (Committee Member); Descutner David Ph.D. (Committee Member) Subjects: Adult Education; Education; Educational Evaluation; Educational Theory; Higher Education

Doctor of Philosophy, University of Toledo, 2011, Higher Education

This study examined the impact of undergraduate college student Facebook usage on college student satisfaction. Participants in the study completed an electronic survey to determine academic Facebook usage tendencies, non-academic Facebook usage tendencies, levels of involvement with in-person college-related activities, and feelings of being connected to the college or university environment. Both academic and non-academic Facebook usages, and level of satisfaction with the college experience were also topics of focus. Participants were undergraduate college students who were enrolled in Ohio colleges and universities during the spring of 2010. This study found that undergraduate college student Facebook usage impacts college student satisfaction, mediated by student‟s feelings of being connected to his or her college or university. Data from this survey (Appendix B) are discussed in conjunction with an extensive study on student involvement, social media websites, and student satisfaction. Participants reported using Facebook both for academic and non-academic purposes. Participants also reported using Facebook regularly, often multiple times a day for various activities. Data analysis conducted within this study suggest that participants who used Facebook regularly are more satisfied with various facets of their college experience, including academic and social experiences. This increase in level of satisfaction among participants appears to be mediated by feelings of being connected to the college or university environment. Results from the study have implications for both academic and student affairs professionals, concerning policy decisions on how college or university stakeholders utilize social media for academic purposes including pedagogy, recruiting, student learning, and student outreach.

Committee: Lisa Kovach Dr. (Committee Chair); Snejana Slantcheva-Durst Dr. (Committee Member); Bin Ning Dr. (Committee Member); Dale Dwyer Dr. (Committee Member); Thomas Sharkey Dr. (Committee Member) Subjects: Higher Education; Higher Education Administration; Information Technology; Technology

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2010, Higher Education Administration

This study examined the relationship between institutional expenditures in student services, levels of student engagement, and measures of student satisfaction across 18 (out of 19) universities in the Province of Ontario, Canada. Information regarding these variables for each institution was assembled from four extant datasets: (a) the 2006 Common University Dataset of Ontario; (b) the 2006 COFO-UO Financial Report of Ontario Universities; (c) the 2006 National Survey of Student Engagement; and (d) the 2007 Toronto Globe and Mail University Report Card. Indices of student engagement included the benchmarks of academic challenge, active and collaborative learning, student interactions with faculty, enriching educational experiences, and supportive educational environments. The core research question pursued was whether higher per capita expenditures in student services predicted higher levels of student engagement and greater degrees of student satisfaction with various aspects of the university experience among graduates. Descriptive statistics were used to generate and compare demographic profiles of each university within a framework of institutional types. Among the universities sampled, eight were categorized as primarily undergraduate, five comprehensive, and five medical/doctoral institutions. Correlational techniques and hierarchical multiple regression analyses were applied to the data for purposes of assessing relationships between the sets of variables embedded in the research question. Correlational analyses yielded significant inverse relationships between per capita expenditures in student services and only select benchmarks of student engagement, relative to active and collaborative learning and student interactions with faculty. Strong positive correlations also were observed between multiple measures of student satisfaction and student engagement benchmarks of enriching educational experiences and supportive campus environments. Regression analys (open full item for complete abstract)

Committee: C. Carney Strange PhD (Committee Chair); William Knight PhD (Committee Member); Rebecca Mancuso PhD (Committee Member); Carolyn Palmer PhD (Committee Member) Subjects: Higher Education

Master of Education (MEd), Bowling Green State University, 2007, Career and Technology Education/Technology

Campus climate and student satisfaction are important topics for any graduate program. Having information about what works and what does not, will benefit students and retention rates. The problem of this study was to investigate students' attitudes toward their academic program, professional development opportunities, and support for graduate students at the master's level at Bowling Green State University. To help assess student attitudes and satisfaction, a survey was sent to all master's level students attending Bowling Green State University. The survey was web based and could be accessed through a link within an email invitation. The survey was designed to determine how students perceived their academic program, how they felt about professional development opportunities, and if they were receiving support they required. The survey was sent to 1572 students. A response rate of 22.3% was obtained. Quantitative data were analyzed using SPSS. Results are provided using frequencies and significance tests. Data from the survey revealed that the majority of master's students attending BGSU are in fact, satisfied with their program, professional development, and support. Student-faculty relations scored very well across the board. Some programs scored lower than others. Qualitative data suggests students are less satisfied with course availability, training for teaching and research, and awareness of support services. Administrators can use this data to make informed decisions where master's students are concerned.

Committee: Kathryn Hoff (Advisor) Subjects:

Doctor of Philosophy, University of Akron, 2006, Secondary Education

This investigation was guided by Moore's theory of transactional distance (1993). The purpose of this study was to assess the effect that student attributes such as learner autonomy (LA) as measured through its independent constructs of desire to learn (DL), learner resourcefulness (LR), learner initiative (LI) and learner persistence (LP); online technology self-efficacy (OTSE), as well as course structure and dialogue (CSD) have on student satisfaction (SS) and performance (SP) in online learning environments. Students enrolled in asynchronous, distance learning courses offered through the Allied Health Program at a Midwestern university were surveyed to determine the effect of LA, OTSE, and CSD on students' satisfaction and performance in online course environments. Students' performance was measured using final course grades. The learner characteristics and distance learning experience questionnaire and the short form of the learner autonomy profile (LAP-SF) (Confessore & Park, 2004) were used as survey instruments. The learner characteristics and distance learning experience (LCDLE) questionnaire included items to solicit information including demographics along with a number of items adapted from published research instruments including the online technologies self-efficacy scale (OTSES) by Miltiadou (2001), the survey of student experiences in online courses (SEOC), published by Lan, et al.(2003), items evaluating student satisfaction and level of interaction with faculty and students (dialogue) adapted from the work of Swan (2001), and items evaluating students' perception of the course structure by Huang (2002). General conclusions drawn from this investigation included the following: Course structure-dialogue was a significant predictor of students' satisfaction with the online courses investigated. Course structure-dialogue was negatively correlated with students' impact scores indicating that technology related problems had less effect on students' learn (open full item for complete abstract)

Committee: John Hirschbuhl (Advisor) Subjects: Education, Higher

Doctor of Philosophy, University of Toledo, 2022, Higher Education

Although much has been written on shared governance, research at faith-based institutions has been limited. This study sought to answer what factors influence full-time undergraduate faculty's attitudes toward shared governance, specifically shared governance satisfaction, at 10 other religious, 4-year private institutions and Council for Christian Colleges and Universities (CCCU) members. Astin's theory of student involvement formed the theoretical framework and his I-E-O model was the conceptual framework. The dataset contained 51 input and environmental variables from the 2016–2017 HERI Faculty Survey and had 685 faculty respondents. A blocked form of stepwise linear regression determined which independent variables related to faculty involvement in teaching, research, service, spirituality, and intermediate educational outcomes had a statistically significant impact on the dependent variable. The findings showed 14 variables had a statistically significant relationship with shared governance satisfaction; most of them were opinion, satisfaction and stress-related variables, clustered in the intermediate educational outcomes block, which explained 80.5% of the variance in the dependent variable. This study has several policy implications: institutions should have effective policies (a) pertaining to faculty hiring, and specifically to increase faculty diversity, (b) that better promote work–life balance, (c) that recognize faculty's involvement in governance activities and a differentiated faculty reward system, and (d) on faculty advancement and promotion decisions. Practice implications include scheduling research talks to connect faculty cross-departmentally and offer research opportunities, regular communications about research conducted, hiring departmental leaders carefully, promoting work–life balance through varied methods, and helping faculty incorporate community service as part of their coursework.

Committee: Ron Opp (Committee Chair); David Meabon (Committee Member); Penny Poplin Gosetti (Committee Member); Thomas Stuckey (Committee Member) Subjects: Education; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Education, Ashland University, 2020, College of Education

With the proliferation of online courses and programs in the United States, contemporary problems regarding course and communication design have surfaced. There are two primary types of Internet-based classes: asynchronous and synchronous. Asynchronous classes allow students to connect with the material, fellow students, and the instructor at their pace and at a time that works best for them; synchronous online classes require students to be present online at a particular time and allow students to interact with the material, fellow students, and the instructor in real-time. Both types of online classes can foster transactional distance, a psychological distance that leads to feelings of isolation and can negatively impact retention, performance, and student satisfaction. This qualitative, single-instrumental case study investigated the relationship between the communication design of graduate, synchronous online courses, and levels of transactional distance and student satisfaction. The research was conducted by manipulating the communication design and course structure of two graduate American history and government classes. Data were collected through interviews, observations, and surveys. The findings support earlier research that showed the more structured a class is, the higher the level of transactional distance students experience.

Committee: James Olive-Liebhart (Committee Chair); Constance Savage (Committee Member); Cathryn Chappell (Committee Member) Subjects: Communication; Education History; Educational Theory; Higher Education

Doctor of Education (EdD), Wright State University, 2020, Leadership Studies

As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be exp (open full item for complete abstract)

Committee: Carol Logan Patitu Ph.D. (Committee Co-Chair); Yoko Miura Ed.D. (Committee Co-Chair); Daniel Abrahamowicz Ph.D. (Committee Member); Jennifer Bloom Ed.D. (Committee Member) Subjects: Higher Education; Higher Education Administration

MS, Kent State University, 2019, College of Education, Health and Human Services / School of Health Sciences

Diagnoses of medically necessary food restrictions due to food allergy and celiac disease may be increasing in prevalence in the United States, and are a growing concern for college dining services and the college students with these conditions (Branum & Lukacs, 2009; Catassi et al., 2010; Gupta et al., 2011; Rajagopal & Strohbehn, 2011). The purpose of this study was to examine the perceptions of the dietary accommodations by dining services of students with medically necessary food restrictions compared to students without food restrictions at Kent State University (KSU). Participants were 18 years or older full-time students on the KSU main campus participating in a dining plan who completed an online survey containing sections on demographics, a food restriction assessment, food allergy knowledge, and dining hall satisfaction. Analysis of the data showed no significant difference in satisfaction between students with and without medically necessary food restrictions, nor between students of different class standings (p > 0.05). Food allergy training, practices, and knowledge of foodservice workers in the KSU dining halls were also assessed to gather descriptive data, which showed no significant difference in food allergy knowledge between workers with and without formal food allergy certification (p > 0.05). The results revealed that improvements to dining services should target all students rather than a specific group. Also highlighted was the inability of young adults in college to properly manage their food restrictions due to food allergy or celiac disease, which may be improved by providing more education and dialogue through dining services.

Committee: Karen Gordon PhD, RD, LD (Advisor); Natalie Caine-Bish PhD, RD, LD (Committee Member); Jamie Matthews MS, RD, LD (Committee Member) Subjects: Nutrition

Doctor of Philosophy, Miami University, 2019, Educational Leadership

This case study is a qualitative study of the phenomenon of a blended learning model that includes online curriculum coupled with direct instruction. This study allowed for a deeper understanding of the experiences of two teachers assigned to instruct blended courses in a traditional 9-12 public high school system. Building relationships with students, the role of the teacher as a facilitator, and the integration of technology in this non-traditional teaching model are explored. Research questions considered: What is the experience of high school teachers assigned to instruct in a blended model concerning technology integration and online content? How do high school teachers build rapport with students when instructing within a blended learning model? How is the role of the teacher affected by the experience of teaching blended learning courses with high school students? Findings were that building relationships with students, and teacher efficacy with technology remain vital for teacher satisfaction when instructing in a blended model. Classroom space design, and technology integration, and selection of devices to be used in this teaching model are also critical to the efficiency of the teacher as a facilitator in high school blended learning courses.

Committee: Thomas Poetter (Committee Chair) Subjects: Educational Leadership

Doctor of Philosophy, The Ohio State University, 2019, Kinesiology

Intercollegiate athletics are an important aspect of the campus environment in U.S. higher education. Almost 500,000 student-athletes compete in intercollegiate athletics each year (“Student-Athletes,” n.d.). Along with its member institutions, the National Collegiate Athletic Association (NCAA), the most prominent governing body in intercollegiate athletics, celebrates the ways competitive athletics enhances student success. As the argument goes, beyond fulfilling athletic experiences, participation in intercollegiate athletics positions student-athletes to grow academically and professionally. Such growth has been prioritized in the NCAA's Division II environment. Challenged as they are to deliver on those priorities, new knowledge about the student-athlete experience can help Division II stakeholders fine tune operational practices such that they can more effectively and efficiently deliver the NCAA's strategic goals. In that spirit, the purpose of the current study was to explore DII student-athlete perceptions of person-environment fit and the extent to which its related to athlete satisfaction, academic satisfaction and burnout. Person-environment fit helps researchers understand the dynamic interactions an individual undergoes with the various elements of their environment (Schneider, 2001). To examine student-athlete perceptions related to person-environment fit, academic, athlete satisfaction, and burnout, a questionnaire was designed and administered to a sample of student-athletes competing at four institutions from one NCAA athletic conference in the Midwest U.S. Data were collected from 257 student-athletes representing a variety of varsity sport teams. Hierarchical multiple regression analyses were conducted to determine the unique effects that demographic factors, organizational socialization, and person-environment fit had on each dependent variable. The final regression models each explained a statistically significant portion of the variabi (open full item for complete abstract)

Committee: Brian Turner Phd (Advisor); Donna Pastore Phd (Committee Member); Leeann Lower Phd (Committee Chair) Subjects: Higher Education; Kinesiology; Organizational Behavior; Sports Management

Doctor of Philosophy, The Ohio State University, 1980, Graduate School

Committee: Not Provided (Other) Subjects: Education

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study examined the relationship of campus climate, institutional satisfaction, and academic adjustment in contributing to the academic performance and intentions to persist in college for successful African American and Latino students at traditional four-year colleges. Despite the dramatic increased enrollment of students of color in higher education, colleges’ strategies have failed to effectively and meaningfully increase the graduation rates for African American and Latino students (NCES, 2011). A national sample of responses on the Your First College Year survey (N = 5,559) was analyzed to describe the experiences and variables that contributed to perceptions of college campuses and academic outcomes for African American and Latino students. Methods included Exploratory Factor Analysis, Linear Regression Analysis, and Logistic Regression Analysis. Results identified the significance of: (a) Felt Discrimination on Campus; (b) Academic Self-Efficacy; (c) Sense of Belonging; and (d) Institutional Satisfaction on the academic performance and intentions to persist for respondents. This research is extremely timely because the outcry for more U.S. citizens with college credentials must include educational attainment for greater numbers of African American and Latino college students. Conclusions of this study suggest that colleges must understand and accept: (a) the needs of its changing demographics; (b) that African American and Latino students have unique needs; and (c) addressing those needs and expectations will increase student satisfaction, academic performance, and retention. Furthermore, discrimination continues to be pervasive on college campuses. Genuinely combating micro-aggressions on campus is essential to fostering a sense of belonging for students of color.

Committee: Mark Kretovics (Committee Chair); Susan Iverson (Committee Member); Aryn Karpinski (Committee Member) Subjects: Academic Guidance Counseling; African American Studies; Black Studies; Continuing Education; Counseling Education; Demographics; Demography; Education; Educational Leadership; Higher Education; Higher Education Administration; Hispanic American Studies; Hispanic Americans; Multicultural Education; Social Research

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this study was to examine the salient undergraduate student perceptions of service quality that predict student retention in the first two years. Data were collected utilizing the ACT, Incorporated Student Opinion Survey to gather student perceptions of service quality among 65 non-academic College Services and College Environment aspects. A total of 483 freshman and sophomore students of a large, Midwestern, four-year public research institution responded to the survey in the spring semester of 2012. The retention snapshot for the sample was collected in fall semester 2012, and 423 students were retained and 60 students were not retained. Three research questions guided this study. Descriptive statistics were used to analyze Research Question 1, which examined satisfaction levels of College Services and College Environment among the freshman and sophomore class at the target university. Respondents gave the highest mean satisfaction score to Library Facilities and Services, followed by Student Union, Variety of Courses Offered, Overall Satisfaction, and Academic Calendar. Respondents gave the overall lowest mean satisfaction score to Parking Services. Forward logistic regression was utilized to analyze Research Question 2, which examined which service quality items (2a) and factors (2b) best predict student retention in the first two years. Analysis of the individual service quality items revealed a significant four factor model which included Overall Satisfaction, Course Content in Major Field, Variety of Courses Offered, and Campus Media. While three of these items positively predicted retention status, Variety of Courses Offered revealed a negative relationship with retention status. Analysis of the service quality subscale factors revealed a one factor model with the factor of Academic - items relating to faculty, course offerings, and advising - best predicting student retention. Finally, Pearson Correlation and forward multiple regr (open full item for complete abstract)

Committee: Rachel Reinhart Ph.D. (Advisor); Paul Johnson Ph.D. (Committee Member); L. Fleming Fallon M.D., Ph.D. (Committee Member); Timothy Stansfield Ph.D. (Committee Member) Subjects: Education Policy; Educational Leadership; Higher Education