+publisher:"Oregon State University" +contributor:("Copa, George")

Oregon State University

1. Suchanek, Julie M. Exploring the move to include non-need in community college institutional financial aid policies.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/11572

► The purpose of this study is to explore the factors that led to the move to include non-need aid in community college institutional financial aid… (more)

▼ The purpose of this study is to explore the factors that led to the move to include non-need aid in community college institutional financial aid policies. The following questions guided the research: (1) What meaning do those involved in the formulation of institutional financial aid policy at community colleges give to need and non-need as criteria for financial aid? (2) What internal factors influenced the decision to include non-need in institutional financial aid policies at community colleges? (3) What external factors influenced the decision to include non-need in institutional financial aid policies at community colleges? and (4) What explains the move away from need-based towards the inclusion of non-need in institutional community college financial aid policies? The research design included an interpretive social science philosophical approach and case study method with four community colleges selected using unique case sampling. The recognition of the meanings given to need and non-need aid by the colleges in this study provided context for the decision to include non-need in institutional financial aid policies from the perspective of those involved in the formulation of financial aid. The meanings of need and non-need identified by the colleges were found to be similar to the meanings given to need and non-need in the literature. The findings also included identifying internal and external factors which influenced a community college's decision to include non-need aid in institutional financial aid policies. Internal factors identified by the participating community colleges were: (a) award performance, (b) shift in culture, (c) increase enrollment, (4) access to education, (5) strategize goals, (6) increase retention, and (7) incentivize attendance. External factors were: (a) competitors, (b) federal aid policy, (c) state aid policy, (d) state education policy, (e) funds, (f) student performance, and (g) donor base. The study concluded with an analysis of the interplay between the internal and external factors identified by the community colleges in this study. Two major findings emerged through this analysis. First the internal factors identified by a majority of community colleges in this study were more important than the external factors in the decision to include non-need in institutional financial aid policies. Second, four themes emerged from the cross-case analysis that offer possible explanations for the decision to include non-need in institutional financial aid policies: (1) increase access, (2) raise the profile of community colleges, (3) cultural shift within the community college, and (4) strategize goals. Advisors/Committee Members: Copa, George H. (advisor), Russ-Eft, Darlene (committee member).

Subjects/Keywords: merit financial aid; Community colleges – United States – Finance

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APA (6^th Edition):

Suchanek, J. M. (2009). Exploring the move to include non-need in community college institutional financial aid policies. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11572

Chicago Manual of Style (16^th Edition):

Suchanek, Julie M. “Exploring the move to include non-need in community college institutional financial aid policies.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/11572.

MLA Handbook (7^th Edition):

Suchanek, Julie M. “Exploring the move to include non-need in community college institutional financial aid policies.” 2009. Web. 05 Dec 2019.

Vancouver:

Suchanek JM. Exploring the move to include non-need in community college institutional financial aid policies. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/11572.

Council of Science Editors:

Suchanek JM. Exploring the move to include non-need in community college institutional financial aid policies. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/11572

Oregon State University

2. Washington, Kim Elaine. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.

Degree: EdD, Education, 2008, Oregon State University

URL: http://hdl.handle.net/1957/11780

► The focus of this study was to examine the administrative legacy of two African American women administrators, Maxine Buie Mimms and Wintonnette Joye Hardiman, who… (more)

▼ The focus of this study was to examine the administrative legacy of two African American women administrators, Maxine Buie Mimms and Wintonnette Joye Hardiman, who administrated The Evergreen State College-Tacoma, Washington (TESC-T) campus for more than three decades. TESC-T is nationally known for its community-based curriculum and pedagogy, high retention and graduation rates, with an emphasis on African Americans. I interviewed each woman individually and together to develop a rich understanding of their perspectives to the following questions: What was your vision for this college in the Pacific Northwest? What was the theoretical framework that guided their leadership? What were some of the defining factors and strategies used to help combat or tolerate issues of race, class, and sexism in the predominately-white administration, and what do you want your legacy to be? Thirteen evolutionary themes emerged from their interviews such as: find a need in your community and serve it; serve non-traditional students where they are; bring status and credibility with applause; work with people who look like me; inspired by a master teacher; create allies; maintain the vision and legacy; black woman soldiers doing guerilla warfare; being afraid of my own brilliance; external racism can be healed internally; and, it is our sacred duty to make sure that things get passed on. The results of this study helped the author understand the reign of dominion over African American women in college administration as well as recognize the vantage point for all under-represented cultures from the margin. The lessons from this study gave the author the ability to recognize how Mimms’s original model developed for African American students can be used to serve and include all cultures and cultural communities in a way that extends beyond ethnicity. The model of inclusion demonstrates the existence of collaboration throughout the institution. Advisors/Committee Members: Roper, Larry (advisor), Copa, George (committee member).

Subjects/Keywords: African American women administrators; Mimms, Maxine Buie

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APA (6^th Edition):

Washington, K. E. (2008). The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11780

Chicago Manual of Style (16^th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/11780.

MLA Handbook (7^th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Web. 05 Dec 2019.

Vancouver:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/11780.

Council of Science Editors:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/11780

Oregon State University

3. Loveday, Joyce E. Working together for student success: cross-functional collaboration at community colleges.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13288

► The purpose of this study was to identify and describe the underlying mechanisms within community colleges that influence cross-functional collaboration. The study also explored the… (more)

▼ The purpose of this study was to identify and describe the underlying mechanisms within community colleges that influence cross-functional collaboration. The study also explored the role of community college leadership in fostering internal collaboration. The following questions guided the research: (1) What does cross-functional collaboration look like at a community college known for strong collaborative work? (2) What organizational factors influence cross-functional collaboration in the community college? (3) How does college leadership facilitate cross-functional collaboration in the community college? Critical realism provided the philosophical perspective for this post-positivist study, and the research method utilized was a multiple, instrumental case study that was replicated at three community colleges. The data collected and analyzed included interviews with 31 participants and relevant written and electronic documents. The findings of a cross-case analysis revealed five general themes that described the context of cross-functional collaboration in the community college. In the colleges included within this study, cross-functional collaboration: (a) arose from necessity, (b) was primed by upper management, (c) was kept on track by accountability, (d) was guided by a team leader, and (e) was supported by committed team participants. Six organizational factors were identified as having an impact on cross-functional collaboration in community colleges. The common organizational factors found to influence cross-functional collaboration included: (a) an environment of support, (b) common vision, (c) processes, (d) resources, (e) accountability, and (f) recognition. The college president and other top-level administrators were found to play a significant role in facilitating cross-functional collaboration at their institutions. The themes that emerged across all three cases showed that college leaders influenced collaboration by: (a) contributing to an environment of support, (b) establishing the project as a college priority, (c) implementing processes that facilitated collaboration, (d) involving the right people, (e) providing clear direction and goals, and (f) owning responsibility for effective functioning. Subthemes and examples related to each of these findings provide insight regarding effective cross-functional collaboration in community colleges. Advisors/Committee Members: Copa, George H. (advisor), Becker, Laurence (committee member).

Subjects/Keywords: Collaboration; University cooperation – United States

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APA (6^th Edition):

Loveday, J. E. (2009). Working together for student success: cross-functional collaboration at community colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13288

Chicago Manual of Style (16^th Edition):

Loveday, Joyce E. “Working together for student success: cross-functional collaboration at community colleges.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/13288.

MLA Handbook (7^th Edition):

Loveday, Joyce E. “Working together for student success: cross-functional collaboration at community colleges.” 2009. Web. 05 Dec 2019.

Vancouver:

Loveday JE. Working together for student success: cross-functional collaboration at community colleges. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/13288.

Council of Science Editors:

Loveday JE. Working together for student success: cross-functional collaboration at community colleges. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13288

Oregon State University

4. Grothe, Malcolm. The community college applied baccalaureate degree : employers' and graduates' perspectives.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13400

► The purpose of this study was to better understand the perceptions of employers and graduates regarding the applied baccalaureate degree when conferred by community colleges.… (more)

▼ The purpose of this study was to better understand the perceptions of employers and graduates regarding the applied baccalaureate degree when conferred by community colleges. By better understanding the perceptions of employers and graduates, community colleges considering offering applied baccalaureate degrees will have some context within which to begin communicating with local businesses – as well as prospective students of ACCBD programs – in order to ascertain their support or lack of support for the new degree. Within the interpretive methodology, the method of grounded theory was used to develop a step-by-step process to collect, sort, evaluate, and analyze the data used in this study. Two research questions were used as a framework to guide the proposed research study: (1) How do employers view the applied baccalaureate when conferred by community colleges? And, (2) How do graduates who have earned a community college baccalaureate degree view the degree? Three colleges across North America were selected and employers and graduates were interviewed. The data collected resulted in seven themes and a proposed theory. The two research questions created a structure to investigate the ACCBD programs' strengths and weaknesses through the perspective of both the graduates and the employers of the graduates. Five themes emerged from the graduate interviews involving: (1) barriers that existed in continuing their education, (2) accommodating programs, (3) how the program prepared graduates for additional education, (4) alternative delivery modes of education, (5) education that appropriately prepared graduates for work. Two major themes emerged from the employer interviews: (1) graduates of ACCBD programs were prepared for employment, and (2) the ACCBD program strengthened the economic development of the community in which it was offered. From the themes, a proposed theory was developed to synthesize the common experiences of the study participants and provide others with a possible framework from which to plan and evaluate the ACCBD program. This proposed theory is a process with five stages: (1) student demand, (2) employer demand, (3) community college mission, (4) appropriate ACCBD program development, and (5) closing the loop to build a strong community. Advisors/Committee Members: Copa, George (advisor), Killpatrick, Paul (committee member).

Subjects/Keywords: applied degree; Bachelor of arts degree

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APA (6^th Edition):

Grothe, M. (2009). The community college applied baccalaureate degree : employers' and graduates' perspectives. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13400

Chicago Manual of Style (16^th Edition):

Grothe, Malcolm. “The community college applied baccalaureate degree : employers' and graduates' perspectives.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/13400.

MLA Handbook (7^th Edition):

Grothe, Malcolm. “The community college applied baccalaureate degree : employers' and graduates' perspectives.” 2009. Web. 05 Dec 2019.

Vancouver:

Grothe M. The community college applied baccalaureate degree : employers' and graduates' perspectives. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/13400.

Council of Science Editors:

Grothe M. The community college applied baccalaureate degree : employers' and graduates' perspectives. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13400

Oregon State University

5. Williams, Peter G. Institutionalizing sustainability in community colleges : the role of the college president.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13476

► The purpose of this research study was to describe and improve understanding of the meaning of institutionalized sustainability and the role that a college president… (more)

▼ The purpose of this research study was to describe and improve understanding of the meaning of institutionalized sustainability and the role that a college president plays in institutionalizing sustainability on a community college campus. The following questions guided the research: (a) What does it mean to have sustainability “institutionalized” at community colleges that are judged to be exemplary in this regard? (b) What are the important influences to achieving institutionalization of sustainability in community colleges? (c) What role has the college president played in addressing influences to institutionalizing sustainability at community colleges that are exemplary in this respect? The philosophic approach was interpretive social science and the research method was case study. This study involved visiting three community college campuses, which made up the cases, and collecting data, primarily through interviews, which were supplemented by review of documents and observations of the participant’s home institution. For each of the cases, two interviews were conducted. One was with the college president, and one was with a sustainability champion. Five themes describing the meaning of institutionalized sustainability emerged from the individual case studies. These themes were: (a) widespread use of sustainability practices, (b) sustainability incorporated across curriculum, (c) frequent assessment of sustainability impact, (d) extensive student involvement in sustainability activities, and (e) knowledge of sustainability of leaders. Four of the same themes were evident for all of the colleges: (a) widespread use of sustainability practices, (b) sustainability incorporated across curriculum, (c) frequent assessment of sustainability impact, and (d) knowledge of sustainability of leaders. Four themes emerged from the interviews concerning what were the important influences to achieving institutionalization of sustainability in community colleges. These themes were: (a) lack of financial resources, (b) cross disciplinary sustainability initiatives, (c) lack of support in sustainability by district leaders, and (d) passionate support of sustainability by college community. A key finding of my study in regard to the second research question was the discovery that two themes concerning the institutionalization of sustainability were shared by two of the colleges: (a) lack of financial resources, and (b) cross disciplinary sustainability initiatives. Three general themes emerged from the interviews, observations, and supporting documents concerning what role the college president played in addressing institutionalizing sustainability in community colleges. These themes were: (a) support sustainability at every opportunity, (b) incorporate sustainability into strategic plan, and (c) sign on to national sustainability initiatives. A key finding of my study in regard to the third research question was that all three of the themes concerning the role the college president played in addressing… Advisors/Committee Members: Copa, George H. (advisor), Russ-Eft, Darlene (committee member).

Subjects/Keywords: sustainability; Sustainability

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APA (6^th Edition):

Williams, P. G. (2009). Institutionalizing sustainability in community colleges : the role of the college president. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13476

Chicago Manual of Style (16^th Edition):

Williams, Peter G. “Institutionalizing sustainability in community colleges : the role of the college president.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/13476.

MLA Handbook (7^th Edition):

Williams, Peter G. “Institutionalizing sustainability in community colleges : the role of the college president.” 2009. Web. 05 Dec 2019.

Vancouver:

Williams PG. Institutionalizing sustainability in community colleges : the role of the college president. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/13476.

Council of Science Editors:

Williams PG. Institutionalizing sustainability in community colleges : the role of the college president. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13476

Oregon State University

6. Glavan, John. The meaning of persistence for African American females attending urban community colleges.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13562

► The purposes of this study were to examine the experiences of African American female students attending urban community colleges, to gain further understanding of how… (more)

Subjects/Keywords: Persistence; African American community college students – California – Los Angeles – Attitudes

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APA (6^th Edition):

Glavan, J. (2009). The meaning of persistence for African American females attending urban community colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13562

Chicago Manual of Style (16^th Edition):

Glavan, John. “The meaning of persistence for African American females attending urban community colleges.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/13562.

MLA Handbook (7^th Edition):

Glavan, John. “The meaning of persistence for African American females attending urban community colleges.” 2009. Web. 05 Dec 2019.

Vancouver:

Glavan J. The meaning of persistence for African American females attending urban community colleges. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/13562.

Council of Science Editors:

Glavan J. The meaning of persistence for African American females attending urban community colleges. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13562

Oregon State University

7. Arden-Ogle, Ellen A. Study abroad and global competence : exemplary community college programs which foster elements of achievement.

Degree: EdD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13782

► The research‘s purpose was to examine how exemplary community college study abroad programs assisted student participants in acquiring global competence. Three research questions were explored:… (more)

▼ The research‘s purpose was to examine how exemplary community college study abroad programs assisted student participants in acquiring global competence. Three research questions were explored: 1.What issues need to be anticipated when planning a study abroad program for community college students in order to effectively incorporate opportunities for students to begin achieving global competence? 2. What characteristics of study abroad programs in community colleges strengthen opportunities for students to achieve global competence? 3. What mechanisms might be embedded in study abroad programs to enable assessment of program effectiveness in achieving global competence? The case study research design was based on interpretive social science philosophical approach. Five exemplary community college programs were selected through a Delphi process. The study used three major data sources: website documentation, program directors interviews, and online threaded discussions with recommended student participants. An exploration of global competence elements provided the research context and resulted in a proposed definition that incorporated components identified in the literature. Findings included agreement on the proposed definition, with the caveat that specifics of ―global competence‖ needed to reflect the country/culture. In research question one four themes were identified: (a) ―Enlightened Leadership,‖ (b) ―Continuous Program Improvement Planning,‖ (c) ―Static Presentation in Communication Channels,‖ and (d) ―Planning for Common Student Transitions.‖ Research question two revealed two themes: (a) ―Escaping the Bubble Effect,‖ and (b) ―Being There.‖ Research question three yielded three themes: (a) ―Continuous Improvement Planning,‖ (b) ―Multiple Paths to Assessment,‖ and (c) ―Awareness and Acknowledgement.‖ Across all data sources, three overarching themes were revealed: (a) ―Communication Disconnection,‖ (b) ―Opportunities—Providing, Perceiving, Taking Advantage,‖ and (c) ―Need for Multiple Assessment Mechanisms.‖ The implications for practice and national policy included cautions to avoid communication problems and include multiple and varied channels of communication. Another practice implication was the need for continual reassessment linked to planning. National policy implications included (a) supporting implementation mechanisms for the 2009 Simon Foundation Act, (b) establishing a nationally applied definition of global competence, (c) fostering enlightened institutional leadership, (d) developing a culture of institutional interest and support, and (e) establishing community college consortiums for program support in planning and assessment, and information sharing. Personal insights and application recommendations and future research avenues were suggested. Advisors/Committee Members: Sanchez, Alex (advisor), Copa, George (committee member).

Subjects/Keywords: study abroad; Foreign study – Evaluation

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APA (6^th Edition):

Arden-Ogle, E. A. (2009). Study abroad and global competence : exemplary community college programs which foster elements of achievement. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13782

Chicago Manual of Style (16^th Edition):

Arden-Ogle, Ellen A. “Study abroad and global competence : exemplary community college programs which foster elements of achievement.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/13782.

MLA Handbook (7^th Edition):

Arden-Ogle, Ellen A. “Study abroad and global competence : exemplary community college programs which foster elements of achievement.” 2009. Web. 05 Dec 2019.

Vancouver:

Arden-Ogle EA. Study abroad and global competence : exemplary community college programs which foster elements of achievement. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/13782.

Council of Science Editors:

Arden-Ogle EA. Study abroad and global competence : exemplary community college programs which foster elements of achievement. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13782

Oregon State University

8. Backus, Bridgid A. Factors related to the economic sustainability of two year chemistry-based technology training programs.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/11790

► Two-year chemistry-based technology training (CBTT) programs in the U.S. are important in the preparation of the professional technical workforce. The purpose of this study was… (more)

▼ Two-year chemistry-based technology training (CBTT) programs in the U.S. are important in the preparation of the professional technical workforce. The purpose of this study was to identify, examine, and analyze factors related to the economic sustainability of CBTT programs. A review of literature identified four clustered categories of 31 sub-factors related to program sustainability. Three research questions relating to program sustainability were: (1) What is the relative importance of the identified factors?, (2) What differences exist between the opinions of administrators and faculty?, and (3) What are the interrelationships among the factors? In order to answer these questions, survey data gathered from CBTT programs throughout the United States were analyzed statistically. Conclusions included the following: Rank order of the importance to sustainability of the clustered categories was: (1) Partnerships, (2) Employer and Student Educational Goals, (3) Faculty and Their Resources, and (4) Community Perceptions and Marketing Strategies. Significant correlations between ratings of sustainability and the sub-factors included: degree of partnering, college responsiveness, administration involvement in partnerships, experiential learning opportunities, employer input in curriculum development, use of skill standards, number of program graduates, student job placement, professional development opportunities, administrator support, presence of a champion, flexible scheduling, program visibility, perception of chemical technicians, marketing plans, and promotion to secondary students. Faculty and administrators differed significantly on only two sub-factor ratings: employer assisted curriculum development, and faculty workloads. Significant differences in ratings by small program faculty and administrators and large program faculty and administrators were indicated, with most between small program faculty and large program administrators. The study concluded with suggestions for educators, employers, professional organizations, and legislators. These suggestions included: Educators should work collaboratively in partnerships to encourage employer input, internships, and job placement of graduates. Programs should be supported by administrators and continued outside resources. Professional development opportunities should be afforded to faculty, along with reasonable workloads. Programs need high community visibility and should be promoted to secondary students. Finally, program size should be considered when adopting strategies for CBTT program sustainability. Advisors/Committee Members: Russ-Eft, Darlene (advisor), Copa, George (committee member).

Subjects/Keywords: chemistry; Chemistry – Study and teaching (Higher) – Economic aspects

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APA (6^th Edition):

Backus, B. A. (2009). Factors related to the economic sustainability of two year chemistry-based technology training programs. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11790

Chicago Manual of Style (16^th Edition):

Backus, Bridgid A. “Factors related to the economic sustainability of two year chemistry-based technology training programs.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/11790.

MLA Handbook (7^th Edition):

Backus, Bridgid A. “Factors related to the economic sustainability of two year chemistry-based technology training programs.” 2009. Web. 05 Dec 2019.

Vancouver:

Backus BA. Factors related to the economic sustainability of two year chemistry-based technology training programs. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/11790.

Council of Science Editors:

Backus BA. Factors related to the economic sustainability of two year chemistry-based technology training programs. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/11790

Oregon State University

9. Aman, Richard R. Improving student satisfaction and retention with online instruction through systematic faculty peer review of courses.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/11945

► The purpose of the study was to determine if online courses that were faculty peer reviewed based on five factors of quality instruction resulted in… (more)

▼ The purpose of the study was to determine if online courses that were faculty peer reviewed based on five factors of quality instruction resulted in increased levels of student satisfaction and higher rates of student retention when compared with nonreviewed courses in a post-secondary context. The five factors of quality online instruction used in the study were: outcomes, assessment, resource materials, student interaction, and technology. The study utilized a quasi-experimental method with an online questionnaire administered to 455 student participants from nine community colleges in Maryland and Oregon. Students were enrolled in 41 online courses that were either formally faculty peer reviewed or not. The study posed four research questions. The first two study questions compared peer reviewed and non-peer reviewed courses in terms of student satisfaction and student retention. The second two questions used a regression analysis to order the contribution of the factors of quality online instruction related to student satisfaction and retention in peer reviewed courses. The results of the study findings were categorized into three areas: (1) student retention findings, (2) student satisfaction findings, and (3) factors of quality instruction influencing student satisfaction findings. First, no significance was found in the relationship of faculty peer review to increased student retention. Second, a significant relationship was found in the use of the faculty peer review process and increased student satisfaction. Third, a stepwise regression analysis revealed there was significance found in the order and contribution of each of the five factors of online quality as predictive of increased student satisfaction in reviewed courses. This order was: (1) resource materials, (2) assessment, (3) technology, (4) outcomes, and (5) student interactions. Findings from the study provided the basis for four recommendations related to educational and professional practice. These recommendations focused on: accreditation standards associated with online learning and college self-studies, criteria for institutional funding models in online course development, use of study questionnaire for instructional quality assessment purposes, and quality improvement processes related to the Baldridge Education Criteria. Advisors/Committee Members: Copa, George (advisor), Goulard, Liz (committee member).

Subjects/Keywords: online; Web-based instruction – Evaluation

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APA (6^th Edition):

Aman, R. R. (2009). Improving student satisfaction and retention with online instruction through systematic faculty peer review of courses. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11945

Chicago Manual of Style (16^th Edition):

Aman, Richard R. “Improving student satisfaction and retention with online instruction through systematic faculty peer review of courses.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/11945.

MLA Handbook (7^th Edition):

Aman, Richard R. “Improving student satisfaction and retention with online instruction through systematic faculty peer review of courses.” 2009. Web. 05 Dec 2019.

Vancouver:

Aman RR. Improving student satisfaction and retention with online instruction through systematic faculty peer review of courses. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/11945.

Council of Science Editors:

Aman RR. Improving student satisfaction and retention with online instruction through systematic faculty peer review of courses. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/11945

Oregon State University

10. Olsen, Pamela. Adult 4-H volunteer empowerment in 4-H youth development settings.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/12359

► The primary purpose of this study was to determine which factors related to adult 4-H volunteer empowerment in 4-H youth development settings. This study examined… (more)

▼ The primary purpose of this study was to determine which factors related to adult 4-H volunteer empowerment in 4-H youth development settings. This study examined the relationship of adult 4-H volunteers’ perceived leadership styles of Oregon 4-H Youth Development Educators (YDE) to the adult 4-H volunteer sense of empowerment. In addition, selected demographic and environmental variables of gender, years in role, alumni background, educational background, leadership training, and level of involvement were examined for their correlation to adult 4-H volunteer sense of empowerment. Bass and Avoilio’s Multifactor Leadership Questionnaire (rater form), Spreitzer’s Psychological Empowerment Instrument, and a demographic/ environmental questionnaire were mailed to 498 randomly selected Oregon adult 4-H volunteers. There were 209 responses received for a 42% return rate. Participants were described in terms of their demographics, perceived leadership styles, and sense of psychological empowerment. This study involved multiple variables, including the latent variables of transformational leadership style, transactional leadership style, and empowerment, so structural equation modeling (SEM) was used as the statistical analysis. SEM was able to test various models concerning the interrelationship between each of the independent variables (leadership styles and demographic/ environmental factors) and the dependent variable (empowerment). Preliminary analysis reported adequate Cronbach alpha reliabilities as well as appropriate convergent and discriminant validity. The confirmatory factor analysis with the two leadership style factors revealed a modest fit (CFI=0.846) and the confirmatory factor analysis with the empowerment factors revealed an excellent fit (CFI=0.99). In the structural model, the only demographic/environmental variable to show a significant relationship to empowerment was years in role. The more years a volunteer had been in their leadership role, the more they expressed a sense of empowerment. A significant negative correlation (β= -0.693) was found when comparing transformational leadership style to transactional leadership style, meaning that 4-H YDE who are rated as using transformational leadership are very likely NOT to use transactional leadership. Finally, strong support was found for the hypothesis that transformational leadership style has a significant positive relationship (β= 0.031) to adult 4-H volunteer sense of empowerment. The 4-H YDE who are rated as using transformational leadership are very likely to be empowering adult 4-H volunteers. Advisors/Committee Members: Dalton, Michael (advisor), Copa, George (committee member).

Subjects/Keywords: Educators – Training of – Oregon

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APA (6^th Edition):

Olsen, P. (2009). Adult 4-H volunteer empowerment in 4-H youth development settings. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/12359

Chicago Manual of Style (16^th Edition):

Olsen, Pamela. “Adult 4-H volunteer empowerment in 4-H youth development settings.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/12359.

MLA Handbook (7^th Edition):

Olsen, Pamela. “Adult 4-H volunteer empowerment in 4-H youth development settings.” 2009. Web. 05 Dec 2019.

Vancouver:

Olsen P. Adult 4-H volunteer empowerment in 4-H youth development settings. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/12359.

Council of Science Editors:

Olsen P. Adult 4-H volunteer empowerment in 4-H youth development settings. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/12359

Oregon State University

11. Fuller, Robert L. (Robert Lynn). An empirical comparison of the absorptive capacity and responsiveness of Russian and American growth-oriented small and medium enterprises (SMEs).

Degree: EdD, Education, 2008, Oregon State University

URL: http://hdl.handle.net/1957/8489

► This study examines the relationship between organizational absorptive capacity and organizational responsiveness to changes in their environment exhibited by growth-oriented SMEs in Russia. Adopting the… (more)

▼ This study examines the relationship between organizational absorptive capacity and organizational responsiveness to changes in their environment exhibited by growth-oriented SMEs in Russia. Adopting the theoretical framework and methodology used by Liao, Welsch and Stoica in their 2003 study of the absorptive capacity and organizational responsiveness of U.S. growth-oriented SMEs, this study compares and contrasts their results for U.S. SMEs with the results for the sample of Russian SMEs. A Russian translation of the data collection questionnaire was administered to senior managers of 825 SMEs from across Russia. A sample of 91 Russian growthoriented SMEs for the study was identified from the respondents.. Analysis was carried out using a hierarchical multiple regression analysis approach. First, a full regression model was run with organizational responsiveness as the dependent variable, and the two constructs of absorptive capacity (external knowledge acquisition and internal knowledge dissemination), environmental turbulence, strategic orientation, firm size and age were the independent variables. Next, interaction terms for pairs of the independent variables were substituted into the second block of the multiple regression model one at a time, in order to test the interaction effects of the variables over and above the variables alone. In all, seven multiple regression models were examined. This study confirmed the primary hypotheses of Liao et al. for the sample of Russian SMEs: organizational responsiveness of growth-oriented SMEs is positively related to the external knowledge acquisition and internal knowledge dissemination capabilities of the firm. The current study could not confirm other of Liao et al.’s hypotheses regarding the moderating effects of strategic orientation and environmental turbulence. This research demonstrated a positive relationship between organizational age and responsiveness for the Russian SMEs that was not present for the American SMEs. There was also a demonstrable moderating effect of firm strategic orientation on organizational responsiveness based on age. These findings have implications for theory, since the results demonstrated by Liao et al. could not be completely replicated. This analysis led to implications for further research and implications for practice for both entrepreneurs and entrepreneurship educators in emerging economies. Advisors/Committee Members: Russ-Eft, Darlene F. (advisor), Copa, George (committee member).

Subjects/Keywords: absorptive capacity; Small business – Growth – Cross-cultural studies

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APA (6^th Edition):

Fuller, R. L. (. L. (2008). An empirical comparison of the absorptive capacity and responsiveness of Russian and American growth-oriented small and medium enterprises (SMEs). (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/8489

Chicago Manual of Style (16^th Edition):

Fuller, Robert L (Robert Lynn). “An empirical comparison of the absorptive capacity and responsiveness of Russian and American growth-oriented small and medium enterprises (SMEs).” 2008. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/8489.

MLA Handbook (7^th Edition):

Fuller, Robert L (Robert Lynn). “An empirical comparison of the absorptive capacity and responsiveness of Russian and American growth-oriented small and medium enterprises (SMEs).” 2008. Web. 05 Dec 2019.

Vancouver:

Fuller RL(L. An empirical comparison of the absorptive capacity and responsiveness of Russian and American growth-oriented small and medium enterprises (SMEs). [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/8489.

Council of Science Editors:

Fuller RL(L. An empirical comparison of the absorptive capacity and responsiveness of Russian and American growth-oriented small and medium enterprises (SMEs). [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/8489

Oregon State University

12. Klimes, Debra S.E. Legislators' perceptions about community colleges' use of alternative funding sources to solve budget shortfalls.

Degree: EdD, Education, 2008, Oregon State University

URL: http://hdl.handle.net/1957/9188

► The purpose of this study was to discern the nature of legislators' perceptions about community colleges' abilities to generate revenues through alternative funding sources and… (more)

▼ The purpose of this study was to discern the nature of legislators' perceptions about community colleges' abilities to generate revenues through alternative funding sources and the resultant effects on state allocations to these colleges. Selected community college-related staff members and legislative staff members in Idaho and Oregon were asked to independently name three to five Idaho and Oregon legislators whom they perceived as having the most influence on community college funding. Out of the sixteen legislators who were nominated, eight were selected to participate in the study. The research identified: (a) important factors that influence legislative decision making which community colleges may affect, and (b) expectations of legislators about community colleges' abilities to acquire alternative funding and the purposes for seeking alternative funds. The following were specific findings of the study: Alternative Funding is a Given The pressure to find alternative funding for community colleges is likely to continue. Seeking alternative funding will be expected in the future by legislators even in good financial times; community college administrators should plan to invest in this process for the long run. Collegial Relationships Among Legislators A significant implication for practice from this research was the impact various individual relationships had on legislators. Legislators in the study described how trusting relationships with key people were integral to the input they obtained and considered in making funding decisions. These relationships included: (a) community college presidents and staff, (b) their colleagues, (c) legislative staff, and (d) agency staff. Community Colleges Must Let Legislators Know What They Want and Plan Ahead Legislators wanted community colleges to be forthcoming about what their long term fiscal and legislative needs, and legislators wanted them presented in priority order. Knowing community colleges' strategic goals and what their long-term plans were for at least five years could help legislators understand the larger fiscal picture and provide a better sense of where the future of community colleges was in their states. In turn, legislators could be watching for funding opportunities for community colleges, inform community colleges about consequences of plans they were making, and help community colleges do better problem-solving as issues occur. Educational Systems Need to Unify Toward the Common Goal Legislators were looking for funding solutions across the educational system. Legislators noted that they would have more confidence in the validity of the requests made of them if education entities – K-12, community colleges, four-year colleges, and universities – showed the legislators that they were working together as a unified group. According to one legislator, educational institutions need to "marry" across systems so they'll "gain political strength." When systems plan strategically together, legislators are more likely to understand and plan for their needs.… Advisors/Committee Members: Copa, George H. (advisor), Duvall, Betty (committee member).

Subjects/Keywords: Community College; Community colleges – Idaho – Finance

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APA (6^th Edition):

Klimes, D. S. E. (2008). Legislators' perceptions about community colleges' use of alternative funding sources to solve budget shortfalls. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/9188

Chicago Manual of Style (16^th Edition):

Klimes, Debra S E. “Legislators' perceptions about community colleges' use of alternative funding sources to solve budget shortfalls.” 2008. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/9188.

MLA Handbook (7^th Edition):

Klimes, Debra S E. “Legislators' perceptions about community colleges' use of alternative funding sources to solve budget shortfalls.” 2008. Web. 05 Dec 2019.

Vancouver:

Klimes DSE. Legislators' perceptions about community colleges' use of alternative funding sources to solve budget shortfalls. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/9188.

Council of Science Editors:

Klimes DSE. Legislators' perceptions about community colleges' use of alternative funding sources to solve budget shortfalls. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/9188

13. Sanders, Karen M. The relationship of selected academic factors to the persistence of general educational development (GED) recipients enrolled in community colleges : an Oregon study.

Degree: PhD, Education, 2007, Oregon State University

URL: http://hdl.handle.net/1957/7897

► The purpose of this study was to better understand the relationship between selected academic factors and the persistence of GED recipients in community colleges in… (more)

▼ The purpose of this study was to better understand the relationship between selected academic factors and the persistence of GED recipients in community colleges in the state of Oregon. With this purpose in mind, the study addressed the following research question: Is there a relationship between selected academic variables and GED recipient persistence in community colleges? In order to address this question, enrollment and academic performance information was extracted from two existing datasets on 4,785 students who had received their GED credential in Oregon and had subsequently enrolled in one of Oregon’s 17 community colleges between 2003 and 2005. Using an explanatory correlational design, frequency distributions and logistic regression analyses, the following conclusions were drawn: • Students who received a GED credential in Oregon between July 2003 and June 2005 and subsequently enrolled in one of Oregon’s 17 community colleges persisted in the postsecondary institution at a rate of 50% as defined by enrollment in two consecutive terms following receipt of the GED credential. • Students who participated in remedial coursework during their first term persisted at higher rates than those who took no remediation. • Mean standard GED score did not have a relationship to persistence. • Enrollment status, as measured by the total number of credits attempted during the first term, had a positive relationship to persistence. • Academic performance in a student’s first term had a strong, positive relationship to persistence. Taking both these findings and the results of other related research into account, the study concluded with suggestions for practitioners to help facilitate the success of GED recipients who enrolled in community college following the receipt of their credential. These suggestions included: (a) Addressing barriers to full-time enrollment through the provision of financial incentives and the use of innovative and flexible instructional delivery methods, (b) providing purposeful and comprehensive students support services, (c) implementing a mandatory placement policy, and (d) developing bridge programs between adult education and college-level programming. Advisors/Committee Members: Stern, Samuel (advisor), Copa, George (committee member).

Subjects/Keywords: GED; Academic achievement – Oregon – Evaluation

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APA (6^th Edition):

Sanders, K. M. (2007). The relationship of selected academic factors to the persistence of general educational development (GED) recipients enrolled in community colleges : an Oregon study. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7897

Chicago Manual of Style (16^th Edition):

Sanders, Karen M. “The relationship of selected academic factors to the persistence of general educational development (GED) recipients enrolled in community colleges : an Oregon study.” 2007. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/7897.

MLA Handbook (7^th Edition):

Sanders, Karen M. “The relationship of selected academic factors to the persistence of general educational development (GED) recipients enrolled in community colleges : an Oregon study.” 2007. Web. 05 Dec 2019.

Vancouver:

Sanders KM. The relationship of selected academic factors to the persistence of general educational development (GED) recipients enrolled in community colleges : an Oregon study. [Internet] [Doctoral dissertation]. Oregon State University; 2007. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/7897.

Council of Science Editors:

Sanders KM. The relationship of selected academic factors to the persistence of general educational development (GED) recipients enrolled in community colleges : an Oregon study. [Doctoral Dissertation]. Oregon State University; 2007. Available from: http://hdl.handle.net/1957/7897

14. Hansen, Eric J. Moving from good to great: how one community college made the transition.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13223

► The purpose of this study is to explore the applicability of Collins’ (2001) Good-to-Great theory, as originally introduced for the business sector and as adapted… (more)

▼ The purpose of this study is to explore the applicability of Collins’ (2001) Good-to-Great theory, as originally introduced for the business sector and as adapted for the social sector, to the ways a community college moved from being “good” to being “great.” The following questions guided the research: (1) Which of Collins’ themes, if any, were present for a community college that has transitioned from good to great in terms of organizational effectiveness? (2) What other themes, if any, were important for a community college moving from good to great? (3) What was the relative importance of Collins’ themes, among themselves and in relation to other important themes, for a community college moving from good to great? (4) How should Collins’ themes be altered to better describe their relevance in a community college moving from good to great? The research design included an interpretive social science methodology and instrumental case study method at one college identified as having made the transition from good to great. The findings demonstrated that elements from all seven of the Good-to-Great themes posited by Collins were present at the good-to-great community college, yet there were some features of the themes that were not present. A continuum of applicability for Collins’ themes was presented with the Flywheel and Doom Loop theme having the greatest and the Hedgehog Concept having the least applicability to the community college context. Beyond the themes presented in Collins’ theory, three additional emergent themes contributed to the community college’s transition from good to great, specifically: (a) Context Matters, (b) Enduring Leadership, and (c) Creating the Reality We Need. Ascertaining the importance of Collins’ themes and the emergent themes in relation to each other was found to be challenging and problematic as the interaction among all of the themes was seen as important. Alterations of all seven of Collins’ themes were proposed including: (a) Level 5 Leadership, (b) Both Who…And What, (c)Address the Uncomfortable Facts – And Never Lose Faith, (d) The Hedgehog Concept – Simplicity within the Three Circles, (e) A Culture of Disciplined Experimentation, (f) Technology Accelerators, and (g) The Flywheel and the Doom Loop. The study concludes that, with increasing demand and accountability confronting community colleges in the face of reducing resources, the insights gained through the findings of a good-to-great college may provide helpful lessons for other community college leaders to consider when developing their own strategies for improving organizational effectiveness. Advisors/Committee Members: Copa, George H. (advisor), Roper, Larry (committee member).

Subjects/Keywords: Community College; Community colleges – United States – Management

…Social Sectors: A Monograph to Accompany Good-to-Great. In addition, the Oregon State… …University Library catalog, the Summit Catalog (Pacific Northwest research library holdings…

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APA (6^th Edition):

Hansen, E. J. (2009). Moving from good to great: how one community college made the transition. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13223

Chicago Manual of Style (16^th Edition):

Hansen, Eric J. “Moving from good to great: how one community college made the transition.” 2009. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/13223.

MLA Handbook (7^th Edition):

Hansen, Eric J. “Moving from good to great: how one community college made the transition.” 2009. Web. 05 Dec 2019.

Vancouver:

Hansen EJ. Moving from good to great: how one community college made the transition. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/13223.

Council of Science Editors:

Hansen EJ. Moving from good to great: how one community college made the transition. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13223

Oregon State University

15. Topping, Robert P. Electric utility pole yard training facility : designing an effective learning environment.

Degree: EdD, Education, 2006, Oregon State University

URL: http://hdl.handle.net/1957/1691

► The primary responsibility of electric utilities is to supply consistent, dependable, and affordable energy to private customers, businesses, and industries. As with many businesses, electric… (more)

▼ The primary responsibility of electric utilities is to supply consistent, dependable, and affordable energy to private customers, businesses, and industries. As with many businesses, electric utilities are experiencing the effects of an aging workforce and expending considerable resources to train their current and replacement workers. Community colleges can partner with electric utilities to provide effective learning environments for these workers, and gain access to new sources of revenue and community support for the colleges. The purpose of this study was to describe the functions, features, and major design issues of an effective learning environment for training electric utility industry workers, the electric utility line-worker pole yard. Case studies of three “state of the art” line-worker pole yard training environments provide the basis for the study’s findings and implications. The study was guided by the following research questions: (1) What is the function of a line-worker pole yard in supporting effective training?, (2) What are the features of present day (“state of the art”) line-worker pole yard learning ii environments?, and (3) What are the major issues that need to be addressed in designing a line-worker pole yard learning environment for the future? The study participants included industry representatives, training coordinators, instructors, and students from the three selected “state of the art” line-worker pole yard sites. The overall findings from the study resulted in composites of the desired features of learning outcomes, learning process, and learning environment for a line-worker pole yard training program and major issues that are affecting the future design of these training programs. Composite findings of a pole-yard training environment included unique features associated with: (a) outdoor, (b) indoor, (c) underground, (d) classroom, (e) gathering places, and (f) work-based learning components. Composite findings with regard to major issues that need to be considered in future designs of pole-yard training environments included: (a) available unrestricted land for expansion, (b) resource commitment level, (c) workforce demographics, (d) aging industrial infrastructure, (e) electronic information and communication capability, (f) quality and quantity of available instructors, and (g) environmental and economic impact. Advisors/Committee Members: Copa, George (advisor), Copa, George (committee member).

Subjects/Keywords: electric utility; Electric industry workers – Training of

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APA (6^th Edition):

Topping, R. P. (2006). Electric utility pole yard training facility : designing an effective learning environment. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/1691

Chicago Manual of Style (16^th Edition):

Topping, Robert P. “Electric utility pole yard training facility : designing an effective learning environment.” 2006. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/1691.

MLA Handbook (7^th Edition):

Topping, Robert P. “Electric utility pole yard training facility : designing an effective learning environment.” 2006. Web. 05 Dec 2019.

Vancouver:

Topping RP. Electric utility pole yard training facility : designing an effective learning environment. [Internet] [Doctoral dissertation]. Oregon State University; 2006. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/1691.

Council of Science Editors:

Topping RP. Electric utility pole yard training facility : designing an effective learning environment. [Doctoral Dissertation]. Oregon State University; 2006. Available from: http://hdl.handle.net/1957/1691

Oregon State University

16. Lindstrom, Eric L. Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs.

Degree: EdD, Education, 2002, Oregon State University

URL: http://hdl.handle.net/1957/34290

► Community colleges are being pressured to increase their direct support of the economic development agendas of their communities, their states, and even the nation. These… (more)

Subjects/Keywords: Industry and education

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APA (6^th Edition):

Lindstrom, E. L. (2002). Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/34290

Chicago Manual of Style (16^th Edition):

Lindstrom, Eric L. “Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs.” 2002. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/34290.

MLA Handbook (7^th Edition):

Lindstrom, Eric L. “Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs.” 2002. Web. 05 Dec 2019.

Vancouver:

Lindstrom EL. Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs. [Internet] [Doctoral dissertation]. Oregon State University; 2002. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/34290.

Council of Science Editors:

Lindstrom EL. Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs. [Doctoral Dissertation]. Oregon State University; 2002. Available from: http://hdl.handle.net/1957/34290

Oregon State University

17. Moody, Barbara A. Educators in juvenile corrections : their understanding of the special education process and how it influences their practice.

Degree: PhD, Education, 2002, Oregon State University

URL: http://hdl.handle.net/1957/7946

► In juvenile corrections education approximately 50% of the students are eligible for special education services. This dissertation examines Oregon's juvenile corrections educators' understanding of their… (more)

▼ In juvenile corrections education approximately 50% of the students are eligible for special education services. This dissertation examines Oregon's juvenile corrections educators' understanding of their role in the special education process. This process involves student referrals, evaluations, and eligibility determination for special education services, and the development of individualized education programs (IEP). The study describes how the educators' understanding of the special education process influenced their instruction for students with disabilities. The research involved interviews with respondents representing the Youth Corrections Education Programs in Oregon. The data revealed five leading issues for regular education teachers in the juvenile corrections education programs. The issues that emerged from the participants' interviews were accommodations for students with disabilities, responsibilities for the delivery of special education, special education eligibility, student medications, and transition services. The educators gave the impression they believed they knew all they needed to know about the special education process. These juvenile corrections teachers believed their special education personnel and administrators were primarily responsible for the students with disabilities. The educators were not generally aware of their responsibility for the implementation of a student's IEP or to provide the specific accommodations, modifications, and supports that must be provided for the student. However, even though the corrections educators stated they knew the necessary information concerning their students with disabilities, the teachers did ask for additional information on providing accommodations for these students. Implications are drawn for educational practice and further research. Discussion in the area of educational practice centers on professional development for regular education teachers in special education law and student eligibility. An alternative role for the special education teacher is proposed, incorporating classroom modeling and consulting. Finally, the topic of adapting curriculum to accommodate the needs of special education students is considered. In the area of further research, the need for a follow-up study is evident. This would include the addition of observational data, a study of the role administrators play in advancing the practice of special education in juvenile corrections, and an examination of the prevalence of mental health issues affecting juvenile corrections students. Advisors/Committee Members: Copa, George (advisor).

Subjects/Keywords: Children with disabilities – Education – Oregon

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APA (6^th Edition):

Moody, B. A. (2002). Educators in juvenile corrections : their understanding of the special education process and how it influences their practice. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7946

Chicago Manual of Style (16^th Edition):

Moody, Barbara A. “Educators in juvenile corrections : their understanding of the special education process and how it influences their practice.” 2002. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/7946.

MLA Handbook (7^th Edition):

Moody, Barbara A. “Educators in juvenile corrections : their understanding of the special education process and how it influences their practice.” 2002. Web. 05 Dec 2019.

Vancouver:

Moody BA. Educators in juvenile corrections : their understanding of the special education process and how it influences their practice. [Internet] [Doctoral dissertation]. Oregon State University; 2002. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/7946.

Council of Science Editors:

Moody BA. Educators in juvenile corrections : their understanding of the special education process and how it influences their practice. [Doctoral Dissertation]. Oregon State University; 2002. Available from: http://hdl.handle.net/1957/7946

Oregon State University

18. Preus, Camille. Two Oregon governors : the role of perceptions in community college state budget development.

Degree: EdD, Education, 2007, Oregon State University

URL: http://hdl.handle.net/1957/8431

► The purpose of this phenomenological study is to describe how Oregon governors Barbara Roberts and John Kitzhaber, whose tenures both coincided with the passage and… (more)

▼ The purpose of this phenomenological study is to describe how Oregon governors Barbara Roberts and John Kitzhaber, whose tenures both coincided with the passage and implementation of property tax limitation measures, determined the community college budgets within their recommended state budgets. The stories of Robert’s 1993 and Kitzhaber’s 2001 decisions are explored and analyzed to assess what influences, experiences, and information impacted each governor’s decision-making for community college funding. This study confirms the role of the governor in the budget decision-making process as one of ‘chief legislator’ or arbiter of the final budget. The findings call for community college leaders to get to know their governors and those individuals close to the governor who are responsible for providing advice on education and community college policies and budgets. Interactions should lead to a clear understanding of the administration’s policy priorities and the placement of education and community colleges among those priorities. Greater knowledge of the priorities will enable community college leaders to build a relationship grounded in a recognition and awareness of these priorities and provide the basis for influencing the governor’s overall perception of community colleges. Development of community college messages should be framed around the governor’s perceptions and priorities for optimal impact. This study finds that there are other influential players in the state-level budget development and decision-making process. As discussed above, the policy advisors close to the governor provided important influences of perception and decisionmaking. Community college leaders must build relationships with a governor’s education policy advisors, as they have access and opportunity to influence the governor’s perceptions and decisions, since they act as translators, interceptors and gatekeepers. Successful relationships with education policy advisors will lead to better understanding of policy priorities and, again, the ability to frame the community college message for maximum influence and impact. Community college leaders must also be familiar with the state-level budgeting process and timeline to ensure that the messages are most effectively delivered and within the established timeframe. Advisors/Committee Members: Duvall, Betty (advisor), Copa, George (committee member).

Subjects/Keywords: Decision-making process; Community colleges – Oregon – Finance

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APA (6^th Edition):

Preus, C. (2007). Two Oregon governors : the role of perceptions in community college state budget development. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/8431

Chicago Manual of Style (16^th Edition):

Preus, Camille. “Two Oregon governors : the role of perceptions in community college state budget development.” 2007. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/8431.

MLA Handbook (7^th Edition):

Preus, Camille. “Two Oregon governors : the role of perceptions in community college state budget development.” 2007. Web. 05 Dec 2019.

Vancouver:

Preus C. Two Oregon governors : the role of perceptions in community college state budget development. [Internet] [Doctoral dissertation]. Oregon State University; 2007. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/8431.

Council of Science Editors:

Preus C. Two Oregon governors : the role of perceptions in community college state budget development. [Doctoral Dissertation]. Oregon State University; 2007. Available from: http://hdl.handle.net/1957/8431

Oregon State University

19. Insley, Andrea E. Perceptions of international students in a community college-based coordinated studies program.

Degree: EdD, Education, 2000, Oregon State University

URL: http://hdl.handle.net/1957/32682

► This study presented an in-depth exploration of international student perceptions of a coordinated studies program (CSP) at Seattle Central Community College. In conducting this research… (more)

Subjects/Keywords: Seattle Central Community College – Curricula

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APA (6^th Edition):

Insley, A. E. (2000). Perceptions of international students in a community college-based coordinated studies program. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/32682

Chicago Manual of Style (16^th Edition):

Insley, Andrea E. “Perceptions of international students in a community college-based coordinated studies program.” 2000. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/32682.

MLA Handbook (7^th Edition):

Insley, Andrea E. “Perceptions of international students in a community college-based coordinated studies program.” 2000. Web. 05 Dec 2019.

Vancouver:

Insley AE. Perceptions of international students in a community college-based coordinated studies program. [Internet] [Doctoral dissertation]. Oregon State University; 2000. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/32682.

Council of Science Editors:

Insley AE. Perceptions of international students in a community college-based coordinated studies program. [Doctoral Dissertation]. Oregon State University; 2000. Available from: http://hdl.handle.net/1957/32682

Oregon State University

20. Hiyane-Brown, Katherine H. Voices of leadership : experiences of people of color in a community leadership development program.

Degree: EdD, Education, 2003, Oregon State University

URL: http://hdl.handle.net/1957/34303

► The purpose of this study was to describe and record the experiences of people of color in a community leadership development program. Selected people of… (more)

▼ The purpose of this study was to describe and record the experiences of people of color in a community leadership development program. Selected people of color were asked to describe their experiences as participants in the American Leadership program in Tacoma-Pierce County in the State of Washington. The American Leadership Forum (ALF) is a national leadership development program that is dedicated to joining and strengthening established leaders in order to serve the public good. ALF has 13 chapters throughout the United States, one of which is in Tacoma-Pierce County. Ten graduates of the year-long program were participants in the study, all of whom resided, at the time of the study, in that local community. The participants shared stories of their common experiences. These stories were compared to reveal the similarities and differences among them. While their personal backgrounds, familiarity with leadership theory, and careers revealed considerable differences, common themes emerged from the interview data. The research identified the following themes of their perceptions of the ALF participation: networking, relationships, community commitment, leadership development, personal transformation, family, connectedness over time, diversity, and community impact. The emergent themes reflect the positive perceptions of the participants' experiences, as well as their disappointments and concerns. They also represent the attitudes and opinions that were most deeply impacted by the ALF experience, as evidenced by their stories. The findings suggest community leadership development programs have the ability to: 1) Enhance professional networks and encourage relationship building 2) Empower leaders by developing their leadership capacity 3) Develop the image of a positive, centered self as a significant part of effective leadership. The findings also suggest considerations for the planning of leadership development programs that include: 1) Time for reflection and sharing 2) Relationship building among the participants of color 3) Balancing competing needs for time (i.e., work, involvement in the community, and meeting family obligations) 4) A mentor component 5) A learning environment that acknowledges and draws upon the diverse wealth of knowledge and experiences brought by the participants 6) Time for meaningful dialogue on ethnic and racial diversity. Recommendations for further research on leadership development and ethnic and racial leadership are included. They include intensive studies in leadership development, leadership development programs, and promoting and sustaining diverse communities. Advisors/Committee Members: Duvall, Betty (advisor), Copa, George (committee member).

Subjects/Keywords: Community leadership – Washington (State) – Pierce County

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APA (6^th Edition):

Hiyane-Brown, K. H. (2003). Voices of leadership : experiences of people of color in a community leadership development program. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/34303

Chicago Manual of Style (16^th Edition):

Hiyane-Brown, Katherine H. “Voices of leadership : experiences of people of color in a community leadership development program.” 2003. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/34303.

MLA Handbook (7^th Edition):

Hiyane-Brown, Katherine H. “Voices of leadership : experiences of people of color in a community leadership development program.” 2003. Web. 05 Dec 2019.

Vancouver:

Hiyane-Brown KH. Voices of leadership : experiences of people of color in a community leadership development program. [Internet] [Doctoral dissertation]. Oregon State University; 2003. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/34303.

Council of Science Editors:

Hiyane-Brown KH. Voices of leadership : experiences of people of color in a community leadership development program. [Doctoral Dissertation]. Oregon State University; 2003. Available from: http://hdl.handle.net/1957/34303

Oregon State University

21. Dins, Kate. Chunking professional-technical programs to create pathways to degree completion in community colleges.

Degree: PhD, Education, 2006, Oregon State University

URL: http://hdl.handle.net/1957/782

► The purpose of this study was to explore the phenomenon of community colleges creating pathways to degree completion in professional-technical programs by breaking degree programs… (more)

▼ The purpose of this study was to explore the phenomenon of community colleges creating pathways to degree completion in professional-technical programs by breaking degree programs into smaller portions, referred to as "chunks." The purpose or possible advantage of chunking was that it would improve the rate of degree completion among community college students by allowing students to complete a degree non-sequentially and non-continually, leading to better wages and career advancement. The research design included a qualitative instrumental case study methodology with three community colleges selected using reputational-case selection. The following questions guided the research: (1) What issues need to be anticipated when chunking professional-technical programs? (2) How can those issues be resolved? (3) What guidelines should be used when implementing chunking? The issues that arose when chunking to create pathways fell primarily into three areas: student issues; institutional issues; and external issues. Each of the colleges included in this study developed multiple strategies to address these issues. Preliminary guidelines, based on interview data, were organized into four overarching themes: 1) guidelines to promote participation in chunking by faculty and staff; 2) guidelines for selection and design of chunked programs; 3) guidelines to support students; and 4) guidelines to ensure connections to the labor market. A fact sheet of guidelines, based on the study and relevant literature, was developed to advise community colleges considering the implementation of chunking. Chunking curriculum to create pathways was seen as an effective way to increase student success and program completion in community college professional-technical programs. Chunking was also seen as a way to reinvigorate the curriculum and to reenergize the faculty by creating an atmosphere that encouraged flexibility and creativity, as well as building better relationships with and between students and employers. Thus, it was especially critical that faculty assumed leadership over the changes to the curriculum, and thereby, fully owned the redesigned program. In the colleges studied, there was a synergy evident among enthusiastic faculty, dedicated advisory boards, and students - all committed to their profession and their community, resulting in flexibility and innovation in program design. Advisors/Committee Members: Copa, George (advisor), Poppe, Nan (committee member).

Subjects/Keywords: Community Colleges; Community colleges

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APA (6^th Edition):

Dins, K. (2006). Chunking professional-technical programs to create pathways to degree completion in community colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/782

Chicago Manual of Style (16^th Edition):

Dins, Kate. “Chunking professional-technical programs to create pathways to degree completion in community colleges.” 2006. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/782.

MLA Handbook (7^th Edition):

Dins, Kate. “Chunking professional-technical programs to create pathways to degree completion in community colleges.” 2006. Web. 05 Dec 2019.

Vancouver:

Dins K. Chunking professional-technical programs to create pathways to degree completion in community colleges. [Internet] [Doctoral dissertation]. Oregon State University; 2006. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/782.

Council of Science Editors:

Dins K. Chunking professional-technical programs to create pathways to degree completion in community colleges. [Doctoral Dissertation]. Oregon State University; 2006. Available from: http://hdl.handle.net/1957/782

Oregon State University

22. Green, Denis F. H. How refrigeration, heating, ventilation, and air conditioning service technicians learn from troubleshooting.

Degree: PhD, Education, 2006, Oregon State University

URL: http://hdl.handle.net/1957/2644

► The purpose of this study was to understand how refrigeration, heating, ventilation, and air conditioning (RHVAC) service technicians (techs) learned from troubleshooting. This understanding resulted… (more)

▼ The purpose of this study was to understand how refrigeration, heating, ventilation, and air conditioning (RHVAC) service technicians (techs) learned from troubleshooting. This understanding resulted in instructional and curricular strategies designed to help community colleges prepare vocational students to learn more effectively from informal workplace learning. RHVAC techs were studied because they increasingly learn their trade skills through a combination of formal schooling and informal workplace learning, though many still learn their trade almost exclusively in the workplace. Even those with formal training require considerable workplace experience to become fully competent. Troubleshooting is a major job function for RHVAC service techs, and troubleshooting is widely acknowledged as an excellent learning opportunity. The critical incident technique was used to interview 10 recent graduates of a community college RHVAC training program about what and how they learned from troubleshooting. A majority of the techs reported that they received little continuing education or structured on- the-job training, and relied on informal learning to acquire new skills. They learned from others (in person and via cellular phone networks), by reflection during and after troubleshooting, by using manuals, and by writing in log books or completing work orders. They learned cause and effect relationships resembling symptom-cause troubleshooting charts which they held in memory for use in subsequent troubleshooting. They also improved their use of electrical schematics and electrical test equipment. Pride of workmanship was a significant motivator for learning. Suggestions for community colleges included: integrating informal workplace learning strategies into technical training, preparing students to learn using cell phone networks, modeling and promoting pride of workmanship, counseling students to consider potential formal and informal learning opportunities available from employers when seeking employment, teaching root cause analysis as a learning strategy, promoting learning from technical manuals, having students keep daily logbooks as a learning strategy, and emphasizing reading electrical schematics and using electrical test instruments in training for electrical troubleshooting. A troubleshooting process that incorporates informal learning in the workplace was detailed. Advisors/Committee Members: Stern, Sam (advisor), Copa, George (committee member).

Subjects/Keywords: Workplace learning; Refrigeration and refrigerating machinery – Study and teaching (Higher)

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APA (6^th Edition):

Green, D. F. H. (2006). How refrigeration, heating, ventilation, and air conditioning service technicians learn from troubleshooting. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/2644

Chicago Manual of Style (16^th Edition):

Green, Denis F H. “How refrigeration, heating, ventilation, and air conditioning service technicians learn from troubleshooting.” 2006. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/2644.

MLA Handbook (7^th Edition):

Green, Denis F H. “How refrigeration, heating, ventilation, and air conditioning service technicians learn from troubleshooting.” 2006. Web. 05 Dec 2019.

Vancouver:

Green DFH. How refrigeration, heating, ventilation, and air conditioning service technicians learn from troubleshooting. [Internet] [Doctoral dissertation]. Oregon State University; 2006. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/2644.

Council of Science Editors:

Green DFH. How refrigeration, heating, ventilation, and air conditioning service technicians learn from troubleshooting. [Doctoral Dissertation]. Oregon State University; 2006. Available from: http://hdl.handle.net/1957/2644

Oregon State University

23. Tracy, Gwyneth Jones. Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States.

Degree: EdD, Education, 2004, Oregon State University

URL: http://hdl.handle.net/1957/7491

► The purpose of this cross-cultural study is to improve the understanding of the educational experiences of immigrant students who leave postsecondary education prior to completion… (more)

▼ The purpose of this cross-cultural study is to improve the understanding of the educational experiences of immigrant students who leave postsecondary education prior to completion of a program in two traditionally immigrant-magnet countries. This research focuses on Bangladeshi immigrants in the United Kingdom and Mexican immigrants in the United States, who are among the least successful students in higher education. These two groups have been shown to participate in higher education at lower numbers than other immigrant groups: lower than whites in each country and lower than their native-born counterparts. These students also have elevated early leaving rates from postsecondary education and higher unemployment than other immigrant groups in4he two countries. The analyses of the interviews of Bangladeshi and Mexican immigrants who left early from postsecondary education showed that there were similarities and differences in their experiences in postsecondary education. Common experiences included family (psychological) support of college attendance and the positive experiences at the postsecondary educational institutions where students and faculty were friendly and supportive. The interviews of Mexican and Bangladeshi immigrants indicated that the two groups participated in postsecondary education for different reasons. The Bangladeshis enrolled to improve their English fluency for immediate job opportunities or as part of a designated college track assigned to them in secondary school, whereas the Mexicans attended college with career goals in mind. Institutional support, such as registration procedures and counseling availability, was satisfactory to the Bangladeshis, compared to the Mexican immigrants who perceived institutional support to be inadequate. The Bangladeshi immigrants left postsecondary education early due to family economic needs while the Mexican immigrants left for a variety of reasons including economic needs, cultural pressure, and inadequate counseling at the college. The overarching themes of the importance of family and institutional support for immigrants were common to both the Bangladeshi the Mexican groups. The research suggests that institutions address methods to include families in the educational experience and increase institutional support in the areas of registration, financial assistance, and academic and career counseling. Advisors/Committee Members: Copa, George (advisor), Leveille, David (committee member).

Subjects/Keywords: College dropouts – United States – Psychology

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APA (6^th Edition):

Tracy, G. J. (2004). Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7491

Chicago Manual of Style (16^th Edition):

Tracy, Gwyneth Jones. “Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States.” 2004. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/7491.

MLA Handbook (7^th Edition):

Tracy, Gwyneth Jones. “Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States.” 2004. Web. 05 Dec 2019.

Vancouver:

Tracy GJ. Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States. [Internet] [Doctoral dissertation]. Oregon State University; 2004. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/7491.

Council of Science Editors:

Tracy GJ. Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States. [Doctoral Dissertation]. Oregon State University; 2004. Available from: http://hdl.handle.net/1957/7491

Oregon State University

24. Gilchrist, Debra L. Academic libraries at the center of instructional change : faculty and librarian experience of library leadership in the transformation of teaching and learning.

Degree: PhD, Education, 2007, Oregon State University

URL: http://hdl.handle.net/1957/5150

► This phenomenological inquiry explored the experiences of library leaders and discipline faculty members engaging in a collaborative instructional change initiative focused on a process-based learning… (more)

▼ This phenomenological inquiry explored the experiences of library leaders and discipline faculty members engaging in a collaborative instructional change initiative focused on a process-based learning pedagogy and led by an academic library. The investigation’s purpose was providing insight and understanding concerning the: (a) library’s role in instructional leadership; (b) experience of librarians leading instructional change; (c) experience of faculty members as they design assignments and modify courses to include process-based learning; and (d) prospect of process-based learning as a learning centered curricular tool. Four research questions guided the inquiry: (1) What is the context of this library’s instructional change initiative? (2) What are the library leaders’ experiences of their roles as initiative leaders? (3) What are the faculty members’ experiences of their roles as initiative participants? (4) How do library leaders influence instructional change? The study focused on a university library that designed and implemented an undergraduate research-based learning initiative. Interviews with library leaders and faculty participants captured the essence and meaning of leading an initiative and transforming coursework within this context. Phenomenological reduction revealed unique themes and meaning. The experience of library leadership of an instructional change initiative means: (a) leading invisibly and visibly, (b) creating a culture of collaboration, (c) advocating for teaching and learning, (d) transforming culture, (e) preparing for the future, and (f) persisting in personal learning and discovery. The experience as a faculty participant collaborating with a library to integrate resource-based learning assignments into courses means: (a) developing a teaching and learning community, (b) preparing students as scholars and citizens, (c) applying personal effort, (d) sustaining the model, (e) collaborating with librarians, (f) expressing creativity, and (g) accounting for cultural implications. From these experiences emerged questions for libraries to consider if engaging instructional change. Questions focus on the themes of: (a) focusing on student learning, (b) capitalizing on the academic library’s strengths and unique gifts, (c) creating a teaching and learning community, (c) collaborating for long-term impact and added value, (d) designing for culture, context, and faculty needs, and (e) leading with a clear vision. Additional suggestions for libraries seeking to influence instruction are offered. Advisors/Committee Members: Russ-Eft, Darlene F. (advisor), Copa, George (committee member).

Subjects/Keywords: Academic Libraries; Academic libraries – United States

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APA (6^th Edition):

Gilchrist, D. L. (2007). Academic libraries at the center of instructional change : faculty and librarian experience of library leadership in the transformation of teaching and learning. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/5150

Chicago Manual of Style (16^th Edition):

Gilchrist, Debra L. “Academic libraries at the center of instructional change : faculty and librarian experience of library leadership in the transformation of teaching and learning.” 2007. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/5150.

MLA Handbook (7^th Edition):

Gilchrist, Debra L. “Academic libraries at the center of instructional change : faculty and librarian experience of library leadership in the transformation of teaching and learning.” 2007. Web. 05 Dec 2019.

Vancouver:

Gilchrist DL. Academic libraries at the center of instructional change : faculty and librarian experience of library leadership in the transformation of teaching and learning. [Internet] [Doctoral dissertation]. Oregon State University; 2007. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/5150.

Council of Science Editors:

Gilchrist DL. Academic libraries at the center of instructional change : faculty and librarian experience of library leadership in the transformation of teaching and learning. [Doctoral Dissertation]. Oregon State University; 2007. Available from: http://hdl.handle.net/1957/5150

Oregon State University

25. Andreas, Michelle. The interrelationship between being lesbian and its impact on community college leadership.

Degree: EdD, Education, 2004, Oregon State University

URL: http://hdl.handle.net/1957/29800

Subjects/Keywords: Lesbians – Attitudes

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APA (6^th Edition):

Andreas, M. (2004). The interrelationship between being lesbian and its impact on community college leadership. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/29800

Chicago Manual of Style (16^th Edition):

Andreas, Michelle. “The interrelationship between being lesbian and its impact on community college leadership.” 2004. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/29800.

MLA Handbook (7^th Edition):

Andreas, Michelle. “The interrelationship between being lesbian and its impact on community college leadership.” 2004. Web. 05 Dec 2019.

Vancouver:

Andreas M. The interrelationship between being lesbian and its impact on community college leadership. [Internet] [Doctoral dissertation]. Oregon State University; 2004. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/29800.

Council of Science Editors:

Andreas M. The interrelationship between being lesbian and its impact on community college leadership. [Doctoral Dissertation]. Oregon State University; 2004. Available from: http://hdl.handle.net/1957/29800

Oregon State University

26. Hendrix, George A. A voice : lived experiences of selected African American community college trustees.

Degree: EdD, Education, 2004, Oregon State University

URL: http://hdl.handle.net/1957/29923

► The focus of this study is a search for the voice of African American community college trustees as they work to impact the changes community… (more)

▼ The focus of this study is a search for the voice of African American community college trustees as they work to impact the changes community colleges must make over the next quarter century. It examined the lived experiences and perceptions that selected African American community college trustees have of their roles as trustees and the impact they think they are having on the setting of priorities in the governance of their respective colleges. This topic is significant since, arguably, community colleges are the quintessential democratic institutions in society; their doors are open to everyone. In various ways, community colleges are dynamically responding to the demographic changes that are occurring in American society. Among those changes are an increasing number of African American students entering college, especially community colleges, and an increasing number of African Americans becoming community college trustees. This study found that the elected African American community college trustees who participated in this study are fully integrated into the governance processes of their colleges, but do not think of themselves a being assimilated into the culture of their boards. They believe that they bring a double consciousness to their roles as trustees and that it allows them to perceive governance issues from the perspectives of insiders who are comfortable with the status quo and from the perspective of outsiders who have been traditionally removed from the locus of institutional power. Participants see themselves as representatives of the interests of their colleges as well as representatives of the interests of groups and individuals who have little or no voice in the affairs of their colleges. Participants are long-time community leaders whose influence extends beyond their colleges into their communities; they see themselves as servant leaders dedicated to working for change in society. Advisors/Committee Members: Copa, George H. (advisor), Stern, Sam (committee member).

Subjects/Keywords: Community college trustees – United States – Attitudes

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APA (6^th Edition):

Hendrix, G. A. (2004). A voice : lived experiences of selected African American community college trustees. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/29923

Chicago Manual of Style (16^th Edition):

Hendrix, George A. “A voice : lived experiences of selected African American community college trustees.” 2004. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/29923.

MLA Handbook (7^th Edition):

Hendrix, George A. “A voice : lived experiences of selected African American community college trustees.” 2004. Web. 05 Dec 2019.

Vancouver:

Hendrix GA. A voice : lived experiences of selected African American community college trustees. [Internet] [Doctoral dissertation]. Oregon State University; 2004. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/29923.

Council of Science Editors:

Hendrix GA. A voice : lived experiences of selected African American community college trustees. [Doctoral Dissertation]. Oregon State University; 2004. Available from: http://hdl.handle.net/1957/29923

Oregon State University

27. Martinez, Yolanda Tellez. Recordando memoria : shaping Chicana identity.

Degree: PhD, Education, 2004, Oregon State University

URL: http://hdl.handle.net/1957/30508

► This research explored the self-concept of Chicanas in terms of their lived experiences and how those experiences influenced the shaping of their identity. It examined… (more)

▼ This research explored the self-concept of Chicanas in terms of their lived experiences and how those experiences influenced the shaping of their identity. It examined the multiple labels Chicanas use to self-identify and the context or situations in which they use specific labels. Moreover, it took into account the influence of gender, ethnicity, language, race, and culture on their concept of self. My study employed interpretive and collaborative research methods and included my own narrative story as part of the analytical process. It draws on a Chicana femenista (feminist) pedagogy that is heavily influenced by an Indigenous perspective as the conduit for the construction and transmission of knowledge. My objectives during the course of the study were to explore the many facets of Chicanas' experiences and challenge prevailing notions about our identity. The chief method for collecting data was interactive, dialogic interviews with five Chicana participants. During the loosely structured interviews, the women were asked to narrate their life stories as they related to the shaping of their concept of self. The women's detailed narratives and personal reminiscences as well as my own provided the data that was analyzed and interpreted to examine Chicana identity. The women were co-participants in "making sense" of the data. They provided guidance, expressed opinions, and helped to construct the meaning of their lived experiences. The results of the interpretation process indicated that culture and the intersecting factors of gender, language, age, ethnicity, and race shaped the participants' concept of self. Hence, their identity was culturally learned and mediated via their perceptions of the world. In turn, their worldview was influenced by the aforementioned factors. The women's narratives also suggested that they used multiple identity labels and that they were contextual. Thus, identity can change or evolve over the course of one's lifespan and through one's lived experiences. As such, Chicana identity is not fixed. As Chicanas we are constructing our own identity rather than allowing it to be imposed by others. Moreover, we are extending the possibility that we continually construct our identity. Advisors/Committee Members: Copa, George H. (advisor), Akyeampong, Ataa (committee member).

Subjects/Keywords: Mexican American women – United States – Psychology

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APA (6^th Edition):

Martinez, Y. T. (2004). Recordando memoria : shaping Chicana identity. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/30508

Chicago Manual of Style (16^th Edition):

Martinez, Yolanda Tellez. “Recordando memoria : shaping Chicana identity.” 2004. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/30508.

MLA Handbook (7^th Edition):

Martinez, Yolanda Tellez. “Recordando memoria : shaping Chicana identity.” 2004. Web. 05 Dec 2019.

Vancouver:

Martinez YT. Recordando memoria : shaping Chicana identity. [Internet] [Doctoral dissertation]. Oregon State University; 2004. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/30508.

Council of Science Editors:

Martinez YT. Recordando memoria : shaping Chicana identity. [Doctoral Dissertation]. Oregon State University; 2004. Available from: http://hdl.handle.net/1957/30508

Oregon State University

28. Munyaka, Golden. Integrating indigenous knowledge into the community development process : the Zimbabwean experience.

Degree: PhD, Education, 2003, Oregon State University

URL: http://hdl.handle.net/1957/30414

► This study is a critical ethnography of my professional career as an educator born and raised in the Shona culture in Zimbabwe. In this metaphysical… (more)

▼ This study is a critical ethnography of my professional career as an educator born and raised in the Shona culture in Zimbabwe. In this metaphysical study I reconstruct a worldview that I consider to be representative of Shona customs and beliefs. Doing this project has challenged my own ethnic identity as I struggled to position myself on the emic-etic continuum. As a young educator, I believed my professional practice was rooted in the high professional ethics of "modern science." Today as I come to the end of this particular journey, I have raised more questions than answers. To what extend does "modern science" represent the worldviews of indigenous people like me? More still, to what extent does the development of knowledge and technology engage rural indigenous communities? Is it possible for rural indigenous communities to achieve sustainable development as outsiders to the "scientific" community? The questions I have raised in this study have led me to understand that the current state of "development" as a concept and discourse needs to be redefined from the perspective of ordinary rural people. Universal notions of development have failed to inform policy makers and researchers on how to solve social problems of poverty and access to basic services like clean water, food, shelter, and affordable health care and education. Globalization as the new manifestation of "modernity" is leading to increased exclusion of disadvantaged communities, mostly women and indigenous rural people, from enjoying the benefits of new knowledge and advanced technology. In this dissertation, I review the main paradigms of community development from 1884 when Africa was officially "christianized" at the Berlin Conference. The epistemology of community development gave me a unique opportunity to propose a grassroots model to community development that I refer to as the "G Community Development" theory (or simply the GCD theory). The GCD theory is grounded in the Zimbabwean context and my woridview. This theory is my tentative approach to make sense of the state of the development of indigenous communities in rural Zimbabwe. Under no circumstances do I seek to generalize the application of this theoretical artifact. Advisors/Committee Members: Suzuki, Warren N. (advisor), Copa, George (committee member).

Subjects/Keywords: Community development – Zimbabwe

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APA (6^th Edition):

Munyaka, G. (2003). Integrating indigenous knowledge into the community development process : the Zimbabwean experience. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/30414

Chicago Manual of Style (16^th Edition):

Munyaka, Golden. “Integrating indigenous knowledge into the community development process : the Zimbabwean experience.” 2003. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/30414.

MLA Handbook (7^th Edition):

Munyaka, Golden. “Integrating indigenous knowledge into the community development process : the Zimbabwean experience.” 2003. Web. 05 Dec 2019.

Vancouver:

Munyaka G. Integrating indigenous knowledge into the community development process : the Zimbabwean experience. [Internet] [Doctoral dissertation]. Oregon State University; 2003. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/30414.

Council of Science Editors:

Munyaka G. Integrating indigenous knowledge into the community development process : the Zimbabwean experience. [Doctoral Dissertation]. Oregon State University; 2003. Available from: http://hdl.handle.net/1957/30414

Oregon State University

29. Gaber, Devron Alexander, 1952-. Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system.

Degree: EdD, Education, 2002, Oregon State University

URL: http://hdl.handle.net/1957/31102

► The purpose of this study was to better understand the historical development of the British Columbia (B.C.) community college, university college, and institute system with… (more)

▼ The purpose of this study was to better understand the historical development of the British Columbia (B.C.) community college, university college, and institute system with the focus on the changing nature of voluntary inter-institutional collaboration in relation to provincial coordination. The study also examined the related themes of centralization and decentralization within B.C.'s system and the development of a provincial system of autonomous institutions. The methodology used was qualitative, and more specifically, interpretive in nature and based on the historical method and the underlying assumptions of hermeneutics. The researcher began by analyzing pertinent primary and secondary sources of literature in relation to the study's purpose. The findings from the literature analysis formed the basis for interview questions that were asked of 10 key informants to fill gaps in understanding and confirm findings. The study found that the B.C. system began as a decentralized group of autonomous, community-oriented institutions but became more centrally coordinated by government in the late 1970s and early 1980s, largely because of increased costs and a worsening economy. The 1990s witnessed a high level of centralized decision making with stakeholder involvement, which has been replaced by a move towards decentralization and greater institutional autonomy in the early 2000s based on the market ideology of the new government. Throughout the decades, the B.C. system has had a history of voluntary collaboration but that collaboration has been gradually blended over time with provincial coordination as government built a system of autonomous institutions. The main conclusions of the study are that an appropriate balance may be achievable between centralization and decentralization in order to maintain a coherent system of accountable, autonomous institutions but would need systematic efforts by government and institutions and a policy framework for system governance. Such a balance may be achieved by learning from the lessons of B.C.'s rich history and from the experiences of other jurisdictions. To achieve system goals, the Ministry and institutions could build on the history of voluntary collaborative efforts, which seem particularly important among educators at the program level. The Ministry might reward such collaboration and hold institutions accountable for it. Advisors/Committee Members: Copa, George H. (advisor), Stern, Sam (committee member).

Subjects/Keywords: University cooperation – British Columbia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gaber, Devron Alexander, 1. (2002). Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/31102

Chicago Manual of Style (16^th Edition):

Gaber, Devron Alexander, 1952-. “Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system.” 2002. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/31102.

MLA Handbook (7^th Edition):

Gaber, Devron Alexander, 1952-. “Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system.” 2002. Web. 05 Dec 2019.

Vancouver:

Gaber, Devron Alexander 1. Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system. [Internet] [Doctoral dissertation]. Oregon State University; 2002. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/31102.

Council of Science Editors:

Gaber, Devron Alexander 1. Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system. [Doctoral Dissertation]. Oregon State University; 2002. Available from: http://hdl.handle.net/1957/31102

Oregon State University

30. McNair, Delores E. Out from the shadows : conversations with women who teach part-time in community colleges.

Degree: EdD, Education, 2002, Oregon State University

URL: http://hdl.handle.net/1957/32444

► This phenomenological study explores what it means to teach part-time in community colleges in the United States. The increasing use of part-time faculty in community… (more)

Subjects/Keywords: College teachers; Part-time

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McNair, D. E. (2002). Out from the shadows : conversations with women who teach part-time in community colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/32444

Chicago Manual of Style (16^th Edition):

McNair, Delores E. “Out from the shadows : conversations with women who teach part-time in community colleges.” 2002. Doctoral Dissertation, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/32444.

MLA Handbook (7^th Edition):

McNair, Delores E. “Out from the shadows : conversations with women who teach part-time in community colleges.” 2002. Web. 05 Dec 2019.

Vancouver:

McNair DE. Out from the shadows : conversations with women who teach part-time in community colleges. [Internet] [Doctoral dissertation]. Oregon State University; 2002. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/32444.

Council of Science Editors:

McNair DE. Out from the shadows : conversations with women who teach part-time in community colleges. [Doctoral Dissertation]. Oregon State University; 2002. Available from: http://hdl.handle.net/1957/32444

Open Access Theses and Dissertations