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You searched for subject:(general education requirements). Showing records 1 – 3 of 3 total matches.

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University of Southern California

1. Pearson, Mark Adrian. The impact of diversity courses on students' critical thinking skills.

Degree: EdD, Education (Leadership), 2012, University of Southern California

This study examines the impact of diversity courses on 553 students’ critical thinking skills. The study was conducted at a large, highly selective, private, tier one research institution and analyzes a pre-college survey, post-college survey through quantitative methodology, such as factor analyses, reliabilities and multiple regressions. The findings suggest that the number of diversity courses taken statistically and positively affect students’ critical thinking skills: (1) Analyticity (β = .242, p < .001); (2) Inquisitiveness (β = .225, p < .001); (3) Open-mindedness (β = .100, p < .05); (4) Truth-seeking (β = .255, p < .001). Participation in racial awareness workshops also statistically and positively affect students’ critical thinking skills (1) Analyticity (β = .087, p < .05); (2) Inquisitiveness (β = .119, p < .01); (3) Self-confidence (β = .090, p < .05); (4) Truth-seeking (β = .168, p < .001). These findings strengthen the literature that suggests diversity courses as well as other diversity experiences statistically and positively affect students’ cognitive development. Advisors/Committee Members: Cole, Darnell G. (Committee Chair), Sundt, Melora A. (Committee Member), Tobey, Patricia Elaine (Committee Member).

Subjects/Keywords: critical thinking; diversity courses; education; student learning; student impact theory; CIRP; CCTDI; education; higher education; general education requirements; student outcomes survey; sudent development theory; cognitive development theory.

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

APA (6th Edition):

Pearson, M. A. (2012). The impact of diversity courses on students' critical thinking skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788

Chicago Manual of Style (16th Edition):

Pearson, Mark Adrian. “The impact of diversity courses on students' critical thinking skills.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788.

MLA Handbook (7th Edition):

Pearson, Mark Adrian. “The impact of diversity courses on students' critical thinking skills.” 2012. Web. 19 Sep 2019.

Vancouver:

Pearson MA. The impact of diversity courses on students' critical thinking skills. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788.

Council of Science Editors:

Pearson MA. The impact of diversity courses on students' critical thinking skills. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788


Brigham Young University

2. Blaser, Lisa Marie. The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior.

Degree: MS, 2005, Brigham Young University

Purpose: The Brigham Young University General Education Wellness Program has three options available to students to fulfill the programs requirement. The purpose of this study was to assess the impact of these three wellness options. Specifically we wanted to know; does the university wellness requirement affect student nutrition and physical activity behaviors and do the various options available differ in their abilities to impact student nutrition and physical activity behaviors? Methods: A three-group pretest/posttest design was used and a survey was administered, at both the beginning and end of the semester, to all students enrolled in HEPE 129, live and online, and all 100 level Physical Education activity classes. The final study design included 303 student responses from HEPE live, 551 responses from HEPE online and 270 responses from the activity classes. Data analysis of between and within group differences was conducted for each nutrition and physical activity behavior. Results: HEPE online students had small but significant improvements in estimated VO2 max, and in the percentage of students who ate bran or whole grain cereal once/day or more. The activity classes increased significantly for almost all of the physical activity behaviors including estimated VO2 max, days/week of moderate activity, and the percent of students getting 30 minutes/day of vigorous activity, but only one of the nutrition behaviors, whole wheat food intake. HEPE live students increased for every variable, some more significantly than others. Conclusion: These findings suggest that of the three wellness options offered at Brigham Young University, the HEPE live class had the largest impact on improving nutrition and physical activity behaviors across a one semester time period, the activity classes had the next largest impact, and HEPE online had the least impact.

Subjects/Keywords: college; general education requirements; college p.e. class; activity class; college nutrition; eating habits; activity habits; Exercise Science

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

APA (6th Edition):

Blaser, L. M. (2005). The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1268&context=etd

Chicago Manual of Style (16th Edition):

Blaser, Lisa Marie. “The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior.” 2005. Masters Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1268&context=etd.

MLA Handbook (7th Edition):

Blaser, Lisa Marie. “The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior.” 2005. Web. 19 Sep 2019.

Vancouver:

Blaser LM. The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior. [Internet] [Masters thesis]. Brigham Young University; 2005. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1268&context=etd.

Council of Science Editors:

Blaser LM. The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior. [Masters Thesis]. Brigham Young University; 2005. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1268&context=etd

3. Stegall, Linda Coffey. An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College.

Degree: 1985, North Texas State University

This study was concerned with the enrollment patterns in required general education courses by technicaloccupational students in an urban community college. The purposes of this study were to (1) examine the general education course enrollment patterns of technical occupational students in specific programs; (2) determine if completion of an English course yields a higher GPA; (3) profile the characteristics of the students who do and do not enroll in general education courses; (4) determine if students enrolled in certain technical-occupational programs are more likely to enroll in general education than students enrolled in similar programs; and (5) determine if completion of general education courses has a positive effect on overall GPA of students. Advisors/Committee Members: Kingery, Dwane, Holder, A. Doyle, Miller, William A., Miller, Bob W..

Subjects/Keywords: enrollment patterns; general education courses; technical-occupational students; Mountain View College.; Community colleges  – Texas  – Dallas.; Universities and colleges  – Texas  – Dallas  – Graduation requirements.

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

APA (6th Edition):

Stegall, L. C. (1985). An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331393/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stegall, Linda Coffey. “An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College.” 1985. Thesis, North Texas State University. Accessed September 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc331393/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stegall, Linda Coffey. “An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College.” 1985. Web. 19 Sep 2019.

Vancouver:

Stegall LC. An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College. [Internet] [Thesis]. North Texas State University; 1985. [cited 2019 Sep 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331393/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stegall LC. An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College. [Thesis]. North Texas State University; 1985. Available from: https://digital.library.unt.edu/ark:/67531/metadc331393/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.