DOCSLIB.ORG

Elements of an Effective Retention Program : a Study of Attrition and Retention at American International College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Elements of an Effective Retention Program : a Study of Attrition and Retention at American International College University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 Elements of an effective retention program : a study of attrition and retention at American International College. Joan B. Pennington University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Pennington, Joan B., "Elements of an effective retention program : a study of attrition and retention at American International College." (1986). Doctoral Dissertations 1896 - February 2014. 4219. https://scholarworks.umass.edu/dissertations_1/4219 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. ELEMENTS OF AN EFFECTIVE RETENTION PROGRAM: A STUDY OF ATTRITION AND RETENTION AT AMERICAN INTERNATIONAL COLLEGE A Dissertation Presented by Joan Bickford Pennington Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1986 School of Education Joan Bickford Pennington All Rights Reserved 11 ELEMENTS OF AN EFFECTIVE RETENTION PROGRAM: A STUDY OF ATTRITION AND RETENTION AT AMERICAN INTERNATIONAL COLLEGE A Dissertation Presented by Joan Bickford Pennington Approved as to style and content by: Dr. Robert Grose, Merrber Matfio D. Fantirii, Dean School of Education iii ABSTRACT ELEMSNTS OF AN EFFECTIVE RETENTION PROGRAM: A STUDY OF ATTRITION AND RETENTION AT AMERICAN INTERNATIONAL COLLEGE MAY, 1986 Joan Bickford Pennington, B.A., American International College M.A., American International College, Bd.D., University of Massachusetts Directed by: Dr. Alfred E. Alschuler, Ph.D. This research project attempted to determine students' needs, then to design, implement, and evaluate an effective retention program responsive to these needs for freshmen students during their crucial first six weeks of college life. After first conducting a campus-wide survey to help determine sane of the specific needs of students at American International College, a further study was made by reviewing the theoretical literature which pertains to the psychological needs of college age individuals and to the attempts to foster their personal growth and development. Next, three periods of attrition/retention research were reviewed and a comparison made between these three eras and Paulo Freire's three stages of problem solving. Then, elements for designing and implementing an effective retention program were derived from summarizing the results from the needs survey and the review of theoretical and research literature. Based upon the elements from this summary, a retention program consisting of six interventions was designed and implemented to help the institution become more responsive IV to incoming freshman students' needs, and thereby enhance student- institutional fit and increase retention. As it happened, the interventions could not always be restricted to experimental subjects alone and, therefore the total amount of intervention input was calculated as point scores for all of the 262 randomly selected subjects (130 experimental and 132 comparison group subjects.) The program was evaluated and found generally effective in reducing the number of Drop-Outs from the experimental subjects group, which, overall had received a greater number of input points. The second hypothesis stated that subjects with the highest input scores would be the least likely to drop-out. In two of three t-tests, calculated to determine significance of differences, the results were significant for Males and Total Ss groups, when the program input level increased, the Drop-Out rate decreased - i.e. there was an inverse or negative relationship. One specific intervention was also found to make a significant difference in decreasing the number of Drop-Outs from the group vho attended the Survival I intervention. Statistically significant effects could not be determined for three other inter¬ ventions measured. v TABLE OF CONTENTS ABSTRACT . iv LIST OF TABLES CHAPTER I. PURPOSE AND SIGNIFICANCE OF THE EROBLEXl.1 Purpose of the Study.1 Significance of the Problem.2 II. REVIEW OF LITERATURE.5 Theoretical Background for the Research.5 Needs of College Students . 5 Erikson's Psychosocial Developmental Theory . 6 Community Psychology: A Model for Implementation.11 Research Literature on Attrition and Retention.13 Freire's Theoretical Views.14 Tne Magical Problem-Solving Stage- Era I Research.15 'Ihe Naive-Reforming Stage- Era II Research.16 The Critical Problem-Solving Stage - Era III Research.^0 Implications of Theory for an Effective Retention Program at A.I.C.30 III. RESEARCH METHODOLOGY Research Hypotheses . .35 Environmental Setting and Related Problems . .36 Subjects and the Sampling Procedure . .38 Procedures and History of the Program .40 Early Discussion and Organizational Meetings . .40 Design and Administration of Survey of Needs . .43 Sutimary of Survey Results. .47 Recommendations for Closing the Gap in Services . .48 vi Beginnings for the Student Support Services (S.S.S.) . 50 Joint Training workshops for Faculty and S.S.S. 53 Components of A.I.C.'s Experimental Retention Program. 54 Survival I Workshop. 56 Personal Contact with S.S.S. 59 Freshman Night "Sundae Night Social" ... 62 Direct One-On-One Consultation/Counseling . 63 Study Skills Workshop/Course. 64 Pre-Registration Majors and Career Planning workshop. 65 Instruments used for Measuring the Effects of A.I.C.'s Retention Program ... 66 Limitations of this Experimental Retention Program. 70 Subjects. 71 External and General Factors . 71 Design and Implementation. 72 IV. RESULTS AND DISCUSSION. 80 Results. 80 Discussion. 95 V. SUMMARY AND RECOMMENDATIONS. 98 Summary. 98 Recommendations.101 BIBLIOGRAPHY . 1°6 APPENDIX I.110 APPENDIX II.114 APPENDIX III.129 APPENDIX IV.137 APPENDIX V.143 vii LIST OF TABLES 1. Representativeness of Sample Due to Respondents' Characteristics . 44 2. Results of Student and Faculty/Administration Needs Survey . 45 3. Total Number and Percentage of ExSs and CSs Participating in Program's Interventions . 66 4. Assigned Input/Ratings for Interventions . 68 5. Number and Percent of Subjects with Each Score . 69 6. Frequency of Hale and Female Students Who Stay-In or Drop-Out at Different Levels of Input . 82 7. Summary of Statistical Differences in Input Levels for Stay-Ins and Drop-Outs in Sex Segregated Groups . 84 8. Number and Percentages of Stay-Ins and Drop-Outs as a Function of Input level for Total Ss (Combined Sexes) . 86 9. Significance of Survival I Workshop . 91 10. Significance of Personal Contact by S.S.S. 93 11. Significance of Dexter Counseling Center (CO) Input Points . 95 12. Dropping-Out vs. Staying-In as Related to Input Levels for Female Ss During First Semester . 130 12a. Dropping—Out vs. Staying—In as Related to Input Levels for Female Ss at Beginning of Second Semester 130 12b. Dropping-Out vs. Staying-In as Related to Input Levels for Female Ss During Third Semester . 131 13. Dropping-Out vs. Staying-In as Related to Input Levels for Male Ss During First Semester . 132 13a. Dropping-Out vs. Staying-In as Related to Input Levels for Male Ss at Beginning of Second Semester . 132 13b. Dropping-Out vs. Staying-In as Related to Input Levels for Male Ss During Third Semester . 133 viii 14. Frequencies and Percentages of Male Ss Who Stay-In or Drop-Out vs. Input Score/Level.. 15. Frequencies and Percentages of Female Ss Who Stay-In or Drop-Out vs. Input Score/Level.. 16. Frequencies and Combined Percentages of Male and Female Ss (Combined) Who Stay-In or Drop-Out vs. Input Score/Level.. IX CHAPTER I PURPOSE And SIGNIFICANCE OF THE PRUBLfcM Attrition of college students, and reduction of this "dropping¬ out" through use of retention measures are difficult problems whicn college communities must struggle to solve. Throughout the nation, more than fifteen million men and wanen will enter scxne three thousand institutions of higher learning during the 80's. But, evidence from national retention studies suggests that from five to six million of these students never will earn degrees. Furthermore, predictions for the 1980's are that as many as three hundred of the fifteen hundred private colleges in this country will have to close due to their inability to survive financially (Cope, 1978). understanding how to increase retention has practical value because reducing attrition of students not only directly affects a college's ungoing ability to function at its present level, but even more crucially, maintenance of its student enrollment may determine actual economic survival for small private colleges. Efforts directed tmard increasing retention, or the saving of students, are particularly critical due to two recent nationwide developments: (1) admissions are being drawn from a declining college-age population (a condition predicted to exist until 1992), and (2) both the availability and anounts of financial aid to students have been, and continue to be, seriously reduced. These problems appear to be especially severe for snail, private institutions such as American International College (A.I.C.), and were recently cited by the college's President, Harry Courniotes, 1 2 in his Annual Report as "the problematic issues, which will have to be
Load more

Recommended publications
  • WESTERN MARYLAND COLLEGE BULLETIN 1954 Annual Catalogue
    %e WESTERN MARYLAND COLLEGE BULLETIN 1954 - Annual Catalogue fJlie WESTERN MARYLAND COLLEGE BULLETIN Eighty-seventh V'fnnual Catalogue Westminster, Maryland Volume XXXV March, 1954 Number 3 W... tem M,u:y)..nd Coll""e Bulletin, Westminster, M..ryhlnd, published monthly dudnll' the ~ch<><>lye..r from JanUary to November and July.August. except May, June and S~ptember, by the Coll"",e. Entered as """ond e\au mutter. Ma,. 19. 1921, at the p""t Office ..t W""tmin.ter, Md., under the act of August 24, 1912. Accepted for mailinll' at Bl)eeial r..te of poswge provided. for in seetion llOS, net of October 3. 1911. CONTENTS PACE COLLEGECALF:NDARFOR '954-1955------------------------ AN INTROOUCTION TO WESTERN MARYLAND COLLEGE _ ADMINISTRATION II Board of TrusteeL_____ 12' Administration and Staff___________________________ 14 Faculty 15 FACILITLES 23 Residentiali~~r:t~~~:l~~~_~!_~~~_:~~~~~====================24-:~26 Health and Physical Welfarc_______________________ 27 General 28 FROM ADMISSION TO GRADUATION________________________ 29 Admission ~1 Grades and Reports __ 32 Degrees 34 The Acclerated Program 36 Graduation Honors 36 Awards 37 Preparation for High School Teaching______________ 38 GENERAL INFORMATTON 39 Extracurricular Activities 41 Expenses 43 Scholarships 44 COURSES OF INSTRUCTION 47 ANNUAL REGISTER 107 Student Register for the Year 1953-1954-------------- 109 Recapitulation of Students 130 Degreesand Honors Conferred in '953--------------- 131 Western Maryland College Alumni Association 139 Recapitulation of GraduateS- 140 Endowments 143 Calendar 1954 [ 4 1 'THE COLLEGE CALENDAR SUMMER SESSION 1954 June 21, Monday 8:30 A. M.-12:00 M. Registration for First Term. 1:00 P. M. First Term classes begin. July 24.
    [Show full text]
  • Has to Offer to Teacher Education: Carl R. Rogers; "Conceptual Framework for Teacher Education: Rodney A
    a . DOCUMENT RESUME ED 031 417 SP 002 810 Mental Health and Teacher Education. Forty-Sixth Yearbook, 1967. Association for Student Teaching, Washington, D.C. Pub Date 67 Note- 362p. Available from-The Association for Student Teaching, 1201 16th Street, KW., Washington, D.C. 20036 ($4.75) EDRS Price MI -$1.50 HC Not Available from EDRS. Descriptors-Classroom Communication, Educational Psychology, Individuahzed Curriculum, Laboratory Training, Learning, *Mental Health, *Teacher Education, Teacher Guidance Identsfiers- Association for Student Teaching, AST Ten papers constitute the rnalor portion of this book: "The Classroom Teacher, Mental Health, and Learning: Robert E. Bills; "The Development of Selected Aspects of the Mental Health Movement in Teacher Education," Ralph H. Oiemann; "What Psychology Has To Offer to Teacher Education: Carl R. Rogers; "Conceptual Framework for Teacher Education: Rodney A. Clark and Walcott H.Beatty; "An Analysis of the Guidance Function in a Graduate Teacher Education Program," Barbara Biber and Charlotte B. Winsor; "An Exploratory Study of Teacher Education Curricula and Mental Health: Bob L. Taylor; Intensive Individualization of Teacher Preparation," Francis F. Fuller, Genevl Hanna Pilgrim, and Alma M. Freland; "An Exploratory Study of the Impact of Teacher Communication on Mental Health in the Classroom: M. Vere DeVault, Dan W. Andersen, and Eleanore Larson; "Teacher Education for Mental Hethh: A Review of Recent Studies," Robert F. Peck arid Herbert Richek; and "Apphcationin Teacher Education: Fred T. Wilhelms. Also included are a 163-item bibliographyon mental health and teacher education and the annual AST bibliography (July 1, 1964, to June 30, 1965) on the professional education of teachers; the 241 entriesare annotated and subdivided into 10 categories.
    [Show full text]
  • Out of the Driveway Into the Game
    1 Out of the Driveway and Into the Game Protecting and Developing a Comprehensive Biblical Worldview in Christian Youth Michael Burns August, 2006 All Rights Reserved 2 Table of Contents Introduction . 3 From Goo-to-Zoo-to-You? . 12 180 Days at the Temple . .31 Planting Your Feet in Mid-Air . 58 Putting on the Right Glasses . 76 Sloppy Agape . .103 Every High Hill and Spreading Tree . .122 Rare Jewel . .134 Loving Thing Air . .155 Mind Control . .169 Coming With the Clouds . .182 Conclusion . 204 3 Introduction – Out of the Driveway, Into the Game Crash and burn; you’ll rarely see that phrase used in a positive manner in our society. No decent person likes to watch someone else crash and burn, especially a kid. Yet, I found myself in a position for eight years where I had to do just that. I knew it was coming every year and it was never pleasant. Nor did I ever really get used to it or hardened by it. So, what was the position? It was that of a high school basketball coach at an inner city high school. Every year in the early fall, we began the process of forming that season’s basketball team. This was always a time of big dreams, high expectations, and big talk. Usually the biggest talk came from the new young players or the new kids who had transferred to our school. As the process began, we would spend two weeks trying to get the kids to quit. We would run them more than most of them had ever run in their life.
    [Show full text]
  • Onference and Annual Meeting
    Na'tlo.n:al c:o.uncitl on1 Family Rela,fi'ons I ONFERENCE AND ANNUAL MEETING A'u,gu.st 1'9M21 ,, 195'9 GENERAL INFORMATION Registration Wednesday, August 19 , I 0:00 A.M. 12:00 M. Lobby, Memorial Union Ro:>rns Comfortable twin-bed rooms are available in one of the University dormi­ tories at $2.00 per person p er night. A few single dormitory rooms are available at $2.50 per night. The Memorial Union, on campus, will have some single, double, twin, and dormitory rooms available. Prices range from $2.00 for a three-p erson dormitory room to $6.50 for an air con­ ditioned single. Persons not desiring to be housed on campus may wish to make t heir own reservations at one of the following hotels or motels: Sheldon-Munn Hotel, Ames Tourist Motel, Campus Court Motel, Colonial rv1otel. El Rancho Motel , Lincoln Lodge, Lodden Motel, New Frontier Motel, and Sih·er Saddle Motel. While none of the above is within walking dis­ tance of campus, each has many air conditioned rooms or units which can be requested. Meals Cafeteria-style meals will be available at· the Memorial Union on campus. Informa tion For further information on LOCAL ARRANGEMENTS write to: William F . Kenkel, Depa rtment of Economics and Sociology, Iowa State University, Ames. Iowa. CONFERENCE COMMITTEE Program Planning Aaron L. Rutledge, Chairman Lee Burchinal Blaine Porter Florence L. D. Heal Esther E. Prevey La Verne LaMaque William M . Smith, Jr. Lloyd Lovell Alberta Wells F. Ivan Nye Edward Zerin Conference Arrangements William F'.
    [Show full text]
  • Your Name Here
    CONNECTING THE DOTS BETWEEN FAITH AND LIFE: A NARRATIVE STUDY OF EVANGELICAL CHRISTIAN EMERGING ADULTS AFTER COLLEGE by NATHAN COOK BYRD, III Under the Direction of Wendy E. A. Ruona ABSTRACT The purpose of this narrative study was to gain understanding into the faith development of Christian emerging adults after graduation who were leaders in a Christian collegiate ministry while undergraduates at a large southern university. Three questions guided the narrative interview process and data analysis. First, how does the faith of Christian emerging adults change after college graduation? Second, how do emerging adults negotiate the relationship between faith and identity? Third, what happens in the experience and expression of faith during emerging adulthood? Two face-to-face interviews were conducted with each of the fourteen participants seeking to elicit narratives of faith development and experience. Participants were also asked to select and bring an artifact, representative of their faith or faith journey, to the first interview. After the initial interview, narrative analysis was conducted and initial findings were discussed with each participant in a second interview. Narrative analysis of the data revealed five key findings: (a) faith was influenced by each participant’s relationship with others; (b) faith was influenced by “the bubble” constructed by each participant. The bubble is the cultural environment that gives meaning to one’s life and experiences while providing insulation from influences contrary to one’s chosen or preferred perspective; (c) the significance of faith was indicated and influenced by each participant’s activities; (d) each participant’s faith was influenced by mystical experiences; and (e) faith development was influenced and motivated by his or her hopes and dreams for the future.
    [Show full text]
  • Speech and Language: Development and Acquisition, a Bibliography
    LOCUMENT RESUME ED 945 638 TE 002 122 AUTHOR Devito, Joseph A.: TITLE Speech and Language:' Development. 7,,,,d\ Acquisition, A Bibliography. - INSTITUTION Spegch Communication Association, Wew Yot-k4 N.r.-- PUB DATE [70] , , 40 ). NOTE 30p. - EDRS PRICE EDRS Price MF-$0.25 HC Not Available frot EDRS. 'DESCRIPTORS *Bibliographies, *Child Language, Concept, Tormaticn, Kindergarten, *Language Deiteiopme'nt, Linguistics, Preschool Education, Primary Education, Tsycholinguistics, Sociolinguistics, *Speech. Verbal Communication, Verbal Development ABSTRACT This bibliography on the acquisition and development of speech and, language lists, in alphabetical order by author, 423 books and journal articles published between 1937 and 1970. [Not available in hard copy due-to marginal legibility of original. document. ](Dry U.S. DEPARTMENT OF HEALTH, EDUCATIONAWELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS PrN STATED DO NOT NECESSARILY REPA'ESENT OF ICIAt OFFICE OF EDUCATION POSITION OR POLICY. A BIBLIOGRAPHY SPEECH AND LANGUAGE: DEVELOPMENT AND ACQUISITION PREPARED BY: JOSEPH A. DEVITO HERBERT H. LEHMAN COLLEGE OF THE CITY UNIVERSITY OF NEW YORK d 0 FOR THE: AD HOC COMMITTEE OF THE SPEECH COMMUNICATION ASSOCIATION ON LANGUAGE ACQUISITION BARBARA SUNDEINE' WOOD, CHR. UNIVERSITY OF ILLINOIS, CHICAGO CIRCLE 1 I 11111%4%. BIBLIOMAPHY. Alflright Roert.W and Joy Buck Anrixht "The Phonolou.of a; Two -Year Old Child." Word, 12 (195) 382-390, . "Application of Descriptive Lin; uistics to Child Lar;TuaEe," Journal of Speech and HearinP Research1-11.951). CP Al- Issa,.I. "The Development of Word Definition in Chiidren" of Venetic psycbolorv, 114 (1969), 15-11.
    [Show full text]
  • Identity Diffusion, Moral Conflict, and Low Self-Esteem As Contributing Factors to the Post-Traumatic Stress Disorder Symptoms in Vietnam Combat Veterans
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1986 Identity Diffusion, Moral Conflict, and Low Self-Esteem as Contributing Factors to the Post-Traumatic Stress Disorder Symptoms in Vietnam Combat Veterans Leland Karl Martin Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Martin, Leland Karl, "Identity Diffusion, Moral Conflict, and Low Self-Esteem as Contributing actF ors to the Post-Traumatic Stress Disorder Symptoms in Vietnam Combat Veterans" (1986). Dissertations. 2443. https://ecommons.luc.edu/luc_diss/2443 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1986 Leland Karl Martin IDENTITY DIFFUSION, MORAL CONFLICT, AND LOW SELF-ESTEEM AS CONTRIBUTING FACTORS TO THE POST-TRAUMATIC STRESS DISORDER SYMPTOMS IN VIETNAM COMBAT VETERANS by Leland Karl Martin A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 1986 ACKNOWLEDGEMENTS The author wishes to thank Drs. Marilyn Susman, Director, Carol Harding, Todd Hoover, and Donald Hossler, members of the dissertation committee, for their help and encouragement throughout the project. The author remembers with gratitude the kindness of Bernard Blom, Ph.D., Luke Shanley, Ph.D., and Betsy Tolsted, Ph.D., psychologists with the Veterans Administration Medical Centers whose knowledge and expertise were instrumental in securing approval to work with the Veteran Outreach Centers and inpatients of their facilities.
    [Show full text]
  • The History of Goucher College, 1930-1985 / Frederic O
    Frederic O. Musser Gaucher College, ^^ 1930-198S ^% .^Wfc % .^ivf^^^^^l Frederic O. Musser The History of Goucher College, 1930-198S When Goucher College was founded in Bal- timore in 1885, its mission was to provide quality education for women. Goucher would pursue that mission for the next cen- tury. In this sequel to an earlier history that chronicled the college's first fifty years, Frederic O. Musser tells the story of Goucher's second half-century. Drawing on the college archives as well as on extensive interviews with faculty, alumnae, and staff, Musser presents an overview of Goucher's history since 1930 and looks at the changes those years have brought to Goucher student life. He de- scribes the war years, when Goucher women studied air navigation, radio elec- tronics, and naval cryptography ... the postwar enrollment crisis brought on when the Baltimore Evening Sun published ex- cerpts from the chaplain's "sex sermon" . and the turbulent 60s, when campus pro- tests against racial segregation led to the arrest of some Goucher students. Goucher's second half-century was a time of transition and new challenges. In the early 1930s, President David A. Robertson introduced a radically new curriculum. A decade later Otto Kraushaar oversaw the move from downtown Baltimore to the col- lege's present location in the city's northern suburbs. Kraushaar's successor, Marvin B. deficits that Perry, Jr., faced heavy budget threatened the quality of Goucher's educa- tional program. Rhoda Dorsey succeeded in returning Goucher to a sound financial (continued on back flap) The History of Gaucher College, 1930-198^ The Goucher College Series Frederic O.
    [Show full text]
  • Teen Programs in Twenty-First Century Art Museums
    TEEN PROGRAMS IN TWENTY-FIRST CENTURY ART MUSEUMS: A CRITICAL ANALYSIS OF NINE AMERICAN PROGRAMS by Rebecca Becker Daniels APPROVED BY SUPERVISORY COMMITTEE: ___________________________________________ Dr. Richard Brettell, Chair ___________________________________________ Dr. Frank Dufour ___________________________________________ Ms. Bonnie Pitman ___________________________________________ Dr. Nils Roemer Copyright 2016 Rebecca Becker Daniels All Rights Reserved For Tom Jungerberg Your presence made this world a better place. TEEN PROGRAMS IN TWENTY-FIRST CENTURY ART MUSEUMS: A CRITICAL ANALYSIS OF NINE AMERICAN PROGRAMS by REBECCA BECKER DANIELS, BS, MED DISSERTATION Presented to the Faculty of The University of Texas at Dallas in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY IN HUMANITIES – AESTHETIC STUDIES THE UNIVERSITY OF TEXAS AT DALLAS December 2016 ACKNOWLEDGMENTS I want to first thank the members of my committee for their patience and advice. My chair, Dr. Richard Brettell, has been my mentor and guide from my first days at The University of Texas at Dallas. I am forever grateful for all the times he dusted me off and put me back on the path. Ms. Bonnie Pitman shared her rich insight in the field of museum education over endless cups of tea, attending to practical and aesthetic details with astute reflection. Dr. Nils Roemer opened the door to the field of urban studies and guided me through the minutia of shaping a dissertation. Dr. Frank Dufour introduced me to the potential of technology in an art museum while supporting me through the IRB process. At a critical moment, a grant from Edith O’Donnell sponsored my work and a fellowship from the Edith O’Donnell Institute of Art History allowed me the opportunity to bring this dissertation to fruition.
    [Show full text]
  • Academic Catalogue 2007
    2006 ACADEMIC CATALOGUE 2007 GOUCHER COLLEGE Education without boundaries Academic and Residential Calendar 2006-07 Fall 2006 Intersession THURSDAY, AUGUST 24 TUESDAY–FRIDAY, JANUARY 2-26 Opening day for new students Intersession Residence halls open at 10 a.m. MONDAY, JANUARY 15 THURSDAY–MONDAY, Martin Luther King Jr. Day (no classes) AUGUST 24–28 New Student Orientation Spring 2007 MONDAY, AUGUST 28 SUNDAY, JANUARY 28 Opening day for returning students Opening day for all students Residence halls open at 10 a.m. Residence halls open at 9 a.m. TUESDAY, AUGUST 29 MONDAY, JANUARY 29 Schedule adjustment/advising Schedule adjustment/advising WEDNESDAY, AUGUST 30 TUESDAY, JANUARY 30 Classes begin at 8:30 a.m. Classes begin at 8:30 a.m. MONDAY, SEPTEMBER 4 FRIDAY, MARCH 16 Labor Day (no classes) Last day of first seven-week courses FRIDAY–SUNDAY, OCTOBER 13-15 Residence halls close at 10 a.m. Mid-semester break SATURDAY–SUNDAY, MARCH 17-25 TUESDAY, OCTOBER 17 Spring break Last day of first seven-week courses SUNDAY, MARCH 25 WEDNESDAY, OCTOBER 18 Residence halls open at 9 a.m. Second seven-week courses begin. MONDAY, MARCH 26 WEDNESDAY–SUNDAY, Second seven-week courses begin. NOVEMBER 22-26 Classes resume at 8:30 a.m. Thanksgiving Holiday THURSDAY, MAY 10 SUNDAY, NOVEMBER 26 Last day of classes Residence halls open at 9 a.m. FRIDAY–SUNDAY, MAY 11-13 MONDAY, NOVEMBER 27 Reading period Classes resume at 8:30 a.m. MONDAY–FRIDAY, MAY 14-18 THURSDAY, DECEMBER 7 Final examinations Last day of classes FRIDAY, MAY 18 FRIDAY–SUNDAY, DECEMBER 8-10 Residence halls close for non-graduating Reading period students at 10 p.m.
    [Show full text]
  • Guidance Roles and Functions of the Counselor and Other School Personnel in Elementary Schools
    DOCUMENT RESUME ED 029 348 By-Koplitz. Eugene D. Guidance in the Elementary School: Theory. Research. and Practice. Pub Date 68 Note- 389p. Available from-William C. Brown Company Publishers. Dubuque. Iowa (S4.50) EDRS Price MF-$1.50 HC-S19.55 Descriptors- Counseling. Counseling Programs. Counselor Functions. Counselor Role. Counselor Training. Developmental Guidance. *Elementary School Counseling. Elementary School Covnse fors. *ElementarySchool Guiriance.Elementary School Students. Emotional Development. Guidance Programs. Occupational Guidance. Parents, Research This book brings together articles, written during the 1960's. which focus on the theory. research. and practice of guidance in the elementary school. It is primarily intended for use in the preparation of elementary school counselors, teachers, and. administrators. The book has 10 parts. each containing several papers from the current literature: (1) conceptualized approaches to guidance inelementary schools. (2) guidance roles and functions of the counselor and other school personnel in elementary schools. (3) exploration of occupations at the elementary school level.(4) guidance for the social. personal. and emotional development of elementary school children.(5)counseling elementary schoolchildren,(6)counseling parents of elementary school children. (7) elementary school guidance programs in practice.(8) research related to guidance in elementary schools. (9) preparation progamsfor elementary school counselors. and (10) present status and future outlook(BP) A. a he in hool: Thecry,Research, and15ractice Eugene D. Koplitz A 41 ,41110riht 44 Guidance in the ElementarySchool: Theory, Research, andPractice A Book of SelectedReadings Edited by EugeneD.Koplitz Colorado State College "PERMISSION TO REPRODUCE THIS COPYRIGH p MATERIAL/ HAS BEEN ANTED 4 0_,0 TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S.
    [Show full text]
  • Xerox University Microfiims 300 North Zeeb Road Ann Arbor, Michigan 48106 75- 15,265 MARSHALL, John M
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understaiding of the dissertation.
    [Show full text]