Capstone Projects, Higher Education and Student Affairs

Follow

• 

  Support, Commitment, and Persistence: Are Students in Supportive Academic Programs More Committed to Their Institutions?

  Twila G. Murray

  Institutional commitment has been shown to be highly predictive of college student retention (Bean, 1980; Woosley & Miller, 2009). Research indicates that highly supportive academic programs with a career-related focus are associated with higher retention rates (Nitecki, 2011). Furthermore, academic and social integration have been related to retention through the mediating influences of institutional commitment (Beal, Reison, Zea, & Caplan, 1999). This study used a survey method to investigate whether students who are enrolled in a supportive academic program -- one promoting academic and social integration -- demonstrate higher levels of institutional commitment than students who are enrolled in a less supportive general education program. The study was conducted at Clark State Community College and contains data from undergraduate students in the Agriculture/Horticulture Technologies programs and the Associate of Arts program. Additional analysis was performed to determine the extent to which other demographic factors contribute to mean institutional commitment scores among various sub-populations across a wide variety of academic programs.

• 

  The pro-social attitudes of sophomore men at the University of Dayton

  Margaret B. Gillespie

  Research on male behavior has historically focused on negative aspects, such as consumption of excessive alcohol, engaging in demeaning actions against women and participating in violent behavior (Harper & Harris, 2010). The attitudes and perceptions of being a man are influenced by numerous factors, including family, friends, religion, and environment (Harris & Harper, 2008). This research was designed to identify and target the positive attitudes of sophomore men at the University of Dayton; to attempt to identify where the attitudes came from and the barriers men face to remain true to their value bases. While research on the existence and development of pro-social behaviors (i.e., behaviors intended to benefit others) has been an active field of study for the last several decades, student affairs practitioners at the higher education level have traditionally tried to correct anti-social behavior by focusing on the negative â frequency of sexual assaults by men, unhealthy drinking habits, and other counterproductive behaviors (Eisenberg & Fabes, 1998; Berkowitz, 2010). Research also shows, however, that most men report having pro-social attitudes but are inhibited from expressing them because of the incorrect perception that other men have do not have pro-social attitudes. This misperception also serves as a justification to other men to allow anti-social behavior (Berkowitz, 2010). In an attempt to be pro-active about destructive behavior, this research gave men the opportunity to reveal the truth about their authentic attitudes towards each other and about how men act today. This approach created an environment free from misperceptions and reduced a false and destructive sense of gender dichotomies. The results of this research provided insights for college administrators to use as they design and implement male-centric programming and initiatives designed to help college men remain true to themselves.

• 

  Transition Program for Chinese Student at the University of Dayton:A Developmental Perspective and Insight of Intervention for Chinese Student Transition to American Higher Education

  Xue Tao

  In spite of the continuing growth in enrollment of Chinese students coming and studying in American higher education institutions, there is a paucity of research about the experiences, transitions and development of Chinese students while attending higher education institutions in the United States. Chinese students have a unique culture background and identity. Their world outlook, views on life and values are different from American students. On the other hand, the new Chinese students also have some other unique characteristics, which come from their age. As a new generation, Chinese students decide to be absorbed into Western culture, while interacting with their own identity and displaying some special personalities, which are different than Chinese students of previous generations. There are bridge programs at University of Dayton designed to support international student transition. The goal of this research is to understand those inherent characteristics combined with newly created identities, exam the existing bridge programs, and find the best ways to help Chinese students transition to American higher education system by hearing their internal voice and story.

• 

  Why We Attend School: A Qualitative Retention Study at a Proprietary Higher Education Institution

  Jennifer K. Plumlee

  Retention has become an important issue for colleges and universities throughout the United States. While current retention research has focused on traditional four-year universities and community colleges, little attention has been dedicated to retention efforts at for-profit colleges. Utilizing the personal experiences of for-profit students, the purpose of this research was to explore how a student's previous academic history, relationships with faculty and peers, personal responsibilities, and individual attitude affect a student's ability to be retained. Data was gathered from the for-profit institution: Lincoln College of Technology in Franklin, Ohio. Lincoln College of Technology grants associate's degrees in the medical, business, criminal justice and informational technology fields. Data consisted of personal interviews as well as the analysis of the college's retention documents. The methodology for the research was guided by the constructivist paradigm and grounded theory and the data generated assists a for-profit college's ability to explain, predict, and explore retention.