The relationship between personal and social growth and involvement in college and subsequent alumni giving

Thomas, James Andrew The University of Memphis 2005 해외박사(DDOD)

As college costs in America continue to rise and governmental appropriations decrease or are non-existent, public and private institutions alike are increasingly looking to outside sources for their needed funds. The greatest source of these outside funds has been and continues to be the alumni of the particular institution. This study focused on how college experiences influence the decision of alumni to contribute financially to a small, religiously affiliated liberal arts university. Collegiate extracurricular activities and the college's contribution to personal and social development were examined as they relate to donor status and donor level. ACT College Outcomes Survey data obtained from 1,885 graduating seniors (93% of the population) between 1994 and 2003 were combined with donation and undergraduate involvement records. Results indicate that years since graduation and three types of activities---social, campus leadership and academic---are able to distinguish donors from nondonors. Years since graduation, spouse alumnus, campus leadership activities and social activities are shown to have a minor, but significant, relationship to the amount of donation. Implications for student affairs and university advancement professionals are shared. Institutions are encouraged to continue to track these types of data and to use a similar methodology to identify the alumni who are the best prospects for financial contributions.

A study measuring perceived barriers and levels of satisfaction with student services for adult students at The University of Memphis (Tennessee)

Cabrere-Buggs, Nicole The University of Memphis 2005 해외박사(DDOD)

The purpose of this study was to examine the perceptions of barriers and levels of satisfaction of adult students when using student services on a college campus. Cross's theory (1981) which posits that there are three levels of barriers that impede participation, was used in this research. The survey, authored by Whitmer (1998), covered the levels of barriers identified by Cross (1981) as situational, institutional and dispositional. The study also examined the differences among the perceptions of undecided full- and part-time adult students. The sample consisted of 226 undecided adult students at The University of Memphis. The response rate was 55%. Descriptive statistics and statistical information derived from t-tests were analyzed. Results demonstrate that there were no differences found in situational barriers among undecided, part-time and full-time adult students. However, other findings show that differences were found in dispositional barriers and responses approached significant differences for institutional barriers. Differences were also found among the overall level of satisfaction and perceived effects of barriers for both part-time and full-time adult students. Although adult students indicated some of the services as a problem, they were generally satisfied with the services received. Overall, findings show that both part-time and full-time, undecided adult students failed to use many of the services available. In reviewing this study, these findings support past research that there are still barriers among the student support services adult students use at higher education institutions. The results of this research suggests that adult students would benefit from (a) a mandated First-Year Orientation Course; (b) more funding allocated to help ensure equal access of support services during nontraditional hours; (c) additional financial aid and scholarships; (d) restructured adult student support services; (e) a needs assessment regarding the availability of evening and weekend access; (f) direct communication from faculty, staff and current students regarding student support services; and (g) future research concerned with satisfaction of the student support services for adult students.

Preservice teachers' attitudes toward inclusion: Does online instruction make a difference?

Reeves, Clarence Eugene, Jr The University of Memphis 2002 해외박사(DDOD)

The primary focus of this study dealt with methodologies in teacher training programs that influenced preservice teachers' attitudes toward the inclusion of children with disabilities in regular classrooms. A review of the literature found no references that dealt with using online instruction as a methodology in influencing preservice teachers' attitudes toward inclusion. This study involved undergraduate preservice elementary, secondary, and physical education teachers enrolled in online instructed and lecture instructed introductory courses in special education at a small, private university. Pre and post surveys were administered to obtain information on the students' attitudes toward making accommodations in regular classrooms for students with special physical, academic, behavioral, and social needs. Both quantitative and qualitative data were obtained and analyzed to determine similarities and differences between the two groups' attitudes toward inclusion based on the type of instruction received. The results indicated that there was statistical significance when considering improvement of students' attitudes from pre to post testing in both the online and lecture instructed groups. Significant differences were not found in the groups' attitudes toward accommodating students with special needs in a regular classroom setting, except for students with social needs. Several topics were identified for future research in improving preservice teachers' attitudes toward inclusion and the use of online instruction in teacher education.

Educating the globe: Foreign students and cultural exchange at Tuskegee Institute, 1898-1935

McClure, Brian The University of Memphis 2013 해외박사(DDOD)

This dissertation offers a comprehensive and comparative analysis of foreign students at Tuskegee Institute between 1892 and 1935. During this time, aspiring young people from the Caribbean, Africa, and Asia coalesced on the rural Alabama campus, creating a unique cultural space. It became a space not only for intellectual exchange, but also for cultural pride, political solidarity, and global exchange. Although much has been written about the school's founder, Booker T. Washington, very little has been written about the role his school played in forging and sustaining a global community. This dissertation charts the cultural, historical, and contextual significance of Tuskegee's foreign students as they traveled overseas to the tumultuous Jim Crow South. The rise of political intimidation and physical violence against African Americans during the early part of the twentieth century coincided with the emergence of European colonialism and American imperialism abroad. As people of African descent disproportionately found themselves under oppressive social, economic, and political conditions, Tuskegee Institute emerged as a cultural and intellectual safe haven for both American born and foreign students. Foreign scholars and activists such as Jose Marti, Juan Gomez, J. A. Aggrey, Pambini Mzimba, and Marcus Garvey used Tuskegee as a symbol of Black Nationalism, political solidarity, borrowing their methods to uplift darker peoples of the world. The cultural and intellectual exchange that took place at Tuskegee set in motion a long history of African American, African, and Asian interaction. This study traces the evolution of Washington and Tuskegee as they used education to combat racial, political, and economic disenfranchisement forging a global community in the process. A critical survey of the diverse experiences of students from Puerto Rico, Cuba, the Anglophone Caribbean, Liberia, South Africa, Japan, China, and India as they appeared on the small rural campus in Tuskegee, Alabama sheds light into the process of the creation of a global community. This study examines how foreign students resisted cultural assimilation, struggled with migration, experienced American racism, and embraced national sensibilities, all while receiving an education. Furthermore, examining the experience of foreign students at Tuskegee reveals another important contribution of America's Black colleges and universities. At such institutions, the Atlantic world (and Asia) interacted with and influenced the South, America, and the larger world. Examining the experience of foreign students at Tuskegee adds more complexity to understanding race as a social construction, political leadership, movement of African dispersed people to the American South, and Black education at the turn of the twentieth century. This dissertation reconsiders Booker T. Washington and his institution as pioneers in global education. Washington's emphasis on self-help, economic determination, political solidarity, and race pride provided the framework for more radical forms of pan-Africanism and Black Nationalism, which emerged shortly after his death in 1915.

A study of the levels of understanding of physical science concepts of K--8 preservice and inservice teachers

Kennon, James Tillman The University of Memphis 2002 해외박사(DDOD)

The purpose of this study was to determine and compare the level of understanding of basic physical science concepts of four groups of K–8 inservice and preservice teachers. The groups included in the study were as follows: Milken national award winning teachers, Arkansas K–8 teachers, and two groups of preservice teachers at an Arkansas university. The test and questionnaire instrument used in this study consisted of multiple-choice questions that were designed to test the level of the participants' understanding of basic physical science concepts. These items were designed to test concepts described in the Arkansas Science Curriculum Frameworks, which were developed to address the National Science Education Standards. A total of 246 inservice and preservice teachers participated in the study. The Arkansas K–8 teachers completed the test instrument while attending staff development workshops. The Milken teachers completed the test on a web page developed by the author. The preservice teachers were divided into two groups. One group, preservice l, took the test at the beginning of a physical science course designed for K–8 majors—Science in the Elementary Classroom. The other group, preservice 2, completed the test after completing the course. ANOVAs were conducted to test for differences among group means for level of understanding of the physical science concepts being tested. ANOVAs, t-tests, and correlations were conducted to test for the relationships among levels of understanding of the tested concepts and teaching experience, school size, location of school, number of college courses, college major, and number of college hours. The Milken group had the highest level of understanding of the concepts tested, followed by the preservice 2, the Arkansas K–8 teachers (inservice), and the preservice 1 group. The study also revealed significant differences in the level of understanding of the concepts and the participants' school enrollment and location (urban or rural), and the number of college science courses completed.

Race and the Assemblies of God Church: The journey from Azusa Street to the "Miracle of Memphis"

Newman, Raybon Joel The University of Memphis 2005 해외박사(DDOD)

This study focused on the interracial origins of Pentecostalism in the United States in the early twentieth century. Particular emphasis was given to the development of the Assemblies of God in 1914. Comparative analysis of the treatment of race in Episcopal, Methodist, and Baptist church groups was offered as well. The African American struggle to gain acceptance and recognition in the Assemblies of God was examined through extensive analysis of the letters, memos, official statements, and minutes generated by the organization's leadership. Relevant articles printed in the denomination's official publication, the Pentecostal Evangel, from the early 1920s through the 1970s, and the official papers of the 1994 Memphis Colloquy of the Pentecostal Fellowship of North America were also examined. The evidence indicated that some prominent leaders in the Assemblies of God deliberately engaged in racist efforts to block the ordination of African Americans by referring them to organizations such as the Church of God in Christ and to institutionalize segregation through attempts to create a separate organization for African Americans. Unlike other denominations in the study, Assemblies of God opposition to desegregation of its ministerial ranks occurred only as a result of the Civil Rights movement. A subsequent effort to embrace integration, known as the "Miracle of Memphis," has not produced discernible changes in attitude toward race at the local level in the denomination.

The epidemiological distribution of the Epworth Sleepiness Scale

Sanford, Stacy D The University of Memphis 2005 해외박사(DDOD)

This study explored the distribution of Epworth Sleepiness Scale (ESS) scores in a randomly sampled, community population and provides percentile scores that will assist in decision-making in both research and clinical settings. Data for this study were collected as part of The University of Memphis Sleep Research Project epidemiological survey, which used a random-digit dialing procedure to recruit participants between the ages of 20 and 98 from Shelby County, Tennessee. Poststratification weights were used to adjust for deviations between our sample and the target community population of Shelby County. The final N for this study was 703 total with 116 people with insomnia (PWI) and 587 people not having insomnia (PNI). Various subgroup comparisons were conducted due to evidence that there may be significant age, gender, and ethnic differences in ESS scores. Analyses produced significant main effects for sleep status and ethnicity. Specifically, PWI have significantly higher ESS scores than PNI and African Americans had significantly higher ESS scores than Caucasians. Even so, effect sizes were small for both the main effects. Gender and age group did not impact ESS scores. Furthermore, seasonal effects on ESS scores were examined but did not have an impact on ESS scores. Finally, ROC curve analysis proved the ESS to discriminate poorly between PWI and PNI in our sample. Overall, this study resulted in higher percentages of "sleepy" individuals than previous studies. PWI do have slightly elevated scores on the ESS, but this elevation is not necessarily predictive of an insomnia diagnosis. This study supports the notion that there is a varied continuum of sleepiness/alertness among PWI. Although African Americans in this sample had higher ESS scores than Caucasians, ethnic differences should be interpreted with caution pending future research. Considering our random sampling method of a community population, the census weighted data analysis, and the large N of 703 participants, this study is believed to provide the best estimation of the distribution of the ESS to date.

THE CONCERT ETUDE FROM THE NINETEENTH CENTURY PRAGUE SCHOOL OF VIOLIN-PLAYING (CZECHOSLOVAKIA)

BOND, JANET ANN Memphis State University 1988 국내박사

The Inter-organizational impact of electronic data interchange on customer service : a field study

Lim, Dong Hack University of Memphis 1995 국내박사

An Analysis of the relationships among strategic type, market orientation, and new product development

Lukas, Bryan Anthony University of Memphis 1996 국내박사