An exploration of the consequences of two alternatives on women's needs for higher education in Saudi Arabia: A women's independent university and a women's open university

Mengash, Sarah Abdullah The University of Wisconsin - Madison 2001 해외박사(DDOD)

The study was designed to assess the perceptions of faculty members, policy-makers, and female students concerning two models of universities for women—an independent university and an open university—and their effects on meeting women's needs for higher education in Saudi Arabia. This was done to develop foundation criteria for selecting the model that can best meet women's needs and address the major limitations in the existing system. A survey instrument was devised by the researcher to gather data from a sample of 340 participants studying or working in King Saud University, women's colleges, the University of Imam Mohammed Bin Saud, the Ministry of Higher Education, and the General Presidency of Girls' Education in Riyadh. The responses were analyzed using statistical methods and tests such as the Log-Rank Test, the Chi-Square Test, and the Logistic Regression Model. Most participants identified the women's independent university as the preferred way to meet women's higher education needs and to address most important limitations in the current system. An independent university would best provide women with a supportive environment for learning and acquiring knowledge and skills important to national development. An independent university was also judged to face fewer obstacles to its establishment than the open university. Insufficient experience among women in making major decisions and leading higher education institutions were seen as major obstacles to the establishment of the independent university. However, these problems could be lessened through adequate preparation and training focusing on effective female leadership.

Engaging 21st century audiences through innovative and interactive performance: Reflections on implementing a course on community engagement and suggestions for future programming at the University of Wisconsin-Madison

Page, Julie Elizabeth The University of Wisconsin - Madison 2012 해외박사(DDOD)

The Doctoral Performance and Research submitted by Julie E. Page, under the direction of Professor Martha Fischer at the University of Wisconsin-Madison, in fulfillment of the requirements for the degree Doctor of Musical Arts consists of the following. I. Recital, December 8, 2009, Morphy Hall: Sonata for Bassoon and Piano - John Steinmetz; Violin Sonata in D minor, Op. 108 - Johannes Brahms; Cello Sonata in B flat major, Op. 71 - Dmitri Kabalevsky. II. Recital, March 26, 2010, Morphy Hall Hungarian Dances Nos. 2, 3, 6, 7 - Brahms; Zwei Gesange, Op. 91 - Brahms; Vier ernste Gesange, Op. 121 - Brahms; Liebeslieder Waltzes, Op. 52 - Brahms. III. Recital, January 30, 2011, Morphy Hall: Sure on this shining night - Samuel Barber; Three Songs, Op. 45 - Barber Hermit Songs, Op. 29-Barber; Duets, Op 43 - Robert Schumann; Dichterliebe, Op. 48 - Schumann. IV. Recital, April 25, 2011, Capitol Lakes: Suite, Op. 157b - Darius Milhaud; Eight Pieces, Op. 83 (Nos. 1-4) - Max Bruch; Quatuor pour la fin du Temps - Olivier Messiaen. V. Lecture Recital, May 12, 2012, Bethel Lutheran Church: "Classical Music and 21st Century Audiences: Engaging the Broader Public through Innovative and Interactive Performance," presents the results of a Spring 2012 special topics course focused on community engagement and includes live performances of repertoire introduced as part of student-developed community projects. VI. Final Recital, May 17, 2012, Capitol Lakes: Short Story-George Gershwin (arr. Samuel Dushkin) Monument-John Stevens Little Suite of Four Dances - William Bolcom; N.O. Rising - Kim Scharnberg; Lullaby, Manners, & Goodby, Goodby World - Lee Hoiby; Symphonic Dances from West Side Story - Leonard Bernstein (arr. John Musto). VII. Written Project: "Engaging 21st Century Audiences through Innovative and Interactive Performance: Reflections on Implementing a Course on Community Engagement and Suggestions for Future Programming at the University of Wisconsin-Madison," describes the process of creating the community engagement-focused course, discusses student-developed community projects, provides results and reflections, and proposes future programming and a certificate in community music at the UW-Madison (includes syllabus).

The sixties and the Cold War university: Madison, Wisconsin and the development of the New Left

Levin, Matthew The University of Wisconsin - Madison 2009 해외박사(DDOD)

The history of the sixties at the University of Wisconsin-Madison is both typical of other large universities in the United States and, at the same time, distinctive within the national and even international upheaval that marked the era. Madison's history shows how higher education transformed in the decades after World War II, influenced deeply by the Cold War struggle with the Soviet Union. Universities became increasingly important to the Cold War effort, with many schools developing close ties with the federal government and especially its national security agencies. The Cold War also helped underwrite a massive expansion of university enrollment in the 1950s and 1960s, while universities offered a space for anti-Cold War dissent. These tensions in Cold War-era higher education were exposed during the war in Vietnam, and they fueled and focused the campus-based protest movement that emerged in the sixties. In Madison, two of the era's most important protests, a 1966 draft sit-in and a 1967 demonstration against interviewers from Dow Chemical Company, indicated how the struggle over the Cold War university contributed to the New Left. Madison's New Left also had its own distinctive development. Students in the 1950s maintained a critique of American foreign and domestic politics, while signs of a New Left emerged by the middle and later years of the decade. Madison developed a vibrant intellectual community during these years, the result of Wisconsin's Progressive political tradition, a number of irreverent and sometimes even radical faculty members, and a mix of students that included Wisconsin radicals and out-of-state Jews. Established in 1959, the journal Studies on the Left was one product of this community, its development highlighting the importance of 1950s student politics in the emergence of the New Left even as its criticism of American imperialism and liberalism spread outside of Madison.

Geochemical survey of Wisconsin soils

Zhang, Zhuo The University of Wisconsin - Madison 2008 해외박사(DDOD)

The first geochemical survey of Wisconsin soils was conducted in an effort to explore methods of efficient sampling strategies, laboratory analyses, and statistical data reduction. The objectives were: (1) to characterize the element compositions of Wisconsin surface soils with different status of glaciations and ages; (2) to investigate potential relationships between concentrations of elements in soil mapping units and the spatial variability of the geochemical data; (3) to justify the separation process and the benefit of analyzing the clay-size fraction of soils in geochemical soil surveys; and (4) to create forecasting models of soil properties. The samples utilized in the state-wide study were from the USDA-NRCS Lincoln, NB, collection. A collection of samples from a small watershed in the Driftless Area of Wisconsin are from the Department of Geography, UW-Madison. The concentrations of elements in the whole soils were determined by neutron activation analysis and X-ray fluorescence analysis. A subset of samples was also analyzed by inductively coupled plasma-mass spectrometry. The <2mum fraction was separated from a subset of the soils and analyzed by the same three methods. Background concentrations of elements in surface total soils were established at over 400 locations in Wisconsin. The abundance of both major and trace elements were in the range of concentrations for soils from the United States. The concentrations of most elements in the soils from the Driftless Area (15 km2) varied at the same degree as those from the whole state (169,790 km2). The small variability of immobile elements (Ti and Zr) indicates the even distribution of weathering-resistant minerals in the loess-derived surface soils of Wisconsin. Some traditional soil mapping units were related to the geochemical data, such as particle-size classes and great soil groups. The concentrations of many elements in the <2mum fraction were more uniform compared to those for the total soils. Quartz is a ubiquitous soil mineral that is usually free of most elements and which occurs mostly in the sand size fraction of soils. A method of separating the clay-size fraction with the aid of ultrasound was developed and used in this study.

Developmental skills attainment, problem solving perceptions, and academic success of students with disabilities in a university setting

Watson, Elizabeth Anne The University of Wisconsin - Madison 2005 해외박사(DDOD)

Students with disabilities constitute a growing population of students on college and university campuses today. Although students with disabilities are entering colleges and universities at higher rates than ever before, they are not graduating at the same rates as their non disabled peers. This study investigated developmental skills attainment (as per Chickering's theory of student development), problem solving perceptions, and academic success (as defined by GPA) of students with disabilities. The present investigation compared a targeted sample of students with disabilities to a normative sample of college and university students to see if there were differences in developmental skills attainment. A second comparison was focused on whether there were differences in developmental skills attainment and problem solving perceptions between students with visible and invisible disabilities. Finally, this study investigated the unique relationship between developmental skills attainment, problem solving perceptions, and predicting academic success. Participants were 103 self identified students with disabilities from a large Midwestern university. Students with disabilities scored higher on two developmental tasks, Establishing and Clarifying Purpose Task and Mature Interpersonal Relationships, on the Student Development Task and Lifestyle Assessment (SDTLA) compared to the normative sample (Winston, Miller, & Cooper, 1999). Students did not differ on the SDTLA or on the Problem Solving Inventory (PSI) (Heppner, 1988) based on type of disability, invisible vs. invisible disability. Multiple regression analysis revealed that participants with higher levels of developmental skills attainment had higher levels of academic success, however only autonomy was significant for predicting academic success. Multiple regression analysis revealed that problem solving abilities did not contribute to academic success, rather developmental skills attainment contributed to perceived problem solving abilities. Again, autonomy was a significant predictor for perceived problem solving. Study results highlight the importance of understanding and addressing a student's level and understanding of autonomy within the college environment. Future research should focus on assessing developmental skills attainment, problem solving, and academic success from a longitudinal perspective. The future applications of this type of research could facilitate effective interventions and programming to improve the retention and graduation rates of students with disabilities.

Triptych: Sonoran Desert

Freese, J. Richard The University of Wisconsin - Madison 2016 해외박사(DDOD)

The Doctoral Performance and Research submitted by J. Richard Freese, under the direction of Stephen Dembski at the University of Wisconsin-Madison, in the fulfillment of the requirements for the degree Doctor of Musical Arts consists of the following: I. Dissertation: Triptych: Sonoran Desert. This three movement work for wind ensemble, approximately 25 minutes in duration, is inspired by three images of the composer's birthplace -- Tucson, Arizona: specifically, the desert landscapes. The movements (I. A Celestial Tapestry; II. Monsoon; III. Mountain, from Horizon to Horizon) reflect, respectively, the sky, the monsoon season, and the mountain ranges. II. Lecture Recital, 10/03/2015, Wisconsin Lutheran Chapel "Helen Grime's Into the Faded Air: A Narrative of Triads, Triplets, Melodic Descent, and A". A discussion of how various musical elements appear, develop, and interact throughout Helen Grime's Into the Faded Air for string sextet, with excerpts and performances of the aforementioned work. III. Lecture Recital, 04/16/2016, Wisconsin Lutheran Chapel "As Mist Becomes Monsoon: Ideas of Form and Pitch Organization" A discussion of structure and pitch organization in J. Richard Freese's As Mist Becomes Monsoon for flute and guitar, with excerpts and performances of the aforementioned work.

Retention factors of Black faculty at a predominantly White university campus: A qualitative comparative study of Black and White faculty turnover factors

Furlong, Sumita Ghosh The University of Wisconsin - Madison 2001 해외박사(DDOD)

This study was part of a larger effort to understand factors that lead to faculty attrition and retention on predominantly White university campus with the specific purpose of generating a grounded theory on retention factors that affect Black faculty more than their White counterparts in predominantly White university campus. To reach this goal, the study explored and compared feedback from eight Black and eight White faculty members from the University of Wisconsin-Madison through in-depth personal interviews regarding factors that influence their job change decisions. The investigation yielded a grounded theory confirming the existence of retention factors that affect Black faculty more than White faculty. These were identified as positive and supportive collegial and departmental relations; inclusive and friendly work environment; absence of alienation and isolation; opportunities for special projects and program development; and strong reputation of the institution, department or program of employment. Qualitative research was utilized as the mode of inquiry. This approach facilitated a rich understanding of the study phenomenon from the perspective of its internal stakeholders; allowed the generation of a grounded theory; and facilitated an inductive study through the use of modified inductive analysis for data collection and analysis. The study employed multi-source data collection with constant comparative, single site, multi-participant, case-study approach. This study aimed to add to the body of research in the area of Black and White faculty attrition and retention factors and aid institutional administrators, planners, policy makers, academic departments and other stakeholders of campus community to successfully recruit and retain Black faculty at a predominantly White university campus.

The effects of students' perceptions of self, others, and institutions on community college transfer to a selective four-year university

Cook, Marjorie Anne Elizabeth The University of Wisconsin - Madison 2010 해외박사(DDOD)

A substantial amount of research has been conducted on the college choice process of students entering postsecondary education, yet little is known about this process for students transferring from two-year colleges to bachelor degree-granting institutions. The current study examines how and why community college students' perceptions shape their decisions about where to transfer. I also examine how social class background affects those perceptions. In 2005, 788 students completed a survey administered at Madison College. Four years later, two sub-samples of students were interviewed from those who indicated that they planned to transfer to the local research-intensive university. One group achieved their stated goal, while others transferred to comprehensive regional universities. Using the concepts and related theories of prototype matching and possible selves, the study examined how students' perceptions of self, others, and institutions---in particular, the faculty, staff, and milieu of both Madison College and UW-Madison---affected their transfer college choice. In-depth interviews documented their understanding of how these perceptions were formed and reinforced by the social class of the students. The primary factor in whether students pursued their stated goal of transferring to UW-Madison was their belief that Madison College was comparable in quality to the university. Academic success at the two-year college provided assurance to these students that they were academically well-matched to the prototypic student at UW-Madison. Another factor was the high level of guidance these students received through engagement at Madison College, which also contributed to their positive perception of the institution. The study found that working class students, in particular, did not have well-elaborated possible selves related to attendance at UW-Madison, and did not feel well-match socially to the student body. Their feelings of match to Madison College, an institution they perceived as being of equal quality to the university, seemed to have a mediating effect on their ability to see attendance at the selective research university as a possibility, thus motivating them to apply.

Concerto for trumpet and orchestra by Lauren Bernofsky: Conversation and analysis

Thornton, Mary Leita The University of Wisconsin - Madison 2002 해외박사(DDOD)

The Doctoral Performance and Research consists of the following. <italic>I</italic>. Concerto Performance, March 6, 1996, Madison, Wisconsin. Program: Arcangelo Corelli, Sonata con Tromba in D, WoO4. <italic>II</italic>. Solo/Chamber Recital, March 22, 1999, Madison, Wisconsin. Program: Tommaso Albinoni, Concerto in C for Trumpet, Three Oboes, Bassoon, and Basso Continuo; Eric Ewazen, Sonata for Trumpet and Piano; Jan Koetsier, Gran Trio per Tromba, Trombone e Pianoforte, Opus 112. <italic>III</italic>. Chamber Recital, February 21, 2000, Madison, Wisconsin. Program: Georg Frederic Handel, Let the Bright Seraphim; J. S. Bach, Cantata No. 51; Jerzy Sapieyevski, Arioso; Paul Bowles, Music for a Farce. <italic>IV</italic>. Solo Recital, April 25, 2000, Madison, Wisconsin. Program: Vincenzo Bellini, Concerto; J. B. Neruda, Concerto in E♭; Halsey Stevens, Sonata for Trumpet and Piano; Alexander Arutunian, Scherzo. <italic>V</italic>. Lecture Recital, July 28, 2001, Madison, Wisconsin. “Concerto for Trumpet and Orchestra by Lauren Bernofsky: Analysis, Comparison, and Conversation.” A lecture/recital focusing on the Concerto for Trumpet and Orchestra, including the premiere performance, biographical information, a comparison of other works for brass by Lauren Bernofsky, and excerpts from an interview with the composer. Program: Lauren Bernofsky, Concerto for Trumpet and Orchestra (World Premiere—Piano Version). <italic>VI</italic>. Written Project: “Concerto for Trumpet by Lauren Bernofsky: Conversation and Analysis.” This project consists of a theoretical analysis of the concerto, an interview with the composer, a biography, a written record of rehearsal collaboration, and a discussion of piano score performance implications.*. *This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Mac OS; Quark Express.

The efficacy of independent computer training at a four-year public university

Haselwander, Penny S The University of Wisconsin - Madison 1999 해외박사(DDOD)

The purpose of this research was to conduct an evaluation of an independent computer-training program at a four-year public university, to describe the students who use the program and determine the computer skills used by students to complete their academic work. The goal of any training program is to produce a motivated user who has the basic skills needed to apply what has been learned and then continues to learn. In the case of technology training at the university level, the goal is to arm students with computer skills used in academic studies. This research examined one such program to determine if it achieved its goal. The Student Peer Trainers (SPT) provide free computer training classes to University of Wisconsin-Madison students. Classes are nondegree-credit sessions, administered through the Division of Information Technology. It is a major objective of the program to offer instruction to students on computer skills that assist them in completion of their academic program. The first area examined was the analysis of attendance statistics from all years the SPT program has been operating. The most significant finding was a consistent decline in overall attendance rates (the total number of students attending courses held by the Student Peer Trainers) since the beginning of the program in 1994–95. The second area of research involved an analysis of SPT course evaluations. The most significant finding was the large number of Graduate students who exceeded all other population groups. Attendees rated the courses, the content, the class materials and instructors as “very good” or “excellent”. A survey of SPT course attendees found that 611% of survey respondents learned computer skills in the SPT program that helped them with their academic work. Students reported many reasons for preferring the Student Peer Trainers over other forms of computer training (such as video training) including the opportunity to ask questions of the instructor.