War Eagles: Auburn University’s Tradition of Training Soldiers

McCall, Daniel Garrison Auburn University ProQuest Dissertations & Theses 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

As a land-grant university, Auburn University maintains a tradition of training American soldiers. Its Army Reserve Officers’ Training Corps (ROTC) unit was once central to campus life, but in 1969 the university eliminated its mandatory ROTC program. Having offered a remarkable contribution to national defense, as a case study Auburn University Army ROTC embodies an exceptional microcosm for understanding how the United States government has prepared the Army to fight wars requiring mass mobilization. With the old model of cadet training based upon raising a mass army to fight wars in the industrial age and the new model based upon fighting wars with more powerful weaponry but fewer personnel in the modern age of science and technology, examining how these developments within the Army interrelate to the evolution of Auburn University Army ROTC provides an opportunity to consider the significance of how Auburn’s commitment as a land-grant university to supporting ROTC has remained constant, although the centrality of Army ROTC to campus life is dramatically different.

Academic Business: Professionalization and the University Business Officer

McWhorter, Lynn Price Auburn University ProQuest Dissertations & Theses 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation examines the place of the college and university business officer in institutions of higher education across the U.S. South. In 1927, George Howell Mew, newly minted business officer at Emory University, was the driving force behind the creation of the Southern Association of College and University Business Officers [SACUBO]. Over the next fifty years members of SACUBO succeeded in creating an institution which transformed the business officer from a functionary who reported bookkeeping numbers to the board of trustees into an administrator and vice-president of the university. In the process, business officers helped transformed the college and university from an individual institution working with hundreds of students into campuses enrolling tens of thousands students and managing billions of dollars. A number of forces pushed college and university business officers into a position of responding to external pressures: philanthropy in the 1920s, research grants in the 1930s and 1940s, the need to train military personnel for wars from World War I into the 1980s and the accompanying regulations, the alliance of research universities with industry, and social pressures such as race relations and student protests. Though sometimes better than others, SACUBO helped college and university business officers navigate the complexities of the modern university.

Charting the Volunteering Characteristics of College Students In a Land-Grant University

Nadar, Madhumalini Muralikrishnan ProQuest Dissertations & Theses Auburn University 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Volunteerism in the undergraduate years can be a predictor highly correlated with remarkable increase in social integrity, civic-mindedness, (Astin & Sax, 1998; Eyler & Giles, 1999; Pascarella & Terenzini, 2005; Vogelgesang & Astin, 2000; Cruce & Moore, 2007, 2012; Johnson, 2014; Plante & Halman, 2016), continued participation after college (Astin et al., 2000) and selecting service-oriented careers (Astin et al., 1999), which are attributes for accomplishing the land-grant university service mission. Distinguishing these environmental characteristics that influence volunteering will substantially benefit universities and colleges in concentrating on these measures to increase student participation.This quantitative study was conducted to understand the volunteering characteristics of college students in a land-grant university. Participants of this study were 8,318 college students enrolled from 2013-2018, that completed the National Survey of Student Engagement questionnaire. The research model controlled for the demographic characteristics and examined the college experience measures that influenced the intensity of volunteering in college students. Data analysis was conducted using descriptive statistics, Pearson Correlation and Multinomial regression analysis. Results from the logistic regression analysis validated that the suggested set of predictors considerably increased the odds of predicting volunteerism in college students of a land-grant university.Among the study sample 50.5% students had volunteered 1-5 hours during college in a land-grant university. The environmental characteristic variables that demonstrated higher likelihood to volunteering were athletic involvement and membership in a social organization. The demographic variables that presented greater likelihood to volunteering were gender, age, and race. The current study results were consistent with previous findings that majors like engineering, physical science and mathematics were constantly challenged to incorporate service into the curriculum in ways that provided applicable and meaningful learning for the college students (Felder & Silverman, 1988).The land-grant university being predominantly white, with a majority of traditional age group students enrolled full-time has multiple student groups volunteering 1-5 hours per week, suggesting that the institution has an established inclusive volunteering program on campus. Generally, integrating volunteering into the academic curriculum among all majors, that are practical and applicable can substantially increase student engagement and support land-grant universities in effectively achieving their service mission.

Implementing inquiry-based kits within a professional development school model

Jones, Mark Thomas Auburn University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the kit's guided structure of inquiry and the collaboration both affected the inservice teachers in the following ways: The coteaching model supported behavioral and material management issues caused by the implementation of the kits; collaboration with preservice teachers created a "smaller-class-size" effect, which allowed teachers to attend to a smaller number of students for cooperative learning and assessment, and the elementary inservice teachers learned pedagogical strategies and science content from collaborating with secondary preservice teachers in kit use and from the kits' curriculum. Results were used as a self-study for future training and support for implementation of inquiry-based kits.

Identity and young adult well-being: A closer look at identity style and identity structure

Li, Cuiting Auburn University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The current study examined identity from the Eriksonian perspective, where identity guides an individual's experiences and future actions so as to promote the individual's fit into society (Erikson, 1959, 1968). Identity styles proposed by Berzonsky (1989) focus directly on the process of identity formation and reflect the ongoing construction and revision of identity throughout the life cycle. The concept of identity style refers to the handling of problems related to identity and structure demonstrates that important identity domains and elements are integrated as a whole and serves the function of organizing one's identity. An individual's well-being (Ryff, 1989) indicates the extent to which a person fits within society. Very few studies in the literature have examined identity structure and well-being and no studies have tried to associate style, structure and well-being together. The purpose of the current study was to examine relations between identity style and identity structure (hierarchy and integration) and the associations between these two dimensions of identity and young adult well-being. Participants were 480 students recruited from a Southern university. It was found that a person's preferred identity style (informational, normative, or diffuse) was consistent with the style used across domains at different levels of the identity hierarchy, and the salience of an identity domain appeared related to using the style most consistent with it. Informational and normative styles were found to be positively related to integration of structure, whereas diffuse style was negatively related to integration. Informational style was positively related to all indicators of well-being, and diffuse style showed the opposite pattern. Normative style was negatively related to autonomy, and positively related to positive relations with others and purpose in life. The salience of different identity domains also were related to well-being. Furthermore, identity structure integration was positively related to well-being, but only moderated the relationship between identity style and autonomy. In addition, gender moderated the relations between identity style and well-being. Implications for future research and directions are discussed.

Negative adult romantic relationship experiences and working models of self and other

Taylor, Lisa Marie Auburn University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Internalized working models of self and other are blueprints of relationships that affect how people think about themselves and others in social relationships. The model of self is associated with an underlying anxiety dimension that is conceptualized as affect associated with abandonment. The model of other has been linked to an avoidance dimension, conceptualized as discomfort with closeness. Collins and colleagues (Collins & Read, 1994; Collins & Allard, 2001) proposed that people develop multiple working models; an overarching model that applies to multiple relationships, a model for every type of relationship, and one for every specific relationship. The theory provides an explanation for how it is possible for people to have different types of working models across multiple relationships (La Guardia, Ryan, Couchman, & Deci, 2000). The quality of relationships affects the kind of models that develop for specific relationships (Hamilton, 2000). High quality relationship experiences typically result in a "secure" working model and lower quality relationship interactions in an "insecure" working model. Research focused on the influences of contextual factors on attachment styles has shown that negative relationship experiences can change attachment styles in specific relationships from secure to insecure (Waters, Merrick, Treboux, Crowell, & Albersheim, 2000). The current study looked at the effects of both positive and negative relationship experiences on attachment styles in specific romantic relationships while controlling for attachment style for romantic relationships in general. The sample was comprised of 303 female undergraduates from a Southeastern university. Findings showed that relationship satisfaction, competence, relatedness, and autonomy were powerful predictors of security in specific relationships. Additionally, verbal aggression and perceived partner control were significantly associated with specific-level attachment style. Verbal aggression from partner and perceived partner control was positively associated with anxiety and negatively associated with avoidance. Finally, whether or not the relationship was ongoing or had ended also made a difference in specific-level attachment style. Ongoing relationships were associated with more anxiety (negative model of self), but less avoidance (positive model of self). These findings demonstrate that the quality of relationship experiences is fundamentally important to specific-level attachment security.

An exploration of college women's knowledge of osteoporosis risk factors and prevention

Smith, Cheryl Mixon Auburn University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Osteoporosis is a preventable disease that is a major health risk for millions of women. The key to the prevention and early detection is increasing the awareness of osteoporosis and educating vulnerable populations about the risk factors at an early age. Many college students are uninformed regarding preventive behaviors and fail to engage in these behaviors. The purpose of this descriptive study was to determine the level of knowledge college women at a large southeastern university possess concerning osteoporosis risk factors and prevention and to determine if having a relative or close friend with osteoporosis might impact the knowledge level. This study used the revised Facts on Osteoporosis Quiz (FOOQ) (Ailinger, Lasus, & Brown, 2003) to determine the level of knowledge possessed by 725 college women, aged 19 to 24 years, recruited from various classes and sororities at a large southeastern university. The study found that the majority of the participants did not have adequate knowledge of osteoporosis risk factors and prevention with the average score on the FOOQ being 63.7%. There was no significant difference in knowledge of osteoporosis among participants who have a friend or relative with osteoporosis (p = .104). There were significant differences (p < .001) in knowledge among participants that were health science majors (score = 69.6%), education majors (score = 58.5%), and other majors (score = 62.8%). There was a significant difference (p < .001) in the scores of the Caucasian women on the FOOQ (64.3%) and the African-American women (53.1%). Many college women have limited osteoporosis-related knowledge, which may be an obstacle to the practice of preventive behaviors and avoidance of risky behaviors, such as smoking, ingestion of excessive amounts of alcohol and caffeine, intake of inadequate amounts of calcium, and absence of weight-bearing exercise. There are strong implications for the development of education programs to meet these identified needs of the female college student.

A study of the persistence of science, technology, engineering, and mathematics majors at five southeastern institutions of higher education

McAdoo, Massie Feleca Auburn University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to identify common attributes among Science, Technology, Engineering, and Mathematics (STEM) students seeking baccalaureate degrees, and to examine the distribution of their perceptual responses relating to academic and intellectual development, student-peer relations, student-faculty relations, faculty concerns for students, as well as goal and institutional commitments. In addition, the degree to which STEM students feel they have integrated into their campus community and utilized the retention initiatives made available to them by their respective universities was investigated. A Likert scale survey instrument was developed and used to assess the perceptions of STEM students from five Southeastern universities. Data were gathered and analyzed using both quantitative and qualitative methods. The results of the analyses indicated that it was important for participating STEM students to gain a broad education and an appreciation of ideas; gain knowledge and skills directly applicable to their anticipated career; learn about themselves, their values, and their life goals; prepare for future study, work, and leisure time activities; as well as interact with different kinds of people and to enhance their interpersonal skills. In addition, significant differences were found in the responses of Black and non-Black STEM students relating to academic and intellectual development, student-peer relations, faculty concerns for students, as well as goal and institutional commitments. The analyses further indicated that STEM students were influenced to persist by their desire for success and a profitable career, family support and religious views, intrinsic values and motives, and personal satisfaction with the university. Finally, STEM students proposed six recommendations that would increase the likelihood of their persistence and completion of a STEM degree. These recommendations included providing more information regarding STEM careers, enhancing the STEM curriculum, providing more guidance and mentoring, having a more approachable faculty and staff, offering more instructional help, and supplying better campus labs and hands-on resources.

Assessment of Disharmony and Disaffection

German, Nicole Marie ProQuest Dissertations & Theses Auburn University 2013 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Intimate relationship researchers’ need to accurately assess conflict resolution and emotional connection has driven the development of instruments measuring disharmony and disaffection, constructs that assess these respective processes. Research on existing measures provides a basis of empirical support for disharmony and disaffection, as well as their association with relationship distress; however, these measures lack a theoretical underpinning and evidence of construct validity. The current study empirically examines a theoretically-guided higher-order model of disharmony and disaffection within a sample of students at a large, Southeastern university. The hypothesized model of both constructs was largely supported. Notably, the retained model suggests that disharmony and disaffection share a cognitive component; specifically, each includes a factor indicative of the belief that one is misunderstood and criticized by one’s partner. Further, disharmony and disaffection independently contribute to lower positive relationship satisfaction, as well as higher negative relationship satisfaction. Overall, findings suggest that two distinct patterns of relationship function, each contributing to evaluations characterized by dissatisfaction.

Agroecosystem management effects on nitrous oxide and methane emissions

Bender, Michner R Auburn University 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Global budgets of many greenhouse gases and stratospheric ozone depletors are still poorly understood. Two such gases are CH₄ and N₂O; both are greenhouse gases and the latter an ozone depletor. A need exists for further understanding of effects agroecosystem management has on these two gases. Four studies were conducted to better document the effects of several management practices. The first study was located near Shorter, Alabama, to determine the interactive effects of tillage method (conventional tillage and no tillage) and wheel traffic (traffic and no traffic) on denitrification from a Coastal Plain soil. For ambient field conditions, a trend for a tillage by season interaction was shown (<italic>P</italic> ≤ 0.14), while for optimum field conditions, a tillage by season interaction was observed (<italic>P</italic> ≤ 0.06). For ambient field conditions, greater denitrification was observed in the spring and from conventionally tilled soil. A second field study was conducted at Auburn University to determine the influence of commercial N fertilizer and legumes on the emission of N₂O-N and CH₄-C from a no-till cotton (<italic>Gossypium hirsutum</italic> L.)-corn (<italic>Zea mays</italic> L.)-rye (<italic>Lolium perenne</italic> L.) rotation. It was found that average flux of N₂O-N for each treatment across all sampling dates was 65.0, 55.2, and 50.8 mg N₂O-N ha<super>−1</super> h<super>−1</super> for no N with winter legume, complete fertilization, and no N without winter legume treatments, respectively, with winter legume consisting of clover (<italic>Trifolium pratense </italic> L). A third field study near Auburn University was conducted in a bermudagrass [<italic>Cynodon dactylon</italic> (L.) Pers.] pasture to determine the influence of the red imported fire ant [<italic>Solenopsis invicta</italic> (L.) Buren] on soil emission of three greenhouse gases. It was concluded that for a bermudagrass pasture in Alabama, the influence of red imported fire ants can increase annual emissions of N₂O-N and CO₂-C by 0.2% and 1.1%, respectively, and CH₄-C emission from ant influenced soil can reduce annual CH₄-C oxidation by only 0.2%. A fourth study conducted at Auburn University was designed to determine the source-sink relationship of three greenhouse gases in three Alabama soils (Black Belt, Coastal Plain, and Appalachian Plateau regions) amended with swine waste. (Abstract shortened by UMI.).