A history of women's intercollegiate athletics at Indiana University-Bloomington: 1965--2001. A historical case study

Gregg, Elizabeth Anne Indiana University 2007 해외박사(DDOD)

The purpose of this study is to document the origin and development of competitive athletics for women at Indiana University-Bloomington from 1965-2001. The time period of examination was selected to address the era of transition from extramural sports to varsity athletics with particular emphasis on the affect of Title IX on the status of women's athletics at Indiana University. An additional objective is to ascertain influential coaches, administrators, and other individuals associated with the growth of women's athletics and identify their role in the evolution of women's sport at the University. Research findings indicated that the varsity athletics program for women evolved out of the extramural sport program in the Department of Physical Education for Women (DPEW). As the primary mission of the school was education, the program was limited by the availability of funding and facilities. Coaches of women's teams were typically faculty members in the DPEW. Athletes shared uniforms, practiced at odd hours, and paid for travel to away games. After Title IX of the Educational Amendments became law in 1972, it was determined that women's athletics should be housed in the Department of Intercollegiate Athletics with their male counterparts. After moving into the Athletics Department in 1974, the budget for women's athletics expanded three fold. Women athletes were privy to many of the same benefits as their male counterparts. During the 1980's, the position of women in the Athletics Department improved. However, due to budget constraints and a lack of adequate facilities, the university elected to eliminate women's gymnastics and field hockey. Following the Civil Rights Restoration Act of 1988, the university was required to expand program offerings for women. Women's soccer was elevated from club to varsity status in 1989. Women's athletics maturing during the 1990's at Indiana University. In order to abide by Title IX requirements, the university continued to expand the varsity program for women. Water Polo, Crew, and Field Hockey were added as varsity sports for women. While a true level of equity has yet to be reached, the university continues to work towards increasing funding for women's programs.

Nonsectarianism and the secularization of Indiana University, 1820--1891

Williams, Gayle Ann Indiana University 2001 해외박사(DDOD)

Religion played a significant role in the development of American higher education. In the twenty-first century, however, most American universities are completely secularized, their connections with their founding religious traditions rarely mentioned or celebrated. And although the connections between religious traditions and the founding of America's oldest and most prestigious institutions—Harvard, Yale, and Princeton, for example—are acknowledged by historians, little attention, in general, has been given to the role that religion played in the establishment of state universities. The only state institution to have received any sustained interest on the part of scholars has been the University of Michigan. One of the consequences of focusing on America's most prestigious private institutions of higher education has been the resulting implication that the secularization of American higher education began in those universities. Historians tend to concentrate on the years following the Civil War, when colleges began to evolve into modern universities and to secularize. Few consider that the earliest manifestations of secularization may have surfaced in state institutions. Fewer still speculate that the process might have begun before the middle of the nineteenth century. And the possibility that the nonsectarian status of state institutions played a role in the secularization of American higher education has been virtually ignored. The study examines the connection between the nonsectarian mission of one Midwestern state institution of higher education, Indiana University, and its secularization process. Non-sectarianism, as a defining component of the founding mission of Indiana University, helped solidify the institution's relationship with its state legislature, establish its position as the first public university in the state, and shape its reputation with Indiana citizens. In addition, by ensuring that non-sectarianism was an integral component of the mission of Indiana University, its founders created an institution grounded in the democratic principle that American higher education should be open to all citizens. The nonsectarian status of the institution, however, also set the stage for its eventual secularization, which was clearly not the intention of the founding fathers of Indiana University.

Approaches to systematic transfer: An examination of students who transfer within the Indiana University system

Meadors, Johnnie Wayne, II Indiana University 2011 해외박사(DDOD)

The last several decades have seen dramatic developments in the U.S higher education system. In addition to expansion in enrollments, there is an increasing tendency for students to attend multiple colleges in the course of their higher education careers. Much of what we know about multiple campus attendance is a result of studies conducted on two types of transfer behavior: (1) horizontal transfers and (2) vertical transfers. While understanding the attendance patterns of these students is important, little is known about the attendance patterns of students who decide to attend multiple institutions within a single university system (i.e. Indiana University). This study begins to fill the gap in the literature regarding the characteristics associated with intercampus transfer (ICT). The central research questions were: (1) What are the characteristics of Indiana University ICT students? (2) To what extent are these characteristics associated with ICT? (3) To what extent are pre-enrollment characteristics associated with ICT, and (4) to what extent are enrollment characteristics associated with ICT? A quantitative research methodology (logistic regression) was employed to analyze the data. The major implications from this study are twofold. First, this study provides evidence for the greater ability of certain types of students (academically excelling, full-time, younger and in state residents) to take advantage of educational opportunities, such as ICT. Second, although there is no official coordinated ICT program or policy, ICT patterns echo throughout the system at Indiana University. Specially, patterns echo throughout the system that sustain and maintain a feeder system between the main campus and the regional campuses. The findings show that IU ICT policy is providing greater access mainly for select group of students in addition to creating a feeder system between campuses. Therefore, the regional campuses in some instances lose some of their best students to Indiana University Bloomington. This raises questions about the extent to which campuses of the IU system are trying to enhance educational opportunities and outcomes for students or if the lack of clear, well articulated, and advertised policies for ICTs suggests that institutional self-interest has trumped the needs of students. The findings from this study can inform the professional practice of university administrators and policy makers. Recommendations for future research are also presented. The current study provides much needed insight into college transfer process of students from a multiple campus system.

A case study of the organizational lifecycle of the DePauw University School of Nursing, 1954--1994 (Indiana)

Porter, Marjorie Lentz Indiana University 2001 해외박사(DDOD)

This dissertation is a historical case study of the organizational lifecycle of the DePauw University School of Nursing, 1954–1994. The School of Nursing was a four-year generic baccalaureate program at DePauw University. Other schools within the university were the College of Liberal Arts and the School of Music. DePauw University is a small, elite, liberal arts college located in Greencastle, Indiana. Students were first admitted to the School of Nursing in the Fall, 1955. By the time the last class graduated in 1994, a total of 787 women and men had received Bachelor of Science in Nursing degrees. Organizational lifecycle theory provided the conceptual framework for analysis over the time that the school existed. Stages of creation, transformation, decline, and closing were included in the analysis. Inherent in this analysis was the concept of organizational adaptation which is how the organization, in this case the School of Nursing, responded to changes in the environment. Both internal and external influences on the organization were considered within the organizational lifecycle framework. Cultural, entrepreneurial, political, technical, ecological, and behavioral factors were included within the historical context of nursing education in the United States, Indiana, and DePauw University. The purpose of the study was to determine which factors shaped the school during its creation, transformation, decline, and whether the closing could be understood from the perspective of organizational lifecycle. Sources of data included interviews, archival documents, and institutional data regarding tuition, enrollment, and nursing education. The findings suggest that events and individuals associated with organizational creation have long lasting effects. The transformation period was not found to be a distinct stage in the lifecycle. The decline and closing of the school were due to a combination of cultural, political, ecological, and technical factors. In this case, the influence of the external environment on the organization was paramount. Organizational lifecycle was a useful construct for understanding the factors that shaped the DePauw University School of Nursing.

Adult literacy promotion by a non-profit organization: An evaluative account of the Indiana Literacy Foundation, 1990--2000

Siemantel, Patricia Marie Indiana University 2001 해외박사(DDOD)

The Indiana Literacy Foundation was established in 1990 as a non-profit organization with the intent to raise awareness about the issue of literacy in Indiana and to provide support for literacy programs. This research is an historical and evaluative analysis of the Indiana Literacy Foundation to understand the roles it has played and might play in the adult literacy system in Indiana. The research identified four major periods in the history of the Foundation as it has evolved in understanding its role in the state's adult literacy delivery system. Using Bhola's model of the fully functioning literacy system as a framework for consideration of the Foundation's effects on the adult literacy system, the research found two adult literacy delivery systems in Indiana, the formal and the non formal systems. Activities of the Foundation have had effects in six of the eleven subsystems in Bhola's model: the policy and planning subsystem, the organization subsystem, the teaching and learning subsystem, the mobilization subsystem, the professional support subsystem, and the evaluation subsystem. The study asserts that the volunteer literacy system plays a significant role in the provision of literacy services in Indiana, particularly for adults with lower level skills. The major conclusions are that the Foundation can make its greatest contributions to literacy in Indiana through continued support of the non-formal or volunteer system. Such support would include continued provision of professional development opportunities, continued support of the Literacy Accountability System to develop greater evaluative capacity in the volunteer system and encouragement of collaboration between the two systems at all levels.

Academic freedom and tenure in a church-related university

Bohall, Steven T Indiana University 2005 해외박사(DDOD)

The concept of academic freedom has been, and remains, essential to the academic life of the modern American university. Yet, academic tenure, which was established to protect academic freedom, is being made available to an increasingly smaller proportion of faculty. The question arises, how does this affect the academic freedom of those within institutions undergoing these changes?. The health of academic freedom in pervasively religious church-related universities may be unclear, particularly when intellectual freedom is promoted, but in an atmosphere of curricular coherence and creedal assumptions. The problem at hand, then, is the possibility of a weakened concept of academic freedom in institutions where the protection of tenure is not offered, especially within the category of church-related schools where there is an inherent tension concerning the search for truth. The purpose of this case study research was to understand how the faculty members of a church-related university defined the concept of academic freedom and perceived its protection under differing tenure arrangements. Of special interest were the methods by which faculty created and maintained a sense of freedom through the elimination of cognitive dissonance. This qualitative case study tells the story of eight full-time faculty members, half of whom hold tenure. The site was a small, pervasively religious, church-related university in the Midwest. Additional participants included the President of the university, the Chairman of the Board of Trustees, and two members of that board. The findings warranted the following six conclusions: (1) faculty members, both tenured and untenured, held a narrow definition of academic freedom, (2) most limitations to academic freedom were identified as self-imposed, (3) current assurance of academic freedom is not based on written policy, but upon the trustworthiness of the top administrators, (4) the most valued aspect of tenure is job security, (5) due to the church-relatedness of the university, a tension exists between faculty academic freedom and institutional mission, and, (6) faculty members have adjusted their perceptions of freedom primarily by focusing on faith issues.

Complying with Title IX: An analysis of emergent leadership issues in an NCAA Division I institution

Reagan, Shawn S Indiana University of Pennsylvania 2005 해외박사(DDOD)

The purpose of this case study was to identify aspects of leadership that appear to be central in emerging issues that have occurred as a result of Title IX within the athletic program at Dune University where research was performed. A case study approach was used to investigate and develop information regarding emerging issues with Title IX at Dune University. In order to gain this understanding, an analysis was completed using documents that included a chronological depiction of the university's history of adding sports to address emerging Title IX issues (Dune University NCAA Self-Study, 2004). Additionally, university media documents were researched, such as the Athletic Media Guide 2004, which assisted in developing knowledge of the history of the overall athletic program. Also a review of major documents, including the NCAA Self-Study on Equity, Welfare, and Sportsmanship (2004), was completed, as well as examination of past initiatives that have been instrumental in Title IX development. The cornerstone of this study was the interview process from which data was drawn to identify emergent Title IX issues. Woven among this data are the leadership roles played by key personnel at the university. The leadership roles have been determined from the data, as well as leadership theories used during the Title IX compliance process at the Dune University. The following five research questions guided this qualitative study: (1) What are the emerging Title IX issues for the university's Athletic Program? (2) Considering the path-goal theory of leadership, what goals, pathways, obstacles, and unique support has the university's athletic department experienced in addressing emergent Title IX issues? (3) What leadership styles or approaches have led to progress toward Title IX compliance and have aided in addressing emergent Title IX issues? (4) How were the elements of the team leadership theory employed within the university's athletic department? (5) What are the leadership strategies used to establish policies or initiatives in response to Title IX issues at the University?. The study concluded using a typological analysis of the data. In Hatch's (2002) typological analysis of data the final step of the process is to conclude with determining major conclusions based upon the data.

School configurations in Indiana and their perceived impact in education

Hauswald, Jeff Indiana University 2012 해외박사(DDOD)

Despite the research conducted on school configurations, little is known about the landscape of school configurations in Indiana and about the perspectives of school leaders on school configurations and their perceived impact in education. District leaders do not have the information to make informed decisions relative to the best configuration for their school districts. This study provides district leaders details on configurations across Indiana and gives detailed examples of reconfigurations and the perceived impact each has on other educational factors. Data was collected on all K-12 public, non-charter configurations in Indiana to know the various configurations in Indiana, the frequency of each configuration, and the number of districts that reconfigured from 2006 through 2011. Additionally, this study consisted of a series of in-depth interviews involving district and school leaders from six districts in Indiana. The leaders were interviewed to gain an understanding of their perceptions regarding the benefits of various configurations, as well as rationale for their district's configuration and any proposed reconfiguration. Key findings from the analysis of state level data included that during the 20102011 school year there were 33 different school configurations. The number of configurations greatly increased in the state of Indiana from the 2005-2006 school year to the 2010-2011 school year. Schools with greater diversity and/or greater poverty reconfigured at a much greater rate. Analyses of the interviews allowed four themes to emerge on configuration and their perceived impact in education: economics, instructional needs, students' social needs, and community traditions. From these themes, district leaders perceived economic concerns from decreased revenue and/or increased expenses as the leading reason for reconfiguration. In most cases, better meeting student instructional needs and students' social needs were seen as secondary concerns. Lastly, community traditions and a general resistance to change often prevented reconfiguration. These findings can provide leaders with data to better understand and study common configurations in Indiana. Leaders can better understand and respond to major barriers they may encounter when considering reconfiguration. District leaders can also better understand how other factors may impact their plans related to reconfiguration. Finally, policymakers can gain greater insight into how fiscal policies may be impacting decisions related to configuration and how these decisions can ultimately impact students. 1V.

A case study of the impact of the Indiana School Executive Leadership Academy as perceived by its graduates

Humbaugh, Stacey Sue Indiana University 2000 해외박사(DDOD)

In its first years of operation, the Indiana School Executive Leadership Academy has provided professional development training for superintendents and assistant superintendents in the state of Indiana. One of the objectives of those training experiences included the communication of certain Academy goals which are (1) Instructional Leader; (2) Community Statesperson; (3) Change Agent; (4) Builder of Coalitions; and (5) Mentor/Coach. To ascertain the overall impact of the Indiana School Executive Leadership Academy, this study examined the perceptions of the graduates of the Academy from 1995–1999. A self-report type survey questionnaire by Dr. Eric Stricker was modified to obtain the graduates perceptions to the goals which were taught in the Indiana School Executive Leadership Academy. A sample of 109 superintendents and assistant superintendents who had graduated from ISELA took part in this study. In the literature review, this investigator found a solid philosophical documentation for the existence and operation of professional development programs such as the Indiana Executive School Leadership Academy, a theoretical foundation for its values and procedural support for its programs and their evaluation. Out of this investigation grew the methodology of this study. The study consisted of a quantitative format with one survey item being an open-ended response. Statistical analysis of the data revealed that graduates of the Indiana School Executive Leadership Academy considered the training to impact their professional lives and decisions which are made at the district level. Results further showed that graduates of ISELA were relatively homogeneous as a group and related the single most factor influencing their educational leadership was an influential leader in his or her life.

How Does the 15 to Finish Initiative Affect Academic Outcomes of Low-Income, First-Generation Students? Evidence from a College Promise Program in Indiana

Chan, Roy Y ProQuest Dissertations & Theses Indiana University 2020 해외박사(DDOD)

As the cost of college tuition has increased, policymakers and practitioners have begun to examine the proliferation of college promise programs (i.e., tuition-free grant programs, debt free college programs) across the United States. The purpose of this dissertation is to determine what effect a statewide 30-credit hour annual completion policy had on the academic outcomes of college promise program recipients at two 4-year public research universities, Indiana University Bloomington (IUB) and Indiana University-Purdue University, Indianapolis (IUPUI). The study examines the implementation of and subsequent policy change to the early-commitment college promise program, Indiana Twenty-First Century Scholarship (TFCS) Program.Using administrative data from the Indiana University’s University Institutional Research and Reporting (UIRR) office, representing 7,842 low-income students who enrolled shortly before the policy was implemented, this observational study employs a quasi-experimental, difference-in-differences (DiD) approach to explore the impact of the Indiana Code Title 21 (IC-21-12-6-7) (30 credit hour annual completion policy) on students’ academic outcomes. Specifically, this dissertation examines the heterogenous treatment effects of this policy change on the academic performance (e.g., cumulative credit hours accumulated, cumulative grade point average [GPA], and degree completion status) of Indiana TFCS recipients at IUB and IUPUI, compared to non-TFCS Pell recipients from the same time period (Fall 2011 through Fall 2014 cohorts).Results suggest that the 30-credit hour annual completion policy showed a modest significant effect on cumulative credits and grades, but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation/Enrollment Status), at IUB (a small town, primarily residential, more selective, flagship research university). The policy had no effect on the TFCS recipients enrolled at IUPUI (an urban, primarily nonresidential, moderately selective research university). These findings demonstrate that the policy, which was related to a broader, national 15 to Finish initiative did not produce its intended effect, nor did it have any adverse consequences for low-income, first-generation students.