An examination of Indiana Early College High School students who attended Purdue University between 2006 and 2015

Kirkham, Lisa P Purdue University 2016 해외박사(DDOD)

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

Early College High Schools (ECHS) are an educational intervention designed to promote rigor in high school education along with increased post-secondary access and success for disadvantaged students. Based on evidence, the Early College High School program is effective at helping students who traditionally are not in college-bound tracks find their way into that path. ECHSs provide a comprehensive, rigorous high school experience allowing students to earn an associate's degree along with the high school diploma. Regarding structure, the ECHS is an entire high school, with all students earning college credits. Examining post-secondary experiences of students participating in Early College High School programming is necessary to understand the full impacts of this phenomenon. To date, no studies have done so. This work begins the process by describing outcomes and experiences of students from seven endorsed Early College High Schools in Indiana who chose to attend Purdue University between the years of 2006 and 2015. Because little is known about the post-secondary experiences of ECHS students, this study is a non-experimental sequential mixed methods study that uses descriptive and process analytical methods. Success of the ECHS intervention in the high school domain is well documented. Analysis of the outcomes of the intervention in the post-secondary domain is vital to determine a complete assessment of the ECHS programming. his study examined post-secondary choices and factors that impact two outcomes, time-to-degree and graduation rate, for the 2006-2011 cohort and 2012-2015 cohort. Time to degree was defined as number of semesters needed to earn the first baccalaureate degree, with timely graduation being within six years, and graduation rate had four categories: graduated, voluntarily withdrawn, dropped by the university, and enrolled still persisting to graduation. Four factors that influence outcomes were selected because of their potential impact of time-to-degree and graduation rate. The four factors were demographic information (gender and race/ethnicity), readiness for college defined by SAT/ACT scores, and change of degree option (CODO). This information is compared to the Purdue cohort matriculating at the same time to provide comparison to the typical Purdue student. In addition to secondary data obtained from the Office of the Registrar, a survey was administered to ECHS students on campus. The survey questioned students' sense of preparation and benefit from the ECHS for the Purdue experience. Individual interviews were held to gain personal insights into perceptions of preparation and benefits of the Early College High School program on the Purdue experience. The mixed method approach provided greater strength to the study by providing answers to questions raised in student secondary data (Creswell & Plano Clark, 2007). For example, why did ECHS students elect to stay longer when they were able to graduate earlier due to earned credits prior to matriculation?. Results showed that the Indiana ECHS schools in this study sent students to Purdue University that were able to graduate at approximately the same rates and times as traditional Purdue students. These ECHS students did not change majors nearly as often as their Purdue peers. While SAT scores showed ECHS students not as perhaps college ready as the typical Purdue student in the same cohort, graduation rate performance indicates that was not a hindrance to success at Purdue. A growing body of literature supports the positive effects of the program at the high school level. This small study fills a gap by identifying the positive effects of Indiana ECHS programming at the post-secondary level and provides four recommendations to the Early College High School leadership for increasing student success at universities similar to Purdue.

Engaging (in) the university: Researching l2 graduate students' academic discourse needs through affect literacy

Doran, Carolyn Jo Purdue University 2013 해외박사(DDOD)

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

The purpose of the present study is to investigate possible communication issues between Purdue University second-language graduate students and their advisors. This paper focuses on the need to develop an applicable construct of culture-specific reality that we, as teachers, might use when working with English-as-a-second-language (ESL) students in the university. I ground my ideas within a context of a second-language graduate student (L2GS) from South Korea and use a neuroscientific perspective on affect theory, studies and application of language socialization, an integration of Bourdieu's habitus, responses from 119 Purdue University advisors, and two surveys and two questionnaires from my case study student from South Korea. In this way, I hope to show that Confucianism is more a way of life than a religion and that it may impact communication issues between L2GS and their Purdue University advisors, especially in students from Eastern Asia, as they work to complete their dissertation. Additionally, I propose a possible solution within the context of the Purdue Writing Lab, as well as offer a course designed for L2GS with communication issues as the focus.

The role of faculty in university-based industrial outreach

McKinnis, David R Purdue University 1999 해외박사(DDOD)

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

The need for the modernization of small and medium sized U.S. manufacturing companies has accelerated in recent years due to substantially increased national and international competition. One important emerging component of industrial modernization has been the involvement of universities through industrial outreach programs. Based on past research, seven hypotheses have been proposed to assess, measure, and analyze the role of faculty in university-based industrial outreach. These hypotheses were tested based on data obtained from nineteen outreach programs (a 90.5% response rate to a thirty-four question survey), and 107 faculty members who participate in these programs (a 50.2% response rate to a twenty-five question survey). The survey responses provided detailed information on outreach program characteristics, the faculty industrial outreach activity levels, perceptions of outcomes for industry and the university, the identification of specific benefits to the university from faculty industrial outreach, perceptions of the barriers and motivations affecting faculty participation, perceptions of the requirements for successful industrial outreach, and perceptions of changes in university and program policies that would improve program effectiveness. The results of the hypothesis testing supported four of the seven hypotheses, and partially supported a fifth hypothesis. Faculty members indicated that they consider the outcomes of their industrial outreach to be positive for both industry and the university, and identified many specific benefits for the university. The faculty consider time constraints and the university rewards structure as the leading barriers to participation in industrial outreach, and consider personal satisfaction as the leading factor motivating participation. The value of faculty industrial outreach was perceived more positively by outreach program directors than by the faculty. Finally, directors and the faculty agreed that the most important policy change needed to increase faculty participation in industrial outreach is to consider such activity in the tenure and promotion process.

Moving online: Using the community of inquiry framework to redesign English composition for international students

Randrianasolo, Sara Purdue University 2013 해외박사(DDOD)

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

This project focuses on the design of an online version of Purdue University's English 10600-I, First Year Composition for International Students course. In order to determine the curriculum design approach that would be most likely to lead to student success, a thorough investigation into all relevant aspects of distance education was conducted. This involved approaching the subject matter from both theoretical and pragmatic perspectives. Literature pertaining to the history of distance education, the role of interaction in online learning, and the various categories of online interaction were reviewed. It was found that interaction is an important and necessary element in online learning. Yet, as Garrison and Cleveland-Innes noted in the title of their 2005 article, "interaction is not enough." Instead, Garrison, Anderson, and Archer proposed the Community of Inquiry (CoI) framework as a theoretical basis for distance education environments. At its core is the intersection of three types of online presence: social presence, teaching presence, and cognitive presence. Each of these three elements is discussed in detail, including how they function both independently and interdependently to create a CoI. Since CoI has been linked to both student satisfaction and success, it was chosen as the theoretical basis for the online version of English 10600-I. It is hoped that the master course developed herein will be piloted by Purdue's Department of English. If utilized, future English 10600-I instructors could use the curriculum as a framework for their courses, expounding upon it as desired.

Motivation of Students Who Switch from Engineering to Engineering Technology

Ramirez, Nichole Purdue University ProQuest Dissertations & Theses 2017 해외박사(DDOD)

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

A set of studies is reported describing the demographics, outcomes, and motivations of students who start in engineering and switch their major to engineering technology. There has been extensive research in engineering persistence, but little focus has been given to the "T" in STEM. Most research combines technology with other science and mathematics fields, ignoring the unique characteristics of this population. Exploring this population at the intersection of Engineering and Engineering Technology is particularly valuable as the lines between the disciplines are blurred. For example, the Engineering Technology Council of the American Society for Engineering Education markets the tagline: "The Degree is Engineering Technology, the Career is Engineering.". With engineering technology enrollment on the rise, we may expect to see more changes in engineering technology education. For example, Purdue's Polytechnic Institute (a 2015 rebrand from the College of Technology) is part of an initiative to open a technology-focused high school as a direct pathway into Purdue. In this particular situation, it has yet to be seen where students will go -- engineering, technology, or somewhere else. This research helps inform policy decisions related to such a pathway. The goal of this research was to determine why students choose to matriculate in engineering and then decide to change majors to engineering technology. Using a mixed methods approach, this work includes three studies focused on academic outcomes and student motivation. The studies draw upon Social Cognitive Career Theory (SCCT) and Expectancy-Value Theory (EVT), focusing on intrinsic factors like interest and self-efficacy and extrinsic factors like social influence and career goals. The first study employs data sampled from the Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD; https://engineering.purdue.edu/MIDFIELD) to determine demographic and academic factors associated with leaving engineering and switching to technology as well as their graduation outcomes. The next study focuses on motivation constructs related to SCCT and EVT. A survey instrument was e-mailed to Purdue students who switched from engineering to engineering technology, and it was also used as a recruitment tool for the third study. The third and final study employed a thematic analysis to explore the reasons why students switched from engineering to engineering technology. Statistical methods include regression analysis of longitudinal data, correlational analysis of theoretical constructs consisting of Likert-scale survey items, and thematic analysis of open-ended survey responses and semi-structured interviews. Based on data from MIDFIELD, students disproportionately switched to ET than any other major, comprising over 40% of all students who leave engineering went to technology. Self-reported survey data from students who switched from engineering to engineering technology at Purdue University revealed that students rated themselves higher on general self-efficacy than on engineering self-efficacy. These students were also intrinsically motivated and still identified with engineering. Of those survey respondents, thirteen participated in interviews as part of the third study. Themes that emerged from their surveys and interviews included pre-college expectations, parental input, alternative paths to career goal, and barriers to persist in engineering and to switch to engineering technology. Students sought engineering technology as an alternative pathway to their engineering-related career goal when their college engineering experience did not match their pre-college expectations. Because of that, students faced barriers to persisting in engineering, like their academic performance. They also faced obstacles to pursuing ET, including the stigma others associate with switching. Gathering input from their parents helped them in their decision-making process. The results support findings from other studies and provided context for students' motivations to switch. Ultimately, students maintain their engineering interests and career goals but accomplish their goals through a different context. This work has implications for students, advisors, parents, and policy makers. Advisors in high school and college can improve their ability to identify the reasons why students switch and which students may be likely to switch. This set of studies is the first step towards understanding students who start in engineering and switch their major to engineering technology.

Query translation-based cross-language diagnosis for nonnative English users

Choe, Pilsung Purdue University 2007 해외박사(DDOD)

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

Many companies have developed websites that their customers can use to diagnose product problems. However, it is often difficult for nonnative English users to read, understand, and follow information written in English. In this study, a query translation-based cross-language diagnosis (Q-CLD) tool for assisting nonnative English users diagnosing print defects was developed and then evaluated. The first step in developing the Q-CLD tool involved collecting print defect descriptions in Korean and English from 40 subjects in five universities in Korea. The remaining 40 subjects were from Purdue University. In the next step, three fuzzy Bayesian models were developed: one was based on English descriptions provided by English speaking subjects (referred to as the native English model); the second used English descriptions provided by Korean subjects (referred to as the nonnative English model); and the third used Korean descriptions provided by Korean subjects (referred to as the Korean model). Performance of the models was then evaluated using five different types of input descriptions: English descriptions given by English subjects (referred to as the native English descriptions); English descriptions given by Korean subjects (referred to as the nonnative English descriptions); Korean descriptions given by Korean subjects; descriptions translated from Korean into English using the Google translator (referred to as the Google translations); and descriptions translated from Korean into English using a keywords matching method developed in this dissertation (referred to as the keywords matching translations). Native English descriptions, Google translations, and keywords matching translations were used as inputs to evaluate the native English model. Korean descriptions were used as inputs to evaluate the Korean model. Nonnative English descriptions were used as inputs to evaluate both the native English model and the nonnative English model. The native English model using the native English descriptions gave the most accurate predictions of the tested models. In this case, the native English model correctly predicted 45% of the print defects with its top prediction, and in 87% of the cases the actual defect was one of the top five predictions. The keywords matching translations were nearly as accurate as the native English descriptions. Using the keywords matching translations, the native English model correctly predicted 37% of the print defects with its top prediction and, in 80% of the cases the actual defect was one of the top five predictions. Both were better than the predictions of the other tested models. The query translation-based Korean-English cross-language diagnosis (Q-KE-CLD) tool used for print quality troubleshooting was then implemented and evaluated through a human factors experiment conducted in four universities in South Korea. The experimental results showed that Korean subjects both generated Korean queries faster (p = 0.008) and identified print defects faster (p = 0.051) when they entered Korean queries. In addition, the subjects rated Korean queries as being easier to generate (p = 0.004). Untrained subjects reported that use of the Korean language made it easier to generate queries and identify print defects. Overall, the Q-KE-CLD tool resulted in quicker identification of print defects at all user levels.

Nitrogen composition of interspecific hybrid and Vitis vinifera wine grapes from the Eastern United States

Stewart, Amanda Clare Hume Purdue University 2013 해외박사(DDOD)

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

Interspecific hybrid and native American wine grapes are grown in the Eastern United States due to challenges such as diseases, pests, and abiotic stress often precluding cultivation of the "European" grape species Vitis vinifera in this region. Vitis vinifera varieties account for some 90% of the world's grape production and most enology and viticulture research has focused on Vitis vinifera varieties. This dissertation characterizes the nitrogen concentration and composition found in interspecific hybrid and native American wine grape varieties grown in the Eastern United States. A survey of yeast assimilable nitrogen (YAN), which is essential for fermentation of grapes into wine, was made including 147 grape varieties from 12 states in four vintages from 2009 to 2012. YAN values ranged from 8 mg/L to 938 mg/L, with 19 of the 20 highest YAN values being found in extremely cold-hardy hybrid varieties developed by the University of Minnesota. Commercially available yeast nutrient supplements were evaluated to determine their YAN contribution as compared to supplier-stated YAN contributions and concentration of ammonium ions vs. α-amino nitrogen. Residual YAN in commercial wines, i.e. post-fermentation, was determined for a wide range of wines from across North America. The highest residual YAN, on average, was found in wines made from interspecific hybrids. 28 grape varieties were sampled in two vintages to determine amino acid profiles of interspecific hybrid and native American wine grape varieties. We found that proline and arginine are not the most prevalent amino acids in many of these varieties, as they are in Vitis vinifera. Finally, total phenolics and total anthocyanins were determined in red wines made from both Vitis vinifera and interspecific hybrids and aged Purdue University's research wine library including vintages from 2004 to 2012. These results provide wine-specific background information for future studies pertaining to human health and nutrition. This work provides information on fundamental differences in nitrogen concentration and composition between interspecific hybrids and Vitis vinifera. This information provides a basis for future work investigating the impact of nitrogen composition and concentration of interspecific hybrid and native American wine grapes on fermentation and flavor.

Aligning the needs of colleges with technology plans

Nichols, John David Purdue University 2011 해외박사(DDOD)

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

Colleges within a university setting exhibit a unique learning environment. Universities often focus their technology plans in terms of replacement cycles. It may be beneficial to compare different College's faculty to gain a perspective on important aspects of technology at the University that could lead to better allocation of equipment, funds and support. This Delphi study investigated how faculty in two different Colleges in a Midwestern university: the College of Business and the College of Education use technology in their learning environments. Round one was a collection of open-ended questions developed from a previously administered University-wide survey. In the survey, participants provided insight into how technology is used by faculty and students as well as how it compares to the use of technology in their respective professions. For example, most College of Education students are preparing to become K-12 teachers which would result in the students using technology similar to what they would be exposed to in K-12 classrooms; College of Business students may be in a professional work environment that relies more on individualized report generation through the use of Microsoft products. Specific areas of emphasis on the survey were technology, teaching and learning with respect to student engagement, students as independent learners, assessing teaching, professional development, barriers to progressing, and teaching and communicating effectively. The feedback generated themes that were the basis of the Round two surveys. Round two allowed the participants to rate how important they perceived technology such as computers, software, equipment and learning management systems to be within their course learning environment. This round provided insight into the connections between how technology is used in the classroom and in the professional arena. Round three used the themes from the previous round and required the participants to prioritize them. The open-ended questions resulted in 29 common elements coded from the response data from round one. The participants evaluated the level of importance of each of the elements as it pertains to the individual Colleges. The prioritization, then, of round three created a snapshot of the focus of each College's technology usage in the learning environment. The median scores from the round two data segmented the data to 14 important common elements that were similar between the two Colleges. Discussion focuses on the similarities and differences between the colleges as they pertain to technology in teaching and learning. Because each College's results indicated a different technology use in their profession, the need to identify and prioritize technology elements was evident.

Assessing the effectiveness of distance education in Ghana: A multi-site case study

Kpinpuo, Stephen Debar Purdue University 2013 해외박사(DDOD)

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

Over the years, public universities in Ghana have been unable to admit up to half of qualified applicants into their conventional programs. Due to rapid population growth in the country, coupled with an ever increasing demand for higher education in universities with limited physical facilities, several tens of thousands of qualified applicants are denied access to university education which not only creates a kind of unhealthy competition for instructional space but also increases cost of a college education beyond the means of most applicants. The educational authorities of Ghana, in response to this crisis, recently adopted distance education as a second mode of educational delivery with a potential to addressing the problems of the traditional system. This study assessed the effectiveness of four public university-operated Distance Education Programs (DEPs) in Ghana by examining elements of accessibility, affordability, equity, funding, program offerings, and administration. Using the Logic Model as an assessment tool, the evaluative study adopted a case study approach involving a multi-sited DEP. The study mixed both quantitative and qualitative research methods as well as data collection methods in order to ensure credibility, validity, and reliability of both the data gathered and findings from a comparative analysis of such data. It involved review of DEP records, cross-sectional student survey, and interview of program officials. Analysis of the resulting triangulation of data was conducted at two levels: (1) individual program analysis, and (2) across-program analysis. While the program level analysis provided useful information on the extent to which the individual programs were pursuing their respective objectives, the analysis across programs provided a system-wide overview of the DEPs regarding their pursuit of objectives of national interest. Findings of the study revealed that the Ghanaian DEPs were largely ineffective in the provision of increased access, reduced participation fees, and equity in the distribution of educational opportunities. It was observed that access to higher education was largely accounted for by only 25% of program offerings (non-degree program) which was found to be both affordable and accessible while the remaining 75% of program offerings (bachelor's, master's, and doctoral degree programs) attracted very limited enrollments, as the majority of students could hardly afford participation in such programs. As a result, access (in its expanded and limited forms) was found to be inequitably distributed among the different DEPs and their program offerings, regional distribution of distance learning opportunities, and program completion rates. For example, in a given year, the certificate/diploma program accounted for 77.3% of total student enrollments into the nation's public sector DEPs, enrollment for the bachelor's program formed 21.5%, the master's program accounted for 1.2%, and the doctoral program had no enrollments. To help increase access system-wide, lower participation cost, and distribute access equitably to the Ghanaian public, a hybrid form of distance education was recommended for the Ghanaian DEP as a transitional strategy.

Visualization of cavitating and flashing flows within a high aspect ratio injector

Thompson, Andrew S Purdue University 2014 해외박사(DDOD)

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

Thermal management issues necessitate the use of fuel as a heat sink for gas turbine and liquid rocket engines. There are certain benefits to using heated fuels, namely, increased sensible enthalpy, increased combustion efficiency, a decrease in certain emissions, and enhanced vaporization characteristics. However, the thermal and pressure enviornment inside an injector can result in the fuel flashing to vapor. Depending on the injector design, this can have deleterious effects on engine performance. As interest in heated fuels inreases, it is important to understand what occurs in the flow path of an injector under flashing conditions. At the High Pressure Laboratory at Purdue University's Maurice J. Zucrow Laboritories, a test rig was designed and built to give visual access into the flow path of a 2-D slot injector. The rig is capable of pressurizing and heating a liquid to superheated conditions and utilizes a pneumatically actuated piston to pusth the liquid through the slot injector. Methanol was chosen as a surrogate fuel to allow for high levels of superheat at relatively low temperatures. Testing was completed with acrylic and quartz injectors of varying L/DH.. Flashing conditions inside the injector flow path were induced via a combination of heating and back pressure adjustments. Volume flow rate, pressure measurements, and temperature measurements were made which allowed the discharge characteristics, the level of superheat, and other parameters to be calculated and compared. To give a basis for comparison the flashing results are compared to the flow through the injector under cavitating conditions. Cavitation and flashing appear to be related phenomena and this relationship is shown. Bubble formation under cavitating or flashing conditions is observed to attenuate the injector's discharge characteristics. High speed videos of the flow field were also collected. Several flow regimes and flow structures, unique to these regimes, were observed. A frequency analysis was also performed on the video files. Bubble formation in the flow field dominates the frequency spectrum, which is confined below 1 kHz. The test campaign was successful. The result is a possible way to predict an injector's performance under flashing conditions without running heated fuel through the injector. These results may be applicable to real world injector design and testing.