Education Masters Papers

Permanent URI for this collectionhdl:10365/32474

Browse

Browsing Education Masters Papers by browse.metadata.department "Education"

Filter results by typing the first few letters
Now showing 1 - 4 of 4
  • No Thumbnail Available
    Item
    The Effects of 'Crucial Conversations' Training on Roommate Satisfaction and Roommate Friendship
    (North Dakota State University, 2010) Kenfield, Mikal Christina
    This study examined the impact of a communication skills workshop called 'Crucial Conversations' on the satisfaction and friendship levels of first-year roommate dyads. Roommate satisfaction and roommate friendship were measured for students who had attended the workshop with their roommates; for students who attended, but their roommate did not; for students who did not attend, but their roommate did; and for roommate pairs in which neither student attended. Overall, the students who attended this workshop with their roommates reported higher levels of roommate satisfaction and roommate friendship. Suggestions for further research were also offered.
  • No Thumbnail Available
    Item
    Relational Aggression: K-12 School Counselors' Perceived Preparedness, Attitudes, and Interventions
    (North Dakota State University, 2009) Odden Heide, Chasity Lynn
    The purpose of this concurrent mixed methods study was to explore school counselors' responses to relational aggression in schools. A convenience sample of K-12 school counselors (n = 370) who use the Internet was used. Participants were recruited by postings made to ASCA Scene and through advertisements by state counseling associations. Participants were screened to include school counselors who (1) had licensure/certification from the Department of Education as a school counselor, and (2) were currently employed as a licensed/credentialed school counselor as defined by the Department of Education. The School Counselors' Responses to Aggression in Schools survey instrument was designed for the present study to explore school counselors' perceived preparedness and attitudes towards, along with interventions for relational aggression in schools. Results indicated that when compared to overtly aggressive incidents, school counselors were less likely to define relationally aggressive incidents as aggression, rated relationally aggressive incidents as significantly less serious, and reported being significantly less likely to intervene in relationally aggressive incidents between students. Results indicated that gender was not a determinant in whether overt or participants defined relational aggression incidents as aggression. Most participants felt prepared to provide education about relational aggression to students, parents/guardians, and teachers/administrators. School counselors with prior education and/or training in both overt and relational aggression reported a significantly higher degree of perceived preparedness to provide education about relational aggression to the various parties. Further, participants with prior training in both overt and relational aggression reported a significantly higher degree of perceived preparedness to intervene in relationally aggressive incidents between students. Participants reported similar interventions for relational and overt aggression, however exceptions were noted. Limitations of this study, recommendations for future research, and implications for school counselors and counselor educators are discussed.
  • No Thumbnail Available
    Item
    Success and Sustainability of the TriCollege University Consortium
    (North Dakota State University, 2010) Allar, Candice
    The purpose of this study was to document the history of the Tri-College University (TCU) consortium from 1969 to the present. The two research objectives are to: 1. Identify the factors which played an important role in the success and sustainability of the Tri-College University Consortium. 2. Conduct an evaluation of the needs, satisfaction, and concerns of current and past faculty and administration involved with the Tri-College University Consortium. Both research questions were addressed with the use of a structural equation model developed and tested by Schmidt (2000) to identify the conditions, common values, attitudes, themes, and patterns of behaviors that contribute to consortia or collaborative longevity. The findings of the study supported many of the principles associated with Schmidt's research. Those principles were documented in Schmidt's research in the form of constructs within a systems context. The two main systems included: organizational structures and the adaptive process. The following constructs associated with organizational structures, specifically with organizational support, (Executive Function: Commitment and Organizational Control Structure), along with the associated constructs for the adaptive process (Archival, Status Monitoring Function, and Action) were supported in Schmidt's data as significant indicators of consortium success and sustainability.
  • No Thumbnail Available
    Item
    Transfer Students and the Success of Registration on Degree Completion and Retention
    (North Dakota State University, 2010) Soleim, Heather Marie
    A transfer student has different needs than a first-year student. For this reason, many four-year institutions have developed orientation and registration programs for transfer students. The transfer orientation and registration programs differ from the traditional programs that a first-year student attends and are potentially designed to meet the wide scale needs of a diverse transfer student population. Have these programs had any effect on the academic success of transfer students? Research on the effectiveness of these programs 1s scarce. The purpose of this study was to determine if attending registration programs developed at North Dakota State University improved degree completion and retention rates for transfer students, how these numbers differ regarding different characteristics of these students, and if these students eventually completed a degree elsewhere if they did not complete at North Dakota State University. This paper explored the effectiveness of the types of registration programs a transfer student attends when transferring to North Dakota State University compared to the transfer student registering on his or her own. It compared the degree completion and retention rates of the transfer students in the study and looked for evidence that the programming offered transfer students to facilitate registration for their course work is beneficial to their academic success. This paper is an analysis of the data provided by North Dakota State University and the National Student Clearinghouse on a group of transfer students who matriculated from a transferring institution to North Dakota State University in the fall of 2006. These students transferred from two- and four-year institutions and their data was compared in a number of patterns to ascertain the effectiveness of registration programs offered at North Dakota State University. From the analysis of this data emerged recommendations as to how to improve transfer student programming to ensure transfer student success at North Dakota State University.