References
Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco: Jossey-Bass.
- college structures (collegial, bureaucratic, political, anarchical)
- power structures (collegial, decision by consensus; bureaucratic, little involvement from below; political, deal making/quid pro quo; anarchical, power at department level, president simply goes with the flow)
- are collegial institutions the only place where all constituents are consulted for effects of decisions??
Brown, R. P. (2004). The transition of a historically Black university into a predominately white institution. Unpublished doctoral dissertation, University of Maryland, College Park.
- supports the point that Morrill II perpetuated the growth of HBCUs in the United States
Bryson, J. M. (1995). Strategic planning for public and nonprofit organizations. San Francisco: Jossey-Bass.
- planning strategies (short term, strategic, long-term)
- planning differs between corporate model and academic model
- REMEMBER, motivations between corporate and academic not that different…it’s how they get to the outcomes that differs
- good planning involves obtaining input and by-in from as many constituents as possible (diametrically opposite of what occurs in higher education except at the collegial level; other types of higher ed [bureaucratic/political/anarchical] only want feedback and by-in from constituents at the department/division level and only when those constituents can affect their operations/outcomes)
Campbell, J. (1995). Understanding John Dewey. Chicago: Open Court.
- supports argument about the positive role of higher education in a democracy
- Dewey’s claims that education is for the better good of the democracy
- Dewey claimed that children’s learning is rooted in interest and experience (ties to Kolb’s Experiential Learning Theory…experience key in learning)
- Hutchins view on education….for the elite and curriculum should be centered around the “great books”.
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
- Chickering’s 7 vectors (1: developing competency; 7: developing integrity….my argument: attending to 1 and 7 is key and 2-6 will happen on their own.
- William Cross’ racial identity theory for African-Americans
- Kolb’s Experiential Learning Theory (based on Dewey, Lewellen, Piaget…experience and doing are critical to learning)
- Perry’s Learning Theory (dualism: taking knowledge from teacher, no questioning; multiplicity: recognizing different people have different viewpoints, however wrong they may be; relativism: OK, maybe other’s views are that wrong; commitment to relativism: I posses the efficacy to determine what is right/wrong, value/no value, and apply them to my life)
- Alexander Astin: student involvement is key to successful educational outcomes
- Baxter-Magolda: different ways of making meaning (absolute: analogous to Perry’s dualism stage;
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn-Bacon.
- various quantitative techniques (t-tests, ANOVA, regression, structural equation modeling, cross-tabulations)
- various qualitative techniques (ethnography, focus group, interview, oral history)
- various quantitative data collection techniques (Likert scale survey, database)
- various qualitative data collection techniques (active participant, participant observer, going native, interview formats [open ended questions], audio/video)
- research design (pre-test/post-test; treatment group/control group; Latin squares; planned contrast)
- causality-must have intervention
Hamrick, F. A., Evans, N. J., & Schuh, J. H. (2002). Foundations of student affairs practice. San Francisco: Jossey-Bass.
- Helms and Phinney’s ethnic identity models
Henson, R. K. (2006). Effect size measures and meta-analytic thinking in counseling psychology research. The Counseling Psychologist, 34(5), 601-629.
- effect size measured in typically 2 manners: standardized mean differences between groups, and variance accounted for
- effect size measures are better descriptors of “practical” differences between groups or the magnitude of an association
- effect size measure for t-test: Cohen’s d and Glass’ Delta (both are standardize mean differences)
- effect size measure for ANOVA: eta square (SS within/between divided by SS total); Cohen’s d for post-hoc standardized mean differences between groups
- effect size measure for regression: R² (variance accounted for); Ezekekial developed adjusted R²
- effect size measure for descriptive discriminant analysis: 1-Wilks’ lambda
- effect size measure for predictive discriminant analysis: Huberty’s Improvement Index
- effect size measure for canonical correlation analysis: square canonical correlation
- effect size measure for factor analysis: % variance explained for entire solution and each factor
Hinkle, D. E, Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences. Boston: Houghton Mifflin Company.
- Type I error: the probability of rejecting a true null hypothesis; represented by a priori determined level of alpha (social sciences typically accept .05).
- Type II error: the probability of failing to reject the false hypothesis: represented by a priori determined acceptable level of power
- Power: the probability of not committing a Type II error (power is function of alpha level, sample size, effect size)
- typically, as alpha increases (from .001 up), the power of a test increases (in other words, to minimize the possibility of committing a Type I error, you increase the risk of making a Type II error!!!)
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications.
- qualitative methodologies and collection methods
- building your dissertation upward (page 91 I believe)
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (2nd ed.). San Francisco: Jossey-Bass.
- Astin’s I-E-O Model:
- Tinto’s work on student attrition behavior (if a student does not become engaged, the likelihood of attrition increases…supports Astin’s Model)
- Another source for Chickering
- Another source for Baxter-Magolda
- Pascarella and Terenzini’s work is the seminal synthesis of myriad research on the net effects of college when considering: student differences, institutional type, institutional governance, campus involvement, academic performance, financial aid, ethnicity
Pedhazur, E. J. (1997). Multiple regression in behavioral research: Explanation and prediction (3rd ed.). South Melbourne, Australia: Wadsworth.
- reference to beta weight
- structure coefficients??
Rudolph, R. (1962). The American college & university: A history. Athens, GA: The University of Georgia Press.
- Yale Report of 1828
- Morrill Act I of 1865 (westward expansion of higher education)
- Morrill Act II (perpetuation of HBCUs…see Brown citation above)
- Jolliet Junior College 1901 (William Rainy, founder and president of University of Chicago)
- GI Bill 1945
- Civil Rights Act 1963
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
- MANOVA
- Canonical correlation
- Factor analysis
Texas House of Representatives. (2003). House bill 3015. Retrieved November 20, 2006 from http://www.capitol.state.tx.us/
- tuition deregulation of 2003
- increase board designated tuition
- bottom line, perpetuated higher education as user expense
Wilkerson, L., & Task Force on Statistical Inference. (1999). Statistical methods in psychology journals: Guidelines and explanation. American Psychologist, 54, 594-604.
- the need to report effect sizes…should always report effect sizes
- simply stating statistical significance does not provide reader with practical implications…something may be practically significant and not statistically significant and vice-a-versa