Browsing by Subject "Higher education."
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Item Creating a foundation for media literacy education : a content analysis of higher education syllabi.(2012-08-08) Earp, Amanda G.; Moody-Ramirez, Mia.; Journalism.; Baylor University. Dept. of Journalism.Using a Constructivist theoretical learning approach, this study examines syllabi from higher education media-related departments to develop a uniform foundation for media literacy courses by finding common objectives and creating an ideal syllabus. Findings indicate that although most objectives in the syllabi appeared throughout the literature, future courses should place more emphasis on objectives such as “effects” and “economics.” The results also show a variation between the types of objectives included in the sample syllabi, most notably in the “other” theme. Finally, the study indicates that a total of 16 objectives should be included in media literacy courses.Item Faith-based higher education and the religiosity of Christian college students.(2014-06-11) Davignon, Philip P.; Lyon, James Larry, 1948-; Sociology.; Baylor University. Dept. of Sociology.While many Christian colleges and universities in the United States have lost their religious character over time, members of the Council for Christian Colleges and Universities (CCCU) actively seek to make Christian identity their defining feature. This dissertation begins by examining students from CCCU colleges and universities to determine how the Christian identity of their institution influences their college choice and satisfaction. Next, this dissertation examines the religious preferences that influence students’ choice of college congregation, thereby further revealing the religious values of Christian college students. Finally, this dissertation examines how characteristics of these institutions themselves, such as evangelical homogeneity, the integration of faith and learning, and the availability of spiritual mentors influence the faith lives of students. The results from this dissertation suggest that the religious identity of these colleges and universities is very important to students, and that students who base their choice of college on its Christian identity are more likely to be satisfied with their experiences. Another key finding is that denominational affiliation is relatively unimportant to these students when choosing both their college and their college congregation. Finally, this dissertation finds that institutional characteristics do indeed influence the faith lives students, especially the availability of spiritual mentors. This dissertation concludes by discussing how these findings affect this sector of Christian higher education that seeks to maintain a vibrant religious identity.Item The individual competence and institutional culture of student affairs professionals in relation to collaborations with academic affairs.(2012-08-08) Cho, Ah Ra.; Sriram, Rishi.; Educational Administration.; Baylor University. Dept. of Educational Administration.Academic affairs and student affairs collaborations are increasingly important on college campuses. However, much of the research on these partnerships is not based on student affairs professionals. The purpose of this research study is to analyze the perception of skills and institutional culture on these collaborations on college campuses. Through a psychometric survey instrument, participants were asked their perception of the skills needed in collaborations and were analyzed based on subspecialty of student affairs. Second, participants were asked about institutional culture toward collaborating. Findings found no differences between skills needed based on area where a student affairs professional works. However, a significant finding emerged when assessing cultural aspects on collaborations on campuses. Specifically, how many years a person works in higher education had a positive influence on perceptions of culture, while years in current position had a negative influence.Item Until vision and ethos reunite : Christian higher education’s struggle for academic faithfulness.(2013-09-24) Stamile, David A.; Glanzer, Perry L. (Perry Lynn); American Studies.; Baylor University. American Studies Program.Fundamentalist/modernist controversies at Southern Methodist University, Baylor University and Rhodes College illustrate the consequences of a truth/value split that ultimately created an epistemological crisis across American college campuses during the first half of the 20th century. Such controversies were the result of a vision of truth that held that faith and knowledge had little to do with each other. All three institutions grappled with a vision for academic faithfulness and relied on ethos consisting of piety to bolster their fledgling Christian identity.Item Veterans as teachers? A qualitative study of the inhibitors and enabling factors for OIF/OEF-era active duty veterans to complete a teacher education program and initial certification using military educational benefits.(2013-09-24) Moore, Brandon L., 1977-; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.Over two million veterans returning from Afghanistan and Iraq may be coming to American colleges and universities as a result of the Post-9/11 GI Bill. Veterans have education benefits available to them, such as the Montgomery GI Bill, Post-9/11 GI Bill and, if they joined from Texas, the Hazlewood Exemption. With the shortage of teachers in high-needs schools and in areas of need, such as math and science, veterans provide a population from which to draw teachers. Research on military veterans becoming teachers indicates that they exhibit the characteristics sought in effective teachers. This is a multiple-case study of enablers and inhibitors for OIF/OEF-era enlisted, active duty veterans enrolled in a teacher education program leading to initial certification, with both sites identified as veteran-friendly universities. The research reveals similarities in why the participants chose to become a teacher as well as seven inhibitors that make it difficult for student veterans to complete a teacher education program. In addition, seven enablers were also identified that help student veterans overcome the inhibitors. The findings have implications for veterans, schools of education, colleges and universities, and the Department of Defense and Department of Veterans Affairs.