References
Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization
and leadership. San Francisco: Jossey-Bass.
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college structures (collegial, bureaucratic, political, anarchical)
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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)
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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 Unpublished doctoral dissertation, University of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.
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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.
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planning strategies (short term, strategic, long-term)
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planning differs between corporate model and academic model
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REMEMBER, motivations between corporate and academic not that
different…it’s how they get to the outcomes that differs
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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.
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supports argument about the positive role of higher education in a
democracy
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Dewey’s claims that education is for the better good of the democracy
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Dewey claimed that children’s learning is rooted in interest and experience
(ties to Kolb’s Experiential Learning Theory…experience key in learning)
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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.
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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.
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William Cross’ racial identity theory for African-Americans
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Kolb’s Experiential Learning Theory (based on Dewey, Lewellen,
Piaget…experience and doing are critical to learning)
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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)
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Alexander Astin: student involvement is key to successful educational
outcomes
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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.
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various quantitative techniques (t-tests, ANOVA, regression, structural
equation modeling, cross-tabulations)
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various qualitative techniques (ethnography, focus group, interview, oral
history)
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various quantitative data collection techniques (Likert scale survey,
database)
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various qualitative data collection techniques (active participant,
participant observer, going native, interview formats [open ended
questions], audio/video)
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research design (pre-test/post-test; treatment group/control group; Latin
squares; planned contrast)
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causality-must have intervention
Hamrick, F. A., Evans, N. J., & Schuh, J. H. (2002). Foundations of student affairs
practice. San Francisco: Jossey-Bass.
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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.
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effect size measured in typically 2 manners: standardized mean
differences between groups, and variance accounted for
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effect size measures are better descriptors of “practical” differences
between groups or the magnitude of an association
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effect size measure for t-test: Cohen’s d and Glass’ Delta (both are
standardize mean differences)
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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
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effect size measure for regression: R² (variance accounted for); Ezekekial
developed adjusted R²
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effect size measure for descriptive discriminant analysis: 1-Wilks’ lambda
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effect size measure for predictive discriminant analysis: Huberty’s
Improvement Index
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effect size measure for canonical correlation analysis: square canonical
correlation
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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.
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Type I error: the probability of rejecting a true null hypothesis;
represented by a priori determined level of alpha (social sciences typically
accept .05).
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Type II error: the probability of failing to reject the false hypothesis:
represented by a priori determined acceptable level of power
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Power: the probability of not committing a Type II error (power is
function of alpha level, sample size, effect size)
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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.
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qualitative methodologies and collection methods
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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.
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Astin’s I-E-O Model:
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Tinto’s work on student attrition behavior (if a student does not become
engaged, the likelihood of attrition increases…supports Astin’s Model)
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Another source for Chickering
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Another source for Baxter-Magolda
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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.
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reference to beta weight
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structure coefficients??
Rudolph, R. (1962). The American college & university: A history. Athens, GA: The
University of Georgia Press.
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Yale Report of 1828
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Morrill Act I of 1865 (westward expansion of higher education)
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Morrill Act II (perpetuation of HBCUs…see Brown citation above)
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Jolliet Junior College 1901 (William Rainy, founder and president of
University of Chicago)
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GI Bill 1945
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Civil Rights Act 1963
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.).
Mahwah, NJ: Lawrence Erlbaum Associates.
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MANOVA
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Canonical correlation
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Factor analysis
Texas House of Representatives. (2003). House bill 3015. Retrieved November 20,
2006 from http://www.capitol.state.tx.us/
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tuition deregulation of 2003
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increase board designated tuition
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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.
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the need to report effect sizes…should always report effect sizes
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simply stating statistical significance does not provide reader with
practical implications…something may be practically significant and not
statistically significant and vice-a-versa