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- Item1000 Paper Cuts: Linguistic Portraits Illustrating the Emotional Toll of Underrepresentation on African American Female Professors at Maryland Community Colleges(2018) Jackson, Carla Ray; Davis, Russell A.; Higher Education Program; Doctor of EducationWhile community colleges are experiencing an increase in the number of minority students enrolling, there has been a lack of substantial growth in the acquisition and retention of full-time minority faculty. For full-time African American female professors, this lack has resulted in the circumstance of underrepresentation. Studies demonstrate that underrepresentation leads to marginalization, resulting in negative outcomes for this population. These conditions compromise the professional identity and well-being of African American female full-time professors, limiting their ability to achieve career satisfaction and advancement. This qualitative study asked full-time African American female professors at predominantly White community colleges in Maryland, to explore the emotional toll of underrepresentation. Through the use of a portraiture research design, in-depth interviews were conducted to develop a written illustration of how African American female professors at predominantly White institutions fulfill their professional duties in an environment that has been shown to lead to emotional burnout. This study will add to the body of research that increases the understanding of the lived experiences of minority faculty, which will assist higher education leaders in creating campus climates that promote the well-being of underrepresented faculty and students.
- ItemA Bankruptcy Prediction Model With Nontraditional Measures(2010) Lloyd, Cynthia Beatrice; Ibrahim, Salma; Keys, Phyllis Y.; Business and Management; Doctor of PhilosophyThe purpose of this study is to examine whether a more relevant bankruptcy model is derived by combining unconventional measures with traditional financial statement ratios. A growing literature suggests that instead of only financial accounting ratios, long-term firm performance models are enhanced, balanced and more relevant by adding such alternative measures. Qualitative factors are included in the model to capture perceivable threats to operations, to measure management's reaction to those threats and the association of those factors with filing bankruptcy. The relevance of traditional bankruptcy models has conceivably declined with the changing economic and technological environment. Hence, this study was developed in response to the gap in the literature surrounding the relevance of existing bankruptcy models: limited theory related to qualitative factors, thus, the inclusion of only financial statement ratios, inclusion of only specific industries, changes in the legal, technological, and economic environment. Each sample and model is comprehensively tested and analyzed utilizing both logistic regressions and discriminant analyses. First, I examine the traditional Altman model's performance using four separate samples created from the data. The cross-industry samples consist of three pre-bankruptcy observation subsamples and a pooled sample. Then, I examine a composite bankruptcy model consisting of the Altman model and the measures of operational effects. Finally, I investigate the performance of only the operational effects section of the model. The proxies for operational effects analyzed in this study are market share change, customer satisfaction, employee change, litigation effects, restructuring effects and auditing effects. The model developed in this study is a useful screening and signaling device for practitioners, capital providers, regulators and other stakeholders. Moreover, the model is straightforward, timely, and can be implemented from frequently-reported, easily-accessible public information. Sensitivity tests of the model's performance utilizing a holdout sample show that the enhanced model identifies nearly all bankruptcy firms prior to filing. My findings show that by adding nontraditional variables to a financial bankruptcy model, a relevant and timely model with significant explanatory power is developed.
- ItemA case study evaluation of a community college based welfare -to -work program.(2011-05-18) Pierre, Romyche; McKay, Sylvester E.; Doctor of Education
- ItemA Case Study Of Alumni Donors At A Medium-Sized Community College In The Mid-Atlantic Region: Their Motivations And Experiences(2014) Brown, Llatetra Dawn; Welsh, Benjamin H.; Community College Leadership Program; Doctor of EducationThis study utilized single case study design to explore alumni giving at one medium-sized community college in the mid-Atlantic region. The purpose of this study was to assess the connection between the college and its alumni donors as it relates to the benefits of the educational experience (e.g., advantage, opportunity, and recognition) and alumni motivation to give to their community college. Mauss (1950/1990) and Brittingham and Pezzullo (1990) provided the theoretical framework of gift exchange theory, which suggests that a cyclical relationship would exist between alumni and the community college. The main research question that guided the study was: What can be learned about the experiences of alumni donors and giving at a medium-sized community college in the mid-Atlantic region from alumni donors? The supplemental questions for the study were as follows: How would the characteristics of alumni donors at a medium-sized community college in the mid-Atlantic be described?; How do alumni donors of a medium-sized community college in the mid-Atlantic region describe their college experience, current alumni involvement, and their motivation to give?; How do alumni donors at a medium-sized community college in the mid-Atlantic region describe feelings of obligation to give to their community college in exchange for what they received from their educational experience?; and How do development personnel at a medium-sized community college in the mid-Atlantic region describe alumni fundraising practices? Findings indicated the majority of study participants were white married women between the ages of 50-69 who made over $60,000 per year and lived near the college; the majority of study participants described their college experience as positive; the majority of study participants did not describe a sense of obligation to give to the college; and development personnel described their alumni fundraising practices as limited. Conclusions from the study suggest that there is potential for the institution to enhance its connection with alumni through greater cultivation and a specific focus on alumni outreach and involvement.
- ItemA case study of an anti-terrorism evacuation model of a magnetic levitation train station in an urban environment.(2006-06-15) Wright Brown, Cecelia; Amory, Reginald L.; Doctor of Engineering
- ItemA case study of best practices in student affairs at a Maryland Champion College.(2011-05-18) Brown, Monica R. M.; De Sousa, D. Jason; Doctor of Education
- ItemA Case Study On Differentiated Instruction In An Elementary School Classroom(2016) Mahon, Velta Mary; Welsh, Benjamin H.; Education and Urban Studies; Doctor of EducationDifferentiated instruction (DI) is defined as an approach to teaching students of differing abilities in the same classroom. The purpose of this qualitative case study was to examine, understand and describe how DI was being practiced in an elementary school classroom in a public school setting. Data collection included classroom observations, interviews of the teachers and site document reviews. The data were collected for a period of two weeks at one particular school. One principle teacher was observed thoroughly and three others were briefly observed in order to compare and to contrast and to gain a deeper understanding of the implementation of DI. The results of the study determined that the teachers followed a district wide school mandate to differentiate instruction. They used pre-assessment data to identify students for DI. The teachers used ability grouping to a great extent to differentiate instruction. Ability grouping occurred at two levels at the school: within classrooms and between classrooms. Within classrooms, differentiated instruction theory was partially followed but between classrooms DI theory was not followed. The teachers had a supportive school principal who believed in DI and who provided them with all the necessary resources they needed to make DI work. The principal also provided the teachers with professional development in DI and adequate planning time. The teachers collaborated for grade level strategic lesson planning in DI on a daily basis. In that particular school, all of the teachers followed a school wide classroom management behavior initiative which did not work for all the students. The disruptive behavior of certain students reduces the effectiveness of the implementation of DI. Data in this research revealed some of the challenges that teachers may face when implementing DI in the classroom. They include pre-existing ability grouping, spontaneous ability grouping, and the handling of students with behavioral problems.
- ItemA city afire: The Baltimore City riot of 1968. Antecedents, causes and impact.(2006-06-07) Law-Womack, Medrika; Robinson, Jo Ann O.; Master of Arts
- ItemA comparative analysis of community college international student program policies and procedures.(2011-05-18) Kass, Elaine Wanda; McKay, Sylvester E.; Doctor of Education
- ItemA comparative analysis of modes of instruction using student test scores in developmental mathematics.(2011-05-18) Teal, Brenda Denise; McPhail, Christine Johnson; Doctor of Education
- ItemA Comparative Performance Analysis Between Special Economic Zones And Industrial Clusters In China(2014) Udenwa, Nnadozie; Quibria, Muhammad; Reed, Randal L.; Economics; Master of ArtsRelated firms that share the same geographic location often conglomerate to create an industrial cluster, which often grows to become a competitive organization. Special economic zones, on the other hand, are limited geographic regions where the government offers preferential policies and rebates on tariffs. This thesis examines the performance differences between special economic zones (SEZ) and industrial clusters. The study is based on both quantitative and qualitative analyses of the provinces under study in China. The results of the study are mixed. On one hand the results show that industrial clusters due to their lower wage rates than special economic zones, are able to produce more goods regardless of the benefits firms in SEZs get from government.
- ItemA comparative study of academic success, performance, persistence, and attitudes between traditional and early-admit community college students.(2004-11-22) Brown-Ingles, Zaneta; Swamy, Anasuya; Doctor of Education
- ItemA comparative study of school types and academic achievement.(2011-05-18) Simmons, Edna D.; Johnson-McPhail, Christine Johnson; Doctor of Education
- ItemA comparative study of the factors of influence responsible for school drop out in a suburban and an inner-city public high schools in Mercer County, New Jersey.(2003-11-10) Opara, Kemdi Chino; Pressey, Doretha; Doctor of Education
- ItemA comparative study of the Riemann and Lebesgue integrals.(2006-10-24) Kimani, Patrick Mukuha; Gan, Xiao-Xiong; Master of Arts
- ItemA Comparison Of Household Demographics Relative To Fixed Guideway Transit Catchment In Baltimore City(2009) Nembhard, Kyle Anthony; Pressley, Joyce Ann; City and Regional Planning; Master of City and Regional PlanningThis thesis examines household demographics near Metro and Light Rail stations in Baltimore City. This thesis used Census data from 1990 and 2000 and MTA 2008 Ridership Survey data in order to see if household incomes were higher in areas that were served by Metro and Light Rail while lower income households were located in areas that were only served by local bus. The hypothesis was that areas that are served by light rail and metro systems were attracting higher-income households and causing gentrification. The research found that no distinctive pattern exists in Baltimore City that suggests that housing was stratified based on its location relative to Metro or Light Rail.
- ItemA Comparison Of Students' Success In Emporium Model Developmental Mathematics Courses Versus Traditional Developmental Mathematics Courses(2016) English, Susan Elaine; Gulley, Needham Y; Community College Leadership Program; Doctor of EducationIn order to increase degree completion, today's effective developmental programs are focused on accelerating student progress through developmental courses, contextualizing instruction, and providing supplemental supports (American Association of Community Colleges, 2014; Rutschow & Schneider, 2011). The need to study redesign efforts in developmental mathematics is evident as more students arrive at the community college academically underprepared in this content area (Community College Research Center [CCRC], 2014b). Specifically for developmental mathematics, many community colleges and state systems have replaced the traditional delivery method with the Emporium Model, an instructional model designed to improve course completion through mastery learning, accelerated progress, and active learning (The National Center for Academic Transformation [NCAT], n.d.). This quantitative ex post facto study investigated the effects on student success metrics of redesigned developmental mathematics courses at a large multi-campus community college in North Carolina utilizing the Emporium Model. The study compared the student success metrics from those students participating in a traditional developmental mathematics course versus a redesigned Emporium Model developmental mathematics course. The problem addressed by this study was student completion as impacted by developmental education, specifically developmental mathematics. This causal-comparative study was undergirded by Kuh, Kinzie, Buckley, Bridges and Hayek's (2006) student engagement theory. With focus toward student behaviors and institutional conditions, the theory specifically includes instructional methods as an institutional condition impacting student engagement. This study focused on varying delivery methods in developmental mathematics courses, a key institutional practice with high impact on student success. Both descriptive and inferential statistics (t-test and chi square test) were used for this study. At the p < .05 level of significance, this researcher found significant differences in student success outcomes resulting in better results for students who participated in the Emporium Model. These positive results included improved developmental course success rates, completion of developmental requirements, and first college-level mathematics course grade. Mixed results were found in students' time to complete developmental coursework and persistence status. The results of the study revealed student success outcomes are positively impacted by the utilization of the Emporium Model.
- ItemA comparison of the academic success between community college transfer and native students enrolled at Morgan State University from 1999-2004.(2006-06-15) Morris, Stacie Alice; McKay, Sylvester E.; Doctor of Education
- ItemA comparison of the academic success of transfer and nontransfer students at a four-year historically Black institution.(2011-05-18) De Laine, A. Lois; Haynes, James; Doctor of Education