27 research outputs found

    Kenneth E. BeLieu to Senator James O. Eastland, 27 January 1970

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    Typed letter signed dated 27 January 1970 from Kenneth E. BeLieu, Deputy Assistant to the President, to Eastland, re: text of Nixon\u27s statement on veto of Labor-Health, Education, & Welfare-Office of Economic Opportunity bill. Attached: White House press release dated 26 January 1970, re: above topic, federal spending. Attached: White House press release dated 27 January 1970, re: veto of H.R. 13111.https://egrove.olemiss.edu/joecorr_f/1028/thumbnail.jp

    Career Progression and the Imposter Phenomenon: Experiences of Female Student Affairs Leaders

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    This study explored the experiences of women leaders who graduated from a student affairs master’s degree program, and advanced to positions of vertical movement to roles of increasing responsibility, wider influence, and greater accountability. Specifically, exploration of this progression, and the influences on their experience of lateral movement, including the impostor’s syndrome. Three themes emerged from this study: (a) the influence of relationships on career progression, (b) navigating the structures of higher education, and (c) experiences of the Imposter Phenomenon. The results of this study can support student affairs preparation programs as they determine the competencies necessary to prepare professionals for navigating a career of progressive leadership and influence in higher education. Additionally, the results of this study can help university administration as they support student affairs professionals. Finally, the results of this study provide considerations for women as they consider carees in higher education. Considerations for organizational structures, succession planning, peer support channels and how to best support that important population on college campuses. Future research opportunities are also discussed as they relate to understanding progression experiences of student affairs professionals. Advisor: Marilyn Grady, Ph.D

    An Examination of Core Course Admission Deficiencies and their Impact on Six-Year Graduation Rates for Transfer Students at the University of Nebraska-Lincoln.

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    The purpose of this study was to examine the six-year graduation rate of transfer students who enter the University of Nebraska-Lincoln with a deficiency in a core course admission requirement. The study explored the odds of a transfer student graduating in a six-year period if he/she were admitted with a deficiency. Specifically, the study examined graduation rates for transfer students who entered UNL with a core course deficiency in mathematics and foreign language. The study also examined graduated transfer students admitted with one or more core course deficiencies GPAs versus graduated transfer students who were admitted without a deficiency. After utilizing a logistic regression analysis to test the hypothesis, the research found that having a core course admission requirement deficiency significantly decreases the odds a transfer student will graduate in a six-year period. However, if the transfer students admitted with one or more deficiencies persist to graduation, there is no difference in the final GPA versus graduated transfer students admitted without a deficiency. The results illustrate the need for strong support programs for transfer students admitted with admission deficiencies in order to improve persistence and graduation rates

    Brown Recluse

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