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Dissertations / Theses on the topic 'Mary's College of Maryland'

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Published: 4 June 2021

Last updated: 27 February 2023

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1

Poor, Joan P., and Jen Snowball. "The valuation of campus built heritage from the student perspective: comparative analysis of Rhodes University in South Africa and St. Mary’s College of Maryland in the United States." Elsevier, 2010. http://hdl.handle.net/10962/67488.

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Many universities and colleges around the world have done extensive surveys of their campus built heritage resources. A detailed description and accounting of a campus's built heritage, landscape heritage and archaeology, are often used for historic preservation planning, and sustaining built culture is also an important aspect of campus master planning of future buildings. Such institutions of higher education have deep historical roots, in Europe it is not uncommon for buildings to be dated prior to the sixteenth century. In countries where European colonies were established, institutions of higher education often date to the eighteenth and early nineteenth centuries. Once students have arrived at their chosen campus, however, except for perhaps the first week orientation rituals, do the students actually develop ties to their campus built heritage? This research investigates the knowledge students possess of their respective campus built heritage and the importance of built heritage as a legacy to them. Two institutions are included in this study in an effort of draw comparative assessments. A student questionnaire was administered at Rhodes University in South Africa and St. Mary's College of Maryland in the United States during April 2008. Results indicate students on both campuses place positive intrinsic value on their respective campus built heritage. Just over half (52%) of Rhodes students and about 68% of St. Mary's students were willing to pay some positive amount to protect campus built heritage. Empirical probit model results combining the data from both institutions found that current student knowledge of their respective campus built heritage did not positively relate to the value they place on preservation, even though the visual identity was significant for students and influenced their decision to attend the particular institution. The lack of significance regarding a racial variable coefficient estimate suggests that the use of an institution's visual identity in terms of built heritage may have important marketing implications, particularly in cases where universities or colleges are trying to attract students from more diverse backgrounds. We found no significant relationships between willingness to pay to preserve an institution's built heritage and the demographic variables included in our empirical model. Fundraising data analysis includes positive willingness to pay for conserving built heritage, yet funding for new construction was not significant.

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2

Person, Carl S. "Revitalization of an Historically Black College: A Maryland Eastern Shore Case." Diss., Anne Arbor, Mi. : UUMI Dissertation Services, 1998. http://scholar.lib.vt.edu/theses/public/etd-81598-223520/etd-title.html.

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3

Reid, Carolyn Cristine. "The effects of submerged aquatic vegetation as habitat on the survivorship of clams field surveys in St. Mary's River, Maryland and laboratory predation experiments /." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/138.

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Thesis (M.S.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Marine, Estuarine, Environmental Sciences Graduate Program. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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4

Lombard, Madeleine. "Rhetoric and reality : an investigation into the values dimension of education at St. Mary's University College, Belfast." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399062.

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5

Campbell, William T. "Improving nursing student progression to RN at Salisbury University (Maryland)." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.05 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220626.

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6

Hall, Sarah Elizabeth. "Factors affecting university GPA of Maryland community college transfer students who persist to graduation." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2647.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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7

Matlick, Martha Aldrich. "Staff attitudes toward outcomes assessment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39105.

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8

Cannane, Mary, and n/a. "Trinity : a study of the amalgamation of St. Mary's College and Marist Brothers' St. Joseph's High School Lismore 1965-1985." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060626.125829.

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The amalagamation of St. Mary's College and St. Joseph's High School, Lismore was a process that began in 1965 when a decision was made to combine Senior classes for the first Higher School Certificate curriculum. There was no thought of amalgamation in 1965 but the decision made then lead to the developments of 1977. Increasing enrolments and the need for a building programme set the scene for a merger of Junior classes and the introduction of coeducation throughout the schools. This process extended from 1977 to 1981. It was a period of conflict and resistance to change but it laid the foundation for the complete amalgamation of the schools to form Trinity Catholic College in 1985. The amalgamation process provides a study of decision-making in a Catholic school context. Changes in the Church, Catholic schools and Religious Orders are reflected in the changes in the way that decisions were made at the three key-points in the story. The study draws attention to the fact that in amalgamations of schools much of the planning is done in terms of the present schools rather than for the new school which is always twice as large and much more complex. The non-educational aspects of amalgamation are also considered because they are a time-consuming but important part of the planning. This study shows the importance of rituals in laying the old schools to rest so that the new school may come into being. A visible indication that things are different is essential when the students, staff and buildings remain as they had been. Since amalgamations are becoming more common as student numbers decline some lessons learned over the past twenty years are recorded so that others may benefit from them.

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9

Kshirsagar, Shukla. "Economic impacts of the Virginia-Maryland Regional College of Veterinary Medicine on the Commonwealth of Virginia." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05022009-040712/.

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10

Ball, James D. "Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27179.

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The SCANS report issued in 1990 brought national attention to concerns about lagging competencies of US workers and their lack of preparedness for the high-performance workplace. Since the SCANS report, several national and statewide efforts have attempted to identify skill sets appropriate for success in the changing workplace. Recent discussion has included skill sets appropriate for college graduates. This study was designed to determine perceptions of Maryland community college chief academic officers and department chairs toward one such skill set, the Maryland Skills for Success, and whether they are appropriate learning expectations for associate degree completers. The Maryland Skills for Success (MSS) are comprised of five skill goals: (1) learning skills, (2) thinking skills, (3) communication skills, (4) technology skills, and (5) interpersonal skills. Three to five â learning expectations' elaborate what students should be able to accomplish under each skill goal to be successful in future work and learning. The study involved a survey of 293 chief academic officers and department chairs at the 18 community colleges across Maryland. A 75 percent response rate was achieved. The survey assessed the extent to which respondents agreed that: (a) the Maryland Skills for Success are appropriate expectations for associate degree completers, (b) students currently achieve MSS expectations, (c) respondent's courses and programs contain specific learning objectives that require students to learn and perform such skills, (d) all Maryland community colleges should teach and assess a common set of higher-order knowledge application skills. Respondent ratings indicated that the Maryland Skills for Success represent valid learning expectations for associate degree completers. Deans were more favorable toward the MSS than were department chairs, and were more confident that students were required to learn and perform learning expectations similar to those listed in the MSS. The department chairs were also divided into groups to determine attitudinal differences by disciplines. The department chairs were more likely than the deans to agree that students currently achieve the MSS learning expectations. Most chair groups somewhat disagreed their courses and programs contained specific learning objectives requiring students to learn and perform the skills represented in the MSS. Of the chair groups, the English/fine arts/humanities, and the technologies/health care groups tended to produce significantly higher ratings than other chairs and supported the notion of Maryland community Colleges teaching and assessing a common higher-order knowledge application skill set. Based on respondent ratings, the communication, thinking and interpersonal skill sets in the MSS have the best chance of gaining acceptance by colleges interested in integration of purposeful teaching and assessment of a higher-order skill set across the curricula. Respondent ratings also indicated that it is unlikely that the colleges would undertake a common initiative to teach and assess a common skill set like the MSS without intervention from the state. Respondents expressed distrust of bureaucratic intervention, were somewhat concerned about the difficulty of teaching and assessing the entire skill set, and felt that the skill sets were too broad to be feasibly taught. Recommendations include the need for extensive faculty development and the provision of incentives from the state educational agencies to provide support for colleges interested in teaching and assessing a common higher-order knowledge application skill set.
Ed. D.

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11

McCarthy, Sally Anne. "Testing Baldridge's political model a case study of the Asian American Studies Program at the University of Maryland, College Park /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3180.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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12

Frank, Cory Ryan. "Lighting design of Marisol the Robert & Arlene Kogod Theatre Clarice Smith Performing Arts Center, University of Maryland, College Park /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8457.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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13

Dowhaluk, Sonya. "Lighting design of Between Trains the Robert and Arlene Kogod Theatre Clarice Smith Performing Arts Center University of Maryland, College Park /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/9205.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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14

Hays, Bradley David. "Party with the court : political parties and the national judiciary in the creation, maintenance, and transformation of political orders /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2884.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Government and Politics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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15

Guban, Andrew John. "Lighting design of William Shakespeare's the taming of the shrew, Ina and Jack Kay Theatre, Department of Theatre, University of Maryland at College Park." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2527.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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16

Hopkins, Kathleen C. "Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4365/.

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The purpose of this study was to investigate the extent of Prince George's Community College faculty knowledge of the legal issues, Section 504 of the Rehabilitation Act of 1973, The Americans With Disabilities Act of 1990, and recent court decisions, related to the provision of classroom accommodations for students with disabilities at the postsecondary level. The focus of the study was to determine if a difference existed between the knowledge of full-time and part-time faculty. Part-time faculty comprise over 50 % of the instructional staffs at most community colleges and are considered an integral part of their institutions, yet they are offered little opportunity for professional development. The variables of gender, department affiliation, teaching at more than one institution, number of years of teaching experience, number of students taught with a disability, and number of individuals known with a disability also were reviewed. Data were collected through a questionnaire distributed to 158 faculty members at the college. Twenty-nine packets were returned as undeliverable. Of the 129 deliverable packets, 57 were returned for a response rate of 44.2%. Results from the analysis of data indicated that faculty have very limited knowledge of the legal issues concerning students with disabilities. Only 26.9% of respondents scored at an acceptable level of knowledge. Additional analysis suggested no relationship existed between faculty knowledge and gender, faculty status (full-time and part-time), department affiliation, teaching at more than one institution, number of years of teaching experience, or number of individuals known with a disability. A relationship was found at the p < .05 level of significant between faculty knowledge and number of students taught with a disability. Faculty who scored in the acceptable range had a mean score of 24 or more students taught with a disability. Faculty scoring in the unacceptable range had a mean score of 11 students taught with a disability.

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17

Feinberg, Eve Reina. "A scenic design of William Shakespeare's The Taming of the Shrew Ina and Jack Kay Theatre, Department of Theatre, University of Maryland at College Park /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2655.

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Thesis (M.F.A) -- University of Maryland, College Park, 2005.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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18

Marshall-Amundsen, Peggy C. "A set design for the production of Duke Ellington's Sophisticated ladies as presented by the Department of Theatre at the Clarice Smith Performing Arts Center, University of Maryland, College Park." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/111.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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19

Demetor, Mike. "The impact of privitization on the affordability of public higher education." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A. )--Kutztown University of Pennsylvania, 2005.
Source: Masters Abstracts International, Volume: 45-06, page: 2938. Typescript. Abstract precedes thesis as 1 leaf (ii). Includes bibliographical references (leaves 80-83).

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20

Ramsey, David S. "A Discourse Analysis of Interaction In Distance Education Courses: Dissonance Between Theory and Application?" Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241020028.

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21

Rawson, Helen C. "Treasures of the University : an examination of the identification, presentation and responses to artefacts of significance at the University of St Andrews, from 1410 to the mid-19th century, with an additional consideration of the development of the portrait collection to the early 21st century." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/990.

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Since its foundation between 1410 and 1414 the University of St Andrews has acquired what can be considered to be ‘artefacts of significance’. This somewhat nebulous phrase is used to denote items that have, for a variety of reasons, been deemed to have some special import by the University, and have been displayed or otherwise presented in a context in which this status has been made apparent. The types of artefacts in which particular meaning has been vested during the centuries under consideration include items of silver and gold (including the maces, sacramental vessels of the Collegiate Church of St Salvator, collegiate plate and relics of the Silver Arrow archery competition); church and college furnishings; artworks (particularly portraits); sculpture; and ethnographic specimens and other items described in University records as ‘curiosities’ held in the University Library from c. 1700-1838. The identification of particular artefacts as significant for certain reasons in certain periods, and their presentation and display, may to some extent reflect the University's values, preoccupations and aspirations in these periods, and, to some degree, its identity. Consciously or subconsciously, the objects can be employed or operate as signifiers of meaning, representing or reflecting matters such as the status, authority and history of the University, its breadth of learning and its interest and influence in spheres from science, art and world cultures to national affairs. This thesis provides a comprehensive examination of the growth and development of the University's holdings of 'artefacts of significance' from its foundation to the mid-19th century, and in some cases (especially portraits) beyond this date. It also offers insights into how the University viewed and presented these items and what this reveals about the University of St Andrews, its identity, which changed and developed as the living institution evolved, and the impressions that it wished to project.

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22

Clark, E. E. (Edward Eugene) 1948. "St. Mary's College evaluation : a two fold longitudinal study incorporating students' perception of school and quality of school life." Thesis, 1988. https://eprints.utas.edu.au/18927/1/whole_ClarkEdwardEugene1989_thesis.pdf.

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This 18 point dissertation is one small part of a larger St Mary's College school improvement project which began in 1986 as a two fold longitudinal study incorporating students' perceptions of school and quality of school life. The initial design of the project was a collaborative effort of Dr William Ramsay of the University of Tasmania and the staff of St Mary's College where the writer was Deputy Principal. In its neophyte stages, the project was solely concerned with conducting a school evaluation which would take into account both the formal and informal aspects of the curriculum. However, as the St Mary's Project progressed it became apparent that a school evaluation, in and of itself, would not result in school improvement. Accordingly, the writer in addition to conducting a literature survey of school evaluation (chapter 3) has extended the original project to explore the broader context of school improvement (chapter 5). The latter search led to the further exploration of such concepts as educational vision, leadership, school culture, social capital, school management and the successful implementation of change. Presently the writer is working with Dr Ramsay to chronicle in a longitudinal study one school's efforts to bring about effective school improvement. In this way, the whole context of school improvement may be considered with a view to bridging the frequent gulf between research and practice, ie between conducting a school evaluation and ensuring that the evaluation outcomes actually result in school improvement. In this way, we may also be able to discover some of the ways an educational vision can be made into school reality. The theoretical framework for the larger story of school improvement is discussed in Chapter 4. Finally, because the St Mary's Project is ongoing and data from parents and staff is yet to be analysed, the findings and conclusions discussed herein are only tentative. Thus this 18 point dissertation but sets the stage for the larger work to follow.

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23

Clarke, JW. "St. Mary's College and the Friends School, compared from their students' perspectives, 1940-1993." Thesis, 1995. https://eprints.utas.edu.au/18983/7/Clarke_whole_thesis_redacted_version.pdf.

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My general line of inquiry started with the fact that I am interested in the effects of school life on individuals lives and values, and also how/why perceptions of school vary within groups and between groups, also between different schools. I chose St. Mary's College and The Friends School because I am interested in their educational and religious philosophies and practices and also because I am an ex-student of St. Mary's College and currently teach there. An important part of my research would be how students, as adults, perceived their school and what effect its values have had on their lives. A related aim of this thesis, was to discover in what ways the schools have maintained their particular philosophies in the twentieth century in the eyes of the men and women who were students from 1924 - 1993. I chose as my main research method an approach to past students of both schools via a questionnaire and interviews for two reasons: a) My intention to evaluate students' own perceptions of their school rather than make an 'external' evaluation via primary and secondary written sources. b) A second factor was the lack of archival material for St. Mary's College. Very few documents detailing school administration, enrolments and academic results have survived. On the other hand, The Friends- School's history is very well documented. In order to allow a reasonable comparison between the schools, I had to start from the same 'base' in each school in terms of sources. This approach suited my aims in both respects - it provided direct evidence of students' perceptions of their schools and allowed a 'level playing field' in terms of research material.

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24

Hahn, Bridget K. "Conflict and consensus in Catholic women's education : a history of Saint Mary's College, 1844-1900." 2012. http://liblink.bsu.edu/uhtbin/catkey/1670050.

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25

Mathis, Margaretta Brédé. "Institutional transformation and learning at the community college of Baltimore County: a case study." Thesis, 2006. http://hdl.handle.net/2152/2588.

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26

Hans and 廖鶴齡. "A Study of Moral Education in Theory and Strategy：Taking The Case of The Nursing Department of St. Mary's College in I-lan as An Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/02717433260426086410.

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27

Gumbo, Mishack Thiza. "Online learning experiences of students in the MEd in open and distance learning : a phenomenography of the dual university initiative." Diss., 2016. http://hdl.handle.net/10500/21799.

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This is a phenomenographic study, of which the aim was to explore the variation of experiences, needs, views and understandings through a phenomenographic study of academics who were enrolled in the MEd in Open and Distance Learning (ODL) at Unisa during 2012-2015. The MEd in ODL is a dual university programme between University of South Africa (Unisa) and University of Maryland University College (UMUC). The research question was around issues which Unisa academic staff members experienced during the course of their enrolment for the MEd in ODL. Relevant scholarly literature on online learning, theories for online learning, and previous research on online learning, was surveyed in this regard. Variation theory which framed the study through a phenomenographic research lens was described. Interviews were conducted with seven participants from the students on the MEd in ODL programme. Postings on MyUnisa Discussion Forum which were treated as data were analysed in relation to the aspects raised in the interviews. The findings revealed students’ varied online experiences in the three main aspects namely, experience and understanding, understanding the object of learning and learning objects. Important recommendations made, were based on the findings. In conclusion, the findings exhibited students’ varied experiences about issues which they battle with in the MEd in ODL programme, of which Unisa should take into consideration as they further enrol students in the programme.
Curriculum and Instructional Studies
M. Ed. (Open and Distance Learning)

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