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Dissertations / Theses on the topic 'University of Tennessee at Martin'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

McHenry, Kristen L. "East Tennessee State University: Spotlight Article." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2551.

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Excerpt: The World Health Organization describes inter-professional education (IPE) as being when studentsfrom at least two professions learn about, from, and with each other to facilitate effective collaboration among health care providers and improve patient health outcomes.

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2

Tai, Chih-Che, and A. Godbole. "East Tennessee State University STEM Initiatives." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3286.

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3

Chambers, Cynthia R. "Advocacy Outreach through East Tennessee State University." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3891.

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4

Division, Johnson City GIS. "East Tennessee State University Campus Map - 2013." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/rare-maps/50.

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2013 campus map of East Tennessee State University in Johnson City, Tennessee. Created 12/4/2013 by Johnson City GIS. Buildings can be identified using the building index on the left half of the map. Fire suppression system features are also included on index. No scale is included.
https://dc.etsu.edu/rare-maps/1049/thumbnail.jpg

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5

Division, Johnson City GIS. "East Tennessee State University Campus Map - 1998." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/rare-maps/48.

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1998 campus map of East Tennessee State University in Johnson City, Tennessee. Created by Johnson City GIS, Tennessee. A point of interest is the newly built Sherrod Library (as of 1998) identified as building 22/23. "New" is handwritten in black ink denoting the new library location. "Old" is handwritten on the old library location. These were added at an indeterminate time post publication. A building index can be found on the top right quadrant. Scale is 1" = 200 feet.
https://dc.etsu.edu/rare-maps/1047/thumbnail.jpg

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6

Division, Johnson City GIS. "East Tennessee State University Campus Map - 2005." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/rare-maps/49.

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2005 campus map of East Tennessee State University in Johnson City, Tennessee. Created by Johnson City GIS. Buildings can be identified using the building index on the left half of the map. Hydrant legend parking lot index is also included. Information/Public Safety (building 64) is circled in black ink. This was added by hand at an indeterminate time post publication. No scale is included.
https://dc.etsu.edu/rare-maps/1048/thumbnail.jpg

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7

Nehring, Wendy M. "East Tennessee State University College of Nursing." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6726.

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8

Dula, Mark. "Learning Support Effectiveness in Mathematics at a Tennessee University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2576.

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Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for college level courses. The Tennessee Board of Regents does not currently allow 4-year institutions to teach courses that are below college level, so many institutions are using programs such as learning support courses to assist a growing population of underprepared students. The purpose of this study was to determine if the 1-term and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the course. The subjects of this study were students who enrolled in a Probability and Statistics class (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester through the 2014 fall semester. The criteria used for selecting subjects included: (1) enrolled in a section of Probability and Statistics, (2) had a valid ACT mathematics subsection score on file with the institution, and (3) recorded a final grade in the course. Students were then grouped by ACT mathematics subsection score and type of course (learning support or regular). When students were grouped by matching ACT mathematics subscores there were no real significant differences in 1-term retention, 2-term retention, or final course grade between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course, with one exception. Of students who scored a 17 on the ACT mathematics subsection, the students enrolled in a regular course had a 1-term retention rate that was significantly higher than the learning support course.

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9

Sawyer, Thomas Scott. "Broadband Access for Students at East Tennessee State University." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2271.

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The purpose of this study was to determine the availability of Internet access for students attending East Tennessee State University during the fall semester 2013. It has been unknown to what degree broadband access is available in the East Tennessee State University service area that includes counties in East Tennessee, Southwest Virginia, and Western North Carolina. The research was conducted during the fall semester 2013 including the months of August, September, and October of 2011. Data were gathered by surveying currently enrolled students of the university. Seven hundred eighty-four students responded to the survey. The survey instrument covered areas of demographics and Internet connection type from home. In addition, the instrument covered usage of 3G/4G Mobile Broadband Service, ETSU computer labs, and high-speed Internet service for coursework. The results of the data analysis provided insight into the availability, frequency of use, and perceived importance of high-speed Internet access for students at ETSU. For example, over 95% of the respondents had either a high-speed Internet connection or 3G/4G Mobile Broadband Service at their place of residence. Fifteen percent were dissatisfied with their current high-speed Internet service. Approximately 70% reported that high-speed Internet service was very important in completing coursework. This study provided an increase in the body of knowledge related to Internet access for ETSU students and the counties surrounding the university.

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10

Dula, M. E., James Lampley, and Donald W. Good. "Learning Support Effectiveness in Mathematics at a Tennessee University." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/249.

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11

McIntosh, Cecilia A. "Building and Sustaining Research at East Tennessee State University." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/366.

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12

Division, Johnson City GIS. "East Tennessee State University, VA Campus/Mountain Home - 1995." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/rare-maps/52.

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1995 map of East Tennessee State University's VA Campus. Created 5/30/1995 by Johnson City GIS. Buildings can be identified using the building index on the left side of map. Parking info and the parking lot legend can be found on the bottom half. Some buildings are shaded using a colored pencil at an indeterminate time post publication. No scale is included.
https://dc.etsu.edu/rare-maps/1051/thumbnail.jpg

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13

Division, Johnson City GIS. "East Tennessee State University, VA Campus/Mountain Home - 2005." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/rare-maps/53.

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2005 map of East Tennessee State University's VA Campus. Created 12/9/2005 by Johnson City GIS. Buildings can be identified using the building index on the left side of map. Different types of buildings are denoted using a color scheme. Parking info and the parking lot legend can be found in the top left quadrant. Hydrants and related items are also included. The map is dated by a handwritten date in black ink in the bottom left corner. No scale is included.
https://dc.etsu.edu/rare-maps/1052/thumbnail.jpg

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14

Division, Johnson City GIS. "East Tennessee State University, VA Campus/Mountain Home - 2013." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/rare-maps/54.

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2013 map of East Tennessee State University's VA Campus. Created 12/4/2013 by Johnson City GIS. Buildings can be identified using the building index on the left side of map. Parking info and the parking lot legend can be found on the bottom right corner. Fire suppression system info is also included. No scale is included.
https://dc.etsu.edu/rare-maps/1053/thumbnail.jpg

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15

Jones, Jane Myers. "University Image: Perceptions Held by Internal and External Stakeholders of East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1023101-165959/restricted/jonesj111901.pdf.

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16

Zhang, Shouhong. "Students' perceptions of multimedia classrooms at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1107102-151006/unrestricted/ZhangS111302b.pdf.

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17

Tolley, Rebecca. "Establishing a Student Food Bank at East Tennessee State University." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5741.

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18

Owens, Yumiko Okuda. "Adjusting but Not Assimilating: International Students at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1109103-144702/unrestricted/OwensY120103f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-1109103-144702. Includes bibliographical references. Also available via Internet at the UMI web site.

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19

Barnes, Tammy L. "Faculty adoption and integration of technology at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1104103-101540/unrestricted/BarnesT112103f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-1104103-101540. Includes bibliographical references. Also available via Internet at the UMI web site.

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20

Florence, Joseph, and Randy Byington. "Our Roots/Our Story: Interprofessional education at East Tennessee State University." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/3.

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21

Wyatt, Linda Gale. "Adult student satisfaction with overall learning experiences at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2000. http://etd-submit.etsu.edu/etd/theses/available/etd-1110100-182617/unrestricted/Wyatt.pdf.

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22

Ashe, James Patrick. "A vulnerability assessment of the East Tennessee State University administrative computer network." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0301104-151512/unrestricted/AsheJ030204b.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0301104-151512. Includes bibliographical references. Also available via Internet at the UMI web site.

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23

Williams, Ramona A. "Assessing Students' Gains from the College Experience at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2994.

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The purpose of this study was to determine what activities from the ETSU experience influence students' opinions about their growth and development. This study also examined the influence of sex, age, and classification in college. Three research questions and five hypotheses were examined. The Third Edition of the College Student Experiences Questionnaire (CSEQ) was the instrument used in this study. The CSEQ was administered to 50 undergraduate classes at East Tennessee State University during the Spring Semester 1994. There were 19 independent variables and five dependent variables in this study. The 19 independent variables included students' scores on the 14 Quality of Effort Scales along with sex, age, and classification in college. The dependent variables were five factors extracted from the Estimate of Gains Scale. This study utilized a correlational research design with five hierarchical multiple regression models (one for each of the five factors). All hypotheses were tested using an alpha level of.05. Results showed that the five factors extracted accounted for 60.8% of the variance in the Estimate of Gains Scale. The five factors were Factor I (Personal/Social Development), Factor II (Intellectual Skills), Factor III (Science/Technology), Factor IV (General Education, Literature, Arts, and Social Sciences), and Factor V (Vocational Preparation). For each of the five factors, the combined effects of age, sex, classification in college, and the Quality of Effort Scales explained more of the variance in the Estimate of Gains Scale than did age, sex, and classification in college alone.

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24

Sams, Lois K. "Discovering and Assessing Desired Student Financial Services at East Tennessee State University." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2037.

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The purpose of this study was to discover and assess student financial services delivered to students enrolled at East Tennessee State University. The research was undertaken for institutional self-improvement. The research explored changes that have occurred in student financial services in the dynamic higher education market. The research revealed universities pursued best practices for the delivery of student financial services through expanded employee knowledge, restructured organizations, and integrated information technologies. The research was conducted during October and November, 2006. The data were gathered from an online student survey of student financial services. The areas researched included: the Bursar office, the Financial Aid office, and online services. The results of the data analysis revealed problems with the students' perceived quality of existing financial services and the additional services students desire. The research focused on student perceptions of the quality of financial services by age and gender classifications and response categories. Although no statistically significant difference was found between the age-gender classifications on the perception of the quality of the financial services studied, the research adds to our understanding of student financial services at East Tennessee State University. Recommendation for continued research included annual surveys of segmented student populations that include ethnicity, age, gender, and educational level. The research would be used for continuous improvement efforts and student relationship management. Also additional research was recommended for employee learning in relation to the institution's mission, goals, and values.

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25

Campbell, Steven Roy. "An Analysis of Financial Planning for Employees of East Tennessee State University." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2170.

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The purpose of this study was to determine if East Tennessee State University provides its employees appropriate financial planning services. In particular, it is unknown to what degree employees of East Tennessee State University have actively engaged in financial planning. The research was conducted during June and July, 2005. Data were gathered by surveying faculty, staff, and retirees of the university. Ten percent of the population responded to the study. The survey instrument covered the areas of retirement, other financial planning services, and attitudes toward financial planning. The results of the data analysis gave insight into what degree employees of East Tennessee State University have actively engaged in financial planning. For example, over 20% of the respondents encouraged employees to start early in order to achieve the benefit of time value of money. Fifteen percent of the respondents suggested financial planning workshops be offered on a more frequent basis. Approximately 10% of the respondents preferred an instructor to be independent, instead of a financial salesperson. The study provided an increase in the body of knowledge on financial planning for the ETSU employee and established a historical database for the various programs offered within the ETSU system.

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26

Warhurst, Jordan. "A Study of Ethics for Accounting Students at East Tennessee State University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/305.

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What is being done to stop the increase of accounting scandals and frauds? This study focuses on ethics teaching for accounting students at the undergraduate level. This study asks the question, "have students increased in their use of professional judgement as defined by the AICPA code of Professional Conduct?"

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27

Brooks, Billy, David Blackley, and Rachel Ward. "Development and Implementation of a Farmers Market at East Tennessee State University." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3191.

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28

Ivasauskas, Tomas J. "Fate and dispersal of rainbow trout in Tennessee reservoirs a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=0&did=2000384961&SrchMode=1&sid=7&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1277820135&clientId=28564.

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29

Young, Jade L. "Benthic macroinvertebrate assessment of Jones Creek, Dickson County, Tennessee a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=12&did=1908035881&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264176435&clientId=28564.

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30

Rhoton, Jack, and Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.

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31

Chenoweth, John Dalton. "An evaluation of the Using Information Technology program at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0621102-100557/unrestricted/ChenowethJ071502.pdf.

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32

Yowell, Deidre Lee. "Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1506.

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This quantitative study examined the perceptions of selected university administrators and legislators concerning levels of support for Tennessee public higher education. The purpose of the study was to gain a greater understanding among the various constituents as to the needs and restraints facing higher education funding. The population targeted for this study was comprised of 132 members of the Tennessee General Assembly, the Executive Director of the Tennessee Higher Education Commission (THEC), the Chancellor of the Tennessee Board of Regents (TBR), the President of the University of Tennessee System, and 36 Chief Administrators at 9 state-supported universities. The principal investigator used a web-based survey development company to design, collect, and store survey responses. Results obtained from the study were examined using independent samples t tests, one-way ANOVAs, and a Pearson correlation coefficient. From these tests, 8 out of 13 research questions had statistically significant findings. Analysis of the data revealed that legislators and higher education administrators in the State of Tennessee perceived funding for higher education differently. There were significant differences between the 2 groups concerning use of higher education reserves during weak economic times, the explanation for tuition rises, how much costs students should incur for higher education, level of importance placed on state appropriations for funding higher education, and how they perceived priority of higher education in the state budget. There was a significant difference between one's political party affiliation and perception of access to higher education being an issue. Democratic participants tended to perceive access to higher education as more of an issue than Republican participants. A significant difference was also found between one's education level and ranking of higher education in the state budget. Participants having earned a graduate degree tended to prioritize higher education with significantly greater regard in the state budget than the participants with no graduate degree.

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33

Davies, Deidre Y., and Donald W. Good. "Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/285.

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This quantitative study examined the perceptions of selected university administrators and legislators concerning levels of support for Tennessee public higher education. The purpose of the study was to gain a greater understanding among the various constituents as to the needs and restraints facing higher education funding. The population targeted for this study was comprised of 132 members of the Tennessee General Assembly, the Executive Director of the Tennessee Higher Education Commission (THEC), the Chancellor of the Tennessee Board of Regents (TBR), the President of the University of Tennessee System, and 36 Chief Administrators at nine state-supported universities. The principal investigator used a web-based survey development company to design, collect, and store survey responses. Analysis of the data revealed that legislators and higher education administrators in the State of Tennessee perceived funding for higher education differently. There were significant differences between the two groups concerning: use of higher education reserves during weak economic times, the explanation for tuition rises, how much costs students should incur for higher education, level importance placed on state appropriations for funding higher education, and how they perceived priority of higher education in the state budget. There was a significant difference between one’s political party affiliation and their perception of access to higher education being an issue. A significant difference was also found between one’s education level and ranking of higher education in the state budget.

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34

Yowell, Deidre L., and Donald W. Good. "Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/261.

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35

Bartoszuk, Karin, Cecilia A. McIntosh, and Scott F. Kirkby. "Lessons Learned from the East Tennessee State University (ETSU) Graduate Student Exit Survey." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3209.

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36

Webb, Melessia D. "Preparing Lpn’s to Administer IV Push Medications: The East Tennessee State University Curriculum." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8509.

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37

Chaffin, Couch E. Renèe. "Trends in sophomore students' perceptions of academic advising services at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1020104-083308/unrestricted/CouchR110304f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-1020104-083308 Includes bibliographical references. Also available via Internet at the UMI web site.

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38

Degler, David Max. "Shaping the future of the Appalachian Christian Student Fellowship at East Tennessee State University." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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39

Burgason, Kyle Aaron. "Examination of the Death Penalty: Public Opinion of a Northeast Tennessee University Student Sample." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1744.

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How society views the use of the death penalty as a means of punishment greatly affects the decisions of lawmakers, politicians who use it as a platform for election, and the criminals who commit the crime of murder. This study used 40 different vignettes involving real-life murder scenarios in order for participants to form a more precise opinion of what the correct punishment for the crime should be. Given a choice between the death penalty, life without the possibility of parole, a prison term of their choosing, or other, participants were asked to assign a sanction for each vignette. Respondents were asked to answer demographic questions about themselves in order for these variables to be regressed to examine how their status relates to their opinion of the death penalty as a punishment for murder. Statistical analysis showed income level, political affiliation, and religious affiliation to be significant variables. Analysis of the vignettes themselves revealed substantial variation in individual's willingness to apply the death penalty across various types of murder.

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40

Chaffin, Couch E. RenΘe. "Trends in Sophomore Students' Perceptions of Academic Advising Services at East Tennessee State University." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/945.

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The purpose of this study was to determine sophomore students' perceptions of academic advising at ETSU as reported in fall 2002 and trends in sophomore students' perceptions of academic advising at ETSU from 1994 to 2002. Four research questions and seven hypotheses were examined. The ACT Survey of Academic Advising was the instrument used in this study. This survey was administered to ETSU sophomores enrolled in 2000-level English literature classes during the fall semesters of 1994, 1998, and 2002. Data obtained from the survey regarding topics of discussion with advisors, satisfaction with assistance received, and impressions of advisors were analyzed to determine student perceptions and satisfaction. Variables of age, sex, college residence, type of advisor, and transfer status were examined in the 2002 data to determine any significant differences in these student subgroups. Comparative analysis was used to determine differences between ETSU sophomores surveyed in 2002 and sophomores included in a national normative study. Means scores obtained in 1994, 1998, and 2002 were tested to determine trends in students' perceptions since 1994. This study utilized a descriptive research design. All hypotheses were tested using an alpha level of .05. The results of this research indicated that continued improvements in academic advising services were needed at ETSU. The data in this study showed that ETSU students were satisfied with assistance received from their advisors in some areas. Students' impressions of their advisors were less than favorable. There were few statistical differences between ETSU student subgroups. There were few statistical differences between ETSU and students in the normative study in satisfaction with advisors' assistance. ETSU students had significantly less favorable impressions of their advisors than those in the normative study. Regarding trends in ETSU students' perceptions of academic advising at ETSU, students were significantly more satisfied and had significantly higher impressions of advisors in 1998 and 2002 than in 1994. There were no significant differences in responses of sophomores surveyed in 1998 and those surveyed in 2002 on any items.

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41

Loury, Sharon D. "Hispanic Migrant Farmworker Health in East Tennessee: Interprofessional Education and a University/Community Partnership." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8194.

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42

O'Keefe, Daniel Mark. "Conservation and management of paddlefish in Mississippi with emphasis on the Tennessee-Tombigbee Waterway." Diss., Mississippi State : Mississippi State University, 2006. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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43

Blackwell, Kerry J. "Martin Heidegger : art & technology /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030811.151320/index.html.

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Thesis (M.A. (Hons.)- Visual Arts) -- University of Western Sydney, Nepean, 1997.
The thesis includes : Appendix 1- Catalogue of Works which comprises 59 coloured slides. The intent of this body of work is to visually interpret the book of poems "Akhenaten" by the Australian contemporary poet, Dorothy Porter. Thesis submitted for the degree of Master of Arts (Honuors) Visual Arts, University of Western Sydney, Nepean, Faculty of Visual and Performing Arts. Bibliography : p. 58-61.

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44

Gross, Ronald D. "A Survey of Sophomore Students' Impressions of Academic Advising Services at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2690.

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This study of sophomore students' at East Tennessee State University was conducted to determine students' impressions of the institutional academic advising program, to assess students' level of satisfaction with the academic advisor's assistance with those topics discussed in academic advising sessions, and to determine students' impressions of their academic advisor. The data collected in this study revealed that the sophomore students at ETSU were slightly dissatisfied with their advisor's assistance. Data derived from comparative analyses for differences in impressions of academic advising services found that specific demographic groups were basically neutral in their satisfaction with advising. Few statistically significant differences were found in these demographic groupings. A comparative analysis of ETSU students to a national norm study revealed significant differences in the impressions of academic advising services. The ETSU students were significantly less satisfied than students from the national norm study. The data in this study indicated there was a need for improving the academic services available at ETSU. Several recommendations were made. Institutional strategies and programmatic strategies were outlined to improve academic advising at ETSU.

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45

Callahan, Joshua. "Erosion and Trail Building: A Case Study of the East Tennessee State University Trail System." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1952.

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Natural and accelerated erosion from trail users affects the sustainability of trail systems. Designing and building sustainable trail systems will greatly decrease the effect that erosion has on a trail. Trails that allow multiple types of users, such as hiking and mountain biking, must be able to sustain both groups. At East Tennessee State University the trail system was originally designed for hiking. Mountain bikers have become the main user group on the trail system leading to erosion problems on certain areas of the trail due to trail design flaws. The study seeks to identify the problem areas of trail and make recommendations towards correcting the trail in order for the trail system to adequately sustain both hikers and mountain bikers on the East Tennessee State University trail system.

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46

Loury, Sharon D., and Ardis Nelson. "Hispanic Migrant Farmworker Health in Rural East Tennessee: Interprofessional Education and a University/Community Partnership." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8196.

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47

Kitterman, Christy L. "An assessment of barotrauma and the stock characteristics of Tennessee River sauger populations a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=4&did=1908035871&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1265309878&clientId=28564.

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Fletcher, Rebecca Adkins. "Railroad Town without a Railroad: Documenting Clinchfield Railroad Traditions and Transitioning Economic Identities In an East Tennessee Appalachian Community." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/871.

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Abstract:

Like many Appalachian towns, Erwin (Unicoi County, TN) is struggling with the realities of disappearing industrial jobs that have long played roles as economic stabilizers and foundations of community identity. The “Documenting Community Traditions: Oral History of the Clinchfield Railroad in Unicoi County” is the third installment of a three-year oral history project conducted by Appalachian Teaching Project graduate students at East Tennessee State University (ETSU). While seeking to foster meaningful collaboration with our community partners, including the Clinchfield Railroad Museum, students also developed important skills in ethnography, oral history, and team-based research. Grounded in diverse readings in local history (Stevens and Peoples), research methodology (Bernard; Deblasio), and community engagement (Lewis; Ezzell), we engaged in primary archival document research and met with museum curators at the Clinchfield Railroad and the George L. Carter Museums. We also conducted participant-observation at the Unicoi Apple Festival and completed oral history interviews with community members and former railroad workers. Here we will share insights from our research, including the historic and continued importance of the railroad to this community in light of the 2015 closure of the railroad by CSX and the loss of the remaining 300 railroad jobs in Erwin. In addition, we will discuss our collaborative efforts toward creating a cultural heritage travel brochure to assist the Clinchfield Railroad Museum with ongoing efforts to increase cultural heritage tourism as part of local community efforts toward economic development.

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Honeycutt, Matthew Burton. "Knowledge frontier discovery a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=29&did=1908036131&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264775728&clientId=28564.

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Byrd, Terre D. M. "East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1721.

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Abstract:

The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities. Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were interviewed. An online survey was sent to faculty members via the ETSU email system. Disability law and disability compliance year books served as the primary documents that were reviewed for pertinent information. Grounded theory using a constant-comparison methodology served as the conceptual framework for the study. The grounded-theory approach allowed for the perspectives of students and faculty to be shared and analyzed. Constant-comparison methodology was used to interpret the data through the critical lens perspectives and experiences of students with disabilities. Interview, online survey, and document review were 3 methods of data collection used in this study. The findings of the study indicated that the experiences and perspectives of ETSU students with disabilities differ regardless of visible or invisible disability. Findings also indicated that faculty attitudes towards providing accommodations to students with disabilities were generally positive. However, attitudes of faculty members at ETSU did mirror the attitudes of faculty members at other universities in the provision of certain accommodations based on type (classroom or testing.) In general, faculty members were less willing to alter a test than to provide extended time for a test. Also, faculty members were less willing to provide lecture notes as opposed to allowing a student to record a lecture. It is suggested that the willingness of a faculty member to provide accommodations may hinge on knowledge, experience, and ease of providing the accommodation.

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