Influence, policy formation, and higher education in Florida: 1989--1994

This study examined the perceptions of state governmental officials and administrators from the state university system, community college system, and independent institutions concerning the ability of various groups to influence state-level higher education policy formation. The study was conducted in Florida for the period 1989-94. Florida has a history of legislative involvement in higher education, a unique system of state universities and community colleges, and a limited number of private institutions of higher education. This study was grounded in the works of Mortimer and McConnell (1978), Millett (1987), Marshall, Mitchell, and Wirt (1989) and Finitfer, Baldwin, and Thelin (1991).^ The study represented the application of an embedded, single-case design. A survey was the primary collection instrument. Respondents were asked questions concerning: (a) personal involvement in higher education, (b) perceptions of the ability of various groups to influence higher education policy, (c) the names of particular individuals considered key players in higher education policy formation, (d) important state-level documents, (e) personal knowledge of key areas of policy formation, and (f) emerging higher education issues in Florida. Quantitative and qualitative methods were used to analyze the different sections of the survey.^ The findings indicated that a power and influence hierarchy exists among the various groups that attempt to influence higher education policy and that this hierarchy is recognized by state government officials and higher education administrators. While an analysis of variance of the various groups revealed a few differences between state government officials and higher education personnel, the high overall agreement was an important finding. Leading members of the legislature, especially the Chair of the Senate Higher Education Committee, and key staff members, especially from the Senate Ways & Means Committee, were considered the most influential. Representatives from higher education institutions and research organizations were considered among the least influential. Emerging issues identified by the respondents included: (a) the political nature of state-level policy formation, (b) the role of legislative staff, (c) the competition for state moneys, (d) legislative concern for state-wide budgetary efficiency, and (e) legislative attempts to define quality and supervise academic program development for higher education. ^

U.S. Army front line artillery observation during the 1945 Okinawa campaign: An oral history case study

This dissertation explores the role of artillery forward observation teams during the battle of Okinawa (April–June 1945). It addresses a variety of questions associated with this front line artillery support. First, it examines the role of artillery itself in the American victory over the Japanese on Okinawa. Second, it traces the history of the forward observer in the three decades before the end of World War II. Third, it defines the specific role of the forward observation teams during the battle: what they did and how they did it during this three-month duel. Fourth, it deals with the particular problems of the forward observer. These included coordination with the local infantry commander, adjusting to the periodic rotation between the front lines and the artillery battery behind the line of battle, responding to occasional problems with "friendly fire" (American artillery falling on American ground forces), dealing with personnel turnover in the teams (due to death, wounds, and illness), and finally, developing a more informal relationship between officers and enlisted men to accommodate the reality of this recently created combat assignment. Fifth, it explores the experiences of a select group of men who served on (or in proximity to) forward observation teams on Okinawa. Previous scholars and popular historians of the battle have emphasized the role of Marines, infantrymen, and flame-throwing armor. This work offers a different perspective on the battle and it uses new sources as well. A pre-existing archive of interviews with Okinawan campaign forward observer team members conducted in the 1990s forms the core of the oral history component of this research project. The verbal accounts were checked against and supplemented by a review of unit reports obtained from the U.S. National Archives and various secondary sources. The dissertation concludes that an understanding of American artillery observation is critical to a more complete comprehension of the battle of Okinawa. These mid-ranking (and largely middle class) soldiers proved capable of adjusting to the demands of combat conditions. They provide a unique and understudied perspective of the entire battle.

African History and Identity: A Case Study of Black British Students in London

Through the administration of questionnaires and interviews in six of London’s secondary schools, this case study seeks to investigate Black Britons’ self-concepts and attitudes toward curricular depictions of continental and diasporan Africans and the extent to which the African Union’s (A.U.) Pan-African outreach agenda may be advanced or challenged.

Influence, policy formation, and higher education in Florida : 1989-94

This study examined the perceptions of state governmental officials and administrators from the state university system, community college system, and independent institutions concerning the ability of various groups to influence state-level higher education policy formation. The study was conducted in Florida for the period 1989-94. Florida has a history of legislative involvement in higher education, an unique system of state universities and community colleges, and a limited number of private institutions of higher education. This study was grounded in the works of Mortimer and McConnell (1978), Millett (1987), Marshall, Mitchell, and Wirt (1989) and Finitfer, Baldwin, and Thelin (1991). The study represented the application of an embedded, single-case design. A survey was the primary collection instrument. Respondents were asked questions concerning: (a) personal involvement in higher education, (b) perceptions of the ability of various groups to influence higher education policy, (c) the names of particular individuals considered key players in higher education policy formation, (d) important state-level documents, (e) personal knowledge of key areas of policy formation, and (f) emerging higher education issues in Florida. Quantitative and qualitative methods were used to analyze the different sections of the survey. The findings indicated that a power and influence hierarchy exists among the various groups that attempt to influence higher education policy and that this hierarchy is recognized by state government officials and higher education administrators. While an analysis of variance of the various groups revealed a few differences between state government officials and higher education personnel, the high overall agreement was an important finding. Leading members of the legislature, especially the Chair of the Senate Higher Education Committee, and key staff members, especially from the Senate Ways & Means Committee, were considered the most influential. Representatives from higher education institutions and research organizations were considered among the least influential. Emerging issues identified by the respondents included: (a) the political nature of state-level policy formation, (b) the role of legislative staff, (c) the competition for state moneys, (d) legislative concern for state-wide budgetary efficiency, and (e) legislative attempts to define quality and supervise academic program development for higher education.

Integrated science and art education for creative climate change communication

An interdisciplinary field trip to a remote marine lab joined graduate students from fine arts and natural resource science departments to think creatively about the topic of climate change and science communication. We followed a learning cycle framework to allow the students to explore marine ecosystems and participate in scientific lectures, group discussions, and an artist-led project making abstract collages representing climate change processes. Students subsequently worked in small groups to develop environmental communication material for public visitors. We assessed the learning activity and the communication product using pre- and post-field trip participant surveys, focus group discussions, and critiques by art and communication experts of the products. Significant changes in knowledge about climate change occurred in program participants. Incorporating artists and the arts into this activity helped engage multiple senses and emphasized social interaction, as well as providing support to participants to think creatively. The production of art helped to encourage peer learning and normalize the different views among participants in communicating about climate change impacts. Students created effective communication products based on external reviews. Disciplinary differences in cultures, language, and standards challenged participating faculty, yet unanticipated outcomes such as potentially transformative learning and improved teacher evaluations resulted.