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2012 - 56th Annual Conference of the Comparative and International Education Society Words: 743 words || 
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1. Iaeger, Paula. "Comparative analysis of the DNA of two-year college models to be adapted by LDCs: Community colleges, satellite colleges, and work colleges" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2019-06-16 <http://citation.allacademic.com/meta/p553994_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This research is part of a larger study using various databases that develops a predictive model for the placement of two-year colleges in Uganda and others among the least developed countries. When the results are combined with the knowledge of local experts, maps and charts are constructed on the blended data. The most difficult aspect was not the statistical analysis; it was building the basic models for each of the three college types. This presentation is about the process used to build the models that could be adapted in other developing nations.

Differentiation in higher education is essential for a nation like Uganda, with external pressures and cohorts of students hungry for more education after being exposed to universal primary education programs. But any new layer of higher education must be adapted to meet the needs of the region and nation. It is critical that such expansion is tied to quality assurances with greater access to help educate a talented workforce that can then capitalize on analytical skills that anticipates change. In times of high growth, so much time is spent on just meeting the challenges each day that systematic expansion, increased articulation agreements, and cooperative models are often neglected. It is also difficult to look at the resources of some of the existing colleges in the states and explain to leaders who are struggling to promote secondary education, let alone expand higher education, that these models (when adapted) can help local economies grow in the region. Using current models did not seem useful because of what was perceived to be a disconnect between practical, scalable solutions if any such college was built today in the United States. The answer was to back track on the existing college types and examine their roots; essentially study their DNA.

This presentation compares three distinct two-year college models that could be used in the least developed countries (LDC), provided there is adequate local expertise willing to evaluate the needs of the community. This comparison is based on historic documents that look at community colleges at their birth, satellite colleges using various coupling protocols, and the rise and fall of work-colleges out of the manual labor school movement. The community college data relies on research related to the creation of community colleges in rural parts of the United States in the late 1950s when many people did not see the need for such entities and others were concerned about lowering academic rigor. Using government documents (Morrison & Martorana, 1960), research papers and dissertations (Shoemaker, 1971), and reports from early community college professional organizations (Johnson, 1964), as well as histories of two-year colleges that date back 150 years ago it is possible to understand the specific needs that were answered by community colleges.

The model for satellite schools comes from universities that saw a clear division between lower and upper academic programs but also more current circumstance that result in diverse partnerships for specific population such a Native Americans or African Americans as a way to encourage the transfer cultural knowledge; while still meeting general academic needs. The data used to define the satellite college model, was based on traditional junior colleges that flourished in the early part of the twentieth century in the United States, but it is also informed, in part, on hybrid styles like the one found at Comanche Nation College (CNC) in Oklahoma. CNC has a memorandum of understanding for a variety of courses with three separate universities.

The manual labor schools that began in Europe and expanded to the U.S. serve as the actual or philosophical roots of the current seven work colleges in the states. They became popular in the U.S. during a time of westward expansion (Woodward, 1890), and massification of higher education. It is worth noting that these schools emerged prior to and immediately following a devastating civil war and they were built in rural areas that had limited economic opportunity where people were isolated from the free exchange of ideas. The original papers (Weld, 1833), personal letters (Bennett, 1912), and biographies (Fee, 1891) of the leaders of the manual labor school movement were used to inform this model.

The results include a matrix by college type for variations in five areas of educational evaluation.While the data used in this presentation is specific to Uganda, the design of the models can be useful for many countries seeking to expand access while promoting differentiation in higher education.

2013 - Pacific Sociological Association Annual Meeting Pages: unavailable || Words: 1540 words || 
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2. O'Neil, Madeline. "What Happens in College Stays in College: Hedonism, Careerism, Achievement, and College Student Deviance" Paper presented at the annual meeting of the Pacific Sociological Association Annual Meeting, Nugget Casino, Reno/Sparks, Nevada, Mar 21, 2013 Online <PDF>. 2019-06-16 <http://citation.allacademic.com/meta/p633675_index.html>
Publication Type: Undergraduate Poster Presentations
Review Method: Peer Reviewed
Abstract: One aspect of student life that most colleges share is the excessive use of alcohol among their students, also known as binge drinking. Scholars define binge drinking as five drinks for males and four drinks for females in one sitting. Experts agree that binge drinking is heightened by students’ belief that heavy drinking is common and normal behavior among their peers, and in turn they view it as an accepted practice.

I have developed three theories that may further explain binge drinking:

1. Hedonism, or the devotion to pleasure as a way of life, will increase the frequency of binge drinking.
2. Careerism, or a focus on one’s professional life after college, will decrease the frequency of binge drinking.
3. Achievement orientation, or viewing academic success as personal validation, will decrease the frequency of binge drinking

The data for my project will come from the General Gonzaga Survey (GGS)—an online omnibus survey featuring a stable set of standard questions that capture vital characteristics of college life, as well as unique blocks of questions developed by students. The GGS distributed to a probability sample of undergraduates; typically, between 600 and 700 students complete the survey. This year the GGS will be administered in November, and it will feature scales measuring hedonism, careerism, and achievement orientation. In addition students will be assessed on their rates of alcohol consumption. Data collection will be completed by Thanksgiving, and I expect to complete my analysis by late January.

2016 - ASHE Annual Conference: Higher Education and the Public Good Words: 50 words || 
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3. Williams, Leslie. "Beyond enrollment: How college access programs aid participants not just to college but through college - Emerging themes" Paper presented at the annual meeting of the ASHE Annual Conference: Higher Education and the Public Good, Hyatt Regency Columbus, Columbus, Ohio, Nov 09, 2016 <Not Available>. 2019-06-16 <http://citation.allacademic.com/meta/p1160452_index.html>
Publication Type: Research Paper
Review Method: Peer Reviewed
Abstract: College access programs have proliferated in the United States to address the disparity in undergraduate enrollment between White, higher-income students, and racial/ethnic minority and lower-income students. This study extends the research on their contributions to narrowing this gap by exploring their influence on reducing inequalities in completion between these groups.

2017 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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4. In, Jung. "College as a “Contested Terrain” Heterogeneous Effects of Majors on College Pathways and Post-College Outcomes" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Palais des Congrès de Montréal, Montreal, Canada, Aug 12, 2017 Online <PDF>. 2019-06-16 <http://citation.allacademic.com/meta/p1252789_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Sociologists have long debated the effects of family origin on the outcomes of college graduates. Inspired by recent evidence of this effect, we examine how children’s college majors and post-college outcomes mediate the effects of family origin using NLSY79. Theoretically, this paper distinguishes between the effect of heterogeneous paths and the heterogeneous effects of the same path. The results show that family origin only negatively affected the post-college income of female graduates who chose vocational majors. This implies that the choice of a vocational major in college potentially functioned as an equalizer for women with less privileged family origins.

2015 - National Women's Studies Association Words: 101 words || 
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5. Rellihan, Heather. and Waychoff, Brianne. "Is Free Tuition Good for Community Colleges?: Obama’s "America's College Promise" Proposal and the Precarity of Community Colleges" Paper presented at the annual meeting of the National Women's Studies Association, Wisconsin Center, Milwaukee, WI, <Not Available>. 2019-06-16 <http://citation.allacademic.com/meta/p1024286_index.html>
Publication Type: Individual Paper
Abstract: The rhetoric surrounding President Obama’s "America's College Promise" proposal has reinforced the precarity of community colleges by perpetuating a distorted narrative that marginalizes community college students. We will examine how the debates around the proposal intersect with neoliberal ideologies around education: who is constructed as worthy/unworthy of taxpayer funds and under what conditions? Compared to four-year schools, community colleges have a higher proportion of women, people of color, and working class folks – groups that are marginalized within the labor force, so we will analyze how distorted representations of community colleges intersect with a worker/thinker binary and the precaritization of labor.

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