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Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida
Title
Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida.
Creator
Maino, Paola, Boyd, Tammy, Short, Edmund, Owens, James, Conroy, Annabelle, University of Central Florida
Abstract / Description
Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used...
Show moreUsing data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th grade during each year from 2006/2007 through 2009/2010, and then tracked the students' entire high school experience from 9th to 12th grade. Student FCAT scores were used as the dependent variable. Testing for differences in means and linear and logistic regression analysis were used to examine these questions. The results showed that SNS tend to be offered in large high schools, with a large Hispanic student and teacher population, which have lower average FCAT scores, and are located in counties that tend to vote Democratic. The results found indicate that student participation in SNS program does not affect students' overall FCAT scores. However, students who participate in SNS courses tend to perform better in Math FCAT, but not in Reading FCAT, when compared to their peers of similar Hispanic background that did not participate in SNS courses. The results supported Cummins' Linguistic Interdependence concept, as L1 maintenance may promote academic achievement, depending on the academic subject. The most important attribute of these results was the association found between L1 maintenance and academic skills in Math. The study argues for the possibility of cognitive development occurring at deeper levels due to L1 maintenance, and expressed through abstract and logical thought such as Mathematical proficiency. Future studies may benefit by approaching this subject in a longitudinal manner and examine how student participation in SNS is associated with educational attainment, including high school graduation, college enrollment and graduation, job prospects and social mobility. The results also suggest that there is a higher probability that SNS curriculum is offered in high schools located in counties that tend to vote Democratic, indicating that location is intrinsically dependent on stakeholders' political views on the education of minority students. Therefore, future studies may examine stakeholders' involvement in the decision making process of curriculum at the county, school, and classroom level, in order to find out what are the driving forces making possible or not the availability of SNS curriculum in the state of Florida.
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Date Issued
2013
Identifier
CFE0004711, ucf:49837
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004711
The Community College Baccalaureate and Adult Students: A Qualitative Analysis
Title
The Community College Baccalaureate and Adult Students: A Qualitative Analysis.
Creator
Kersenbrock, Angela, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Whiteman, JoAnn, University of Central Florida
Abstract / Description
The focus of this qualitative research was to investigate the motivations, experiences, and constructs of non-traditional adult students who elected to enroll in community college baccalaureate programs. The participants in this investigation were a homogeneous sample of adult students who had priorities other than school, such as employment and families. The research questions which guided the study sought to explore the narratives adult students shared of their reasons for choosing to...
Show moreThe focus of this qualitative research was to investigate the motivations, experiences, and constructs of non-traditional adult students who elected to enroll in community college baccalaureate programs. The participants in this investigation were a homogeneous sample of adult students who had priorities other than school, such as employment and families. The research questions which guided the study sought to explore the narratives adult students shared of their reasons for choosing to enroll in a community college baccalaureate degree program, how they described meaning to having access to these new degrees, and what impact the community college baccalaureate had on the decision to return for the bachelor degree. The voices of the students were captured during semi-structured individual interviews.Six central themes emerged from the data gathered: Resiliency vs. Obstacles: Managing Life, Finding Self Through Intrinsic and Extrinsic Motivational Factors, The Community College Degree as Key to Economic Stability, Limited Alternatives to Baccalaureate Degree Attainment, Importance of Communality to Adult Students Feelings of Belonging, and Neither Difference nor Disadvantage to Obtaining a Community College Baccalaureate Degree.The study's results led to recommendations and implications for legislators, higher education faculty and administrators, and admissions and marketing specialists.
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Date Issued
2012
Identifier
CFE0004561, ucf:49243
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004561
The Relationship Between Incivility and Engagement in Nursing Students at a State College
Title
The Relationship Between Incivility and Engagement in Nursing Students at a State College.
Creator
Cicotti, Cheryl, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Morgan, Mark, University of Central Florida
Abstract / Description
This study investigated the relationship between engagement, as measured with the Community College Student Survey of Engagement Course Feedback Form, and incivility, as measured with the Incivility in Nursing Education Survey, in 268 nursing students at a state college. A significant relationship was identified between the composite variables representing engagement and incivility. Specifically, the composite engagement variables representing active and collaborative learning, student...
Show moreThis study investigated the relationship between engagement, as measured with the Community College Student Survey of Engagement Course Feedback Form, and incivility, as measured with the Incivility in Nursing Education Survey, in 268 nursing students at a state college. A significant relationship was identified between the composite variables representing engagement and incivility. Specifically, the composite engagement variables representing active and collaborative learning, student-faculty interaction, student effort, and academic challenge were positively related to the composite incivility variable reflecting the consideration of disruptive student behavior. Data analysis determined that the most disruptive classroom behavior reported were students holding distracting conversations. The use of computers for non-classroom activities was cited as the most frequently observed disruptive act. The study examined the presence of any differences in the levels of student engagement or incivility between first- and second-year students. No differences in either of these two constructs were identified. The study results suggest a relationship between incivility and engagement and denote the most prevalent and disruptive nursing student behaviors.
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Date Issued
2012
Identifier
CFE0004528, ucf:49253
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004528
Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida
Title
Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida.
Creator
Myszkowski, Erin, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Dorman, Teresa, Szentmiklosi, Jillian, University of Central Florida
Abstract / Description
Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to...
Show moreMany medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either (")more acceptable(") or (")less acceptable(") for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses were taken. Based on these results, the researcher could not categorize the courses at either type of institution as (")more rigorous(") or (")less rigorous(") than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.
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Date Issued
2012
Identifier
CFE0004579, ucf:49211
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004579
Employer Perceptions: An exploratory study of employability skills expected of new graduates in the hospitality industry
Title
Employer Perceptions: An exploratory study of employability skills expected of new graduates in the hospitality industry.
Creator
Kleeman, Amy, Boyd, Tammy, Cintron Delgado, Rosa, Blank, William, Breiter, Deborah, University of Central Florida
Abstract / Description
Graduate employability skills have become one of the most important topics on the higher education agenda in the first decade of the 21st century. In the United States, and throughout the world, global competition, growth of a knowledge-based economy, technological advances, and the multigenerational workforce have combined to substantially alter the contemporary workplace (Gedye (&) Chalkey, 2006). Whether by choice or circumstance, the expectation of a secure lifelong position with one...
Show moreGraduate employability skills have become one of the most important topics on the higher education agenda in the first decade of the 21st century. In the United States, and throughout the world, global competition, growth of a knowledge-based economy, technological advances, and the multigenerational workforce have combined to substantially alter the contemporary workplace (Gedye (&) Chalkey, 2006). Whether by choice or circumstance, the expectation of a secure lifelong position with one employer and the opportunity for linear career progression are no longer typical nor practical in the contemporary workplace (Harvey, Locke, (&) Morey, 2002). Employability skills are those skills, attributes, and behaviors, e.g., communication skills, problem-solving, organization, and planning, that bridge most disciplines, industries, and employing organizations. They have the greatest impact on the sustained, productive, successful employment of graduates (Cranmer, 2006; Gedye, Fender, (&) Chalkey, 2004). The purpose of this study was to (a) identify the employability skills employers perceive to be important for entry-level management/management-in-training positions in the hospitality industry, (b) to establish employability skills competency levels employers expect for these positions, and (c) to garner employer perceptions of Rosen College of Hospitality Management (RCHM) interns’ and new graduates’ employability skills competence for entry-level management/management-in-training positions in the hospitality industry. The findings add to the body of literature and provide insight into the need for further employability skills development of students prior to graduation and entrance into the workforce. Additionally, the study provides information and insight for faculty, career services, and experiential learning professionals regarding the skills students currently possess, the need for further skills development, and those skills employers deem most important.
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Date Issued
2011
Identifier
CFE0004123, ucf:49096
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004123
Interdisciplinary Studies Students' Academic and Social Engagement: A Quantitative Study
Title
Interdisciplinary Studies Students' Academic and Social Engagement: A Quantitative Study.
Creator
Simmons, Jessica, Boyd, Tammy, Cintron Delgado, Rosa, Beverly, Monifa, Hampton, Michael, University of Central Florida
Abstract / Description
This study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student...
Show moreThis study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student engagement that were positively related to satisfaction and confirmed that requiring core interdisciplinary studies courses had a positive impact on engagement.A quantitative instrument, the Interdisciplinary Studies Student Engagement Survey, was adapted from the National Survey of Student Engagement questionnaire to collect self-reported responses. The following eight factors of student engagement were found to be relevant: (a) diversity-related activities, (b) shared understanding and experiences, (c) interaction with peers, (d) interaction with faculty members, (e) active and collaborative learning, (f) integrated learning, (g) out-of-class experiences, and (h) academic challenge. Respondents reported the most frequent participation in integrated learning and the least frequent participation in out-of-class experiences. It was determined that students with nontraditional characteristics tended to participate more frequently in academic engagement, whereas students with traditional characteristics tended to participate more in social engagement. In addition, enrollment in mandatory interdisciplinary core courses was found to positively influence engagement in seven of the eight identified factors. Enrollment in core courses was also positively related to satisfaction. Finally, all eight engagement factors positively correlated with satisfaction to some degree.
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Date Issued
2011
Identifier
CFE0004168, ucf:49072
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004168
Amenities Provided as Predictors of Job Satisfaction Among Entry-Level, Live-on/Live-in Housing and Residence Life Professionals
Title
Amenities Provided as Predictors of Job Satisfaction Among Entry-Level, Live-on/Live-in Housing and Residence Life Professionals.
Creator
Getka, Kristen, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Novak, Jeffrey, University of Central Florida
Abstract / Description
Job satisfaction of entry-level student affairs professionals has been an issue of interest to researchers and practitioners alike since at least the 1980s. A high turnover of housing and residence life live-on and live-in (LO/LI) professionals has led to a curiosity for the reason. Investigation into job satisfaction of these professionals is an ideal way to determine ways to help retain LO/LI professionals and enhance their overall job satisfaction. In this study, the personal demographics,...
Show moreJob satisfaction of entry-level student affairs professionals has been an issue of interest to researchers and practitioners alike since at least the 1980s. A high turnover of housing and residence life live-on and live-in (LO/LI) professionals has led to a curiosity for the reason. Investigation into job satisfaction of these professionals is an ideal way to determine ways to help retain LO/LI professionals and enhance their overall job satisfaction. In this study, the personal demographics, institutional demographics, and amenities provided to entry-level housing and residence life professionals holding LO/LI positions, and what impact, if any, they had on job satisfaction were examined. Job satisfaction was measured by two separate means, both based on the theoretical framework, the Job Characteristics Model. A web-based survey was distributed to approximately 9,000 members of the Association of College and University Housing Officers-International, asking for all LO/LI professionals to complete the survey. Personal demographics slightly affected job satisfaction, and institutional demographics were not related to job satisfaction. Amenities were the strongest predictors of job satisfaction among the three areas examined. Specific amenities such as meal plans, reserved parking, and flexible work hours had a more significant impact on job satisfaction than others.
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Date Issued
2012
Identifier
CFE0004494, ucf:49263
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004494
The Impact of Moving From SACS Level I to Level II Status on Faculty Employment in the Florida College System
Title
The Impact of Moving From SACS Level I to Level II Status on Faculty Employment in the Florida College System.
Creator
Broeker, Christine, Owens, James, Cintron Delgado, Rosa, Cox, Thomas, Boyd, Tammy, Albritton, Frank, University of Central Florida
Abstract / Description
The State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor's degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida's regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that...
Show moreThe State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor's degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida's regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that faculty who teach baccalaureate courses hold the minimum of a master's degree in field. Further complicating matters, as baccalaureate granting institutions, colleges must also comply with CS 3.5.4, requiring 25% of course hours in the baccalaureate degree major to be taught by terminally-degreed faculty. The purpose of this study was to identify what issues related to faculty credentials, if any, have been observed by Florida's community colleges as part of the process to gain SACS-COC Level II status. Results were analyzed through the lens of Travis Hirschi's Social Control Theory. The results of this study indicate that colleges have reported changes in faculty employment after implementing the community college baccalaureate. The most common types of changes included requirements for faculty to complete additional graduate coursework and moving faculty to different programs with different conditions for credentialing. Other types of changes reported included faculty terminations and retirements. The study found strong evidence supporting the notion that finding terminally-degreed faculty is a problem for institutions moving from Level I to Level II status particularly in the fields of nursing and computer science/information technology. The findings indicate that as Florida's community college baccalaureate programs continue to expand, colleges will need to find creative solutions to address SACS CS 3.5.4 requirement of terminal degrees for faculty.?
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Date Issued
2013
Identifier
CFE0004979, ucf:49597
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004979
Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States
Title
Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States.
Creator
Proctor, Curtis, Cintron Delgado, Rosa, Welch, Kerry, Boyd, Tammy, Ehasz, Maribeth, University of Central Florida
Abstract / Description
The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of...
Show moreThe purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of their solicitation efforts as perceived by faculty members employed at the colleges and universities.Three research questions were considered in this study. First, what life experiences contribute to the predisposition of faculty donors in giving to their institutions? Second, what intrinsic motivational elements influence faculty donors to give to their employing institutions? Third, how are the strategies used to solicit funding from faculty related to giving?Basic interpretive qualitative methodology was used to analyze the data gathered from the research participants. In-depth interviews were conducted with seven faculty members employed at HBCUs in the southern region of the United States. It was determined that faculty members attribute their giving practices to many of their life experiences. Religious involvement, childhood experiences, and family history, were all discussed by faculty members as being instrumental to their giving habits. Participants also discussed the sense of community that is established at HBCUs as being inspirational in determining whether or not they gave of their time, talent, or financial resources. Responses to open-ended questions about the effectiveness of institutional advancement offices provided additional qualitative data that could be used by HBCUs to increase the amount of annual giving to the university.
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Date Issued
2012
Identifier
CFE0004283, ucf:49531
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004283
Career Decision-Making Patterns of Undecided African-American Male Transfer Students: A Qualitative Approach
Title
Career Decision-Making Patterns of Undecided African-American Male Transfer Students: A Qualitative Approach.
Creator
Daniels, Lavious, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Blank, William, University of Central Florida
Abstract / Description
The career development and career decision-making needs of African-American males have generated much inquiry. Two year colleges currently serve as the predominant point of entry for many African-American male students seeking baccalaureate degrees. However, the transition to and eventual success at the four-year institution is often met with challenges. The inability to choose a major that may lead to a desired career has the potential to serve as a barrier for some students. From the lens...
Show moreThe career development and career decision-making needs of African-American males have generated much inquiry. Two year colleges currently serve as the predominant point of entry for many African-American male students seeking baccalaureate degrees. However, the transition to and eventual success at the four-year institution is often met with challenges. The inability to choose a major that may lead to a desired career has the potential to serve as a barrier for some students. From the lens of social cognitive career theory, this qualitative study was conducted to examine the experiences of undecided, African-American male transfer students at a large, four-year metropolitan university. Upon analyzing data from the interviews, themes were developed according to three research questions. Themes that offered insight into major selection process included: (a) choosing a major that offered potential job stability/security, (b) experiences related to academic ability, and (c) experiences with gender relative to career decision-making. Participation in the Direct Connect program was the minor theme found related to experiences encountered in the transfer process that influence major and/or career development. Themes related to the development of career decision-making self-efficacy included: (a) choosing careers believed to be consistent with one's person, (b) indecision while at the community college, (c) engagement in practical experiences, (d) solving problems, (e) meeting with advisors and counselors at the community college, and (e) involvement in extracurricular activities.
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Date Issued
2012
Identifier
CFE0004274, ucf:49513
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004274
White Males in Black Fraternities: Life Experiences Leading White Males to Join a Historically Black Fraternity
Title
White Males in Black Fraternities: Life Experiences Leading White Males to Join a Historically Black Fraternity.
Creator
Butts, Christopher, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Welch, Kerry, University of Central Florida
Abstract / Description
This study was conducted to explore the phenomenon of White male membership in a historically Black fraternity. The researcher utilized a qualitative research methodology to investigate the pre-collegiate experiences of White males that influenced them to seek membership in Alpha Phi Alpha Fraternity, Inc. Due to the national pool of potential participants, interviews were conducted with White male members of this fraternity using video chat software. The researcher utilized social identity...
Show moreThis study was conducted to explore the phenomenon of White male membership in a historically Black fraternity. The researcher utilized a qualitative research methodology to investigate the pre-collegiate experiences of White males that influenced them to seek membership in Alpha Phi Alpha Fraternity, Inc. Due to the national pool of potential participants, interviews were conducted with White male members of this fraternity using video chat software. The researcher utilized social identity theory (SIT) as the framework for this study based on the premise that in-groups might prove to be significant. Examining the participants' pre-collegiate in-groups, diversity of family and family friends, and home environment provided insight into participants' reasoning for seeking membership. Additionally, exploring the participants' pre-membership perceptions of their eventual fraternity revealed further detail as to the extent to which individuals became members of the in-group associated with that fraternity. Findings for this study were that participants' comfort levels with diverse backgrounds and individuals allowed them to feel comfortable seeking membership in a Black fraternity. It was also found that shared traits of service and the opportunity for growth were reasons why White males sought membership in a Black fraternity.
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Date Issued
2012
Identifier
CFE0004342, ucf:49430
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004342
Nursing Students and Tuckman's Theory: Building Community Using Cohort Development
Title
Nursing Students and Tuckman's Theory: Building Community Using Cohort Development.
Creator
Austin, George, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Cox, Thomas, Allred, Kelly, University of Central Florida
Abstract / Description
This study explored the phenomenon of first year students who lived in a nursing living learning community and their experiences during their first year. The researcher utilized a qualitative research methodology to investigate the social and academic aspects that influenced these students as they worked to prepare to apply to the nursing program on their way to becoming nurses. Of the 68 students who lived in the community in the first two years, 12 were interviewed in a face-to-face setting...
Show moreThis study explored the phenomenon of first year students who lived in a nursing living learning community and their experiences during their first year. The researcher utilized a qualitative research methodology to investigate the social and academic aspects that influenced these students as they worked to prepare to apply to the nursing program on their way to becoming nurses. Of the 68 students who lived in the community in the first two years, 12 were interviewed in a face-to-face setting. The researcher used Tuckman's Stages of Group Development as the framework for this study, recognizing that groups go through several stages depending on the length of time that the group is together. The participants' experiences were examined on a group and individual level, in order to fully understand their experiences in the community, including their persistence through applying to and enrolling in the nursing program. This study brought voice to the experiences of the students, helping to understand why they came together, how the community developed, and what lessons the students took away from living in this community. It was made clear during the interviews that the students chose to live in the community where they would be surrounded by students with the same goals. They also felt very strongly about academics taking a priority over social events, and believed that the community should have a second semester common course to keep the students working together throughout the duration of the first year.
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Date Issued
2013
Identifier
CFE0004972, ucf:49576
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004972
Textbook Cost-Lowering Initiatives: An Exploration of Community College Faculty Experiences
Title
Textbook Cost-Lowering Initiatives: An Exploration of Community College Faculty Experiences.
Creator
Dunn, Susan, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Mcardle, Michele, University of Central Florida
Abstract / Description
Faculty have been identified as critical players in the implementation of textbook affordability efforts at community colleges. Furthermore, emerging lower-cost alternatives to traditional textbooks present a wide and growing range of options that may help further efforts. This study sought to examine more closely the role of faculty with respect to textbook cost-lowering initiatives. The researcher utilized in-depth interviews to gain a rich picture of the experiences, attitudes, beliefs,...
Show moreFaculty have been identified as critical players in the implementation of textbook affordability efforts at community colleges. Furthermore, emerging lower-cost alternatives to traditional textbooks present a wide and growing range of options that may help further efforts. This study sought to examine more closely the role of faculty with respect to textbook cost-lowering initiatives. The researcher utilized in-depth interviews to gain a rich picture of the experiences, attitudes, beliefs, and behaviors of nine full-time community college faculty as they confronted textbook affordability efforts and textbook alternatives. The interview data were analyzed using a thematic analysis process. Five major themes and three minor themes were identified. The five major themes were: (a) campus administrators support, but do not mandate, efforts; (b) frequent edition revisions frustrate faculty; (c) departmental approaches to textbook selection vary; (d) content, then affordability, drive selection choices; and (e) faculty have mixed feelings about textbook alternatives. The three minor themes were: (a) faculty efforts to save students money are thwarted by campus bookstores and financial aid policies; (b) English faculty benefit from public domain readings; and (c) more faculty participating in textbook selection means more difficulty deciding on a text. Implications and recommendations were offered for community college leaders, campus bookstores, publishers, and future researchers.
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Date Issued
2014
Identifier
CFE0005159, ucf:50715
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005159
Transforming a University? A Qualitative Analysis of the Grantee-Grantor Relationship Between Florida Institute of Technology and the F. W. Olin Foundation
Title
Transforming a University? A Qualitative Analysis of the Grantee-Grantor Relationship Between Florida Institute of Technology and the F. W. Olin Foundation.
Creator
Ruane, Matthew, Owens, J. Thomas, Cintron Delgado, Rosa, Boyd, Tammy, Waring, Scott, Perdigao, Lisa, University of Central Florida
Abstract / Description
The purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself....
Show moreThe purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself. This research will include a brief history of the two institutions involved and the circumstances that led to this grant proposal and its eventual implementation by the university, interviews with the main actors, and an examination of the challenges and opportunities presented to Florida Institute of Technology in accepting a grant from the F. W. Olin Foundation. Finally, an analysis of the outcomes brought about by accepting what the F. W. Olin Foundation marketed as a (")transformational(") grant ties this research into the larger question of the roles of foundations and philanthropies in higher education.
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Date Issued
2014
Identifier
CFE0005545, ucf:50294
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005545
Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships
Title
Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships.
Creator
Lemon, Mark, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Beverly, Monifa, Laureano Fuentes, Gloria, University of Central Florida
Abstract / Description
This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was...
Show moreThis research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, (&) Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
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Date Issued
2013
Identifier
CFE0005022, ucf:49984
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005022
Examining Facebook as a Digitally Immersive Language Environment for French Language Learners
Title
Examining Facebook as a Digitally Immersive Language Environment for French Language Learners.
Creator
Wyatt, Shelly, Gunter, Glenda, Witta, Eleanor, Boyd, Tammy, Crevecoeur, Edwidge, Metcalf, David, University of Central Florida
Abstract / Description
This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando,...
Show moreThis quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were (")pushed(") to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including (")Liking,(") Sharing,(") and (")Commenting(") was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with (")Commenting(") and (")Sharing(") was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.
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Date Issued
2013
Identifier
CFE0005076, ucf:49957
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005076