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Title: The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation.
Creator: Robinson, Mary-Margaret, Boote, David, Malaret, Stacey, Vitale, Thomas, Cox, Dr. Thomas, Wang, Alvin, University of Central Florida
Abstract / Description: This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers...
Show moreThis study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.
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Date Issued: 2015
Identifier: CFE0005877, ucf:50870
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005877

Title: Overcoming Beginning Teacher Attrition.
Creator: Adcock, Jill, Cox, Dr. Thomas, Hopp, Carolyn, Vitale, Thomas, Ellis, Amanda, University of Central Florida
Abstract / Description: The goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers....
Show moreThe goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers. Through the analysis of the qualitative results, several commonalities emerged. These themes included discrepancies regarding knowledge and completion of district induction requirements, as well as between the implementation of school-based induction programs. Based upon the themes of the research and the literature on supporting beginning teachers, a framework was developed to meet the needs of the beginning teachers in order to reduce attrition within the large urban school district. The framework entailed the refinement of the district induction program and the development of a school-based induction program. The amendment of the district induction program included accountability for all stakeholders, three years of induction support for beginning teachers, structures for tracking the completion of induction requirements by beginning teachers, and training for mentors, instructional coaches, and administrators regarding the district induction requirements. The school based induction framework contains support for a beginning teacher's first three years including specific support by mentors, instructional coaches, and administrators. The framework has been developed based upon the needs of the large urban school district in Central Florida but also has the potential to be applied to any large urban school district. The nature of the framework is that it provides the basic structure and can be customized to meet the needs of any district or school.
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Date Issued: 2016
Identifier: CFE0006242, ucf:51072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006242

Title: The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners.
Creator: Roberts, Shirdricka, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Campbell, Laurie, University of Central Florida
Abstract / Description: The purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual...
Show moreThe purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual framework and address its research questions included Biddle's (1979) Role Theory, McClusky's Theory of Margin, Load and Power (1971) and Tinto's (1975, 1993, 2012) and Bean and Metzner's (1985) Theory of Persistence.The results of the study indicated: 1) The role management that adult learners employed while being a full-time or part-time student. 2) The challenges that adult learners had to address as it relates to their multiple roles and degree attainment. 3) The support systems that adult learners used to assist them in their efforts to role manage and persist towards graduation. 4) The motivations behind an adult learner's pursuit of an undergraduate degree.iii
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Date Issued: 2017
Identifier: CFE0006648, ucf:51220
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006648

Title: Problematic Internet Use in Residence Halls.
Creator: Quirk, Graham, Cintron Delgado, Rosa, Cox, Dr. Thomas, Owens, J. Thomas, Welch, Kerry, University of Central Florida
Abstract / Description: College students are at higher risk to develop problematic internet use (PIU) than the average person and that risk may negatively impact their college success. Since students with PIU are not violating policies, they are not being identified as having a problem through the student conduct process like other students with problems such as alcohol abuse. While research on PIU is still in its infancy, the research that has been conducted indicates that PIU is a growing problem with no agreed...
Show moreCollege students are at higher risk to develop problematic internet use (PIU) than the average person and that risk may negatively impact their college success. Since students with PIU are not violating policies, they are not being identified as having a problem through the student conduct process like other students with problems such as alcohol abuse. While research on PIU is still in its infancy, the research that has been conducted indicates that PIU is a growing problem with no agreed upon definition, diagnosis or treatment. The main purpose of this study was to determine the extent that PIU and PVP exists in residence halls on college campuses. The theoretical framework was the addiction syndrome theory (AST) and is the only current model that can be used to explain all addictions, including behavioral addictions which is the category of addiction the PIU falls under. The main measurement tool was the Young internet addiction test (IAT) which measures levels of online activity.The results of this study were inconclusive. There was a low correlation between online activity and academic performance as measured by academic probation. The weak relationship indicates that PIU may be an issue for college students and therefore may need to be considered when administrators are making policies. Whether the AST proves to be a valid conceptual framework for studying PIU and other addictions remains to be seen. The results here were inconclusive and therefore further research involving AST is needed before drawing any real conclusions.
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Date Issued: 2015
Identifier: CFE0005867, ucf:50887
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005867

Title: Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework.
Creator: Plante, Jarrad, Cox, Dr. Thomas, Robinson, Sandra, Bryer, Thomas, Bowdon, Melody, University of Central Florida
Abstract / Description: Service-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of...
Show moreService-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton (&) Crosby, 2011; Hurtado (&) DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, (&) Korn, 2007). Community engagement (")is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening (-) rhetoric versus reality(") (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types (-) a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.
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Date Issued: 2015
Identifier: CFE0005864, ucf:50852
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005864

Title: Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities.
Creator: Wilkerson, Amanda, King, Kathy (Kathleen), Cox, Dr. Thomas, Owens, J. Thomas, Hopp, Carolyn, University of Central Florida
Abstract / Description: The focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been done to examine the experiences of students transitioning into the college environment. In contrast, there is little work that specifically looks at the professionals that service first-year students within a minority serving context, specifically Historically Black Colleges and Universities. As a result, the findings of this...
Show moreThe focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been done to examine the experiences of students transitioning into the college environment. In contrast, there is little work that specifically looks at the professionals that service first-year students within a minority serving context, specifically Historically Black Colleges and Universities. As a result, the findings of this study suggest that Florida HBCU first-year seminar professionals are active partners in the scholastic success of its freshman students.
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Date Issued: 2016
Identifier: CFE0006420, ucf:51478
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006420

Title: Overcoming Beginning Teacher Attrition.
Creator: Husko, Neva, Cox, Dr. Thomas, Hopp, Carolyn, Vitale, Thomas, Ellis, Amanda, University of Central Florida
Abstract / Description: The goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers....
Show moreThe goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers. Through the analysis of the qualitative results, several commonalities emerged. These themes included discrepancies regarding knowledge and completion of district induction requirements, as well as between the implementation of school-based induction programs.Based upon the themes of the research and the literature on supporting beginning teachers, a framework was developed to meet the needs of the beginning teachers in order to reduce attrition within the large urban school district. The framework entailed the refinement of the district induction program and the development of a school-based induction program. The amendment of the district induction program included accountability for all stakeholders, three years of induction support for beginning teachers, structures for tracking the completion of induction requirements by beginning teachers, and training for mentors, instructional coaches, and administrators regarding the district induction requirements. The school based induction framework contains support for a beginning teacher's first three years including specific support by mentors, instructional coaches, and administrators.The framework has been developed based upon the needs of the large urban school district in Central Florida but also has the potential to be applied to any large urban school district. The nature of the framework is that it provides the basic structure and can be customized to meet the needs of any district or school.
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Date Issued: 2016
Identifier: CFE0006330, ucf:51553
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006330

Title: Fostering paths of enrollment from an urban high school to a large, public university.
Creator: Wyenberg, Colin, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Williams, Falecia, University of Central Florida
Abstract / Description: This qualitative study sought to address the problem of lower enrollment of students from Jones High School in Orlando, Florida than is desired by the University of Central Florida (UCF). The university has new developments in the community near Jones High School and this dissertation in practice seeks to develop recruitment practices to increase enrollment of this population. Alumni from Jones High School who currently attend UCF were selected for a qualitative study including a survey and...
Show moreThis qualitative study sought to address the problem of lower enrollment of students from Jones High School in Orlando, Florida than is desired by the University of Central Florida (UCF). The university has new developments in the community near Jones High School and this dissertation in practice seeks to develop recruitment practices to increase enrollment of this population. Alumni from Jones High School who currently attend UCF were selected for a qualitative study including a survey and interview to examine the phenomenological experiences regarding their decision to enroll and the path of enrollment they selected. Multiple paths of enrollment exist for this population which includes entering directly from high school, transferring from other institutions, as well as a guaranteed admission program from local state colleges called Direct Connect. This qualitative study revealed that the Direct Connect program is the most common path of entry for participants followed by those enrolling from high school. Experiences that influenced decisions to enroll at UCF included convenience factors such as location, the ease of enrolling through the Direct Connect program, and the financial savings associated with a public university and the state colleges. It was also revealed that deficiencies existed in UCF's current recruitment presence on the campus of Jones High School as compared to other institutions of higher education making a more lasting impact. Implications for future practice were offered to encourage existing paths of enrollment and increased UCF recruitment presence on the Jones campus.
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Date Issued: 2016
Identifier: CFE0006423, ucf:51472
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006423

Title: A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Creator: Britt, John, Cox, Dr. Thomas, King, Kathy (Kathleen), Vitale, Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description: Developmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research...
Show moreDevelopmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research was framed by Kolb's experiential learning theory, which states that people learn through their experiences (Kolb, 1984). Chi-Square correlational tests were conducted to examine the relationship between students' learning types and their final grades in an accelerated developmental math course and in a combined developmental math course. The results indicate no statistically significant relationships between the variables in both modalities of developmental math. Furthermore, students were surveyed on their preferences of the developmental math modalities. The results showed positive preferences toward both modalities of developmental math. With the limited amount of research in the area of developmental math modalities, this research helps to further understand the area and provides a basis for future research.
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Date Issued: 2016
Identifier: CFE0006445, ucf:51473
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006445

Title: An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs.
Creator: Ayoub, Yousef, Cox, Dr. Thomas, Vitale, Thomas, Boote, David, Beile, Penny, University of Central Florida
Abstract / Description: Information literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively...
Show moreInformation literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information (ACRL, 2000). Academic institutions follow these standards to teach their students information literacy skills and assist them to become lifelong learners. Library literature indicates that international students face some linguistic, cultural, and technological challenges in using the library and learning information literacy skills. The purpose of this study was to examine the information literacy of international graduate students. It assessed their current skills and investigated their challenges and needs. Understanding the challenges international students face and exploring the factors associated with these challenges can be helpful to understand the academic needs of this group of students. The study was conducted on international graduate students at the College of Engineering and Computer Science (CECS) at University of Central Florida (UCF). The study used a mixed methods design. Quantitative data were collected through an online survey that was sent to all U.S. and international graduate students at CECS. Qualitative data were collected through interviews with a selected number of international graduate students at CECS. The findings of the study indicated clearly that international graduate students have a relatively low level of information literacy skills. The study also showed that U.S. graduate students have a better information literacy level than the information literacy level of international graduate students. The study presented some implications and provided recommendations for future planning and programming of outreach programs and library services for international students on campus.
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Date Issued: 2016
Identifier: CFE0006257, ucf:51039
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006257

Title: Improving Instructional Strategies in Higher Education for Students with a Learning Disability in a General Education Science Course.
Creator: Ogle, Brian, Cox, Dr. Thomas, Vitale, Thomas, Campbell, Laurie, Chandler, Shelly, University of Central Florida
Abstract / Description: This Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants...
Show moreThis Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants using an electronic survey. Additionally, eight participants participated in focus groups to collect in-depth qualitative data. All participants are current students enrolled full-time at Beacon College. Each participant completed a science college course and has a diagnosed learning disability. Analysis of the data demonstrated hands-on instruction guided by the instructor is the preferred method of learning and the use of traditional lecture and cooperative learning are self-reported as being least helpful to this student population to learn science. Findings from this study were provided to Beacon College to shape instruction in science courses as well as to shape recommendations for future research activities. Intentional design of instruction following the recommendations found in this study should assist in increasing student performance in college science courses as well as increase engagement to science as a process and field of study.
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Date Issued: 2017
Identifier: CFE0006772, ucf:51836
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006772

Title: Examination of the Challenges Faced by Foreign-born Students in a State College that may Prolong/Prevent Graduation.
Creator: Soremi, Modupe, Hopp, Carolyn, Cox, Dr. Thomas, Vitale, Thomas, Joe, Richelle, University of Central Florida
Abstract / Description: This research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by...
Show moreThis research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by foreign-born students at state colleges will create an avenue for recommending solutions to many these challenges, thereby increasing their educational attainment and economic productivity, hence preparing more Americans for the competitive 21st century global market.Using a qualitative phenomenological approach, the researcher explored, interpreted, and described challenges faced by foreign-born students (FBS) in a State college that could prevent/prolong their graduation. In addition, the researcher solicited recommendations for improvement in order to gather the necessary information to inform the creation of a comprehensive support center to address the challenges identified. Pilot study data were collected from two sources including focus group discussions and survey. The survey was administered to all students enrolled in college credit classes at the college and two focus group discussions were held in 2017 spring semester. The result of the survey provided the preliminary data on FBS and collected information from those interested in further research participation via focus group discussions. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007).Using the College Impact Model and Socio-cultural theory as a framework, this pilot study found that foreign-born students experience social, academic, personal, organizational, and mentorship challenges. Based on participants' recommendations, the conclusion is for the college to provide more opportunities to engage with both faculty, staff, native students, and other FBS; provide proper advising; provide avenues for cultural engagement for all; provide financial advising; consolidate and publicize all resources available to support students at the college (such as information regarding the honors society, volunteer society…); offer formal and informal English classes to FBS; hire qualified staff with proper training to each department (for example, placement services, advisors…); and hire bi/tri- lingual staff. In phase II of this dissertation, an Academic and Social Engagement Center (ASEC) was created as a comprehensive support center for foreign-born students. It is the intent of the researcher that the findings from this study will inform and provide clear direction for programs and policy implementations that will enhance the success of foreign-born students at Victory State College.
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Date Issued: 2017
Identifier: CFE0006798, ucf:51820
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006798

Title: A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
Creator: Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
Abstract / Description: Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
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Date Issued: 2017
Identifier: CFE0006602, ucf:51280
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006602

Title: A Comprehensive Study of the Learning Styles of Student Athletes and Academic Advisors at Three Institutions in the American Athletic Conference and the Tools and Resources Used to Ensure Academic Success of Student Athletes.
Creator: Lampitt, Dianna, King, Kathy (Kathleen), Cox, Dr. Thomas, Xu, Lihua, Preston, Michael, University of Central Florida
Abstract / Description: Collegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes...
Show moreCollegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes so they are able to compete. As a result, academic advisors for student athletes use a number of tools and resources that help ensure the academic success of the student athletes. This study examined the use of these tools and resources from three institutions in the American Athletic Conference by 14 participants and how they related to the Graduation Success Rate of each institution. In addition, this study highlighted and examined the learning styles of not only the student athlete but also the academic advisor using Kolb's Learning Style Inventory (LSI). The study was quantitative in nature using survey research to answer five research questions. A Chi-Square analysis revealed there was significance between the number of tools and resources used and the Graduation Success Rate. A second Chi-Square revealed there was no significance between the student athletes learning style and the tools and resources used by academic advisors and learning specialists. The study also identified that of Kolb's four learning styles, the student athletes were mainly Accommodators and Divergers.The results of this study suggest that academic advisors and learning specialists should use more tools and resources when working with student athletes to ensure a higher Graduation Success Rate. This study was one of the first to examine the tools and resources used by academic advisors and learning specialist, as well as, the learning styles of student athletes. Future research should continue to investigate the tools and resources used by academic advisors use and the role of the academic level of the student athlete.
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Date Issued: 2017
Identifier: CFE0006614, ucf:51299
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006614

Title: Classroom Error Climate: Teacher Professional Development to Improve Student Motivation.
Creator: O'Dell, Sean, Gill, Michele, Cox, Dr. Thomas, Hoffman, Bobby, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: Student motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and...
Show moreStudent motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and students react to and use errors in the classroom. A positive error orientation, one that views errors as opportunities to learn rather than punishments, may help improve students' emotions, self-efficacy, and future goal orientations, while aligning their beliefs in a more adaptive direction, thus reducing maladaptive academic motivation. A professional development design is proposed here to train teachers in using errors to the advantage of the learner by creating a positive error climate in their classrooms.
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Date Issued: 2015
Identifier: CFE0005856, ucf:50917
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005856

Title: Fostering college student success: An analysis of the educational outcomes of Florida college students utilizing Relative Caregiver, Road-to-Independence, and Adoption tuition exemptions.
Creator: Murray, Lauren, Cox, Dr. Thomas, Preston, Michael, Whiteman, JoAnn, Molina, Olga, University of Central Florida
Abstract / Description: This study investigated the educational outcomes of foster care youth utilizing the Road to Independence, Adopted from DCF, and Relative Caregiver tuition exemptions to pursue enrollment in Florida's state college system during the 2012-2013 academic year. An extensive literature review was conducted to examine the history of foster care, examine a contemporary portrait of the American foster care system, and the adult outcomes of former foster care. Federal and state policies impacting the...
Show moreThis study investigated the educational outcomes of foster care youth utilizing the Road to Independence, Adopted from DCF, and Relative Caregiver tuition exemptions to pursue enrollment in Florida's state college system during the 2012-2013 academic year. An extensive literature review was conducted to examine the history of foster care, examine a contemporary portrait of the American foster care system, and the adult outcomes of former foster care. Federal and state policies impacting the population, campus support initiatives at colleges nationwide and the concept of resilience were also explored. In conjunction with the Florida Department of Education's Division of Accountability, Research and Measurement, the Florida Department of Children and Families provided access to a dataset compiled by the Community College and Technical Center MIS department. This file contained enrollment information for foster care youth utilizing one of three tuition exemptions to fund their education-related expenses. While all personal identifiers were eliminated prior to sharing the file, information within the document included student age, gender, race/ethnicity, academic discipline, and degree being pursued.Results of this study yielded some statistically significant differences across tuition exemption type. After examining relationships between gender and race/ethnicity and tuition exemption type, no statistically significant results were found. However, statistical significance was found after examining the relationships between academic degree being pursued and academic major/discipline and tuition exemption type. Many factors impact the experiences of foster care youth in the college classroom. These should be considered when developing programming, policy, and support services aimed at encouraging their success.
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Date Issued: 2015
Identifier: CFE0005979, ucf:50769
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005979

Title: Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
Creator: Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
Abstract / Description: Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
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Date Issued: 2017
Identifier: CFE0006857, ucf:51742
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006857

Title: The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Creator: Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
Abstract / Description: The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
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Date Issued: 2017
Identifier: CFE0006861, ucf:51754
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006861

Title: An Investigation of the Help-Seeking Behaviors of Women Student Veterans.
Creator: Armstrong, Tanya, Cox, Dr. Thomas, Whiteman, JoAnn, Hopp, Carolyn, Grauerholz, Liz, University of Central Florida
Abstract / Description: Women with military experience are attending colleges and universities across the United States. It is important to understand how they describe their experiences as students and how their help-seeking behaviors impact their success (DiRamio (&) Jarvis, 2011; Baechtold (&) Da Sawal, 2009). Using Schlossberg's Adult Transition Theory (1981, 1984) as a framework, this qualitative phenomenological study explored the help-seeking behaviors of women student veterans. In addition, the events that...
Show moreWomen with military experience are attending colleges and universities across the United States. It is important to understand how they describe their experiences as students and how their help-seeking behaviors impact their success (DiRamio (&) Jarvis, 2011; Baechtold (&) Da Sawal, 2009). Using Schlossberg's Adult Transition Theory (1981, 1984) as a framework, this qualitative phenomenological study explored the help-seeking behaviors of women student veterans. In addition, the events that caused them to seek help and the resources they utilized are described. The research questions were: (1) Does the prior military experience of women student veterans influence their willingness to seek help? (2) What are the events that cause women student veterans to seek help? And (3) What are the resources that women student veterans utilize? Using Smith, Flowers and Larkin's (2009) Interpretative Phenomenological Analysis (IPA), this two-phase mixed method design employed a sequential descriptive strategy employing a profile questionnaire and individual semi-structured interviews (N=9). The research identified six themes using Schlossberg's framework (1981, 1984). These six themes were: military influence, transitions, times of distress, tailored support, traditional support and support 'from my own'. The findings of this study provide researchers, student personnel professionals, and military educational constituencies with a foundation for policy and programming that account for the help seeking behaviors women student veterans' exhibit as they transition from the military to college.
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Date Issued: 2017
Identifier: CFE0006560, ucf:51313
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006560

Higher Education (3)	+ -
higher education (3)	+ -
community college (2)	+ -
induction (2)	+ -
student engagement (2)	+ -

Academic Achievement (1)	+ -
Academic Advising (1)	+ -
Academic Advising for Student Athletes (1)	+ -
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Addiction Syndrome Theory (1)	+ -
Admission (1)	+ -
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Adult Learners (1)	+ -
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Challenges (1)	+ -
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Correlations (1)	+ -
Degree Attainment (1)	+ -
Developmental Education (1)	+ -
Dissertation (1)	+ -
Distance Education (1)	+ -
Educational Leadership (1)	+ -
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Florida Virtual School (1)	+ -
Foreign-born students (1)	+ -
Four Year Graduation Rate (1)	+ -
General Systems Theory (1)	+ -
Graduate Students (1)	+ -
Graduation Rate (1)	+ -

Cox, Dr. Thomas (19)	+ -
University of Central Florida (19)	+ -
Vitale, Thomas (9)	+ -
Hopp, Carolyn (8)	+ -
King, Kathy (Kathleen) (5)	+ -

Preston, Michael (3)	+ -
Whiteman, JoAnn (3)	+ -
Boote, David (2)	+ -
Campbell, Laurie (2)	+ -
Ellis, Amanda (2)	+ -
Owens, J. Thomas (2)	+ -
Adcock, Jill (1)	+ -
Armstrong, Tanya (1)	+ -
Ayoub, Yousef (1)	+ -
Baldwin, Lee (1)	+ -
Beile, Penny (1)	+ -
Bentham, Claudine (1)	+ -
Bosley, Michael (1)	+ -
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Chandler, Shelly (1)	+ -
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Flanigan, Jacquelyn (1)	+ -
Gill, Michele (1)	+ -
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