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Title: Design and Production of Calculus Assessments.
Creator: Wenzel, Lorna, Vitale, Thomas, Cox, Thomas, Boote, David, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: The AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and...
Show moreThe AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and where Green High School's assessments were falling short. More research was conducted to examine the college Board expectations of calculus learning. A content matrix was designed to measure how well an in-class assessment aligns with college and AP calculus expectations of calculus knowledge. From this, new assessments were created that meet the goals of the content matrix.
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Date Issued: 2018
Identifier: CFE0007264, ucf:52180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007264

Title: The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.
Creator: Buxton, Ashley, Vitale, Thomas, Cox, Thomas, Boote, David, Hewitt, Randall, University of Central Florida
Abstract / Description: The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent...
Show moreThe objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent out to all middle school teachers who work for 21st CCLC. The survey investigated how the vision of the program was presented to staff and students. Data was then collected from middle school students attending the program from 2015 to 2017. The data collected was used to research whether there was a correlation between students' attending the after-school program and their Florida State Assessment (FSA) scores as well as their grade point average (GPA) in school. Qualitative data was collected and coded from teachers. There was a variance between each site on the implementation and vision of the after-school program as stated by the grant. Student data displayed that there was no correlation between students' attending the program and FSA scores. There was a correlation between students' GPA and their attendance at the after-school tutoring program. Further investigation is necessary to research larger sample sizes outside of Seminole County.
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Date Issued: 2018
Identifier: CFE0007161, ucf:52296
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007161

Title: Boots on the Ground: A Participant-Oriented Approach to Program Evaluation.
Creator: Djak, Nikki, Vitale, Thomas, Cox, Thomas, Boote, David, Swan, Bonnie, Goodman, Constance, University of Central Florida
Abstract / Description: Despite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year...
Show moreDespite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year employment ill-prepared to handle all of the classroom responsibilities expected of them, which contributes to another nationwide problem: low retention of novice teachers. To address comprehensive preparation of PSTs, professors at one large metropolitan university in the southeastern United States initiated the Boots on the Ground (BotG) program, which exposes PSTs to direct instructional opportunities with K-12 students concurrently with early coursework. Multiple studies have found that closely integrating field experience with coursework is highly influential in increasing both the preparedness of PSTs and their self-efficacy as educators. This study is a mixed methods, participant-oriented program evaluation of the BotG program, meant to explore stakeholders' perspectives on the program's influence and inform improvement. It looks at the affect the BotG program has on perceived preparedness and self-efficacy of PSTs as well as its impact on different stakeholder groups. Study findings indicate that the early exposure to the profession and experience working with K-12 students provided to pre-service teachers who participated in the Boots on the Ground program may provide them with a means to increase perceptions of preparedness and self-efficacy for teaching. Findings also detail the program's influence on other stakeholders, including provision of extra support for the academic and behavioral support of K-12 students. The researcher also suggests implications for education and recommendations for further research.
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Date Issued: 2018
Identifier: CFE0007171, ucf:52287
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007171

Title: Analyzing Faculty Attitudes and Actions Surrounding Distance Education Accommodations and Inclusiveness Based On UDL Principles.
Creator: Cash, Catherine, Cox, Thomas, Vitale, Thomas, Preston, Michael, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which...
Show moreAs distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which was adapted into the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to focus on faculty teaching fully online courses. The ITSI-DE measured the following seven constructs: (a) Accommodations, (b) Accessible Course Materials, (c) Course Modifications, (d) Inclusive Lecture Strategies, (e) Inclusive Classroom, (f) Inclusive Assessment, and (g) Disability Law and Concepts (Lombardi et al., 2015). Exploratory factor analyses (EFA) affirmed a five-factor structure for action subscales, and seven-factor structure for attitudinal subscales for the ITSI-DE. The internal consistency calculated for the ITSI-DE was consistent with prior values reported for the ITSI, which ranged from .70 to .85 (Lombardi et al., 2013). A Pearson product moment correlation was performed, which confirmed a statistically significant correlation between faculty attitudes and actions. Next, a multivariate analyses of variance (MANOVA) was performed to examine if significant differences existed between faculty attitudes and actions based on instructional rank, college, age, or gender. Results affirmed statistically significant differences between faculty attitudes and actions based on gender. Lastly, no significant findings were associated with the three chi square test of association that were performed to identify if college, age, or gender influenced preferred methods of training on inclusive teaching practices. Descriptive statistics indicated the largest percentage of faculty preferred to receive information and training on inclusive teaching practices via online methods (46.8%) versus face-to-face methods (34.3%) and hard copy print methods (18.9%).
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Date Issued: 2018
Identifier: CFE0007747, ucf:52399
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007747

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: Hmong Americans in Higher Education: Exploring their Sense of Belongingness and the Concept of the American Dream.
Creator: Daugherty, Janet, Cintron Delgado, Rosa, Owens, J. Thomas, Cox, Thomas, Molina, Olga, University of Central Florida
Abstract / Description: I conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong...
Show moreI conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong American college upper-classmen using a two-part interview protocol to elicit demographic and experiential information. Moustakas' approach to the analysis of data provided guidelines to review individual transcripts and to group, remove, cluster, and thematize lived experiences.The findings of this study indicated that Hmong college students: (a) enrolled out of obedience to the parents, especially their fathers, regardless of the educational level of the parents and (b) thrived when authority figures on campus reached out to help their humble situation. . . it not only made them belong to the campus family but it strengthened their self-esteem.
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Date Issued: 2015
Identifier: CFE0005596, ucf:50250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005596

Title: Analysis of the Congruency between Educational Choices and Community College Student Degree Aspirations.
Creator: Quathamer, Mark, Owens, J. Thomas, Cintron Delgado, Rosa, Cox, Thomas, Marshall, Nancy, LAMB, ROBERT, University of Central Florida
Abstract / Description: This research explored variables that influence community college student degree aspirations and students purpose for enrolling and pursuing specific degree types. The study was conducted using secondary data for students pursuing Associate in Arts, Associate in Science, and Bachelor of Applied Science degrees at a single community college. A logistic regression test was used to test graduate and baccalaureate degree aspirations of the entire sample of students and separately by degree type....
Show moreThis research explored variables that influence community college student degree aspirations and students purpose for enrolling and pursuing specific degree types. The study was conducted using secondary data for students pursuing Associate in Arts, Associate in Science, and Bachelor of Applied Science degrees at a single community college. A logistic regression test was used to test graduate and baccalaureate degree aspirations of the entire sample of students and separately by degree type. Significant predictors of degree aspirations included age, gender, credits enrolled in, participation in student groups, academic course planning, receipt of scholarship, and college GPA. In general, community college students had high degree aspirations. Younger students tended to be on the collegiate transfer track and older students tended to want to pursue baccalaureate degrees locally. In addition to having high degree aspirations, a large proportion of students attended the college for occupational purposes and created intermediate and long-term goals related to their academic aspirations. The findings of the research confirm findings of previous studies on college student degree aspirations, and add to the understanding of variables contribute to students' educational goals. Recommendations for practice and future research are presented.
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Date Issued: 2014
Identifier: CFE0005539, ucf:50327
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005539

Title: Community College Faculty with Corporate Leadership Experience and Full Range Leadership Theory.
Creator: Hardee, Gloria, Cintron Delgado, Rosa, Owens, J. Thomas, Cox, Thomas, Bowdon, Melody, University of Central Florida
Abstract / Description: Community colleges have developed into vital resources for affordable, easy access, high quality education. Community college instructors with previous leader experience possess the credentials needed to teach their curricula and to lead learning experiences in the classroom. Researchers have found that instructors who display transformational leadership qualities can influence student actions, awareness, and learning outcomes. This study was conducted to explore community college faculty who...
Show moreCommunity colleges have developed into vital resources for affordable, easy access, high quality education. Community college instructors with previous leader experience possess the credentials needed to teach their curricula and to lead learning experiences in the classroom. Researchers have found that instructors who display transformational leadership qualities can influence student actions, awareness, and learning outcomes. This study was conducted to explore community college faculty who possess transformational leadership qualities in relation to student extra effort, student perception of instructor effectiveness, and overall satisfaction with the instructor. The conceptual framework is the full range leadership theory which is one of the most broadly used comprehensive leadership theories. The measurement tool used was Avolio and Bass's (2004) Multifactor Leadership Questionnaire (MLQ), which measures nine factors of leadership skills through a quantitative survey. These findings present support for the recognition of the value of transformational leadership in the community college environment. Consistent with the findings of this study, transformational leadership has been viewed as the most revered leadership model in the full range leadership theory. Instructors have the ability to integrate critical components of transformational leadership behaviors to impact the student experience in the classroom, resulting in higher levels of student outcomes of extra effort, effectiveness, and satisfaction. The findings add to the body of literature and provide insight into the leadership skills of community college instructors from previous business experience.
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Date Issued: 2014
Identifier: CFE0005502, ucf:50351
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005502

Title: Admission Criteria for Schools of Business: Common Prerequisites and Academic Performance in Upper-level Business Coursework.
Creator: Becker, Helen, Owens, J. Thomas, Cintron Delgado, Rosa, Cox, Thomas, Nutta, Joyce, Moskal, Patrick, University of Central Florida
Abstract / Description: Schools of business within the Florida State University system have state-mandated common prerequisites that students are required to complete prior to formal admission into baccalaureate business programs. As such, the common prerequisites serve as minimum admission requirements for schools of business in the state of Florida. This study sought to determine the ability of these discipline specific admission criteria to predict academic performance in upper-level business coursework. This...
Show moreSchools of business within the Florida State University system have state-mandated common prerequisites that students are required to complete prior to formal admission into baccalaureate business programs. As such, the common prerequisites serve as minimum admission requirements for schools of business in the state of Florida. This study sought to determine the ability of these discipline specific admission criteria to predict academic performance in upper-level business coursework. This study looked at existing data for 860 students in the College of Business Administration at the University of Central Florida. Findings of the study demonstrate that there is a positive and moderate to strong correlation between the final grade earned in each individual course within the common prerequisites and the cumulative academic performance in upper-level business coursework. The strength of the correlation varied among the individual prerequisites, however, each individual prerequisite was positively correlated. Regression findings also demonstrate that the common prerequisites may, with certain student populations such as native students and students pursuing quantitative business majors, be a rather effective predictor of program performance. Most problematic of the findings was that the predictive ability was not equivalent across different student populations. This suggests that as admission criteria or screening mechanisms designed to select students most likely to be successful in the program, the state-mandated common prerequisites were not effective for all student populations. Findings of this study have implications for schools of business, as well as other disciplines, as they evaluate the common prerequisites required by their institution or consid
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Date Issued: 2014
Identifier: CFE0005462, ucf:50400
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005462

Higher Education (5)	+ -
higher education (5)	+ -
student engagement (3)	+ -
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community college (2)	+ -

community colleges (2)	+ -
induction (2)	+ -
service learning (2)	+ -
transformative learning (2)	+ -
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Academic Achievement (1)	+ -
Academic Advising (1)	+ -
Academic Advising for Student Athletes (1)	+ -
Addiction (1)	+ -
Addiction Syndrome Theory (1)	+ -
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Admissions (1)	+ -
Adult Learners (1)	+ -
American Dream (1)	+ -
Carnegie Community Engagement Classification (1)	+ -
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College Student Fiscal Responsibility (1)	+ -
Community College (1)	+ -
Community College Student Demographics (1)	+ -
Community Colleges (1)	+ -
Community college baccalaureate (1)	+ -
Content Matrix Analysis (1)	+ -
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University of Central Florida (38)	+ -
Cox, Dr. Thomas (19)	+ -
Cox, Thomas (19)	+ -
Vitale, Thomas (13)	+ -
Hopp, Carolyn (11)	+ -

Cintron Delgado, Rosa (9)	+ -
King, Kathy (Kathleen) (9)	+ -
Marshall, Nancy (8)	+ -
Owens, J. Thomas (6)	+ -
Preston, Michael (6)	+ -
Boote, David (5)	+ -
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