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Title: Teaching Online and Cyberbullying: Examining Higher Education Cyberbullying Policies In The Florida State University System.
Creator: Raditch, Joseph, Cox, Thomas, Marshall, Nancy, Preston, Michael, Brown, Tim, University of Central Florida
Abstract / Description: The cyberbullying phenomena has been recorded as affecting students and faculty alike in the K-12 and higher education systems. Cyberbullying in higher education has negative effects to the institution and its stakeholders, including faculty turn over and student suicide. While these responses are highly publicized, the effects of cyberbullying on the online classroom remain relatively untouched by researchers. There are very few resources available to faculty who teach online courses for...
Show moreThe cyberbullying phenomena has been recorded as affecting students and faculty alike in the K-12 and higher education systems. Cyberbullying in higher education has negative effects to the institution and its stakeholders, including faculty turn over and student suicide. While these responses are highly publicized, the effects of cyberbullying on the online classroom remain relatively untouched by researchers. There are very few resources available to faculty who teach online courses for creating strategies to combat cyberbullying in that context. Furthermore, many states, including Florida, defer conduct policies and their enforcement to the individual institution. While there are many aspects of cyberbullying within the online course in higher education that remain unexplored by research, this study seeks to breach the subject by analyzing the policies at Florida public universities. Using document analysis, this study analyzed policies from the 12 state universities capturing the definition of cyberbullying and recommended reporting practices for faculty on cyberbullying from each institution. By framing the results of the analysis through the community of inquiry, this study provides value to faculty seeking to strengthen their online teaching presence through providing clear guidelines established by each Florida institution. It will also provide value to administrators at institutions within the United States who are reviewing their policies addressing online abuse and cyberbullying by identifying to common definitions currently used within public institutions.
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Date Issued: 2019
Identifier: CFE0007853, ucf:52798
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007853

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: College Student Attitudes Towards Free Speech and Expression.
Creator: Oglethorpe, David, Cintron Delgado, Rosa, Preston, Michael, Owens, J. Thomas, Carter, J. Scott, University of Central Florida
Abstract / Description: Throughout its storied history, higher education in the United States has dealt with the challenges of free speech. From Harvard's 1766 'bad butter riot' to hateful speech directed towards students by non-university community members, balancing the need for free speech with maintaining a welcoming and inclusive campus environment stands as an immense test for higher education (Papandrea, 2017). Idealism and ethicality aside, lost in the academic debate over liberty and protections are the...
Show moreThroughout its storied history, higher education in the United States has dealt with the challenges of free speech. From Harvard's 1766 'bad butter riot' to hateful speech directed towards students by non-university community members, balancing the need for free speech with maintaining a welcoming and inclusive campus environment stands as an immense test for higher education (Papandrea, 2017). Idealism and ethicality aside, lost in the academic debate over liberty and protections are the views of those who should best help shine a light on such a divisive issue: students. This dissertation creates a quantitative path to understanding those very viewpoints. Using the theoretical framework of Social Judgment Theory (Sherif (&) Hovland, 1961), the study discerns student attitudes towards free speech by measuring student ego involvement and latitudes of acceptance, non-commitment, and rejection. This study examines one main question: are student attitudes towards the general concept of free speech congruent with their attitudes towards the perceived acceptability of specific types of speech? Results from more than 2,300 participants revealed that while college students generally regard free speech as an extremely important right in higher education, there are still instances of protected free speech that are considered unacceptable. On the topic of partisan politics, respondents identifying as Republican and Democrat were not statistically different in any measure of ego involvement or range of latitudes. Females reported higher ego involvement scores and a much higher propensity to finding certain examples of speech unacceptable, indicating a reduced belief in the importance of free speech.
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Date Issued: 2018
Identifier: CFE0007068, ucf:52006
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007068

Title: An Examination of the Insights and Support of Self-Advocacy by Academic Advisors when Working with Students with Disabilities in Higher Education.
Creator: Farran, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Hopp, Carolyn, Preston, Michael, University of Central Florida
Abstract / Description: Self-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student...
Show moreSelf-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student service (Hossler (&) Bean, 1990). Academic advisors assist students through their academic journeys and are tasked with assisting students to navigate college life (Kuh, 2008). However, there was a lack of research regarding the relationship between advisors, students with disabilities, and self-advocacy. Therefore, this research study was conducted to explore the insights and support of self-advocacy among academic advisors when working with students with disabilities. A qualitative phenomenological research design was used to explore these experiences.From the data analysis, seven themes emerged after the interviews and a focus group, which represented the needs of academic advisors for their specific roles and interactions. The themes were lack of knowledge, accommodations, transition, academics, fear of being labeled, relationships and interactions, and self-awareness. The information gathered through this study may lead to professional development programs to improve relationships between academic advisors and students with disabilities and to prepare students with disabilities to become strong self-advocates.
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Date Issued: 2018
Identifier: CFE0007329, ucf:52139
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007329

Title: Leadership Development Programs in College Athletics: An Exploration of the Student-Athlete Experience.
Creator: Obrien, Jeffrey, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Harrison, Carlton, University of Central Florida
Abstract / Description: The purpose of this study was to explore the lived experiences and perceptions of twelve college student-athletes, from two NCAA Division I institutions, who participated in leadership development programs provided by their athletic department. There is a demonstrated need for this level of exploration as evidenced by the growing trend of college athletic departments providing leadership development programming for their respective student-athlete populations. However, there is not a...
Show moreThe purpose of this study was to explore the lived experiences and perceptions of twelve college student-athletes, from two NCAA Division I institutions, who participated in leadership development programs provided by their athletic department. There is a demonstrated need for this level of exploration as evidenced by the growing trend of college athletic departments providing leadership development programming for their respective student-athlete populations. However, there is not a commensurate level of scholarship related to the effectiveness of these programs, nor is there an understanding of the lived experiences of the student-athlete participants that is grounded in research. Therefore, this qualitative study utilized Moustakas' (1994) Transcendental Phenomenology to explore the lived experiences and perceptions of college student-athletes who participated in leadership development programs provided by their athletic department. This study applied Dweck's (2008) theory of Mindset to distill the role effort, failure, and adversity played in the participants lives, and their leadership development. Textural and structural analysis of the data revealed six themes and the essence of the phenomenon. The themes were: (1) Personal Growth and Development; (2) Skill Development; (3) Engaging Pedagogies; (4) Meaning of Effort; (5) Meaning of Failure; and (6) Problem Solving Mindset. Recommendations for college athletic departments implementing leadership development programs include: Intentionality of design; focus on personal growth and development; provide tangible skill development; and include training on growth mindset.
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Date Issued: 2018
Identifier: CFE0007067, ucf:51996
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007067

Title: International Saudi Female Students' Experiences of Acculturation During Their Study at an American Public University in The South (APUS).
Creator: Alzahrani, Hnan, Cintron Delgado, Rosa, Mendez, Jesse, Owens, J. Thomas, Preston, Michael, University of Central Florida
Abstract / Description: According to my literature review and my reflection of its meaning, few studies have been conducted that explore the adjustment and acculturation experiences of female international students in US colleges and universities specifically on Saudi female students. Therefore, this study explored the academic and socio-cultural experiences of Saudi female students before and after arriving in the US. Furthermore, this study identified the sources of acculturative stress and Saudi female students'...
Show moreAccording to my literature review and my reflection of its meaning, few studies have been conducted that explore the adjustment and acculturation experiences of female international students in US colleges and universities specifically on Saudi female students. Therefore, this study explored the academic and socio-cultural experiences of Saudi female students before and after arriving in the US. Furthermore, this study identified the sources of acculturative stress and Saudi female students' successful strategies for coping with these stressors. Eight Saudi female students participated in one-on-one semi-structured interviews and Moustakas' (1994) transcendental phenomenology was utilized in analyzing students' voices. During the data analysis process, there were five themes that emerged from the data, including sociocultural expectations and issues, motivation for studying abroad, challenges, coping strategies, and adaptation. The results of this study provided recommendations for American and Saudi higher education administrators and faculty concerning how to help Saudi female students adjust to American culture and campus life and provide appropriate academic environments for this growing population.
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Date Issued: 2018
Identifier: CFE0007149, ucf:52329
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007149

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: 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: 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: Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff.
Creator: Hodge, Lynell, Owens, J. Thomas, Cintron Delgado, Rosa, Allen, Kay, Preston, Michael, Winton, Mark, University of Central Florida
Abstract / Description: (")There are wounds that never show on the body that are deeper and more hurtful than anything that bleeds.(") ? Laurell K. Hamilton,Due to the proximity of working with and engaging students, residence life staff members, have a unique work experience. This functional area of student affairs is responding to myriad student needs. Staff are responding to varying levels of campus emergencies, student illness, and assault (physical or sexual) on a given workday or workweek (Ojo (&) Thomas, 2012...
Show more(")There are wounds that never show on the body that are deeper and more hurtful than anything that bleeds.(") ? Laurell K. Hamilton,Due to the proximity of working with and engaging students, residence life staff members, have a unique work experience. This functional area of student affairs is responding to myriad student needs. Staff are responding to varying levels of campus emergencies, student illness, and assault (physical or sexual) on a given workday or workweek (Ojo (&) Thomas, 2012). One study found college students' on-campus lifestyle and routine activities can create opportunities for victimization (Fisher, Sloan, Cullen, Lu, (&) 1998). What cumulative impact does responding to these victimizations have on residence life staff members? This study will investigate the relationship between the exposures to vicarious trauma, considering emotional intelligence as a mitigating factor to explain job satisfaction of residence life staff members. Taking a closer look at how the continued exposure to victimization of others (in this case students), the individual's job satisfaction provides context to burnout and attrition, specifically in residence life professionals. Understanding how secondary exposure can impact a professional is a concern that has been studied in other professions such as nursing, social work, and mental health counseling. The findings have provided invaluable insight to the professional's experience. This study will attempt to do the same by exploring how these three variables interact with each other, through the use of three scales, Vicarious Trauma Scale (VTS), Genos-Emotional Intelligence Inventory (Genos-I), and Job Satisfaction Scale (JSS). ?
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Date Issued: 2016
Identifier: CFE0006325, ucf:51549
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006325

Title: Female student services staff perceptions of safety on a state college campus: An exploratory study.
Creator: Chimera, Catherine, Owens, J. Thomas, Cintron Delgado, Rosa, Preston, Michael, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: The purpose of this qualitative research study was to explore the perceptions of female student services staff members' perceptions of safety on a state college campus. Through the lens of social construction theory, six staff members were interviewed about their views of safety both on and off campus. The goal of this study was to better understand how female staff members formed their perceptions of safety on campus, through social, political and cultural processes. The results of this...
Show moreThe purpose of this qualitative research study was to explore the perceptions of female student services staff members' perceptions of safety on a state college campus. Through the lens of social construction theory, six staff members were interviewed about their views of safety both on and off campus. The goal of this study was to better understand how female staff members formed their perceptions of safety on campus, through social, political and cultural processes. The results of this study were that although the informants all were aware of the same threats and dangers on campus, they each had differing views on how safe they were while on campus. Of the six interviewed, two expressed daily concern for their safety, two were aware of dangers, but not overly fearful, and two did not feel fearful for their safety at all. Although each informant knew about their campus safety amenities, only two had used their services, one that expressed concern daily, and one that was not overly fearful. Social influences such as televised news programs and Internet articles played a factor in how the employees viewed their safety. Overall, seven major themes were discovered including campus concern, concern over student behavior, self-protection, off campus concerns, social influences, lack of concern, and lack of information. The study concluded with the researcher's recommendations that female student services staff members become knowledgeable about crimes happening on their campuses and about utilizing services they have available to them, as well as emphasizing the importance of office location, especially the proximity to coworkers working similar schedules.
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Date Issued: 2016
Identifier: CFE0006448, ucf:51420
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006448

Title: A content analysis of developmental education in the community college from the Chronicle of Higher Education (2010 - 2015).
Creator: Mezquita, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Molina, Olga, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description: The purpose of this qualitative content analysis was to examine how developmental education in community colleges has been reported in one of the most prominent newspapers in higher education, The Chronicle of Higher Education. Using Framing Media Theory (de Vreese, 2005; Entman, 1993; Scheufele, 2000; Semetko (&) Valkenburg, 2000), 31 articles published from 2010 to 2015 were analyzed to explore the scope of attention given to developmental education, the frame devices used to describe the...
Show moreThe purpose of this qualitative content analysis was to examine how developmental education in community colleges has been reported in one of the most prominent newspapers in higher education, The Chronicle of Higher Education. Using Framing Media Theory (de Vreese, 2005; Entman, 1993; Scheufele, 2000; Semetko (&) Valkenburg, 2000), 31 articles published from 2010 to 2015 were analyzed to explore the scope of attention given to developmental education, the frame devices used to describe the topic, and how the dominant frames changed from 2010 to 2015. The final results of this study indicated that the dominant frames associated with developmental education were human interest, economic consequences, and conflict. Among those dominant frames, three themes were identified based on their saliency(-) external influencers, expert authorities, and the college completion agenda. The majority of the articles focused on what external influencers were proposing or doing to change developmental education through the economic consequences frame to increase the college completion rate. Expert authorities focused on refuting much of the external influencers' claims through the human interest frame by presenting success stories with inconclusive data to support their claims. The researcher viewed the exchange between external influencers and expert authorities as a battlefield, defined by the conflict frame, between two forces over developmental education and the college completion agenda.
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Date Issued: 2016
Identifier: CFE0006481, ucf:51416
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006481

Title: Job Satisfaction of Full-Time Faculty Members at a For-Profit University.
Creator: Leck, Joanna, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Molina, Olga, University of Central Florida
Abstract / Description: The focus of this research was to gain an understanding of the levels of job satisfaction of full-time faculty members at a for-profit university. There has been a paucity in the study of job satisfaction for faculty working in this sector of higher education (Kinser, 2006). Job satisfaction was measured by using the Job Descriptive Index (Stanton, Sinar, Balzer (&) Smith, 2002a) within the conceptual framework of faculty job satisfaction developed by Hagedorn (2000). The facets selected for...
Show moreThe focus of this research was to gain an understanding of the levels of job satisfaction of full-time faculty members at a for-profit university. There has been a paucity in the study of job satisfaction for faculty working in this sector of higher education (Kinser, 2006). Job satisfaction was measured by using the Job Descriptive Index (Stanton, Sinar, Balzer (&) Smith, 2002a) within the conceptual framework of faculty job satisfaction developed by Hagedorn (2000). The facets selected for study were: the work itself, salary, advancement, administration, and collegial relationships. The findings indicated that the job-satisfaction facets with the highest scores were administration and collegial relationships. The facets with the lowest scores were salary and advancement. Because these results were generally contrary to the scholarly literature on this topic, one primary recommendation was to continue this line of research using qualitative as well as quantitative methods.
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Date Issued: 2016
Identifier: CFE0006470, ucf:51427
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006470

Title: An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.
Creator: Shorter, Nichole, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Andreasen, Janet, University of Central Florida
Abstract / Description: This dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on...
Show moreThis dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on postsecondary collaboration. Nonparametric statistical analyses were performed to provide answers to the research questions. Analysis of the data revealed that the participants demonstrated strength in 18 of the 20 WCF. The analysis also indicated that there was no statistically significant difference between the perceptions of collaboration among university and community college faculty. A principal components analysis led to the development of a modified conceptual framework joining the WCF and stages of collaboration that may be used to inform practice and policy. Recommendations include allocating faculty release time or incentives for collaboration, expanding articulation agreements to include K-12 alignment and policies on faculty collaboration, and using the Wilder Collaboration Factors Inventory (WCFI) as a tool to continue to assess the strengths, weaknesses, and differences in perception among university and community college faculty as they advance in collaborative stages.
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Date Issued: 2015
Identifier: CFE0006003, ucf:51029
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006003

higher education (3)	+ -
Higher Education (2)	+ -
10/11/2016 (1)	+ -
Academic Advising (1)	+ -
Academic Advising for Student Athletes (1)	+ -

Active Learning (1)	+ -
Admission (1)	+ -
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Collaboration (1)	+ -
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College Athletics (1)	+ -
Dissertation (1)	+ -
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Emotional Intelligence (1)	+ -
Engaging Pedagogies (1)	+ -
Florida Admissions (1)	+ -
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Florida State University System (1)	+ -
Florida Virtual School (1)	+ -
Four Year Graduation Rate (1)	+ -
Free speech (1)	+ -
Freedom of assembly (1)	+ -
General Systems Theory (1)	+ -
Graduation Rate (1)	+ -
Higher Education Research (1)	+ -
Honors College Admissions (1)	+ -
Honors Program Admissions (1)	+ -
Job Satisfaction (1)	+ -
Keywords: Acculturation (1)	+ -

Preston, Michael (14)	+ -
University of Central Florida (14)	+ -
Cintron Delgado, Rosa (8)	+ -
Owens, J. Thomas (8)	+ -
Cox, Dr. Thomas (3)	+ -

Cox, Thomas (3)	+ -
King, Kathy (Kathleen) (3)	+ -
Molina, Olga (3)	+ -
Marshall, Nancy (2)	+ -
Whiteman, JoAnn (2)	+ -
Allen, Kay (1)	+ -
Alzahrani, Hnan (1)	+ -
Andreasen, Janet (1)	+ -
Brown, Tim (1)	+ -
Callahan, Michael (1)	+ -
Carter, J. Scott (1)	+ -
Cash, Catherine (1)	+ -
Chimera, Catherine (1)	+ -
Farran, Jennifer (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -
Harrison, Carlton (1)	+ -
Hodge, Lynell (1)	+ -
Hopp, Carolyn (1)	+ -
Lampitt, Dianna (1)	+ -
Leck, Joanna (1)	+ -
Mendez, Jesse (1)	+ -
Mezquita, Jennifer (1)	+ -
Murray, Lauren (1)	+ -
Obrien, Jeffrey (1)	+ -

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