Current Search: higher education (x)
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- Title
- Making the Invisible Visible: Exploring the Experiences of Black Male Professionals in Postsecondary Education.
- Creator
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Turner, Claudine, Grauerholz, Liz, Carter, J. Scott, Carter, Shannon, University of Central Florida
- Abstract / Description
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College student development literature discusses the challenges faced by historically under-represented groups in college and the role that university personnel play in retaining students from these groups (Brown 2009; Hairston 2013; Kuh et al 2005). Research reveals that Black male students are retained in greater numbers when connected with Black male professionals who: 1) hold them accountable for their choices; and 2) discuss and demonstrate effective coping techniques to deal with race...
Show moreCollege student development literature discusses the challenges faced by historically under-represented groups in college and the role that university personnel play in retaining students from these groups (Brown 2009; Hairston 2013; Kuh et al 2005). Research reveals that Black male students are retained in greater numbers when connected with Black male professionals who: 1) hold them accountable for their choices; and 2) discuss and demonstrate effective coping techniques to deal with race-based challenges that seem to convey colleges and universities are not the appropriate space for young Black men (Bonner and Bailey 2006; Harper 2012; Wynn 2007; Cuyjet 2006). Research does not address, however, the experiences of the Black male professionals who are encouraged to mentor young Black men toward persistence and graduation. Do these professionals experience racism? How do they make visible these acts or communications as racism? How do they encourage Black male collegians and early professionals to recognize and negotiate racism with dignity, strength, and control? This qualitative inquiry, grounded in symbolic interactionism and critical race theory, expands the literature by revealing that Black male professionals in postsecondary education experience racism in the workplace, but their ways of interpreting and responding to the racist acts and communications differ. ?
Show less - Date Issued
- 2016
- Identifier
- CFE0006406, ucf:51447
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006406
- Title
- Job Satisfaction of Full-Time Faculty Members at a For-Profit University.
- Creator
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Leck, Joanna, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Molina, Olga, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2016
- Identifier
- CFE0006470, ucf:51427
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006470
- Title
- Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education.
- Creator
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Sheel, Antonia, Cintron Delgado, Rosa, Owens, James, Pratt Marrett, Caroline, Culp, Rex, Penfold Navarro, Catherine, University of Central Florida
- Abstract / Description
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This study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range...
Show moreThis study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range of sentiments that were largely self-directed in essence, at times ambiguous and yet, complex in nature as the women made sense of their experiences. Through the use of thematic analysis, three dominant discourses about the value of higher education were identified as opportunity and defined as: 1) Personal Fulfillment and Intrinsic Motivation, 2) Financial Stability and College as Insurance against Poverty, and 3) Social Obligations: Breaking Stereotypes and Setting Examples. The data coupled with researcher reflections serve as the basis for implications for Student Success faculty and administrators in the areas of pedagogical strategy, marketing, resource creation, and program restructuring. Lastly, recommendations were made for future research studies.
Show less - Date Issued
- 2014
- Identifier
- CFE0005255, ucf:50588
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005255
- Title
- LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS.
- Creator
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Bellomo, Tom, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts...
Show moreStudents enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.
Show less - Date Issued
- 2005
- Identifier
- CFE0000444, ucf:46384
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000444
- Title
- IMPACT OF SCALE-UP ON SCIENCE TEACHING SELF-EFFICACY OF STUDENTS IN GENERAL EDUCATION SCIENCE COURSES.
- Creator
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Cassani, Mary Kay, Jeanpierre, Bobby, University of Central Florida
- Abstract / Description
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The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided...
Show moreThe objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.
Show less - Date Issued
- 2008
- Identifier
- CFE0002125, ucf:47560
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002125
- Title
- GENERAL EDUCATION REFORM AT A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.
- Creator
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Dutkofski, Daniel, Sivo, Stephen, University of Central Florida
- Abstract / Description
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The attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for...
Show moreThe attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for universities, but is further complicated when the curriculum for general education is part of a community college degree program. A grounded theory study was conducted to identify the underlying understanding of general education at one community college as well as the process for implementing and reforming the curriculum, especially the general education curriculum. Members of the curriculum committee as well as other administrators and faculty at the college who have a voice in the curriculum were interviewed and their responses were coded following classic grounded theory methodology. The resulting theory showed a divergence of understanding of general education when speaking about it abstractly and when speaking about the process to change the collegeÃÂ's existing general education program. The abstract understanding of general education is very consistent with the stated purposes of general education and the educational goals of the college. The practical understanding, however, indicates that the work of curriculum reform is compliance with guidelines from legislation and accreditation requirements. Thus, any efforts to establish a model of general education that would be more consistent with the understood purpose of general education that would require modifying the existing structure would meet great resistance because of the perceived need to comply with the existing model. Further studies concerning the same issue at other community colleges within the state, as well as the understanding of general education within the university system would contribute to a better understanding of the role of general education at the college and throughout the state system of higher education. The use of grounded theory as a methodology to achieve this reform provides a way to engage everyone involved more openly and to permit the efforts to be far more intentional.
Show less - Date Issued
- 2010
- Identifier
- CFE0003439, ucf:48387
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003439
- Title
- The Design Plan for a Comprehensive Financial Literacy Program.
- Creator
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Manselle, Karemah, Hopp, Carolyn, Owens, J. Thomas, Ortiz, Enrique, Vitale, Thomas, University of Central Florida
- Abstract / Description
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The need for financial literacy among Americans has become a national topic of interest. Economists, financial professionals, educators, and government officials recognize there is an overall deficit of financial knowledge. More specifically, higher education administrators have become increasingly concerned with ensuring that financial literacy tools are available to college students. Students of today face higher tuition and education-related costs, are less likely to receive grant funding...
Show moreThe need for financial literacy among Americans has become a national topic of interest. Economists, financial professionals, educators, and government officials recognize there is an overall deficit of financial knowledge. More specifically, higher education administrators have become increasingly concerned with ensuring that financial literacy tools are available to college students. Students of today face higher tuition and education-related costs, are less likely to receive grant funding to assist with their educational expenses, and are more likely to be in debt, carrying higher student debt loads than previous generations. Further, students lack the financial knowledge needed to make sound financial decisions. Hence, there is a need for effective financial literacy programs at post-secondary institutions. The purpose of this dissertation in practice (DIP) is to design a comprehensive financial literacy program model for students attending large diverse higher education institutions similar to the University of Central Florida.
Show less - Date Issued
- 2015
- Identifier
- CFE0005837, ucf:50921
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005837
- Title
- Setting The Agenda For STEM Literacy In Higher Education: A Content Analysis Of The Chronicle Of Higher Education.
- Creator
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Abdallah, Maya, Cintron Delgado, Rosa, Owens, J. Thomas, Welch, Kerry, Batarseh, Issa, University of Central Florida
- Abstract / Description
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Enhancing achievement in Science, Technology, Engineering, and Mathematics (STEM) is a long-standing national concern. The current national agenda, to instill an (")all hands on deck(") approach to creating a STEM literate citizenry, calls for broadening the scope of inclusion in STEM efforts. A critical population, higher education administrators, faculty, and staff are a valuable resource to advancing this agenda. Under the proposed Agenda Setting Communication Theory (ASCT) model developed...
Show moreEnhancing achievement in Science, Technology, Engineering, and Mathematics (STEM) is a long-standing national concern. The current national agenda, to instill an (")all hands on deck(") approach to creating a STEM literate citizenry, calls for broadening the scope of inclusion in STEM efforts. A critical population, higher education administrators, faculty, and staff are a valuable resource to advancing this agenda. Under the proposed Agenda Setting Communication Theory (ASCT) model developed for this study, their level of exposure to needed information is an important indicator of their potential participation in this agenda. As the leading news medium for the higher education community, the Chronicle of Higher Education was examined, through Content Analysis, to identify the frequency of reporting on STEM education from January 2001 to December 2015, to discern the themes in STEM education which appear in the Chronicle of Higher Education from January 2001 to December 2015, and to determine the frequency of reporting on the need for collaboration in STEM education in the Chronicle of Higher Education during that same period. The results of the Content Analysis indicate that there has been a significant increase in the Chronicle's reporting on STEM education in the past five years. Also, matters relating to the recruitment and retention of underrepresented populations were reported on most frequently. Further, reporting on the need for collaboration did not emerge as a primary theme. These results indicate that while the Chronicle is somewhat participating in reflecting aspects of the national STEM education agenda, it is not yet functioning to advance the breadth of that agenda within the higher education community.
Show less - Date Issued
- 2016
- Identifier
- CFE0006239, ucf:51063
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006239
- Title
- Perceptions of Education as an Avenue to Life Course Success: A Study of Millennials.
- Creator
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Smith, Patrick, Gay, David, Lynxwiler, John, Wright, James, University of Central Florida
- Abstract / Description
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For more than a half a century the role of education and its influence on social mobility and status attainment has been a subject of research. Further more, education has been shown to be an important contributor for success over the life course. Much of the research surrounding status attainment and higher education has dealt with the Baby Boomer cohort. The purpose of the study is to examine education from a perspective that is less talked about to this point. This study uses data gathered...
Show moreFor more than a half a century the role of education and its influence on social mobility and status attainment has been a subject of research. Further more, education has been shown to be an important contributor for success over the life course. Much of the research surrounding status attainment and higher education has dealt with the Baby Boomer cohort. The purpose of the study is to examine education from a perspective that is less talked about to this point. This study uses data gathered by the Pew Research Center and examines a specific age group, current 18-30 year olds (Millennials), to gather a better understanding of their attitudes towards the value of higher education within the current era of the economy, education, and job opportunity. According to the analysis, females report higher odds of feeling that a college degree is important to success later in life. Equally important, results indicate that Blacks have greater odds of perceiving education to be important for success in life. Results also demonstrated that in this particular study, other factors such as income and employment status did not significantly affect respondent's perceptions on the importance of education.
Show less - Date Issued
- 2014
- Identifier
- CFE0005263, ucf:50572
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005263
- Title
- NO CHILD LEFT BEHIND?: THE RELATIONSHIP BETWEEN EDUCATION POLICY AND STUDENT SUCCESS.
- Creator
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Resmann, Brittany, Kiel , Dwight, University of Central Florida
- Abstract / Description
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This study investigated how education policy influences student success, and if there are linkages between K-12 education policy and higher education. Historically, education has primarily been a function of state and local governments. The role of the federal government drastically changed with the passage of the No Child Left Behind Act in 2001. This thesis focused on the influence of No Child Behind on several indicators of student success in K-12 and postsecondary education. All fifty...
Show moreThis study investigated how education policy influences student success, and if there are linkages between K-12 education policy and higher education. Historically, education has primarily been a function of state and local governments. The role of the federal government drastically changed with the passage of the No Child Left Behind Act in 2001. This thesis focused on the influence of No Child Behind on several indicators of student success in K-12 and postsecondary education. All fifty states were examined in this study. This approach is rather unusual since it is typical to focus on one state or a small group of states. In addition to the state level analyses, macro analyses were also conducted to generate sounder policy prescriptions. This study tested three primary research questions. The first research question tested possible changes in several measures of student success since the implementation of No Child Left Behind. The second research question analyzed the relationship between K-12 education policy and higher education. The third research question addressed the possibility that state education reforms have had an impact on test scores, graduation rates, and college enrollment. Findings showed that K-12 test scores have improved on the national level since the implementation of No Child Left Behind, but there are several states that have witnessed a decline in test scores since legislation was enacted. There was no relationship between the state reforms and the variables that measured student success. Based on the findings, policy prescriptions were generated for both leaders within education and policymakers.
Show less - Date Issued
- 2009
- Identifier
- CFE0002607, ucf:48249
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002607
- Title
- WRITE THE COMMUNITY: THE EFFECTS OF SERVICE-LEARNING PARTICIPATION ON SEVEN UNIVERSITY CREATIVE WRITING STUDENTS.
- Creator
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Hodges, Lauren, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However,...
Show moreResearch in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow's (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways-some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the "outside world," and some in their sense of civic duty.
Show less - Date Issued
- 2011
- Identifier
- CFE0003988, ucf:48655
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003988
- Title
- The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners.
- Creator
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Roberts, Shirdricka, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Campbell, Laurie, University of Central Florida
- Abstract / Description
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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
Show less - Date Issued
- 2017
- Identifier
- CFE0006648, ucf:51220
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006648
- Title
- EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS.
- Creator
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Campbell, Judith, Bozeman, William, University of Central Florida
- Abstract / Description
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The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from...
Show moreThe purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
Show less - Date Issued
- 2005
- Identifier
- CFE0000593, ucf:46481
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000593
- Title
- A STUDY OF MILLENIAL STUDENTS AND THEIR REACTIVE BEHAVIOR PATTERNS IN THE ONLINE ENVIRONMENT.
- Creator
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Yonekura, Francisca, Dziuban, Charles, University of Central Florida
- Abstract / Description
-
The goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online...
Show moreThe goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online learning. A profile depicting online millennial students based on the demographic data and their overall satisfaction levels with online learning is provided. For a holistic understanding, the study included an inquiry into measures of independence between overall satisfaction with online learning, reactive behavior patterns and traits among participating millennials, and an account of what millennial students are saying about quality, preferences, and aversions in their online learning experience. Overall, the great majority, especially aggressive dependent and compulsive millennial students were satisfied with their online learning experience. Also, more female millennial students were satisfied with their experience compared to male millennial students. The role of the instructor, course design, and learning matters were the themes most frequently mentioned by millennial students when asked about the quality of online learning. Overwhelmingly, convenience, time management, flexibility, and pace were the aspects these millennial students liked most about their online encounter. On the contrary, lack of interaction, instructor's role, course design, and technology matters were the most frequent themes regarding millennials' dislikes about their online learning experience. Finally, the study includes recommendations for future research.
Show less - Date Issued
- 2006
- Identifier
- CFE0000968, ucf:46710
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000968
- Title
- Teaching Online and Cyberbullying: Examining Higher Education Cyberbullying Policies In The Florida State University System.
- Creator
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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.
Show less - Date Issued
- 2019
- Identifier
- CFE0007853, ucf:52798
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007853
- Title
- AN INVESTIGATION OF SCHOLAR-BALLER AND NON SCHOLAR-BALLER DIVISION I FOOTBALL STUDENT-ATHLETES' ACADEMIC, ATHLETIC, INTRINSIC MOTIVATION AND ATHLETIC IDENTITY.
- Creator
-
Rasmussen, Janet, Holt, Larry, University of Central Florida
- Abstract / Description
-
As less than 3 % of student-athletes go on to play sport professionally, it is important that they are prepared for careers outside of athletics (Susanj & Stewart, 2005). Many football student-athletes have low grade point averages and graduation rates. Universities incorporate academic motivational programs to help combat low academic performance. One unique program, Scholar-Baller, utilizes popular culture within its curriculum to bridge the gap between academics and athletics. This...
Show moreAs less than 3 % of student-athletes go on to play sport professionally, it is important that they are prepared for careers outside of athletics (Susanj & Stewart, 2005). Many football student-athletes have low grade point averages and graduation rates. Universities incorporate academic motivational programs to help combat low academic performance. One unique program, Scholar-Baller, utilizes popular culture within its curriculum to bridge the gap between academics and athletics. This dissertation examined the differences between Scholar-Baller and Non Scholar-Baller Division I football student-athletes' motivation (academic, athletic, intrinsic) and athletic identity using expectancy-value theory and self-affirmation theory as its framework. In addition, the effect of race/ethnicity (African-American, White American and Other race/ethnicity) and Scholar-Baller participation on Division I football student-athletes' motivation (academic, athletic, intrinsic) and athletic identity was examined. Expectancy-value theory defines motivation as both the expectation of the student's belief about the final outcome of a task, and the values the student gives to the task. A student either has a positive, negative, or neutral expectation of the completed task's outcome (Williams, Anderson & Winett, 2005; Xiang, McBRide & Bruene, 2006). This framework allows for exploration of student athletes' academic expectations and values. Self-affirmation theory explains that when students focus on important identities and values, they can become less defensive towards threatening information. Therefore, when receiving negative academic feedback, student-athletes using self-affirmation techniques may be more confident, open-minded and receptive towards the threatening information. Three instruments were used to collect data. The Student-athletes' Motivation toward Sports and Academics Questionnaire SAMSAQ) was used to assess academic and athletic motivation, while the Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess intrinsic motivation towards academics. Lastly, the Athletic Identity Measurement Scale (AIMS) was used to investigate athletic identity. Four universities (two Scholar-Baller and two Non Scholar-Baller) were chosen for their similar academic and athletic performance. Using the Statistical Package for the Social Sciences: Graduate Pack 16 for Windows, a Multiple Analysis of Variance (MANOVA) and Analyses of Variance (ANOVA) were run to determine if significant differences exist between the Scholar-Baller and Non Scholar-Baller football student-athletes' academic, athletic, intrinsic motivation and athletic identity. These tests revealed that Scholar-Baller football student-athletes had significantly lower academic and athletic motivation than Non Scholar-Baller football student-athletes. Having low academic expectations and little value for academics is consistent with student-athlete subculture. However, these findings were in contrast to what was expected. In addition, Scholar-Baller football student-athletes had significantly higher athletic identity than Non Scholar-Baller football student-athletes.This finding is also consistent with the literature on student-athletes. As student-athletes must be motivated athletically to perform at intercollegiate sports, it is not surprising to find high athletic identity among the Scholar-Baller football student-athletes. In fact, studies have suggested that high athletic identity correlates with high academic performance (Harrison, Stone, Shapiro, Yee, Boyd & Rullan, 2009; Sellers, Chavous & Brown, 2001). One Scholar-Baller university in this study reported higher grade point averages since the inception of the Scholar-Baller program (2.37 in Fall 2004 to 2.68 in Spring 2006). Scholar-Baller curriculum utilizes self-affirmation exercises to affirm student- athletes athletically and influence more acceptance of academic criticism. Scholar-Baller football student-athletes are more affirmed in their athletic role which may lead to academic success. This dissertation also investigated differences between Scholar-Baller and Non Scholar-Baller football student-athletes' academic, athletic, intrinsic motivation and athletic identity in relation to race/ethnicity. Three groups, comprised of African-American, White American and Other race/ethnicity, were used to compare Scholar-Baller and Non Scholar-Baller football student-athletes. No significant differences were found. However, it was noted that Scholar-Baller African-American football student-athletes had higher academic, athletic and intrinsic motivation than Scholar-Baller White American football student-athletes. This finding is surprising given the previous research indicating African-American student-athletes' low academic motivation. As this dissertation investigated only differences between Scholar-Baller and Non Scholar football student-athletes' motivation and identity, further research needs to be done to further explicate these differences. Also, athletic identity should be further investigated among football student-athletes to determine its role in academic performance. Furthermore, given this study's findings of higher academic and athletic motivation among African-American Scholar-Baller football student-athletes, and its contrast to previous research, further studies should be performed to further explicate these differences among race/ethnicity. Qualitative research involving in-depth interviews and longitudinal studies investigating motivation and athletic identity over time should be performed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002901, ucf:47991
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002901
- Title
- EXTENDING THE TECHNOLOGY ACCEPTANCE MODEL USING PERCEIVED USER RESOURCES IN HIGHER EDUCATION WEB-BASED ONLINE LEARNING COURSES.
- Creator
-
KU, CHENG-HSIN, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
The purpose of this research was to examine students' acceptance of the World Wide Web Course Tools (WebCT) online learning system. The Perceived Resources and Technology Acceptance Model (PRATAM) was created based on previous research to address the factors of perceived resources, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention to use and actual system use. The aim for this research was to investigate the critical determinants and provide the...
Show moreThe purpose of this research was to examine students' acceptance of the World Wide Web Course Tools (WebCT) online learning system. The Perceived Resources and Technology Acceptance Model (PRATAM) was created based on previous research to address the factors of perceived resources, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention to use and actual system use. The aim for this research was to investigate the critical determinants and provide the causal relationships regarding students' acceptance behaviors when using WebCT. While institutions are expecting to adopt online learning to reach more students, there are still many challenges for institutions to retain students in their online courses. The literature review conducted in this research indicated that the Technology Acceptance Model (TAM) has successfully explained students' behaviors when they use educational information systems. In addition, the additional perceived resources variable in the PRATAM also showed a significant influence on the other belief and intention variables. The study analyzed a total of 115 students responses in two surveys administered during two WebCT based courses taught at a large southeastern public university. The beliefs, attitudes, intentions, and behavioral constructs of PRATAM showed significant goodness-of-fit indices and coefficient of determination after analyzing the data in both surveys. However, the results indicated several exceptions on PRATAM's constructs and causal relationships. First, the path coefficient between perceived resources to behavioral intention to use in both pre-test and post-test were insignificant. Second, the path coefficient between behavioral intention to use and actual system use in pre-test was insignificant. Third, the path coefficient between perceived resources and perceived usefulness in post-test were insignificant. In addition, the research also suggested an additional link between perceived ease of use and behavioral intention to use at the pre-test data. Overall, this research validated the influences of PRATAM's constructs factors to students' acceptance behaviors toward WebCT. The findings of this research could provide a guideline for future implementations of online learning systems in higher education.
Show less - Date Issued
- 2009
- Identifier
- CFE0002635, ucf:48233
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002635
- Title
- STUDENT DIGITAL PIRACY IN THE FLORIDA STATE UNIVERSITY SYSTEM:AN EXPLORATORY STUDY ON ITS INFRASTRUCTURAL EFFECTS.
- Creator
-
Reiss, Jeffrey, Cintron, Rosa, University of Central Florida
- Abstract / Description
-
Digital piracy is a problem that may never disappear from society. Through readily available resources such as those found in a university, students will always have access to illegal goods. While piracy is a global phenomenon, an institutionÃÂ's resources combined with the typical college studentÃÂ's lack of funds makes it more lucrative. Students use a number of methods to justify their actions ranging from previewing media to bringing justice...
Show moreDigital piracy is a problem that may never disappear from society. Through readily available resources such as those found in a university, students will always have access to illegal goods. While piracy is a global phenomenon, an institutionÃÂ's resources combined with the typical college studentÃÂ's lack of funds makes it more lucrative. Students use a number of methods to justify their actions ranging from previewing media to bringing justice to a corrupt company. While trying to understand the mindset of pirates is one route to deal with piracy, corporations attempted to alleviate the situation using added software encoding. These messages are not always effective, and in some cases caused further damage to consumer morale. Furthermore, students such as Joel Tenenbaum, who continued to pirate music despite warnings from his parents and the recording industry, exemplify the type of person that is unfazed by legal threats, leading to a question of ethics. Students may not feel that downloading is stealing despite numerous warnings from the Digital Millennium Copyright Act and other major media organizations. The predominant solution used by universities involves monitoring the studentsÃÂ' network connection to detect Peer-to-Peer (P2P) connections or other connections that involve the transferring of copyrighted goods. Unfortunately, the current tools contain flaws that a crafty student may easily circumvent, undermining any attempts a universityÃÂ's IT department may use to deter piracy. This study explored the nature of piracy prevention tools used by IT departments in the Florida State University System in order to determine their relative effectiveness. The study also looked into the opinions of the Information Security Officer in terms of alternative piracy prevention techniques that do not involve legal action and monitoring. It was found that most institutions do not use a formal piece of software that monitors for infringing data. They also stated that while their current techniques can do its required task, it was not perfected to a point where it could run autonomously. Furthermore, institutions agreed that students lack proper ethics and concern over the matter of copyright, but were not fully convinced that other preventions methods would be effective. The study ultimately considered monitoring techniques a short-term solution and that more research should be put into finding long-term solutions. It also implied that IT departments should be better funded in order to keep up with the technological gap.
Show less - Date Issued
- 2010
- Identifier
- CFE0003131, ucf:48645
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003131
- Title
- Dance Students at a two year college: Making Sense of their Academic, Cultural, and Social World.
- Creator
-
Lopez, Benjamin, Cintron Delgado, Rosa, Owens, J. Thomas, Santana, Maria, Kim, Chan Ji, University of Central Florida
- Abstract / Description
-
The purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and...
Show moreThe purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and a philosophy as asserted by Dimondstein (1985), (b) its legitimate place within the academy (the perception that university dance programs were vocational in nature with little academic value) as noted by Stinson (1990); and, more recently (c) the possibility of some resolution to make dance not only a performing art but an academic discipline in its own right (Savrami, 2012). The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their motivation to academically persist and graduate. The phenomenological analysis, in the tradition of Moustakas (1994) and Wertz (2005), produced an early thematic matrix of 18 codes that were reduced to six major themes: aspirations, academic commitment, emotional identification, anticipated outcome or career expectation, vicarious learning, and challenges. One of the major recommendations included conducting a longitudinal study focusing on how students navigate an unpredictable job market, including the discussion of issues of workforce preparation in the academic curriculum and major.
Show less - Date Issued
- 2017
- Identifier
- CFE0006617, ucf:51266
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006617
- 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.
Show less - Date Issued
- 2015
- Identifier
- CFE0005867, ucf:50887
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005867