View All Items

Title: EXAMINING FACULTY SOCIALIZATION THROUGH THE LENS OF TRANSFORMATIVE LEARNING.
Creator: Plant, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Campbell, Laurie, Marshall, Nancy, Mazerolle, Stephanie, University of Central Florida
Abstract / Description: Socialization may be described as a process in which an individual learns and takes on the knowledge, values, attitudes, and expectations of a group within an organization (Corcoran (&) Clark 1984; Staton (&) Darling, 1989), ultimately leading to the development of a professional identity that includes attributes of the group (Merton, Reader, (&) Kendall, 1957). Much of the literature regarding professional and organizational socialization experiences of new faculty focus solely on either...
Show moreSocialization may be described as a process in which an individual learns and takes on the knowledge, values, attitudes, and expectations of a group within an organization (Corcoran (&) Clark 1984; Staton (&) Darling, 1989), ultimately leading to the development of a professional identity that includes attributes of the group (Merton, Reader, (&) Kendall, 1957). Much of the literature regarding professional and organizational socialization experiences of new faculty focus solely on either clinically trained faculty or academically trained faculty, with minimal research comparing the professional and organizational socialization experiences of both degree types. Therefore, this research study explored the professional and organizational socialization experiences of new clinically trained and academically trained faculty. A qualitative phenomenological research design was implemented to explore these experiences and emergent themes revealed from the research study. During the data analysis process, there were ten clinically trained and academically trained faculty themes that emerged from the interviews and represented similarities and differences in professional and organizational socialization experiences of the faculty groups. Those themes included: self-awareness, clinician to academic, how to be an academic, mentoring, orientation, research preparation, lack of andragogy, graduate student experience, role balancing, and learn as you go. The participants' professional and organizational socialization experiences within each degree type reflected different, yet similar findings, as both groups encountered difficulties socializing into their respective faculty roles. The information gained through this research may lead to practices and program development that may improve the efficacy of professional and organizational tactics used to prepare future faculty members and for those already active in faculty member roles.
Show less
Date Issued: 2018
Identifier: CFE0007075, ucf:51995
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007075

Title: FACULTY DEVELOPMENT IN MEMBER INSTITUTIONS OF THE FLORIDA FACULTY DEVELOPMENT CONSORTIUM: STRATEGIC PLANS, EVALUATION MODELS, ORGANIZATION, AND FUNDING.
Creator: Ross, Laura, Taylor, Rosemarye, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development...
Show moreABSTRACT The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty development units with dedicated staff, and institutional funding. In addition, most faculty development programs had evaluation models in which they collected reactionary responses, but little evidence existed that programs were measuring impact on faculty learning, faculty behavior change, or student success. It was concluded that member institutions in the Florida Faculty Development Consortium were investing in faculty development and providing faculty developers with dedicated time to attend to faculty development responsibilities. Member institutions were evaluating their efforts on strategic, goal-based criteria, but little evidence existed that they were evaluating based on measurable criteria.
Show less
Date Issued: 2006
Identifier: CFE0001398, ucf:46956
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001398

Title: FACULTY PERCEPTIONS OF ALIGNMENT OFADMINISTRATIVE PRACTICES WITH A UNIVERSITY MISSIONUTILIZING A HOSPITALITY MODEL.
Creator: Dickson, Duncan, Tubbs, LeVester, University of Central Florida
Abstract / Description: The purpose of this study was to explore the perceptions of a university's faculty as to how the strategies, staffing policies, and systems procedures were aligned with the mission statement. Differences in perceptions were examined by college affiliation, rank, primary teaching assignment and gender. Data were analyzed to determine if there were correlations between faculty members' perceptions of alignment of the university's mission statement with administration's actions,...
Show moreThe purpose of this study was to explore the perceptions of a university's faculty as to how the strategies, staffing policies, and systems procedures were aligned with the mission statement. Differences in perceptions were examined by college affiliation, rank, primary teaching assignment and gender. Data were analyzed to determine if there were correlations between faculty members' perceptions of alignment of the university's mission statement with administration's actions, policies, and procedures and their level of organizational commitment, job satisfaction, and overall satisfaction with their job and the organization The population for this study was comprised initially of 1363 teaching faculty members of the University of Central with more than one year of service and reduced to 1285 who were determined to meet the criteria for inclusion. The 67-item survey instrument used in this study was developed and copyrighted by Dr. Robert C. Ford (Ford et al, 2006), and was administered during January and February 2006 A total of 297 usable responses (23.1%) were returned. An analysis of all responses indicated that there was a wide disparity in perceptions and that respondents did not believe that there was a strong alignment of mission with administrative practices, policies, and procedures. This confirmed an earlier finding as to the importance of perception (Dickson, Ford, & Upchurch, 2006, Ford et al., 2006). Significant differences in faculty perceptions by college affiliation, university rank, and primary teaching assignment were identified. Significant differences based on gender were minimal. The correlations of items representing level of organizational commitment were highly correlated. Items representing job satisfaction and overall satisfaction with their job and the organization were moderately intercorrelated, and the interrelationship was not strong.
Show less
Date Issued: 2007
Identifier: CFE0001684, ucf:47221
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001684

Title: Community College Adjuncts: From Information Seeking to Identity Formation.
Creator: Hirsch - Keefe, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Bosley, Michael, Biraimah, Karen, University of Central Florida
Abstract / Description: This phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts...
Show moreThis phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts at College Alpha, which is a community college located in a southern state. Study findings indicated both degrees of transition, the day-to-day and the overall transition into teaching, impact the overall adjunct experience. The College's involvement with the adjunct and the generational differences between the adjuncts and their students also play a role in the transitions. The literature review addressed the use of the NET Model as a means of examining transitions toward teaching, the roles of adjunct faculty on college campuses, the workplace transition, and the particular needs of Millennial students are also addressed. The study culminated with conclusions about the experiences of the participants, recommendations for future research, and calls for action by community colleges to improve the adjunct experience. A chapter is also included that reflects upon the dissertation writing experience and the challenges of qualitative research not addressed in graduate programs.
Show less
Date Issued: 2015
Identifier: CFE0005955, ucf:50801
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005955

Title: The Impact of Moving From SACS Level I to Level II Status on Faculty Employment in the Florida College System.
Creator: Broeker, Christine, Owens, James, Cintron Delgado, Rosa, Cox, Thomas, Boyd, Tammy, Albritton, Frank, University of Central Florida
Abstract / Description: The State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor's degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida's regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that...
Show moreThe State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor's degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida's regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that faculty who teach baccalaureate courses hold the minimum of a master's degree in field. Further complicating matters, as baccalaureate granting institutions, colleges must also comply with CS 3.5.4, requiring 25% of course hours in the baccalaureate degree major to be taught by terminally-degreed faculty. The purpose of this study was to identify what issues related to faculty credentials, if any, have been observed by Florida's community colleges as part of the process to gain SACS-COC Level II status. Results were analyzed through the lens of Travis Hirschi's Social Control Theory. The results of this study indicate that colleges have reported changes in faculty employment after implementing the community college baccalaureate. The most common types of changes included requirements for faculty to complete additional graduate coursework and moving faculty to different programs with different conditions for credentialing. Other types of changes reported included faculty terminations and retirements. The study found strong evidence supporting the notion that finding terminally-degreed faculty is a problem for institutions moving from Level I to Level II status particularly in the fields of nursing and computer science/information technology. The findings indicate that as Florida's community college baccalaureate programs continue to expand, colleges will need to find creative solutions to address SACS CS 3.5.4 requirement of terminal degrees for faculty.?
Show less
Date Issued: 2013
Identifier: CFE0004979, ucf:49597
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004979

Title: PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNITY COLLEGE ADJUNCT FACULTY.
Creator: Bosley, Michael, Kysilka, Marcella, University of Central Florida
Abstract / Description: This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to...
Show moreThis study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.
Show less
Date Issued: 2004
Identifier: CFE0000241, ucf:46319
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000241

Title: THE PARTICIPATION OF OCCUPATIONAL THERAPY FACULTY IN CLINICAL PRACTICE.
Creator: Decker, Bonnie, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this research study was to examine the current use of clinical practice by full-time occupational therapy faculty members. Clinical practice, including faculty clinical practice and moonlighting were addressed. The seven research questions addressed were: (a) the perceived benefits of clinical practice as identified by occupational therapy faculty members; (b) the perceived barriers to clinical practice as identified by occupational therapy faculty; (c) if perceived benefits...
Show moreThe purpose of this research study was to examine the current use of clinical practice by full-time occupational therapy faculty members. Clinical practice, including faculty clinical practice and moonlighting were addressed. The seven research questions addressed were: (a) the perceived benefits of clinical practice as identified by occupational therapy faculty members; (b) the perceived barriers to clinical practice as identified by occupational therapy faculty; (c) if perceived benefits and barriers of clinical practice as identified by occupational therapy faculty differ as a function of their academic institution's Carnegie Classification (The Carnegie Foundation, 2000); (d) if perceived benefits and barriers of clinical practice differ among respondents according to tenure at the institution, tenure status, doctoral degree, rank, administrative duties, and gender; (e) the incidence of clinical practice in occupational therapy faculty members; (f) the relationship between participation in clinical practice and the Carnegie classification of the occupational therapy member's academic institution; (g) the characteristics (tenure status, doctoral degree, rank, administrative duties, and gender) of faculty members that participate in clinical practice either within or outside the faculty role; and (h) the characteristics of clinical practice as described by faculty members and how these differed if the clinical practice is conducted as part of the faculty role or outside the faculty role. Data were collected using an on-line survey that contained 43 questions designed to elicit information that addressed the research questions. The surveys were electronically mailed to the population of full-time occupational therapy faculty members obtained from a search of each academic program's website. A total of 224 responses were obtained. Descriptive statistics, ANOVAs, and Chi Square Test of Associations were used to analyze the data for the independent variables. The results showed that 60 respondents indicated that they participated in some type of faculty clinical practice as part of their faculty role. Most of this work was in a facility that was associated with the academic institution. Most of these respondents were not tenured, did not have a doctoral degree, and did not participate in administrative tasks. Most of these respondents worked in Doctoral-Extensive universities and held the Assistant Professor rank. Most worked two to four hours per week and did not receive release time or financial benefits. There were 99 respondents that indicated that they participated in moonlighting in a wide variety of settings. Most worked in their area of clinical expertise. Most of these respondents were not tenured and did not participate in administrative tasks. Only 37% had a doctoral degree. Over half had the rank of Assistant Professor. Almost 42% worked in Masters I academic institutions. Most worked less than 2 hours per week outside the faculty role and they received full financial benefits. The top three benefits for participating in clinical practice were to maintain clinical skills, enhance teaching, and improve credibility with students. The top three barriers for participating in clinical practice were teaching responsibilities, not a component in tenure decisions, and the additional responsibilities of practice. There were no statistically significant differences between the benefits or barriers to clinical practice and the Carnegie Classification of the respondent's academic institution. One ANOVA was significant between the barriers to clinical practice and if the respondent had a doctoral degree. There were no statistically significant differences between the benefits or barriers and tenure at the institution, the respondent's tenure status, the respondent's degree status, faculty rank, administrative duties, and gender except the respondents that had a doctoral degree had significantly higher barrier scores than those that did not have a doctoral degree. In general, less than five percent of the variance was explained by any of the independent variables. None of the Chi Square analyses revealed any significant differences between the academic institution's Carnegie Classification and if clinical practice was required, if a faculty participated in faculty clinical practice, or if a faculty member participated in moonlighting. In conclusion, although many faculty members recognize the benefits to participation in clinical practice, the barriers to clinical practice may be too great to outweigh the benefits for some faculty members. Most reported that clinical practice carried little weight in promotion or tenure decisions. In order for the scholarship of practice to flourish, active support from all academic institution administration is critical.
Show less
Date Issued: 2005
Identifier: CFE0000563, ucf:46438
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000563

Title: AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MATHEMATICS.
Creator: Williams, Falecia, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty...
Show moreThis study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.
Show less
Date Issued: 2006
Identifier: CFE0001066, ucf:46806
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001066

Title: FREEDOM AND COMFORT IN ACADEMICALLY-RELATED POLITICAL DISCUSSIONS AMONG ECONOMICS AND POLITICAL SCIENCE FACULTY IN A STATE UNIVERSITY SYSTEM: AN EXPLORATORY STUDY.
Creator: Hilston, John, Cintron, Rosa, University of Central Florida
Abstract / Description: This investigation explored whether there was a relationship between comfort in discussing political views and faculty members' political party preferences. The questions of whether political comfort differed based on gender, religious affiliation, academic discipline, and/or institutional affiliation were also explored. Both economics and political science faculty did not report comfort in discussing political views in the context of departmental committee service. Economics faculty...
Show moreThis investigation explored whether there was a relationship between comfort in discussing political views and faculty members' political party preferences. The questions of whether political comfort differed based on gender, religious affiliation, academic discipline, and/or institutional affiliation were also explored. Both economics and political science faculty did not report comfort in discussing political views in the context of departmental committee service. Economics faculty either did not report on their colleagues' political views or they disagreed with their colleagues' political views. Political science faculty either did not report on their colleagues' political views or they agreed with their colleagues' political views. Also, this investigation found minimal ethnic and political diversity among the respondents.
Show less
Date Issued: 2010
Identifier: CFE0003194, ucf:48585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003194

Title: PROSPECTS FOR CHANGE: CREATING A BLENDED LEARNING PROGRAM THROUGH A CULTURE OF SUPPORT.
Creator: Leach, Bill, Murphy, Patrick, University of Central Florida
Abstract / Description: Blended learning, a combination of traditional face to face (F2f) instruction and computer-mediated communication (CMC), is a popular trend in many universities and corporate settings today. Most universities provide faculty members course management systems, such as Blackboard, Angel, and others as a way to organize and transmit course materials to students. In order to assess the pedagogical value of blended learning in a university-level first year composition (FYC) environment, it is...
Show moreBlended learning, a combination of traditional face to face (F2f) instruction and computer-mediated communication (CMC), is a popular trend in many universities and corporate settings today. Most universities provide faculty members course management systems, such as Blackboard, Angel, and others as a way to organize and transmit course materials to students. In order to assess the pedagogical value of blended learning in a university-level first year composition (FYC) environment, it is necessary to view the environment through a critical lens and adequately train faculty in the need for and use of the features of the learning management software (LMS). The setting for this study is the Humanities and Communication Dept. of Florida Institute of Technology, a private university on FloridaÃ‚Â's east coast, consisting of around 6000 students. As I investigate the various pedagogical and theoretical issues of incorporating blended learning into the FYC environment, I critically examine the issues involved in implementing the program. I employ a blended research method to join the tracks of implementing a blended learning program and developing a culture of support together in the Humanities and Communication Department of Florida Tech. In examining program implementation, I use a combination of institutional critique, as advanced by Porter et al., together with an Ã‚Â"ecologicalÃ‚Â" methodology, as outlined by Nardi and OÃ‚Â'Day. In examining the feasibility of creating a culture of support through the design of a faculty workshop, I mainly use Richard SelfeÃ‚Â's methodology, although elements of the previous two methods operate as well. The results of my study provide a means by which faculty members can experience and realize the benefits, while avoiding the pitfalls, of implementing CMC into a f2f classroom and provide an action plan for other researchers to utilize in their own educational settings.
Show less
Date Issued: 2010
Identifier: CFE0003057, ucf:48303
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003057

Title: Faculty Knowledge and Readiness in Reporting Student Victimization Disclosure and Title IX Compliance.
Creator: Malick, Abigail, Jasinski, Jana, Wright, James, Grauerholz, Liz, University of Central Florida
Abstract / Description: The U.S. Department of Education and Title IX Educational Act of 1972 shaped the way institutions of higher education address and prevent student victimizations. The law originally sought to eliminate sex-based discrimination in education but has evolved to include sexual misconduct. Since the Dear Colleague Letter of 2011, the position of institutions has changed significantly in the way they address student victimization as it relates to dating violence, sexual assault, and stalking ...
Show moreThe U.S. Department of Education and Title IX Educational Act of 1972 shaped the way institutions of higher education address and prevent student victimizations. The law originally sought to eliminate sex-based discrimination in education but has evolved to include sexual misconduct. Since the Dear Colleague Letter of 2011, the position of institutions has changed significantly in the way they address student victimization as it relates to dating violence, sexual assault, and stalking (Rosenthal, 2017). One requirement is that institutions inform and train Responsible Employees to report when a student discloses experiencing sexual misconduct, including dating violence, sexual assault, or stalking. The purpose of this study was to examine faculty members' knowledge of the Title IX Responsible Employee mandate, their experience with reporting student disclosures, and additional resources needed to aid faculty members with this reporting duty. Data were collected through semi-structured interviews with 34 faculty members at a large research-intensive four-year university in the Southeastern United States. The main findings relate to Responsible Employee trainings, reporting guidelines, issues that might arise for faculty during the disclosure/reporting process, and recommendations to thoughtfully and strategically engage faculty. Universities and colleges that include faculty members as Responsible Employees need to ensure that their institution is fulfilling its requirement from the U.S. Department of Education but must also do their best to prepare and support faculty so faculty can perform their reporting duties. In many cases, faculty members are on the front line when it comes to interacting with and being in a position to help their students. They need specific measures and resources to ensure that they are able to fulfill all their various duties as faculty members, including handling a student's victimization disclosure and then reporting the incident to the Title IX Coordinator so that the university can serve its students to the best of its ability.
Show less
Date Issued: 2017
Identifier: CFE0006895, ucf:51719
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006895

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.
Show less
Date Issued: 2016
Identifier: CFE0006470, ucf:51427
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006470

Title: ARE APPROACHES TO TEACHING AND/OR STUDENT EVALUATION OF INSTRUCTION SCORES RELATED TO THE AMOUNT OF FACULTY FORMAL EDUATIONAL COURSEWORK?.
Creator: Schellhase, Kristen, Boote, David, University of Central Florida
Abstract / Description: The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to...
Show moreThe purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.
Show less
Date Issued: 2009
Identifier: CFE0002767, ucf:48128
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002767

Title: Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices.
Creator: Tapoler, Colton, Taylor, Rosemarye, Vitale, Thomas, Doherty, Walter, Marshall, Nancy, University of Central Florida
Abstract / Description: The purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of...
Show moreThe purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of research available on doctoral supervision in professional doctoral programs in the United States, it was critical to analyze the experienced supervision of professional doctoral candidates and its perceived effectiveness. Current candidates and recent graduates were asked to participate in interviews based on the supervision they received. Ultimately, 3 current candidates and 15 recent graduates were interviewed for this study. The interviews were transcribed verbatim and then analyzed using grounded theory (Corbin (&) Strauss, 1990). The interviews were carefully analyzed for emerging trends that went on to represent individual supervisory practices, or concepts. After several additional readings the concepts were grouped together based on similarity into categories. Finally, the concepts and categories were analyzed for connections to candidate success, which developed into the findings of this study.Ultimately, candidates and recent graduates discussed 19 supervisory practices. The 19 supervisory practices, or concepts, were: frequency of communication, quality of communication, mode of communication, accessibility, feedback, the use of articles and research, the use of a timeline for candidates, utilization of the supervisor's existing expertise, workshop offerings, use of the supervisor's network, building a personal connection, showing enthusiasm, candor, trust, encouragement, autonomy, guidance, providing advice academically, and developing a colleague-to-colleague relationship. Each of the 19 concepts was discussed as having varying levels of impact on candidates successfully completing their programs. Doctoral supervisors, and doctoral programs, should consider the implementation of these supervisory practices and the training that helps supervisors develop their supervisory experiences.
Show less
Date Issued: 2017
Identifier: CFE0006667, ucf:51252
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006667

Title: A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT.
Creator: Phillips, William, Dziuban, Charles, University of Central Florida
Abstract / Description: Higher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some...
Show moreHigher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some characteristics, strategies and procedures carryover into the online classroom. The new teaching environment presents an evolving spectrum of possibilities for the online professor, a new paradigm for teaching and learning. This research provides a multi-dimensional case study of the online teaching persona of four successful undergraduate college professors. The literature presents mounting evidence of the growth and momentum of the online college education. Also, the literature presents evidence that multiple resources become necessary if best practices and strategies are to be successfully integrated into online courses. The research has found that a persona change occurs when the faculty member transitions from the face-to-face to the online classroom. Utilizing this foundation, this study adds to the literature and clarifies the online teaching persona, incorporated characteristics, and strategies used by four successful undergraduate professors in a large university setting in the southern United States. Using face-to-face interviews and (non-participant) class observation, this researcher determined the transitory nature of the online teaching persona of the four participants in the study. The study revealed the characteristics, methods and strategies that enable the online professor to successfully deliver undergraduate courses using the World Wide Web.
Show less
Date Issued: 2008
Identifier: CFE0002029, ucf:47613
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002029

Title: EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS.
Creator: Campbell, Judith, Bozeman, William, University of Central Florida
Abstract / Description: 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 RELATIONAL DIFFUSION NETWORK STUDY OF SYNCHRONOUS AND ASYNCHRONOUS INTERNET-BASED FACULTY'S PERSONAL NETWORK EXPOSURE MODELS RELATED TO DISCUSSIONS ABOUT TEACHING ONLINE.
Creator: Pick, Dorothy, Orwig, Gary, University of Central Florida
Abstract / Description: For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the...
Show moreFor many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.
Show less
Date Issued: 2006
Identifier: CFE0000967, ucf:46712
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000967

Title: Management Support and Faculty's Adoption of Learning Management System: Applying Technology Acceptance Model 3.
Creator: Li, Zhigang, Sivo, Stephen, Gunter, Glenda, Boote, David, Pan, Cheng-Chang, University of Central Florida
Abstract / Description: The purpose of this research study was to understand and identify the key factors that affect faculty's behavioral intention of using a learning management system. This research study adopted the Technology Acceptance Model 3 (TAM3) as the theoretical foundation and extended it by adding management support as an exogenous variable based on the recommendations from previous research studies. Technology Acceptance Model 3 is the latest iteration of Technology Acceptance Model (-) a widely...
Show moreThe purpose of this research study was to understand and identify the key factors that affect faculty's behavioral intention of using a learning management system. This research study adopted the Technology Acceptance Model 3 (TAM3) as the theoretical foundation and extended it by adding management support as an exogenous variable based on the recommendations from previous research studies. Technology Acceptance Model 3 is the latest iteration of Technology Acceptance Model (-) a widely adopted research framework for studying users' acceptance of technology. It provides a comprehensive network of determinants of technology adoption and use. A survey questionnaire with 54 measurement items was used to measure the 15 construct variables proposed in the research model. Path analysis was performed on the data collected from 105 faculty members, who were teaching at a metropolitan university located in Taipei City, Taiwan. The goodness of fit indices indicated that the initial research model did not fit the data, and adjustments were made based on the suggestions from the modification indices. The revised research model had a much improved and more acceptable model fit than the initial research model.The final results of this research study revealed a much more complex map of relationships among the construct variables than what was proposed in the initial research model. First, as evidenced by other researchers, perceived ease of use, perceived usefulness, subjective norm, and the interaction between subjective norm and voluntariness were significant determinants of behavioral intention. Second, subjective norm, image, job relevance, the interaction between job relevance and output quality, and computer playfulness were the significant determinants of perceived usefulness. Third, computer playfulness, perceived enjoyment, and image were the only three significant determinants of perceived ease of use. Lastly, management support along with a list of other variables jointly determined perceptions of external control, subjective norm, image, job relevance, result demonstrability, and the interaction between job relevance and output quality.
Show less
Date Issued: 2011
Identifier: CFE0004478, ucf:49305
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004478

Title: Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States.
Creator: Proctor, Curtis, Cintron Delgado, Rosa, Welch, Kerry, Boyd, Tammy, Ehasz, Maribeth, University of Central Florida
Abstract / Description: The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of...
Show moreThe purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of their solicitation efforts as perceived by faculty members employed at the colleges and universities.Three research questions were considered in this study. First, what life experiences contribute to the predisposition of faculty donors in giving to their institutions? Second, what intrinsic motivational elements influence faculty donors to give to their employing institutions? Third, how are the strategies used to solicit funding from faculty related to giving?Basic interpretive qualitative methodology was used to analyze the data gathered from the research participants. In-depth interviews were conducted with seven faculty members employed at HBCUs in the southern region of the United States. It was determined that faculty members attribute their giving practices to many of their life experiences. Religious involvement, childhood experiences, and family history, were all discussed by faculty members as being instrumental to their giving habits. Participants also discussed the sense of community that is established at HBCUs as being inspirational in determining whether or not they gave of their time, talent, or financial resources. Responses to open-ended questions about the effectiveness of institutional advancement offices provided additional qualitative data that could be used by HBCUs to increase the amount of annual giving to the university.
Show less
Date Issued: 2012
Identifier: CFE0004283, ucf:49531
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004283

Title: Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
Creator: Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
Abstract / Description: The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
Show less
Date Issued: 2016
Identifier: CFE0006941, ucf:51637
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006941

faculty (5)	+ -
faculty development (4)	+ -
higher education (4)	+ -
Higher Education (3)	+ -
community college (3)	+ -

teaching (3)	+ -
Phenomenology (2)	+ -
adjunct faculty (2)	+ -
community college faculty (2)	+ -
faculty qualifications (2)	+ -
job satisfaction (2)	+ -
mentorship (2)	+ -
teaching online (2)	+ -
transformative learning (2)	+ -
American Dream (1)	+ -
Approaches to Teaching Inventory (1)	+ -
BSN (1)	+ -
Community College (1)	+ -
Competencies for Distance Education (1)	+ -
Content Matrix Analysis (1)	+ -
Cross-Cultural (1)	+ -
Culture (1)	+ -
Decomposed Theory of Planned Behavior (1)	+ -
Denominational College (1)	+ -
Diversity (1)	+ -
Doctoral Students (1)	+ -
Engineering (1)	+ -
English as a Second Language (1)	+ -
FCAT (1)	+ -
Faculty Development (1)	+ -

ETD Collection (31)	+ -
Honors Collection (1)	+ -

University of Central Florida (32)	+ -
Cintron Delgado, Rosa (6)	+ -
Cox, Thomas (5)	+ -
Owens, J. Thomas (4)	+ -
Taylor, Rosemarye (4)	+ -

Boote, David (3)	+ -
Bosley, Michael (3)	+ -
Boyd, Tammy (3)	+ -
Vitale, Thomas (3)	+ -
Bozeman, William (2)	+ -
Campbell, Laurie (2)	+ -
Doherty, Walter (2)	+ -
Dziuban, Charles (2)	+ -
Gunter, Glenda (2)	+ -
Hartshorne, Richard (2)	+ -
Jasinski, Jana (2)	+ -
King, Kathy (Kathleen) (2)	+ -
Marshall, Nancy (2)	+ -
Molina, Olga (2)	+ -
Owens, James (2)	+ -
Preston, Michael (2)	+ -
Alashwal, May (1)	+ -
Albritton, Frank (1)	+ -
Albritton, Frankie (1)	+ -
Bai, Haiyan (1)	+ -
Bentham, Claudine (1)	+ -
Biraimah, Karen (1)	+ -
Bowdon, Melody (1)	+ -
Broeker, Christine (1)	+ -
Campbell, Judith (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner