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Remediation of chlorinated alkanes by zero valent iron with vitamin B12 and Utilization of a modified Gradual Release of Responsibility model in a large enrollment chemistry course
Title
Remediation of chlorinated alkanes by zero valent iron with vitamin B12 and Utilization of a modified Gradual Release of Responsibility model in a large enrollment chemistry course.
Creator
Lapeyrouse, Nicole, Yestrebsky, Cherie, Beazley, Melanie, Chen, Gang, Rex, Matthew, Randall, Andrew, University of Central Florida
Abstract / Description
The following dissertation looks at addressing environmental contaminants in the environment and the integration of an active learning style in an introductory chemistry course. It begins with addressing the concern for chlorinated propanes and ethane in the environment and the importance of looking into environmental remediation applications. This research looks at incorporating vitamin B12 as an environmentally friendly catalyst in the presence of zero valent iron for the reduction of...
Show moreThe following dissertation looks at addressing environmental contaminants in the environment and the integration of an active learning style in an introductory chemistry course. It begins with addressing the concern for chlorinated propanes and ethane in the environment and the importance of looking into environmental remediation applications. This research looks at incorporating vitamin B12 as an environmentally friendly catalyst in the presence of zero valent iron for the reduction of chlorinated propanes and ethane. Chapter 2 presents the analytical methods and conditions in which samples were run. The results from these experiments are discussed in length in Chapter 3. Our results confirmed the hypothesis that vitamin B12 could act as an electron mediator to facilitate the reduction of the chlorinated propanes and ethane. Degradation was examined by observing the formation of byproduct peaks and the release of free chloride into solution. In Chapter 4, vitamin B12 is integrated into an already established industrial application technique, emulsified zero valent iron, and we observed the degradation of 1,2,3-trichloropropane with the formation of byproducts as the reaction progressed. In Chapter 5, this section of the dissertation focused on chemical education and observing an active learning technique in a fundamental chemistry course. The following study was designed to increase students' positive attitude, engagement, and responsibility in a large enrollment chemistry course by utilizing a modified Gradual Release of Responsibility (GRR) model. GRR progressively transfers responsibility from the instructor to the student, allowing students to be more independent and helping them to address atypical problems. Students were assessed using iClickers to monitor their understanding and engagement, as well as surveys to determine their attitudes regarding this specific style of teaching. The results from this study demonstrated that implementing the GRR teaching style had a positive effect on student academic performance and shows the importance of using an active teaching model in a large enrollment course.
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Date Issued
2018
Identifier
CFE0007759, ucf:52373
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007759
A PHENOMENOLOGICAL INVESTIGATION OF COUNSELING STUDENTS' AND PRACTICUM SUPERVISORS' EXPERIENCES WITH THE COUNSELOR COMPETENCIES SCALE.
Title
A PHENOMENOLOGICAL INVESTIGATION OF COUNSELING STUDENTS' AND PRACTICUM SUPERVISORS' EXPERIENCES WITH THE COUNSELOR COMPETENCIES SCALE.
Creator
Ascher, David, Lambie, Glenn, University of Central Florida
Abstract / Description
Counselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association , 2005; Council for Accreditation for Counseling and Related Educational Programs , 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision , 1993...
Show moreCounselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association , 2005; Council for Accreditation for Counseling and Related Educational Programs , 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision , 1993; CACREP, 2009). Numerous assessment tools utilized for the evaluation of counseling competencies have been developed, yet none has gained universal acceptance in the field of counselor education. The Counseling Competencies Scale© (CCS, UCF Counselor Education Faculty, 2009) is a 32 item counseling-student assessment tool developed to measure counselors-in-training counselor competencies (counseling skills, professional dispositions, and behaviors). The psychometric properties of the CCS have been investigated (Swank, 2010); however, questions related to perceptions, purposes, and uses of the CCS remained. Therefore, the purpose of this descriptive, exploratory phenomenology was to understand counseling students' and practicum supervisors' lived experiences with the CCS. The sample included counseling practicum students (N = 23 [individual student interviews only, n = 11; student focus group interviews only, n = 4, individual student interviews and student focus group participants, n = 8]) and practicum supervisors (N = 6) from a CACREP accredited counselor education program in the Southeastern United States. The data was collected through individual interviews and focus groups with practicum students and individual interviews with practicum supervisors. All data was recorded, transcribed, coded, and analyzed for themes (Creswell, 2007; Moustakas, 1994). The data analyses utilized a research key comprised of 34 meaning units (Devenish, 2002; Moustakas, 1994) and identified five themes within the data: (a) Cognitive understanding, (b) Emotional Understanding, (c) Feedback, (d) Trustworthiness, and (e) Gatekeeping. A visual metaphor was developed to illustrate the interaction of the five themes. Trustworthiness measures employed throughout the research included the use of (a) descriptions of researcher positionality, (b) a self-reflective field journal, (c) triangulation (student and supervisor individual interviews, student focus group interviews, and examination of the CCS document), (d) member checking, (e) peer debriefers, (f) an external auditor, (g) an extensive description of previous literature, and (h) an openness to disconfirming evidence (Creswell, 2007; Marshall and Rossman, 2006; Moustakas, 1994). The results supported that counseling students and their clinical supervisors identified the CCS as an appropriate and comprehensive supervisory tool; however, they acknowledged CCS-related limitations including inconsistent application, problematic scoring system, pass/fail structure, and delivery by instructors and practicum supervisors who demonstrated minimal investment of time and effort. Implications for counselor educators include the importance of program and faculty members' engagement and consistency regarding the use of (a) evaluation and feedback tools, (b) remediation and gatekeeping processes, and (c) counseling student performance expectations. Replication of this study at diverse institutions is suggested. In addition, quantitative and qualitative investigations examining counseling student competencies and development (e.g., CCS) would contribute to the counselor education, counseling-student development, and counseling supervision literature. A discussion of the investigation's limitations is included.
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Date Issued
2011
Identifier
CFE0003739, ucf:48764
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003739
PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS
Title
PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS.
Creator
Middlebrook, Rebecca, Wallace, David, University of Central Florida
Abstract / Description
As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review...
Show moreAs the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varying factors that may influence the degree to which instructors re-mediate their pedagogy for this hybrid environment. This study also uncovers four factors that appeared to influence the degree to which the instructors re-mediated their pedagogical practices over the course of the semester in which this study was conducted. Results from this study will contribute to the field by serving as a guide to instructors and administrators who will teach and design hybrid composition courses or curricula in the future.
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Date Issued
2009
Identifier
CFE0002881, ucf:48040
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002881
The Effectiveness of Placement Exams and a Free Remedial Summer Program at a Midsized Selective Private University
Title
The Effectiveness of Placement Exams and a Free Remedial Summer Program at a Midsized Selective Private University.
Creator
Mullins, Kadie, Murray, Kenneth, Baldwin, Lee, Doherty, Walter, Lindsley, Boyd, University of Central Florida
Abstract / Description
In order to explore the effectiveness of MSSPU's remedial placement practices and the impacts of participation in the Free Remedial Summer Program on student outcomes, this ex post facto study examined performance in remedial courses, persistence to graduation, and time to graduation as it relates to mathematics and English composition placement level, high school grade point averages, entrance exam scores, and participation in the Free Remedial Summer Program. Five unique statistical tests...
Show moreIn order to explore the effectiveness of MSSPU's remedial placement practices and the impacts of participation in the Free Remedial Summer Program on student outcomes, this ex post facto study examined performance in remedial courses, persistence to graduation, and time to graduation as it relates to mathematics and English composition placement level, high school grade point averages, entrance exam scores, and participation in the Free Remedial Summer Program. Five unique statistical tests were utilized to address fifteen hypothesis related to seven research questions. Several major findings were a result of this study. First, students who complete the mathematics placement exam and enroll outside of their recommended level, either above or below their placement level, perform better in both their first and second mathematics courses, on average, than those who enroll at the recommended level. The same was found for English composition. Second, students who place at a non-remedial level are more likely to persist to graduation, statistically. Third, neither high school grade point average nor entrance exam scores alone are strong indicators of time or persistence to graduation. However, fourth, the factors of high school grade point average, entrance exam score, and placement exam performance may be a better indicator of persistence to graduation when analyzed in a combined fashion. Finally, students who enroll in the Free Remedial Summer Program are less likely to persist to graduation than those who enroll in remedial coursework as part of their first term. These students also are more likely to fail their first and subsequent mathematics courses. This study concludes with a brief analysis of implications for practice, recommendations for further research, and a review of best practices.
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Date Issued
2016
Identifier
CFE0006150, ucf:51138
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006150
LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS
Title
LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS.
Creator
Bellomo, Tom, Taylor, Rosemarye, University of Central Florida
Abstract / Description
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.
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Date Issued
2005
Identifier
CFE0000444, ucf:46384
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000444
A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Title
A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Creator
Britt, John, Cox, Dr. Thomas, King, Kathy (Kathleen), Vitale, Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
Developmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research...
Show moreDevelopmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research was framed by Kolb's experiential learning theory, which states that people learn through their experiences (Kolb, 1984). Chi-Square correlational tests were conducted to examine the relationship between students' learning types and their final grades in an accelerated developmental math course and in a combined developmental math course. The results indicate no statistically significant relationships between the variables in both modalities of developmental math. Furthermore, students were surveyed on their preferences of the developmental math modalities. The results showed positive preferences toward both modalities of developmental math. With the limited amount of research in the area of developmental math modalities, this research helps to further understand the area and provides a basis for future research.
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Date Issued
2016
Identifier
CFE0006445, ucf:51473
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006445