Current Search: Laureano Fuentes, Gloria (x)
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(1 - 5 of 5)
- Title
- Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education.
- Creator
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Lee, Shara, Cintron Delgado, Rosa, Laureano Fuentes, Gloria, Boyd, Karen, Okumus, Fevzi, Dressler, Sheri, University of Central Florida
- Abstract / Description
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Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry....
Show morePresently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.
Show less - Date Issued
- 2012
- Identifier
- CFE0004568, ucf:49189
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004568
- Title
- The Education Pathway Through Social and Economic Integration of Highly Educated Immigrants: The Case of Colombians in the United States.
- Creator
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Bedoya Arturo, Olga, Cintron Delgado, Rosa, Owens, J. Thomas, Laureano Fuentes, Gloria, Rivera, Fernando, University of Central Florida
- Abstract / Description
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Developed countries have promoted immigration of educated people as a strategy to satisfy the demand for educated labor. Highly educated immigrants' poor language skills, absence of cultural networks, and lack of credentials and recognized professional experience gained in the country of origin are barriers to their social and economic integration (Ferrer (&) Riddell, 2008; Mattoo, Neagu, (&) ?zden, 2008; Miranda (&) Umhoefer, 1998; Zikic, Bonache, (&) Cerdin, 2010). The purpose of this study...
Show moreDeveloped countries have promoted immigration of educated people as a strategy to satisfy the demand for educated labor. Highly educated immigrants' poor language skills, absence of cultural networks, and lack of credentials and recognized professional experience gained in the country of origin are barriers to their social and economic integration (Ferrer (&) Riddell, 2008; Mattoo, Neagu, (&) ?zden, 2008; Miranda (&) Umhoefer, 1998; Zikic, Bonache, (&) Cerdin, 2010). The purpose of this study was to explore how college experiences in an American college or university facilitate or hinder the transfer and gain of different forms of capital among highly educated Colombia immigrants. All of the participants in this study completed at least a bachelor's degree before moving to the United States and came to this country under any visa category except that of student. Two in-depth interviews were conducted with six Colombian immigrants living in the state of Florida. The results of the study revealed five common themes shared by the participants: (1) exposure and exchange of different forms of thinking and cultural expressions; (2) performing in ways that meet requirements of American institutions; (3) achieving credentials recognized by professionals in the United States' job market and social structure; (4) capacity to assess their own abilities and take control of their future; and (5) connections that provide social, emotional, and intellectual support as well as information.
Show less - Date Issued
- 2015
- Identifier
- CFE0005923, ucf:50828
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005923
- Title
- Examining the Experiences of Latino/a Parents of First-Generation College Students Pursuing a Doctoral Degree.
- Creator
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Toro, Natalia, Cintron Delgado, Rosa, Owens, J. Thomas, Laureano Fuentes, Gloria, Bryer, Thomas, University of Central Florida
- Abstract / Description
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Research points to Latino/a parents as an important source of motivation and support for high achieving Latino/a students who are the first in their families to go to college (Arellano (&) Padilla, 2006; G(&)#225;ndara, 1982; 1994; Hurtado (&) Sinha, 2006; Zalaquett, 2005); however, very little is known about their experience as they parent children whose educational paths are so different from their own. Cultural values such as collectivism and familism play a unique role in the level of...
Show moreResearch points to Latino/a parents as an important source of motivation and support for high achieving Latino/a students who are the first in their families to go to college (Arellano (&) Padilla, 2006; G(&)#225;ndara, 1982; 1994; Hurtado (&) Sinha, 2006; Zalaquett, 2005); however, very little is known about their experience as they parent children whose educational paths are so different from their own. Cultural values such as collectivism and familism play a unique role in the level of connection between these parents and their children (Su(&)#225;rez-Orozco (&) Su(&)#225;rez-Orozco, 1995), creating dynamics that merit exploration. This dissertation qualitatively examines how seven Latino/a parents of first-generation college students pursuing a PhD expressed the parenting characteristics outlined in Parent Development Theory (Mowder, 2005). Furthermore, this study explores how these parents experienced their daughters' higher education journey. Moustakas' (1994) transcendental phenomenology was utilized in analyzing parents' voices. The textural and structural descriptions of major and minor themes provided the essence of the parents' experience. Example of themes are: (")Pero la Apoyo - Uncertainty and Support for the PhD("), (")Siempre Juntos - High Levels of Interaction("), and (")Amor Compasivo - Distance, Pain and Sacrifice("). Recommendations include support for pre-doctoral preparation initiatives, co-curricular innovations, and the exploration of the impact of modern technologies on the communication between parents and their children while in college.
Show less - Date Issued
- 2017
- Identifier
- CFE0006670, ucf:51226
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006670
- Title
- Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships.
- Creator
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Lemon, Mark, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Beverly, Monifa, Laureano Fuentes, Gloria, University of Central Florida
- Abstract / Description
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This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was...
Show moreThis research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, (&) Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
Show less - Date Issued
- 2013
- Identifier
- CFE0005022, ucf:49984
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005022
- Title
- Puerto Rican Women in Pursuit of the Ph.D.: A Qualitative Analysis of Persistence.
- Creator
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Morales, Cyndia, Cintron Delgado, Rosa, Owens, James, Laureano Fuentes, Gloria, Rivera, Fernando, University of Central Florida
- Abstract / Description
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This study explores the phenomenon of Puerto Rican women who have achieved a Ph.D. degree. The researcher utilized a qualitative research methodology to investigate the social aspects that influenced Puerto Rican women to persist in their doctoral programs. Due to the national pool of potential participants, interviews were conducted with Puerto Rican women using video chat software. The researcher utilizes 5 tenets of Critical Race Theory (CRT) as the framework for this study, in an effort...
Show moreThis study explores the phenomenon of Puerto Rican women who have achieved a Ph.D. degree. The researcher utilized a qualitative research methodology to investigate the social aspects that influenced Puerto Rican women to persist in their doctoral programs. Due to the national pool of potential participants, interviews were conducted with Puerto Rican women using video chat software. The researcher utilizes 5 tenets of Critical Race Theory (CRT) as the framework for this study, in an effort to address the varying aspects that contribute to the persistence of Puerto Rican women in graduate study, despite the challenges often cited in the literature as deterrents to academic achievement. The participants' experiences are examined on an individual, interactional, and institutional level, in order to gain insight into their persistence. This study captures the stories of Puerto Rican women raised in the mainland U.S. as well as those raised on the island itself. Ultimately, this study addresses two main gaps in the literature: (1) research is lacking on Latinas who are successful in higher education, and (2) traditional research tends to describe Latino/a academic achievement as a collective, with little attention given to the cultural distinctions of Latino subgroups in their educational trajectories.
Show less - Date Issued
- 2013
- Identifier
- CFE0004725, ucf:49828
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004725
