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Title: TRENDS IN THE SELECTION, EVALUATION, AND COMPENSATION OF UNIVERSITY PRESIDENTS IN THE FLORIDA STATE UNIVERSITY SYSTEM.
Creator: Marshall, Nancy, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Recent literature suggested that while the discussion of presidential selection, evaluation, and compensation was common to both private and public institutions, special attention was paid to public university presidents. They and their presidencies were subject to intense public debate and scrutiny. Florida's public university presidents have contended with the same issues as their counterparts in other states. However, the 2001 changes in the state's higher education governance...
Show moreRecent literature suggested that while the discussion of presidential selection, evaluation, and compensation was common to both private and public institutions, special attention was paid to public university presidents. They and their presidencies were subject to intense public debate and scrutiny. Florida's public university presidents have contended with the same issues as their counterparts in other states. However, the 2001 changes in the state's higher education governance created distinct challenges and opportunities for the 11 presidents in the Florida State University System. The purpose of this study was to analyze the trends in the selection, evaluation, and compensation of the 11 university presidents in the Florida State University System (SUS) from 1996-2006, the period five years before and five years after the changes in governance. Interviews with university presidents, members of boards of trustees, and members of the Florida Board of Governors, members of the Florida Legislature, and salary histories from seven of the 11 Florida institutions were used to analyze the trends in light of the shift in perceptions of the presidents' roles and the changes in higher education governance. Since 2001, and the establishment of boards of trustees and by Florida statute, presidents were seen as the chief executive officer of their institutions, a change from an academic to a business model. Trustees, who primarily came from a business background, viewed them as CEOs and chose to compensate presidents at a higher level than they had previously been paid. The Board of Governors, a majority of whose members also had corporate backgrounds, implied the need for a CEO-type leadership style and more corporate-style accountability. In 2003, the Florida Legislature responded to the salary surge at the chief executive level and placed a $225,000 salary cap from appropriated funds on the university presidents' salaries. The legislation did not place any restrictions on university foundations or other sources for supplementing the compensation package.
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Date Issued: 2006
Identifier: CFE0001498, ucf:47076
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001498

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

Title: Community College Leadership: The Pathways, Competencies, and Preparation of Presidents and Chief Academic Officers.
Creator: Minton, Richard, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Witta, Eleanor, University of Central Florida
Abstract / Description: At the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose...
Show moreAt the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose of this study was to examine the pathways, competencies, and preparation of community college presidents and CAOs. Leaders in those positions at two-year colleges in eight southeastern states were surveyed in August-September 2017. Demographic data was collected to determine common career pathways and it was found that an overwhelming majority of current respondents earned doctorate degrees and that many of them had focused their advanced degrees in the areas of education and/or leadership. Approximately 84% of the leaders who responded expected to retire within 10 years of the study. Also, at least 50% of the presidents who responded followed an academic pathway to the presidency. Respondents were asked to rate the extent to which they agreed that the AACC competencies were essential to their leadership roles and the extent to which they agreed that they had been prepared for each competency prior to assuming their current roles. The results indicated high levels of agreement that all six competencies were essential; however, tests did reveal statistically significant differences between the levels of agreement, namely that one competency -- community college advocacy (-) had a lower level of agreement than the other five competencies. Respondents also indicated that they had been adequately prepared for each competency prior to assuming their current roles, with on-the-job experiences being the most common method of preparation for the competencies. A correlation analysis revealed that there was a positive relationship between the extent to which leaders agreed that the competencies were essential and the extent to which they agreed that they were prepared for the competencies. There were also no statistical differences between presidents and CAOs on the preparation ratings for each competency and there was only a difference in the essential ratings for the competency of collaboration. Recommendations for future practice based on the leadership frameworks of Bolman and Deal (2013) and Nevarez, Wood, and Penrose (2013) are provided, along with recommendations for higher educational leadership doctoral programs and future research regarding pathways, competencies, and preparation.
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Date Issued: 2018
Identifier: CFE0007054, ucf:52014
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007054

Title: A Lesbian, Gay, Bisexual and Transgender + Student Support Group Within A Central Florida State College: A Qualitative Study.
Creator: Ansiello, Remy, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Hopp, Carolyn, University of Central Florida
Abstract / Description: For decades, lesbian, gay, bisexual, and transgender (LGBT) + students attending institutions of higher education have been marginalized and have experienced hostility and outright discrimination, causing the need for student support groups for this population on college campuses. Recent laws passed at a national level have brought a greater level of equality to this minority group; however, feelings of marginalization, homophobia, heterosexism, and heteronormative culture persist. Therefore,...
Show moreFor decades, lesbian, gay, bisexual, and transgender (LGBT) + students attending institutions of higher education have been marginalized and have experienced hostility and outright discrimination, causing the need for student support groups for this population on college campuses. Recent laws passed at a national level have brought a greater level of equality to this minority group; however, feelings of marginalization, homophobia, heterosexism, and heteronormative culture persist. Therefore, the purpose of this study was to ask how students participating in an LGBT + support group within a Central Florida public state college perceive their experiences in college. The researcher also asked students participating in an LGBT + support group within a Central Florida public state college what issues or challenges have most significantly impacted them. This qualitative study focused on an LGBT + student support group at a public state college in the Central Florida area. The researcher conducted ethnographic interviews with seven student participants and selected these students through a volunteer sample. A focus group with four of the seven participants was also conducted. Data were collected through recording of the interviews and focus group, observations and other documents. The researcher sought permission from the participants to record the interviews, ensured them access to the written and auditory transcript of their own specific interview, as well as guaranteed that the recordings would be destroyed after the conclusion of the dissertation and publication.
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Date Issued: 2018
Identifier: CFE0007307, ucf:52152
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007307

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

Title: 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.
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Date Issued: 2018
Identifier: CFE0007075, ucf:51995
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007075

Title: Levels of engagement among male, college basketball players.
Creator: Botts, Mary, Cintron Delgado, Rosa, Owens, James, Marshall, Nancy, Boyd, Karen, University of Central Florida
Abstract / Description: This study examined the engagement of male, college basketball players within the National Collegiate Athletic Association (NCAA). The literature review shows a connection between engaging in educationally purposeful activities and student retention. Because some student athletes, male collegiate basketball players in particular, struggle to graduate at the same rate as their fellow student athletes, student engagement offers one lens to examine the educational experiences of basketball...
Show moreThis study examined the engagement of male, college basketball players within the National Collegiate Athletic Association (NCAA). The literature review shows a connection between engaging in educationally purposeful activities and student retention. Because some student athletes, male collegiate basketball players in particular, struggle to graduate at the same rate as their fellow student athletes, student engagement offers one lens to examine the educational experiences of basketball players.The National Survey of Student Engagement (NSSE) was used to collect levels of engagement along four identified variables. These four variables, part of Chickering and Gamson's Seven Principles for Good Undergraduate Education, were relevant to the study as they were factors student athletes could control. These factors included: active learning, cooperation among students, interaction with faculty, and time on task. Student athlete responses were analyzed by three factors including NCAA athletic division, race, and highest level of parental education.This study found no significant difference in levels of engagement among the NCAA's three athletic divisions. Additionally, no significant differences in engagement were found based on the highest level of education reached by the student athlete's parents. Last, ethnic background presented only one significant difference within the active learning variable. The other three variables showed no significant difference based on race. The lack of statistical differences ismeaningful as it signifies the strength of the basketball culture. The culture of this sport permeates all divisions of college basketball and transcends the background of its players. Thus, players who should display different levels of engagement based on institutional or background characteristics display similar levels of engagement.
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Date Issued: 2012
Identifier: CFE0004522, ucf:49291
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004522

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.
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Date Issued: 2017
Identifier: CFE0006667, ucf:51252
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006667

Title: A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
Creator: Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
Abstract / Description: Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
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Date Issued: 2017
Identifier: CFE0006602, ucf:51280
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006602

Title: Collaboration Between Academic Affairs and Student Affairs at Public State Colleges in the Southern United States.
Creator: Fortunato, Geoffrey, Cintron Delgado, Rosa, Owens, J. Thomas, Molina, Olga, Marshall, Nancy, Cicotti, Cheryl, University of Central Florida
Abstract / Description: Throughout history, higher education has reiterated the importance and significance of collaboration between all institutional divisions and departments (Kezar, 2003). As the responsibilities and operational functions of each division have increasingly become more specialized and complex, effective collaboration remains a barrier in the optimal functioning of institutions throughout the country (Kezar).The purpose of this qualitative research study was to explore the current perceptions and...
Show moreThroughout history, higher education has reiterated the importance and significance of collaboration between all institutional divisions and departments (Kezar, 2003). As the responsibilities and operational functions of each division have increasingly become more specialized and complex, effective collaboration remains a barrier in the optimal functioning of institutions throughout the country (Kezar).The purpose of this qualitative research study was to explore the current perceptions and practices of collaboration between the Academic Affairs and Student Affairs divisions at state colleges geographically located in the Southern region of the United States, through the lens of Morten T. Hansen's T-shaped model of disciplined collaboration. The collective voices of the research participants fostered the ability to formulate a new, current model of collaboration between the divisions of Academic Affairs division and Student Affairs at representative state institutions. The final results of this study found that although there is not one consistent model that encapsulates all of the components of effective collaboration, it does entail a deliberate willingness to embrace the human element to build personal relationships. Finally, some of the themes generated by the use of NVivo were cultural ethos, human element and the unification of people. Framed by trust, transparency, unification of common goals, and through the college ethos as developed through leadership, a new model emerged based on the tenets of Grounded Theory.
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Date Issued: 2016
Identifier: CFE0006455, ucf:51443
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006455

Title: The Community College Student's Social Construction of Global Learning in the Florida College System.
Creator: Robertson, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Nutta, Joyce, Marshall, Nancy, Lee, Shara, University of Central Florida
Abstract / Description: The purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore...
Show moreThe purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore students' perspectives using the principles of social constructionism and constructivism to create a new model of understanding of global learning.The final results of the study found that students primarily think of culture when asked about global learning, and they do not have a solid understanding of the concept in an academic sense. This understanding has been formed throughout their lives as their interest began well before their current community college experience. Remarkably, all seven students had some experience with global learning long before enrollment in their current institution, and all seven students had an unremarkable college experience thus far as it pertained to global learning. In the end, there were five major influences found to be involved in the formation of students' understanding and engagement level in global learning, which included the family, peers, academic experiences, work experiences, and the external environment. The study concludes by emphasizing the importance of the community college's role in helping to prepare college graduates for the 21st century workplace.
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Date Issued: 2016
Identifier: CFE0006170, ucf:51145
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006170

Title: The Relationship Between Student Engagement and Recent Alumni Donors at Carnegie Baccalaureate Colleges Located in the Southeastern United States.
Creator: Truitt, Joshua, Robinson, Sandra, Cintron Delgado, Rosa, Lambie, Glenn, Cox, Thomas, Marshall, Nancy, University of Central Florida
Abstract / Description: In 2011, over 30 billion dollars were given to colleges and universities across the United States; donors included individuals, corporations, foundations, and religious organizations. Of the 30 billion dollars, 43% of this financial support came directly from individual and alumni donors (Council for Aid to Education, 2011). Leslie and Ramey (1988) stated that (")voluntary support is becoming the only source of real discretionary money [that a college or university has](") (p. 115). The...
Show moreIn 2011, over 30 billion dollars were given to colleges and universities across the United States; donors included individuals, corporations, foundations, and religious organizations. Of the 30 billion dollars, 43% of this financial support came directly from individual and alumni donors (Council for Aid to Education, 2011). Leslie and Ramey (1988) stated that (")voluntary support is becoming the only source of real discretionary money [that a college or university has](") (p. 115). The primary purpose of this study was to investigate the ability of responses from senior class students on the 2006 National Survey of Student Engagement to be used as predictors of alumni donor participation in liberal arts colleges. The sample of this study was 10 Carnegie Baccalaureate Colleges from the southeastern United States. The institutions that participated provided alumni donor participation data for members of the undergraduate class of 2006 for a five-year post-graduation period. Logistical regression models were developed to represent the multivariate impacts of NSSE benchmark scores and student demographics independent variables on the bivariate alumni donor participation rate dependent variable.The results indicated that two NSSE benchmarks, measured by the 2006 NSSE, (Level of Academic Challenge and Student-Faculty Interaction) and three demographic variables (parental level of education, Greek Life membership, and receipt of an institutional scholarship) had a positive relationship with increased alumni donor participation.
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Date Issued: 2013
Identifier: CFE0005065, ucf:49946
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005065

Title: Analysis of the Congruency between Educational Choices and Community College Student Degree Aspirations.
Creator: Quathamer, Mark, Owens, J. Thomas, Cintron Delgado, Rosa, Cox, Thomas, Marshall, Nancy, LAMB, ROBERT, University of Central Florida
Abstract / Description: This research explored variables that influence community college student degree aspirations and students purpose for enrolling and pursuing specific degree types. The study was conducted using secondary data for students pursuing Associate in Arts, Associate in Science, and Bachelor of Applied Science degrees at a single community college. A logistic regression test was used to test graduate and baccalaureate degree aspirations of the entire sample of students and separately by degree type....
Show moreThis research explored variables that influence community college student degree aspirations and students purpose for enrolling and pursuing specific degree types. The study was conducted using secondary data for students pursuing Associate in Arts, Associate in Science, and Bachelor of Applied Science degrees at a single community college. A logistic regression test was used to test graduate and baccalaureate degree aspirations of the entire sample of students and separately by degree type. Significant predictors of degree aspirations included age, gender, credits enrolled in, participation in student groups, academic course planning, receipt of scholarship, and college GPA. In general, community college students had high degree aspirations. Younger students tended to be on the collegiate transfer track and older students tended to want to pursue baccalaureate degrees locally. In addition to having high degree aspirations, a large proportion of students attended the college for occupational purposes and created intermediate and long-term goals related to their academic aspirations. The findings of the research confirm findings of previous studies on college student degree aspirations, and add to the understanding of variables contribute to students' educational goals. Recommendations for practice and future research are presented.
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Date Issued: 2014
Identifier: CFE0005539, ucf:50327
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005539

higher education (3)	+ -
community college (2)	+ -
engagement (2)	+ -
presidents (2)	+ -
student engagement (2)	+ -

Collaboration (1)	+ -
Colleges (1)	+ -
Community college baccalaureate (1)	+ -
Florida (1)	+ -
Florida State University System (1)	+ -
Heteronormativity (1)	+ -
Heterosexism (1)	+ -
Higher Education (1)	+ -
Homophobia (1)	+ -
LGBT + (1)	+ -
NCAA (1)	+ -
Organizational Partnerships (1)	+ -
State Colleges (1)	+ -
academic advising (1)	+ -
adult education (1)	+ -
alumni (1)	+ -
alumni donor participation (1)	+ -
alumni giving (1)	+ -
chief academic officers (1)	+ -
college (1)	+ -
college athlete (1)	+ -
community colleges (1)	+ -
community of inquiry (1)	+ -
compensation (1)	+ -
competencies (1)	+ -

Marshall, Nancy (13)	+ -
University of Central Florida (13)	+ -
Cox, Thomas (7)	+ -
Cintron Delgado, Rosa (5)	+ -
King, Kathy (Kathleen) (4)	+ -

Owens, J. Thomas (3)	+ -
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