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Title: Report of the Board of Control: 1950-1952.
Creator: Florida. Board of Control, PALMM (Project)
Abstract / Description: Report of the Board of Control 1950/1952 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1950/1952 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
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Date Issued: 1952
Identifier: AAA7017QF00007/21/200306/22/200417528SfasIa D0QF, ONICF134- 3, FHP C CF 2003-07-21, FCLA url 20040401xOCLC, 55693843, SN0AAA7017_0018_000, 2436178, ucf:23477
Format: E-book
PURL: http://purl.flvc.org/fcla/tc/fhp/SN0AAA7017_0018

Title: ASSESSMENT FRAMEWORK FOR THE EVALUATION AND PRIORITIZATION OF UNIVERSITY TECHNOLOGIES FOR LICENSING AND COMMERCIALIZATION.
Creator: Rahal, Ahmad, Rabelo, Luis, University of Central Florida
Abstract / Description: US corporations have long recognized university related scientific research as an important source of long term economic growth and technological innovation. This dynamic involvement with industry has drastically increased the university technology transfer and licensing activities, and has stretched the human and financial resources of Technology Management and Licensing Offices of many US universities. This research provides a mechanism that can aid in the complex process of properly...
Show moreUS corporations have long recognized university related scientific research as an important source of long term economic growth and technological innovation. This dynamic involvement with industry has drastically increased the university technology transfer and licensing activities, and has stretched the human and financial resources of Technology Management and Licensing Offices of many US universities. This research provides a mechanism that can aid in the complex process of properly assessing university-owned technologies and intellectual properties, to identify those with licensing and commercialization potential for the pursuit of truly important breakthrough discoveries. This research focuses on the university technology licensing and commercialization process from the perspectives of those licensing professionals whose firms' activities are engaged in licensing-in university technologies. The objectives of this research are to: 1.Identify the decision factors and licensing determinants that influence or impact the licensing and commercialization of university technologies. 2.Build and conduct a survey among those licensing professionals involved in the technology licensing process to determine the relative importance of each of the licensing determinants identified in the literature review, and their most current and up to date selection criteria for technologies they license. 3.Develop a framework to assist the University Technology Management & Transfer Office's personnel and other stakeholders in the assessment of the potential viability of the university technologies for licensing and commercialization.
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Date Issued: 2005
Identifier: CFE0000659, ucf:46505
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000659

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.
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Date Issued: 2006
Identifier: CFE0000967, ucf:46712
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000967

Title: STUDENT PERCEPTION OF BARRIERS TO STUDY ABROAD.
Creator: Walker, Jessica, Valdez, Carlos, University of Central Florida
Abstract / Description: Studying abroad during the collegiate experience is an idea sought by the many high school seniors and college freshmen alike. The social, intellectual, and cultural benefits received from participating makes it a seemingly easy decision. Yet, lack of action plagues the nation as there exists a miniscule number of students who follow through with their desire to study abroad. Prior research exemplifies that students rely on the perceptions of their peers and family when approaching an...
Show moreStudying abroad during the collegiate experience is an idea sought by the many high school seniors and college freshmen alike. The social, intellectual, and cultural benefits received from participating makes it a seemingly easy decision. Yet, lack of action plagues the nation as there exists a miniscule number of students who follow through with their desire to study abroad. Prior research exemplifies that students rely on the perceptions of their peers and family when approaching an unfamiliar subject. These perceptions result in concocted barriers that dissuade the student from participating in study abroad before they seek concrete information. There are a limited number of studies completed at universities to identify these specific barriers. Thus, this research examines the student population at the University of Central Florida, the perceived barriers they possess concerning study abroad, and their sources of these perceptions. This is a qualitative and quantitative study that investigates the effects of perceived cost and graduation delay on the willingness of a student to study abroad. The unexpected ramifications of the marketing mix, utilized by the department of Study Abroad, will shed light upon the steps necessary to revise their position in order to transform student intent into action.
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Date Issued: 2015
Identifier: CFH0004876, ucf:45418
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004876

Title: ACADEMIC COMPETENCE, SELF-EFFICACY, AND ACHIEVEMENT EXPECTATIONS AMONG INTERNATIONAL STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA.
Creator: Hynson, Emily, Wright, Chrysalis, University of Central Florida
Abstract / Description: With the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were...
Show moreWith the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were examined. It was hypothesized that these known factors would negatively correlate with the academic outcomes of international students examined in the current study. It was also hypothesized that these factors can combine to best predict the academic outcomes of international college students. First, intercorrelations were conducted with the independent and dependent variables to determine if the factors examined in the study (i.e., language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S.) are negatively correlated with the academic outcomes of international students. Then a series of linear regressions was conducted to test the hypothesis that these factors can combine to best predict the academic outcomes of international college students. Results found significant relationships between the predictor variables and the outcome variables in this study, specifically among support (university, familial, and social), acculturation, language barriers, motivating factors to study, and self-efficacy.
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Date Issued: 2019
Identifier: CFH2000541, ucf:45637
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000541

Title: EMERGING AND DISRUPTIVE TECHNOLOGIES FOR EDUCATION: AN ANALYSIS OF PLANNING, IMPLEMENTATION, AND DIFFUSION IN FLORIDAÃ‚Â'S ELEVEN STATE UNIVERSITY SYSTEM INSTITUTIONS.
Creator: Bradford, Deborah, Cintron, Rosa, University of Central Florida
Abstract / Description: The purpose of the study was to understand and appreciate the methodologies and procedures used in determining the extent to which an information technology (IT) organization within the eleven member State University Systems (SUS) of Florida planned, implemented, and diffused emerging educational technologies. Key findings found how critical it was that flexibility be given during the planning stages and not rely on standardized models which may or may not be of use any longer. Research also...
Show moreThe purpose of the study was to understand and appreciate the methodologies and procedures used in determining the extent to which an information technology (IT) organization within the eleven member State University Systems (SUS) of Florida planned, implemented, and diffused emerging educational technologies. Key findings found how critical it was that flexibility be given during the planning stages and not rely on standardized models which may or may not be of use any longer. Research also found that the SUS institutions have to be prepared to organize and preserve the deluge of digital data if they intended to remain relevant as a Ã‚Â"towerÃ‚Â" of knowledge transmissions. The literature found that institutions of higher education needed to keep abreast of the new technologies, new pedagogies, and never before open-access concepts because authors found these ideas were converging and producing an unprecedented period of innovation in learning. Furthermore, the implications of perpetual connectivity to information, peers, and teachers garnered a great deal of attention among educational technologists. However, those implications had not been gauged, especially in FloridaÃ‚Â's SUS institutions. A survey of those institutions regarding how technologies were planned for, implemented logically, and thoroughly diffused, along with lessons learned could potentially save resources and ensure FloridaÃ‚Â's institutions continue to be on higher learningÃ‚Â's forefront.
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Date Issued: 2010
Identifier: CFE0002989, ucf:47932
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002989

Title: THE IMPACT OF MOTIVATION ON PRE-COLLEGE LEVEL STUDENTS ENROLLED IN A LEARNING COMMUNITY AT AN HISTORICALLY BLACK COLLEGE/UNIVERSITY.
Creator: White, Jontoinette, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: It is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated...
Show moreIt is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated Measures One-Way ANOVA revealed a statistically significant difference in COMPASS score change between groups with the comparison group demonstrating a greater change than did the learning community group. In addition, Analysis of Covariance test was used to answer the research question regarding differences in final grades between the two groups. After adjusting for the COMPASS pre-test, there was no difference in final grades between groups. Using the Motivated Strategies for Learning Questionnaire (MSLQ), a Likert-type scale based on the Eccles et al. (1983) expectancy-value motivational model, three components of students motivation were investigated: task value, extrinsic value, and test anxiety. The Independent Samples t-Test was used to compare the means. There was a statistically significant mean difference in extrinsic value with the students enrolled in traditionally taught pre-college level English courses demonstrating more extrinsic motivation. There was a statistically significant mean difference in task value with students enrolled in the learning community demonstrating higher task value than the comparison group. Finally, there was a statistically significant mean difference in affect with students in the learning community group demonstrating more test anxiety. Conclusions and recommendations were presented for future research.
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Date Issued: 2010
Identifier: CFE0002992, ucf:47934
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002992

Title: Implementation of roles and responsibilities of speech-language pathologists working in schools.
Creator: Nir, Tamar, Ehren, Barbara, Sims, Valerie, Towson, Jacqueline, University of Central Florida
Abstract / Description: The purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions...
Show moreThe purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions related to the rate of implementation, comfort level, and desire for further professional learning with regards to the roles and responsibilities prescribed by American Speech-Language Hearing Association (ASHA) for the SLP in the school. Additionally, this survey examined whether SLPs in schools felt that their scope of practice has shifted focus from traditional speech-sound disorders to one of language/literacy disorders, whether they received adequate support from the schools and/or districts, and whether their university programs prepared them for clinical practice. A total of 609 SLPs participated in this study, with 98% being female. Most participants were between the ages of 45-64 years (45%).The results of this study indicated that with regards to rate of implementation and comfort level, participant responses varied depending on the role and responsibility. Sixty-one percent of participants were confident with critical roles, or roles/responsibilities that are typically considered cornerstones of the practice of speech-language pathology. Participants tended to be less confident with roles related to collaboration and leadership. With regards to the additional questions addressed by this study, over 50% of participants agreed that their career has shifted in focus from traditional speech-sound disorders to one of language/literacy disorders, and that they received adequate support from their school and/or district. Participants also tended to agree that their university program prepared them well for clinical practice and that they desired more professional learning for the delineated roles/responsibilities that they did not feel confident implementing. The implications of this study are that despite overall ratings of frequent implementation and comfort with certain roles/responsibilities, there are still areas that SLPs require further education in order to hone their skills within the context of the expanding landscape of speech-language pathology. An in-depth summary of the data, limitations of the study, and suggestions for future research are discussed.
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Date Issued: 2019
Identifier: CFE0007509, ucf:52656
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007509

Title: Low Income And First Generation Students' Engagement Of Authority Figures.
Creator: Condon, Josalie, Hinojosa, Melanie, Carter, J. Scott, Armato, Michael, University of Central Florida
Abstract / Description: Background: Numerous studies acknowledged the potential struggles that first generation (FG) and low-income students (LI) face as they attempt to navigate the college degree pipeline. One struggle these students may face is an aversion to engaging authority figures. Unlike their peers, both FG and LI students can come from families with little to no college literacy, and this lack of support, coupled with not seeking out assistance from authority figures on campus, could lead to potential...
Show moreBackground: Numerous studies acknowledged the potential struggles that first generation (FG) and low-income students (LI) face as they attempt to navigate the college degree pipeline. One struggle these students may face is an aversion to engaging authority figures. Unlike their peers, both FG and LI students can come from families with little to no college literacy, and this lack of support, coupled with not seeking out assistance from authority figures on campus, could lead to potential problems. This lack of engagement with authority figures may be related to childhood socialization such as Cultivation of Intellectual Independence (CII). Individuals with high CII have been taught to think and act independently. The purpose of this study is to explore whether either FG or LI's CII assist them in engaging authority figures. Method: This study took data from Wave 1 and 2 of the 2005 National Longitudinal Study of Freshman. NLS sample of 3,924 students was used to measure FG and LI students during their first year of college. In order to accomplish this goal, an OLS regression analysis was run to regress each of the five wave 2 (spring of their first year) engagement questions on the variables: FG, LI, CII scale, Race, Sex, U.S. Born, HS teachers interest, Living on campus, working for pay, and trouble with family. Results: While CII was a significant factor in the engagement of authority figures, as predicted, FG and LI status did not match our predictions. LI students in this analysis were more likely to engage authority figures, instead of less likely, as was predicted, and FG status was not a significant predictor. Conclusion: This study aims to further our understanding of both FG and LI students' engagement of authority figures.
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Date Issued: 2018
Identifier: CFE0007166, ucf:52243
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007166

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: A STUDY OF COMPETENCIES PERCEIVED TO BE IMPORTANT BY PROFESSIONALS IN ENTRY-LEVEL POSITIONS WITHIN COLLEGE STUDENT AFFAIRS.
Creator: Coffey, Christa, Cintron, Rosa, University of Central Florida
Abstract / Description: The researcher utilized the 2007 American College Personnel Association (ACPA) Steering Committee on Professional Competencies report, Professional Competencies, to determine the importance of a set of competencies for work in entry-level student affairs positions. The researcher also studied whether there were any differences in importance of these competencies based on functional area (e.g., residence life/housing, student activities) and institutional type (i.e., four-year public and four...
Show moreThe researcher utilized the 2007 American College Personnel Association (ACPA) Steering Committee on Professional Competencies report, Professional Competencies, to determine the importance of a set of competencies for work in entry-level student affairs positions. The researcher also studied whether there were any differences in importance of these competencies based on functional area (e.g., residence life/housing, student activities) and institutional type (i.e., four-year public and four-year private). Via an online questionnaire, the researcher sent the list of competencies to a sample of 970 members of ACPA who were self-selected as entry-level members and received 224 usable responses. Of the 75 individual competency items studied, 66 were found to be, minimally, Ã‚Â"importantÃ‚Â" for entry-level positions overall, thus reinforcing the fact that entry-level practitioners need a wide array of competencies to perform the responsibilities within their positions. Competencies related to advising and helping others, including students and colleagues, were rated the highest, while those related to the legal foundations of the field were rated the lowest, yet still at least Ã‚Â"somewhat important.Ã‚Â" Several significant differences were found between groups within the studied demographic variables and the degree of importance of the competencies. Specifically, there were very few significant differences in the degree of importance of competencies based on respondent institutional type. Compared to other demographic items, functional area by far indicated the most significant differences between groups.
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Date Issued: 2010
Identifier: CFE0003233, ucf:48551
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003233

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.
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Date Issued: 2012
Identifier: CFE0004283, ucf:49531
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004283

Title: THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS.
Creator: Finnegan, Lisa, Dieker, Lisa, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÃ‚Â' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÃ‚Â' written...
Show moreABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÃ‚Â' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÃ‚Â' written scientific explanations. Students in this study completed concept maps and wrote explanations about adaptations before and after participating in lessons enriched with UDL-R principles that included the use of multi-media sources, website searches, and trade books. The processes used to collect data for this action research project were concept maps, written explanations, student notes, and videotaped accounts of learning from UDL-R principles. The themes that emerged were deeper content understanding for students and greater engagement in learning through UDL-R practices as evidenced through student notes, student discussions and videotaped accounts. The students in this study showed minimal change in the total average scores on concept maps with mixed results for males versus female studentsÃ‚Â' scores. Although studentsÃ‚Â' concept maps and written explanations indicated minimal improvement or change, their notes listing thirty to over one hundred facts and their comments indicated their interest and engagement in the learning process supported by UDL-R practices.
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Date Issued: 2010
Identifier: CFE0003045, ucf:48358
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003045

Title: INTEGRATING UNIVERSAL DESIGN FOR LEARNING THROUGH CONTENT VIDEO WITH PRESERVICE TEACHERS.
Creator: Aronin, Sara, Dieker, Lisa, University of Central Florida
Abstract / Description: Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted...
Show moreGiven current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding and self-perceived ability to use UDL were mixed. The results of this investigation were consistent with current research that teacher application of a skill requires more than a one-shot intervention.
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Date Issued: 2009
Identifier: CFE0002816, ucf:48115
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002816

Title: INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES.
Creator: Pawling, Kimberly, Wienke, Wilfred, University of Central Florida
Abstract / Description: Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to...
Show moreBecause many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question oneÃ‚Â's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjectsÃ‚Â' UDL Knowledge pre to posttest scores did not significantly change. When each content areaÃ‚Â's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
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Date Issued: 2010
Identifier: CFE0003246, ucf:48544
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003246

Title: Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
Creator: Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
Abstract / Description: ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
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Date Issued: 2013
Identifier: CFE0004840, ucf:49709
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004840

Title: Moving Beyond Title IX: An Evaluation of the Comprehensiveness and Accessibility of Policies and Procedures for Preventing and Responding to Gender Based Violence.
Creator: Mullins, Alyssa, Jasinski, Jana, Mustaine, Elizabeth, Reckdenwald, Amy, University of Central Florida
Abstract / Description: The current study examines the gender based violence policies and programs of large, public universities in Florida. Current literature argues that preventing and responding to gender based violence in institutions of higher education requires comprehensive and ecological techniques at the individual, interpersonal, community, and societal level. In recent years, various institutions and agencies have showed increasing administrative commitment to addressing these issues. Futures Without...
Show moreThe current study examines the gender based violence policies and programs of large, public universities in Florida. Current literature argues that preventing and responding to gender based violence in institutions of higher education requires comprehensive and ecological techniques at the individual, interpersonal, community, and societal level. In recent years, various institutions and agencies have showed increasing administrative commitment to addressing these issues. Futures Without Violence, formerly named Family Violence Prevention Fund, is a private organization that has established a set of guidelines and recommendations to aid IHEs in their response and prevention of gender based violence, intended to exceed federal regulations, such as Title IX and the Jeanne Clery Act. The current study used the guidelines and recommendations established by Futures Without Violence to perform a content analysis of ten large Florida universities' websites to determine the comprehensiveness and accessibility of each university's gender based violence policies and procedures. Findings indicate various levels of compliance within and among the universities. Thus, the current study outlines the generalized findings among all universities, describes the strengths and weaknesses of each university's policies, and provides recommendations for these institutions as well as future exploration of the feasibility of these guidelines and recommendations in practice.
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Date Issued: 2013
Identifier: CFE0004895, ucf:49679
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004895

Title: Cascaded Digital Refinement for Intrinsic Evolvable Hardware.
Creator: Thangavel, Vignesh, DeMara, Ronald, Sundaram, Kalpathy, Song, Zixia, University of Central Florida
Abstract / Description: Intrinsic evolution of reconfigurable hardware is sought to solve computational problems using the intrinsic processing behavior of System-on-Chip (SoC) platforms. SoC devices combine capabilities of analog and digital embedded components within a reconfigurable fabric under software control. A new technique is developed for these fabrics that leverages the digital resources' enhanced accuracy and signal refinement capability to improve circuit performance of the analog resources' which are...
Show moreIntrinsic evolution of reconfigurable hardware is sought to solve computational problems using the intrinsic processing behavior of System-on-Chip (SoC) platforms. SoC devices combine capabilities of analog and digital embedded components within a reconfigurable fabric under software control. A new technique is developed for these fabrics that leverages the digital resources' enhanced accuracy and signal refinement capability to improve circuit performance of the analog resources' which are providing low power processing and high computation rates. In particular, Differential Digital Correction (DDC) is developed utilizing an error metric computed from the evolved analog circuit to reconfigure the digital fabric thereby enhancing precision of analog computations. The approach developed herein, Cascaded Digital Refinement (CaDR), explores a multi-level strategy of utilizing DDC for refining intrinsic evolution of analog computational circuits to construct building blocks, known as Constituent Functional Blocks (CFBs). The CFBs are developed in a cascaded sequence followed by digital evolution of higher-level control of these CFBs to build the final solution for the larger circuit at-hand. One such platform, Cypress PSoC-5LP was utilized to realize solutions to ordinary differential equations by first evolving various powers of the independent variable followed by that of their combinations to emulate mathematical series-based solutions for the desired range of values. This is shown to enhance accuracy and precision while incurring lower computational energy and time overheads. The fitness function for each CFB being evolved is different from the fitness function that is defined for the overall problem.
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Date Issued: 2015
Identifier: CFE0005723, ucf:50123
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005723

Title: A COMPARATIVE ANALYSIS OF DIFFERENCES IN RESIDENT SATISFACTION, RETENTION, AND CUMULATIVE GRADE POINT AVERAGE BETWEEN UNIVERSITY OF CENTRAL FLORIDA OWNED AND AFFILIATED HOUSING.
Creator: Novak, Jeffrey, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study compared students' perceptions and satisfaction as they related to their place of residence. In addition, this study sought to determine if a difference existed between student retention rates from their first year in college to their second year and one's grade point average with respect to one's place of residence within the collegiate setting. As such, the problem this study examined was the overall impact of where a first-time-in-college student lived within the...
Show moreThis study compared students' perceptions and satisfaction as they related to their place of residence. In addition, this study sought to determine if a difference existed between student retention rates from their first year in college to their second year and one's grade point average with respect to one's place of residence within the collegiate setting. As such, the problem this study examined was the overall impact of where a first-time-in-college student lived within the University of Central Florida housing system and how that living environment impacted students' levels of satisfaction, overall retention rates, and cumulative grade point averages. The data used for this study were obtained from a previously distributed survey conducted by the Department of Housing and Residence Life at the University of Central Florida in February 2007. Secondary data were obtained through the Department of Institutional Research at the University of Central Florida. A website link to an optional, self-administered Internet-based survey was sent via email to University of Central Florida students residing in university owned housing and university affiliated housing. The size of the sample was determined by the number of delivered emails 3800 for university owned housing, 1,500 for university affiliated housing (Towers), and 1,831 for university affiliated housing (Pegasus Landing). Of the total populations: 1) 38.57 percent were returned for university owned housing, 2) 26.26 percent were returned for university affiliated (Towers at Golden Knights Plaza), and 3) 24.63 percent were returned for university affiliated housing (Pegasus Landing). There were many statistically significant relationships. Consistently, students residing in university owned housing showed higher satisfaction and agreement levels when compared with students living in university affiliated housing. Additionally, students living in university owned housing showed a higher retention rate and cumulative grade point average when compared with students living in university affiliated housing.
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Date Issued: 2008
Identifier: CFE0002245, ucf:47894
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002245

Title: The Development of a Reentry Program for Women in Engineering at the University of Central Florida.
Creator: Morse, Lucy C., Whitehouse, Gary E., Engineering
Abstract / Description: University of Central Florida College of Engineering Thesis; In order to familiarize local women with advanced degree possibilities in engineering and with expanding loal industry, as well as increasing the graduate enrollment in the College of Engineering, the Univeristy of Central Florida has developed a Reentry Program for Women in the Industrial Engineering Department. Master of Science degrees are offered to the women with four options: Operations Research, Computer Systems, Engineering...
Show moreUniversity of Central Florida College of Engineering Thesis; In order to familiarize local women with advanced degree possibilities in engineering and with expanding loal industry, as well as increasing the graduate enrollment in the College of Engineering, the Univeristy of Central Florida has developed a Reentry Program for Women in the Industrial Engineering Department. Master of Science degrees are offered to the women with four options: Operations Research, Computer Systems, Engineering Administration, and Engineering Systems Analysis. The program is designed for women who received a bachelor's degree at least two years ago in mathematics, engineering, physics, or another hard science. Seed money for the program was obtained as a mini-grant from the Women's Reentry Consortium. The major component of the program is a mathematics review course which offers an intensive review of college math through differential equations. An Industrial Advisory Board is an integral part of the program and is giving support for potential employment of women during their schooling and afterwards, as well as making sure the women are going in directions consistent with the needs of industry. A special orientatioin, available tutoring, and a Professional Development Day are some of the features incorporated in this program. After the math review course, the women are mainstreamed into the standard graduate program with continued support.
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Date Issued: 1982
Identifier: CFR0008130, ucf:52970
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008130

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