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Title: A Historical Analysis of the Evolution of the Administrative and Organizational Structure of the University of Central Florida as it Relates to Growth.
Creator: Lindsley, Boyd, Murray, Barbara, Doherty, Walter, Murray, Kenneth, Dziuban, Charles, University of Central Florida
Abstract / Description: This was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university...
Show moreThis was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university were of particular interest. The study was focused on the administrative actions and organizational changes that took place within the university to assist faculty in teaching, research, and service as well as external conditions and events which impacted the university and shaped its development. The growth of the university, as well as the productivity of the faculty, were of interest in the study.
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Date Issued: 2015
Identifier: CFE0005650, ucf:50187
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005650

Title: The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model.
Creator: Merritt, Donald, McDaniel, Rudy, Zemliansky, Pavel, Mauer, Barry, Kim, Si Jung, University of Central Florida
Abstract / Description: When discussing games and the experience of gamers those with disabilities are often overlooked. This has left a gap in our understanding of the experience of players with disabilities in virtual game worlds. However there are examples of players with disabilities being very successful in the virtual world video game World of Warcraft, suggesting that there is an opportunity to study the game for usability insight in creating other virtual world environments. This study surveyed World of...
Show moreWhen discussing games and the experience of gamers those with disabilities are often overlooked. This has left a gap in our understanding of the experience of players with disabilities in virtual game worlds. However there are examples of players with disabilities being very successful in the virtual world video game World of Warcraft, suggesting that there is an opportunity to study the game for usability insight in creating other virtual world environments. This study surveyed World of Warcraft players with disabilities online for insight into how they used interface addons to manage their experience and identity performance in the game. A rubric was also created to study a selection of addons for evidence of the principles of Universal Design for Learning (UDL). The study found that World of Warcraft players with disabilities do not use addons more than able-bodied players, but some of the most popular addons do exhibit many or most of the principles of UDL. UDL principles appear to have emerged organically from addon iterations over time. The study concludes by suggesting that the same approach to user-generated content for the game interface taken by the creators of World of Warcraft, as well as high user investment in the environment, can lead to more accessible virtual world learning environments in the future.
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Date Issued: 2015
Identifier: CFE0005667, ucf:50175
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005667

Title: Impact of the Education Level of Voluntary Prekindergarten Teachers upon Kindergarten Student Readiness Rates.
Creator: Wright, Teresa, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Williams-Fjeldhe, Karri, University of Central Florida
Abstract / Description: This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance...
Show moreThis study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site.Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.
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Date Issued: 2012
Identifier: CFE0004619, ucf:49928
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004619

Title: Creating and Examining an Online Advising Module for Graduate Students: A Usability Study.
Creator: Mitchell, Leah, Flammia, Madelyn, Jones, Daniel, Dombrowski, Paul, University of Central Florida
Abstract / Description: Advisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate...
Show moreAdvisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate students in the College of Education and Human Performance (CEDHP) at the University of Central Florida. The online advising module was presented to current graduate students in the CEDHP. They were asked to make observations and provide feedback about their interactions with the online advising module. The final part of the usability test included giving students a survey to rate their overall satisfaction with the module.Results of the study showed that graduate students did benefit from viewing the online advising module. Participants reported an overall strong satisfaction rate with the module.
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Date Issued: 2014
Identifier: CFE0005212, ucf:50621
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005212

Title: Initial report of the Council for the Study of Higher Education in Florida to the Board of Control, Florida Institutions of Higher Learning.
Creator: Council for the Study of Higher Education, PALMM (Project), Board of Control
Abstract / Description: Initial report of studies on the development of higher education in Florida. Includes recommendations for action.
Date Issued: 1955
Identifier: AAA9790QF00002/26/200406/22/200417917Bnam a D0QF, FCLA url 20040318xOCLC, FHP C CF 2004-02-26, 55694006, CF00001623, 2572547, ucf:14727
Format: E-book
PURL: http://purl.flvc.org/fcla/tc/fhp/CF00001623.jpg

Title: THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS.
Creator: Fishkin, Monica, Allen, Kay W., University of Central Florida
Abstract / Description: A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for...
Show moreA review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level international students in an intensive English program at a large metropolitan university. Scores (n = 23) on the SILL and the ISALNA-2 were used to investigate the changing perspectives of students receiving similar information from different sources, classroom teachers and peer advisors or only classroom teachers. Peer advising sessions were provided to the experimental group of students. The focus of the sessions was advice and direction in language skills (reading, writing, listening, and speaking) for university academic tasks. A split-plot analysis of variance was employed to analyze the quantitative data obtained from pre- and posttest administrations of the instruments. Analysis of the data did not reveal a statistically significant effect of the peer advising sessions as regards the improvement of scores on the SILL and ISALNA-2. Qualitative data (n = 29) indicated that the experimental participants were positively impacted in understanding the necessary language skills necessary for academic success. Interviews with the peer advisors revealed that they had enhanced their understanding of university expectations and had developed a higher level of confidence as a result of their participation in the advising sessions. Qualitative data revealed positive attitudes by the peer advisors in giving language skills information and by the ESL international students involved in receiving that information. The study format could contribute to future studies and may have implications for the development of international peer advising for English language instruction, foreign student orientation programs, host family programs, and programs linking foreign students with American student study partners.
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Date Issued: 2004
Identifier: CFE0000027, ucf:46093
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000027

Title: BLACK CATS, BERLIN, BROADWAY AND BEYOND: THE GENRE OF CABARET.
Creator: Tedrick, Deborah, Wuehrmann, Nicholas, University of Central Florida
Abstract / Description: Music and Theatre have always captivated me. As a child, my parents would take me to live performances and cinematic shows and I would sit rapt, watching the theatrical events and emotional moments unfold before my eyes. Movie musicals and live shows that combined music and theatre were my favorite, especially theatrical banter and improvisation or sketch comedy. Some of my favorite youthful memories were my annual family summer trips to Las Vegas to visit my grandparents for six weeks. As a...
Show moreMusic and Theatre have always captivated me. As a child, my parents would take me to live performances and cinematic shows and I would sit rapt, watching the theatrical events and emotional moments unfold before my eyes. Movie musicals and live shows that combined music and theatre were my favorite, especially theatrical banter and improvisation or sketch comedy. Some of my favorite youthful memories were my annual family summer trips to Las Vegas to visit my grandparents for six weeks. As a youngster, I got to experience the "old school" Las Vegas, replete with extravaganza, spectacle, cabaret, circus, lounge and nightclub acts, stand-up comedy, intimate revues, and all things marketed under the guise of entertainment, art, or both. Those summers, while not overtly planned as academic or educational in nature, proved, in retrospect, to be the training ground for what was to become my passion: the art of the cabaret genre. As a person who has always loved theatrical diversity, I am drawn to cabaret as an art form. Anything that fuses other forms interests me, and cabaret amalgamates many of the artistic forms I have grown to love. I come from a unique background of classical, jazz, musical theatre and pop styles, and have studied these styles in both the piano and vocal arena. The cabaret genre allows me to realize fully the stylistic variety of performance techniques with which I excel. My mother is a classical singer and my father a jazz pianist; during my youth they would perform at the piano, "meeting in the middle" so to speak in the world of Musical Theatre, through the fusion of cabaret, classical, jazz, and pop. Growing up hearing a song like "Summertime," from Gershwin's Porgy and Bess, equally artistically rendered as both a classical aria and a jazz tune in my home was rich fodder for the vital informal education I received by being the offspring of musicians. It is due to this musical legacy that was passed on to me through my parents that I learned to explore the myriad of possibilities one can achieve through artistic musical and theatrical interpretation. Beyond the freedom of stylistic variety, cabaret performance also allows conventions such as direct interaction in the form of the proverbial "lowered fourth wall," allowing me to use my improvisational acting and interactive skill set as well as my musical skills. Cabaret is generally more intimate and personal in nature and I enjoy the camaraderie cabaret affords. Cabaret is interactive and intellectual and I am drawn to those aspects; I like the fusion of interactive banter and intellectual artistry. Also appealing to me is the "insider" sense cabaret not only allows but also encourages. Recalling my youthful memories of the Vegas shows in which the performer spoke directly to audience members, I remember the sense of belonging I felt at the recognition of some of the inside jokes. I knew I wanted to be involved with any aspect of music and theatre that would allow me the freedom to go with the moment, to reach people differently on any given day, to change with the times, and adapt to my audience and to the shifting world around me. I knew I had found a home in this intimate, insular, interactive, and intellectual art form known as cabaret. For these reasons and more I have chosen the genre of cabaret to be my intended thesis research project. I will produce, direct, and perform in a cabaret show, which will be the thesis performance. For the performance aspect of my thesis, in collaboration with my thesis partner, Josephine Leffner, I will perform a one-act chronological, historical, and stylistically varied cabaret show. The show will include material garnered from historical research of the cabaret genre, specifically settling on some of the famous women, songs, stories, lives, and important contributions. The cabaret will cover information, music, and spoken-word art from cabaret's inception in the Paris Montmartre district in 1881 to its height in Germany during the Weimar Republic. The show will culminate with cabaret's insurgence into American culture up to and including the state of American cabaret today. While my performance will focus mainly on American cabaret, a portion of the show will explore cabaret's European roots. Creating and performing this show will educate me further on the genre itself, as well as expand my performing skills through the varied styles in which I will perform within the realm of a single evening's entertainment. Creating and performing the show will also challenge me as a producer, director, promotional and administrative coordinator, music director, arranger, vocal director, collaborator, vocalist, pianist, actor, and writer. The show is intended as a kind of "Cabaret 101," in that the intended audience is treated to a night of variety entertainment with some historical background on the genre of cabaret. The audience is not expected to have any prior academic or experiential knowledge of cabaret in order to understand or enjoy the show. The cabaret intellectual will also be able to enjoy the show, as the songs, poems, skits, and sketches are intended to amuse and delight both the novice and the experienced cabaretist. For the research and analysis portion of my thesis monograph document I will provide information on cabaret's roots in France and Germany, as well as include informative research on American cabaret, its history and its current trends. I will have several chapters dedicated to the historical research and to other items such as the formatted libretto, documentation of a performance report from my thesis committee head, and a list of references used throughout the research and libretto chapters. I will include a structural and role analysis of the show itself and my contributions to it as outlined by the parameters of my graduate studies program. Several chapters of appendices will be included as information pertinent to the show such as costume, props, lighting lists as well as band and technical needs for the show itself. An introduction and conclusion will be created to bookend my document solidly and reveal myself as a person as well as a performer. This section will include reflective information on my intentions, triumphs, and tribulations, and will be codified through the opening and concluding perspectives. Through the process of writing the thesis monograph document I will create a public and personal record of the process, research, performance challenges, and decisions made throughout this journey. This document will be used as historical help to me should I need to refer to my thesis for later personal or professional use. The document will also be on record for the UCF theatre department, as I apply not only my performance training (as exhibited through the show itself) but also the research and critical thinking skills required of a masters degree candidate at a conservatory training program such as this one. Beyond its use for myself or for the department, I write this monograph document for others whose love and interest in studying the genre of cabaret match my own.
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Date Issued: 2006
Identifier: CFE0001421, ucf:47043
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001421

Title: BLACK CATS, BERLIN, BROADWAY AND BEYOND: CABARET HISTORY IN THE MAKING.
Creator: Leffner, Josephine, Wuehrmann, Nicholas, University of Central Florida
Abstract / Description: Cabaret as a genre has influenced and is influenced by musical theatre. As cabaret has evolved throughout history, musical theatre has often paralleled its journey. Cabaret thrived before the term "musical theatre" was coined and suffered hard times during the Golden Age of Musical Theatre. The correlation of the two genres cannot be denied, and exploring cabaret history will reveal how deeply the connection lies. My collaborator Debbie Tedrick and I will attempt to define cabaret through a...
Show moreCabaret as a genre has influenced and is influenced by musical theatre. As cabaret has evolved throughout history, musical theatre has often paralleled its journey. Cabaret thrived before the term "musical theatre" was coined and suffered hard times during the Golden Age of Musical Theatre. The correlation of the two genres cannot be denied, and exploring cabaret history will reveal how deeply the connection lies. My collaborator Debbie Tedrick and I will attempt to define cabaret through a two-woman cabaret show we will write, produce, and perform together. The show, Black Cats, Berlin, Broadway and Beyond, will be a one-act historical look at the genre of cabaret. It will include material garnered from historical research of the cabaret genre, specifically focusing on some of the famous women, songs, stories, lives, and important contributions. The cabaret show will cover information and art from cabaret's inception in the Paris Montmartre district in 1881 to its height in Germany during the Weimar Republic and will culminate with cabaret's insurgence into American culture up to, and including, the state of American cabaret today. American cabaret will be emphasized, but a portion of the show will explore American cabaret's European roots. My thesis will explore the triumphs and tribulations of putting together the show. As the culmination of my UCF studies, this project will test my abilities as a librettist, performer, creative artist, director, and collaborator. This thesis will include the actual show performances as well as a written monograph document recording the project's journey from its inception to conclusion.
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Date Issued: 2006
Identifier: CFE0001422, ucf:47062
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001422

Title: STAND YOUR GROUND LAW: HOW CAN A UCF STUDENT'S FEAR OF CRIME AFFECT THEIR OPINION OF THE LAW AND WHAT VARIABLES AFFECT THE STUDENT'S LEVEL OF FEAR OF CRIME?.
Creator: Duckworth, Kelly, Lynxwiler, John, University of Central Florida
Abstract / Description: A person's level of fear of crime or even their perceived fear of crime can affect how they view the Stand Your Ground Law and whether it is seen as beneficial or harmful to the general public. I begin with a discussion of the Stand Your Ground Law. Next, I report on research that examines the fear of crime and how it may shape opinions on the law as well as an individual's level of fear. My research explores the relationship of these variables using survey data. I examine the attitudes of...
Show moreA person's level of fear of crime or even their perceived fear of crime can affect how they view the Stand Your Ground Law and whether it is seen as beneficial or harmful to the general public. I begin with a discussion of the Stand Your Ground Law. Next, I report on research that examines the fear of crime and how it may shape opinions on the law as well as an individual's level of fear. My research explores the relationship of these variables using survey data. I examine the attitudes of college students regarding their fear of crime to explore variables that impact their levels of fear and their opinions regarding the Stand Your Ground Law.
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Date Issued: 2014
Identifier: CFH0004670, ucf:45321
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004670

Title: WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS.
Creator: Campbell, Stefanie, Storey, Valerie, University of Central Florida
Abstract / Description: Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been...
Show moreEvidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators
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Date Issued: 2014
Identifier: CFH0004707, ucf:45406
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004707

Title: TO BE MAGIC: THE ART OF ANA MENDIETA THROUGH AND ECOFEMINIST LENS.
Creator: Baker, Elizabeth Ann, Mendoza, Ilenia Colon, University of Central Florida
Abstract / Description: Ana Mendieta was a Cuban-born American artist whose unique body of work incorporated performance, activism, Earth art, installation, and the Afro-Cuban practices of Santer�a. She began her career at the University of Iowa, were she initially received her degree in painting in 1969. It was not until 1972 that Mendieta shifted radically to performance art. Though she was raised Catholic, she developed an interest in the rituals involved with Santer�a, a culturally predominant Cuban religion,...
Show moreAna Mendieta was a Cuban-born American artist whose unique body of work incorporated performance, activism, Earth art, installation, and the Afro-Cuban practices of Santer�a. She began her career at the University of Iowa, were she initially received her degree in painting in 1969. It was not until 1972 that Mendieta shifted radically to performance art. Though she was raised Catholic, she developed an interest in the rituals involved with Santer�a, a culturally predominant Cuban religion, and it deeply influenced her work in her choice of materials and settings. Santer�a is one of the major faith-based lifestyles of Cuba and is characterized by a synthesis of Afro-Cuban and Catholic characteristics, along with its own unique teachings and rituals. Also a prominent theme in Mendieta�s work was her sense of displacement and her insatiable desire to reconcile her Cuban heritage, which she attempts to resolve, not only through her art, but also during several trips to Cuba. Greater still in its contribution of influence to Mendieta�s work was the ecofeminist movement which amalgamated elements of the feminist and environmental movements; Ecofeminism�s emergence in the United States coincided with the rise of Mendieta�s career during the 1970�s. The movement focused on the correlation between the oppression, degradation, and exploitation of women and the oppression, degradation, and exploitation of the Earth. This thesis examines the life of Ana Mendieta and analyzes how her works may be viewed in an ecofeminist context. It analyzes how Mendieta�s work acts as a reflection of her cultural, social, and political reality and discusses ways in which characteristics of Santer�a and ecofeminism as a discourse influenced the imagery and symbolism used in Mendieta�s artwork throughout her brief career. Formal analysis of Mendieta�s artwork and contextual and historical analysis of Mendieta�s life, the ecofeminist discourse, and Afro-Cuban spirituality are explored in this research.
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Date Issued: 2016
Identifier: CFH2000003, ucf:45571
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000003

Title: The Frequency of the Passive Voice in Freshman Academic Books.
Creator: Moreb, Basma, Folse, Keith, Mihai, Florin, Young, Beth, University of Central Florida
Abstract / Description: The use of passive voice has long been an area of difficulty for English learners. Celce-Murcia (&) Larsen-Freeman (2015) noted that it is learning when to use the English passive that presents the greatest long-term challenge to ESL/EFL students(") (p. 352). Because textbooks are a source of language input for English learners, this study investigated the frequency of passive voice verbs in samples from four academic textbooks in courses commonly taken by freshmen. The study also examined...
Show moreThe use of passive voice has long been an area of difficulty for English learners. Celce-Murcia (&) Larsen-Freeman (2015) noted that it is learning when to use the English passive that presents the greatest long-term challenge to ESL/EFL students(") (p. 352). Because textbooks are a source of language input for English learners, this study investigated the frequency of passive voice verbs in samples from four academic textbooks in courses commonly taken by freshmen. The study also examined whether there are significant differences between the frequencies by textbook. The data was collected from four General Education Plan (GEP) subject textbooks used in freshman classes at a large metropolitan university in the southeastern United States, namely English composition, history, psychology, and biology. The data was then compiled into a corpus of approximately 20,000 words created specifically for the current study, with 5,000 words randomly and sequentially selected from each of the four textbooks. The study utilized a table created by Folse (2009) to analyze differences between the basic passive voice tenses found in the textbooks. The study examined the be-passives, get-passives, and have-passives and their frequency in different tenses. The findings revealed that passive voice occurred in academic textbooks with an overall frequency of 7.06% (of all conjugated verbs). The results also found significant differences between the academic genres (p (<) 0.05). In this particular corpus, passive voice occurred more in biology than in the other subjects. Therefore, the results of the study indicated a need to explicitly teach the basic be-passive voice to English language learners to all English learners, but teachers also need to be especially aware that certain university subjects (e.g., biology) use more passive voice verb forms than others.
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Date Issued: 2016
Identifier: CFE0006695, ucf:51929
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006695

Title: WRITE THE COMMUNITY: THE EFFECTS OF SERVICE-LEARNING PARTICIPATION ON SEVEN UNIVERSITY CREATIVE WRITING STUDENTS.
Creator: Hodges, Lauren, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However,...
Show moreResearch in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow's (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways-some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the "outside world," and some in their sense of civic duty.
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Date Issued: 2011
Identifier: CFE0003988, ucf:48655
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003988

Title: Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?.
Creator: Barzanji, Amal, Mihai, Florin, Folse, Keith, Purmensky, Kerry, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the most common writing errors made by undergraduate Saudi students with special focus on the five most common errors. The study also examined whether the type of prompt has an effect on the frequency of these errors. 58 English major students participated in this study, and each student wrote two timed essays. The first one was persuasive and the second one was compare and contrast. In order to analyze the data, the researcher used an error...
Show moreThe purpose of this study was to investigate the most common writing errors made by undergraduate Saudi students with special focus on the five most common errors. The study also examined whether the type of prompt has an effect on the frequency of these errors. 58 English major students participated in this study, and each student wrote two timed essays. The first one was persuasive and the second one was compare and contrast. In order to analyze the data, the researcher used an error inventory developed by Bushong and Mihai (2012) based on Ferris (2002), which categorized ten types of errors. However, five other errors were added to this category later, which resulted in a combination of fifteen types of errors. The findings revealed that missing/unnecessary word was the most frequent type of error (17.86%), followed by spelling errors (15.66%), wrong choice (14.00%), article (7.68%), wrong noun form (6.68%). In addition, the results showed that the type of prompt had no effect on the number of errors. However, it had an influence on the frequency and types of errors, which was manifested in the differences between the last two categories of the five most common errors found in prompts A and B.
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Date Issued: 2016
Identifier: CFE0006071, ucf:50957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006071

Title: The Communicative Value of EMR Education: Medical Students' Perceptions of Introductions to EMRs.
Creator: Burry, Justiss, Scott, Blake, Wheeler, Stephanie, Brenckle, Martha, University of Central Florida
Abstract / Description: Research in medical education includes a number of studies that describe the complexities (Tierney et al., 2013; Gagon et al., 2009; Pippitt, Stevenson, (&) Samuelson, 2013), benefits (Milano et al., 2014; Hammoud et al., 2012; Silverman et al., 2014), and limitations (Peled, Sagher, Morrow, (&) Dobbie, 2009; Wald, George, Reis, (&) Taylor, 2014; Pelletier, 2016) of helping medical students understand and achieve fluency with electronic medical records (EMRs). In addition, studies in the...
Show moreResearch in medical education includes a number of studies that describe the complexities (Tierney et al., 2013; Gagon et al., 2009; Pippitt, Stevenson, (&) Samuelson, 2013), benefits (Milano et al., 2014; Hammoud et al., 2012; Silverman et al., 2014), and limitations (Peled, Sagher, Morrow, (&) Dobbie, 2009; Wald, George, Reis, (&) Taylor, 2014; Pelletier, 2016) of helping medical students understand and achieve fluency with electronic medical records (EMRs). In addition, studies in the rhetoric of health and medicine (RHM) have been calling to attention the effectiveness of rhetorical studies within medical contexts (Scott, Segal, (&) Keranen, 2013; Segal, 2005; Rausch, 2016; Fountain, 2014; Melocon and Frost, 2015; Graham and Herndl, 2014). However, there is not a unified idea of the best way to teach EMR fluency, nor is there any research that studies and analyzes the perceptions of students in their undergraduate medical education, including their pre-clerkship years. This thesis investigates students' perceptions of their medical education at the University of Central Florida's College of Medicine (UCF COM), specifically how 76 students who participated in surveys and focus group interviews perceive and engage with their education and ideas of EMR application and fluency. It also compares their perceptions with the goals of the module directors who designed the curriculum. In its analysis, this thesis employs classical and contemporary scholarship about stasis theory (Crowley and Hawhee, 2012; Fahnestock and Secor, 1988) to identify points of congruence and dissonance between students and module directors, as well as across cohorts of students in their first, second, and third years. Through data analysis, I found key points of congruence and dissonance between the perceptions and experiences of students and goals of module directors. I also identified key factors affecting both groups, such as the time constraints of the curriculum and the fact that hospitals use different EMR systems. The results of this study demonstrate the complexities of medical education and EMR education for both students and module directors. By understanding how rhetoric can be more beneficial to other fields, such as medical education, this study can help those creating curricula better reach outcomes that both students and licensing boards will appreciate. That said, more research needs to be conducted to understand how regulated medical education creates these points of contention between future physician curriculum designers.
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Date Issued: 2017
Identifier: CFE0006723, ucf:51887
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006723

Title: Secondary and Postsecondary Calculus Instructors' Expectations of Student Knowledge of Functions: A Multiple-case Study.
Creator: Avila, Cheryl, Ortiz, Enrique, Dixon, Juli, Hynes, Michael, Andreasen, Janet, Mohapatra, Ram, University of Central Florida
Abstract / Description: This multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a (")think-aloud(") activity of the instructors analyzing the results of a...
Show moreThis multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a (")think-aloud(") activity of the instructors analyzing the results of a function diagnostic instrument administered to a calculus class, and for the third component, the instructors responded to two quotations. As a result of this activity, themes were found between and among instructors at the three types of educational institutions related to their expectations of their incoming students' prior knowledge of pre-calculus topics related to functions. Differences between instructors of the three types of educational institutions included two identifiable areas: (1) the teachers' expectations of their incoming students and (2) the methods for planning instruction. In spite of these differences, the veteran instructors were in agreement with other studies' findings that an iterative approach to conceptual understanding and procedural fluency are necessary for student understanding of pre-calculus concepts.
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Date Issued: 2013
Identifier: CFE0004809, ucf:49758
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004809

Title: On the Theory of Zeta-functions and L-functions.
Creator: Awan, Almuatazbellah, Mohapatra, Ram, Li, Xin, Brennan, Joseph, University of Central Florida
Abstract / Description: In this thesis we provide a body of knowledge that concerns Riemann zeta-function and its generalizations in a cohesive manner. In particular, we have studied and mentioned some recent results regarding Hurwitz and Lerch functions, as well as Dirichlet's L-function. We have also investigated some fundamental concepts related to these functions and their universality properties. In addition, we also discuss different formulations and approaches to the proof of the Prime Number Theorem and the...
Show moreIn this thesis we provide a body of knowledge that concerns Riemann zeta-function and its generalizations in a cohesive manner. In particular, we have studied and mentioned some recent results regarding Hurwitz and Lerch functions, as well as Dirichlet's L-function. We have also investigated some fundamental concepts related to these functions and their universality properties. In addition, we also discuss different formulations and approaches to the proof of the Prime Number Theorem and the Riemann Hypothesis. These two topics constitute the main theme of this thesis. For the Prime Number Theorem, we provide a thorough discussion that compares and contrasts Norbert Wiener's proof with that of Newman's short proof. We have also related them to Hadamard's and de la Vallee Poussin's original proofs written in 1896. As far as the Riemann Hypothesis is concerned, we discuss some recent results related to equivalent formulations of the Riemann Hypothesis as well as the Generalized Riemann Hypothesis.
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Date Issued: 2015
Identifier: CFE0005576, ucf:50268
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005576

Title: The Class Appeal of Marcus Garvey's Propaganda and His Relationship with the Black American Left Through August 1920.
Creator: Cravero, Geoffrey, Lester, Connie, Walker, Ezekiel, Cassanello, Robert, University of Central Florida
Abstract / Description: This thesis examines the class appeal of Marcus Garvey's propaganda and his relationship with the black American left through the end of his movement's formative years to reveal aspects of his political thought that are not entirely represented in the historiography. Although several historians have addressed Garvey's affiliation with the black American left there has not yet been a consummate study on the nature of that relationship. This study examines the class element of Garvey's...
Show moreThis thesis examines the class appeal of Marcus Garvey's propaganda and his relationship with the black American left through the end of his movement's formative years to reveal aspects of his political thought that are not entirely represented in the historiography. Although several historians have addressed Garvey's affiliation with the black American left there has not yet been a consummate study on the nature of that relationship. This study examines the class element of Garvey's propaganda from his formative years through his radical phase, tracing the evolution of his ideas and attributing factors to those changes.Garvey influenced and was influenced by the labor movement and the class appeal of his propaganda was much stronger than historians have allowed. Garvey ultimately distanced himself and his program from the left for a number of reasons. The United States Justice Department's campaign to infiltrate his organization and remove him at the height of the Red Scare caused him to distance his program from the left. Since Garvey was pragmatic, not ideologically driven, and economic theory was secondary to black autonomy in his philosophy, increased criticism from former associates in the black American left, coupled with his exclusion from African-American intelligentsia, impacted his decision to embrace an alternative program. During the final years of his radical phase Garvey's ideas, program and relationships were impacted by a collision of the personal and political in his world. Understanding the complexity of Garvey's evolving ideology, and looking at the causes for those changes, are crucial to the study of the movement and its impact.
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Date Issued: 2015
Identifier: CFE0005593, ucf:50245
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005593

Title: Report of the Board of Control: 1948.
Creator: Florida. Board of Control, PALMM (Project)
Abstract / Description: Report of the Board of Control 1948 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...
Show moreReport of the Board of Control 1948 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: 1948
Identifier: DP0003554
Format: E-book
PURL: http://purl.flvc.org/ucf/fd/DP0003554

Title: Report of the Board of Control: 1928.
Creator: Florida. Board of Control, PALMM (Project)
Abstract / Description: Report of the Board of Control 1928 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...
Show moreReport of the Board of Control 1928 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: 1928
Identifier: DP0003543
Format: E-book
PURL: http://purl.flvc.org/ucf/fd/DP0003543

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