View All Items

Title: The Education Pathway Through Social and Economic Integration of Highly Educated Immigrants: The Case of Colombians in the United States.
Creator: Bedoya Arturo, Olga, Cintron Delgado, Rosa, Owens, J. Thomas, Laureano Fuentes, Gloria, Rivera, Fernando, University of Central Florida
Abstract / Description: Developed countries have promoted immigration of educated people as a strategy to satisfy the demand for educated labor. Highly educated immigrants' poor language skills, absence of cultural networks, and lack of credentials and recognized professional experience gained in the country of origin are barriers to their social and economic integration (Ferrer (&) Riddell, 2008; Mattoo, Neagu, (&) ?zden, 2008; Miranda (&) Umhoefer, 1998; Zikic, Bonache, (&) Cerdin, 2010). The purpose of this study...
Show moreDeveloped countries have promoted immigration of educated people as a strategy to satisfy the demand for educated labor. Highly educated immigrants' poor language skills, absence of cultural networks, and lack of credentials and recognized professional experience gained in the country of origin are barriers to their social and economic integration (Ferrer (&) Riddell, 2008; Mattoo, Neagu, (&) ?zden, 2008; Miranda (&) Umhoefer, 1998; Zikic, Bonache, (&) Cerdin, 2010). The purpose of this study was to explore how college experiences in an American college or university facilitate or hinder the transfer and gain of different forms of capital among highly educated Colombia immigrants. All of the participants in this study completed at least a bachelor's degree before moving to the United States and came to this country under any visa category except that of student. Two in-depth interviews were conducted with six Colombian immigrants living in the state of Florida. The results of the study revealed five common themes shared by the participants: (1) exposure and exchange of different forms of thinking and cultural expressions; (2) performing in ways that meet requirements of American institutions; (3) achieving credentials recognized by professionals in the United States' job market and social structure; (4) capacity to assess their own abilities and take control of their future; and (5) connections that provide social, emotional, and intellectual support as well as information.
Show less
Date Issued: 2015
Identifier: CFE0005923, ucf:50828
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005923

Title: Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff.
Creator: Hodge, Lynell, Owens, J. Thomas, Cintron Delgado, Rosa, Allen, Kay, Preston, Michael, Winton, Mark, University of Central Florida
Abstract / Description: (")There are wounds that never show on the body that are deeper and more hurtful than anything that bleeds.(") ? Laurell K. Hamilton,Due to the proximity of working with and engaging students, residence life staff members, have a unique work experience. This functional area of student affairs is responding to myriad student needs. Staff are responding to varying levels of campus emergencies, student illness, and assault (physical or sexual) on a given workday or workweek (Ojo (&) Thomas, 2012...
Show more(")There are wounds that never show on the body that are deeper and more hurtful than anything that bleeds.(") ? Laurell K. Hamilton,Due to the proximity of working with and engaging students, residence life staff members, have a unique work experience. This functional area of student affairs is responding to myriad student needs. Staff are responding to varying levels of campus emergencies, student illness, and assault (physical or sexual) on a given workday or workweek (Ojo (&) Thomas, 2012). One study found college students' on-campus lifestyle and routine activities can create opportunities for victimization (Fisher, Sloan, Cullen, Lu, (&) 1998). What cumulative impact does responding to these victimizations have on residence life staff members? This study will investigate the relationship between the exposures to vicarious trauma, considering emotional intelligence as a mitigating factor to explain job satisfaction of residence life staff members. Taking a closer look at how the continued exposure to victimization of others (in this case students), the individual's job satisfaction provides context to burnout and attrition, specifically in residence life professionals. Understanding how secondary exposure can impact a professional is a concern that has been studied in other professions such as nursing, social work, and mental health counseling. The findings have provided invaluable insight to the professional's experience. This study will attempt to do the same by exploring how these three variables interact with each other, through the use of three scales, Vicarious Trauma Scale (VTS), Genos-Emotional Intelligence Inventory (Genos-I), and Job Satisfaction Scale (JSS). ?
Show less
Date Issued: 2016
Identifier: CFE0006325, ucf:51549
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006325

Title: Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
Creator: Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
Abstract / Description: The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
Show less
Date Issued: 2016
Identifier: CFE0006941, ucf:51637
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006941

Title: Effects of Metacognitive Monitoring on Academic Achievement in an Ill-Structured Problem-Solving Environment.
Creator: Malone, Naomi, Hirumi, Atsusi, Thompson, Brenda, Bai, Haiyan, Vogel-Walcutt, Jennifer, Sadri, Houman, University of Central Florida
Abstract / Description: Higher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own...
Show moreHigher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own learning processes. Much of the research suggests that externally supporting students while they are learning online, either directly or indirectly, helps them to succeed academically. However, few empirical studies have investigated what levels of support are most effective for promoting students' self-regulated learning behaviors. Additionally, these studies reported conflicting results (-) some found maximum support to be most effective while others found no significant difference.The purpose of this study was to investigate the effectiveness of different levels of support for self-regulated learning during a complex learning activity to solve an ill-structured problem-solving situation in an online learning environment. In addition, the role of students' self-efficacy on their academic achievement was examined. A total of 101 undergraduate students from three international studies courses offered at a large urban Southeastern public university in the United States participated in the study. The students were randomly assigned to treatment (minimum support, maximum support) and control groups. Students' academic achievement scores were measured using a conceptual knowledge test created by the professor teaching the courses. O'Neil's (1997) Trait Self-Regulation Questionnaire measured students' self-efficacy. Analysis of Co-Variance (ANCOVA) was conducted to analyze the data. The ANCOVA results indicated significant improvement of the academic achievement of the minimum support group versus both the maximum support and control groups. Additionally, self-efficacy as a co-variable did not significantly impact students' achievement scores in any of the groups.The overall results indicated that it is important to consider the level of self-regulated learning support when designing online learning environments promoting students' critical thinking skills. Promoting students' self-regulated learning skills is vital when designing online higher education courses.
Show less
Date Issued: 2017
Identifier: CFE0006762, ucf:51833
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006762

Title: Afro-Caribbean Parental Influence: Family Chronicles of the Educational Journey From Child to Medical Student.
Creator: Grant, Carlene, Cintron Delgado, Rosa, Owens, J. Thomas, Munyon, Matthew, Meehan, Kevin, University of Central Florida
Abstract / Description: Many ethnic groups in the United States have struggled for the opportunity to be identified as an individual group. In academia, these students are often aggregated into a larger category, with little acknowledgment for the difference in their cultural heritage. Along with these cultural differences, Afro-Caribbean parents and their children are met with other challenges in the pursuit of lifelong goals (Sowell, 1978). The decision to become a medical doctor is one that can often not be made...
Show moreMany ethnic groups in the United States have struggled for the opportunity to be identified as an individual group. In academia, these students are often aggregated into a larger category, with little acknowledgment for the difference in their cultural heritage. Along with these cultural differences, Afro-Caribbean parents and their children are met with other challenges in the pursuit of lifelong goals (Sowell, 1978). The decision to become a medical doctor is one that can often not be made alone. Using the framework of Cultural Ecological Theory and Social Construction (Ogbu 1990, 1992; Berger (&) Luckman, 1991) this study was conducted to determine whether Afro-Caribbean parents influence their children to become medical doctors. The research results in this qualitative study identified major themes, among others, to include: (1) collaborative efforts in pursuit of dreams and goals, (2) surpassing parental achievements and (3) the ability to cope with negative experiences. Afro-Caribbean parents, students, faculty and administrators in higher education can gain from the findings of this study, an awareness of the importance of trusted relationships and early exposure to health careers.
Show less
Date Issued: 2016
Identifier: CFE0006110, ucf:51198
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006110

Title: Transforming a University? A Qualitative Analysis of the Grantee-Grantor Relationship Between Florida Institute of Technology and the F. W. Olin Foundation.
Creator: Ruane, Matthew, Owens, J. Thomas, Cintron Delgado, Rosa, Boyd, Tammy, Waring, Scott, Perdigao, Lisa, University of Central Florida
Abstract / Description: The purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself....
Show moreThe purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself. This research will include a brief history of the two institutions involved and the circumstances that led to this grant proposal and its eventual implementation by the university, interviews with the main actors, and an examination of the challenges and opportunities presented to Florida Institute of Technology in accepting a grant from the F. W. Olin Foundation. Finally, an analysis of the outcomes brought about by accepting what the F. W. Olin Foundation marketed as a (")transformational(") grant ties this research into the larger question of the roles of foundations and philanthropies in higher education.
Show less
Date Issued: 2014
Identifier: CFE0005545, ucf:50294
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005545

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.
Show less
Date Issued: 2013
Identifier: CFE0004895, ucf:49679
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004895

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: Expectation and satisfaction of freshmen and seniors in higher education.
Creator: Rodriguez, Reuban Beryrl, Lynn, Mary Ann, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve scales derived from the Student Satisfaction Inventory (SSI): Campus Climate, Campus Life, Campus Support Services, and Instruction Effectiveness. Respondents rated all items on a 7-point Likert scale with respect to their expectations of and satisfaction with student services represented by the scales. Findings indicated that, for both 1995 and 1998, freshman had significantly higher levels of expectation than did seniors in regard to campus climate, campus life and campus support services; freshman has significantly higher levels of satisfaction than seniors with campus climate, campus life, campus support services and instructional effectiveness; seniors had significantly higher levels of unmet needs than did freshman for campus support services and instructional effectiveness, and; there were no significant differences between freshman and seniors according to gender or age. Responses of 1995 freshman and seniors and 1998 freshman and seniors were similar. The four selected scales served as having the potential to guide administrators in assessing the levels of student satisfaction with both academic and nonacademic student services.
Show less
Date Issued: 1999
Identifier: CFR0011945, ucf:53107
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011945

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

Title: A Case Study Evaluation of Quality Standards and Online Faculty Development.
Creator: O'Brien, Erin, Gunter, Glenda, Hartshorne, Richard, Thompson, Kelvin, Vitale, Thomas, Haggerty, Dorothy, University of Central Florida
Abstract / Description: This dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate...
Show moreThis dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate stage of development, support, training and quality assurance measures for their sizes, online populations and for the length of time they have been involved in online learning. Findings revealed that both institutions had a quality assurance process in place that is appropriate to their location, population and faculty. There is much to be learned by examining the two different credentialing and quality assurance approaches to online teaching and learning that these two different institutions employ for anyone interested in improving their institutions' processes.
Show less
Date Issued: 2015
Identifier: CFE0005855, ucf:50919
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005855

Title: BELIEFS OF GRADUATE STUDENTS ABOUT UNSTRUCTURED COMPUTER USE IN FACE-TO-FACE CLASSES WITH INTERNET ACCESS AND ITS INFLUENCE ON STUDENT RECALL.
Creator: Johnson, Gregory, Gunter, Glenda, University of Central Florida
Abstract / Description: The use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student...
Show moreThe use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students' beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students' beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students' memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students' beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.
Show less
Date Issued: 2009
Identifier: CFE0002950, ucf:47966
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002950

Title: The unheard voices of nontraditional students in Higher Education: Learning to become a student.
Creator: Julio Maturana, Marcelo, Cintron Delgado, Rosa, Boote, David, Owens, J. Thomas, Guzman-Valenzuela, Carolina, Rivera, Fernando, University of Central Florida
Abstract / Description: This study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this segment of the student population is the only one that is growing today and is projected to grow in the future; this also is the largest the group of students thatdoes not finish their studies in spite of the many services aimed at supporting students' academic success.This study critically investigated the...
Show moreThis study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this segment of the student population is the only one that is growing today and is projected to grow in the future; this also is the largest the group of students thatdoes not finish their studies in spite of the many services aimed at supporting students' academic success.This study critically investigated the category of the nontraditional student and reviewed the literature about students' college experiences, including the limitations of its theoretical assumptions to describe and explain the nature of the college journey of olderstudents with substantive life experiences. From the notion that learning is lifelong and holistic (Jarvis, 2006), this study combined a student-centered approach with a hermeneutic phenomenological methodology to respond to the following research questions: What is the lifeworld of undergraduate nontraditional students with significantlife experience as they encounter college life? What resources sustain the college experience of undergraduate nontraditional students of and allow navigating the space of college life? What are the changes undergraduate nontraditional students live, the meaning they construct while encountering, and navigating college life?Themes that resulted from the analysis included the participants' experiences as essentially different from that of traditional students. These nontraditional college students bring skills and knowledge that they deploy on behalf of their specific academic goals. The pace of their lives is fundamentally different from the traditional universitystudent's sense of time; they are self-sufficient, making decisions and navigate obstacles.Their new identity as students is re-negotiated with the identities they live outside of campus and they establish ad hoc relationships with members of the universitycommunity.
Show less
Date Issued: 2018
Identifier: CFE0007201, ucf:52255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007201

Title: PSYCHOLOGICAL SENSE OF COMMUNITY AND RETENTION: RETHINKING THE FIRST-YEAR EXPERIENCE OF STUDENTS IN STEM.
Creator: Dagley Falls, Melissa, Cintron-Delgado, Rosa, University of Central Florida
Abstract / Description: This investigation looks at the relationship between a STEM learning community's co-curricular activities and students' perceived sense of community (SOC)to determine which activities most influence SOC and, in turn, retention. This investigation shows that SOC can be impacted by a multitude of factors found within the college environment. The most influential of these factors are open acceptance, student academic support services, and residential experiences. Most importantly there...
Show moreThis investigation looks at the relationship between a STEM learning community's co-curricular activities and students' perceived sense of community (SOC)to determine which activities most influence SOC and, in turn, retention. This investigation shows that SOC can be impacted by a multitude of factors found within the college environment. The most influential of these factors are open acceptance, student academic support services, and residential experiences. Most importantly there were significant differences for African American students participating in the STEM learning community on the measures of SOC, retention, and being on-track in mathematics. Additional data suggested higher levels of being on-track in mathematics for male students and differences in retention and being on-track for Hispanic students participating in a STEM learning community.
Show less
Date Issued: 2009
Identifier: CFE0002841, ucf:48058
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002841

Title: Faculty Perceptions and Use of Web 2.0 Tools in Saudi Arabian Higher Education.
Creator: Alashwal, May, Campbell, Laurie, Hartshorne, Richard, Bai, Haiyan, Cox, Thomas, University of Central Florida
Abstract / Description: This study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards...
Show moreThis study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards the decision to adopt and use of Web 2.0 tools was the Decomposed Theory of Planned Behavior (DTPB). The partial least squares structural equation modeling (PLS-SEM) approach was utilized to analyze data collected from the web survey. Results indicate that positive attitudes and perceived usefulness are significant predictors of Saudi Arabian faculty members' intentions to use Web 2.0 tools. Moreover, findings indicate that Saudi Arabian faculty members intend to use Web 2.0 tools such as blogs, wikis, and social networking in their future classrooms to improve students' learning, student-student interaction, student-faculty interaction, and students' writing ability. Research implications for administrators and higher educational institutions indicate that professional development programs could be designed based on the significant predictors in the DTPB to support a successful integration of Web 2.0 tools in higher education.
Show less
Date Issued: 2019
Identifier: CFE0007424, ucf:52695
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007424

Title: Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
Creator: Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
Abstract / Description: As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
Show less
Date Issued: 2018
Identifier: CFE0007057, ucf:51972
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007057

Title: THE BORN VERSUS MADE DEBATE: AN EXAMINATION OF COMMUNITY COLLEGE INSTRUCTORS' BELIEFS AND TEACHING PRACTICES.
Creator: Hardin, Christina, Gill, Michele, University of Central Florida
Abstract / Description: Research on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of...
Show moreResearch on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors' beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors' beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors' participation in the courses is not related to their beliefs or teaching approaches. The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.
Show less
Date Issued: 2011
Identifier: CFE0003577, ucf:48920
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003577

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.
Show less
Date Issued: 2015
Identifier: CFE0005650, ucf:50187
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005650

Title: A curricula assessment and improvement quantitative model for higher education: a design for six sigma methodology.
Creator: Halawany, Abdullah, Elshennawy, Ahmad, Lee, Gene, Rabelo, Luis, Rahal, Ahmad, University of Central Florida
Abstract / Description: Curricula assessment is an integrated process to assist higher education institutions in addressing the challenges in adesignated field of study and in exploring the opportunities to better educate and prepare their students for an increasinglycomplex world.Although assessment as a topic has been researched extensively, there has been a lack of quantitative tools that addressthe requirements of many of the stakeholders that may be critical to the curriculum design and assessment processes...
Show moreCurricula assessment is an integrated process to assist higher education institutions in addressing the challenges in adesignated field of study and in exploring the opportunities to better educate and prepare their students for an increasinglycomplex world.Although assessment as a topic has been researched extensively, there has been a lack of quantitative tools that addressthe requirements of many of the stakeholders that may be critical to the curriculum design and assessment processes.This research proposes the utilization of Design for Six Sigma (DFSS) to develop a quantitative model for curriculumassessment and improvement for higher education institutions. A review of the literature indicates that there is a lack ofquantitative tools that enhance the reliability and efficiency of gathering customer requirements for curriculum in highereducation environment. In addition, there is a lack of tools to translate these requirements into actual characteristics that canbe used for curriculum design and assessment purposes. The literature also indicates that curriculum assessment is one ofseveral educational processes that affect the quality of education.This research proposes a quantitative model for curriculum assessment and improvement in higher education institutions,utilizing design for six sigma methodology. The proposed model explores the use of the Kano model concept to translateneeded requirements into desirable curriculum attributes and the general concept of establishing transfer function todetermine the level at which those requirements have been satisfied. The use of the developed model can help improvestudent learning and provide curriculum stakeholders with timely feedback about the curriculum and identify areas in need ofimprovement.To validate the capability of the proposed model, an ABET accredited department of Industrial Engineering in a USuniversity was used a case study.
Show less
Date Issued: 2014
Identifier: CFE0005344, ucf:50497
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005344

Title: Grounding Design of Instruction: An exploration of the uses of Scientific-Based Research and Theory in the Design of Online Instruction by Faculty in Higher Education.
Creator: Koech, Japheth, Gunter, Glenda, Xu, Lihua, Hartshorne, Richard, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in...
Show moreThis study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
Show less
Date Issued: 2015
Identifier: CFE0005821, ucf:50022
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005821

higher education (36)	+ -
Education (26)	+ -
Education, Higher (24)	+ -
The Post-War Florida, 1945-1960 (24)	+ -
Contemporary Florida, 1960- (23)	+ -

Depression and the New Deal Years in Florida, 1930-1941 (23)	+ -
Florida in World War II, 1941-1945 (23)	+ -
State universities and colleges (23)	+ -
Higher Education (18)	+ -
community college (6)	+ -
college (3)	+ -
education (3)	+ -
online learning (3)	+ -
service-learning (3)	+ -
Community College (2)	+ -
Educational Leadership (2)	+ -
Higher education (2)	+ -
Job Satisfaction (2)	+ -
Motivation (2)	+ -
Online Courses (2)	+ -
Online Learning (2)	+ -
Phenomenology (2)	+ -
case study (2)	+ -
community college faculty (2)	+ -
faculty (2)	+ -
faculty development (2)	+ -
general education (2)	+ -
instruction (2)	+ -
minorities (2)	+ -
science education (2)	+ -

ETD Collection (67)	+ -
UCF Florida Heritage (24)	+ -
Honors Collection (2)	+ -

text (24)	+ -
bibliography (1)	+ -

English (93)	+ -
eng (23)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Geographic Subject

Genre Subject

Genre

Type of Resource

Language

Creator

Format

Owner

Document (PDF) (69)	+ -
E-book (24)	+ -