Current Search: College (x)
Pages
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Title
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The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation.
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Creator
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Robinson, Mary-Margaret, Boote, David, Malaret, Stacey, Vitale, Thomas, Cox, Dr. Thomas, Wang, Alvin, University of Central Florida
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Abstract / Description
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This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers...
Show moreThis study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.
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Date Issued
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2015
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Identifier
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CFE0005877, ucf:50870
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005877
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Title
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THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS.
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Creator
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Blanton, Elizabeth Lynn, Kysilka, Marcella L., University of Central Florida
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Abstract / Description
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ABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT),...
Show moreABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples test was used to analyze the scores among the students classified as LOW GEFT, MID GEFT, and HIGH GEFT for mean differences in scores on the three test formats. The data revealed that for LOW GEFT students, the format of the test impacted their scores, with the mean of the scores of the un-timed multiple-choice test being significantly higher than the timed multiple-choice test and the constructed response format. The data also showed that for the MID GEFT students the mean of the scores for the un-timed multiple-choice test was significantly higher than the means for the timed multiple-choice test scores and the constructed response test scores. However, no significant mean difference was found between the timed multiple-choice test scores and the constructed response test scores. For the HIGH GEFT students, significant mean difference existed only between the un-timed multiple-choice and the timed multiple- choice scores. The means of reading comprehension test scores on the three formats between the LOW GEFT, MID GEFT, and HIGH GEFT students indicated significant mean difference between the timed multiple choice test scores but not between the means of the scores for the constructed response and the un-timed multiple-choice test scores.Demographically, when the means of the reading test scores were analyzed with ethnicity as the controlling variable, the Hispanic students had a significantly higher mean on the scores for the constructed response test format. No other significant mean differences were found between the scores of the African American, Caucasian, Hispanic, or Native American students. When the means of the reading test scores were analyzed with gender as the controlling variable, no significant mean difference was found between the reading comprehension scores of the men and women. This study indicated that cognitive style had more impact on students' performance on a standardized test of reading comprehension than did ethnicity or gender. The un-timed multiple-choice format also had an equalizing effect on the means of the scores for these students.
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Date Issued
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2004
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Identifier
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CFE0000055, ucf:46085
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000055
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Title
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THE IMPACT OF ARTHRITIS ON THE HEALTH-RELATED QUALITY OF LIFE AMONG INDIVIDUALS AT THE UNIVERSITY OF CENTRAL FLORIDA.
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Creator
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Garwood, Ryan E., Saleh, Suha, University of Central Florida
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Abstract / Description
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This purpose of the study is to examine the difference in the health-related quality of life (HRQOL) between individuals who suffer from physician-diagnosed arthritis compared with individuals who do not suffer from physician-diagnosed arthritis in a population of university students, faculty, and staff. The study sampled from a population of students, faculty, and staff at the University of Central Florida. Through the implantation of a cross-sectional ecological design, differences between...
Show moreThis purpose of the study is to examine the difference in the health-related quality of life (HRQOL) between individuals who suffer from physician-diagnosed arthritis compared with individuals who do not suffer from physician-diagnosed arthritis in a population of university students, faculty, and staff. The study sampled from a population of students, faculty, and staff at the University of Central Florida. Through the implantation of a cross-sectional ecological design, differences between the two groups were measured with a survey that measures health-related quality of life, such as the 36-Item Short Form Health Survey (SF-36). The SF-36 questionnaire was distributed to subjects through a campus-wide email system and was administered through Qualtrics, an online survey program. Literature suggests lower SF-36 scores for individuals suffering from arthritis, but is lacking in investigating the effect of arthritis on college-aged students, particularly within the 18-24 age group. The study aims to close this gap in the literature. SPSS software was used to analyze results through tests of association, like ANOVA, which measured differences in the SF-36 scores of subjects with physician-diagnosed arthritis and subjects without physician-diagnosed arthritis. Results showed a significant difference in the HR-QOL scores between individuals with arthritis and individuals without arthritis, as well as age, gender, ethnicity, and the presence of joint pain.
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Date Issued
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2017
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Identifier
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CFH2000189, ucf:46013
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000189
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Title
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THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES.
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Creator
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Boggs, Elizabeth, Tubbs, LeVester, University of Central Florida
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Abstract / Description
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This study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a...
Show moreThis study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a classification system for the organization of partnerships developed by O'Halloran (2005), and (c) explore the alignment between reported goals for engaging in collaboration and the actual nature of existing partnerships. The population for the study consisted of 93 Senior Student Affairs Officers (SSAOs) at doctoral-granting institutions who participated in the spring, 2005 administration of the National Survey of Student Engagement (NSSE). The survey instrument was adapted from O'Halloran (2005) and was administered in spring 2006. Of the 93 surveys administered, 52 were completed for a response rate of 55%. The findings indicated that the nature of the partnerships has significant effects on measures of institutional success and student learning. Furthermore, 75% of the respondents reported that their institutions had developed partnerships for the purpose of enhancing academic performance or increasing student retention and/or persistence. Implications of these findings are discussed in terms of the iterative relationships between the number/nature of partnerships, goals of partnerships, and outcomes of partnerships mediated by organizational structures and institutional characteristics.
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Date Issued
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2006
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Identifier
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CFE0001396, ucf:46958
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001396
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Title
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AN EVALUATION OF ENROLLMENT MANAGEMENT MODELS OF THE 28 FLORIDA COMMUNITY COLLEGES.
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Creator
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LoBasso, Thomas, Bozeman, William, University of Central Florida
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Abstract / Description
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ABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23...
Show moreABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23 Florida community colleges surveyed. This was evident by the use of the word "enrollment" in the organizational titles as well as in the titles of the individuals who were responsible for the models. Second, enrollment management models reported were determined to be relatively new in comparison to four-year institutions. The literature on enrollment management demonstrated that four-year colleges began enrollment management practices in the early-to-mid 1970s. Much of the existing literature on enrollment management has been based on the experiences at four-year institutions. Third, some enrollment management divisions appeared to have key enrollment offices displaced. The key enrollment offices selected in this study were supported throughout the literature. Those offices represented were as follows: Admissions, Records and Registration, Financial aid, Orientation, and Advising. Fourth, increasing enrollment was the strongest reason for implementing the enrollment structure and subsequently was the strongest benefit realized. The anticipated decline in high school graduates, and the expectation of subsequent declining college enrollments during the 1970s, provided the impetus for the adoption of models of enrollment management. The fifth finding was that moving key enrollment offices such as financial aid into the enrollment management organizations would be an improvement to existing models. As enrollment management concepts are implemented into practice, the realignment of related offices may be necessary to effectively accomplish goals.
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Date Issued
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2005
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Identifier
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CFE0000371, ucf:46330
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000371
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Title
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FRAT STAR.
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Creator
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Holic, Nathan, Leiby, Jeanne, University of Central Florida
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Abstract / Description
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This thesis, a social novel in the tradition of Tom Wolfe's The Bonfire of the Vanities and Michael Chabon's The Amazing Adventures of Kavalier and Clay, is all at once an attentive first-person study of a twenty-something man close to his cracking point in his first post-college job, a detailed exposé of national fraternities, and the sweeping panoramic view of an entire generation of over-programmed college students searching for direction. Frat Star follows a fragile college...
Show moreThis thesis, a social novel in the tradition of Tom Wolfe's The Bonfire of the Vanities and Michael Chabon's The Amazing Adventures of Kavalier and Clay, is all at once an attentive first-person study of a twenty-something man close to his cracking point in his first post-college job, a detailed exposé of national fraternities, and the sweeping panoramic view of an entire generation of over-programmed college students searching for direction. Frat Star follows a fragile college graduate named Charles Washington, who takes a position as an "Educational Consultant" with a national fraternity in his first semester after graduation. For sixteen straight weeks, he drives across the country, from college to college and fraternity house to fraternity house, meeting with alumni and students, and living on frat house couches and in seedy off-exit hotels. As he travels, the pressure mounts for Charles to convince his family and friends back home that this is a "Real Job" and that his work actually matters to the business world, but at each new fraternity house he visits, his yearning for the old college atmosphere grows--the beer, the parties, the girls!--threatening to send him into a frightening tailspin. How can he be a professional when the temptations of youth still seem so attractive? And before Charles can sort out what is happening in his own life, he finds himself stuck in a vicious tug-of-war between students, alumni, administrators, and the national fraternity, when he must deal with one particularly abrasive undergraduate fraternity and the aftermath of its disastrous decisions. Spanning thousands of miles, from Florida to California, from Illinois to New Mexico, this thesis takes us inside fraternity houses, into their attics and their basements, behind the scenes of their rituals and ceremonies, inside their parties, inside their heads, giving us a view not only of the power of the national fraternity, but the disconnect between alumnus and student, between Baby Boomer and Generation X and Millennial. Incorporating research as varied as the generational studies of Howe and Strauss, and Alexandra Robbins' psychological study of the "Quarterlife Crisis," Frat Star stretches across the country, stretches across genre, stretches from text to illustration, but is ultimately the human story of a young man's longing for morality, independence, and purpose in a world he simply has not been prepared to understand.
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Date Issued
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2007
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Identifier
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CFE0001587, ucf:47491
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001587
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Title
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THE IMPACT OF RELIGIOSITY ON SEXUAL VICTIMIZATION EXPERIENCES AND REPORTING BEHAVIORS AMONG COLLEGE STUDENTS.
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Creator
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Bauer, Nicole, Jasinski, Jana, University of Central Florida
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Abstract / Description
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This study investigated the relationship between religiosity of female college students and sexual victimization experiences. These experiences include the reporting behaviors that take place subsequent to an act of sexual victimization. The study utilized secondary data gathered from the forth wave of a longitudinal study funded by the National Institute of Justice between 1990 and 1995. The study used multidimensional levels of religiosity to analyze and to assess its impact on the sexual...
Show moreThis study investigated the relationship between religiosity of female college students and sexual victimization experiences. These experiences include the reporting behaviors that take place subsequent to an act of sexual victimization. The study utilized secondary data gathered from the forth wave of a longitudinal study funded by the National Institute of Justice between 1990 and 1995. The study used multidimensional levels of religiosity to analyze and to assess its impact on the sexual victimization experiences. Findings ascertained that certain behavioral measures of religiosity were consistently found to be a protective factor against sexual victimization. On the other hand, subjective measures of religiosity were not found to be a protective measure for victimization. Instead, this measure was statistically determined to be related to experiencing acts of sexual victimization. Recommendations were given for a greater focus on campus resources pertaining to student victimization and more in-depth research on the role churches have in dealing with this issue.
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Date Issued
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2008
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Identifier
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CFE0002389, ucf:47759
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002389
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Title
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EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS.
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Creator
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Campbell, Judith, Bozeman, William, University of Central Florida
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Abstract / Description
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The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from...
Show moreThe purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
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Date Issued
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2005
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Identifier
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CFE0000593, ucf:46481
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000593
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Title
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SUPPLEMENTAL INSTRUCTION IN A COMMUNITY COLLEGE DEVELOPMENTAL MATHEMATICS CURRICULUM: A PHENOMENOLOGICAL STUDY OF LEARNING EXPERIENCES.
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Creator
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Phelps, Julie, Evans, Ruby, University of Central Florida
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Abstract / Description
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Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological...
Show moreMirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.
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Date Issued
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2005
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Identifier
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CFE0000661, ucf:46512
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000661
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Title
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PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNINGAND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION.
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Creator
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Kemerait, Janet Perkins, Holt, Larry, University of Central Florida
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Abstract / Description
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The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these...
Show moreThe purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions.Internet-based best practice and recommended practice pedagogical methods and strategies were identified through extensive content analysis of the professional literature. Internet-based adjunct instructors at a Central Florida community college rated 43 selected recommended practices. Ratings were based on instructor perceptions of each practice's importance to student academic achievement in and satisfaction with their Internet-based learning experience. Students of community college adjunct instructors also rated these practices for their perceived impact on student academic achievement and satisfaction. Students identified from selected recommended practices the pedagogies that had been designed into the described Internet-based course in which they had been enrolled, providing better understanding of the current use of appropriate Internet-based practice in the instruction of adjunct community college instructors. To examine the impact of the use of those practices, average course scores were related to student-reported presence of practices in described courses and student-reported academic success and satisfaction in described courses was related to the presence of best and recommended practices designed into the course.Results from this study can provide guidance for community college Internet-based programs and for adjunct instructors in those programs as they strive to design and instruct quality courses with appropriate pedagogical focus. Results can also provide local data to the larger discussion of appropriate pedagogy throughout the Internet-based educational community.
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Date Issued
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2004
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Identifier
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CFE0000110, ucf:46205
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000110
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Title
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COLLEGE STUDENTS' RECALL OF AND ATTITUDES TOWARD BRAND PLACEMENT IN REALITY TELEVISION PROGRAMMING.
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Creator
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Fayemi, Temitayo, Kenney, Richard, University of Central Florida
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Abstract / Description
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This thesis measures college students' attitudes toward, and the effectiveness of, brand placement in the genre of reality television. Surveys were used to discover the level of brand recall for the products and brands displayed in reality television programming and to discover viewers' reported reasons for paying attention to these brands. The study found that viewers tended to have positive attitudes toward brand placement in reality television and that focus on a brand was a major reason...
Show moreThis thesis measures college students' attitudes toward, and the effectiveness of, brand placement in the genre of reality television. Surveys were used to discover the level of brand recall for the products and brands displayed in reality television programming and to discover viewers' reported reasons for paying attention to these brands. The study found that viewers tended to have positive attitudes toward brand placement in reality television and that focus on a brand was a major reason for recall. Furthermore, the study found no significant difference in the recall scores of reality television viewers versus non-viewers and no significant difference based on the perceived level of the reality of the programming.
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Date Issued
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2006
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Identifier
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CFE0000921, ucf:46735
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000921
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Title
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THE ROLE OF COMMUNITY COLLEGE REGISTRARS IN RELATION TO STUDENT INFORMATION SYSTEMS IMPLEMENTATION.
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Creator
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Lepley, Sandra, House, Jesse, University of Central Florida
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Abstract / Description
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This study examined the effects of implementing Web-enabled technology systems on the functional role of the community college registrar. The focus on systems implementation included in-house, outsourced, consortia, or combination of implementation strategies. A quantitative and qualitative approach included several interviews and a mailed survey questionnaire. The researcher developed the instrument from human resources position description forms, an adapted administrative Q-sort technique,...
Show moreThis study examined the effects of implementing Web-enabled technology systems on the functional role of the community college registrar. The focus on systems implementation included in-house, outsourced, consortia, or combination of implementation strategies. A quantitative and qualitative approach included several interviews and a mailed survey questionnaire. The researcher developed the instrument from human resources position description forms, an adapted administrative Q-sort technique, and a role conflict and ambiguity perception questionnaire. The study targeted the members of the American Association of Collegiate Registrars and Admissions Officers. The research findings indicated that some aspects of perceived role, role conflict (harmony), and ambiguity (clarity) were different for registrars whose colleges used in-house, outsourced, consortium, or a combination of implementation strategies, and for certain background characteristics. For example, the study identified different levels of involvement for some duties and some differences in collaboration among divisions and departments within institutions and with other organizations. Suggested uses of the research results include professional development programming for more efficient technology implementation. The research instrument could be adapted to study functional role of other job positions, implementation projects, and administrative strategies.
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Date Issued
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2006
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Identifier
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CFE0001161, ucf:46869
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001161
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Title
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REIMAGINING DRUGS: AN ANTHROPOLOGICAL ANALYSIS OF U.S. DRUG POLICY FRAMEWORKS AND STUDENT ACTIVISM.
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Creator
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Sarmento, Megan A, Harris, Shana, University of Central Florida
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Abstract / Description
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As the repercussions of the nearly 50-year U.S. War on Drugs are revealing themselves to be harmful and life-threatening, especially to lower-class and minority populations, social movements aimed at drug policy reform have been on the rise. While today's generation of college students were raised on abstinence-based discourses, which constantly warned and threatened them about the dangers of drug use, these same students often change their perspective, some as early as high school, when they...
Show moreAs the repercussions of the nearly 50-year U.S. War on Drugs are revealing themselves to be harmful and life-threatening, especially to lower-class and minority populations, social movements aimed at drug policy reform have been on the rise. While today's generation of college students were raised on abstinence-based discourses, which constantly warned and threatened them about the dangers of drug use, these same students often change their perspective, some as early as high school, when they begin having their own experiences with drugs and engage in more drug-related conversations. As a result, many students become motivated to change drug policy and education and address the stigma associated with drug use in order to reduce drug-related harm to individuals. This thesis examines the ideas and efforts of students at a university in the southeastern United States who are actively engaged in making these changes. Based on interviews with students involved with two drug policy reform groups in 2018, this thesis highlights the role of student activism in the larger drug policy reform movement. Student activists raise awareness of the need for a critical examination of U.S. drug policy frameworks and their place in this endeavor. I argue that student activists' involvement in the drug policy reform movement is motivated by the numerous disparities they experience and observe in the dominant abstinence-based drug approach. Based on these students' perspectives, I argue for a shift towards a more holistic harm reduction education that aims to increase the quality of care and livelihood for drug users, an accomplishment they believe is inextricable from U.S. policy.
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Date Issued
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2018
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Identifier
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CFH2000439, ucf:45742
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000439
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Title
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DOES KNOWLEDGE PREDICT FEAR: PRIOR KNOWLEDGE OF MASS SCHOOL SHOOTINGS AND STUDENTS FEAR OF CRIME ON A COLLEGE CAMPUS.
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Creator
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Rosenbaum, Emily, Donley , Amy, University of Central Florida
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Abstract / Description
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On April 16, 2007, 32 students and faculty were killed on the Virginia Polytechnic Institute and State University campus, making this incident the deadliest mass school shooting in United States history. Other school shootings, such as the infamous Columbine High School shootings and the more recent Northern Illinois State shootings, have become popular topics in today's social media (Kaminski et al, 2010; Reese 2009). Due to these events, schools and universities have become interested in...
Show moreOn April 16, 2007, 32 students and faculty were killed on the Virginia Polytechnic Institute and State University campus, making this incident the deadliest mass school shooting in United States history. Other school shootings, such as the infamous Columbine High School shootings and the more recent Northern Illinois State shootings, have become popular topics in today's social media (Kaminski et al, 2010; Reese 2009). Due to these events, schools and universities have become interested in the safety of their students as well as the students overall feelings towards crime while on their campus. New research studies have taken an interest in students' overall fear of crime and how this fear is impacted by variables including sex of the student and the time of day (Kaminski et al. 2010; Murray 2001). Though these studies have found who is more fearful of crime and which types of crime are feared most among their samples, these studies and others do not take into account whether the student is aware of shooting incidents that have occurred on college campuses around the country. The current study addresses this gap. The purpose of this study is to measure whether a University of Central Florida student's knowledge of mass school shootings influences their own levels of fear regarding crime and criminal victimization. Using an anonymous online survey, data from students at the University of Central Florida was collected and analyzed. The survey used quiz style questioning to gauge a students' overall knowledge on mass school shootings. Other questions such as demographics fear of various types of crime, and fear of different locations on campus were also asked. This research addresses which areas of the University of Central Florida that students fear most (such as the Parking Garages), whether a student who lives in off campus housing is more fearful then a student who lives on campus, and whether having more knowledge of mass school shootings cause more fear of crime in students then those with less knowledge, and do students with more knowledge feel that they will be victimized more. This research hopes to help the University of Central Florida's Counseling center and well as the UCF Police Department to help understand students fears and needs to help create a safer learning environment and help those students in need in addition to adding to the overall literature on fear of crime.
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Date Issued
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2013
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Identifier
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CFH0004380, ucf:44989
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004380
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Title
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A COMPARATIVE ANALYSIS OF COLLEGE STUDENT SPRING BREAK DESTINATIONS: AN EMPIRICAL STUDY OF TOURISM DESTINATION ATTRIBUTES.
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Creator
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Tang, Tricia, Choi, Youngsoo, University of Central Florida
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Abstract / Description
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The tourism industry has become one of the fastest growing sectors in the world's economy, contributing 9.1% of world GDP and more than 260 million jobs worldwide (World Travel & Tourism Council, 2011). The U.S college student market has emerged as major segment within this sector, generating approximately $15 billion on annual domestic and international travel. Among the various travel patterns of college students, they are most highly motivated for spring break travel, with more than two...
Show moreThe tourism industry has become one of the fastest growing sectors in the world's economy, contributing 9.1% of world GDP and more than 260 million jobs worldwide (World Travel & Tourism Council, 2011). The U.S college student market has emerged as major segment within this sector, generating approximately $15 billion on annual domestic and international travel. Among the various travel patterns of college students, they are most highly motivated for spring break travel, with more than two million students traveling per season (Bai et al., 2004; Borgerding, 2001; Reynolds, 2004). This research, through surveying college students majoring in hospitality and tourism management, analyzed the significance of college student perceptions of key spring break destination attributes. A total of 281 usable responses were subjected to the Principal Component Analysis that generated six dimensions: Breaking Away, Sun and Beach, Safety and Hygiene, Psychological Distance, Price and Value, and Social Exploration, comprised of 24 key attributes that influence a college spring breaker's destination selection decision. An Importance-Performance Analysis (Martilla & James, 1977) was conducted based on the respondents' assessment of attributes on five of the six dimensions. The results of the IPA allowed comparison of the top four most visited destinations identified by the respondents: Daytona Beach, South Beach Miami, Panama City Beach, and Clearwater Beach/ Tampa. The study findings may provide valuable implications for destination service providers to improve their destination's appeal in this highly competitive and lucrative market. Future research on college spring break groups located in different geographic locations within the country is highly encouraged to better understand the general characteristics of this market.
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Date Issued
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2012
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Identifier
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CFH0004193, ucf:44837
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004193
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Title
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THE FINANCIAL DETERMINANTS OF COLLEGE FOOTBALL.
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Creator
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Adams, Mitchell, Schnitzlein, Charles, University of Central Florida
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Abstract / Description
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There is a certain tradition, pageantry, rivalry, and glory in college football. It is well known that college football can be a big time money maker and sometimes covers the costs of other athletic teams within a school. However, it is also recognized that many college football programs lose money or struggle to break even. Thus, there is tremendous variability that exists in the amount of resources a school may have and the outcomes in athletic success, while there is not always a one to...
Show moreThere is a certain tradition, pageantry, rivalry, and glory in college football. It is well known that college football can be a big time money maker and sometimes covers the costs of other athletic teams within a school. However, it is also recognized that many college football programs lose money or struggle to break even. Thus, there is tremendous variability that exists in the amount of resources a school may have and the outcomes in athletic success, while there is not always a one to one correspondence between the two. The purpose of this study is to examine and analyze the quantifiable determinants of success, considering both financial and non-financial variables. The pressure to win, and do so immediately; brand; and outdo other schools in the facility "arm's race" has reached unprecedented levels.
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Date Issued
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2013
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Identifier
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CFH0004524, ucf:45217
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004524
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Title
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IMPLEMENTATION AND EVALUATION OF A CLASSROOM-BASED APPROACH TO EXPECTANCY CHALLENGE FOR REDUCING ALCOHOL USE AMONG FIRST-YEAR COLLEGE STUDENTS.
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Creator
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Sivasithamparam, Janani, Dunn, Michael, University of Central Florida
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Abstract / Description
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There is a pervasive belief in the United States that the college experience typically includes frequent social activities characterized by widespread alcohol use. Unfortunately, awareness of the hundreds of deaths and wide variety of other harms experienced by college students as a result of alcohol use is much less pervasive. In an effort to increase awareness of the negative impact of alcohol use on college campuses, the NIAAA commissioned a panel composed of scientists and college...
Show moreThere is a pervasive belief in the United States that the college experience typically includes frequent social activities characterized by widespread alcohol use. Unfortunately, awareness of the hundreds of deaths and wide variety of other harms experienced by college students as a result of alcohol use is much less pervasive. In an effort to increase awareness of the negative impact of alcohol use on college campuses, the NIAAA commissioned a panel composed of scientists and college presidents to document alcohol-related harms and identify strategies that have been found to be effective in reducing risky alcohol use based on empirical evidence. The final report of this expert panel was released as a "Call to Action" for institutions nationwide in an effort to increase understanding of the severity and prevalence of risky alcohol use, and to provide descriptions of programs that were considered effective based on empirical evidence. Unfortunately, there were very few strategies found to be effective, and one of the effective approaches could only be implemented in specialized laboratories operated by scientists with expertise in expectancy challenge. Due to the severity and pervasiveness of the college alcohol problem and the limited number of strategies deemed effective, there is clearly a pressing need to develop and validate an expectancy challenge method that could be implemented by any institution without being limited by the need for a specialized laboratory and highly trained personnel. Achievement of these goals was the focus of the present project. To this end, an expectancy challenge curriculum designed for delivery in a college classroom was developed based on a laboratory delivered protocol previously found to be effective in reducing alcohol use among college students, and a classroom delivered curriculum previously found to be effective with high school students. The newly developed college classroom curriculum was implemented in a single session with groups of students during their regular class time in their usual classroom. Measures of alcohol use and associated harms were completed anonymously by each participant before completing the curriculum and for the month following completion of the curriculum. Analyses indicated significant reductions in alcohol consumption among males and females in comparison to students who were randomly assigned to a wait-list control condition. Unfortunately, significant reductions in alcohol-related harms were not found. The time periods for baseline and follow-up were only one month each, and that limitation in the number of opportunities to experience harms limits the likelihood of demonstrating a significant reduction in harms as well. Overall, this project represents an important advance in the development of alcohol use reduction strategies that are theory-based and effective in reducing alcohol use based on empirical evidence. In addition, the curriculum that was developed and validated in this project represents the first expectancy challenge method that can be readily implemented at any institution willing to devote one hour to reducing their students' risk for a long list of negative consequences associated with alcohol use on college campuses. Motivation and a typical classroom are all that is needed.
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Date Issued
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2008
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Identifier
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CFE0002307, ucf:47854
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002307
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Title
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RESILIENCY FACTORS AND PATHWAYS TO INCARCERATION IN FEMALE SURVIVORS OF CHILDHOOD SEXUAL ABUSE.
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Creator
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Asberg, Kia, Renk, Kimberly, University of Central Florida
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Abstract / Description
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Studies find consistently that survivors of childhood sexual abuse (CSA) are likely to suffer from depression, post-traumatic stress, and problematic substance use, and may experience also a variety of adjustment difficulties in several emotional, behavioral, and interpersonal domains. Involvement with the legal system is one such outcome to consider, especially given the increasing number of women serving time in correctional facilities with nearly two-thirds of these women being survivors...
Show moreStudies find consistently that survivors of childhood sexual abuse (CSA) are likely to suffer from depression, post-traumatic stress, and problematic substance use, and may experience also a variety of adjustment difficulties in several emotional, behavioral, and interpersonal domains. Involvement with the legal system is one such outcome to consider, especially given the increasing number of women serving time in correctional facilities with nearly two-thirds of these women being survivors of CSA (e.g., Browne, Miller, & Maguin, 1999). The current literature lacks comparisons between female survivors of CSA who have legal involvement and those who do not; hence, the current study addresses the need for a comprehensive investigation of early victimizations and later adjustment. Data were obtained from 169 female inmates and 420 female college students, a number of whom were survivors of CSA (66% and 35.5%, respectively), so that group differences could be examined and relationships among family environment, abuse disclosure history, coping, perceived social support, adjustment (i.e., trauma symptoms, substance abuse, depressive symptomatology, revictimization), and criminal history could be explored. Results suggested that inmate survivors experience poorer functioning overall relative to student survivors of CSA, including more depressive symptoms, trauma symptoms, and substance abuse. Further, avoidance coping by using substances mediated fully the relationship between trauma symptoms and substance abuse for both groups. Finally, severity of CSA, problematic substance use, and social support emerged as significant predictors of incarceration among survivors of CSA. Findings may aid in the refinement of interventions, prevention efforts, and educational programs regarding CSA, and shed light on pathways to incarceration.
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Date Issued
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2008
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Identifier
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CFE0002331, ucf:47777
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002331
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Title
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Community College Leadership: The Pathways, Competencies, and Preparation of Presidents and Chief Academic Officers.
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Creator
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Minton, Richard, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Witta, Eleanor, University of Central Florida
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Abstract / Description
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At the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose...
Show moreAt the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose of this study was to examine the pathways, competencies, and preparation of community college presidents and CAOs. Leaders in those positions at two-year colleges in eight southeastern states were surveyed in August-September 2017. Demographic data was collected to determine common career pathways and it was found that an overwhelming majority of current respondents earned doctorate degrees and that many of them had focused their advanced degrees in the areas of education and/or leadership. Approximately 84% of the leaders who responded expected to retire within 10 years of the study. Also, at least 50% of the presidents who responded followed an academic pathway to the presidency. Respondents were asked to rate the extent to which they agreed that the AACC competencies were essential to their leadership roles and the extent to which they agreed that they had been prepared for each competency prior to assuming their current roles. The results indicated high levels of agreement that all six competencies were essential; however, tests did reveal statistically significant differences between the levels of agreement, namely that one competency -- community college advocacy (-) had a lower level of agreement than the other five competencies. Respondents also indicated that they had been adequately prepared for each competency prior to assuming their current roles, with on-the-job experiences being the most common method of preparation for the competencies. A correlation analysis revealed that there was a positive relationship between the extent to which leaders agreed that the competencies were essential and the extent to which they agreed that they were prepared for the competencies. There were also no statistical differences between presidents and CAOs on the preparation ratings for each competency and there was only a difference in the essential ratings for the competency of collaboration. Recommendations for future practice based on the leadership frameworks of Bolman and Deal (2013) and Nevarez, Wood, and Penrose (2013) are provided, along with recommendations for higher educational leadership doctoral programs and future research regarding pathways, competencies, and preparation.
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Date Issued
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2018
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Identifier
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CFE0007054, ucf:52014
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007054
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Title
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Passive voice usage in undergraduate STEM textbooks.
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Creator
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Luo, Huiyuan, Mihai, Florin, Nutta, Joyce, Folse, Keith, Bai, Haiyan, University of Central Florida
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Abstract / Description
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The present study, a corpus-based quantitative analysis, investigated the use of passive voice in terms of percentage (percentage of total passive usage), constructions (the most commonly used passive forms), and dispersion (the verbs that tended to be associated with passive usage) in college STEM textbooks, more specifically in Science, Technology, Engineering, and Mathematics. The corpus consisted of twenty textbooks with over 1 million running words selected from the textbooks' chapters....
Show moreThe present study, a corpus-based quantitative analysis, investigated the use of passive voice in terms of percentage (percentage of total passive usage), constructions (the most commonly used passive forms), and dispersion (the verbs that tended to be associated with passive usage) in college STEM textbooks, more specifically in Science, Technology, Engineering, and Mathematics. The corpus consisted of twenty textbooks with over 1 million running words selected from the textbooks' chapters. By identifying the main verbs and passive verbs used in the textbooks, the percentage of passive voice usage was calculated. The statistical difference of passive constructions between disciplines was examined by conducting a MANOVA test, and an instrument, the Compleat Lexical Tutor was used to generate a word list of the most commonly-used past participles in passive voice.Results showed that the overall percentage of passive voice usage is over 30%. The MANOVA test revealed a statistically significant difference of passive voice constructions across the four disciplines, i.e. Science, Technology, Engineering, and Mathematics.Implications for teaching suggest that passive voice was an important grammar feature that needs to be taught tor the English as a second/foreign language students who major in the STEM fields. Additionally, the use of passive constructions should be taught differently in reading and writing based on the needs of the four STEM disciplines, due to the significant difference of passive forms usage in these fields.
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Date Issued
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2018
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Identifier
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CFE0007047, ucf:52020
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007047
Pages