Current Search: College (x)
Pages
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Title
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College Student Attitudes Towards Free Speech and Expression.
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Creator
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Oglethorpe, David, Cintron Delgado, Rosa, Preston, Michael, Owens, J. Thomas, Carter, J. Scott, University of Central Florida
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Abstract / Description
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Throughout its storied history, higher education in the United States has dealt with the challenges of free speech. From Harvard's 1766 'bad butter riot' to hateful speech directed towards students by non-university community members, balancing the need for free speech with maintaining a welcoming and inclusive campus environment stands as an immense test for higher education (Papandrea, 2017). Idealism and ethicality aside, lost in the academic debate over liberty and protections are the...
Show moreThroughout its storied history, higher education in the United States has dealt with the challenges of free speech. From Harvard's 1766 'bad butter riot' to hateful speech directed towards students by non-university community members, balancing the need for free speech with maintaining a welcoming and inclusive campus environment stands as an immense test for higher education (Papandrea, 2017). Idealism and ethicality aside, lost in the academic debate over liberty and protections are the views of those who should best help shine a light on such a divisive issue: students. This dissertation creates a quantitative path to understanding those very viewpoints. Using the theoretical framework of Social Judgment Theory (Sherif (&) Hovland, 1961), the study discerns student attitudes towards free speech by measuring student ego involvement and latitudes of acceptance, non-commitment, and rejection. This study examines one main question: are student attitudes towards the general concept of free speech congruent with their attitudes towards the perceived acceptability of specific types of speech? Results from more than 2,300 participants revealed that while college students generally regard free speech as an extremely important right in higher education, there are still instances of protected free speech that are considered unacceptable. On the topic of partisan politics, respondents identifying as Republican and Democrat were not statistically different in any measure of ego involvement or range of latitudes. Females reported higher ego involvement scores and a much higher propensity to finding certain examples of speech unacceptable, indicating a reduced belief in the importance of free speech.
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Date Issued
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2018
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Identifier
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CFE0007068, ucf:52006
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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/CFE0007068
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Title
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Leadership Development Programs in College Athletics: An Exploration of the Student-Athlete Experience.
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Creator
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Obrien, Jeffrey, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Harrison, Carlton, University of Central Florida
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Abstract / Description
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The purpose of this study was to explore the lived experiences and perceptions of twelve college student-athletes, from two NCAA Division I institutions, who participated in leadership development programs provided by their athletic department. There is a demonstrated need for this level of exploration as evidenced by the growing trend of college athletic departments providing leadership development programming for their respective student-athlete populations. However, there is not a...
Show moreThe purpose of this study was to explore the lived experiences and perceptions of twelve college student-athletes, from two NCAA Division I institutions, who participated in leadership development programs provided by their athletic department. There is a demonstrated need for this level of exploration as evidenced by the growing trend of college athletic departments providing leadership development programming for their respective student-athlete populations. However, there is not a commensurate level of scholarship related to the effectiveness of these programs, nor is there an understanding of the lived experiences of the student-athlete participants that is grounded in research. Therefore, this qualitative study utilized Moustakas' (1994) Transcendental Phenomenology to explore the lived experiences and perceptions of college student-athletes who participated in leadership development programs provided by their athletic department. This study applied Dweck's (2008) theory of Mindset to distill the role effort, failure, and adversity played in the participants lives, and their leadership development. Textural and structural analysis of the data revealed six themes and the essence of the phenomenon. The themes were: (1) Personal Growth and Development; (2) Skill Development; (3) Engaging Pedagogies; (4) Meaning of Effort; (5) Meaning of Failure; and (6) Problem Solving Mindset. Recommendations for college athletic departments implementing leadership development programs include: Intentionality of design; focus on personal growth and development; provide tangible skill development; and include training on growth mindset.
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Date Issued
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2018
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Identifier
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CFE0007067, ucf:51996
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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/CFE0007067
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Title
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Low Income And First Generation Students' Engagement Of Authority Figures.
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Creator
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Condon, Josalie, Hinojosa, Melanie, Carter, J. Scott, Armato, Michael, University of Central Florida
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Abstract / Description
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Background: Numerous studies acknowledged the potential struggles that first generation (FG) and low-income students (LI) face as they attempt to navigate the college degree pipeline. One struggle these students may face is an aversion to engaging authority figures. Unlike their peers, both FG and LI students can come from families with little to no college literacy, and this lack of support, coupled with not seeking out assistance from authority figures on campus, could lead to potential...
Show moreBackground: Numerous studies acknowledged the potential struggles that first generation (FG) and low-income students (LI) face as they attempt to navigate the college degree pipeline. One struggle these students may face is an aversion to engaging authority figures. Unlike their peers, both FG and LI students can come from families with little to no college literacy, and this lack of support, coupled with not seeking out assistance from authority figures on campus, could lead to potential problems. This lack of engagement with authority figures may be related to childhood socialization such as Cultivation of Intellectual Independence (CII). Individuals with high CII have been taught to think and act independently. The purpose of this study is to explore whether either FG or LI's CII assist them in engaging authority figures. Method: This study took data from Wave 1 and 2 of the 2005 National Longitudinal Study of Freshman. NLS sample of 3,924 students was used to measure FG and LI students during their first year of college. In order to accomplish this goal, an OLS regression analysis was run to regress each of the five wave 2 (spring of their first year) engagement questions on the variables: FG, LI, CII scale, Race, Sex, U.S. Born, HS teachers interest, Living on campus, working for pay, and trouble with family. Results: While CII was a significant factor in the engagement of authority figures, as predicted, FG and LI status did not match our predictions. LI students in this analysis were more likely to engage authority figures, instead of less likely, as was predicted, and FG status was not a significant predictor. Conclusion: This study aims to further our understanding of both FG and LI students' engagement of authority figures.
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Date Issued
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2018
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Identifier
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CFE0007166, ucf:52243
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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/CFE0007166
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Title
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Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida.
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Creator
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Myszkowski, Erin, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Dorman, Teresa, Szentmiklosi, Jillian, University of Central Florida
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Abstract / Description
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Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to...
Show moreMany medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either (")more acceptable(") or (")less acceptable(") for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses were taken. Based on these results, the researcher could not categorize the courses at either type of institution as (")more rigorous(") or (")less rigorous(") than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.
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Date Issued
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2012
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Identifier
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CFE0004579, ucf:49211
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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/CFE0004579
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Title
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A STUDY OF COMPETENCIES PERCEIVED TO BE IMPORTANT BY PROFESSIONALS IN ENTRY-LEVEL POSITIONS WITHIN COLLEGE STUDENT AFFAIRS.
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Creator
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Coffey, Christa, Cintron, Rosa, University of Central Florida
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Abstract / Description
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The researcher utilized the 2007 American College Personnel Association (ACPA) Steering Committee on Professional Competencies report, Professional Competencies, to determine the importance of a set of competencies for work in entry-level student affairs positions. The researcher also studied whether there were any differences in importance of these competencies based on functional area (e.g., residence life/housing, student activities) and institutional type (i.e., four-year public and four...
Show moreThe researcher utilized the 2007 American College Personnel Association (ACPA) Steering Committee on Professional Competencies report, Professional Competencies, to determine the importance of a set of competencies for work in entry-level student affairs positions. The researcher also studied whether there were any differences in importance of these competencies based on functional area (e.g., residence life/housing, student activities) and institutional type (i.e., four-year public and four-year private). Via an online questionnaire, the researcher sent the list of competencies to a sample of 970 members of ACPA who were self-selected as entry-level members and received 224 usable responses. Of the 75 individual competency items studied, 66 were found to be, minimally, ÃÂ"importantÃÂ" for entry-level positions overall, thus reinforcing the fact that entry-level practitioners need a wide array of competencies to perform the responsibilities within their positions. Competencies related to advising and helping others, including students and colleagues, were rated the highest, while those related to the legal foundations of the field were rated the lowest, yet still at least ÃÂ"somewhat important.ÃÂ" Several significant differences were found between groups within the studied demographic variables and the degree of importance of the competencies. Specifically, there were very few significant differences in the degree of importance of competencies based on respondent institutional type. Compared to other demographic items, functional area by far indicated the most significant differences between groups.
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Date Issued
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2010
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Identifier
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CFE0003233, ucf:48551
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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/CFE0003233
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Title
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QUARTER LIFE CRISIS OR HOW TO GET OVER COLLEGE AND BECOME A FUNCTIONING MEMBER OF SOCIETY.
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Creator
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Anderson Jr., Patrick, Rushin, Pat, University of Central Florida
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Abstract / Description
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As a writer, I feel like dealing with conflict in real life is the best way to deal with conflict in my fiction. Quarter-Life Crisis or How to Get Over College and Become a Functioning Member of Society, while a fictional novel, is very much about many of the conflicts I've experienced over the past few years. Sean Easton is a twenty-five year old college graduate living in Miami, trying to balance out his life in a world that doesn't make as much sense to him as it did when he first...
Show moreAs a writer, I feel like dealing with conflict in real life is the best way to deal with conflict in my fiction. Quarter-Life Crisis or How to Get Over College and Become a Functioning Member of Society, while a fictional novel, is very much about many of the conflicts I've experienced over the past few years. Sean Easton is a twenty-five year old college graduate living in Miami, trying to balance out his life in a world that doesn't make as much sense to him as it did when he first graduated college, happy and looking forward to the future. Suffering through the aftermath of a major breakup as well as the death of his best friend, Sean is in the midst of a year-long alcohol binge when we are introduced to him, a period of time characterized by sporadic bouts of self-loathing interlaced with sardonic internal dialogue directed towards the world at large. Sean's story eventually intersects with the second protagonist in Quarter Life Crisis, Lauren Ellis. Lauren is a twenty-four year old college dropout turned pharmacy technician. When we are introduced to her, Lauren's life is characterized by her child-Justin-and her husband Rick. Rick's a mechanic, and he, Lauren, and their son are all living a comfortably mundane life until the day Lauren comes home to find Rick having sex with eighteen year old Natalie, Justin's babysitter. From there, Lauren's entire life is thrown into disarray, forcing her to confront desires and dreams she had previously filed away in the mental category of "lost." Together, Sean and Lauren represent a large portion of our society, a generation of individuals entering their mid- and late-twenties in the new millennium. Many of them have been told to dream big and aim high throughout their entire lives, that the next four years will be the best of their lives. And then the next four years. A few of us fulfill these dreams. Most don't, and in a time when acquiring a college degree has become more an expectation than an accomplishment, Sean Easton and Lauren Ellis are two of many that are defined by their uncertainty as to where their place in society is. Quarter Life Crisis follows their journey from complete uncertainty to little less uncertain, bringing their lifelong dreams into direct conflict with what they are actually capable of achieving. Though the circumstances of Sean and Lauren's shifts in character are both distinct, their mentality and outlook on love and life are similar. In the end, they both find a balance that gives them hope for happiness which, they both realize, is the most they can really get in the long run. The underlying theme of Quarter Life Crisis or How to Get Over College and Become a Functioning Member of Society is that college has become a fixture in American upbringing. The novel isn't saying this is a good or bad thing, just that it is something that hangs over everybody in the current generation's heads growing up, whether they attend college or not. The novel is an attempt to examine how people function in the new millennium after reaching the point in their life when college is no longer a factor, when they are thrown into the real world and told to fend for themselves. It's the story of how two people end up doing exactly that, and the hellish process they go through to get to that point.
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Date Issued
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2011
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Identifier
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CFE0003985, ucf:48671
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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/CFE0003985
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Title
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Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States.
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Creator
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Proctor, Curtis, Cintron Delgado, Rosa, Welch, Kerry, Boyd, Tammy, Ehasz, Maribeth, University of Central Florida
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Abstract / Description
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The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of...
Show moreThe purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of their solicitation efforts as perceived by faculty members employed at the colleges and universities.Three research questions were considered in this study. First, what life experiences contribute to the predisposition of faculty donors in giving to their institutions? Second, what intrinsic motivational elements influence faculty donors to give to their employing institutions? Third, how are the strategies used to solicit funding from faculty related to giving?Basic interpretive qualitative methodology was used to analyze the data gathered from the research participants. In-depth interviews were conducted with seven faculty members employed at HBCUs in the southern region of the United States. It was determined that faculty members attribute their giving practices to many of their life experiences. Religious involvement, childhood experiences, and family history, were all discussed by faculty members as being instrumental to their giving habits. Participants also discussed the sense of community that is established at HBCUs as being inspirational in determining whether or not they gave of their time, talent, or financial resources. Responses to open-ended questions about the effectiveness of institutional advancement offices provided additional qualitative data that could be used by HBCUs to increase the amount of annual giving to the university.
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Date Issued
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2012
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Identifier
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CFE0004283, ucf:49531
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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/CFE0004283
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Title
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GENERAL EDUCATION REFORM AT A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.
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Creator
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Dutkofski, Daniel, Sivo, Stephen, University of Central Florida
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Abstract / Description
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The attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for...
Show moreThe attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for universities, but is further complicated when the curriculum for general education is part of a community college degree program. A grounded theory study was conducted to identify the underlying understanding of general education at one community college as well as the process for implementing and reforming the curriculum, especially the general education curriculum. Members of the curriculum committee as well as other administrators and faculty at the college who have a voice in the curriculum were interviewed and their responses were coded following classic grounded theory methodology. The resulting theory showed a divergence of understanding of general education when speaking about it abstractly and when speaking about the process to change the collegeÃÂ's existing general education program. The abstract understanding of general education is very consistent with the stated purposes of general education and the educational goals of the college. The practical understanding, however, indicates that the work of curriculum reform is compliance with guidelines from legislation and accreditation requirements. Thus, any efforts to establish a model of general education that would be more consistent with the understood purpose of general education that would require modifying the existing structure would meet great resistance because of the perceived need to comply with the existing model. Further studies concerning the same issue at other community colleges within the state, as well as the understanding of general education within the university system would contribute to a better understanding of the role of general education at the college and throughout the state system of higher education. The use of grounded theory as a methodology to achieve this reform provides a way to engage everyone involved more openly and to permit the efforts to be far more intentional.
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Date Issued
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2010
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Identifier
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CFE0003439, ucf:48387
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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/CFE0003439
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Title
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Balancing multiple roles: A re-examination of how work impacts academic performance for community college students.
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Creator
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Lue, Celena, Cintron Delgado, Rosa, Sivo, Stephen, Owens, J. Thomas, Penfold Navarro, Catherine, University of Central Florida
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Abstract / Description
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This study investigated how work impacts academic performance for community college students, from a multiple role balance perspective. Perna (2010) called for a re-examination of the role of work in college students' lives, especially regarding the exploration of benefits, rather than just the detriments of working while studying. According to Karp and Bork (2014), more research was also needed on community college students and how they balance multiple roles. Exploring the relationship...
Show moreThis study investigated how work impacts academic performance for community college students, from a multiple role balance perspective. Perna (2010) called for a re-examination of the role of work in college students' lives, especially regarding the exploration of benefits, rather than just the detriments of working while studying. According to Karp and Bork (2014), more research was also needed on community college students and how they balance multiple roles. Exploring the relationship between balancing multiple roles and academic performance may provide new insight into how community college students contend with demanding roles, while striving to achieve academic success. This study was framed by the theoretical understanding of Marks and MacDermid's (1996) role balance theory and the instrument used was the Role Balance scale. Four hundred and ten participants responded to the online survey containing role balance and demographic questions. Data from 403 respondents were used in the regression analysis to determine how work impacted role balance. Among the community college student respondents, hours worked for pay was a significant factor in predicting role balance when controlling for demographic and lifestyle variables. For every extra hour worked per week, the role balance score would decrease by 0.02. Demographic and lifestyle variables were not significant in predicting role balance. Data from the survey responses of all 410 respondents were used for the correlation analysis. There was no significant relationship found between role balance and academic performance.
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Date Issued
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2017
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Identifier
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CFE0006619, ucf:51277
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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/CFE0006619
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Title
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Dance Students at a two year college: Making Sense of their Academic, Cultural, and Social World.
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Creator
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Lopez, Benjamin, Cintron Delgado, Rosa, Owens, J. Thomas, Santana, Maria, Kim, Chan Ji, University of Central Florida
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Abstract / Description
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The purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and...
Show moreThe purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and a philosophy as asserted by Dimondstein (1985), (b) its legitimate place within the academy (the perception that university dance programs were vocational in nature with little academic value) as noted by Stinson (1990); and, more recently (c) the possibility of some resolution to make dance not only a performing art but an academic discipline in its own right (Savrami, 2012). The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their motivation to academically persist and graduate. The phenomenological analysis, in the tradition of Moustakas (1994) and Wertz (2005), produced an early thematic matrix of 18 codes that were reduced to six major themes: aspirations, academic commitment, emotional identification, anticipated outcome or career expectation, vicarious learning, and challenges. One of the major recommendations included conducting a longitudinal study focusing on how students navigate an unpredictable job market, including the discussion of issues of workforce preparation in the academic curriculum and major.
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Date Issued
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2017
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Identifier
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CFE0006617, ucf:51266
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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/CFE0006617
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Title
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The Education Pathway Through Social and Economic Integration of Highly Educated Immigrants: The Case of Colombians in the United States.
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Creator
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Bedoya Arturo, Olga, Cintron Delgado, Rosa, Owens, J. Thomas, Laureano Fuentes, Gloria, Rivera, Fernando, University of Central Florida
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Abstract / Description
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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.
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Date Issued
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2015
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Identifier
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CFE0005923, ucf:50828
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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/CFE0005923
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Title
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Community College Adjuncts: From Information Seeking to Identity Formation.
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Creator
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Hirsch - Keefe, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Bosley, Michael, Biraimah, Karen, University of Central Florida
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Abstract / Description
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This phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts...
Show moreThis phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts at College Alpha, which is a community college located in a southern state. Study findings indicated both degrees of transition, the day-to-day and the overall transition into teaching, impact the overall adjunct experience. The College's involvement with the adjunct and the generational differences between the adjuncts and their students also play a role in the transitions. The literature review addressed the use of the NET Model as a means of examining transitions toward teaching, the roles of adjunct faculty on college campuses, the workplace transition, and the particular needs of Millennial students are also addressed. The study culminated with conclusions about the experiences of the participants, recommendations for future research, and calls for action by community colleges to improve the adjunct experience. A chapter is also included that reflects upon the dissertation writing experience and the challenges of qualitative research not addressed in graduate programs.
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Date Issued
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2015
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Identifier
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CFE0005955, ucf:50801
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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/CFE0005955
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Title
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Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities.
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Creator
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Wilkerson, Amanda, King, Kathy (Kathleen), Cox, Dr. Thomas, Owens, J. Thomas, Hopp, Carolyn, University of Central Florida
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Abstract / Description
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The focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been done to examine the experiences of students transitioning into the college environment. In contrast, there is little work that specifically looks at the professionals that service first-year students within a minority serving context, specifically Historically Black Colleges and Universities. As a result, the findings of this...
Show moreThe focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been done to examine the experiences of students transitioning into the college environment. In contrast, there is little work that specifically looks at the professionals that service first-year students within a minority serving context, specifically Historically Black Colleges and Universities. As a result, the findings of this study suggest that Florida HBCU first-year seminar professionals are active partners in the scholastic success of its freshman students.
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Date Issued
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2016
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Identifier
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CFE0006420, ucf:51478
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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/CFE0006420
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Title
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International Students' Expectations of and Satisfaction with Academic Advising at a Community College.
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Creator
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Chemishanova, Marieta, Owens, J. Thomas, Cintron Delgado, Rosa, Hewitt, Randall, Penfold Navarro, Catherine, University of Central Florida
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Abstract / Description
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This study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and...
Show moreThis study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and international students' expectations of and satisfaction with advising especially at the 2-year and community college levels and in organizational structures where the foreign student advisors serve as both the students' academic and immigration advisors. Such research is timely in the face of the highly competitive international education market and the increasing demands for U.S. institutional of higher education to meet students' consumer expectations with regards to educational services. Grounded in Expectation Disconfirmation Theory and employing a quantitative research design, this study investigated how factors such as age, gender, country of citizenship, class standing, and degree program impacted international students' expectations of and satisfaction with academic advising. Descriptive statistics, analyses of variances, and a partial least squares structural equation model (PLS-SEM) were used to answer the research questions. While the advising literature strongly advocates developmental advising, students in this study expressed a strong desire for elements of prescriptive advising.
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Date Issued
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2018
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Identifier
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CFE0006986, ucf:51641
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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/CFE0006986
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Title
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Linking a Business Capstone Course to Employer Needs in Central Florida.
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Creator
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De George, Lauren, Hopp, Carolyn, Vitale, Thomas, Hutchinson, Cynthia, Boote, David, Porter, Robert, University of Central Florida
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Abstract / Description
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Capstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning...
Show moreCapstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning about a subject through the experience of problem solving by using thinking strategies and domain knowledge. Rubrics assess student mastery of content, professionalism, organization, language structure and presentation skills.The main purpose of this study was to determine to what extent students provided evidence of skills and competencies, as demonstrated through Capstone projects and presentations at a large metropolitan university in Central Florida, which were required to meet the needs of potential employers. Using focus group research, this study examined and interpreted Capstone student papers and presentations to determine to what extent the skill sets evidenced were sufficient for hiring entry-level positions in community business partners' respective organizations. This study served to contribute to an understanding of the factors that should be embedded in course design, linking assignments to course objectives, and overall curricular goals in order to fulfill assurance of learning requirements as established by AACSB mandates.
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Date Issued
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2014
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Identifier
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CFE0005478, ucf:50330
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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/CFE0005478
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Title
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Examining relationships among levels of victimization, perpetration, and attitudinal acceptance of same-sex intimate partner violence in lesbian, gay, bisexual, transgender, and queer college students.
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Creator
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Jacobson, Elizabeth, Daire, Andrew, Young, Mark, Lambie, Glenn, Abel, Eileen, University of Central Florida
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Abstract / Description
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The Centers for Disease Control and Prevention (CDC; 2012) reported that intimate partner violence (IPV) affects approximately 4.8 million females and 2.8 million males in their intimate relationships each year. Past research (e.g., Fanslow, Robinson, Crengle, (&) Perese, 2010; Foshee et al., 1996; Foshee et al., 2009) on IPV solely evaluated prevalence rates and factors within opposite-sex relationships; however, IPV within lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals'...
Show moreThe Centers for Disease Control and Prevention (CDC; 2012) reported that intimate partner violence (IPV) affects approximately 4.8 million females and 2.8 million males in their intimate relationships each year. Past research (e.g., Fanslow, Robinson, Crengle, (&) Perese, 2010; Foshee et al., 1996; Foshee et al., 2009) on IPV solely evaluated prevalence rates and factors within opposite-sex relationships; however, IPV within lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals' relationships exists at equal, if not higher, rates compared to their heterosexual counterparts (Alexander, 2008; McKenry, Serovich, Mason, (&) Mosak, 2006). Subsequently, a gap in research existed on violence in LGBTQ individuals' same-sex relationships and the need existed for further exploration of IPV within same-sex couples (McKenry et al., 2006; Turell, 2000). The purpose of this study was an examination of the relationships among victimization rates (Victimization in Dating Relationships [VDR] and Safe Dates-Psychological Abuse Victimization [SD-PAV]), perpetration rates (Perpetration in Dating Relationships [PDR] and Safe Dates-Psychological Abuse Perpetration [SD-PAP]), and attitudinal acceptance of IPV (Acceptance of Couple Violence [ACV]) among LGBTQ college students. The specific goals of the study were to (a) identify the IPV victimization rates and perpetration rates among LGBTQ college students, and (b) examine the attitudinal acceptance of IPV in LGBTQ college students. The statistical analyses used to examine the four research questions and seven subsequent hypotheses included (a) Multivariate Analysis of Variance (MANOVA) and (b) Multiple Linear Regression (MLR). The results identified that significant mean differences (p (<) .01; ?2P = .16) existed between females and males in their reported levels of victimization and perpetration, suggesting a large effect size with biological sex accounting for 16% of the variance across the four victimization and perpetration variables. Specifically, females self-reported higher levels of psychological and emotional victimization compared to males (p (<) .01; ?2P = .05), suggesting that females in same-sex relationships reported greater psychological abuse from their female partners. In addition, results identified significant mean differences between males and females in their levels of attitudinal acceptance of IPV (p (<) .01; ?2P = .13), suggesting a medium effect size that biological sex accounted for 13% of the variance in attitudinal acceptance of IPV scores. In considering gender expression, results from the study identified that in females and males, those self-identifying with greater amounts of masculinity reported an increased amount of victimization and perpetration (p (<) .01; ?2P = .15). The results identified a large effect size in that 15% of the variance in victimization and perpetration rates were accounted for by the interaction of biological sex and gender expression. Furthermore, in females and males, those self-identifying with greater amounts of masculinity reported higher levels of attitudinal acceptance of IPV (p (<) .01; ?2P = .12). The results identified a medium effect size in that 12% of the variance in attitudinal acceptance of IPV was accounted for by the interaction of biological sex and gender expression. In regards to a history of childhood abuse and witnessing parental IPV, participants with a history of child abuse and a history of witnessing parental IPV did not differ in their levels of victimization, perpetration, or attitudinal acceptance of IPV from those without a history of childhood abuse and witnessing parental IPV. Finally, variables such as (a) biological sex, (b) gender expression, (c) past childhood abuse, (d) witnessing parental IPV, (e) VDR, (f) SD-PAV, (g) PDR, and (h) SD-PAP predicted attitudinal acceptance of IPV in this LGBTQ college student sample. The results identified that linear composite of these eight predictor variables predicted 93% (R2 = .93) of the overall variance in participants' attitudinal acceptance of IPV total score (p (<) .01).Overall, the results identified that females reported higher levels of psychological victimization meaning that a female LGBTQ college student potentially experiences more risk of becoming a victim in a relationship. In addition, results identified that LGBTQ college students identifying as masculine present a potentially greater risk for both victimization and perpetration in their same-sex relationships. Self-identifying masculine LGBTQ college students reported greater amounts of acceptance of same-sex IPV, which possibly explains the lack of IPV reports from these college students. Finally, the results identified that individual and family-of-origin factors do, in fact, predict LGBTQ college students' levels of attitudinal acceptance of IPV. In other words, an LGBTQ college students biological sex, gender expression, past childhood experiences, victimization rates, and perpetration rates all relate to the prediction of their attitudes about IPV. Implications for future research included the need to further examine college students engaging either in an opposite-sex or same-sex relationship, exploring the relationships between masculinity and femininity in their reported levels of victimization, perpetration, and attitudinal acceptance of IPV. The need to replicate this study exists in order to ensure inclusiveness of individuals across all sexual orientations and gender identities in college students. In addition, several significant findings from this study further substantiate the need for continued research in the area of same-sex IPV, especially utilizing a sample of LGBTQ college students, to inform (a) clinical assessment in college counseling clinics and community agencies, (b) IPV protocol development, and (c) culturally sensitive, modified intervention based on the current findings.
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Date Issued
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2013
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Identifier
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CFE0004695, ucf:49866
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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/CFE0004695
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Title
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Perceptions of Education as an Avenue to Life Course Success: A Study of Millennials.
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Creator
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Smith, Patrick, Gay, David, Lynxwiler, John, Wright, James, University of Central Florida
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Abstract / Description
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For more than a half a century the role of education and its influence on social mobility and status attainment has been a subject of research. Further more, education has been shown to be an important contributor for success over the life course. Much of the research surrounding status attainment and higher education has dealt with the Baby Boomer cohort. The purpose of the study is to examine education from a perspective that is less talked about to this point. This study uses data gathered...
Show moreFor more than a half a century the role of education and its influence on social mobility and status attainment has been a subject of research. Further more, education has been shown to be an important contributor for success over the life course. Much of the research surrounding status attainment and higher education has dealt with the Baby Boomer cohort. The purpose of the study is to examine education from a perspective that is less talked about to this point. This study uses data gathered by the Pew Research Center and examines a specific age group, current 18-30 year olds (Millennials), to gather a better understanding of their attitudes towards the value of higher education within the current era of the economy, education, and job opportunity. According to the analysis, females report higher odds of feeling that a college degree is important to success later in life. Equally important, results indicate that Blacks have greater odds of perceiving education to be important for success in life. Results also demonstrated that in this particular study, other factors such as income and employment status did not significantly affect respondent's perceptions on the importance of education.
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Date Issued
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2014
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Identifier
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CFE0005263, ucf:50572
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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/CFE0005263
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Title
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An Investigation of State College to University Transfer Students' Sense of Belonging.
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Creator
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Brady, Claire, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Cavanaugh, Pam, University of Central Florida
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Abstract / Description
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The purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered...
Show moreThe purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered the construct of belonging with this population or transfer pathway. The findings from this study (n = 54) found a positive statistically significant correlation between Peer Support and Isolation (r(52) =.801, p = .000) and a statistically significant difference between the mean values of Empathetic Faculty Understanding between the structured and unstructured pathways (p = 0.027). This study showed that structured transfer pathway student sense of belonging was grounded in the classroom experience, empathetic faculty, and faculty support. Unstructured transfer pathway student sense of belonging was grounded in peer relationships, the classroom experience, and empathetic faculty. First generation participants were more likely to perceive isolation than non-first generation participants and structured pathway participants were more likely to perceive faculty empathetic understanding than unstructured pathway participants. There were also differences in the qualitative data between the pathway groups, including differing perceptions of faculty care and empathy, peer engagement, and the role of Advisors and online support systems in the transfer experience. The data and findings presented in this study show that the academic experience in the classroom and the perception of empathetic faculty are central to state college transfer student experience and contributes to transfer student sense of belonging.
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Date Issued
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2017
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Identifier
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CFE0006569, ucf:51332
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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/CFE0006569
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Title
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Hmong Americans in Higher Education: Exploring their Sense of Belongingness and the Concept of the American Dream.
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Creator
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Daugherty, Janet, Cintron Delgado, Rosa, Owens, J. Thomas, Cox, Thomas, Molina, Olga, University of Central Florida
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Abstract / Description
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I conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong...
Show moreI conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong American college upper-classmen using a two-part interview protocol to elicit demographic and experiential information. Moustakas' approach to the analysis of data provided guidelines to review individual transcripts and to group, remove, cluster, and thematize lived experiences.The findings of this study indicated that Hmong college students: (a) enrolled out of obedience to the parents, especially their fathers, regardless of the educational level of the parents and (b) thrived when authority figures on campus reached out to help their humble situation. . . it not only made them belong to the campus family but it strengthened their self-esteem.
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Date Issued
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2015
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Identifier
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CFE0005596, ucf:50250
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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/CFE0005596
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Title
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PREDICTORS OF ACADEMIC ACHIEVEMENT OF NON-TRADITIONAL COLLEGE STUDENTS: OPPORTUNITIES TO CATCH-UP AND SUCCEED.
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Creator
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Bardwell-Owens, Angela, Modianos, Doan, Cox, Karen, University of Central Florida
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Abstract / Description
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Non-traditional students make up approximately 20% of the undergraduate student population nationwide and are one of few segments of the student population that are not provided with targeted programs and services. To help this cohort achieve their goals whilst universities can increase their retention rates, this research begins a review of the non-traditional student literature to gain an understanding of what this population faces as far as barriers to their education. The literature also...
Show moreNon-traditional students make up approximately 20% of the undergraduate student population nationwide and are one of few segments of the student population that are not provided with targeted programs and services. To help this cohort achieve their goals whilst universities can increase their retention rates, this research begins a review of the non-traditional student literature to gain an understanding of what this population faces as far as barriers to their education. The literature also provides recommendations and further information in retention efforts to support the student during their academic years. Next, an analysis of non-traditional student support services at 4-year public universities was conducted between 15 different institutions, including the University of Central Florida. Only two of the universities in this study had a department or office specifically to support the needs of this cohort, one being the smallest universities in this research study and the other was one of the largest. Three more universities researched have a program dedicated to these students. The remaining 10 universities had little to no non-traditional student support structures in place at their university. This research provides 34 different methods for providing non-traditional student support to universities across the nation.
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Date Issued
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2017
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Identifier
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CFH2000276, ucf:45897
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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/CFH2000276
Pages