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PREDICTING CLIENT OUTCOMES USING COUNSELOR TRAINEE LEVELS OF EGO DEVELOPMENT AND ALTRUISTIC CARING
Title
PREDICTING CLIENT OUTCOMES USING COUNSELOR TRAINEE LEVELS OF EGO DEVELOPMENT AND ALTRUISTIC CARING.
Creator
Hutchinson, Tracy, Young, Mark, University of Central Florida
Abstract / Description
Research suggests that counselor educators continue to debate whether general personality characteristics, relationship building skills, or other knowledge or skills are important in selecting the most effective counselors (Crews et al., 2005). Further, counselor educators continue to rely on measures that have limited ability to predict counseling competence or success in graduate programs. Such measures include GRE and GPA scores along with heavy reliance on the personal interview that is...
Show moreResearch suggests that counselor educators continue to debate whether general personality characteristics, relationship building skills, or other knowledge or skills are important in selecting the most effective counselors (Crews et al., 2005). Further, counselor educators continue to rely on measures that have limited ability to predict counseling competence or success in graduate programs. Such measures include GRE and GPA scores along with heavy reliance on the personal interview that is well-known for bias. Moreover, research supports that there is a need for assessments that will assist in determining the most effective counselors and emphasize the importance of measuring those characteristics that have a solid empirical link to client outcomes. The purpose of this study was to bridge the gap in the literature and to measure counselor characteristics that have are grounded in current outcome literature. Outcome research has suggested that counselor empathy is one of the strongest predictors of client outcome. Therefore, two constructs were explored in this study that are linked to empathy: Loevinger's (1976) Theory of Ego Development and Altruistic Caring as measured by the Heintzelman Inventory (Robinson, Kuch, & Swank, 2010). The sample consisted of 81 graduate-level counselor trainees in their first or second semester of practicum at a large South Eastern university. Results revealed no statistically significant relationship between variables. However, further exploratory analysis yielded a statistically significant relationship between a component of altruistic caring, specifically early career choice in the counseling field (4.1% of the variance explained), and client outcome. Implications for counselor educators are presented along with areas for future research.
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Date Issued
2011
Identifier
CFE0003588, ucf:48907
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003588
The Relationship between Mentoring and Social Status at Work: A Social Network Status Study
Title
The Relationship between Mentoring and Social Status at Work: A Social Network Status Study.
Creator
Flowers, Lakeesha, Jentsch, Kimberly, Fritzsche, Barbara, Wooten, William, Chepenik, Nancy, University of Central Florida
Abstract / Description
Mentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine...
Show moreMentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this non-experimental study, there were several unique relationships among these constructs. The results indicate a person's social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a prot(&)#233;g(&)#233; (or not a prot(&)#233;g(&)#233;). In addition, a mentor's perception of the costs and benefits of mentoring were explained by the prot(&)#233;g(&)#233;'s social intelligence and emotional intelligence. A mentor's social intelligence also explained the quality of the mentoring given. Finally, a mentor's social network status was related to the prot(&)#233;g(&)#233;'s social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.
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Date Issued
2012
Identifier
CFE0004308, ucf:49478
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004308
THE CONTRIBUTION OF PROFESSIONAL SCHOOL COUNSELORS' SOCIAL-COGNITIVE DEVELOPMENT TO THEIR LEVELS OF ETHICAL AND LEGAL KNOWLEDGE, AND LOCUS-OF-CONTROL ORIENTATION
Title
THE CONTRIBUTION OF PROFESSIONAL SCHOOL COUNSELORS' SOCIAL-COGNITIVE DEVELOPMENT TO THEIR LEVELS OF ETHICAL AND LEGAL KNOWLEDGE, AND LOCUS-OF-CONTROL ORIENTATION.
Creator
Ieva, Kara, Lambie, Glenn, University of Central Florida
Abstract / Description
Professional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCsÂ...
Show moreProfessional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCsÂÂÂÂÂÂ' social-cognitive development to their levels of ethical and legal knowledge and locus of control orientation. The three constructs and instruments investigated in this study were: (a) social-cognitive development (ego development; the Washington University Sentence Completion Test ; Hy & Loevinger 1996), (b) Ethical and Legal Knowledge (the Ethical and Legal Knowledge in Counseling Questionnaire-Revised ; Lambie, Ieva, Gill, & Hagedorn, 2010), and (c) Locus of Control (the Adult Nowicki-Strickland Internal External Scale- College ; Nowicki & Duke, 1974; the Work Locus of Control Scale ; Spector, 1988). The findings from this investigation contribute to the school counseling and counselor education literature. The sample size for this study was 301 certified, practicing school counselors (elementary school, middle school, high school, and multi-level) in five states (Colorado, Florida, Maine, Maryland, and New Mexico) across the country. The participants completed data collection packets including a general demographic questionnaire, the WUSCT (Hy & Loevinger 1996), the ANSIE-C (Nowicki & Duke, 1974), the WLCS (Spector, 1988), and the ELICQ-R (Lambie, et al., 2010). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) simultaneous multiple regression, (c) Pearson product-moment (2-tailed), and (d) Analysis of variance (ANOVA). The primary research hypothesis was that practicing school counselorsÂÂÂÂÂÂ' social-cognitive development scores would contribute to their locus of control orientation and their levels of ethical and legal knowledge. The statistical analyses identified several significant findings. First, the path analysis model testing the contribution of school counselorsÂÂÂÂÂÂ' social-cognitive development to locus of control and ethical and legal knowledge did fit for these data. Specifically, the results indicated that school counselorsÂÂÂÂÂÂ' social-cognitive development contributed to their ethical and legal knowledge (less than 1% of the variance explained) and to locus of control (14% of the variance explained) in the model fit for these data. In addition, locus of control contributed to school counselorsÂÂÂÂÂÂ' ethical and legal knowledge (2% of the variance explained). Implications for professional school counseling and counselor education are presented, along with areas for future investigation.
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Date Issued
2010
Identifier
CFE0003150, ucf:48642
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003150
Taxonomy of Affective Curriculum for Gifted Learners
Title
Taxonomy of Affective Curriculum for Gifted Learners.
Creator
Cavilla, Derek, Eriksson, Gillian, Hynes, Mike, Hopp, Carolyn, Vitale, Thomas, University of Central Florida
Abstract / Description
Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic,...
Show moreTeaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework's development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted.
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Date Issued
2016
Identifier
CFE0006087, ucf:50946
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006087
The Effect of Virtual Simulation on the Development of Basic Counseling Skills, Self-Reported Immersion Experience, Self-Reported Counselor Self-Efficacy, and Self-Reported Anxiety of Counselors-in-Training
Title
The Effect of Virtual Simulation on the Development of Basic Counseling Skills, Self-Reported Immersion Experience, Self-Reported Counselor Self-Efficacy, and Self-Reported Anxiety of Counselors-in-Training.
Creator
Uwamahoro, Olivia, Hagedorn, W. Bryce, Young, Mark, Taylor, Dalena, Boote, David, Lenz, A. Stephen, University of Central Florida
Abstract / Description
There is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills,...
Show moreThere is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills, and (c) behavior (ACA, 2014; CACREP, 2009).The goal of this study was to contribute to further understanding the most effective instructional approach to facilitating role play while instructing pre-practicum counseling students. The purpose of this study was to examine the effect of virtual simulation training on the development of basic counseling skills, the immersion experience, levels of anxiety, and levels of counselor self-efficacy (CSE) among CITs using student-to-avatar and student-to-student role play. A quasi-experimental research design was used to investigate the effect of the treatment on the constructs.The results of this study found that there was no statistically significant difference between the two groups across all four constructs. A spilt-plot analysis of variance, trend analysis, and repeated measures between factor multivariate analysis of variance were used to analyze the data. The results of this study indicated that exposure to virtual simulation training did not affect the development of basic counseling skills, immersion experience, counselor self-efficacy, and anxiety. The results also showed that virtual simulation did not hinder the development of basic counseling skills, or negatively influence immersion experience, counselor self-efficacy or anxiety.
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Date Issued
2015
Identifier
CFE0005895, ucf:50875
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005895
Trust Trajectories as a Function of Violation Type and Repair Efforts
Title
Trust Trajectories as a Function of Violation Type and Repair Efforts.
Creator
Thayer, Amanda, Salas, Eduardo, Joseph, Dana, Fritzsche, Barbara, Rico Munoz, Ramon, University of Central Florida
Abstract / Description
Across domains, organizations and society are facing a trust deficit (Twenge, Campbell, (&) Carter, 2014). This is problematic, as trust is important to a variety of critical organizational outcomes, such as perceived task performance, team satisfaction, relationship commitment, and stress mitigation (Costa, Roe, (&) Taillieu, 2001), and has been cited as a motivator for cooperation and knowledge transfer due to its capacity to reduce fear and risk of exploitation (Chen et al., 1998; Fleig...
Show moreAcross domains, organizations and society are facing a trust deficit (Twenge, Campbell, (&) Carter, 2014). This is problematic, as trust is important to a variety of critical organizational outcomes, such as perceived task performance, team satisfaction, relationship commitment, and stress mitigation (Costa, Roe, (&) Taillieu, 2001), and has been cited as a motivator for cooperation and knowledge transfer due to its capacity to reduce fear and risk of exploitation (Chen et al., 1998; Fleig-Palmer (&) Schoorman, 2011; Irwin (&) Berigan, 2013; Yamagishi (&) Sato, 1986), and a key component of collaboration. As organizations increasingly rely upon collaboration for achieving important outcomes, it is of critical importance that organizations understand how to not only develop interpersonal trust in collaborative partnerships to facilitate these positive outcomes, but also the way in which interpersonal trust is broken and can be repaired when problems inevitably arise. Though research has begun to investigate trust violation and trust repair, relatively little is known about trust development, violation, and repair as a process that unfolds over time. This is problematic, as cross-sectional studies fail to capture change, both in terms of how trust itself changes as well as how the effect of a violation or the utility of a repair strategy may be weaker or stronger in the long-term than the short-term. Thus, findings from a single point in time may result in different conclusions and recommendations than those that would result from long-term investigation. Therefore, this study examines how interpersonal trust patterns unfold within individuals, and how these patterns differ between individuals depending on the type of violation and the repair strategy employed. An experimental study using discontinuous growth modeling to examine intraindividual and interindividual differences in trust processes found that generally, trust was negatively impacted more after an intentional ((")will do(")) violation as compared to a competence ((")can do(")) violation, such that it had a greater impact on character assessments than a competence violation and also damaged perceptions of ability as much as a competence violation. These negative impacts carried over into trust restoration, which was significantly slower after an intentional violation than a competence violation. Furthermore, study findings suggest that after an intentional violation, trust restored more quickly when surveillance was implemented than when compensation was offered. Though the opposite did not hold true for a competence violation, the findings did approach significance. Drawing from these findings, implications and future research recommendations are discussed.
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Date Issued
2015
Identifier
CFE0005892, ucf:50895
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005892
The effect of jyoti meditation on student counselor emotional intelligence, stress, and daily spiritual experiences
Title
The effect of jyoti meditation on student counselor emotional intelligence, stress, and daily spiritual experiences.
Creator
Gutierrez, Daniel, Young, Mark, Robinson, Edward, Conley, Abigail, Hagedorn, William, Ritz, Louis, University of Central Florida
Abstract / Description
Previous research has found meditation to be effective in reducing practitioner stress, improving emotional functioning, and increasing pro-social emotions, such as empathy and compassion. In addition, research examining the effects of meditation on student counselors has shown that it increases counselor self-efficacy, reduces distress, and increases cognitive empathy. Therefore, it behooves counselor educators to discover methods of integrating meditation into counselor training. The...
Show morePrevious research has found meditation to be effective in reducing practitioner stress, improving emotional functioning, and increasing pro-social emotions, such as empathy and compassion. In addition, research examining the effects of meditation on student counselors has shown that it increases counselor self-efficacy, reduces distress, and increases cognitive empathy. Therefore, it behooves counselor educators to discover methods of integrating meditation into counselor training. The meditation practice investigated in the current study is new to the counseling and psychology literature. The majority of the current research has examined transcendental and mindfulness-based practices. However, recent research has shown that spirituality has the ability to potentiate meditation. Jyoti mediation (JM), the practice used in this study, is a spiritually based practice used for spiritual and personal growth for over 500 years. This study examined whether student counselors, after participating in a JM group, would have a significantly different level of emotional intelligence, stress and daily spiritual experiences than a comparison group who received a psycho-educational curriculum. Moreover, I investigated if the frequency of meditation related to the treatment outcomes. I conducted a six week randomized controlled trial where participants (n = 60) completed self-report assessments on the first, third and sixth week of the intervention. In addition, the participants in the meditation condition were asked to complete a daily journal reporting their experiences with the meditation treatment and their frequency of practice. Participants were required to meditate once a week in the group, and requested to meditate at least ten additional minutes each day. In order to analyze the data, I conducted a repeated measures multivariate analysis of variance (RM-MANOVA). The RM-MANOVA revealed no significant difference between the two groups. However, because the range of time spent meditating was so wide, I conducted a second RM-MANOVA using only participants that meditated in group and an additional 60 minutes over the six weeks. The second RM-MANOVA approached significance in the main effects (p = .06); and revealed a significant univariate between group effect for stress. Likewise, I conducted two Pearson moment correlations to investigate the relationship between the study outcomes and meditation frequency. The first correlation revealed no significant relationship between meditation frequency and any of the independent. However, the second correlational analysis revealed a significant relationship between stress and meditation frequency. Also, both correlational analyses revealed a significant relationship between stress and emotional intelligence. In order to gain a better understanding of how the independent variables effected stress over time, I conducted a growth curve analysis (GCA). I used PROC Mixed in SAS and nested the measurement points into each individual. The GCA revealed significant non-trivial variance between individuals at initial status. In addition, the GCA revealed that emotional intelligence accounted for 27% of that variance, and when controlling for emotional intelligence there is a significant interaction between time and group. The implications and limitations of these findings are discussed.
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Date Issued
2014
Identifier
CFE0005177, ucf:50666
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005177
Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors
Title
Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
Creator
Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
Abstract / Description
Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
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Date Issued
2017
Identifier
CFE0006565, ucf:51326
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006565
The effects of an online coaching model on secondary co-teaching teams in algebra
Title
The effects of an online coaching model on secondary co-teaching teams in algebra.
Creator
Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
Abstract / Description
Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
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Date Issued
2017
Identifier
CFE0006745, ucf:51869
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006745
Faculty Professional Development for Improving Hybrid Course Success
Title
Faculty Professional Development for Improving Hybrid Course Success.
Creator
Lawhon, Jennifer, Hopp, Carolyn, Vitale, Thomas, Hines, Rebecca, Phelps, Julie, University of Central Florida
Abstract / Description
The purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based...
Show moreThe purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based standards which aided in the creation of six learning modules for the professional development course. These modules were: course alignment, face-to-face active learning, online resources, formative feedback, assessment guidelines, and course structure. A focus group of faculty members who have taught hybrid courses at the college was used to review the course and framework to assess whether any modifications are required. The focus group discussion revealed that all six elements of the framework are essential to the success of a hybrid course design. The focus group also suggested changes and revisions to the professional development course which should be addressed prior to rolling out the course college-wide.
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Date Issued
2017
Identifier
CFE0006757, ucf:51861
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006757
Faculty Professional Development for Improving Hybrid Course Success
Title
Faculty Professional Development for Improving Hybrid Course Success.
Creator
Saxman, Amanda, Hopp, Carolyn, Vitale, Thomas, Hines, Rebecca, Phelps, Julie, University of Central Florida
Abstract / Description
The purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based...
Show moreThe purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based standards which aided in the creation of six learning modules for the professional development course. These modules were: course alignment, face-to-face active learning, online resources, formative feedback, assessment guidelines, and course structure. A focus group of faculty members who have taught hybrid courses at the college was used to review the course and framework to assess whether any modifications are required. The focus group discussion revealed that all six elements of the framework are essential to the success of a hybrid course design. The focus group also suggested changes and revisions to the professional development course which should be addressed prior to rolling out the course college-wide.
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Date Issued
2017
Identifier
CFE0006791, ucf:51819
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006791
A Framework for Lean Transformation in Developing Countries: The Case of Saudi Arabian Industry
Title
A Framework for Lean Transformation in Developing Countries: The Case of Saudi Arabian Industry.
Creator
Andejany, Murad, Elshennawy, Ahmad, Rabelo, Luis, Lee, Gene, Darwish, Mohammed, University of Central Florida
Abstract / Description
Lean is a dynamic, knowledge-driven, and customer focused philosophy that continuously eradicates waste and generates value, with a goal to improve a company's productivity, efficiency, and quality. Successful implementation of lean does not only offer cost reduction and improved quality and productivity, but also provides efficient guidance for organizations to attain significant and continued growth. Although its adoption by companies has proven successful in developed countries, there is...
Show moreLean is a dynamic, knowledge-driven, and customer focused philosophy that continuously eradicates waste and generates value, with a goal to improve a company's productivity, efficiency, and quality. Successful implementation of lean does not only offer cost reduction and improved quality and productivity, but also provides efficient guidance for organizations to attain significant and continued growth. Although its adoption by companies has proven successful in developed countries, there is no sufficient evidence of its successful implementation in developing countries such as Saudi Arabia. A review of the literature indicates that there is a need to study lean transformation in developing countries as part of a comprehensive approach to their survival in the global economy. The purpose of this research is to develop a framework for a successful lean transformation in developing countries. The framework was developed by conducting a thorough literature review analysis and interviewing key personnel in ten local and eight multinational Saudi Arabian companies. The framework reacted to general data about lean transformation in developing countries, assessed a lean transformation level, and constructed the Interpretive Structure Molding (ISM) for barriers to achieve a successful lean transformation. Expert opinions were used for validation of the main components of this study, which are assessment, barriers, ISM and framework. Similar to the literature findings which indicated that the level of successful lean transformation in developing countries is low, the assessment revealed that the lean transformation level in local companies in Saudi Arabia is between 30% and 40%, and in multinational companies the level is between 50% and 60%. Both local and multinational companies in the case of Saudi Arabian industry considered lack of suppliers' involvement, lack of cooperation from suppliers, lack of good quality suppliers, and slow response to market due to demand fluctuations as the root barriers that need to be addressed at the primary stages of lean transformation. The resulting framework provides clear phases with an estimated timeline for each phase, from the foundation phase to the excellence level phase. In addition, it involves executive leaders and a cross-functional team to mentor and assess the transformation after each phase. The framework comprises several methods and tools that can be considered critical success factors for lean transformation, which will enable companies in developing countries to move toward achieving a successful lean transformation and sustainability, as well as reaching higher and persistent levels of growth.
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Date Issued
2017
Identifier
CFE0006713, ucf:51892
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006713
Influence of Personal and State Level Variables on Perception of State Emergency Management Network Resilience In 47 States
Title
Influence of Personal and State Level Variables on Perception of State Emergency Management Network Resilience In 47 States.
Creator
Jennison, Victoria, Wan, Thomas, Zhang, Ning, Ramirez, Bernardo, Kapucu, Naim, University of Central Florida
Abstract / Description
Emergency management coordination in the United States has fallen victim to over a century of strategies to organize, reorganize, consolidate, or decentralize disaster preparedness, planning and response. Regardless of the agency in charge at the federal level, individual citizens have been responsible for their own well-being immediately after any disaster or emergency event for more than 100 years because it takes time to mobilize and deliver aid. The system most often charged with managing...
Show moreEmergency management coordination in the United States has fallen victim to over a century of strategies to organize, reorganize, consolidate, or decentralize disaster preparedness, planning and response. Regardless of the agency in charge at the federal level, individual citizens have been responsible for their own well-being immediately after any disaster or emergency event for more than 100 years because it takes time to mobilize and deliver aid. The system most often charged with managing that mobilization during an emergency event that exceeds the response capacity of local public safety agencies is the state emergency management network. Many entities in a state emergency management network have different responsibilities during disaster states vs. non-disaster states. Regardless of their role and function, entities need to be able to exchange resources and information with each other, often under time, economic, or other constraints during disasters. This resource exchange generates trust, an essential element of a resilient network. Resilient networks suffer fewer negative impacts from disaster related loss and are more likely to retain collective capacity to respond and help communities recover.The purpose of this study is to explore the ability of individual and state level attributes to explain variability in perception of network resilience. One-hundred fifty one state emergency management agency employees were surveyed regarding their perception of 5 constructs of network resilience (rapidity, redundancy, relationships, resourcefulness, and robustness) and individual level attributes. State level indicators from FEMA, NEMA, American Human Development Index, and Social Vulnerability Index were also analyzed. Overall, it was found that the individual attribute of perception of network integrity had the most influence on perception of network resilience, followed by perception of community resilience and state level attributes including disaster experience, state well-being, and number of full time state emergency management agency employees. These findings can improve network resilience by informing state emergency management network development activity. Networks that increase member opportunities to develop relationships of resource and information exchange will increase their resilience. That increased network resilience impacts community resilience because, as Winston Churchill's wise words during World War II reconstruction advise, (")We shape our communities and then they shape us(").?
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Date Issued
2015
Identifier
CFE0005812, ucf:50040
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005812
The Influence of a Career Planning STEM Explorations Course on Vocational Maturity, Career Decidedness and Career Thoughts for Undergraduate Students
Title
The Influence of a Career Planning STEM Explorations Course on Vocational Maturity, Career Decidedness and Career Thoughts for Undergraduate Students.
Creator
Prescod, Diandra, Daire, Andrew, Van Horn, Stacy, Butler, Sylvester, Young, Cynthia, University of Central Florida
Abstract / Description
According to the National Academy of Sciences (NAS), innovation that accompanies careers in science, technology engineering, and math (STEM) create a driving force in the economy and the creation of jobs, yet many positions remain open due to the lack of qualified individuals to fill them (NAS, 2011). Continuing research and innovation proves to be important, yet not enough students graduate with STEM degrees and enter into STEM careers. Career planning courses for undergraduate students...
Show moreAccording to the National Academy of Sciences (NAS), innovation that accompanies careers in science, technology engineering, and math (STEM) create a driving force in the economy and the creation of jobs, yet many positions remain open due to the lack of qualified individuals to fill them (NAS, 2011). Continuing research and innovation proves to be important, yet not enough students graduate with STEM degrees and enter into STEM careers. Career planning courses for undergraduate students increase student confidence about their abilities to make career decisions (Grier-Reed (&) Skaar, 2010: Scott (&) Ciani 2008). Vocational maturity and career decision making skills also improve as a result of these courses (Reese (&) Miller, 2006; Scott (&) Ciani, 2008). Although research provides evidence of the impact of career planning courses that are specific to certain disciplines (Heffner, Macera (&) Cohen, 2006), the need for research exists on examining the role career planning courses have in STEM recruitment and retention. This study aimed to investigate the influence of career development intervention in STEM recruitment and retention efforts by examining career decidedness, career thoughts and vocational maturity. Furthermore, the influence of the class was examined by using demographics such as gender, ethnicity, SAT scores, and algebra math placements scores. The Career Development Inventory (CDI) and Career Thoughts Inventory (CTI) provided measures of career thoughts, career decidedness and vocational maturity for this study. The results provided clarity as to the influence of the career planning course. Vocational maturity and career decidedness increase by the end of the career planning course and negative career thoughts decreased. Implications of the findings include counselor education, career development, practice and future research. In a time when billions of dollars are spent on STEM initiative, the current study provided an economically viable career development STEM initiative. The research reveals millions are dollars invested into updating lab equipment, purchasing new materials for students, and training teachers. The current study utilized a career planning course allowing students to explore their likes, dislikes, and abilities and how the aforementioned are connected to career interests. This study also provides insight into how the STEM effort can more specifically recruit students who will excel in STEM disciplines. ?
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Date Issued
2014
Identifier
CFE0005232, ucf:50592
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005232
The Contribution of College Students' Attachment Styles and Social Media Practices on their Relationship Development
Title
The Contribution of College Students' Attachment Styles and Social Media Practices on their Relationship Development.
Creator
Sherrell, Renee, Lambie, Glenn, Young, Mark, Barden, Sejal, Carlson, Ryan, University of Central Florida
Abstract / Description
The purpose of this research study was to investigate the directional relationship between college students' attachment styles and social media practices with their relationship development. This investigation tested the theoretical model that undergraduate students' (N = 717) attachment styles (as measured by the Experiences in Close Relationships-Short form [ECR-S; Wei et al., 2007]) and social media practices (as measured by the Facebook Intensity Scale [FBI; Ellison et al., 2007] and...
Show moreThe purpose of this research study was to investigate the directional relationship between college students' attachment styles and social media practices with their relationship development. This investigation tested the theoretical model that undergraduate students' (N = 717) attachment styles (as measured by the Experiences in Close Relationships-Short form [ECR-S; Wei et al., 2007]) and social media practices (as measured by the Facebook Intensity Scale [FBI; Ellison et al., 2007] and Motives for Going Facebook Official Scale [MGFBO; Fox (&) Warber, 2013]) contributed to their quality of relationship development (as measured by the Parks Relational Development Scale [PRDS; Parks (&) Roberts, 1998]). Specifically, this investigation tested the hypothesized directional relationship that students scoring in the insecure attachment range (i.e., avoidant or anxious) with higher levels of social media practices would have lower levels of relationship development quality. In addition, this investigation examined the relationship between college students' attachment styles, social media practices, and relationship development quality with their reported demographic information (e.g., age, current school level, and ethnicity). The results of the structural equation model (SEM) analyses identified that college students' attachment style contributed to the relationship development quality (96.04% of the variance explained) and their social media practices (2.56% of the variance explained). Furthermore, the results of the analyses identified that students' social media practices contributed to their relationship development quality (.4% of the variance explained). Implications of the findings from the study include (a) the inclusion of additional psychosocial intake questions for college counselors; (b) identification of current trends in undergraduate students' attachment styles, social media practices, and relationship development functioning for counselor educators to support the development of counselors-in-training; and (c) insight into the instrument development of the ECR-S, FBI, MGFBO, and PRDS.
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Date Issued
2014
Identifier
CFE0005256, ucf:50579
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005256
The Impact of a Group Counseling Intervention on Lesbian, Gay, Bisexual, Transgender, and Queer Older Adolescents' Levels of Hope, Coping, and Suicidality
Title
The Impact of a Group Counseling Intervention on Lesbian, Gay, Bisexual, Transgender, and Queer Older Adolescents' Levels of Hope, Coping, and Suicidality.
Creator
Lamb, Catherine, Lambie, Glenn, Barden, Sejal, Conley, Abigail, Witta, Eleanor, University of Central Florida
Abstract / Description
This investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the...
Show moreThis investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the LGBTQ+ participants' outcome variables (hopefulness, coping skills, and suicidality) scores was examined. Furthermore, the impact of group therapeutic factors experienced by the LGBTQ+ participants in intervention group for the variables of hopefulness, coping skills, and suicidality was examined.Key findings included a significant interaction between time and group placement, indicating that the intervention group participants experienced significant improvements on measures of hopefulness, coping behaviors, and suicidality when compared to participants in the waitlist control group. In addition, hope was demonstrated to be a strong and significant predictor of suicidality. Furthermore, it was found that group therapeutic factors had a positive effect on intervention group participants' Adaptive Coping scores, but did not have an effect on Hopefulness, Maladaptive Coping, or Suicidality as hypothesized. Lastly, there was no significant differences between the demographic variables perceptions of parental/guardian support, perceptions of peer support, gender identity, or ethnicity on their hopefulness, coping behaviors, or suicidality. There was, however, a significant difference between bisexual's and lesbian's post-test scores on Suicidality, with bisexuals scoring significantly lower. No other significant differences were observed between sexual orientation and the other key constructs.
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Date Issued
2014
Identifier
CFE0005194, ucf:50633
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005194
ADOLESCENT MOTHERS IN AN INTERVENTION STUDY: A QUALITATIVE ANALYSIS OF VARIABLES RELATING TO THEIR TEACHING INTERACTIONS WITH THEIR INFANTS
Title
ADOLESCENT MOTHERS IN AN INTERVENTION STUDY: A QUALITATIVE ANALYSIS OF VARIABLES RELATING TO THEIR TEACHING INTERACTIONS WITH THEIR INFANTS.
Creator
Guzman, Janisse, Culp, Anne, University of Central Florida
Abstract / Description
The intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting...
Show moreThe intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting topics; 2) the mother's perceived social support; 3) how many community resources the mother used; and 4) if the infant was healthy and within normal developmental range. All of the mothers struggled in their lives, yet varied in the quality and time of most of the variables. It was striking how different each one was from the other. The implications of the study are important for child development specialists who can use the qualitative data within this document to better understand first time adolescent mothers in order to improve the outcomes of the home visitation services that they provide to mothers and infants. After spending time studying these four adolescent mothers, I would recommend that adolescent women not get pregnant. Adolescence is a time that is meant for experiences and self-discovery and should be spent free from a dependent child who critically needs them. Future research and funding should be spent on preventing adolescent pregnancy and ensuring that flexible curriculum be utilized by the home visitors in order to meet the varying needs of adolescent mothers.
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Date Issued
2012
Identifier
CFH0004251, ucf:44934
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004251
A COMPARATIVE INVESTIGATION OF CAREER READINESS AND DECIDEDNESS IN FIRST YEAR STEM MAJORING STUDENTS PARTICIPATING IN A STEM MENTORING PROGRAM IMBEDDED IN A LIVING-LEARNING COMMUNITY WITH FOCUSED DATA ON FEMALE STEM STUDENTS
Title
A COMPARATIVE INVESTIGATION OF CAREER READINESS AND DECIDEDNESS IN FIRST YEAR STEM MAJORING STUDENTS PARTICIPATING IN A STEM MENTORING PROGRAM IMBEDDED IN A LIVING-LEARNING COMMUNITY WITH FOCUSED DATA ON FEMALE STEM STUDENTS.
Creator
Ramlakhan, Nirmala, Jeanpierre, Bobby, Boote, David, Hynes, Michael, Daire, Andrew, University of Central Florida
Abstract / Description
Female mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary...
Show moreFemale mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary participants (n = 75) filled the treatment group. Repeated measure multivariate analyses of variances compared differences between the interaction of mentoring and gender over time on dysfunctional career thinking using two assessments: Career Thoughts Inventory (CTI) and Career Decision Scale (CDS) and their five subscales (decision-making confusion, commitment anxiety, external conflict, certainty and indecision). Canonical correlations analyzed the effect participation rates had on student change scores on the CTI and CDS, indicating mentoring intervention effects on reducing dysfunctional career thinking and decidedness. Conclusions included: (a) females had higher levels of dysfunctional career thinking than males; (b) overtime both groups decreased dysfunctional thoughts,and solidifying their STEM career choices; (c) females had reduced levels of career decidedness compared to males; (d) both groups increased certainty overtime, solidifying their STEM career choice, and (e) when the STEM career choice was made, female certainty was more solidified than males. The study adds to the career development research within STEM at the undergraduate level providing colleges and universities with a structured first year female mentoring program in STEM. The GEMS model may be ideal for colleges and universities utilizing living-learning communities to increase underrepresented female retention and those without STEM career planning courses.?
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Date Issued
2012
Identifier
CFE0004586, ucf:49191
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004586
THE ACTOR'S ROLE IN DEVELOPING NEW PLAYS
Title
THE ACTOR'S ROLE IN DEVELOPING NEW PLAYS.
Creator
Haney, Brooke, Lee, David, University of Central Florida
Abstract / Description
The constant development of new plays is vital for theatre to stay relevant. There is a desire, a yearning, a need to see the issues we face in our lives on stage in current contexts, and to watch characters living with them. The ability, as an Actor, to be an asset to the process of creating new works is invaluable. For my thesis, I discuss the role of the Actor in the process of developing new plays for the stage. I say "discuss" because I venture to guess that this role is constantly...
Show moreThe constant development of new plays is vital for theatre to stay relevant. There is a desire, a yearning, a need to see the issues we face in our lives on stage in current contexts, and to watch characters living with them. The ability, as an Actor, to be an asset to the process of creating new works is invaluable. For my thesis, I discuss the role of the Actor in the process of developing new plays for the stage. I say "discuss" because I venture to guess that this role is constantly evolving. There may be as many ways to approach the process as there are collaborative teams. Therefore, I do not suggest there is one right way in which an Actor can play a part in the process of new play development, nor do I intend this to be a comprehensive look at all the roles an Actor can play. However, I discovered some best practices, which I put into a list and seized this opportunity to cultivate my skills in these areas. My intent was to work and speak with Playwrights and Directors, learning from them what they value in an Actor at the various phases of new play development, and to nurture these skills within myself. I utilized my discoveries in the World Premiere of Triangle Logic by Debbie Lamedman. As theatre is a collaborative art, I learned to shift and adapt my role, depending on the other collaborators. While Triangle Logic was the larger focus of my thesis work, I also sought additional smaller projects, such as the workshop productions of Steven Christopher Yockey's play, Heavier Than…, part of Orlando Shakespeare Theater's PlayFest 2010, and Orlando Repertory Theater's devised play Writes of Spring, I thinK his NamE Was rick. I applied techniques I learned while working on Triangle Logic to the other new projects, where appropriate. I endeavored to evaluate each experience objectively, while recognizing that they were, by nature, subjective experiences.
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Date Issued
2011
Identifier
CFE0003702, ucf:48810
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003702
CURES TO STALLED DEVELOPMENT: CAUSES AND SOLUTIONS TO ECONOMIC CRISIS IN SUB-SAHARAN AFRICA
Title
CURES TO STALLED DEVELOPMENT: CAUSES AND SOLUTIONS TO ECONOMIC CRISIS IN SUB-SAHARAN AFRICA.
Creator
Thiboutot, Monika, Jungblut, Bernadette, University of Central Florida
Abstract / Description
The purpose of this thesis is to investigate some of the contending issues associated with economic underdevelopment in sub-Saharan African states. Specifically, this thesis focuses on the combined effects of World Bank and International Monetary Fund (IMF) economic austerity programs, the increased spread of the HIV/AIDS pandemic, and the continuous democratic deficit on the sluggish economic performance within four sub-Saharan African countries – Ghana, Kenya, Botswana and the...
Show moreThe purpose of this thesis is to investigate some of the contending issues associated with economic underdevelopment in sub-Saharan African states. Specifically, this thesis focuses on the combined effects of World Bank and International Monetary Fund (IMF) economic austerity programs, the increased spread of the HIV/AIDS pandemic, and the continuous democratic deficit on the sluggish economic performance within four sub-Saharan African countries – Ghana, Kenya, Botswana and the Democratic Republic of Congo. The research questions are: are there any unique political, cultural, and economic issues that underscore and determine the path of sub-Saharan African development? What are the potentials for sub-Saharan Africa going beyond its present state of socioeconomic and political underdevelopment? Can sub-Saharan African nation-states truly claim the 21st century? It is hoped that what is learned from examining the situation in these four countries may be generalizeable to other sub-Saharan African states. This thesis has been written with the conviction that sub-Saharan Africa, although it has missed opportunities over the past thirty years, has not completely closed the door on economic development. Although sub-Saharan African conditions have not favored development and there is no simple solution for sub-Saharan Africa's economic and social ills, there are a number of 'common sense' approaches toward sustainable economic and social development. This thesis examines why sub-Saharan Africa's economic crisis has persevered for three decades, and why efforts to establish and uphold more effective economic policies and functioning public institutions have been so much more difficult in sub-Saharan Africa than elsewhere. My account concentrates on political and institutional factors: I explore how the predicament has progressed over the last thirty years, and the repercussions of the long-term nature of this predicament. The focal purpose is to identify and explain the causes which have kept sub-Saharan Africa for several decades mired in an ostensibly permanent crisis. The general theme of the thesis emphasizes that politics and economics are interconnected in sub-Saharan Africa. Moreover, the thesis focuses on the changing role of politics and markets in the process of economic development since the 1970s – and prospects for the future of this region.
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Date Issued
2006
Identifier
CFE0001476, ucf:47086
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001476

Pages