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Title: A CASE STUDY OF THE LIBRARIES IN THE VANGUARD LEARNING COLLEGES.
Creator: Swaine, Linda G, Magann, Doug, University of Central Florida
Abstract / Description: This study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA),...
Show moreThis study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA), Lane Community College, OR), Madison Area Technical College (WI), Moraine Valley Community College (IL), Palomar College (CA), Richland College (TX), Sinclair Community College (OH), and Valencia Community College (FL).Furthermore, the researcher was interested in discovering the extent to which the learning-centered concept had been implemented in these libraries as it related to the objectives of the Learning College Project and to chronicle the journeys of the libraries to become more learning-centered. The case study methodology was selected as the most appropriate method for collecting data from the libraries. The researcher interviewed the library administrators or their designees using a semi-structured telephone interview format. The interview questions were open-ended in nature and were developed based on the objectives of the Learning College Project under the guidance of a panel of experts from the fields of information studies and qualitative research. An analysis of the data derived from the telephone interviews and archival documents was analyzed using qualitative analysis strategies. The researcher sought to identify recurring patterns. Findings indicated that a learning-centered library: (a) supports the teaching and learning processes of the college, (b) empowers library staff to be facilitators of learning, (c) conducts strategic planning and assessment, (d) markets its services and resources to its learning community, (e) has facilities that are welcoming and conducive to the learning needs of its users, and (f) uses benchmarking with peer libraries and other organizations to improve its resources and services. When the library administrators or their designees rated the level of learning-centeredness attained by their libraries on a scale of one to ten with one being lowest and ten being highest, the most frequently reported level was 7 and the mean was 6.75. Findings on the implementation of the objectives of the Learning College Project suggested that while the libraries had made tremendous strides in this endeavor, their journeys were not yet completed.
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Date Issued: 2004
Identifier: CFE0000045, ucf:46123
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000045

Title: STUDENT DISABILITY SERVICES WITHIN THE 28 FLORIDA COMMUNITY COLLEGES.
Creator: Godbey, Alice, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators ...
Show moreThe purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators (89.3% response rate) completed a phone survey designed for this study. The study revealed that there were many inconsistencies among the higher education disability support programs in regard to programming, staffing and data collecting activities. The common denominator for determining the extent of data collection being performed within the responding community colleges appeared to be the Florida Department of Education, specifically the criteria requested annually by the Division of Community Colleges and Workforce Education. At all of the institutions surveyed, data collection activities were concentrated on numerical student data and did not consistently include program evaluation information. Finally, administrator training in program evaluation was positively associated with the responding disability support program's ability to participate in program evaluation activities. This study concluded with discussion of proposed recommendations for disability support administrators in the Florida community colleges.
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Date Issued: 2006
Identifier: CFE0001479, ucf:47100
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001479

Title: PERCEPTIONS OF STUDENT ORGANIZATIONS ON CAMPUS.
Creator: Lunt, Rachael, Negy, Charles, University of Central Florida
Abstract / Description: This two part study investigated whether perceptions of student organizations are related to participants' ethnicity as well as the ethnicity of the ethnic student organization. Study 1 (N = 460) assessed overall attitudes toward ethnic student organizations dependent upon ethnicity of the participants. Study 2 (N = 631) assessed how attitudes toward ethnic student organizations were affected not only by race of the participant but also by ethnicity of the student organization. Results of...
Show moreThis two part study investigated whether perceptions of student organizations are related to participants' ethnicity as well as the ethnicity of the ethnic student organization. Study 1 (N = 460) assessed overall attitudes toward ethnic student organizations dependent upon ethnicity of the participants. Study 2 (N = 631) assessed how attitudes toward ethnic student organizations were affected not only by race of the participant but also by ethnicity of the student organization. Results of Study 1 indicate that overall White students found the ethnic student organizations least beneficial/necessary, most racist, and had the least interest in joining as compared to African American and Hispanic participants. Results of Study 2 indicate that, in addition, perceptions of student organizations are related to the ethnicity of the organization. Overall, White ethnic student organizations are seen to be least beneficial/necessary, least ethical/acceptable/fair, and the most racist as compared to African American and Hispanic organizations. In addition, a significant interaction effect was found between participant ethnicity and ethnicity of the organization. In addition ethnocentrism, ethnic identity, perceptions of cultural climate, and social responsibility were correlated with perceptions and it was found that these variables correlate differently with perceptions depending on the ethnicity of the participant. Implications of the results are discussed.
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Date Issued: 2007
Identifier: CFE0001581, ucf:47107
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001581

Title: STUDENT RETENTION IN FLORIDA COMMUNITY COLLEGES:CCSSE'S RETENTION INDEX AND FLORIDA ACCOUNTABILITY MEASURES.
Creator: ROMAN, Marcia, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Student retention has become a serious topic in the past several decades (Wild and Ebbers, 2002). Problematic, however, is how retention is defined and measured, as well as a lack of multi-institutional studies that support a theoretical model for improving student retention, particularly in community colleges (Bailey & Alfonso, 2005). The Community College Survey of Student Engagement (CCSSE) was launched in 2001. Based on extensive research that pertains to student learning and persistence,...
Show moreStudent retention has become a serious topic in the past several decades (Wild and Ebbers, 2002). Problematic, however, is how retention is defined and measured, as well as a lack of multi-institutional studies that support a theoretical model for improving student retention, particularly in community colleges (Bailey & Alfonso, 2005). The Community College Survey of Student Engagement (CCSSE) was launched in 2001. Based on extensive research that pertains to student learning and persistence, CCSSE defined five benchmarks of educational practice. Three of the benchmarks comprise the Retention Index. CCSSE has encouraged additional studies to further validate the relatively new survey instrument. Florida's legislature has a keen interest in the performance of educational institutions which are mandated by statute to participate in system-wide data collection from which accountability measures are drawn, including institutional retention rates. Using institutional level data in simple and multiple linear regressions, this study examined the relationship between the Florida Community Colleges' CCSSE Retention Indices and their retention rate(s) measured by the Florida Accountability Measure. Student level data was also analyzed using a Nested ANOVA to examine mean differences in CCSSE Retention Index scores of students from different racial and gender groups when accounting for the possible influence of institution attended.
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Date Issued: 2006
Identifier: CFE0001355, ucf:47006
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001355

Title: PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNITY COLLEGE ADJUNCT FACULTY.
Creator: Bosley, Michael, Kysilka, Marcella, University of Central Florida
Abstract / Description: This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to...
Show moreThis study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.
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Date Issued: 2004
Identifier: CFE0000241, ucf:46319
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000241

Title: CHARACTERISTICS ASSOCIATED WITH THE EFFECTIVENESS OF RESOURCE DEVELOPMENT PROGRAMS AT FLORIDA COMMUNITY COLLEGES.
Creator: Morgan, Nancy, Bozeman, William, University of Central Florida
Abstract / Description: As educational funding from traditional sources decreases and the cost of operating educational programs increases, community colleges are seeking ways to diversify funding streams and increase revenue. For many 2-year colleges, resource development, particularly the procurement of government grants and contracts, represents a viable source of revenue. The purpose of this research was (a) to establish a profile of grant development programs in Florida community colleges and (b) to identify...
Show moreAs educational funding from traditional sources decreases and the cost of operating educational programs increases, community colleges are seeking ways to diversify funding streams and increase revenue. For many 2-year colleges, resource development, particularly the procurement of government grants and contracts, represents a viable source of revenue. The purpose of this research was (a) to establish a profile of grant development programs in Florida community colleges and (b) to identify factors associated with successful grant development. A cross-sectional survey design was used to collect information about grant development programs at the 28 publicly-supported community colleges in the state of Florida. Twenty-six colleges completed the survey. The grant success rate, return on investment, and organizational and operational integration of institutional advancement functions of the respondent colleges were incorporated into linear mathematical models to predict grant development success. Although no statistically significant predictive relationships were determined, organizational and operational integration of institutional advancement functions can not be considered to be without some influence on a college's ability to generate grant revenue. The potential for community college efforts to yield increasing grant funding will continue to transform higher education. The study of the components and characteristics that allow for predicting successful grant acquisition is of continuing research interest and mounting practical importance to community college presidents, administrators, trustees, and resource development professionals.
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Date Issued: 2005
Identifier: CFE0000352, ucf:46282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000352

Title: FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS-T).
Creator: Bedenbaugh, Larry, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet...
Show moreThe purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet National Educational Technology Standards for Teachers (NETS-T) survey instrument. The sample (N=257) for this study was drawn from the population of Florida first year PreK-12 public classroom teachers from the 2005–2006 school year who were still teaching during the 2006-2007 school year. Demographic variables, perceptions of personal technology skills, and self-reported technology integration practices were collected on the sample. Descriptive and comparative statistics were used to identify relationships between the variables. It was concluded that first year teachers in Florida who held a professional teaching certificate or graduated from a Florida public university's teacher education program perceived they were better prepared to meet national educational technology standards than first year teachers in Florida who did not. It was also determined that there was a statistically significant relationship between first year teacher perceptions for preparedness for technology integration and their perceived personal technology skills, as well as between self-reported technology integration practices of first year teachers and their perceptions of their ability to integrate technology. Two additional findings came to light during the study. The majority of first year teachers in Florida did not take the traditional university teacher preparation program as their path to certification. Additionally, the vast majority of first year teachers in Florida gave credit to independent learning in increasing their own personal technology skills.
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Date Issued: 2007
Identifier: CFE0001727, ucf:47320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001727

Title: HOME SCHOOL VERSUS OTHER APPLICANTS TO POSTSECONDARY INSTITUTIONS: ADMISSION POLICIES AND IN-DEPTH ANALYSIS.
Creator: Ashford, Rebecca, Pawlas, George, University of Central Florida
Abstract / Description: In this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend...
Show moreIn this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend college admission policies for home school applicants. The researcher found that public colleges were more likely to accept home school students than were private colleges. Also, public colleges had less stringent admission requirements for home school students than did private colleges. Further, home school admission policies in place in Florida's public colleges were more likely to comply with the NCHE's recommended admission policies for home school applicants. In addition to reviewing college admission policies for home school students, the standardized test scores and grade point averages of home school and public school students enrolled in a Florida, public community college were compared. The standardized test scores compared were the College Placement Test (CPT) and the Scholastic Achievement Test (SAT). The researcher found no difference in the mean grade point averages of home school and public school students enrolled in a Florida, public community college. Also, the researcher found no difference in the mean CPT algebra, CPT reading, or SAT mathematics scores of home school and public school students. There was, however, a significant difference in the CPT writing and SAT verbal scores for these two groups of students. Home school students scored significantly higher than public school students on the CPT writing and the SAT verbal tests.
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Date Issued: 2005
Identifier: CFE0000601, ucf:46536
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000601

Title: TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS.
Creator: Rath, Thomas, House, Jess, University of Central Florida
Abstract / Description: College student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of...
Show moreCollege student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of reaching higher levels of leadership effectiveness and organizational performance, and it has been advanced for use in SGOs. This study examined the extent to which community college student government advisors who exhibited transformational leadership qualities had an influence on the organizational outcomes of community college student governments. Several research questions were formulated to guide this examination. Surveys which included an instrument to measure the effectiveness of reaching organizational outcomes and the Multifactor Leadership Questionnaire for Research (MLQ 5X) (Bass & Avolio, 1995, 2000) were given to Florida community college student government executive board members and their respective student government advisors. Anticipated findings included increased levels of organizational outcomes in those community college SGOs in which advisors exhibit greater levels of transformational leadership qualities. Analysis of the data yielded advisor and student government member demographics, and a strong level of fulfillment of organizational outcomes. Statistically significant positive correlations were found between student reported transformational leadership qualities of advisors and student ratings of achievement and importance of organizational outcomes. A statistically significant correlation was also found between student ratings of importance of organizational outcomes and student ratings of the achievement of organizational outcomes. This indicates the existence of a relationship between the transformational leadership qualities of Florida community college student government advisors and the perceived importance and achievement of student government organizational outcomes. Secondary results were also given. Results of this study suggest that Florida community college student government advisors who exhibited higher levels of transformational leadership qualities engendered higher levels of organizational outcomes in Florida community college student governments. Implications were discussed for the study findings, and recommendations for future research were made.
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Date Issued: 2005
Identifier: CFE0000771, ucf:46557
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000771

Title: A CASE STUDY OF THE LIBRARIES IN THE VANGUARD LEARNING COLLEGES.
Creator: Swaine, Linda G, Magann, Doug, University of Central Florida
Abstract / Description: This study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA),...
Show moreThis study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA), Lane Community College, OR), Madison Area Technical College (WI), Moraine Valley Community College (IL), Palomar College (CA), Richland College (TX), Sinclair Community College (OH), and Valencia Community College (FL).Furthermore, the researcher was interested in discovering the extent to which the learning-centered concept had been implemented in these libraries as it related to the objectives of the Learning College Project and to chronicle the journeys of the libraries to become more learning-centered. The case study methodology was selected as the most appropriate method for collecting data from the libraries. The researcher interviewed the library administrators or their designees using a semi-structured telephone interview format. The interview questions were open-ended in nature and were developed based on the objectives of the Learning College Project under the guidance of a panel of experts from the fields of information studies and qualitative research. An analysis of the data derived from the telephone interviews and archival documents was analyzed using qualitative analysis strategies. The researcher sought to identify recurring patterns. Findings indicated that a learning-centered library: (a) supports the teaching and learning processes of the college, (b) empowers library staff to be facilitators of learning, (c) conducts strategic planning and assessment, (d) markets its services and resources to its learning community, (e) has facilities that are welcoming and conducive to the learning needs of its users, and (f) uses benchmarking with peer libraries and other organizations to improve its resources and services. When the library administrators or their designees rated the level of learning-centeredness attained by their libraries on a scale of one to ten with one being lowest and ten being highest, the most frequently reported level was 7 and the mean was 6.75. Findings on the implementation of the objectives of the Learning College Project suggested that while the libraries had made tremendous strides in this endeavor, their journeys were not yet completed.
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Date Issued: 2004
Identifier: CFE0000141, ucf:46165
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000141

Title: METACOGNITIVE SELF-REGULATION, SELF-EFFICACY FOR LEARNING AND PERFORMANCE, AND CRITICAL THINKING AS PREDICTORS OF ACADEMIC SUCCESS AND COURSE RETENTION AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN ONLINE, TELECOURSE, AND TRADITIONAL PUBLIC SPEAKING COURSES.
Creator: Gaythwaite, Edie, Witta, E. Lea, University of Central Florida
Abstract / Description: The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from...
Show moreThe purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes. Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
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Date Issued: 2006
Identifier: CFE0000949, ucf:46749
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000949

Title: RELATIONSHIP VIOLENCE AMONG COLLEGE STUDENTS: THE PREDICTIVE POWER OF SOCIODEMOGRAPHIC CHARACTERISTICSAND DOMESTIC VIOLENCE BELIEFS.
Creator: Nabors, Erin, Jasinski, Jana, University of Central Florida
Abstract / Description: This study examines relationship violence among college students, focusing on the predictive roles of their sociodemographic characteristics and domestic violence beliefs. College students experience an extremely high level of abuse among intimate partners, with prevalence rates ranging between 20 and 50%. Since relationship violence among college students is such a widespread problem, it is important to understand what lies at the foundation of this type of abuse. Findings from previous...
Show moreThis study examines relationship violence among college students, focusing on the predictive roles of their sociodemographic characteristics and domestic violence beliefs. College students experience an extremely high level of abuse among intimate partners, with prevalence rates ranging between 20 and 50%. Since relationship violence among college students is such a widespread problem, it is important to understand what lies at the foundation of this type of abuse. Findings from previous studies demonstrate correlations between sociodemographic characteristics and perpetration of relationship violence as well as correlations between beliefs supportive of abuse among intimate partners and perpetration of relationship violence. However, research to date fails to fully explore the potential interactions between these variables. In an attempt to fill this void, the current study uses data from the Relationship Characteristics Study conducted in 2001, which includes a sample of 1,938 college students, to provide a more comprehensive understanding of relationship violence among college students. This study examines the associations between students' (1) sociodemographic characteristics, including race and ethnicity, university year, parents' education, family income, parents' marital status, and students' relationship status as well as additional risk factors, consisting of alcohol consumption, drug use, and witnessing interparental violence, (2) domestic violence beliefs, including empirically-based and myth-based domestic violence causation endorsements as well as physical and sexual abuse, stalking, and verbal abuse definitions, and (3) relationship violence perpetration, including negotiation, psychological aggression, physical assault, sexual coercion, and injury. Separate analyses are conducted for male and female college students. Based on previous research and theoretical foundations, it was expected that both college students' sociodemographic characteristics and their domestic violence beliefs would be predictive of relationship violence perpetration. It was further hypothesized that students' sociodemographic characteristics would impact their domestic violence beliefs. Findings generally support these expectations. Implications for future research and policy are discussed.
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Date Issued: 2006
Identifier: CFE0000951, ucf:46757
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000951

Title: AN EXAMINATION OF BEST PRACTICES IN RETENTION IN THE ASSOCIATE DEGREE NURSING PROGRAMIN THE FLORIDA COMMUNITY COLLEGE SYSTEM.
Creator: Lewis, Mary, Evans, Ruby, University of Central Florida
Abstract / Description: ABSTRACT This mixed-methods research examined student nurse retention methods perceived as best practice by directors and coordinators in selected Associate Degree Nursing (AND) programs within the Florida Community College System (FCCS). A critical nursing shortage is expected to worsen over the next twenty years due to the aging workforce and the inadequate supply of qualified nurse graduates. The Associate degree nursing programs supply the majority of nursing graduates to the workforce....
Show moreABSTRACT This mixed-methods research examined student nurse retention methods perceived as best practice by directors and coordinators in selected Associate Degree Nursing (AND) programs within the Florida Community College System (FCCS). A critical nursing shortage is expected to worsen over the next twenty years due to the aging workforce and the inadequate supply of qualified nurse graduates. The Associate degree nursing programs supply the majority of nursing graduates to the workforce. Thus, the associate degree nursing programs and student retention measures were studied. The research was conducted using a Delphi survey of directors of nursing in ADN programs within the FCCS. This survey served as the template for faculty surveys, which were distributed to faculty members under the selected ADN program directors. Students were surveyed with a similar Likert type scale with focus groups to allow for open-ended interviewing. Following analysis of the data, directors of nursing, faculty, and students in the ADN programs identified eleven best practices. Extensiveness strengthened the research. Resulting information will be helpful for nursing program curriculum and program planning. Future research can examine best practices quantitatively. This study can also be replicated at other venues.
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Date Issued: 2005
Identifier: CFE0000893, ucf:46631
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000893

Title: AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MATHEMATICS.
Creator: Williams, Falecia, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty...
Show moreThis study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.
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Date Issued: 2006
Identifier: CFE0001066, ucf:46806
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001066

Title: POSITIVE PSYCHOLOGY COURSEWORK AND SUBJECTIVE WELLBEING.
Creator: Walker, Heather E, Saunders, William Steven, University of Central Florida
Abstract / Description: Positive Psychology aims to shift the conversation of mental health from solely repairing mental dysfunction to focusing on individuals' positive qualities or strengths (Seligman, 2000). This study aims at exploring connections between a Positive Psychology college level coursework and students' self-reported wellbeing using an electronically administered survey containing multiple scales used to measure various aspects of wellbeing. Scales used were The Ryff Scale of Psychological Wellbeing,...
Show morePositive Psychology aims to shift the conversation of mental health from solely repairing mental dysfunction to focusing on individuals' positive qualities or strengths (Seligman, 2000). This study aims at exploring connections between a Positive Psychology college level coursework and students' self-reported wellbeing using an electronically administered survey containing multiple scales used to measure various aspects of wellbeing. Scales used were The Ryff Scale of Psychological Wellbeing, The Purpose in Life Test (PIL), the Alienation Scale, and questions related to the course content itself. Students who have higher wellbeing tend to have increased life benefits such as health, life-satisfaction, and flourishing aspects such as academic success (Coffey, 2014). Participants were also measured on their likelihood to use the curriculum in their day-to-day operations. Results show trends in increased measure scores in a small sample size. No significant correlations were found.
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Date Issued: 2017
Identifier: CFH2000270, ucf:45783
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000270

Title: THE RELATIONSHIP BETWEEN SUBSTANCE USE AND SOCIAL CLASS AMONG COLLEGE STUDENTS.
Creator: Little, Kelcey, Wright, Chrysalis L., University of Central Florida
Abstract / Description: Alcohol and substance use among a college population has become a norm for our society. Even more intriguing are the possible factors that may lead to use and abuse of alcohol and substances. The purpose of the current study was to examine the relationship between multiple participant characteristics (i.e., ethnicity, gender, year in college, socioeconomic status) and alcohol and substance use. A total of 902 participants from the University of Central Florida answered multiple questionnaires...
Show moreAlcohol and substance use among a college population has become a norm for our society. Even more intriguing are the possible factors that may lead to use and abuse of alcohol and substances. The purpose of the current study was to examine the relationship between multiple participant characteristics (i.e., ethnicity, gender, year in college, socioeconomic status) and alcohol and substance use. A total of 902 participants from the University of Central Florida answered multiple questionnaires via the Sona system. Items in the questionnaires included topics such as demographic variables, social class variables, and items regarding alcohol and substance use in the past thirty days. The majority of participants were white females with an average age of 21.58. This study hypothesized that participants who identify as white males, those classified as a junior or senior in class standing, as well as those in a higher socioeconomic status would be more likely to report alcohol and substance use when compared to other participants. The current study also sought to assess how these different factors combine to best predict alcohol and substance use among a college sample. Data in the study was analyzed using SPSS in which correlations, t-tests, and an ANOVA were used to determine how participant characteristics and alcohol and substance use among college students are related. Linear regression analyses were conducted as well to determine how different participant characteristics can combine to best predict alcohol and substance use among college students. Results indicated that those participants whom identify as being white males, participants in a higher socioeconomic status, and, participants in later years of college are more likely to partake in alcohol and substance use. Results also indicated that the main factors that predicted alcohol and substance use are social class and year in college.
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Date Issued: 2016
Identifier: CFH2000019, ucf:45579
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000019

Title: FAMILY STRUGGLES AND SUBSTANCE USE AMONG FIRST GENERATION COLLEGE STUDENTS.
Creator: Vehabovic, Barbara, Wright, Chrysalis, University of Central Florida
Abstract / Description: The current study seeks to examine the relationship between family struggles, as measured by social class and parental marital status, and substance use among first-generation college students. 902 students from the University of Central Florida participated in an online questionnaire that assessed their social class, parents' marital status, drug and alcohol use, as well as demographic variables. Results indicated a significant positive correlation between substance use and social class as...
Show moreThe current study seeks to examine the relationship between family struggles, as measured by social class and parental marital status, and substance use among first-generation college students. 902 students from the University of Central Florida participated in an online questionnaire that assessed their social class, parents' marital status, drug and alcohol use, as well as demographic variables. Results indicated a significant positive correlation between substance use and social class as well as generational status. Males were also more likely to use drugs and alcohol than females. A regression analysis indicated social class, gender, junior and senior academic years were all identified as significant predictors of drug and alcohol use, whereas college student generational status, parents' marital status, freshmen and sophomore academic years were not. There are various possible explanations that may account for the reasoning behind first-generation students not being vulnerable to substance use, including extensive stressors specific to that population as discussed with previous literature. The findings of the current study can be implicated throughout counseling centers and prevention programs among college campuses in order to decrease the high prevalence of substance use among college students and prevent negative consequences.
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Date Issued: 2015
Identifier: CFH0004864, ucf:45489
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004864

Title: SOCIAL EXPERIENCE, DEPRESSION, AND ALCOHOL ABUSE IN COLLEGE AGE FEMALES.
Creator: Cooper, Ann, Mottarella, Karen, University of Central Florida
Abstract / Description: Past research has explored social experience in relation to depression among college females. Other studies have investigated the relationship between social experience and alcohol use among college students. However, there is a lack of research on the relationship among all the three variables, social experience, depression, and alcohol use, in female college students. In the present study, 132 traditional age female college students completed a Brief Social Experience Rating Scale, the Beck...
Show morePast research has explored social experience in relation to depression among college females. Other studies have investigated the relationship between social experience and alcohol use among college students. However, there is a lack of research on the relationship among all the three variables, social experience, depression, and alcohol use, in female college students. In the present study, 132 traditional age female college students completed a Brief Social Experience Rating Scale, the Beck Depression Inventory (BDI), and the Alcohol Use Disorder Identification Test (AUDIT). The results did not show a relationship between AUDIT scores and social experience ratings, but individuals who provided dissatisfied ratings of their social experience had higher depression scores falling into the clinical depression range on the BDI.
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Date Issued: 2012
Identifier: CFH0004279, ucf:44943
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004279

Title: LEFT IN THE DARK: UNIVERSITY OF CENTRAL FLORIDA STUDENTS' PERCEPTION OF SAFETY ON CAMPUS.
Creator: Krauss, Amber, Donley, Amy, University of Central Florida
Abstract / Description: The last few years a struggle of feeling safe has become more of an issue with all the tragedies that have taken place on college campuses throughout the years. Tragedies like Columbine then Virginia Tech and most recently the Sandy Hook Elementary shooting in Connecticut. This research focuses on student's perception of safety and the issues with violence on campus. The question is how the students, faculty, and staff will react if an incident like this occurs on the University of Central...
Show moreThe last few years a struggle of feeling safe has become more of an issue with all the tragedies that have taken place on college campuses throughout the years. Tragedies like Columbine then Virginia Tech and most recently the Sandy Hook Elementary shooting in Connecticut. This research focuses on student's perception of safety and the issues with violence on campus. The question is how the students, faculty, and staff will react if an incident like this occurs on the University of Central Florida campus. The intent of this thesis was to explore the student body of UCF students and their perception of safety on campus. Students were questioned on previous victimization and campus related crime. Findings suggest that women overall are more fearful on campus compared to men. Sadly, only about 5.6 percent of my sample knew about the Clery Act. This act states all public schools must post all crimes committed on or near campus on a public website. This was questioned with a simple yes or no answer. By conducting this study I hope to find a better understanding on how UCF student's view safety on campus.
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Date Issued: 2013
Identifier: CFH0004364, ucf:44975
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004364

Title: GETTING HELP WHEN NEEDED: FOOD INSECURITY AMONG COLLEGE STUDENTS AND THE IMPACT OF FOOD PANTRY AVAILABILITY.
Creator: Loftin, Jasmine, Donley, Amy, University of Central Florida
Abstract / Description: Although studies on food insecurity among low-income families and children are prevalent, it's rare to come upon a study specifically measuring food insecurities among college students. There are limited accesses for students to government assistance such as food stamps because of their "dependency" on their parents. Although, on paper, the student may still be a dependent, there are a myriad of instances where they are unable to receive monetary help from their parents for different...
Show moreAlthough studies on food insecurity among low-income families and children are prevalent, it's rare to come upon a study specifically measuring food insecurities among college students. There are limited accesses for students to government assistance such as food stamps because of their "dependency" on their parents. Although, on paper, the student may still be a dependent, there are a myriad of instances where they are unable to receive monetary help from their parents for different circumstances. My current study is examining an understudied population of college students who use the Knights Helping Knights pantry. The Knights Helping Knights pantry is located on the UCF campus and provides food to students in need. In addition, this study measures awareness of the pantry among a sample of college students. There are two sources of data for this study. The first consists of results from pen and paper surveys given to the students who attend the Knights Helping Knights food pantry located on campus. The second consists of results from an online survey of college students measuring their awareness of the pantry and hunger issues in general. The goal of the research is to examine the barriers to asking for help and the experience of stigma among the students who use the pantry in addition to examining the awareness of other students of the pantry's existence and the need for such a resource.
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Date Issued: 2013
Identifier: CFH0004354, ucf:44997
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004354

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