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The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation
Title
The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation.
Creator
Robinson, Mary-Margaret, Boote, David, Malaret, Stacey, Vitale, Thomas, Cox, Dr. Thomas, Wang, Alvin, University of Central Florida
Abstract / Description
This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers...
Show moreThis study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.
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Date Issued
2015
Identifier
CFE0005877, ucf:50870
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005877
Sensemaking In Honors Scheduling
Title
Sensemaking In Honors Scheduling.
Creator
Rowland, James, Musambira, George, Hastings, Sally, Katt, James, University of Central Florida
Abstract / Description
Honors courses offer students unique opportunities such as smaller class sizes, applied application of knowledge, and a closer mentorship with the faculty member. Through observation, there are some cases where courses have regularly been cancelled every term due to low enrollment. When these courses are often canceled, it can impact the honors program ability to continue to offer courses to the students. Using Weick's work on Sensemaking and principles of analyzing organizational culture,...
Show moreHonors courses offer students unique opportunities such as smaller class sizes, applied application of knowledge, and a closer mentorship with the faculty member. Through observation, there are some cases where courses have regularly been cancelled every term due to low enrollment. When these courses are often canceled, it can impact the honors program ability to continue to offer courses to the students. Using Weick's work on Sensemaking and principles of analyzing organizational culture, the study addressed how honors students are impacted by course cancellations and how they communicate about the impact. Through two focus groups with a total of eleven participants, information was gathered on how they constructed and communicated about their identity as honors students; their individual campus environments, and how those environments help to shape the communication culture they were part of; how they make scheduling decisions by extracting plausible cues from the communication they receive about course scheduling; and the impact of course cancellations on their honors experience.In defining honors and its incorporation into their identity, the students described how being in honors was a challenge to make themselves the best that they can be which included being part of an engaging community of scholars and of use to the community around. The two focus groups noted differences on how each campus provided a slightly different organizational culture: one more familiar and inviting, the other massive and resource filled, and with diversity in the type of students encountered. Course scheduling messages often were extracted from the course scheduling website, with little communication about what would be offered into the future beyond the immediate term. Students had to gather additional data from their fellow students, faculty, and the honors office. Students often searched for cues regarding time and location of the class, the impact to the degree program, and if the class will push the student in new and innovative ways to provide a deeper engagement with the material. Students were often impacted by course cancellations and the added stress of having to find replacement courses to avoid extending the time to complete the degree or risk financial repercussions with the loss of financial aid. These stressors do provide cues that can influence the degree of challenge a student is willing to accept or even degree completion.
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Date Issued
2017
Identifier
CFE0006652, ucf:51249
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006652
NATIONAL MERIT FINALISTS AT THE UNIVERSITY OF CENTRAL FLORIDA-TRENDS, ATTRITION, AND RETENTION1997-2005
Title
NATIONAL MERIT FINALISTS AT THE UNIVERSITY OF CENTRAL FLORIDA-TRENDS, ATTRITION, AND RETENTION1997-2005.
Creator
Norburn, Jill, Tubbs, LeVester, University of Central Florida
Abstract / Description
The purpose of this study was to examine the trends, attrition and retention rates of National Merit Finalists at the University of Central Florida between the years of 1997 to 2005. This study was intended to provide information for higher education practitioners, faculty, and administrators to help them better understand the expectations and current trends of National Merit Finalists. The problem was to determine how to increase recruitment and retention while decreasing the attrition rates...
Show moreThe purpose of this study was to examine the trends, attrition and retention rates of National Merit Finalists at the University of Central Florida between the years of 1997 to 2005. This study was intended to provide information for higher education practitioners, faculty, and administrators to help them better understand the expectations and current trends of National Merit Finalists. The problem was to determine how to increase recruitment and retention while decreasing the attrition rates of these highly desirable students. The importance of this study includes identifying trends that may aid in future recruitment efforts for National Merit Finalists; finding the causes of dissatisfaction towards the University among these students; and identifying specific areas in which to alleviate those dissatisfactions. The results will hopefully provide insight into specific recruitment, services, and programming options for these students. The study examined data that was collected from the University of Central Florida's Burnett Honors College database known as FileMaker 8.0. The data examined characteristics such as grade point averages (high school and college); valedictorian and salutatorian status; test scores (SAT and ACT); Honors in the Major (undergraduate thesis) students; Honors and university status (withdrawn, probation, removed, disqualified, enrolled, graduated); Honors college attrition; university attrition; ethnicity; gender ratios; majors; and, prestigious scholarships awarded in college (such as the Rhodes, Truman, Marshall). The actual size of the sample was one hundred ninety-eight National Merit Finalists. Data was also collected from a survey given to all University of Central Florida National Merit Finalists. Descriptive statistics were reported for each of the components examined. This data examined the types of scholarship packages that National Merit Finalists were offered; the reasons students chose the University of Central Florida over other universities; the college recruitment process; hours studied for the PSAT; siblings; perceptions on being a National Merit Finalist; the number of times students changed their majors; job status; transportation; computer attainment; disabilities; and the potential disadvantages of being labeled as a National Merit Finalist. The data could be utilized to examine the trends of our National Merit Finalists, in order to see what is working and what is not in terms or recruitment and retention; and also to further examine what these students want from their institutions. Findings indicated that problems exist in regard to the following: the recruitment of female and minority National Merit Finalists; males historically score higher on the SAT than females; decreasing the attrition rates of this population at the University of Central Florida; the majority of National Merit Finalists at the University of Central Florida come from Florida; the majority of National Merit Finalists at the University of Central Florida do not tend to be high school salutatorians or valedictorians; high school counselors seem to be the least effective tool for recruiting National Merit Finalists at the University of Central Florida; and the majority of National Merit Finalists at the University of Central Florida did not study at all for the PSAT test. However, the University of Central Florida is extremely competitive with other institutions of higher education with regard to scholarship packages. Results also revealed the following: the SAT is a more widely accepted tool for determining NMSC status as opposed to the ACT; the majority of National Merit Finalists have a GPA between 3.600 and 3.999 at the University of Central Florida; the University of Central Florida is succeeding in making its National Merit Finalists feel special during the recruitment process; the most influential reason that National Merit Finalists are choosing UCF is based upon the financial scholarship packages they are offered; and the majority of National Merit Finalists at the University of Central Florida do not feel that there are disadvantages toward being labeled as such. This data provides a basis for further research on National Merit Finalists trends, attrition, and retention. Practical considerations are revealed in the data that will influence future recruitment methods and lead to higher retention rates and increased student satisfaction. Several other recommendations are made to conduct further research studies on the trends, attrition, and retention rates of National Merit Finalists.
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Date Issued
2006
Identifier
CFE0000931, ucf:46760
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000931
The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Title
The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Creator
Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
Abstract / Description
The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
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Date Issued
2017
Identifier
CFE0006861, ucf:51754
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006861