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(1 - 13 of 13)
- Title
- A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY SYSTEM OF FLORIDA.
- Creator
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Hill, Helen, Magann, Douglas, University of Central Florida
- Abstract / Description
-
ABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer...
Show moreABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer assisted advising throughout the State University System. Individuals who use or have responsibility for the advising system were identified in each institution in the State University System. An instrument was developed to identify the use of key components of the Student Academic Support System and interviews were scheduled. A review of the literature and results of this study found that there were many factors that influenced the success or failure of a computer assisted advising system. Factors such as funding, administrative sponsorship from the highest levels of the institution, institutional culture, advisor computer proficiency, and the existence of alternate computer advising technologies played significant roles in the development and implementation of the mandated state computer advising system. The qualitative interviews utilized in this case study highlighted the complexities of computer assisted advising. This research studied the perceptions and practices of administrators and advisors in the 11 State Universities in Florida. This research study documents the history of the development and implementation of computer assisted advising within the Florida State University System. As such, this research provides insight for administrators, technology professionals, and policy makers in the field of student advisement. Implications of this study, for the Florida State University System, show that strong administrative support and acceptance of the value of the system by advisors are necessary for successful implementation of a computer assisted advising system. Continued assessment, modification, and funding must be a priority for any institution that utilizes computer assisted advising systems. A properly implemented advising tool, such as the Student Academic Support System, results in a better informed student and a more effective sharing of information between students, advisors, and the university. Properly advised students will reach their educational goals in a timely and efficient fashion. The use of computer assisted advising was found to result in a satisfying academic experience for the advisor and to increase a student's level of satisfaction with the advising encounter.
Show less - Date Issued
- 2004
- Identifier
- CFE0000228, ucf:46246
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000228
- Title
- SYSTEMS DESIGN: ACADEMIC ADVISING SYSTEM IMPLEMENTATION, A CASE STUDY OF USER CENTERED SYSTEM DESIGN AT THE UNIVERSITY OF CENTRAL FLORIDA.
- Creator
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Jones, Tracy, Boote, David, Hayes, Grant, Little, Mary, Vitale, Thomas, University of Central Florida
- Abstract / Description
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This dissertation presents a case study in user-centered design completed at the University of Central Florida. Leadership in the College of Graduate Studies at UCF realized the need for an advisement tool to assist advisors in the academic colleges to track the success of their students.After an advisement product was selected, the user-centered design approach started to be implemented. End-users were shown the basic functionality and known benefits of the product. Then they were asked how...
Show moreThis dissertation presents a case study in user-centered design completed at the University of Central Florida. Leadership in the College of Graduate Studies at UCF realized the need for an advisement tool to assist advisors in the academic colleges to track the success of their students.After an advisement product was selected, the user-centered design approach started to be implemented. End-users were shown the basic functionality and known benefits of the product. Then they were asked how they could make it standardized across programs. The users selected the order in which information and degree requirements should display. The users asked for additional information to be shown on the new advising report called the Graduate Plan of Study (GPS). This information would assist them in advising students and certifying that the students' had met requirements to earn their degree.With the help of the end-users, a prototype was developed and delivered to computer services. End users assisted with the testing of current and additional functionality. After attending focus groups, the end-users had a better understanding of the need for testing. They assisted in providing ideas for training and a deployment plan to the university. The use of the user-centered design approach helped to keep our end-users engaged in the project. They were the central cause of the successful implementation of a new advisement module for graduate students at UCF.
Show less - Date Issued
- 2015
- Identifier
- CFE0005637, ucf:50230
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005637
- Title
- A Comprehensive Study of the Learning Styles of Student Athletes and Academic Advisors at Three Institutions in the American Athletic Conference and the Tools and Resources Used to Ensure Academic Success of Student Athletes.
- Creator
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Lampitt, Dianna, King, Kathy (Kathleen), Cox, Dr. Thomas, Xu, Lihua, Preston, Michael, University of Central Florida
- Abstract / Description
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Collegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes...
Show moreCollegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes so they are able to compete. As a result, academic advisors for student athletes use a number of tools and resources that help ensure the academic success of the student athletes. This study examined the use of these tools and resources from three institutions in the American Athletic Conference by 14 participants and how they related to the Graduation Success Rate of each institution. In addition, this study highlighted and examined the learning styles of not only the student athlete but also the academic advisor using Kolb's Learning Style Inventory (LSI). The study was quantitative in nature using survey research to answer five research questions. A Chi-Square analysis revealed there was significance between the number of tools and resources used and the Graduation Success Rate. A second Chi-Square revealed there was no significance between the student athletes learning style and the tools and resources used by academic advisors and learning specialists. The study also identified that of Kolb's four learning styles, the student athletes were mainly Accommodators and Divergers.The results of this study suggest that academic advisors and learning specialists should use more tools and resources when working with student athletes to ensure a higher Graduation Success Rate. This study was one of the first to examine the tools and resources used by academic advisors and learning specialist, as well as, the learning styles of student athletes. Future research should continue to investigate the tools and resources used by academic advisors use and the role of the academic level of the student athlete.
Show less - Date Issued
- 2017
- Identifier
- CFE0006614, ucf:51299
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006614
- Title
- International Students' Expectations of and Satisfaction with Academic Advising at a Community College.
- Creator
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Chemishanova, Marieta, Owens, J. Thomas, Cintron Delgado, Rosa, Hewitt, Randall, Penfold Navarro, Catherine, University of Central Florida
- Abstract / Description
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This study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and...
Show moreThis study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and international students' expectations of and satisfaction with advising especially at the 2-year and community college levels and in organizational structures where the foreign student advisors serve as both the students' academic and immigration advisors. Such research is timely in the face of the highly competitive international education market and the increasing demands for U.S. institutional of higher education to meet students' consumer expectations with regards to educational services. Grounded in Expectation Disconfirmation Theory and employing a quantitative research design, this study investigated how factors such as age, gender, country of citizenship, class standing, and degree program impacted international students' expectations of and satisfaction with academic advising. Descriptive statistics, analyses of variances, and a partial least squares structural equation model (PLS-SEM) were used to answer the research questions. While the advising literature strongly advocates developmental advising, students in this study expressed a strong desire for elements of prescriptive advising.
Show less - Date Issued
- 2018
- Identifier
- CFE0006986, ucf:51641
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006986
- Title
- ACADEMIC ADVISING IN HIGHER EDUCATION: DISTANCE LEARNERS AND LEVELS OF SATISFACTION USING WEB CAMERA TECHNOLOGY.
- Creator
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Hernandez, Terri, Tubbs, Levester, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI)...
Show moreThe purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI) administered to undergraduate psychology majors (N = 102). Overall, students were satisfied with advising services regardless of the advising group to which they were randomly assigned. Although there was not a statistically significant difference between students who were advised in-seat face-to-face and those advised via web camera advising, the data reflected a slight preference for advisement via web camera.
Show less - Date Issued
- 2007
- Identifier
- CFE0001773, ucf:47250
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001773
- Title
- TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS.
- Creator
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Rath, Thomas, House, Jess, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2005
- Identifier
- CFE0000771, ucf:46557
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000771
- Title
- An Examination of the Insights and Support of Self-Advocacy by Academic Advisors when Working with Students with Disabilities in Higher Education.
- Creator
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Farran, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Hopp, Carolyn, Preston, Michael, University of Central Florida
- Abstract / Description
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Self-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student...
Show moreSelf-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student service (Hossler (&) Bean, 1990). Academic advisors assist students through their academic journeys and are tasked with assisting students to navigate college life (Kuh, 2008). However, there was a lack of research regarding the relationship between advisors, students with disabilities, and self-advocacy. Therefore, this research study was conducted to explore the insights and support of self-advocacy among academic advisors when working with students with disabilities. A qualitative phenomenological research design was used to explore these experiences.From the data analysis, seven themes emerged after the interviews and a focus group, which represented the needs of academic advisors for their specific roles and interactions. The themes were lack of knowledge, accommodations, transition, academics, fear of being labeled, relationships and interactions, and self-awareness. The information gathered through this study may lead to professional development programs to improve relationships between academic advisors and students with disabilities and to prepare students with disabilities to become strong self-advocates.
Show less - Date Issued
- 2018
- Identifier
- CFE0007329, ucf:52139
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007329
- Title
- Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships.
- Creator
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Lemon, Mark, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Beverly, Monifa, Laureano Fuentes, Gloria, University of Central Florida
- Abstract / Description
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This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was...
Show moreThis research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, (&) Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
Show less - Date Issued
- 2013
- Identifier
- CFE0005022, ucf:49984
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005022
- Title
- AN EVALUATION OF ENROLLMENT MANAGEMENT MODELS OF THE 28 FLORIDA COMMUNITY COLLEGES.
- Creator
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LoBasso, Thomas, Bozeman, William, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23...
Show moreABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23 Florida community colleges surveyed. This was evident by the use of the word "enrollment" in the organizational titles as well as in the titles of the individuals who were responsible for the models. Second, enrollment management models reported were determined to be relatively new in comparison to four-year institutions. The literature on enrollment management demonstrated that four-year colleges began enrollment management practices in the early-to-mid 1970s. Much of the existing literature on enrollment management has been based on the experiences at four-year institutions. Third, some enrollment management divisions appeared to have key enrollment offices displaced. The key enrollment offices selected in this study were supported throughout the literature. Those offices represented were as follows: Admissions, Records and Registration, Financial aid, Orientation, and Advising. Fourth, increasing enrollment was the strongest reason for implementing the enrollment structure and subsequently was the strongest benefit realized. The anticipated decline in high school graduates, and the expectation of subsequent declining college enrollments during the 1970s, provided the impetus for the adoption of models of enrollment management. The fifth finding was that moving key enrollment offices such as financial aid into the enrollment management organizations would be an improvement to existing models. As enrollment management concepts are implemented into practice, the realignment of related offices may be necessary to effectively accomplish goals.
Show less - Date Issued
- 2005
- Identifier
- CFE0000371, ucf:46330
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000371
- Title
- ESSAYS ON MUTUAL FUND GOVERNANCE AND THE ADVISORY FEE CONTRACTS.
- Creator
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ERZURUMLU, YAMAN, Frye, Melissa, University of Central Florida
- Abstract / Description
-
This dissertation consists of three studies related to corporate governance of equity mutual funds in a framework of relations between the three closely interrelated actors of mutual fund industry. The mutual fund advisers, the shareholders and the mutual fund board being the advocate of shareholders rights. The first study analyzes the advisory fee, using a survivorship bias free data set of 176 equity funds managed by 125 different advisers. The price of professional portfolio management...
Show moreThis dissertation consists of three studies related to corporate governance of equity mutual funds in a framework of relations between the three closely interrelated actors of mutual fund industry. The mutual fund advisers, the shareholders and the mutual fund board being the advocate of shareholders rights. The first study analyzes the advisory fee, using a survivorship bias free data set of 176 equity funds managed by 125 different advisers. The price of professional portfolio management provided by the mutual fund adviser depends not only on the fund characteristics but also on the fund objective, the adviser's portfolio related and management based decisions, and the portfolio performance. I find that the advisers may reduce their own costs through the use of derivatives or manipulate the actual fee contract by engaging in soft dollar agreements. Advisers actively manage the advisory fee contracts responding to the outcome of their management decisions. The advisory fee increases after voluntary fee reimbursement or if the adviser is not fully reimbursed for certain services. Risk taking behavior is the main motivation behind the structure of advisory contracts. Also, I show that non-surviving funds have higher advisory fees, suggesting competitive fee pricing may be necessary for survival. The second study focuses on the relation between general board characteristics, independent director characteristics and the advisory fee which is solely an outcome of the negotiations between the fund board and the adviser, thus a good proxy for the governance skills of the board. I also examine the impact of SEC's regulation change of 2000. Mutual fund scandals that took place after the regulation change of 2000 suggested that besides the fraction of independent seats, the individual characteristics of the members that occupy board seats are crucial for mutual fund board governance. I find that boards benchmark objective average fee but not necessarily for the best interest of shareholders. Shareholders are likely to benefit from the expertise of members with higher tenure and finance backgrounds. Although increase in board independence is likely to contribute to board governance, the effect of 2000 regulation change of board independence on its arguably target group is limited. Nominating committee improves the board governance. Although the results do not suggest that an independent chairman directly improves board governance, I find modest evidence that the impact of an independent chairman is likely to depend on the expertise of the member that would occupy the chairman seat. Third study analyzes a specific tool, soft dollar arrangements using a survivorship bias free data set of 432 equity funds managed by 129 different advisers. Soft dollar arrangements affect all three actors of mutual fund industry. They are widely used by the advisers, have to be monitored closely by the fund board and eventually affect the overall wealth of shareholders. Fund advisers determine the broker base, scope of brokerage services and whether to self produce or outsource brokerage services through soft dollar arrangements. In return, shareholders expect to benefit from better fund performance and reduction in advisory fee. I find that transaction execution not necessarily motivated by additional brokerage services is likely to be responsible for high turnover. Construction of brokerage base by the adviser is not arbitrary. Advisers ex ante construct the broker base in order to minimize the brokerage commissions and considering ex post soft dollar arrangements. Transaction execution related services lead to less brokerage commissions and soft dollar use while both increase if research is a consideration for broker participation. More concentrated broker base leads to lower brokerage fee and higher soft dollar use. Results indicate that advisers enforce competition within brokerage industry for lower cost of transaction execution. Shareholders benefit from increasing soft dollar use through performance improvement and reduction in advisory fee. Yet, the cost of soft dollar arrangements seems to exceed their benefit to shareholders. If the results indicate competition within brokerage industry for lower cost of transaction execution, the undisclosed premium paid for the additional services are likely to be responsible for this adverse effect.
Show less - Date Issued
- 2006
- Identifier
- CFE0001180, ucf:46874
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001180
- Title
- Career preparation for interdisciplinary science PhD students: A case study.
- Creator
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Gordon, Sabrina, Hastings, Sally, Pryor, Burt, Katt, James, University of Central Florida
- Abstract / Description
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This case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career...
Show moreThis case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career paths of academia, government, and industry. Survey data were utilized to gauge the level of importance that survey participants perceived for various survey scales and items. The scales that were rated with the highest means were Ethics, Teamwork, and Career Management (M=3.67, SD=.41) and Interdisciplinary Skills (M=3.67, SD=.36), while the lowest mean was reported for the Professional Science Skills scale (M=3.19, SD=.54). Interview data revealed limitations of the historically accepted apprenticeship model to include an emphasis on academia-only career preparation and a lack of standardization regarding highly individualized advisor-student relationships. And finally, survey and interview participants reported that alternative pedagogical methods to prepare IDS science PhD students for diverse career paths should include internships in each career sector, while also presenting the barriers to implementing internships regarding faculty commitments and time available to advise and help students procure such relationships. Study recommendations point to preparing IDS science PhD graduates for diverse career paths by emphasizing math, technical, communication, and interdisciplinary skills using experiential learning opportunities such as internships and an IDS project-based curriculum.
Show less - Date Issued
- 2017
- Identifier
- CFE0007285, ucf:52159
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007285
- Title
- Creating and Examining an Online Advising Module for Graduate Students: A Usability Study.
- Creator
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Mitchell, Leah, Flammia, Madelyn, Jones, Daniel, Dombrowski, Paul, University of Central Florida
- Abstract / Description
-
Advisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate...
Show moreAdvisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate students in the College of Education and Human Performance (CEDHP) at the University of Central Florida. The online advising module was presented to current graduate students in the CEDHP. They were asked to make observations and provide feedback about their interactions with the online advising module. The final part of the usability test included giving students a survey to rate their overall satisfaction with the module.Results of the study showed that graduate students did benefit from viewing the online advising module. Participants reported an overall strong satisfaction rate with the module.
Show less - Date Issued
- 2014
- Identifier
- CFE0005212, ucf:50621
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005212
- Title
- THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS.
- Creator
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Fishkin, Monica, Allen, Kay W., University of Central Florida
- Abstract / Description
-
A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for...
Show moreA review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level international students in an intensive English program at a large metropolitan university. Scores (n = 23) on the SILL and the ISALNA-2 were used to investigate the changing perspectives of students receiving similar information from different sources, classroom teachers and peer advisors or only classroom teachers. Peer advising sessions were provided to the experimental group of students. The focus of the sessions was advice and direction in language skills (reading, writing, listening, and speaking) for university academic tasks. A split-plot analysis of variance was employed to analyze the quantitative data obtained from pre- and posttest administrations of the instruments. Analysis of the data did not reveal a statistically significant effect of the peer advising sessions as regards the improvement of scores on the SILL and ISALNA-2. Qualitative data (n = 29) indicated that the experimental participants were positively impacted in understanding the necessary language skills necessary for academic success. Interviews with the peer advisors revealed that they had enhanced their understanding of university expectations and had developed a higher level of confidence as a result of their participation in the advising sessions. Qualitative data revealed positive attitudes by the peer advisors in giving language skills information and by the ESL international students involved in receiving that information. The study format could contribute to future studies and may have implications for the development of international peer advising for English language instruction, foreign student orientation programs, host family programs, and programs linking foreign students with American student study partners.
Show less - Date Issued
- 2004
- Identifier
- CFE0000027, ucf:46093
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000027
