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ASSESSMENT FRAMEWORK FOR THE EVALUATION AND PRIORITIZATION OF UNIVERSITY TECHNOLOGIES FOR LICENSING AND COMMERCIALIZATION
Title
ASSESSMENT FRAMEWORK FOR THE EVALUATION AND PRIORITIZATION OF UNIVERSITY TECHNOLOGIES FOR LICENSING AND COMMERCIALIZATION.
Creator
Rahal, Ahmad, Rabelo, Luis, University of Central Florida
Abstract / Description
US corporations have long recognized university related scientific research as an important source of long term economic growth and technological innovation. This dynamic involvement with industry has drastically increased the university technology transfer and licensing activities, and has stretched the human and financial resources of Technology Management and Licensing Offices of many US universities. This research provides a mechanism that can aid in the complex process of properly...
Show moreUS corporations have long recognized university related scientific research as an important source of long term economic growth and technological innovation. This dynamic involvement with industry has drastically increased the university technology transfer and licensing activities, and has stretched the human and financial resources of Technology Management and Licensing Offices of many US universities. This research provides a mechanism that can aid in the complex process of properly assessing university-owned technologies and intellectual properties, to identify those with licensing and commercialization potential for the pursuit of truly important breakthrough discoveries. This research focuses on the university technology licensing and commercialization process from the perspectives of those licensing professionals whose firms' activities are engaged in licensing-in university technologies. The objectives of this research are to: 1.Identify the decision factors and licensing determinants that influence or impact the licensing and commercialization of university technologies. 2.Build and conduct a survey among those licensing professionals involved in the technology licensing process to determine the relative importance of each of the licensing determinants identified in the literature review, and their most current and up to date selection criteria for technologies they license. 3.Develop a framework to assist the University Technology Management & Transfer Office's personnel and other stakeholders in the assessment of the potential viability of the university technologies for licensing and commercialization.
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Date Issued
2005
Identifier
CFE0000659, ucf:46505
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000659
EMERGING AND DISRUPTIVE TECHNOLOGIES FOR EDUCATION: AN ANALYSIS OF PLANNING, IMPLEMENTATION, AND DIFFUSION IN FLORIDAÂÂ'S ELEVEN STATE UNIVERSITY SYSTEM INSTITUTIONS
Title
EMERGING AND DISRUPTIVE TECHNOLOGIES FOR EDUCATION: AN ANALYSIS OF PLANNING, IMPLEMENTATION, AND DIFFUSION IN FLORIDAÂÂ'S ELEVEN STATE UNIVERSITY SYSTEM INSTITUTIONS.
Creator
Bradford, Deborah, Cintron, Rosa, University of Central Florida
Abstract / Description
The purpose of the study was to understand and appreciate the methodologies and procedures used in determining the extent to which an information technology (IT) organization within the eleven member State University Systems (SUS) of Florida planned, implemented, and diffused emerging educational technologies. Key findings found how critical it was that flexibility be given during the planning stages and not rely on standardized models which may or may not be of use any longer. Research also...
Show moreThe purpose of the study was to understand and appreciate the methodologies and procedures used in determining the extent to which an information technology (IT) organization within the eleven member State University Systems (SUS) of Florida planned, implemented, and diffused emerging educational technologies. Key findings found how critical it was that flexibility be given during the planning stages and not rely on standardized models which may or may not be of use any longer. Research also found that the SUS institutions have to be prepared to organize and preserve the deluge of digital data if they intended to remain relevant as a ÂÂ"towerÂÂ" of knowledge transmissions. The literature found that institutions of higher education needed to keep abreast of the new technologies, new pedagogies, and never before open-access concepts because authors found these ideas were converging and producing an unprecedented period of innovation in learning. Furthermore, the implications of perpetual connectivity to information, peers, and teachers garnered a great deal of attention among educational technologists. However, those implications had not been gauged, especially in FloridaÂÂ's SUS institutions. A survey of those institutions regarding how technologies were planned for, implemented logically, and thoroughly diffused, along with lessons learned could potentially save resources and ensure FloridaÂÂ's institutions continue to be on higher learningÂÂ's forefront.
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Date Issued
2010
Identifier
CFE0002989, ucf:47932
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002989
Accent on the individual
Title
Accent on the individual: the first twelve years of Florida Technological University.
Creator
Sheinkopf, Kenneth G., Millican, Charles Norman, PALMM (Project)
Abstract / Description
Gives the early history of Florida Technological University (later renamed University of Central Florida). Provides details of the establishment of the University starting with the state legislature's authorization for its creation, the purchase of land and construction of buildings, the preparations for programs of study and the graduation of the first class. Describes relations with the local communities in Orange and other counties. Includes brief descriptions of the visits of notable...
Show moreGives the early history of Florida Technological University (later renamed University of Central Florida). Provides details of the establishment of the University starting with the state legislature's authorization for its creation, the purchase of land and construction of buildings, the preparations for programs of study and the graduation of the first class. Describes relations with the local communities in Orange and other counties. Includes brief descriptions of the visits of notable persons. President Millican's comments are interspersed throughout the text.
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Date Issued
1976
Identifier
AAA3368QF00012/20/200108/04/200515686BfamIa D0QF, FHP C CF 2001-12-20, FIPS12095, FCLA url 20020731xOCLC, 51045212, CF00001585, 2566843, ucf:11418
Format
E-book
PURL
http://purl.flvc.org/fcla/dl/CF00001585.jpg
ASSESSING THE IMPACT OF UNIVERSITY TECHNOLOGY INCUBATOR PRACTICES ON CLIENT PERFORMANCE
Title
ASSESSING THE IMPACT OF UNIVERSITY TECHNOLOGY INCUBATOR PRACTICES ON CLIENT PERFORMANCE.
Creator
O'Neal, Thomas, Kulonda, Dennis, University of Central Florida
Abstract / Description
This research is designed to distinguish and describe or explain incubator practices that affect the performance of incubator clients of university technology incubator programs. The research focuses on understanding which practices significantly contribute to increasing job creation for the firms located in university based technology incubators. An increasing number of communities are embracing economic development strategies that target the high tech sector with high wage, high value jobs...
Show moreThis research is designed to distinguish and describe or explain incubator practices that affect the performance of incubator clients of university technology incubator programs. The research focuses on understanding which practices significantly contribute to increasing job creation for the firms located in university based technology incubators. An increasing number of communities are embracing economic development strategies that target the high tech sector with high wage, high value jobs as a way to diversify their economies and boost local and regional economies. New economic development strategies include the notion of a creation strategy or "growing your own" instead of relying on recruiting of existing companies from other regions. In 1999-2000 (according to the most recent data), small businesses created three-quarters of U.S. net new jobs (2.5 million of the 3.4 million total). The small business percentage varies from year to year and reflects economic trends. Over the decade of the 1990s, small business net job creation fluctuated between 60 and 80 percent. Moreover, according to a Bureau of the Census working paper, start-ups in the first two years of operation accounted for virtually all of the net new jobs in the economy. The study is broken into three parts: (1) a review of the literature on incubation, focusing on its history, best practices, technology incubation, networking theory, and previous empirical studies (2) a review of previous data collected in a recent national survey and (3) case studies of the top performing incubators in the country based on employment growth of client firms contracted with case studies from non-top ten programs. The literature suggests that the study of incubation must be considered in the context of a larger enterprise development system of which the incubator will fill gaps in the larger regional enterprise development system. This notion is explored. In general, there is a great need for more empirical research into best practice of incubation. It is a non trivial task however as the nature of the industry limits the ability to obtain traditional, statistically defendable, measures.
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Date Issued
2005
Identifier
CFE0000434, ucf:46404
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000434
FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS-T)
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
Evaluating Faculty and Staff Customer Satisfaction of a Technology Support Office in a Large University in Florida
Title
Evaluating Faculty and Staff Customer Satisfaction of a Technology Support Office in a Large University in Florida.
Creator
Jaffe, Laurence, Murray, Kenneth, Murray, Barbara, Baldwin, Gordon, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
This study sought to determine customer satisfaction levels of faculty and staff with their technology support office in a large university in Florida. The focus of research was to determine if there were any differences in customer satisfaction based on four demographics: gender, faculty versus staff, educational level and age. An anonymous customer satisfaction survey included 26 Likert-type scale questions measuring 16 service quality dimensions was administered to the population. The 16...
Show moreThis study sought to determine customer satisfaction levels of faculty and staff with their technology support office in a large university in Florida. The focus of research was to determine if there were any differences in customer satisfaction based on four demographics: gender, faculty versus staff, educational level and age. An anonymous customer satisfaction survey included 26 Likert-type scale questions measuring 16 service quality dimensions was administered to the population. The 16 service quality dimensions included 10 dimensions from Zeithaml et al. (1990), five dimensions from Besterfield et al. (1995, 2003), and one dimension, overall satisfaction.Findings showed there was a statistically significant difference in two demographics, gender and faculty versus staff. Regarding gender, there were no differences in 14 of 16 dimensions examined. The two dimensions with differences were tangibles and understanding the customer, with males having lower customer satisfaction than females. Regarding faculty versus staff differences, there were no differences in all the dimensions other than the courtesy dimension for which faculty had a lower level of customer satisfaction level than staff. Regarding educational level and age, there were no differences in any of the 16 dimensions.
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Date Issued
2014
Identifier
CFE0005186, ucf:50615
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005186
Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science
Title
Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
Creator
Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
Abstract / Description
ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
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Date Issued
2013
Identifier
CFE0004840, ucf:49709
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004840
E.A.I. Anxiety: Technopanic and Post-Human Potential
Title
E.A.I. Anxiety: Technopanic and Post-Human Potential.
Creator
Mandell, Zachary, Brenckle, Martha, Jones, Natasha, Scott, Blake, University of Central Florida
Abstract / Description
Robots have been a part of the imagination of Western culture for centuries. The possibility for automation and artificial life has inspired the curiosity of thinkers like Leonardo Da Vinci who once designed a mechanical knight. It wasn't until the 19th century that automated machinery has become realized. The confrontation between human and automation has inspired a fear, referred to as (")technopanic("), that has been exacerbated in tandem with the evolution of technology. This thesis seeks...
Show moreRobots have been a part of the imagination of Western culture for centuries. The possibility for automation and artificial life has inspired the curiosity of thinkers like Leonardo Da Vinci who once designed a mechanical knight. It wasn't until the 19th century that automated machinery has become realized. The confrontation between human and automation has inspired a fear, referred to as (")technopanic("), that has been exacerbated in tandem with the evolution of technology. This thesis seeks to discover the historical precedence for these fears. I explore three modes of knowledge (Philosophy, Economics, and Film Theory) to examine the agendas behind the messages on the topic of Artificial Life, specifically Robots. I then advocate for an alternative philosophy called Post-Humanism. I argue that what is needed to alleviate the fears and anxieties of Western culture is a shift in how humanity views itself and its relation to the natural world. By structuring my thesis in this way, I identify the roots of Western humanity's anthropocentric ontology first, explore the economic implications of automation second, analyze the cultural anticipations of artificial life in Western media third, and finally offer an alternative attitude and ethic as a way out of the pre-established judgments that do little to protect Western culture from E.A.I.
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Date Issued
2018
Identifier
CFE0007049, ucf:52022
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007049
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Title
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator
Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description
This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued
2016
Identifier
CFE0006285, ucf:51585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006285