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- Title
- An Experimental Investigation of the State of Creativity, Critical Thinking and Creativity Training in Undergraduate Engineering Students.
- Creator
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Sola, Eric, Hoekstra, Robert, Kotnour, Timothy, McCauley, Pamela, Fiore, Stephen, University of Central Florida
- Abstract / Description
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This research explores creativity and critical thinking skills in undergraduate engineering students. The study undertook two experiments in order to gather a better understanding of several factors regarding the interactions between students' creative abilities and the effects of the undergraduate engineering curriculum. Experiment 1 focused on the differences in creative and critical thinking skills in freshman versus senior undergraduate engineering students. Experiment 2 centered on the...
Show moreThis research explores creativity and critical thinking skills in undergraduate engineering students. The study undertook two experiments in order to gather a better understanding of several factors regarding the interactions between students' creative abilities and the effects of the undergraduate engineering curriculum. Experiment 1 focused on the differences in creative and critical thinking skills in freshman versus senior undergraduate engineering students. Experiment 2 centered on the variation in the effects of long-term versus short-term creativity training on senior engineering students. Creative skill was measured using the Test for Creative Thinking (-) Drawing Production (TCT-DP) developed by Urban and Jellen (2010). Measurements for critical thinking utilized the Watson-Glaser Critical Thinking Assessment (WGCTA) (Watson (&) Glaser, 2008).Experiment 1 found evidence suggesting the freshman engineers within the study were more creative than senior engineers (F = 3.159, P-Value = 0.078). Surprisingly, there was no evidence suggesting the senior engineers had superior critical thinking skills over the freshman engineers (F = 1.054, P-Value = 0.306). The study groups' data was also compared to the normative data provided by the WGCTA test, in order to determine the standing of the two engineering sample groups against the general population. The study's freshman group average ranked in the 70th percentile (freshman engineers' average) when compared to the normative general population's average (50th percentile). The senior participants, on the other hand, scored significantly lower than their corresponding normative group, moving from the 50th percentile (normative average) to slightly above the 35th percentile (senior engineers' average). Based on this evidence, current engineering education methods are detrimental not only to the creative skills of engineering students, but their critical thinking capabilities as well.Experiment 2 results suggested that long-term creativity training provides statistically significant improvements over short-term creativity training (F = 40.381, P-Value = 0.000). This significance was established even though the long-term group was found to have been trained inadvertently before the start of their official training, simply by their knowledge of the course's requirements to provide creative solutions. As such, these results suggest both that continuous creativity training benefits the recipient individuals, and that beginning a more creative approach to collegiate engineering curricula may start as easily as initiating courses with the known expectation that students use creativity in their problem solving whenever feasible. This study provides new insights into the state of creativity and critical thinking in undergraduate engineers. Based on the resulting data, engineering education must be examined and restructured to provide students with the necessary tools to improve their creative and critical thinking skills. Through the use of creativity and critical thinking training and instruction methods, educators can effectively address these observed deficiencies, resulting in engineering students being better prepared for their professional lives within the 21st century workplace.
Show less - Date Issued
- 2016
- Identifier
- CFE0006183, ucf:51134
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006183
- Title
- RETENTION OF CARDIOPULMONARY RESUSCITATION KNOWLEDGE AND PSYCHOMOTOR SKILL AMONG UNDERGRADUATE NURSING STUDENTS: AN INTEGRATIVE REVIEW OF LITERATURE.
- Creator
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Tirado, Fernanda, Gonzalez, Laura, University of Central Florida
- Abstract / Description
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Purpose: The purpose of this integrative literature review is to explore the effectiveness of different training modalities on the acquisition and retention of CPR knowledge and psychomotor skill among undergraduate nursing students. Background: It is well known that standard CPR-training is ineffective at preparing nurses for the rigors of a cardiac arrest event. Survival rates for in-hospital cardiac arrests remain low and the proportion of neurobehavioral sequelae among survivors is very...
Show morePurpose: The purpose of this integrative literature review is to explore the effectiveness of different training modalities on the acquisition and retention of CPR knowledge and psychomotor skill among undergraduate nursing students. Background: It is well known that standard CPR-training is ineffective at preparing nurses for the rigors of a cardiac arrest event. Survival rates for in-hospital cardiac arrests remain low and the proportion of neurobehavioral sequelae among survivors is very high. Methods: A review of relevant literature published between 2006 and 2016 was conducted using the CINAHL and MEDLINE databases. The following key terms were used in the search: 'student*', 'nurs* student*', 'cardiopulmonary resuscitation (CPR)', 'Basic Life Support (BLS)', 'Advanced Life Support (ALS)', 'Advanced Cardiac Life Support (ACLS)', and 'Retention'. Results: The initial database search yielded a total of sixty-seven articles; of which, nine articles met the inclusion criteria and were utilized in the final analysis. The articles analyzed explored the effectiveness of different training modalities including: self-directed, CD-based, low-fidelity simulation, high-fidelity simulation, collaborative high-fidelity simulation, and deliberate practice. Conclusion: Current training is ineffective both in promoting long-term retention and in delaying the decay of previously learned information. The most effective training modality identified was high-fidelity simulation in conjunction with deliberate practice. The use of collaborative simulation through 'mock codes' maximizes the acquisition and retention of CPR knowledge and skill by providing the highest degree of fidelity. Deliberate practice was the only modality, which resulted in improvement of knowledge and skill over time. The absence of individualized feedback diminishes the effects of repeated practice. Practical experience is also susceptible to the detrimental effects exerted by the lack of feedback.
Show less - Date Issued
- 2016
- Identifier
- CFH2000082, ucf:45567
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000082
- Title
- PREVALENCE OF HELICOBACTER PYLORI AND HEALTH RELATED RISK FACTORS AT THE UNIVERSITY OF CENTRAL FLORIDA.
- Creator
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Holsonback, Evan, Saleh, Suha, University of Central Florida
- Abstract / Description
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Helicobacter pylori (H. pylori) is a Gram-negative bacterium that infects and resides in the gastric mucosa of humans. Without treatment, H. pylori infection may cause chronic inflammation of the gastric mucosa. This inflammation creates progressive damage to the lining of the stomach and can lead to multiple diseases located in the upper gastrointestinal region. Worldwide prevalence of H. pylori infection is estimated to be close to 50%. H. pylori has been identified as the primary cause of...
Show moreHelicobacter pylori (H. pylori) is a Gram-negative bacterium that infects and resides in the gastric mucosa of humans. Without treatment, H. pylori infection may cause chronic inflammation of the gastric mucosa. This inflammation creates progressive damage to the lining of the stomach and can lead to multiple diseases located in the upper gastrointestinal region. Worldwide prevalence of H. pylori infection is estimated to be close to 50%. H. pylori has been identified as the primary cause of peptic ulcer disease, gastric cancer, and mucosa-associated lymphoid tissue lymphoma. The purpose of this study was to identify the prevalence and risk factors associated with H. pylori infection among students, faculty, and staff at the University of Central Florida. A cross-sectional design with a convenience sample was implemented to acquire a study population of 60 participants. The sample was analyzed through the use of a twenty question survey and a rapid blood antibody test kit. The infection rate of the sample was 1.75%. Statistically significant results were found for the relationship between age and upper gastrointestinal symptoms. Trends were also noticed between alcohol consumption, stress levels, and upper gastrointestinal symptoms.
Show less - Date Issued
- 2018
- Identifier
- CFH2000329, ucf:45771
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000329
- Title
- AN EXAMINATION OF PSYCHOLOGICAL DISORDERS, SOCIAL ANXIETY, AND PERFECTIONISM IN HIGH-ACHIEVING UNDERGRADUATE STUDENTS.
- Creator
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Elliott, Amy, Rovito, Michael, University of Central Florida
- Abstract / Description
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There is a long-standing debate on whether high-achieving students experience a better or worse psychological well-being than their peers. This retrospective cohort study adds to the current literature by examining the differences in rates of psychological disorders, social anxiety, and perfectionism between high-achieving and typical undergraduate students. A convenience sample of 357 students was gathered from the University of Central Florida (UCF). Participants were asked to fill out a...
Show moreThere is a long-standing debate on whether high-achieving students experience a better or worse psychological well-being than their peers. This retrospective cohort study adds to the current literature by examining the differences in rates of psychological disorders, social anxiety, and perfectionism between high-achieving and typical undergraduate students. A convenience sample of 357 students was gathered from the University of Central Florida (UCF). Participants were asked to fill out a brief survey which included questions about demographics, grade point average (GPA), social anxiety, perfectionism, enrollment in The Burnett Honors College, inclusion in any childhood gifted programs, and diagnosis of psychological disorders. Two groups (a High-Achieving group and a Comparison group) were formed based on GPA scores and enrollment in The Burnett Honors College at UCF. Relative risk and chi-squared analyses were conducted to see if there was a significant relationship between group classification and the incidence of psychological disorders, self-injury, and social anxiety. T-tests were used to compare group means of social anxiety and perfectionism. A statistically significant relationship was found between group classification and the incidence of psychological disorders, self-injury, and social anxiety (p = .033, p = .028, and p < .001). The High-Achieving group scored significantly higher on the SPAI-23 SP Subscale (p = .032), the SPAI-23 Difference Score (p < .001), and the APS-R Standards Subscale (p < 0.001). Altogether, the findings of this study indicate that High-Achieving undergraduate students experience a worse psychological well-being than their typical undergraduate student peers.
Show less - Date Issued
- 2013
- Identifier
- CFH0004408, ucf:45131
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004408
- Title
- THE ACQUISITION OF STUDENT NURSES' KNOWLEDGE OF GENETICS AND GENOMICS AND ATTITUDES TOWARD THE APPLICATION OF THEIR KNOWLEDGE IN CLINICAL PRACTICE.
- Creator
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Munroe, Theresa, Loerzel, Victoria, University of Central Florida
- Abstract / Description
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BACKGROUND: Nurses have the opportunity to bring a unique perspective to genetic and genomic healthcare through their emphasis of health promotion, prevention, screening, caring, and patient, family, and community relationships. Nurses are expected to have genetic and genomic knowledge that can be integrated into clinical practice. However, researchers today are finding nursing students are not competent or comfortable in the clinical applications of genetics and genomics, even though these...
Show moreBACKGROUND: Nurses have the opportunity to bring a unique perspective to genetic and genomic healthcare through their emphasis of health promotion, prevention, screening, caring, and patient, family, and community relationships. Nurses are expected to have genetic and genomic knowledge that can be integrated into clinical practice. However, researchers today are finding nursing students are not competent or comfortable in the clinical applications of genetics and genomics, even though these students will soon be working in healthcare as it advances in these fields. The purpose of this research was to evaluate the genetic and genomic knowledge of nursing undergraduate students and explore their attitudes about using this knowledge in practice. METHOD: A pre- and posttest design was used. Student knowledge was measured online using the Genomic Nursing Concept Inventory (GNCI) in both tests. Demographic questions were included in the pretest and questions regarding attitudes toward comfort and readiness to apply that knowledge were included in the posttest. The pretest was administered at the beginning of the Spring 2014 semester. The posttest was administered at the end of the same semester, after the nursing students received the majority of genetic and genomic instruction from their program's curriculum. Descriptive statistics were used to examine all data. Total and subscale knowledge scores on the GNCI were computed for each test. A paired t-test was used to compare pre- and post-GNCI total and subscale scores. Correlations were calculated at both time points. A Spearman correlation was used to examine the relationship between prior experience with genetic education or exposure to people with a genetic condition and total pre-score knowledge on the pretest. For the posttest, a total attitude score was calculated to examine the relationship between attitude and post total knowledge scores using a Pearson's r correlation. FINDINGS: 109 undergraduate junior nursing students participated. Gains in total and subscale knowledge between the pre- and posttest were statistically significant (p [less than] 0.05), except for the Mutations subscale. For the pretest GNCI, the average mean score was 45%, which improved to 50% at the time of the posttest. Lowest scoring items were in the Genome Basics subscale, whereas highest scoring items were found within the Inheritance subscale for the posttest. Mean total attitude scores were 28.33 (SD = 5.17) indicating students had a relatively positive attitude towards using their knowledge base in practice. The majority of students (87.1%) agreed that it is important for the nurse to incorporate genetic and genomic knowledge into clinical practice although only 34.9% felt ready to do so. DISCUSSION: Genetics and genomic knowledge and preparedness were low among nursing students. This demonstrates a need for more integration of genetic and genomic content within nursing curriculum, including a review of basic concepts. Nurses are expected to perform comprehensive health assessments by incorporating knowledge of genetic, environmental, and genomic influences and risk factors. Lack of a basic understanding could lead to patient consequences related to inadequate risk assessment, referrals for genetic counseling, and patient education.
Show less - Date Issued
- 2014
- Identifier
- CFH0004648, ucf:45290
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004648
- Title
- Interdisciplinary Studies Students' Academic and Social Engagement: A Quantitative Study.
- Creator
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Simmons, Jessica, Boyd, Tammy, Cintron Delgado, Rosa, Beverly, Monifa, Hampton, Michael, University of Central Florida
- Abstract / Description
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This study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student...
Show moreThis study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student engagement that were positively related to satisfaction and confirmed that requiring core interdisciplinary studies courses had a positive impact on engagement.A quantitative instrument, the Interdisciplinary Studies Student Engagement Survey, was adapted from the National Survey of Student Engagement questionnaire to collect self-reported responses. The following eight factors of student engagement were found to be relevant: (a) diversity-related activities, (b) shared understanding and experiences, (c) interaction with peers, (d) interaction with faculty members, (e) active and collaborative learning, (f) integrated learning, (g) out-of-class experiences, and (h) academic challenge. Respondents reported the most frequent participation in integrated learning and the least frequent participation in out-of-class experiences. It was determined that students with nontraditional characteristics tended to participate more frequently in academic engagement, whereas students with traditional characteristics tended to participate more in social engagement. In addition, enrollment in mandatory interdisciplinary core courses was found to positively influence engagement in seven of the eight identified factors. Enrollment in core courses was also positively related to satisfaction. Finally, all eight engagement factors positively correlated with satisfaction to some degree.
Show less - Date Issued
- 2011
- Identifier
- CFE0004168, ucf:49072
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004168
- Title
- Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
- Creator
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Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
- Abstract / Description
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Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
Show less - Date Issued
- 2017
- Identifier
- CFE0006565, ucf:51326
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006565
- Title
- Stand-Alone Personalized Normative Feedback for College Student Drinkers: A Meta-Analytic Review, 2004 to 2014.
- Creator
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Dotson, Keri, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, University of Central Florida
- Abstract / Description
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Personalized normative feedback (PNF) has shown promise as a stand-alone intervention for reducing alcohol use among college students. PNF uses norms clarification to correct drinking norms misperceptions by highlighting discrepancies between personal alcohol use, perceived peer alcohol use, and actual peer alcohol use. Previous reviews of personalized feedback interventions have identified norms clarification as key a component, prompting researchers to study PNF as a single-component...
Show morePersonalized normative feedback (PNF) has shown promise as a stand-alone intervention for reducing alcohol use among college students. PNF uses norms clarification to correct drinking norms misperceptions by highlighting discrepancies between personal alcohol use, perceived peer alcohol use, and actual peer alcohol use. Previous reviews of personalized feedback interventions have identified norms clarification as key a component, prompting researchers to study PNF as a single-component intervention for college drinking. As the number of publications focused on PNF effectiveness has increased in recent years, an empirical review of these studies is warranted to assess the potential impact of PNF as a stand-alone program. The purpose of the present study was to summarize available research and to perform a meta-analytic review of personalized normative feedback as a stand-alone intervention for college student drinking. Studies were included if they examined a stand-alone PNF drinking intervention, used a college student sample, reported alcohol use outcomes, and used a pre-post experimental design with follow-up at least 28 days post-intervention. Eight studies (13 interventions) completed between 2004 and 2014 were included. Effect size estimates (ESs) were calculated as the standardized mean difference in change scores between treatment and control groups. Compared to control participants, students who received PNF reported a greater reduction in drinking and harms from baseline to follow-up. Results were similar for both gender-neutral and gender-specific PNF. Overall, intervention effects for drinking were small but reliable. This study offers an empirical summary of stand-alone PNF for reducing college student drinking and provides a foundation for future research.
Show less - Date Issued
- 2015
- Identifier
- CFE0005606, ucf:50257
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005606
- Title
- A Phenomenological Analysis of Undergraduate Teaching in the United States and the United Kingdom from the Perspective of Current and Former Exchange Students.
- Creator
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Griffiths, Barry, Owens, J. Thomas, Cintron Delgado, Rosa, Welch, Kerry, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
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While once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on...
Show moreWhile once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on two aspects that have been extensively researched in recent years, namely the role of technology in the classroom and the balance that many modern day faculty must seek with regard to teaching and research. A new perspective on these issues is then explored by considering the perceptions of current and former exchange students from the United States and the United Kingdom. Data were collected by interviewing 12 students representing eight universities in the two countries, and an analysis was conducted according to established phenomenological principles. Four primary themes emerged as a result, which allowed me to seek commonalities and differences with the existing literature, and make suggestions for the direction of future research.The conclusions made center around how students want technology to be used by faculty in a moderated fashion, and a distinction is formed between the way in which faculty and institutions in the two countries use web-based technology. With regard to the teaching-research nexus, this study largely refutes the notion that contemporary faculty prioritize research to the detriment of undergraduate students, and posits that the two disciplines are integrated in the sense that they can positively affect each other.
Show less - Date Issued
- 2014
- Identifier
- CFE0005800, ucf:50042
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005800
- Title
- A DESCRIPTIVE FRAMEWORK FOR THE PROBLEM-SOLVING EXPERIENCES OF PHYSICS STUDENTS.
- Creator
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Savrda, Sherry, Boote, David, University of Central Florida
- Abstract / Description
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This study investigated the applicability of a general model of physics students' problem-solving experiences that suggests there are four dynamic factors affecting the problem-solving process: categorization, goal interpretation, resource relevance, and complexity. Furthermore, it suggests an overarching control factor called stabilization, which describes the inter-relatedness of the other factors over the problem-solving process. Think-aloud protocols of problem-solving experiences...
Show moreThis study investigated the applicability of a general model of physics students' problem-solving experiences that suggests there are four dynamic factors affecting the problem-solving process: categorization, goal interpretation, resource relevance, and complexity. Furthermore, it suggests an overarching control factor called stabilization, which describes the inter-relatedness of the other factors over the problem-solving process. Think-aloud protocols of problem-solving experiences were used to investigate the model. Results of the study showed that conceptual resources had a significant impact on the success of problem-solving attempts. Participants who exhibited a lack of understanding of physics concepts were less likely to check their work, use diagrams effectively, set subgoals, or to use geometric or trigonometric resources, and were more likely to use a formula-driven search for a solution than those who exhibited evidence of conceptual understanding. However, conceptual understanding did guarantee problem-solving success. Mathematical and procedural knowledge was also seen as important. While many of the specific observations were consistent with the existing literature, the model provides an alternative framework with which to understand and synthesize those observations. The model was shown to be partially successful in describing participants' problem-solving experiences. Categorization, resource relevance and goal interpretation were supported to varying degrees; however, there was less evidence to support the construct of complexity. Determination of evidence for stabilization was guided by a working definition based on the participants' search for a stable understanding of the problem. Implications of these results for research and practice were noted.
Show less - Date Issued
- 2007
- Identifier
- CFE0001619, ucf:47170
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001619
- Title
- EFFECTS OF CAFFEINATED ENERGY DRINK AND ALCOHOL USAGE ON PERCEIVED STRESS AND BURNOUT IN UNDERGRADUATE STUDENTS.
- Creator
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Patel, Arjun, Webster, Danielle, University of Central Florida
- Abstract / Description
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Caffeinated energy beverages (CEDs) are a growing supplement being consumed by a large number of young adults aged 18 to 24 years of age. As these CEDs contain nutritional supplements, they are not classified the same way other beverages such as sodas are and they can thus bypass regulation by the Food and Drug Administration. Without regulation by this governing body, it is important to understand how these supplements may be affecting their target population. In this study, students from a...
Show moreCaffeinated energy beverages (CEDs) are a growing supplement being consumed by a large number of young adults aged 18 to 24 years of age. As these CEDs contain nutritional supplements, they are not classified the same way other beverages such as sodas are and they can thus bypass regulation by the Food and Drug Administration. Without regulation by this governing body, it is important to understand how these supplements may be affecting their target population. In this study, students from a large university were recruited in order to determine patterns of CED usage as well as how CED usage may affect perceived stress and burnout. Alcohol usage, another type of beverage commonly consumed in this population, was also assayed in this group in order to determine how perceived stress and burnout are affected. The study was case-control in nature, as regular users of CEDs were compared against students who were not regular consumers. From the data, no major relationships could be identified in regards to perceived stress, burnout, and CED usage. However, extracurricular activity was found to be somewhat predictive of CED usage while alcohol usage was found to be negatively correlated with perceived stress.
Show less - Date Issued
- 2015
- Identifier
- CFH0004787, ucf:45333
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004787
- Title
- REVIEW OF INSTRUMENTS TO MEASURE BREASTFEEDING BELIEFS AND INTENT AMONG NULLIPAROUS BLACK COLLEGE WOMEN.
- Creator
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Eunice, Jaime, Waldrop, Julee, University of Central Florida
- Abstract / Description
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United States breastfeeding rates are below Healthy People 2020 national goals, with African American women at the lowest rates. According to the theory of planned behavior, intention is a strong determinant of actual behavior. The purpose of this review is to uncover how researchers can best measure attributes that influence the intention to breast feed in the African American college aged population of nulliparous women. Tools to measure breastfeeding knowledge, attitudes, beliefs, cultural...
Show moreUnited States breastfeeding rates are below Healthy People 2020 national goals, with African American women at the lowest rates. According to the theory of planned behavior, intention is a strong determinant of actual behavior. The purpose of this review is to uncover how researchers can best measure attributes that influence the intention to breast feed in the African American college aged population of nulliparous women. Tools to measure breastfeeding knowledge, attitudes, beliefs, cultural and social norms will be identified. Searches of health databases and Google Scholar located peer-reviewed journals using keywords such as Black, African American, instrument, female and student. The literature was searched and this review found that there are no published sources that specifically study the Black female college student population. However, numerous tools that have been used in research with other modern, Western university students groups may also be used with this population. Factors determined to be important to intention included exposure, knowledge, individual attitudes toward breastfeeding, with a focus on psychosocial embarrassment and social norms. The findingssupport researchers by suggesting future interventions, and development of tools that can be used to measure effectiveness.
Show less - Date Issued
- 2011
- Identifier
- CFH0004074, ucf:44800
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004074
- Title
- AT THE FRONTLINES OF THE KULTURKAMPF: SOCIAL POLICY POSITIONS OF UNDERGRADUATE STUDENTS AT A LARGE UNIVERSITY IN THE SOUTHEASTERN UNITED STATES.
- Creator
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Montanez, Julio, Fine, Terri, University of Central Florida
- Abstract / Description
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Social policy concerns groups. Specifically, social policies have been implemented as a means to affect the well-being of sexual and gender minorities, including areas such as health, employment, violence, and many others. Undergraduate student opinions on such policies are an understudied area of survey research. Possible correlates of support for such policy areas include, but are not limited to, sexual prejudice, attributions, increased contact with the minority group, gender, Para-social...
Show moreSocial policy concerns groups. Specifically, social policies have been implemented as a means to affect the well-being of sexual and gender minorities, including areas such as health, employment, violence, and many others. Undergraduate student opinions on such policies are an understudied area of survey research. Possible correlates of support for such policy areas include, but are not limited to, sexual prejudice, attributions, increased contact with the minority group, gender, Para-social contact, and many others. This research administered a 55-item survey to undergraduate students at the University of Central Florida. With a sample of 210 individuals, this study aimed to answer the following research question. Which explanatory variables are most correlated with support for social policies and rights regarding sexual and gender minorities? Dimension reduction techniques were utilized to create three sub-scales that measure the dependent variable: Alternative Relationship Recognitions, Socio-Political and Economic Goals, and Basic Freedoms. Cronbach's alpha coefficients were reported, confirming the internal consistencies of the dimensions. Bivariate correlation analyses revealed a number of variables with consistent relationships to the dependent variable: sexual prejudice, attributions that view homosexuality as something with which an individual is born, support for abortion rights, partisan identification, ideology, religious affiliation, and religious attendance. Ordinary Least Squares (OLS) regression models further assessed the nature of the relationships; sexual prejudice was the most correlated with support for social policies and rights pertaining to sexual and gender minorities. Discussions of findings, limitations of this research, directions for future research, and empirical implications are provided accordingly.
Show less - Date Issued
- 2013
- Identifier
- CFH0004533, ucf:45201
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004533
- Title
- An Analysis of Professional Education Course Content Specific to Classroom Management and Student Motivativation Within Selected NCATE Accredited Teacher Preparation Programs.
- Creator
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Babcock, Donna, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any,...
Show moreThe focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.
Show less - Date Issued
- 2011
- Identifier
- CFE0004085, ucf:49147
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004085
- Title
- Improving Student Learning in Undergraduate Mathematics.
- Creator
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Rejniak, Gabrielle, Young, Cynthia, Brennan, Joseph, Martin, Heath, University of Central Florida
- Abstract / Description
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The goal of this study was to investigate ways of improving student learning, par-ticularly conceptual understanding, in undergraduate mathematics courses. This studyfocused on two areas: course design and animation. The methods of study were thefollowing: Assessing the improvement of student conceptual understanding as a result of teamproject-based learning, individual inquiry-based learning and the modied empo-rium model; and Assessing the impact of animated videos on student learning with...
Show moreThe goal of this study was to investigate ways of improving student learning, par-ticularly conceptual understanding, in undergraduate mathematics courses. This studyfocused on two areas: course design and animation. The methods of study were thefollowing: Assessing the improvement of student conceptual understanding as a result of teamproject-based learning, individual inquiry-based learning and the modied empo-rium model; and Assessing the impact of animated videos on student learning with the emphasis onconcepts.For the first part of our study (impact of course design on student conceptual understanding) we began by comparing the following three groups in Fall 2010 and Fall2011:1. Fall 2010: MAC 1140 Traditional Lecture (&) Fall 2011: MAC 1140 Modied Empo-rium2. Fall 2010: MAC 1140H with Project (&) Fall 2011: MAC 1140H no Project3. Fall 2010: MAC 2147 with Projects (&) Fall 2011: MAC 2147 no ProjectsAnalysis of pre-tests and post-tests show that all three courses showed statistically significant increases, according to their respective sample sizes, during Fall 2010. However, in Fall 2011 only MAC 2147 continued to show a statistically significant increase. Therefore in Fall 2010, project-based learning - both in-class individual projects and out-of-class team projects - conclusively impacted the students' conceptual understanding. Whereas, in Fall 2011, the data for the Modified Emporium model had no statistical significance and is therefore inconclusive as to its effectiveness. In addition the difference in percent ofincrease for MAC 1140 between Fall 2010 - traditional lecture model - and Fall 2011 -modified emporium model - is not statistically significant and we cannot say that either model is a better delivery mode for conceptual learning. For the second part of our study, the students enrolled in MAC 1140H Fall 2011 and MAC 2147 Fall 2011 were given a pre-test on sequences and series before showing them an animated video related to the topic. After watching the video, students were then given the same 7 question post test to determine any improvement in the students' understanding of the topic. After two weeks of teacher-led instruction, the students tookthe same post-test again. The results of this preliminary study indicate that animated videos do impact the conceptual understanding of students when used as an introduction into a new concept. Both courses that were shown the video had statistically significant increases in the conceptual understanding of the students between the pre-test and the post-animation test.
Show less - Date Issued
- 2012
- Identifier
- CFE0004320, ucf:49481
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004320
- Title
- Exploring the Experiences Contributing to the Success of High-Achieving Black Female Undergraduate Students at a Predominantly White Institution.
- Creator
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Watkins, Whitney, King, Kathy (Kathleen), Cintron Delgado, Rosa, Malaret, Stacey, Hopp, Carolyn, University of Central Florida
- Abstract / Description
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Much of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological...
Show moreMuch of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological research design was used to highlight emergent themes revealed during the study. Eight purposely selected students participated in one-on-one semi structured interviews and a Sister Circle group process.The participants' stories were highlighted both independently and collectively, reflecting a wide range of sentiments. During the data analysis process, there were six themes that emerged from the data which highlighted the experiences which contributed to the students' success at a PWI. Those themes included: 1) Support, 2) Processing Situations, 3) Defining Success, 4) Involvement, 5) Motivation, and 6) Background. The emergent themes provided strategies and recommendations for Black female students, higher education practitioners, and institutions. These recommendations included areas regarding programming, retention and recruitment strategies, resource creation, and relationship building. Additionally, implications were made for future research initiatives. The data, coupled with the researcher's reflections served as the basis for the implications and recommendations for this study.
Show less - Date Issued
- 2017
- Identifier
- CFE0006821, ucf:51788
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006821
- Title
- COMPARING ASSESSMENT METHODS AS PREDICTORS OF STUDENT LEARNING IN UNDERGRADUATE MATHEMATICS.
- Creator
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Shorter, Nichole, Young, Cynthia, University of Central Florida
- Abstract / Description
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This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to...
Show moreThis experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the posttest scores). However, due to the possibility of multicollinearity present between the cumulative assessment predictor variable and the continuous assessment predictor variable, a stepwise regression model was implemented and caused the cumulative assessment predictor variable to be forced out of the resulting model, based on the results of statistical significance and hypothesis testing. The finalized stepwise regression model included continuous assessment scores and project scores as predictor variables of students' posttest scores with a 99% confidence level. Results indicated that ultimately the continuous assessment scores best predicted students' posttest scores.
Show less - Date Issued
- 2008
- Identifier
- CFE0002432, ucf:47704
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002432
- Title
- EXPLORING THE DIFFERENCES BETWEEN PRE-SERVICE AND IN-SERVICE TEACHERS' ANALYSES OF VARIOUS INFORMAL READING INVENTORY RESULTS IN THE ELEMENTARY GRADES.
- Creator
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Miller, Tara, Wenzel, Taylar, University of Central Florida
- Abstract / Description
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Reading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess...
Show moreReading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess fluency and comprehension. Research suggests that fluency and comprehension have a reciprocal relationship; meaning, if you improve one skill, you improve the other skill simultaneously (DeVries, 2011). This study explored how pre-service teachers, college students in an education program, and in-service teachers, veteran teachers, analyzed data from various IRIs. This study also explored how three separate IRIs, the Qualitative Reading Inventory (QRI), the Basic Reading Inventory (BRI), and the Analytical Reading Inventory (ARI), compared to one another. There were four participants in this study: two undergraduate students in an elementary education program reading class and two veteran classroom teachers. This study found that the grade level readability of the passages are inconsistent with the reading level they claim to be. An inconsistency like this is something to note as many teachers only use these resources on which they were trained during their college education. This study also found that the length of the IRI passages had an effect on the student's words correct per minute (WCPM); the longer the passage, the lower the WCPM. This is probably due to the fact that students need more time to process a passage for the sake of comprehension.
Show less - Date Issued
- 2015
- Identifier
- CFH0004888, ucf:45414
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004888
- Title
- WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS.
- Creator
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Campbell, Stefanie, Storey, Valerie, University of Central Florida
- Abstract / Description
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Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been...
Show moreEvidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators
Show less - Date Issued
- 2014
- Identifier
- CFH0004707, ucf:45406
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004707
- Title
- Analysis of the Effects of Formative Assessment in Promoting Transfer of Learning in an Undergraduate General Microbiology Laboratory Course.
- Creator
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Rediske, Andrea, Butler, Malcolm, Boote, David, Sivo, Stephen, Chini, Jacquelyn, Moore, Sean, University of Central Florida
- Abstract / Description
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The undergraduate microbiology lab serves an important role in establishing a foundation of best practices in aseptic technique and infection control for pre-medical, pre-nursing, pre-pharmacy, or pre-allied health students. The high incidence of hospital-acquired infections (HAIs) in the US and evidence in the literature of less effective implementation of proper aseptic technique among apprentice doctors and nursing students suggests that more effective transfer of learning could improve...
Show moreThe undergraduate microbiology lab serves an important role in establishing a foundation of best practices in aseptic technique and infection control for pre-medical, pre-nursing, pre-pharmacy, or pre-allied health students. The high incidence of hospital-acquired infections (HAIs) in the US and evidence in the literature of less effective implementation of proper aseptic technique among apprentice doctors and nursing students suggests that more effective transfer of learning could improve implementation of these procedures in the clinical setting. The research described in this study aimed to assess learning transfer as it applied to aseptic techniques and infection control skills learned in the undergraduate microbiology lab from pre- and post-lab formative assessments to midterm and lab practical summative assessments. Assisting students in building connections between the aseptic techniques learned in general microbiology and their application in the clinical setting through pre-lab formative assessments and reflective practices may lead to improvements in use of aseptic techniques and infection control measures as they progress into clinical careers and may ultimately reduce infection rates and mortality rates due to HAIs.The first major aim of this study was to explore the experiences of students with respect to learning transfer through qualitative analysis of student responses to post-lab free-response questions regarding difficulties faced in the lab and the relevance of microbiology to students' future careers. The second major aim of this study was to determine if the implementation of an in-class pre-lab formative assessment facilitateslearning transfer as evidenced by significant improvements on summative lab midterm and final lab practical exam scores.Qualitative analysis of student responses to open-ended reflection questions indicated evidence of predominantly low-road transfer with respect to transfer of automaticity. Additionally, qualitative analysis of student responses indicated evidence of lateral transfer regarding transfer of complexity. Finally, there was evidence of an evolution from near to far transfer of context indicating that students were able to perceive the application of the knowledge gained in the microbiology lab in contexts similar to the lab as well as contexts outside of the lab. Evidence from student responses suggested that primarily students intending to pursue careers in healthcare fields were able to perceive specific applications of the microbiology lab to their future careers. Further, evidence from student responses suggested that students predominantly had difficulties with procedures, interpretation of results, manual dexterity with microbiological equipment and materials, and expressed the need to practice these procedures and techniques.Statistical analyses provided quantifiable evidence that the implementation of pre-lab quizzes had both a statistically significantly positive impact and a practically positive impact on lab practical final scores in both of the semesters studied as compared to historical control groups with a large effect size. The statistically and practically significant impact of the pre-lab quizzes on lab practical final exams is an important finding and will add to the current literature on the importance of formative assessment in undergraduate microbiology education.
Show less - Date Issued
- 2017
- Identifier
- CFE0006784, ucf:51824
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006784
