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Title: PERCEIVED ROLE OF STATE BUSINESS EDUCATION DIRECTOR AND CONSULTANTS AT THE COMMUNITY JUNIOR COLLEGE LEVEL IN FLORIDA.
Creator: LUSK, T. JANE S., Florida Atlantic University
Abstract/Description: The purpose was to determine what services instructors and administrators who work with business education programs at Florida community junior colleges expect or desire from state business education personnel. The study sought to determine how the role of state personnel was perceived by business education instructors and department heads, division directors who supervised them, and occupational deans; whether position held, education, years of teaching/supervisory experience, or age had a...
Show moreThe purpose was to determine what services instructors and administrators who work with business education programs at Florida community junior colleges expect or desire from state business education personnel. The study sought to determine how the role of state personnel was perceived by business education instructors and department heads, division directors who supervised them, and occupational deans; whether position held, education, years of teaching/supervisory experience, or age had a relationship to perceptions expressed; and whether perceptions would result in profiles for the four groups that would be helpful to state staff. A six-point Likert-type forced choice questionnaire was developed from review of the literature. It contained 10 major task areas and 38 specific tasks directors and consultants agree they should perform. Respondents supplied additional tasks deemed important. The Statistical Package for the Social Sciences was applied to analyze the data. Conclusions. Background variables resulted in one age, four position, two education, three teaching experience, and four supervisory experience task ratings with significant differences related to perceptions of supervisory task importance. Six tasks were rated unimportant by over 50% of the respondents and five additional tasks as unimportant by three of the four groups. Combined important and extremely important ratings at or above the 50% level of importance resulted in profiles of services considered important by each group. Eleven additional services were listed and rated by respondents. Recommendations. State staff should evaluate services rendered to determine if college personnel consider them important and to learn if adequate services are being provided, should make an effort to provide services that at least 50% of the college personnel consider important, and should disseminate to colleges, universities, and professional groups a listing of services being provided. State staff should encourage college staffs to seek assistance when needed. Those conducting in-service training for colleges should review tasks considered important/unimportant when planning workshops. Teacher education institutions should include in instructional programs information about state services available. Further studies in other states would be helpful to state staffs if multistate profiles could be compiled and refined.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11830
Subject Headings: Higher education and state--Florida--Evaluation, Higher education and state--Florida--Information services
Format: Document (PDF)

Title: An assessment of the effect of adult education on sustainable development in Jamaica.
Creator: McLean, Pauline., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided...
Show moreAn assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided an explanation of the barriers, costs, and limits to sustainability so that program planners can devise transfer of learning strategies that foster adaptation and mitigation. The investigation involved 35 adult educators and 84 trainees from four programs of the premier adult and continuing learning facility in Jamaica. Both groups agreed that the programs addressed the knowledge, but not the behaviors associated with SD, despite the fact that all three dimensions of SD were addressed in an almost equitable manner. The requirements for achieving SD were met by 7% of the respondents, while the percentage of respondents that achieved environmental sustainability, economic sustainability, and social responsibility was 15%, 16%, and 13%, respectively. The six measures correlated highly with the SD variable and were significant. However, there were no significant differences across the groups. Instructors and trainees agreed that knowing about the concerns of SD had not changed their thinking and behavior. On average, the principles of sustainability were not applied. Although hospitality programs were more effective than agriculture, construction and automotive programs in addressing the content on environmental sustainability, no program paid attention to transfer of learning. Cronbach's alpha for the survey instrument was .973., Although instructors were applauded for identifying SD concerns with learners, the sample mean was 38.84% with a standard deviation of 12.24. In all three dimensions, the mean for knowledge exceeded 50%, but fell below 25% for behavioral outcomes. These results are not generalizable. They have implications for instructional leadership and for curriculum design and development across the Caribbean. Additional assessments of higher-level adult learners in the select facility and in other specialized training programs are needed for the validation of these findings.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186692
Subject Headings: Adult education, Education and globalization, Education, Higher, Economic aspects, Education and state
Format: Document (PDF)

Title: A Qualitative Examination of Strategic Planning and Process Improvement in Public Universities: Dynamics of the Relationship to State Funding, Competition, and Undergraduate Degree Completion.
Creator: Ford, Stanford E., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Public Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory...
Show morePublic Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory approach was used in this study. The researcher reviewed the perceptions of the participants at each of four selected public institutions regarding strategic planning processes, including their beliefs with regard to process improvement as a component of the strategic planning process. Perceived facilitators and detractors of strategic planning and its implementation were also examined. Finally, the researcher sought to design an improved model for strategic planning in higher education that takes continuous process improvement into consideration as a basic component of the approach to planning. The dominant theme that emerged from the data analysis concerned state funding, as performance-based funding offers an opportunity to acquire additional funds. Graduation rate was identified as a core component of student success. Competition from emerging sectors was not a specific topic of discussion during the strategic planning processes. Forty-one percent of participants indicated that some form of process improvement structure exists at their institution, often related to accreditation reviews and was outside of the strategic planning process. 53% of the responses to the question, “What do you believe would be the impact of having process improvement as an integral component in the strategic planning process?” replied that it would be good or beneficial if it were carried out in a meaningful manner. Twenty-nine percent of the 53% stated that process improvement efforts are often performed for it’s own sake, and that including process improvement in the strategic planning process should be done in a manner that adds value to the strategic planning process and the institution. Through the analysis of the approaches to strategic planning examined in this study, the researcher offers a new strategic planning model for HEIs grounded in the findings.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005993
Subject Headings: Public universities and colleges, Strategic planning, Higher education and state, Education, Higher--Planning
Format: Document (PDF)

Title: A cost-effectiveness analysis of two community college baccalaureate programs in Florida: an exploratory study.
Creator: Bemmel, Edwin P., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this case study was to determine which, if any, alternative in delivering baccalaureate programs in the state of Florida was the most cost-effective one. This exploratory study focused on gaining an understanding of the cost effectiveness of two baccalaureate programs offered at a Florida community college to two like programs at a Florida university using qualitative and quantitative methodologies. The researcher interviewed five community college and three State Department of...
Show moreThe purpose of this case study was to determine which, if any, alternative in delivering baccalaureate programs in the state of Florida was the most cost-effective one. This exploratory study focused on gaining an understanding of the cost effectiveness of two baccalaureate programs offered at a Florida community college to two like programs at a Florida university using qualitative and quantitative methodologies. The researcher interviewed five community college and three State Department of Education administrators during the Fall of 2007 and analyzed expenditure and effectiveness data from 2003-04 through 2006-07 to determine the cost effectiveness for the programs at each institution. The study revealed that the university and community college programs were equally effective as measured by student graduation and test scores. The community college baccalaureate programs were more cost effective, however, using a formula of per-student state funding combined with student cost. Th e lower per-student funding and student tuition charged resulted in the community college baccalaureate being a less expensive alternative of offering baccalaureate degrees to the state and the students. Using Henry Levin's ingredients model of measuring cost effectiveness, the quantitative analysis of the study revealed that that the university programs were more cost effective in the early years, but the differences diminished over time. Using Levin's model for comparison, the researcher concluded that increased growth in the enrollment of the programs combined with the implementation of effectiveness measures comparable to those of the university would render baccalaureate programs at the community colleges more cost effective., Conclusions based on the formula of state and student cost were based on factual data, while conclusions based on Levin's ingredients model were based on assumptions and estimates using a weighting factor along with an indirect cost rate for Proxim University. The study identified factors other than the cost effectiveness that could make the community college baccalaureate a more attractive alternative and concluded with recommendations for practice, policy, and future research. Differences in state and local laws, or economic, geographical, and environmental differences combined with the nature of this exploratory case study limit the generalizability of the results of this study.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/107803
Subject Headings: Education, Higher, Forecasting, Community colleges, Higher education and state
Format: Document (PDF)

Title: Whither civic education.
Creator: Scher, Richard, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/fd/FADT186471p
Subject Headings: Civics -- Study and teaching -- United States, Education, Higher -- Aims and objectives -- United States, Political science
Format: Set of related objects

Title: Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
Creator: Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186326
Subject Headings: Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
Format: Document (PDF)

Title: The end and means of a liberal education. An inaugural address, delivered July 11, 1854.
Creator: Anderson, Martin Brewer 1815-1890, Sheldon, Lamport & Blakeman
Abstract/Description: By M.B. Anderson, president of the University of Rochester. FAU copy edges trimmed rough, to 20 cm.
PURL: http://purl.flvc.org/fau/fd/fauwsb17f16
Subject Headings: Education, Higher -- Aims and objectives -- United States, Education, Humanistic, Moral education, Religious education, Speeches, addresses, etc., American -- 19th century
Format: E-book

Title: Aspiring to a Higher Education: Students’ Perception of Christian Campus Culture at Selected Christian.
Creator: Wolfe, Kathryn A., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods research study explored students’ perceptions of Christian campus culture at three Christian institutions of higher education. The aim of this study was threefold: to comprehend why students want to obtain an education within a Christian campus culture; to understand students’ perceptions of and experiences with the Christian campus culture at their Christian university/college; and to decipher the presence of predominant characteristics of Christian campus culture at all...
Show moreThis mixed methods research study explored students’ perceptions of Christian campus culture at three Christian institutions of higher education. The aim of this study was threefold: to comprehend why students want to obtain an education within a Christian campus culture; to understand students’ perceptions of and experiences with the Christian campus culture at their Christian university/college; and to decipher the presence of predominant characteristics of Christian campus culture at all three Christian institutions. Qualitative and quantitative data demonstrated that while many students attend their Christian institution due to personal conviction or their Christian identity, other students attend their Christian university or college because it was the best financial decision for them. Additionally, students often indicated that there was not one sole reason for their choice of school, but a combination of various factors that influenced their decision. Additionally, this research study was able to gain insight into students’ perceptions and experiences with Christian campus culture. Interestingly, the major components that were vital to each research site’s environment were present at all three research sites. Therefore, while each institution varied in size, student population, and location, the most frequently noted characteristics were seen at all three Christian institutions. Students often described their environment, the “bubble,” as limiting but safe. However, students also mentioned that the sense of community that they felt within their Christian campus culture encouraged them to interact with people—students, professors, and staff—that were invested in them academically, socially, and spiritually. Students also noted that their institutions make a conscious effort to create an academic environment that integrates faith and learning. In both the quantitative and qualitative data, students pointed to Bible classes and chapel as evidence of their institution’s integration of faith and learning (IFL). Upon further discussion, the participants stated that IFL was often in the way that their professors taught and interacted with them. While IFL remained an integral part of students’ experience with Christian campus culture, students continued to emphasize their invested professors as quintessential features not just in the classroom but also throughout their Christian campus environment.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004715, http://purl.flvc.org/fau/fd/FA00004715
Subject Headings: Christian education -- Philosophy, Christian universities and colleges -- United States, Christianity and culture, Education, Higher -- Religious aspects, Education, Higher -- Social aspects, Universities and colleges -- Religion
Format: Document (PDF)

Title: THE INFLUENCE OF STATE PERFORMANCE-BASED FUNDING ON PUBLIC HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: A CASE STUDY OF RACE AND POWER.
Creator: Elliott, Kayla C., Warshaw, Jarrett B., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: More than 30 states currently implement some form of outcomes or performancebased funding for public two-year and/or four-year institutions of higher education. Thirteen of these states have public Historically Black Colleges and Universities (HBCUs). Every state’s higher education governance and power relationships are a unique compilation of internal and external entities such as the governor, governing boards, policymakers, higher education staff and advisors, and the institution’s...
Show moreMore than 30 states currently implement some form of outcomes or performancebased funding for public two-year and/or four-year institutions of higher education. Thirteen of these states have public Historically Black Colleges and Universities (HBCUs). Every state’s higher education governance and power relationships are a unique compilation of internal and external entities such as the governor, governing boards, policymakers, higher education staff and advisors, and the institution’s administration, faculty, students, and alumni. Each entity holds power over the HBCU or its state policy context.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013303
Subject Headings: Historically black colleges and universities, Higher education and state--Case studies, Race, Power (Psychology), Funding
Format: Document (PDF)

Title: Leading Transformational Change: A Study of Internationalization at Three Universities in the United States.
Creator: Hurd, Duncan L., Pisapia, John, Florida Atlantic University
Abstract/Description: Globalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change...
Show moreGlobalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change strategies that allowed three regional public universities to internationalize their campuses. The qualitative multi-site research design incorporated a critical case strategy with participants who led, facilitated, and/or implemented the change process. Data collection was obtained through interviews, documents, and direct observation. The analysis consisted of pattern matching facilitated by two-dimensional matrices. Leading change in higher education has been related to moving cemeteries and herding cats and therefore may seem like a cruel hoax; but as this study reports it need not be so. The study found that a highly integrated, non-linear change process Jed to successful internationalization. An expanding number of champions who constantly communicated a motivating vision and who opportunistically pursued creative strategies to internationalize resulted in cascading layers of buy-in throughout the university. This buy-in was not only an effect, but a change strategy in its own right; and was a primary focus of those leading the change effort. These universities institutionalized change through various structural and programmatic means. The change process concluded with a transformed institution that incorporated an international dimension into the culture, life, and work of the university. The findings were compared and contrasted to Kotter's ( 1996) eight stages of leading change and Eckel and Kezar's (2003) model for transformation in higher education. Neither fully explained this study's cross-case findings, and a new model for leading transformational change in institutions of higher education was proposed; one which builds on the strengths of Kotter's and Eckel and Kezar's models, but which addresses their limitations as well.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000670
Subject Headings: Education--Curricula--Cross-cultural studies, Educational leadership, School management and organization--Decision making, Inclusive education--United States, Educational change, Education, Higher--Philosophy
Format: Document (PDF)

Title: An Examination of African-American Male Awareness of and Application to Honors Programs.
Creator: Balzora, Lulrick, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The...
Show moreThe purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004481, http://purl.flvc.org/fau/fd/FA00004481
Subject Headings: Academic achievement -- United States, African American young men -- Education (Higher), College student development programs, Educational equalization -- United States, Minority students -- Education (Higher), Talented students -- Education (Higher), Universities and colleges -- Honors courses
Format: Document (PDF)

Title: Enrollment management strategies, campus involvement, and goal achievement in public research universities.
Creator: Brown, Michelle Jitka Domas, Florida Atlantic University, Pisapia, John
Abstract/Description: This study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most...
Show moreThis study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most important goals. Fourth, technology and physical structure strategies were utilized the most for recruitment. And, policies and procedures strategies were used the most for retention. Fifth, the strategies most frequently used were identified and discussed in greater detail. Finally, four to five was the average number of functional areas involved in the implementation of any goal. The study supports that an enrollment management plan must be unique for each institution and provides considerations for practitioners and leaders of higher education. However, it raises question to the need for a formal written enrollment management plan for success and to the relationship between strategic planning and enrollment management.
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Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12015
Subject Headings: Education, Higher--Aims and objectives
Format: Document (PDF)

Title: Why College Undergraduates Intend to Pursue the Information Technology Major: A Multi-theoretical Perspective.
Creator: Heinze, Nathan D., Hu, Qing, Florida Atlantic University
Abstract/Description: The purpose of this study is to explore environmental and personal factors that may influence college undergraduates' decisions to pursue a major in information technology. These factors include self-efficacy, outcome expectations, personality traits, interest in computers, attitudes, subjective norm, perceived behavioral control, and perceived IT job availability. The paper develops and tests a theoretical model based on social cognitive theory and the theory of planned behavior, and also...
Show moreThe purpose of this study is to explore environmental and personal factors that may influence college undergraduates' decisions to pursue a major in information technology. These factors include self-efficacy, outcome expectations, personality traits, interest in computers, attitudes, subjective norm, perceived behavioral control, and perceived IT job availability. The paper develops and tests a theoretical model based on social cognitive theory and the theory of planned behavior, and also incorporates the five factor model of personality. The intent of this study is to extend the social cognitive theory and theory of planned behavior literatures by expanding their application to IT career choice issues and by including personality traits as additional factors. The latter addition also indicates a unique application of the five factor personality model, as it is rarely used in concert with self-efficacy, outcome expectations, and broad environmental factors such as job market demands. A multi-section survey was administered to college undergraduates at four large universities in the southeastern United States. Analysis of the data results showed that college undergraduates with positive attitudes towards the IT major and high perceived behavioral control regarding the IT major had a greater intention of pursuing IT. The study also found positive links between 1) computer self-efficacy and self-evaluating outcome expectations regarding an IT career, 2) computer self-efficacy and perceived behavioral control, and 3) self-evaluating outcome expectations and attitudes towards the IT major. In addition, personality traits moderated a number of model relationships. Finally, it was found that males were significantly more likely to choose IT than females and scored higher on computer self-efficacy, self-evaluating outcome expectations, attitudes towards the IT major, interest in computers, and perceived behavioral control. The results and contributions of the study are discussed and recommendations are made for future research.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000304
Subject Headings: Education, Higher--United States, Information technology--Study and teaching--United States, Educational psychology--United States, Academic achievement--Psychological aspects
Format: Document (PDF)

Title: A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator: Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings: Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format: Document (PDF)

Title: Education and progress : an address delivered before the Franklin and Washington Literary Societies of Lafayette College, at Easton, Pa. ; at the annual commencement, September 14, 1847.
Creator: Krebs, John M. (John Michael) 1804-1867, Lafayette College (Easton, Northampton County, Pa.)
Abstract/Description: By the Rev. John M. Krebs, D.D. to Lafayette College (Easton, Northampton County, Pa.) Franklin Literary Society and Washington Literary Society.
PURL: http://purl.flvc.org/fau/fd/fauwsb14f2
Subject Headings: Baccalaureate addresses -- Lafayette College, Christianity -- United States, Education, Higher -- Aims and objectives -- United States, Learning and scholarship -- United States, Progress, Speeches, addresses, etc., American -- 19th century
Format: E-book

Title: IS IT WORKING? NARRATIVE PERSPECTIVES ON PERFORMANCE-BASED FUNDING POLICIES IN PUBLIC HIGHER EDUCATION.
Creator: Capp, James, Sapat, Alka, Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
Abstract/Description: Public higher education increasingly relies on performance-based funding (PBF) policies to enhance accountability. These policies attempt to steer institutions towards successful outcomes via performance indicators, such as graduation rates. Nationally, PBF policies continue to grow in popularity despite limited evidence that they are effective (Hillman, Tandberg, and Gross, 2014). Motivated by the apparent conflict between the widespread adoption of PBF policies and the lack of evidence that...
Show morePublic higher education increasingly relies on performance-based funding (PBF) policies to enhance accountability. These policies attempt to steer institutions towards successful outcomes via performance indicators, such as graduation rates. Nationally, PBF policies continue to grow in popularity despite limited evidence that they are effective (Hillman, Tandberg, and Gross, 2014). Motivated by the apparent conflict between the widespread adoption of PBF policies and the lack of evidence that they actually improve outcomes in higher education, this dissertation investigates the perceived impacts of PBF policies. Florida’s public university system serves as the setting for the study due to its uniquely punitive PBF policy design and the model’s non-standardized performance indicators.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013290
Subject Headings: Higher education and state, Public universities and colleges--Florida--Administration, State universities and colleges--Florida--Finance, Performance-based funding
Format: Document (PDF)

Title: Perceptions of professionalism: a case study of community college baccalaureate faculty.
Creator: Nasse, Jeffrey Peter., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in...
Show moreThis case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college?
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362555
Subject Headings: Community college teachers, Community college teachers Professional ethics, Education, Higher, Aims and objectives, Rewards and punishments in education
Format: Document (PDF)

Title: Exploring the College Choice and Sense of Belonging of Haitian Students at a Highly Selective HBCU.
Creator: Pierre-Louis, Paul-Arthur, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating...
Show moreThe growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating Black students, there remains a gap in the literature on HBCUs on one of the largest Black groups in the United States: the Haitian immigrant In the literature, the Haitian population constitutes approximately 15% of the total US foreign-born population, and 15% of the total Black immigrant population in the US, behind Jamaicans at 18%, respectively Moreover, Haitians make up the fourth largest immigrant population from the Caribbean behind Cubans, Dominicans, and Jamaicans (Anderson, 2015) However, these numbers do not include the hundreds of thousands of Haitians who fled the Country after the devastating earthquake of 2010 nor the thousands of undocumented Haitian immigrants currently living in the US This qualitative phenomenological study sought to explore the college choice process of ten Haitian students who chose to attend a highly selective HBCU located in the Northeast region of the United States Moreover, this study sought to explore how these ten Haitian students developed a sense of belonging to the HBCU campus The primary methods for data collection included semi-structured one-on-one interviews, a demographic questionnaire, and artifact analysis Using the theoretical frameworks of Chapman’s (1981) Model of College Choice and Sense of Belonging, this study discovered the factors that influence Haitian students’ decision to attend a highly selective HBCU centers around family Moreover, this study discovered that Haitian students at a highly selective HBCU described their sense of belonging through various forms of relationships
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004751
Subject Headings: African American universities and colleges--United States, Minority college students--United States--Psychology, College choice--United States, Haitian Americans--Education (Higher), Motivation (Psychology), Student adjustment, College environment, Educational sociology
Format: Document (PDF)

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