Current Search: College of Education (x) » Bryan, Valerie (x)
View All Items
Pages
- Title
- A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
- Creator
- Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
- Format
- Document (PDF)
- Title
- A study to compare the critical thinking dispositions between Chinese and American college students.
- Creator
- Dennett, Susan K., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between...
Show moreThe purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004100, http://purl.flvc.org/fau/fd/FA00004100
- Subject Headings
- Behaviorism (Psychology), Critical thinking, Learning, Psychology of, Reasoning (Psychology), Thought and thinking
- Format
- Document (PDF)
- Title
- Adult Learners’ Preferred Methods of Learning Preventative Heart Disease Care.
- Creator
- Alavi, Nasim, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart...
Show moreThe purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart attack. This research is of significant importance as the adult population and age in many developed countries is increasing. It was anticipated that the study would unearth the effectiveness of various educational methods of providing information to adult learners to inform them how to prevent heart attacks. For this quantitative investigation, participants were limited to students enrolled in at least one college course (three credit hours) at the Florida Atlantic University Boca Raton campus who were 25 years of age or older. During the course of this study, three methods of learning; formal, informal, and non-formal, as well as two delivery methods; online and traditional, were evaluated. Over one third of the study’s participants (35%) preferred to receive healthrelated information via email (35%). This major finding was statistically significant (x² (6) = 82.171; p < .001). Further, statistically significant findings were manifest for study participants for omnibus age grouping and in the 25-35 years of age grouping, for those who were White and Hispanic by ethnic background, and for both females and males participating in this study. The results of this research may assist health department administrators in utilizing varying methods for distributing health information, keeping the preferred knowledge acquisition method of students on college and university campuses especially in mind.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004740, http://purl.flvc.org/fau/fd/FA00004740
- Subject Headings
- Health behavior., Health attitudes., Adult education., Health education., Health--Information services., Medicine, Preventive--Information services.
- Format
- Document (PDF)
- Title
- Adult learning for healthy aging: an investigation of health literacy and technology use in older adults.
- Creator
- Swann, Elizabeth G., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels; and (e) evaluating the effects of health literacy as it relates to technology use in older...
Show moreThis study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels; and (e) evaluating the effects of health literacy as it relates to technology use in older adults in South Florida. Variables explored included health literacy, education, ethnicity, and technology use. The sample study included 102 older adults (age > 60) living in South Florida that had completed profiles on the South Florida Quality Aging Registry, a part of the Healthy Aging Research Initiative (HARI). The sample size represented 22.3% of the total South Florida Quality Aging Registry population. The ethnicities of the participants among the South Florida Quality Aging Registry were African American (17%); Afro Caribbean (7.8%); Hispanic (10.7%); and European American (63.7%). The education mean was 15, indicating that the majority of participants had an education level equivalent to completing high school. The mean health literacy score was 3.88, demonstrating that the majority of the participants had moderate levels of health literacy. The mean technology use score was 7.5 on a scale of one through ten, indicating that the majority of the participants had a moderate level of technology use. Analysis of variance, correlation coefficients, and multiple regression analysis was used to explore the variables that may influence health literacy. There was a statistically significant difference among Afro Caribbean and African American, Afro Caribbean and European American, European American and Hispanic ethnicities related to their health literacy skill level (p < .01). Additionally, there was a statistically significant difference among Afro Caribbean American and European American ethnicities and technology use (p. < .01).
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004165, http://purl.flvc.org/fau/fd/FA00004165
- Subject Headings
- Aging -- Psychological aspects, Aging -- Social aspects, Cognition in old age, Computers and older people, Health behavior, Internet and older people, Older people -- Health and hygiene, Technology and older people
- Format
- Document (PDF)
- Title
- African-American Leaders in the Field of Science: A Template for Overcoming Obstacles.
- Creator
- Schmidt, Waweise J., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and...
Show moreThe purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and mathematics (STEM) professionals and the perceptions of selected historically prominent scientists. This study examined documents of the period and relics of prominent African- Americans who were in STEM fields and lived from 1860 to 1968. A description of the setting that influenced how the scientists perceived the phenomenon was written with the approach being anchored in the social constructivist tradition. Commonalities emerged through coding experiences of the individuals, which yielded patterns to help explain the phenomenon. By investigating their perceptions, insight was gained into understanding the attributes, tools and skills, and tailored experiences that encouraged Thomas Burton, Kelly Miller, George Carver, Daniel Williams, Matthew Henson, Ernest Just, Charles Drew, Percy Julian, William Cobb, and Benjamin Peery to achieve success in STEM fields between 1860 and 1968. The significance of the study is multifaceted: understanding the obstacles that African-American scientists had to overcome in their professional lives can result in the development of science educators who are better informed regarding the appropriate types of assistance that can be provided to aid their students in overcoming obstacles. This can hopefully increase their opportunities to succeed within the science field. This study can result in the development of science educators who are more sensitive in addressing the needs of the developing minority student, and can encourage, educate, and enlist more individuals to enter into the dialogue regarding the disparity of minority representation in STEM fields.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004961, http://purl.flvc.org/fau/fd/FA00004951
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, African-American scientists., Overcoming obstacles., Phenomenological studies., Science--Study and teaching.
- Format
- Document (PDF)
- Title
- An analysis of the leadership competencies of specialized nonprofit management degree programs.
- Creator
- Fay, Karen Marie, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The field of nonprofit management education is nascent and little of the research has extended into the area of leadership as a requisite competency for nonprofit leaders. Likewise, the research on leadership has not been widely extended to the nonprofit sector. Prior research suggests a broad range of competencies are necessary to lead in the dynamic, complex environment of nonprofits, the exercise of which differs from that in the for-profit sector.
- Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004442, http://purl.flvc.org/fau/fd/FA00004442
- Subject Headings
- Leadership, Nonprofit organizations -- Evaluation -- Methodology, Nonprofit organizations -- Leadership, Nonprofit organizations -- Management -- Study and teaching, Organizational effectiveness -- Evaluation -- Study and teaching
- Format
- Document (PDF)
- Title
- Early environmental adult education: an oral history of citizen researchers' learning in the Appalachian land ownership study, 1979-1881.
- Creator
- Sodano, Keara, Bryan, Valerie, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and...
Show moreThe Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and the work of the project’s Task Force. However, over 50 citizen researchers also participated in the study. These citizen researchers encountered rich learning experiences as they struggled against scientific, corporate, and governmental power. The purpose of this oral history study was to discover the learning and experiences of citizen researchers involved with the Appalachian Land Ownership Study of 1979-1981. Significant themes emerged which contribute to understanding the complex personal, cultural, and social framework for environmental adult education. First, the Appalachian backdrop was a critical context for informal and experiential learning from the land and its people. Second, the Appalachian Ownership Task Force leaders were critical environmental adult educators who facilitated the learning of citizen researchers through dialogue. Third, agency was fostered as citizen researchers were moved to act in defense of a threatened lifeworld, and thus also became critical environmental adult educators.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004062
- Subject Headings
- Adult education, Appalachian Region -- Environmental aspects, Environmental education, Human beings -- Influence of environment, Land tenure -- Appalachian Region, Appalachian Land Ownership Task Force
- Format
- Document (PDF)
- Title
- For Pets’ Sake: Is There a Need for Dog Safety Community Education?.
- Creator
- Falcone, Jaclyn Nicole, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The history of the human-canine relationship and the human-canine bond is longstanding and has grown and developed throughout the years. Today, dogs are considered part of the family and are beneficial in impacting people across the United States. Introducing the community to dog safety education may strengthen the awareness and confidence of dog lovers across the state of Florida and hopefully reduce the number of preventable dog emergencies. This research suggested the reasons for dog...
Show moreThe history of the human-canine relationship and the human-canine bond is longstanding and has grown and developed throughout the years. Today, dogs are considered part of the family and are beneficial in impacting people across the United States. Introducing the community to dog safety education may strengthen the awareness and confidence of dog lovers across the state of Florida and hopefully reduce the number of preventable dog emergencies. This research suggested the reasons for dog ownership and the importance of protecting our beloved canines by presenting a literature review covering the evolution of the human-canine relationship, human-canine bond, positive effects of canines on humans, history of humane education to demonstrate the importance of dogs in the lives of American citizens and an overview of community education and the importance dog safety community education. The purpose of this mixed methods study was to understand the current state of dog safety community education in Florida and to introduce the need for policies and procedures for dog safety training for adults, if needed based on the research. This topic was analyzed through a needs assessment administered through a Parks & Recreation department in south Florida and online through social media. Ten key informants were selected to interview for an in-depth understanding of their perspective on this topic. Document analysis was conducted to see if results of the needs assessment were addressed in brochures and other media locally. The participants were community members of Florida who were also dog owners. Participants were adults over the age of 18. The participants’ anonymity was protected, as no names were collected from the survey. After carefully examining data collected from 10 interviews, document analysis, and surveys of 150 participants who are dog owners in Florida, the researcher of this study revealed factors that show substantial value that dog owners place on their dogs and interest in educational opportunities to protect their safety. The significance of this study presented additional research dispelling a misconception that dog safety education as easily accessible and available in Florida based communities. This study was also significant because it contributes to the literature by identifying the value dog owners place on their dogs, as demonstrated in both survey and document analysis.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004814, http://purl.flvc.org/fau/fd/FA00004814
- Subject Headings
- Human-animal relationships., Animal welfare--Moral and ethical aspects., Social values--United States., Humane education., Safety education.
- Format
- Document (PDF)
- Title
- Historians of 19th Baseball: Exploring Their Experiences Regarding Their Avocation.
- Creator
- Berstler, Wade, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of...
Show moreThe following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004648, http://purl.flvc.org/fau/fd/FA00004648
- Subject Headings
- Adult learning, Baseball -- United States -- History -- 19th century, Educational leadership, Experiential learning, Learning, Psychology of, Motivation in adult education, Transformational leadership
- Format
- Document (PDF)
- Title
- IDENTIFYING STRATEGIES FOR PREPARING AND SUPPORTING FLORIDA COLLEGE STUDENTS IN ELEARNING: CASE STUDY OF A FLORIDA PUBLIC STATE COLLEGE’S STUDENT SUCCESS IN ELEARNING.
- Creator
- Edris, David D., Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
eLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects...
Show moreeLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects reviewed were: 1. what contributed to student success, 2. what hindered student success, 3. what prepared students for learning online, and 4. what assistance was available for students that face challenges with online courses. The interviews and questionnaire were examined and compared from the perspectives of educators (eLearning staff and faculty teaching online courses), and students taking the courses, and documents reviewed from the site chosen, to show what are the most significant contributors and hindrances to eLearning success for participants at a Florida public state college. The findings of this study show what helped student success, what hindered student success, what prepared students for eLearning, and what support was available to students while taking an eLearning course from the data collected through the student questionnaire, faculty and staff interviews, and document review. The data supports the finding that student motivation, student time management skills, eLearning course design, and the responsiveness and supportiveness of faculty contribute to the success of the student in eLearning courses. The data supports the finding that what hinders student success is when the student is overwhelmed, distracted, or lacks motivation or time management skills. Additionally, the design of the eLearning course can hinder the student and if there is a lack of faculty communication. The data supports the finding that what prepared students for eLearning was the College’s free eLearning orientation course that explains how to use the Learning Management System and the best practices of learning online. The data supports the finding that the support available to assist students that are enrolled in eLearning is College “Support”, Tutoring (both online and on campus), and their course professor.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013607
- Subject Headings
- College students--Florida, Online learning and distance education, Student success
- Format
- Document (PDF)
- Title
- In-country: identification of transformational learning and leadership in human rights observers.
- Creator
- McDonald, Nancy D., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Haiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine...
Show moreHaiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine months later, he was deposed by a military coup d'état. During that time and the chaotic years that followed, groups of human rights observers traveled to Haiti in an attempt to record and report publically, officially, what was actually happening to the Haitian people and their institutions. Although much has been written about the country during that period, there have been no studies focused on the human rights observers who were intimately involved with the people and the country. These groups and other groups participating in similar situations have not been studied and, yet, research in that area might provide important insights in the field of social justice. It is important to identify what encourages individuals to become a part of the effort to make a positive difference in the lives of others, in the most adverse situations, the process by which human rights observers become engaged, and how that engagement affects their lives both during and after their in-country experiences. The purpose of this phenomenological study is to see if there are commonalities (e.g., socio-cultural influence, self-directed learning readiness, etc.) among the initial in-country experiences of several human rights observers and further to discover what, if any, effect those experiences had on their leadership styles. The study identified socio-cultural influences (self-directed learning readiness and familial, religious, educational impact); motivational factors; methods of processing the experience (immediate responses of connectedness/love and reasoned responses involving individual and group reflection); and multiple outcomes (spiritualty, social action, and creativity). The overarching findings included identification of transformational learning in the participants and the evolution of their leadership from the servant model into a transformational/chaos model, including reflection in and on action as an operating context.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004216, http://purl.flvc.org/fau/fd/FA00004216
- Subject Headings
- Educational sociology, Human rights -- Haiti, Human rights workers -- Haiti, Leadership, Leadership -- Psychological aspects, Social justice
- Format
- Document (PDF)
- Title
- Reliability and validation study of the online instinctual variant questionnaire.
- Creator
- Andre, Sherry, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Leaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one...
Show moreLeaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one typically dominates, one supports, and one tends to impede our behaviors and motives. Through an understanding of one’s variants and order of preference, it is possible to increase self-awareness of our motives and behaviors. While the IVQ proposes to measure one’s preferred order of variants, no formal test of reliability and/or validity was found published prior to this study. The purpose of this study was to test the reliability and criterion-related validity of the IVQ. Reliability was tested using Cronbach’s alpha.Results indicated alpha values between .82 and .85 for the three variants measured,suggesting internal reliability.Validity was tested using data collected from a 120-person sample. The instrument’s results were compared to self-reported primary variant types obtained from those who had a high confidence level in accurately identifying their most dominant type. The IVQ was found to be a strong predictor of the three self-reported variant types. Three binary logistic regression models were run. Omnibus tests were significant for all three models at the p < .001 level (self-preservation chi-square statistic = 82.57, social chi-square statistic = 56.47, and sexual chi-square statistic = 51.77). A multinomial regression model, using self-reported dominant types as the dependent variable and IVQ scores as the independent variable, confirmed predictability of the IVQ. When z-scores were obtained based on the classification hit-rates from all four independent models, classification accuracy was found to be a significant improvement over guessing. Further analysis also suggested age, gender, marital status, education level, or number of years spent studying the Enneagram do not factor into IVQ results. Support for the IVQ to beused as a tool by leaders to better understand themselves and their followers is presented.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004075, http://purl.flvc.org/fau/fd/FA00004075
- Subject Headings
- Communication in education, Educational leadership, Enneagram, Motivation in education, Performance, Personality development
- Format
- Document (PDF)
- Title
- Science Comprehension vs. Cultural Cognition as Predictors of Climate Change Risk Perception.
- Creator
- Steiner, Elyse A., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study identified factors that affect climate change risk perception in a community college class. The purpose of this research was to determine if students were more influenced by cultural cognition (political affiliation) or science comprehension. Students in an undergraduate level environmental science and biology class were evaluated, using an online survey, for science comprehension level, political affiliation and risk perception at the beginning and end of each course. Data were...
Show moreThis study identified factors that affect climate change risk perception in a community college class. The purpose of this research was to determine if students were more influenced by cultural cognition (political affiliation) or science comprehension. Students in an undergraduate level environmental science and biology class were evaluated, using an online survey, for science comprehension level, political affiliation and risk perception at the beginning and end of each course. Data were analyzed to determine improved scientific literacy and any variation in risk perception. The research found that science comprehension did not contribute significantly to increased risk perception and that political affiliation or political views had a more significant effect on risk perception.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004983, http://purl.flvc.org/fau/fd/FA00004973
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Understanding science., Political affiliation., Climatic changes., Perception.
- Format
- Document (PDF)
- Title
- Self-Directed Learning and the Lupus Patient: Using Adult: Education Strategies to Actively Cope with Chronic Illness.
- Creator
- Brittain, Kristin, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale...
Show moreThe purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale and the Vanderbilt Pain Management Inventory, 81 individuals’ descriptive statistics were analyzed. Self-directed learning was found to positively influence an individual’s ability to be an active patient. The moderated demographic characteristics of age, ethnicity, education level, and gender did not have a direct relationship between selfdirected learning readiness and active/passive coping groups. Further, it was established that the majority of the participants within the study, 83.75%, considered themselves an active patient managing their lupus diagnosis. However, 16.25% of the participants did not believe that they were actively managing their illness. Self-directed learning characteristics were examined through the responses to an open-ended question. The two most prevalent themes pertained to active coping and control. Characteristics of self-directed learning readiness appeared predominant amongst the responses, particularly goal-orientation and accepting responsibility for learning. Minimal themes regarding planning and enjoying learning were provided within the data. These characteristics were identified throughout the study in hopes of further research and program implementations that will help to develop leadership abilities and activity levels of self-health management in chronically ill patients. This will enable lupus patients to have a more positive outcome, it will help them successfully manage their own health, and it will improve their overall quality of life.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004663, http://purl.flvc.org/fau/fd/FA00004663
- Subject Headings
- Adjustment (Psychology), Autoimmune diseases -- Care, Communication in medicine, Health education, Health promotion, Systemic lupus erythematosus
- Format
- Document (PDF)
- Title
- SELF-DIRECTED LEARNING READINESS AMONG PREDENTAL STUDENTS AT FLORIDA ATLANTIC UNIVERSITY.
- Creator
- Algahtani, Fahad, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Dental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and...
Show moreDental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and succeed during their dental journey (Premkumar et al., 2014). Furthermore, SDL is essential in assisting dental students in filtering the information they need to fulfill their learning needs (Siddiqui et al., 2021). This quantitative cross-sectional descriptive study used an online survey designed by QualtricsXM to evaluate self-directed learning readiness (SDLR) level among predental students at Florida Atlantic University (FAU) and whether their SDLR level would differ based on age, sex, race/ethnicity, college/major, and year of study. A convenience sample of 155 FAU predental students completed Fisher et al.’s (2001) 40-item Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and seven demographic questions. Descriptive and inferential statistics were conducted to analyze and answer the six research questions and corresponding hypotheses. The results showed a positive attitude of FAU predental students toward SDL as total SDLR scores ranged from 119 to 179, with a mean of 151.33. Moreover, there was a statistically significant difference in SDLR level among participants based on age, race, and year of study. Contrastingly, there was no statistically significant difference in SDLR level among participants based on sex, ethnicity, and academic major. The college variable was not investigated as all participants were enrolled in the Charles E. Schmidt College of Science.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014122
- Subject Headings
- Self-directed learning, Self-managed learning, College students, Florida Atlantic University
- Format
- Document (PDF)
- Title
- Social impact of entrepreneurial immigrants on Florida’s gold coast.
- Creator
- Coltea, Noemi, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
At the dawn of a new presidential election, we are reminded that what separates the United States from the rest of the world are the immigrants who came here in the pursuit of the American Dream. These immigrants do not just come to the United States as workers, but also as consumers and entrepreneurs who contribute to the American economy, and use the profits created by their successful entrepreneurship(s) in a way that they become catalysts of change. None of the studies have managed to...
Show moreAt the dawn of a new presidential election, we are reminded that what separates the United States from the rest of the world are the immigrants who came here in the pursuit of the American Dream. These immigrants do not just come to the United States as workers, but also as consumers and entrepreneurs who contribute to the American economy, and use the profits created by their successful entrepreneurship(s) in a way that they become catalysts of change. None of the studies have managed to track the qualities and perceptions of these entrepreneurial immigrants turned philanthropists since the 1940’s. By focusing on their life experiences using an instrumental case study approach, we start to form the profile of the modern day immigrant entrepreneur and philanthropist by analyzing them through five lenses: immigration, adult education, entrepreneurship, leadership, and philanthropy. Using these five lenses, we can better understand the optative aspects of entrepreneurial immigrantship as a part of social impact on Florida’s Gold Coast. Their core family values of tithing and lending a helping hand to those in need transfer into social activism in terms of donations of wealth and donations of time. Although they do not consider themselves leaders in the communities they live and work in, the research findings are quite the opposite. They are socially involved through memberships and leadership positions on local, national, and international non- profit boards, they spearhead major fundraising events and initiatives, and they establish private or corporate foundations and even support candidates seeking political office, whether here or abroad. In essence, they became philanthropists and community activists, who by virtue of immigrating and opening their businesses here add value to Florida’s Gold Coast.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004093, http://purl.flvc.org/fau/fd/FA00004093
- Subject Headings
- Emigration and immigration -- Economic aspects, Immigrants -- United States -- Florida -- History, New business enterprises, Social entrepreneurship., Success in business
- Format
- Document (PDF)
- Title
- Student Perception of Professors’ Teaching Attributes in Post-Secondary Hospitality Management Degree Programs.
- Creator
- Hertz, Oren, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their...
Show moreThis study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their academic success. The study also sought to identify any obstacles faced by the participating undergraduate students and their faculty as indicators of how to mitigate such obstacles. This study included a review of an extensive collection of research on student perspectives and how those perspectives may reflect on the evaluation of the adequacy of various teaching techniques and academic practices. This study found that the instructional attributes that participating students reported that they value include: agreeableness (concern and regard for students), accommodation (accessibility), and receptiveness to others’ conclusions (support of class inquiries and exchange), yet all instructors do not exhibit each of these attributes. This study identified the positive teaching characteristics of professors in one setting and how these professors interact with their students in a manner that captures students’ attention and promotes teaching and learning in the classroom. It also suggests attributes that professors in this setting and discipline may wish to elevate to better connect with students in the classroom.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013068
- Subject Headings
- College teachers., Effective teaching in higher education., Student evaluation of teachers.
- Format
- Document (PDF)
- Title
- The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course.
- Creator
- Franck, Edwiygh, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation,...
Show moreAn intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004369, http://purl.flvc.org/fau/fd/FA00004369
- Subject Headings
- Education, Bilingual, Educational psychology, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Language teachers, Training of, Motivation in education, Second language acquisition
- Format
- Document (PDF)
- Title
- The impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses.
- Creator
- Miles, Jessica A., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time...
Show moreThe purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time status, or caretaker responsibilities represented by the number of children and/or elderly that the student was actively caring for in their home) to the students’ academic performance and to the students’ choice of time of day for class activity and sleep quality. This study analyzed distance education students’ Pittsburgh Sleep Quality Index (PSQI) Global Sleep Quality Scores, their demographic and external factor survey responses, a test grade, and the time of day that the student submitted their test. This study targeted the distance education student population, as they are part of a rapidly growing sector within higher education, and they had previously not served as the primary subjects in research regarding sleep quality and external factor impacts on academic success. Analyses of 208 distance education students resulted in the following research findings: sleep quality was found to be related to academic success, with significant findings of, for example, poorer sleep quality correlating with a lower test grade (r = -0.15; p = .03), likewise the number of hours spent working was related to academic success, with a significant finding of more hours spent working correlating with a lower grade (r = 0.377; p = .008). In this study most other factors were found to have no significant relationship with a students’ grades (age, gender, race/ethnicity, educational background, or course workload, marital status, or caretaker responsibilities). These research findings may enlighten students of the potential impacts of taking distance education classes if they anticipate having to work extensively or if they have, or expect to have, poor sleep quality. Additionally, educational institutions and faculty can learn ways to design better distance education courses and provide improved guidance for students to encourage academic success.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004138, http://purl.flvc.org/fau/fd/FA00004138
- Subject Headings
- Academic achievement, Distance education, Performance, Sleep -- Physiological aspects
- Format
- Document (PDF)
- Title
- The Influence of Cultural Intelligence (CQ) on Faculty Leadership.
- Creator
- Ellis, Althia, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing...
Show moreThe study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing need for faculty to expand their cultural intelligence to enable them to demonstrate exemplary leadership in 21st century classrooms. The study measured the cultural intelligence of faculty using the Cultural Intelligence Scale (CQS). Faculty members’ leadership was measured using the Leadership Practices Inventory Self (LPI-Self). This quantitative study used associational and survey methods to predict scores and explain associations among variables. Overall, behavioral CQ and cognitive CQ had a greater influence on the following leadership practices: Model the Way, Inspire a Shared Vision, and Challenge the Process. For the private university, behavioral CQ had a greater influence on the following leadership practices: Model the Way and Inspiring a Shared Vision. The public university did not show preference for any of the five leadership practices. For the state college, cognitive CQ had a greater influence on all leadership practices, except for Model the Way. The results of this study confirmed that cultural intelligence significantly influenced leadership practices of faculty members. These findings provide important information for faculty development programs, curriculum development, and hiring practices. An urgent requirement for advancing teaching and learning in today’s higher education classrooms is a keen understanding of the underlying values, beliefs, and perceptions of students. These qualities affect students’ understanding and how they express themselves in the classroom. The decision to give instructional leaders leadership training in cultural intelligence is highly recommended. While faculty members showed preference for certain leadership practices, their preferences might be incorporated to develop a blended leadership style that may be more suitable for today’s diverse academic community. The association found between cultural intelligence and leadership practices confirms the value of faculty development in cultural intelligence.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004974, http://purl.flvc.org/fau/fd/FA00004964
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Faculty (Education), Leadership., Cultural intelligence.
- Format
- Document (PDF)