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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.
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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 few of us (algunos de nosotros): a multiple case study using critical race theory to examine lived experiences of Latino/a senior student affairs officers at selected public and private two- and four-year colleges and universities.
Creator: Mena, Terry, 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 the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical...
Show moreThe purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical literature. A particular focus of this research was to gain a better understanding of how Latino/a SSAOs experience and respond to what they perceive as racism, if any, and/or other forms of discrimination during this experience. The theoretical lens used in this research study was Critical Race Theory (CRT).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004392, http://purl.flvc.org/fau/fd/FA00004392
Subject Headings: College student development programs -- Case studies, Minority college administrators -- Case studies, Racism in higher education -- Case studies, Student affairs administrators -- Case studies, Student affairs services -- Case studies
Format: Document (PDF)

Title: A MINDFULNESS MEDITATION INTERVENTION TO DECREASE STRESS, ANXIETY, AND DEPRESSION AMONG MEDICAL AND PREMEDICAL STUDENTS.
Creator: Smith, Bridget Statler, Bloom, Jennifer, DeDonno, Michael, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If...
Show moreThe challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If excessive stress is left untreated it can result in negative health risks such as depression, anxiety, suicide ideation, and other physiological distress disorders. There are proven ways to reduce the stress levels of students, including eating well, exercise, and peer support. Mindfulness meditation is also known to be a useful method for lowering perceived stress and improve academic performance. This study investigated how participation in a 7-week mindfulness meditation intervention impacts the perceived stress, depression, and anxiety levels of premedical and medical students. Self-regulation theory (Fiske & Taylor, 1991; McClelland et al., 2018) was used as the theoretical framework for this study to indirectly discover if mindfulness meditation is a practice that can improve students’ ability to calm themselves when facing high stress situations and to focus their thoughts on a goal.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013415
Subject Headings: Medical students, Stress & Anxiety, Depression, Mindfulness--methods, Meditation
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Title: A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
Creator: Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004022
Subject Headings: Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
Format: Document (PDF)

Title: A Phenomenological Exploration of Familial Entrepreneurship as an Employment Option for Individuals with Developmental Disabilities.
Creator: Percival, Jennifer Pollack, Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Individuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of...
Show moreIndividuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of employment that has similar characteristics to traditional pathways of employment, but is distinct. It offers a post-secondary option in an environment where individuals with developmental disabilities can develop work skills, have social relationships, interact with members of the community, and in some situations, earn income. The businesses also provide training programs, settings for evaluations and assessments, and become vendors of government-supported employment programs, expanding their impact from the person they are designed to support, to the broader community. Employees and participants at the businesses experience an improvement in quality of life, access to a supportive community, and belonging. For the familial entrepreneurs, the study found that they encounter an immense learning curve in the areas of industry knowledge; business practice; supervising, employing and training individuals with developmental disabilities; and how to gather resources and support. This study also revealed that more clarity is needed to determine if this pathway can provide long-term sustainable employment outcomes.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013252
Subject Headings: Developmentally disabled--Employment, Phenomenology--Research, Family business
Format: Document (PDF)

Title: A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
Creator: Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013532
Subject Headings: Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
Format: Document (PDF)

Title: A private school leadership perspective on highly qualified middle school science teachers.
Creator: Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
Subject Headings: Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
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 Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning.
Creator: Taylor, Stephanie D., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: With the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for...
Show moreWith the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for purposes of distance learning. When considering faculty, faculty play a significant role in making certain that the quality of education is maintained and reflected throughout curriculums and programs despite the instructional method selected. Therefore, understanding their thoughts and perceptions of distance learning is paramount to uncover areas for improvement since they are the ones that experience the impact of distance learning first hand. Therefore, the results of this qualitative case study of a college within a major four-year public not-for profit higher education institution were used to determine the attitudes, perceptions, and concerns of faculty members who teach in a distance learning environment. Uncovering and bringing clarification to underlying perspectives that faculty grapple with is imperative for institutions to improve organizationally. As a result, removing obstacles that can hinder change can assist institutions’ administration to discover innovative approaches that foster an atmosphere where distance learning can thrive and increase a greater embrace by faculty.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013268
Subject Headings: Distance learning, Distance education--Case studies, Universities and colleges--Faculty--Attitudes
Format: Document (PDF)

Title: A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings.
Creator: Ramdin, Gianna, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Higher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and...
Show moreHigher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and construction phase and the operations and maintenance phase of the green certified building life cycle, while examining the parts that contributed to the green-certification of the whole building. The purpose of this research was to 1.) identify green-building features and determine their frequency of implementation in new capital (NC) LEED-certified, campus buildings to effectuate operations and maintenance cost savings, indoor wellbeing, and environmental stewardship, and 2.) determine the relationships of greenbuilding feature usage across building, institutional, and LEED characteristics. The study used archival data to document the green efforts of each building with the study’s sample of 195 buildings on the campus of 107 universities and colleges, in the United States, between 2007 and 2017. The study’s findings indicated that the public institutions earned the LEED certification more often than private institutions and the sample was void of two-year community colleges. The sample was restricted for green-building features that (a) reduce economic cost, (b) improve indoor wellbeing, and (c) increase environmental stewardship. The results and implications are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005930
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Sustainable buildings., Education, Higher., Leadership in Energy and Environmental Design Green Building Rating System., Quantitative research.
Format: Document (PDF)

Title: A Quantitative Longitudinal Study Using Astin’s I-E-O Model to Predict College STEM Versus Non-STEM Major Choice Among Women.
Creator: Berchiolli, Patricia, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that...
Show moreThis quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that have taken place over the course of their undergraduate college career that may have predicted their declared major choice (STEM versus non-STEM) as seniors. A review of the literature, along with Astin’s Involvement Theory, encouraged the hypothesis that college experiences influence women’s college major choice: STEM versus non-STEM. Secondary data obtained from the Cooperative Institutional Research Program at the higher Education Research Institute was used. The sample was delimitated to include only full-time undergraduate students who were graduating in 2012 or 2013. Five research questions were addressed in this study. Astin’s (1993) Input-Environment-Outcome Model was used as a conceptual framework. Descriptive (frequencies and percentages) and inferential (chi-square test and discriminant analysis) statistics were used to analyze the data. The results found a statistically significant difference between the proportion of men and women who planned to pursue a STEM major as freshmen as well as the proportion of men and women who changed their major choice from STEM to non-STEM. Discriminant analysis was used to predict group membership of STEM versus non-STEM major choice among women. It was found that many variables had an impact on predicting STEM group membership among women: satisfaction with college math and science courses, high school GPA, SAT score, high self-ratings of problem-solving skills and mathematical ability, and participating in undergraduate research. There were also variables that had a greater ability of predicting non-STEM group membership. The findings from this study will hopefully inform policy and practice. Implications for policy, practice, and future research are included.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013186
Subject Headings: College majors, Women in STEM, Longitudinal research, Quantitative research
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.
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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: Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
Creator: Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927306
Subject Headings: Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
Format: Document (PDF)

Title: The adaptability of academic advising teams in higher education.
Creator: McFarland, Leigh A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation...
Show moreThe purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333060
Subject Headings: Organizational behavior, Counseling in higher educations, Student-administrator relationships, Faculty advisors, Universities and colleges, Administration, Educational leadership
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.
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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).
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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 and Hispanic male perceptions of effective and ineffective retention strategies, and the implications for undergraduate persistence in a for-profit commuter university.
Creator: Comarcho, Carole., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this...
Show moreThe purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this study. It is a commuter university established in the early 1900s. A qualitative case study approach was used and two campus sites were selected. Data collection included interviews of 19 students, along with 2 faculty (identified by students), as well as document analysis, and various on site observations at each campus. The data were then transcribed, coded, and analyzed to ascertain the overall views and perceptions of the participants.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/329844
Subject Headings: African Americans, Education (Higher), Hispanic Americans, Education (Higher), Academic achievement, College attendance
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.
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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)

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