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Title: RESETTING THE COURSE FOR PROBATIONARY STUDENTS: A CASE STUDY OF THE ACCESS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY.
Creator: Coisson, Jennifer M., Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Institutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida....
Show moreInstitutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida. The program targets students who earned below a 2.0 grade point average (GPA) and were placed on academic probation. Data was collected through one-on-one interviews with previous ACCESS Program students and current ACCESS academic coaches/administrators. A document analysis was also conducted. The guiding research question for this study was: How useful, if at all, did participating students perceive the interventions of the ACCESS Program (e.g., meetings with an academic coach, tutoring, life skills workshops, meeting with a career advisor) in improving their academic performance (e.g., GPA) and why? The study also compared the perceptions of students to those of the ACCESS academic coaches/administrators about the interventions of the program and their usefulness. This study found that students and ACCESS academic coaches/administrators were most likely to find the academic coaching sessions to be the most useful intervention in helping students improve their academic performance and the academic workshops were found to be the least useful. Additionally, while there are elements of the program that can be improved, findings also suggest that those who had a positive overall experience in the program were more likely to perceive the program as useful because of the partnerships formed with their assigned academic coach/administrator/tutor/career counselor; the self-management skills they developed, such as accountability; and the academic and non-academic skills developed, such as improved writing and time management skills.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013521
Subject Headings: Academic probation, College attendance, Academic advising, College student development programs, Florida Atlantic University
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: HOW FULL-TIME WORKING PROFESSIONALS NAVIGATE AND COMPLETE A DOCTORAL PROGRAM IN A TIMELY MANNER.
Creator: Roy, Kelly Marie, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Doctoral study is demanding, time consuming, and can be emotionally exhausting. In fact, 50% of doctoral students never complete the degree (Bowen & Rudenstine, 1992; Council of Graduate Schools, 2008). In addition to the array of challenges that doctoral students face in completing the degree, there are increasingly more working professionals pursuing the degree, who are also balancing the demands of their employment and personal lives. Thus, the purpose of this qualitative study was to...
Show moreDoctoral study is demanding, time consuming, and can be emotionally exhausting. In fact, 50% of doctoral students never complete the degree (Bowen & Rudenstine, 1992; Council of Graduate Schools, 2008). In addition to the array of challenges that doctoral students face in completing the degree, there are increasingly more working professionals pursuing the degree, who are also balancing the demands of their employment and personal lives. Thus, the purpose of this qualitative study was to describe the lived experiences of full-time working professionals who have recently completed a doctoral degree in Education in a timely manner. The central research question was: How do full-time working professionals navigate and complete a doctoral program in a timely manner while managing the competing demands of their work and personal responsibilities? This study included 17 participants who met the following criteria: completed a traditional Ph.D. program in Educational Leadership at a public research institution along the Eastern Seaboard of the U.S.; maintained full-time professional employment while completing the degree; completed the degree within six consecutive years; and graduated with the degree within the last five years. Data was collected through a background information survey and in-depth, semi-structured interviews, which lasted approximately 60 minutes each. Additionally, four interview participants also participated in a 60- minute focus group. Data were analyzed and coded in three rounds. These codes were developed into themes and presented through five categories: situation, challenges, self, support, and strategies. Situation includes themes related to life roles, responsibilities, and characteristics. Challenges includes themes related to time management, degree requirements, unexpected obstacles, and working with faculty. Self includes themes of motivation, grit, organization skills, and self-directedness. Support includes themes related to peers, work supervisors and colleagues, faculty, significant others, and family and friends. Lastly, strategies include themes of prioritization, working with others, preparation, planning, technology, and self-care.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013409
Subject Headings: Doctoral students, Work-life balance
Format: Document (PDF)

Title: HOW DOES ATTENDING THE APPRECIATIVE ADVISING INSTITUTE INFLUENCE ACADEMIC ADVISOR WELLBEING?.
Creator: Kaplan, Roy, Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The purpose of this study was to analyze the influence of attending the 2018 Appreciative Advising Institute (AAI) on the overall and workplace wellbeing levels of attendees. The 2018 AAI was held July 29 to August 1, 2018 in Boca Raton, Florida at Florida Atlantic University. Seligman’s (2011) PERMA model of wellbeing was used as the theoretical framework for this study and Butler and Kern’s (2013) PERMA Profiler and Kern’s (2014) Workplace PERMA Profiler were the instruments used to study...
Show moreThe purpose of this study was to analyze the influence of attending the 2018 Appreciative Advising Institute (AAI) on the overall and workplace wellbeing levels of attendees. The 2018 AAI was held July 29 to August 1, 2018 in Boca Raton, Florida at Florida Atlantic University. Seligman’s (2011) PERMA model of wellbeing was used as the theoretical framework for this study and Butler and Kern’s (2013) PERMA Profiler and Kern’s (2014) Workplace PERMA Profiler were the instruments used to study the influence of attending AAI on advisor wellbeing. Three research questions provided the basis of the study. A repeated measure analysis of variance (ANOVA) was used to explore the influence of attending the Appreciative Advising Institute on wellbeing. Major findings in the study suggests overall PERMA scores were significantly influenced immediately post AAI, F(1,60) = 4.67, p = .04, ηp = 0.07, with measures of positive emotion (P), t(60) = -2.65, p = .01, and accomplishment (A) t(60) = -3.45, p = .001 being significantly improved. Workplace PERMA cores demonstrated short-term improvements as well. Specifically, measures of meaning (M) were significantly higher following the AAI t(60) = -2.17, p = .03 . In terms of long-term impact for overall PERMA, measures of positive emotion (P) remained significantly higher one month following the AAI t(46) = -2.14, p = .04. Workplace PERMA scores were significantly higher one-month post AAI, F(1,45) = 8.11, p = .01, ηp = 0.15. (Mean difference = 0.40, SE = 0.14, p = .007). Specifically, measures of positive emotion (P), t(45) = -2.53, p = .015, engagement (E) t(45) = -2.55, p = .014, relationship (R), t(45) = -2.10, p = .041, and meaning (M), t(45) = -2.17, p = .036, all were significantly higher one-month post intervention. Results suggests that attending the 2018 AAI positively influences academic overall and workplace wellbeing. Overall results suggest that attending AAI may provide a potential professional development platform for academic advising offices looking to address overall and workplace wellbeing in their advisors. Going forward, findings suggest the AAI may be a potential valuable option for higher education institutions seeking to increase the overall and workplace wellbeing levels of their academic advisors.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013527
Subject Headings: Academic advisors, Wellbeing, Appreciative inquiry
Format: Document (PDF)

Title: A GROUNDED THEORY OF OVERCOMMITMENT IN UNDERGRADUATE COLLEGE STUDENTS.
Creator: Adam, Molly, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate...
Show moreThis qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate students define overcommitment? Overcommitment has been tied to several mental and physical health issues. With student mental health issues on the rise on college campuses, it is imperative that overcommitment in undergraduate students be explored and defined. This study included 21 undergraduate college student participants, who met the following criteria: (1) enrolled as a full-time undergraduate student; (2) identified by a higher education professional as committed or overcommitted. Data was collected through a demographic survey, as well as, 60-minute semi-structured interviews on Zoom with each student participant. Data were analyzed through three rounds of coding: (1) open coding, (2) axial coding, and (3) selective coding. Three major themes emerged from the analysis of the undergraduate students’ overcommitment definitions: doing too much, lack of basic self-care, and detriments to mental and physical health. After synthesis, it was determined that undergraduate students define overcommitment as “taking on too many commitments to the overall detriment of mental and physical health, due to the lack of basic self-care.” The interview codes were ultimately developed into themes to create the theory of undergraduate student overcommitment as evidenced in the Undergraduate Student Overcommitment Model and answer the remaining research sub-questions about identification, challenges, benefits, and social supports and strategies. The theory explains undergraduate students’ rationale for overcommitting and has six levels: self, family, peers, school, future dreams and goals, and society.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013829
Subject Headings: Undergraduate college students, Grounded theory, Undergraduates--Mental health
Format: Document (PDF)

Title: “WE NEED TO HAVE MORE CONVERSATIONS ABOUT MASCULINITY”: A PHENOMENOLOGICAL EXPLORATION OF MASCULINITY AND THE UNDERGRADUATE EXPERIENCES OF LATINO MEN.
Creator: Camacho Jr., Lazaro, Cristóbal Salinas Jr., Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino...
Show moreThis study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino men undergraduate students make meaning of their undergraduate experiences. Relying on the lived experiences of Latino undergraduate men, this study collected data through three sets of interviews (Seidman, 2013). The examination of data was considered through the Multilevel Model of Intersectionality (Núñez, 2014a), which allowed for the participants’ lived experiences to be examined at multiple levels of intersectionality and centered in social oppression and privilege. The findings center the role of the Latino family, navigating and overcoming pan-ethnic discrimination, and evolved understandings of masculinity. Recommendations include the incorporation of the Latino family into the postsecondary experiences of Latino men, discontinuing the study of Latino masculinities as a homogenous concept, and equity based institutional policies that center the intersectional needs of Latino men undergraduate students related to academic and personal success.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013694
Subject Headings: Latino Man, Masculinity, Male college students, Intersectionality (Sociology)
Format: Document (PDF)

Title: IF YOU CAN’T MAKE A SOUND, MAKE A PEEP: A NARRATIVE INQUIRY OF THE LIVED COLLEGIATE EXPERIENCES OF BLACK MALE STUDENTS WHO DEALT WITH SUICIDE IDEATION.
Creator: Sanon, Malissa, Bloom, Jennifer L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: College students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns...
Show moreCollege students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns in Black male college students. Thus, the purpose of this narrative study was to expand the understanding of the lived experiences of Black male students who have dealt with suicide ideation while enrolled in college. The study asked two research questions: (1) How do Black male students who have experienced suicide ideation while in college perceive the impact of their suicide ideation on their collegiate academic and social journeys? And (2) How do Black male college students utilize university resources (counseling centers, campus-affiliated clergy), family, and peers after their suicide ideation experience, and what is their perception of these resources? The research focused not on the actual experience of suicide ideation itself, but the perceived impact of suicide ideation on Black male college students’ academic and social journeys. The academic journey includes the impact on students’ grade point averages (GPAs), impact on attendance, and desire to complete academic assignments. The social journey focuses on participation in extracurricular activities and relationships with faculty, staff, and peers.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013692
Subject Headings: Suicide, College students, Black, Men, Black
Format: Document (PDF)

Title: APPRECIATIVE ADMINISTRATION: HOW THE APPRECIATIVE EDUCATION THEORY-TO-PRACTICE FRAMEWORK IS BEING INFUSED INTO HIGHER EDUCATION ADMINISTRATIVE PRACTICES.
Creator: Elsberry, Meagan, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin...
Show moreThis qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin, 2002; Bloom et al., 2008), and an Appreciative Mindset. Bloom and McClellan (2016) coined the phrase Appreciative Administration to describe how higher education administrators could lead their organizations by harnessing the power of Appreciative Education. To date, there is no research on how higher education administrators are using Appreciative Education in their administrative practices. The purpose of this grounded theory study was to examine how higher education administrators infuse the Appreciative Education framework into their daily administrative practices. The study included 21 professionals, who met the following criteria: (1) had at least one full-time person reporting to them; (2) had participated in a formal Appreciative Education training. The experiences of the 21 study participants were captured through semi-structured 60-minute Zoom interviews. Subsequently, eight of the 21 participants participated in a focus group via Zoom to provide feedback on the study’s initial themes and sub-themes. Data was analyzed through three rounds of coding: (1) initial coding, (2) focused coding, and (3) theoretical coding.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014076
Subject Headings: Grounded theory, Education, Higher--Management, Education, Higher--Administration
Format: Document (PDF)

Title: HOW STUDENT AFFAIRS DIRECTORS USE THEIR ASSESSMENT DATA TO MAKE CHANGES.
Creator: Goldstein, Rebecca, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Assessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving...
Show moreAssessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving offerings, such as programs, services, initiatives, or events (Cox et al., 2017; Fuller & Lane, 2017). In the limited published studies about how student affairs professionals use assessment data, many professionals admit they do not have a plan to use their assessment data and only a small number have a plan to use their assessment data to make changes (Beshara-Blauth, 2018; Cox et al., 2017; McCaul, 2015; Parnell et al., 2018; Ridgeway, 2014). The purpose of this qualitative study was to understand how student affairs directors who have been identified as exemplars use their assessment data to make changes. The research questions for the study were: 1) How do student affair directors use assessment data in their role to make changes? 2) How do student affairs directors learn to use their data to make changes? And, 3) What influences student affairs directors to use their data to make changes?
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014248
Subject Headings: Student affairs administrators, Educational evaluation, Decision making
Format: Document (PDF)

Title: MAKING A DIFFERENCE IN THE WORLD THROUGH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF GRADUATE STUDENTS ENGAGING IN STEMBASED ACADEMIC SERVICE-LEARNING.
Creator: Hackman, Aaron Kyle, Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the...
Show moreThis phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the undergraduate experience is well documented, there is no research to date on the graduate experience, much less on graduate students in STEM fields. By understanding the lived experiences of graduate students in STEM-based Academic Service-Learning, this study attempts to fill that gap. The research questions that guided my study were: (1) What types of project-based experiences are graduate students performing in their Academic-Service-Learning designated courses? (2) What are the lived experiences of graduate students who are conducting AS-L projects in the community as a component of a STEM-based AS-L course as perceived by students, faculty, and community partners. (3) What are the lived experiences of the community partners who are hosting the students for their AS-L projects.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014234
Subject Headings: Experiential learning, Graduate students, STEM, Service learning
Format: Document (PDF)

Grounded theory (2)	+ -
Academic advising (1)	+ -
Academic advisors (1)	+ -
Academic probation (1)	+ -
Appreciative inquiry (1)	+ -

College attendance (1)	+ -
College student development programs (1)	+ -
College students, Black (1)	+ -
Decision making (1)	+ -
Depression (1)	+ -
Doctoral students (1)	+ -
Education, Higher--Administration (1)	+ -
Education, Higher--Management (1)	+ -
Educational evaluation (1)	+ -
Experiential learning (1)	+ -
Florida Atlantic University (1)	+ -
Graduate students (1)	+ -
Intersectionality (Sociology) (1)	+ -
Latino Man (1)	+ -
Male college students (1)	+ -
Masculinity (1)	+ -
Medical students (1)	+ -
Meditation (1)	+ -
Men, Black (1)	+ -
Mindfulness--methods (1)	+ -
STEM (1)	+ -
Service learning (1)	+ -
Stress & Anxiety (1)	+ -
Student affairs administrators (1)	+ -
Suicide (1)	+ -

Department of Educational Leadership and Research Methodology (10)	+ -
Florida Atlantic University (10)	+ -
College of Education (8)	+ -
Bloom, Jennifer (5)	+ -
Bloom, Jennifer L. (5)	+ -

Charles E. Schmidt College of Science (2)	+ -
Adam, Molly (1)	+ -
Camacho Jr., Lazaro (1)	+ -
Coisson, Jennifer M. (1)	+ -
Cristóbal Salinas Jr. (1)	+ -
DeDonno, Michael (1)	+ -
Elsberry, Meagan (1)	+ -
Goldstein, Rebecca (1)	+ -
Hackman, Aaron Kyle (1)	+ -
Kaplan, Roy (1)	+ -
Maslin-Ostrowski, Patricia (1)	+ -
Roy, Kelly Marie (1)	+ -
Sanon, Malissa (1)	+ -
Smith, Bridget Statler (1)	+ -

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