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Title: Doing No Harm: Perceptions of Peer Coach Training at a State College.
Creator: Sullivan, Jeannette S., Maslin-Ostrowski, Patricia, Floyd, Deborah L., Graduate College
Abstract/Description: Drawing from the wildly successful use of the executive coaching model in the private sector, this session will describe how one public institution created their own coaching program, and equipped not faculty or administration, but rather students to coach each other. This study explored the motivation of the coaches to devote their time to this effort without financial reward or recognition. The presenter designed, proposed, promoted, and instituted s2s Coaching. The purpose of this case...
Show moreDrawing from the wildly successful use of the executive coaching model in the private sector, this session will describe how one public institution created their own coaching program, and equipped not faculty or administration, but rather students to coach each other. This study explored the motivation of the coaches to devote their time to this effort without financial reward or recognition. The presenter designed, proposed, promoted, and instituted s2s Coaching. The purpose of this case study was to explore the perspective of student coaches in the s2s Coaching program at Palm Beach State College following completion of training in the spring term of 2013. An additional research question was to assess the coaches’ perspective of the coach training and their motivation or interest in becoming a student coach. Lastly, the recommendations of the coaches for future coach training sessions are assessed. Coaches were interviewed and document review was included in the methodology. Among the findings that emerged was the discomfort that the coaches felt in maintaining a professional or institutional role while delving into potentially personal matters, which in their normal discourse would make them a friend. This fuzzy line between coach and friend engendered discussion and recommendations for future training and discussion of this topic with the other coaches. The findings are revealed by a discussion of these categories.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00005854
Format: Document (PDF)

Title: Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
Creator: Casey, Deborah A., Florida Atlantic University, Floyd, Deborah L.
Abstract/Description: The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences....
Show moreThe purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities. The study revealed allied health sciences faculty and staff who implement universal design principles, take time to meet with students, build trusting relationships, and work as allies may dramatically influence a student's perception of their academic potential therefore, influencing academic success. The research also indicated allied health sciences programs require additional professional development opportunities for faculty and staff to enhance the climate for students with psychological disabilities. Positive attitudinal indicators, increased support provisions, and frequent student interactions between faculty, staff, and students were found to be key indicators for student academic success. Recommendations are provided for faculty and staff to support the success of students with psychological disabilities.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12208
Subject Headings: Academic achievement--Psychological aspects, Resilience (Personality trait), Prediction of scholastic success, Curriculum-based assessment, Community colleges--Curricula--Evaluation
Format: Document (PDF)

Title: Feasibility of an Undergraduate Leadership Studies Program at Florida Atlantic University.
Creator: Tepper, Ella, Woody, Kayla, Wemyss, Max, Burke, Katie Gale, Floyd, Deborah L.
Abstract/Description: The objective of this research is to explore the feasibility for an undergraduate Leadership minor to be established at Florida Atlantic University (FAU). Insight will be sought through focus groups and phone interviews to explore what degree of interest there is for a Leadership Studies Program here at FAU and to learn what practices work best at other institutions that have established Leadership Studies programs. We will gain this information by asking students what they believe are three...
Show moreThe objective of this research is to explore the feasibility for an undergraduate Leadership minor to be established at Florida Atlantic University (FAU). Insight will be sought through focus groups and phone interviews to explore what degree of interest there is for a Leadership Studies Program here at FAU and to learn what practices work best at other institutions that have established Leadership Studies programs. We will gain this information by asking students what they believe are three skills and attributes of an effective leader, how the new Introduction to Leadership course (LDR 2010) has assisted students in their leadership pursuits, and what their level of interest is for having a program. We will speak with individuals at institutions to gauge what is working for their Leadership programs. With this data, we seek to showcase the desire (or not) for establishing a Leadership Studies Program at FAU.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA0005038
Subject Headings: College students --Research --United States.
Format: Document (PDF)

Title: Adult Learner Success in Accelerated Associate Degree Programs at a Regionally Accredited Multi-Campus Proprietary Institution.
Creator: Kreitner, David J., Floyd, Deborah L., Florida Atlantic University
Abstract/Description: The advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational...
Show moreThe advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational quality make it imperative to develop best practices for the effective design of time-intensive curricula. The study found a strong correlation between student experiences rated in terms of Donaldson's and Graham's principles and perceptions of the relevance and applicability of their learning in their "lifeworlds." No significant correlation was found with GP A. Additionally, no significant correlation was found between perceived success in learning and final GP A. The graduates of associate degree programs at a regionally accredited multicampus proprietary institution in Florida comprised the study sample.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000673
Subject Headings: Educational acceleration--Florida, Educational change--Design and implementation, Continuing education--Florida--Administration, Adult education--Planning
Format: Document (PDF)

Title: Perceptions of lnter-campus Relations by Branch Campus and Main Campus Student Affairs Administrators in Multicampus Public Universities in Florida.
Creator: Merzer, Marion R., Floyd, Deborah L., Florida Atlantic University
Abstract/Description: The purpose of this study was to explore the perceptions of inter-campus relations by mid-level student affairs administrators of both main campuses and branch campuses, with a focus on a specific population from 6 of one state's public, 4-year or above multicampus universities. The study examined the relationships that exist between the administrators' perceptions and the variables gleaned from their environment and positions. This research study focused on the branch or regional campuses of...
Show moreThe purpose of this study was to explore the perceptions of inter-campus relations by mid-level student affairs administrators of both main campuses and branch campuses, with a focus on a specific population from 6 of one state's public, 4-year or above multicampus universities. The study examined the relationships that exist between the administrators' perceptions and the variables gleaned from their environment and positions. This research study focused on the branch or regional campuses of 6 of the 11 4-year or above public universities of the state ofFlorida. A convenient, purposeful sample of mid-level administrators, heads of departments designated as student affairs, at Florida university branch campuses and their counterparts on the main university campuses constituted the population for this study. This study discovered significant differences in perceptions of the main campus and branch campus student affairs administrators as they related to the four domains. Campus location was the most significant factor in predicting the perceptions of the respondents. Significant differences were found on issues of respect; communication; authority over budget, staffing, decision making and policy setting.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000679
Subject Headings: Universities and colleges--Florida--Administration, Student affairs services--Florida--Administration, College personnel management, Student affairs administrators
Format: Document (PDF)

Title: Post-September 11, 2001 through Pre-Virginia Tech Massacre, April 16, 2007: The Status of Crisis Management Preparedness as Perceived by University Student Affairs Administrators in Selected NASPA Member Institutions.
Creator: Catullo, Linda A., Floyd, Deborah L., Florida Atlantic University
Abstract/Description: Research for this study was conducted to assess the post-September 11, 2001 and pre-April 16, 2007, Virginia Tech Massacre level of crisis preparedness in higher education from the perspective of chief student affairs administrators in residential universities. In this study, institutional preparedness was determined by comparing scores and results from an instrument developed to measure preparedness for the dissertation titled, "Institutional Preparedness to Respond to Campus Crises as...
Show moreResearch for this study was conducted to assess the post-September 11, 2001 and pre-April 16, 2007, Virginia Tech Massacre level of crisis preparedness in higher education from the perspective of chief student affairs administrators in residential universities. In this study, institutional preparedness was determined by comparing scores and results from an instrument developed to measure preparedness for the dissertation titled, "Institutional Preparedness to Respond to Campus Crises as Perceived by Student Affairs Administrators in Selected NASPA Member Institutions" (Zdziarski, 2001). The research was conducted using survey research methodology and the methodology employed was quantitative. Specifically, the research employed population survey methods to assess the current state of crisis preparedness and measured institutional preparedness against four critical factors including: (a) types of crises prepared for, (b) the phases of crisis prepared for, (c) the crisis systems in place, and (d) the stakeholders included in preparing for crisis. The population selected for this study included residential universities that: (a) were doctoral degree granting institutions; (b) had a total enrollment of 5,000 students or more in the spring 2007 semester; (c) had residence halls; and (d) were institutional voting members of NASPA in the spring 2007 semester. This study examined a capsule of time between the September 11, 2001 attacks and the August 16, 2007 Virginia Tech Massacre. This study found that chief student affairs professionals at residential universities perceive themselves to be prepared to respond to crises on campus; they believe great strides have been made since the 2001 study to increase preparedness to handle crises. However, post completion of this research the Virginia Tech Massacre made it abundantly clear that there are many complicated facets of crisis preparation on residential university campuses that professionals may not be prepared to handle and the need to be proactive has never been greater.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000656
Subject Headings: Emergency management--Evaluation, School crisis management--Evaluation, Universities and colleges--Security measures, Campus violence--Prevention
Format: Document (PDF)

Title: Policy and practice: an analysis of 2001 Florida State Bill 1162.
Creator: Hrabak, Michael R., Floyd, Deborah L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the initially intended outcomes of the 200 I Florida Senate Bill 1162, a Florida law that established an educational policy granting community colleges the ability to confer baccalaureate degrees in teacher education programs. The intended outcomes included teachers filling growing vacancies statewide. This study found that 69% of Florida College System graduates from 2004-2010 found employment in Florida as teachers, and in fact, the overall percentage outpaced that of...
Show moreThis study examined the initially intended outcomes of the 200 I Florida Senate Bill 1162, a Florida law that established an educational policy granting community colleges the ability to confer baccalaureate degrees in teacher education programs. The intended outcomes included teachers filling growing vacancies statewide. This study found that 69% of Florida College System graduates from 2004-2010 found employment in Florida as teachers, and in fact, the overall percentage outpaced that of students graduating from a Florida State University System institution. This study also uncovered positive relationships between employment and individual student characteristics such as a graduates' age, major, and year they graduated, impacting their likelihood for employment. Overall, this study determined that the 200 I Florida Senate Bill 1162 is succeeding in fulfilling its intended outcome of producing community college baccalaureate degree holders that do indeed find employment in Florida as teachers.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA00004251
Format: Document (PDF)

Title: An examination of the southern association of colleges and schools commission on colleges’ quality enhancement plans at two institutions through the lens of quality improvement.
Creator: Rodriguez, Barbara June, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or...
Show moreThe purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems accountability, accreditation, and assessment, and six of Deming’s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004404, http://purl.flvc.org/fau/fd/FA00004404
Subject Headings: Educational evaluation -- Case studies, Educational tests and measurements -- Case studies, School management and organization -- Quality control -- Case studies, Total quality management in education -- Case studies, Universities and colleges -- Accreditation -- Case studies
Format: Document (PDF)

Title: COMMUNITY COLLEGES’ TRANSITION TO OFFERING BACCALAUREATE DEGREES: A CASE STUDY OF THE IMPACT ON HUMAN RESOURCES.
Creator: Tomanio, David George, Floyd, Deborah L., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The purpose of the multi-site case study was to gain an understanding of the impact on human resources that public community colleges in the State of Florida experience when the institutions expanded their degree offerings to include Community College Baccalaureate degrees. The researcher was able to identify that there were changes in human resources in the areas of compensation plans, job descriptions, and credentialing of faculty members. The researcher determined the other impacts on...
Show moreThe purpose of the multi-site case study was to gain an understanding of the impact on human resources that public community colleges in the State of Florida experience when the institutions expanded their degree offerings to include Community College Baccalaureate degrees. The researcher was able to identify that there were changes in human resources in the areas of compensation plans, job descriptions, and credentialing of faculty members. The researcher determined the other impacts on human resources, such as changes to the organizational structure, and to the culture of the organization, in a positive way. Qualitative research methods were used that included personal, one on one interviews, observations, and review of documents. The sample for the study consisted of 2 of the 27 community colleges in the State of Florida that have offered baccalaureate degrees at their institutions. The conclusion of this study resulted in additional literature being available for community colleges, policy makers, and other decision makers interested in understanding the challenges faced by community colleges seeking to be successful in offering baccalaureate degrees at their institutions.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013423
Subject Headings: Community colleges, Community colleges--Florida, Baccalaureate degree, Human resources
Format: Document (PDF)

Title: Closing the Loop: Student Leader Perceptions of Their Leadership Development at a State University.
Creator: Burke, Katie Gale, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Collegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students,...
Show moreCollegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students, 14 were a part of focus groups. There were three focus groups in total with four, seven, and three participants respectively. From the 14 participants, five volunteered for individual interviews to identify their perceptions of their leadership development in their own words. The research questions for this study were: What are the inputs and environmental influences that shape college students’ leadership development output from the student perspective; and, how do college students describe and understand their leadership development? The descriptive profile and close-ended responses are reviewed in chapter four and report four major findings. The first finding was “Mom made me do it”: The Influence of Family and Experiences Precollege, and the second finding was The What and Who Behind These Students’ Leadership Development in College: Purposeful Experiences and People. The third finding was The Why Behind These College Students’ Engagement in Leadership Development, which encompassed four themes to describe the reasons these students’ are interested in leadership development: encouragement from others, aspirations, self-development, and motivation to support causes they have grown to want to serve and for which they want to develop. The fourth finding was Soft Skills - Not Clear in the Terminology of These Student Leaders, Clear in Their Behaviors and included ways of defining soft skills and the exemplification of student leaders’ soft skills. Conclusions and recommendations are offered in chapter six including the proposal of a new model, Closing the Loop in College, developed from the pattern of findings that emerged in this study inclusive of reflective meaning making in college as essential for these leaders’ development.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004997, http://purl.flvc.org/fau/fd/FA00004987
Subject Headings: Dissertations, Academic -- Florida Atlantic University, State universities and colleges., Leadership., College students.
Format: Document (PDF)

Title: Concurrent Enrollment and Academic Performance of Community College English Language Learners.
Creator: Johnson, Stephen R., Floyd, Deborah L., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Community colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing...
Show moreCommunity colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing demand for college graduates in today's workforce, language minority students, like their native English-speaking (NES) counterparts, need to leave college with vendible work credentials. Community colleges need practical and affordable ways to improve learning and degree completion rates of their English language learners. College ESL programs face two key challenges in realizing this goal: (1) providing quality language preparation for college-bound E LLs, and (2) developing efficient ways to deliver curricula to a student population that has limited financial resources and time. This was a single institution case study that investigated two ESL curriculum models at a large urban community college. The study compared the academic performance and persistence of ELL students who studied in a sheltered ESL curriculum to ELL students who studied in a concurrent enrollment ESL curriculum that combined college-level courses with advanced ESL study. The researcher analyzed student data from college archives: transcript data, admission data, and course performance results. Data from three student groups were salient to the study -- students in concurrent enrollment courses (partially-mainstreamed ESL students), students in traditional ESL courses (not mainstreamed), and native English speakers in freshmen-level general education courses. The study described the relationship between the two types of ESL curriculum and the academic performance and persistence of ELL students in each program. Findings showed that advanced ELL students were able to successfully complete select college courses as they finished their ESL program. Results indicated that early access to college courses motivated students to persist. This study can help ESL practitioners and administrators in higher education determine if a concurrent enrollment curriculum model is a viable alternative for intermediate and advanced level ELL students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004509, http://purl.flvc.org/fau/fd/FA00004509
Subject Headings: Academic achievement, Community colleges -- Administration -- Evaluation, Community colleges -- Curricula, English language -- Study and teaching -- Foreign speakers -- Education (Higher), Second language acquisition
Format: Document (PDF)

Title: Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives.
Creator: Antczak, Laura, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about...
Show moreMany changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004476
Subject Headings: College personnell management, Community colleges -- Florida -- Administration, Community colleges -- Florida -- Administration, Degrees, Academic -- Florida, Education, Higher -- Aims and objectives, Student affairs services, Universities and colleges -- Florida -- Administration
Format: Document (PDF)

Title: Perceptions of lawyers on career transition, transferable skills, and preparation for community college leadership.
Creator: Nguyen, Thomas T., Floyd, Deborah L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to...
Show moreThe purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to determine whether they might serve as a viable source for leadership. Participant perceptions revealed a transition to make a difference, the transition process was smooth, and transition was made for a better work environment. Participants recommended for career changers coming from law to informally learn about community colleges, gain work experience therein, and to earn another degree. Participants reported high abilities in communications and professionalism, which are current AACC leadership competencies. Some participants reported low collaboration competencies. Participants also recommended positive reinforcement, teamwork, and problem-solving as additional AACC leadership competencies. Moreover, participants reported other transferable skills including legal expertise, business sense, and analytical skills. Recommendations from this study include a policy and practice of considering lawyers for educational leadership provided they demonstrate work and commitment toward a transition into community college leadership.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004144, http://purl.flvc.org/fau/fd/FA00004144
Subject Headings: Career changes -- United States, Community college presidents, Executive ability, Law -- Vocational guidance -- United States, Leadership in education
Format: Document (PDF)

Title: Perceived job satisfaction of resident assistants in student housing at three Florida public universities.
Creator: Ovathanasin, Teeranai, Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences...
Show moreThe purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing Company.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004458, http://purl.flvc.org/fau/fd/FA00004458
Subject Headings: College students -- Florida -- Housing, Residence counselors -- Florida -- Job satisfaction, Resident assistants (Dormitories) -- Florida -- Attitudes, Resident assistants (Dormitories) -- Florida -- Job satisfaction, Universities and colleges -- Florida -- Professional staff -- Job satisfaction
Format: Document (PDF)

Title: Predicting Graduation Rates at Non-Residential Research Universities.
Creator: Harrison, Jamonique K., Floyd, Deborah L., Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated...
Show moreThe purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated Postsecondary Data System. Student and institutional variables were analyzed using descriptive statistics, independent samples t-tests, analysis of variance, and regression analyses. Results indicated that student and institutional characteristics can be used to significantly predict graduation rate at nonresidential institutions with student variables yielding greater predictive power than institutional variables. As well, residential status was found to moderate the relationship between undergraduate enrollment and graduation rate.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004603, http://purl.flvc.org/fau/fd/FA00004603
Subject Headings: Dropout behavior, Prediction of, College dropouts--Prevention., Education--Research--Philosophy., Education, Higher--Administration.
Format: Document (PDF)

Title: Multiple Measures as a Placement Instrument in Mathematics at Florida State Colleges.
Creator: Montañez Martínez, III, Miguel A., Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Every year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during...
Show moreEvery year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during the Fall 2014 academic term. The study, using a sample size of 10,186 subjects, examined multiple predictor variables and one outcome variable to measure predictability of success in Intermediate Algebra. The study used descriptive statistics, multiple linear regression, and logistic regression to develop a multiple measure actuarial model. A quantitative analysis of archived student records was used in this study. The analysis revealed that the actuarial model, using gender, ethnicity, age, academic objective, academic load, high school GPA, high school mathematics gap, and high school mathematics curriculum composite score as predictor variables, was significant in predicting success in Intermediate Algebra. The actuarial model correctly classified 1,688 subjects who would fail Intermediate Algebra, achieving a hit rate of 75% in predicting failure in Intermediate Algebra. Similarly, the model achieved a hit rate of 54% when classifying subjects who would pass Intermediate Algebra. The improvement-over-chance index, I, was 44.8%, representing a 45% reduction in error when classifying subjects who would fail Intermediate Algebra. Thus, the actuarial model, with all its predictor variables, provides helpful guidance when advising incoming first-time-in-college (FTIC) students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004614, http://purl.flvc.org/fau/fd/FA00004614
Subject Headings: Achievement in education--Measurement., Educational tests and measurements--Florida., Mathematics--Examinations, questions, etc., Advanced placement programs (Education)
Format: Document (PDF)

Title: West Indian Immigrant Women: The Higher Education Lived Experiences of Undergraduate and Graduate Students at Florida Atlantic University.
Creator: Lalla, Shireen, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on one interviews with each participant. Stories emerged that highlight the...
Show moreThis phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on one interviews with each participant. Stories emerged that highlight the immigrant experiences of these female West Indian students. Such narratives have been lacking in the higher education literature about how this population of women persists in colleges and universities in the United States (U.S.). Six findings emerged that constituted the acculturation and adjustment experiences of these women: 1) family influence, 2) financial difficulties, 3) emotional and physical challenges, 4) institutional support, 5) women’s empowerment, and 6) host society adaptation. In conclusion, female West Indian immigrant students are a valuable asset and provide a tremendous benefit to higher education institutions in the U.S. in terms of cultural and academic contributions that they offer. More attention needs to be paid towards better preparing university staff, administrators, and faculty. This can lead to increased retention and graduation rates. The study gives voice to these women whose lived experiences in higher education have been so seldom addressed. Analysis of their experiences suggests a plan of action that includes: family engagement programming, on-campus financial support, student health services outreach, healthier dining options, mentorship programs, immigrant student support services department, online community support, faculty, cultural awareness, and immigrant student programming. Recommendations for future research are also discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013227
Subject Headings: Women--West Indies, Immigrant students, Acculturation, Phenomenology--Research
Format: Document (PDF)

Title: The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.
Creator: Pain, Karen D., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to...
Show moreThe primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to the success of 8,644 students who would have been exempt had the law been in effect when they completed their gateway courses in 2012 and 2013. Data were collected from three FCS institutions. Using Astin and Astin's 1992 Input-Environment-Outcome model (Astin & Astin, 1992), independent variables included demographics, such as race and Pell grant eligibility, and prior academic performance, as well as enrollment status and remedial course decisions and perf ormance. The study found the policy to have a statistically significant (α = .05) negative effect on student success in the gateway courses. The voluntary remediation policy that was in part enacted to improve college completion rates threatens to have the opposite effect. The results show that fewer proportions of students were successful (grade of C or higher) in both courses once remediation became voluntary (12.8% decrease for English; 19.3% decrease in math). The study revealed a need for further research to investigate the degree of this impact on minority and low-income students. The results also suggested a need for more research to learn which students are likely to benefit, or not, by taking a remedial course. Of the students in the study who voluntarily took a placement test and scored below credit level, 11.3% chose remediation before taking ENC1101 and 24.5% chose remediation before taking MAT1033. Of those students, most who earned an A or B in the remedial course were successful in the credit courses; most who did not earn at least a B in the remedial course were unsuccessful at the credit level. Results were significant (α = .05), and effect sizes were moderate (.344 for English; .430 for math).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004531, http://purl.flvc.org/fau/fd/FA00004531
Subject Headings: Academic achievement -- United States -- Florida, Developmental studies programs -- United States -- Florida, Educational attainment -- United States -- Florida, Remedial teaching, School failure -- Prevention, Universities and colleges -- Florida -- Administration
Format: Document (PDF)

Title: Transformation of Palm Beach Community College to Palm Beach State College: a case study.
Creator: Basiratmand, Mehran, Floyd, Deborah L., Maslin-Ostrowski, Patricia, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this single-site case study was to examine the organization and leadership change process of Palm Beach State College, a publicly funded institution in Florida, as it embarked on offering bachelor’s degree programs. The study examined the organizational change process and the extent to which Palm Beach State College’s organization transformation aligned with the eight stages of John Kotter’s (1996, 2012) Change Management Model. This qualitative research was conducted using...
Show moreThe purpose of this single-site case study was to examine the organization and leadership change process of Palm Beach State College, a publicly funded institution in Florida, as it embarked on offering bachelor’s degree programs. The study examined the organizational change process and the extent to which Palm Beach State College’s organization transformation aligned with the eight stages of John Kotter’s (1996, 2012) Change Management Model. This qualitative research was conducted using triangulation of data collection and analysis methods via interviews, observations, and document review. This study found that the organizational transformation was a success, and that while expanding its offerings, the college remained true to its core mission. Kotter’s model was found to be appropriate to examine the change process, and the college was well aligned in all but the final stage of the model. This research contributes to the body of knowledge in the field of higher education, primarily for two-year colleges embarking on the endeavor of organizational change process to confer baccalaureates.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004005
Subject Headings: Community colleges -- Florida, Organizational change – Florida, State universities and colleges -- Florida, Palm Beach State College
Format: Document (PDF)

Title: MILLENNIAL ALUMNI GIVING: MOTIVATIONS FOR DONATING TO THEIR ALMA MATER.
Creator: Albritton, Mary E., Bogotch, Ira, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Helping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted...
Show moreHelping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted at giving, it asks: To what extent does personal experience affect millennials giving to their alma mater before graduation, during the process of graduation, and after graduation? Based on the review of literature on generational giving, and the theory of planned behavior, a survey was distributed targeting millennials who met the following two criteria: 1) born between 1980–2000, and 2) graduated with an undergraduate degree between 2005 and 2015. A secondary analysis of data was employed to correlate the findings from the close-ended survey and examine the giving trends among millennials and how those trends vary among the other three giving generations: mature/silents, baby boomers, and Generation X.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013444
Subject Headings: Millennials (Generation Y), Generation Y, Alumni and alumnae, Philanthropy and education
Format: Document (PDF)

FAU Theses and Dissertations (25)	+ -
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