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- Title
- The impact of community college presidents' mentoring practices on protege success.
- Creator
- Ray, Magdala T., Florida Atlantic University, Pisapia, John
- Abstract/Description
-
Filling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for...
Show moreFilling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for community college leadership as a president. The profile of contextual factors (age, gender, ethnicity, geographic location and duration of the mentoring relationship) and mentoring activities developed through this study reveals that current community college presidents are involved in guiding their proteges by teaching the job, providing challenge, and teaching the politics of the job. They are helping their proteges through career help, protection and sponsorship, and they are encouraging their proteges through career counseling, friendship and demonstrated trust. Of the contextual factors and mentoring activities, the two which are most significant in predicting protege career advancement are the duration of the mentoring relationship and the teaching of the politics of the job. Implications and recommendations derived from this study include training and development of mentor/protege relationships within the community college system for better awareness and understanding of the mentoring activities and continued emphasis on increased mentoring opportunities for minorities.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12102
- Subject Headings
- Mentoring in education, College teachers--In-service training, Educational leadership, Community college presidents--United States, Community college administrators, Career development--United States
- Format
- Document (PDF)
- Title
- Faculty development centers in higher education: Incorporating diversity and technology.
- Creator
- Torrey, Evelyn Jeanne, Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
This descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical...
Show moreThis descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical training has always been an integral component of teacher education, disciplinary expertise has generally been the sole prerequisite for college teaching. Most universities offer travel support for faculty to attend professional conferences and provide sabbatical leave. Some academic units organize their own training activities. Consulting specialists may conduct specialized training. An individual or committee may voluntarily coordinate faculty development efforts. Since 1960, an increasing number of campuses have established faculty development centers with their own identities and reporting relationships, staff, budgets, and designated space, often with assistance from federal, state, or foundation funding. Centers focus on classroom instruction (instructional development), on faculty and their needs (faculty development), the overall needs of the institution (organizational development), and/or research. Of 185 respondents, 65 have faculty development centers, 5 have centers devoted to instructional technology, and 27 have active programs without formal centers; most belong to organizations or networks. Most centers have staff, budgets, and dedicated space. Centers are more likely found at large public institutions, report to the chief academic officer, and offer voluntary training to faculty, adjuncts, new faculty, and teaching assistants. Services focused more on andragogy and technology than on diversity. Most have Web sites, limited forms of evaluation, and expansion plans. Eight are women's colleges, 24 are Historically Black Colleges or Universities, and 9 are Hispanic Serving Institutions. Significant differences were found for enrollment, tuition, affiliation, and highest degree awarded and the scope of centers and programs. The study confirmed the value of faculty development centers and programs, the need to increase diversity and technology training, and the importance of evaluation and documentation of the contributions made by faculty development programs to the mission of the institution.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11987
- Subject Headings
- College teachers--Training of--United States, Multicultural education--United States, Educational technology--United States
- Format
- Document (PDF)
- Title
- A study of four public higher education institutions in Florida: The relationships between faculty and administrator goal congruence, faculty productivity and job satisfaction.
- Creator
- Provost, Maria W., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
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This study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and...
Show moreThis study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and assesses relationships between faculty productivity and faculty job satisfaction. The population for this study was the faculty, and college and departmental administrators in four of the ten public universities in Florida (USF, FAU, UCF, and FIU). College deans, associate deans, chairpersons, program directors, and tenured or tenure track faculty members were identified in eight disciplines (business administration, computer engineering, computer science, electrical engineering, English, mathematics, physics and teacher education) from each of the universities that were selected. The researcher designed the instrument used for this study. The instrument was pilot-tested in departments and colleges not examined in the dissertation study. Research findings and conclusions were that there is goal congruence between personal importance and perceived university importance of institutional mission goals for both faculty and administrators. This research found goal congruence between faculty and administrators for five, highly important "quality" goals. Faculty reported relationships for four institutional mission goals, while administrators reported congruence in common with those of faculty, and an additional four university mission goals. There were significant differences between faculty and administrators' personal importance for only one goal, while differences between faculty and administrator perceived importance were significant for four institutional mission goals. There is a relationship between faculty productivity and faculty job satisfaction for three mission goals. Congruence between faculty's and administrators' personal importance and perceived university importance of institutional mission goals is related to faculty job satisfaction and faculty productivity.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fau/fd/FADT12127
- Subject Headings
- Universities and colleges--Florida--Administration, Teachers--Job satisfaction, Education, Higher--Aims and objectives--Florida, Organizational behavior
- Format
- Document (PDF)
- Title
- Preparing Florida faculty to teach online.
- Creator
- Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3166833
- Subject Headings
- Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
- Format
- Document (PDF)
- Title
- Florida University Faculty Compensation: Market Competitive or Not?.
- Creator
- Ford, Lori Allen, McCue, Clifford P., Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
- Abstract/Description
-
The most important asset of any organization is its people (Danish & Usman, 2010). Whatever the market segment, they are the driving force behind creating and delivering on the organization’s strategic and financial objectives. The ability to attract, retain and motivate the necessary workforce, through use of financial rewards, is a main determinant in the degree to which these objectives are met (Fong & Tosi, 2007; Gomez- Mejia & Balkin, 1992b; Newman, Gerhart, & Milkovich, 2016). While...
Show moreThe most important asset of any organization is its people (Danish & Usman, 2010). Whatever the market segment, they are the driving force behind creating and delivering on the organization’s strategic and financial objectives. The ability to attract, retain and motivate the necessary workforce, through use of financial rewards, is a main determinant in the degree to which these objectives are met (Fong & Tosi, 2007; Gomez- Mejia & Balkin, 1992b; Newman, Gerhart, & Milkovich, 2016). While there are many approaches to pay strategy, a key aspect, and the focus of this dissertation, is the market positioning of cash compensation. Specifically examined was the stated policy narrative of market positioning compared to actual pay practice. While compensation practices in the private sector have received significant research attention, much less focus has been given to pay in academia. This work seeks to address this apparent gap and extend our knowledge in this area. Utilizing faculty pay at Florida’s ten major public universities, this dissertation analyzes consistency between the narrative and practice at the levels of university, department, rank, size and region. The findings demonstrated a significant difference between pay and university but inconsistencies across all levels with the stated narrative. Additionally, the results indicate a widening gap between actual pay and the market average between the 2005- 2006 academic year to present.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004749, http://purl.flvc.org/fau/fd/FA00004749
- Subject Headings
- Universities and colleges--Faculty--Salaries, etc.--Florida., Universities and colleges--Florida--Administration., State universities and colleges--Faculty--Salaries, etc.--Florida., State universities and colleges--Florida--Appropriations and expenditures., College teachers--Salaries, etc.--Florida., Wages--College employees--Florida.
- Format
- Document (PDF)
- Title
- The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.
- Creator
- Toussaint, Mario J., Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of...
Show moreA report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004739, http://purl.flvc.org/fau/fd/FA00004739
- Subject Headings
- Action research in education., Service learning., Universities and colleges--Public services., Teacher-student relationships., Algebra--Study and teaching (Higher), Educational technology--Evaluation., Motivation in education., Academic achievement.
- Format
- Document (PDF)
- Title
- An oration delivered May viii, MDCCLXXIX : at the funeral of the Hon. John Winthrop, Esq ; LL.D. F.R.S. Hollisian Professor of Mathematics and Natural Philosophy at Cambridge, in the state of Massachusetts-Bay.
- Creator
- Sewall, Stephen 1734-1804
- Abstract/Description
-
By Stephen Sewall, A.M. Hancock Professor of the Hebrew and other Oriental Languages. ; [Two lines from Solomon].
- PURL
- http://purl.flvc.org/fau/fd/fauwsb6f14
- Subject Headings
- Astronomers -- Massachusetts -- Death and burial -- Early works to 1800, College teachers -- Massachusetts -- Death and burial -- Early works to 1800, Funeral addresses -- 1779, Funeral orations -- 18th century -- Early works to 1800, Winthrop, John -- 1714-1779 -- Death and burial, Orations -- Massachusetts -- 18th century, Speeches, addresses, etc., American -- 18th century
- Format
- E-book
