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Title: AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN THE VARIOUS CHARACTERISTICS OF SELECTED COLLEGE TEACHERS AND THE TEACHING METHODS THEY EMPLOY IN THE CLASSROOM.
Creator: BRAUNSTEIN, SUSAN TABOR, Florida Atlantic University, Voss, Stephen
Abstract/Description: Introduction. Students and faculty agree that there is a great need to improve teaching at the community college. Although students learn in a variety of styles, many teachers rely on just a few teaching methods. This over-reliance on too few methods is a serious problem. Purpose of the Study. The purpose of the study was to investigate the relationship between an instructor's educational preparation and experience and the choice of instructional methods employed in the classroom. Procedures....
Show moreIntroduction. Students and faculty agree that there is a great need to improve teaching at the community college. Although students learn in a variety of styles, many teachers rely on just a few teaching methods. This over-reliance on too few methods is a serious problem. Purpose of the Study. The purpose of the study was to investigate the relationship between an instructor's educational preparation and experience and the choice of instructional methods employed in the classroom. Procedures. The data were collected by direct observation, and the instrument was administered by one observer. Both format and procedure were identical for all observations. The population observed was the entire teacing staff at Florida Institute of Technology, Jensen Beach Campus. Factors considered for correlation with method use included vocational or academic teaching area, part-time or full-time status, exposure to professional education courses, and exposure to methodology workshops. Findings of the Study. The research data indicated that the mean number of methods employed by vocational instructors was higher than the number employed by academic instructors, and part-time instructors had a higher mean number of methods than full-time, although neither gain was statistically significant. Exposure to professional education courses seemed to have no effect on the number of methods employed as both those with and those without such courses employed the same number of methods. The only factor which did yield a statistically significant difference in means was exposure to methodology workshops. The research data indicated that teachers believed training in method and student learning style had little influence on method choice. Factors which were found to be important were course content, preferred teaching style, and class size. Recommendations. It was recommended that further studies should be undertaken to clarify the importance of training in methodology as a determining factor in method choice; to establish what instructors know about student learning styles; to provide a knowledge base on actual behavior of part-time instructors; and to determine the precise nature of those workshops which have proven, by direct independent observation, to have a positive correlation with the number of methods employed.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11794
Subject Headings: Teaching, Community college teachers
Format: Document (PDF)

Title: A study of return-to-industry experiences of Florida community college vocational faculty between 1986 and 1990.
Creator: Sullivan, David E., Florida Atlantic University
Abstract/Description: The survey research in this study was a delayed post-examination of characteristics and outcomes of return-to-industry experiences of vocational community college faculty in Florida. A questionnaire was sent in 1990 to all community college faculty who participated between 1986 and 1990 in the Florida Vocational In-Service and Business Exchange Program. The survey population included all persons who had received grants in support of return-to-industry experiences for faculty or institutional...
Show moreThe survey research in this study was a delayed post-examination of characteristics and outcomes of return-to-industry experiences of vocational community college faculty in Florida. A questionnaire was sent in 1990 to all community college faculty who participated between 1986 and 1990 in the Florida Vocational In-Service and Business Exchange Program. The survey population included all persons who had received grants in support of return-to-industry experiences for faculty or institutional upgrading over the four-year period. The questionnaire designed for this study solicited information about measurable outcomes affecting the participants and their institutions following the experiences. Questionnaire responses indicated perceived outcomes of curricular change, participant's increased knowledge, increased industry contacts, and updated knowledge of equipment and employment needs in participating industries. Initial data on the characteristics of each experience were gathered from the files of the Florida Department of Education in Tallahassee. These files contained data relating to the amount, the number of days, and the participant's department and college for each grant. Responses were analyzed using Pearson-r correlations and multiple regression analysis to determine whether significant relationships existed between and among reported characteristics of the experiences and the outcomes perceived by participants. Results of the regression analysis support the presence of a relationship between initial goals of the experience and actual outcomes. Statistically significant relationships were found to exist within the group as a whole and when grouping participants by year as separate reference groups. These relationships were determined by using responses to the questionnaire as variables in a correlation analysis. The results of this study may serve as a reference for administrators, participants, funding agencies, and state education agencies for planning, budgeting, implementing, and evaluating future return-to-industry and staff development programs.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12323
Subject Headings: College teachers--Tenure
Format: Document (PDF)

Title: Attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract.
Creator: Johnson, Katherine McDonald., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: Tenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature...
Show moreTenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature includes an introduction to the tenure issue and history of tenure. Relative research and the pros and cons of tenure are also presented. Finally, the status of tenure in Florida is summarized. Eight hundred and seventy-nine faculty members composing a stratified random sample from 21 of Florida's 28 community colleges were asked to complete and return a Likert scaled survey. Six hundred and seventy surveys were returned, comprising a 76 percent response rate. Survey results were analyzed using five separate one-way analyses of variance, for the measuring of attitude as related to age, gender, rank, years of employment, and tenure/continuing contract status. Of the five hypotheses tested there were significant differences in attitude regarding tenure as related to rank and tenure/continuing contract status. Results of this survey were then compared to a 1971 survey on tenure published by the Commission on Academic Tenure. Upon this comparison, it was found that in this community college survey as well as the survey conducted in 1971, faculty displayed significant differences in attitudes regarding themselves and their institutions depending on their tenure/continuing contract status. This community college survey compared to the 1971 survey produced findings indicating that a greater sense of freedom to express ideas was related to faculty rank. Community college faculty and administrators may find this study useful as they evaluate academic freedom in the classroom versus job security.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12268
Subject Headings: Community college teachers--Florida--Attitudes, College teachers--Tenure
Format: Document (PDF)

Title: A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
Creator: Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
Format: Document (PDF)

Title: A comparison of the teaching styles of full-time and part-time community college faculty.
Creator: Johnson, Cynthia Smyth., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six...
Show moreThe purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six hypotheses were tested. The findings are summarized here: (1) There was a significant difference between full-time and part-time faculty in teaching style as measured by faculty self-report. Full-time faculty have a more teacher-centered preference than part-time faculty. (2) There was a significant difference between full-time and part-time faculty in teaching style as measured by student perception. Students perceived full-time faculty as more teacher-centered than part-time faculty. (3) There was a significant difference between faculty and student perceptions of teaching style. Students perceived faculty as more teacher-centered than faculty perceived themselves. (4) Faculty characteristics accounted for 17.4% of the variance in mean faculty PALS scores. (5) Student characteristics accounted for 4.2% of the variance in mean faculty PALS scores. (6) Course variables accounted for 47.7% of the variance in mean faculty PALS scores. Additional findings included: (1) Both full-time and part-time community college faculty prefer a teacher-centered style. (2) Students are more satisfied with the overall teaching style of part-time faculty than the teaching style of full-time faculty. (3) In regard to teaching style, part-time faculty are less influenced by the expectations of colleagues than full-time faculty. (4) As the number and percentage of faculty employed part time at community colleges have increased, the reasons adjunct faculty accept part-time employment have changed.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12617
Subject Headings: Community college teachers, Adult education, Teaching
Format: Document (PDF)

Title: Going global: Faculty development in intercultural communication.
Creator: Caldwell, Susan., Florida Atlantic University, Guinn, Dorothy
Abstract/Description: This thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in...
Show moreThis thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in intercultural activities. An assessment of research and programs helps to determine components of faculty development, and results of a community college survey give an overview of their involvement in faculty development programs. This thesis concludes that successful faculty development programs in intercultural communication must include (1) institutional support, (2) experiential elements, (3) assessment, (4) continuous, in-depth training, (5) a rewards component, and (6) an adequate budget. To complete this research, a faculty development plan, including a timeline and budget, has been designed.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12773
Subject Headings: College teachers--Training of, Intercultural communication
Format: Document (PDF)

Title: Using classroom assessment techniques: The experiences of adjunct faculty at a Vanguard Learning College and two non-Vanguard community colleges.
Creator: Tuby, Heidi S., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: The purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection,...
Show moreThe purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection, supplemented by researcher field notes, demographic profile sheets, and analysis of actual CATS. The data synthesized into 3 levels of meaningful encounters, revealing the barriers that inhibited adjunct faculty use of CATS and how those obstacles were overcome, as well as facilitators that promoted use of CATS. A critical finding was that CATS did not motivate adjunct faculty to move from "private" investigation of student learning to "public dialogue" on teaching and learning that can add to the scholarship of teaching. The data showed that institutional commitment to CATS and a formal introduction to them as formative assessment, built upon a solid research base, were important steps toward encouraging their use. Also, "high touch" faculty development activities, which included CATS, effectively complemented those that were "high tech." The findings of the study indicated that the Vanguard and non-Vanguard colleges shared similar ideas. The Vanguard Learning College, however, distinguished itself by the actions taken to become more learning-centered; adjunct faculty participants assumed leadership roles as educational researchers who pursued independent projects to develop instructional materials to improve student learning as compared to adjunct professors at the non-Vanguard colleges. The following conclusions were reached: (a) Community college adjunct faculty use CATS to expand their own learning, often by designing probing questions in response to immediate classroom concerns. Therefore, the experience of using CATS is unique for each professor. (b) Deprivatizing adjunct faculty teaching is difficult, and sharing meets with resistance. At the Vanguard College, individual and communal learning are beginning to fuse. (c) CATs strengthen learning colleges as communication tools between instructors and individual students, but are not used to their fullest advantage to generate public dialogue on student learning.
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Date Issued: 2003
PURL: http://purl.flvc.org/fau/fd/FADT12049
Subject Headings: Educational tests and measurements, College teachers, Part-time, Effective teaching, Community college teachers
Format: Document (PDF)

Title: A STUDY OF THE EFFECTS OF THE STAFF DEVELOPMENT CENTER AT VALENCIA COMMUNITY COLLEGE ON FACULTY AWARENESS AND USE OF EDUCATIONAL CONCEPTS, MEDIA MATERIALS, AND TESTING STRATEGIES.
Creator: NICKEL, DONNA ARLENE., Florida Atlantic University
Abstract/Description: The Curriculum and Instructional Development Center at Valencia Community College was established through funding under the Advanced Institutional Development Program-Title III from 1977 to 1981. This study measures the awareness and use of educational concepts, media materials, and testing strategies among the full-time faculty who were teaching at the college in 1977. Those faculty members who participated in the Curriculum and Instructional Development Center completed the Survey a second...
Show moreThe Curriculum and Instructional Development Center at Valencia Community College was established through funding under the Advanced Institutional Development Program-Title III from 1977 to 1981. This study measures the awareness and use of educational concepts, media materials, and testing strategies among the full-time faculty who were teaching at the college in 1977. Those faculty members who participated in the Curriculum and Instructional Development Center completed the Survey a second time at the beginning of the year's experience in January and again at the end of the year's experience in December. In January 1982, at the completion of the project, only those full-time faculty members who had been full-time faculty members in 1977, who were still at the college and who chose not to participate in this Curriculum and Instructional Development Center completed the questionnaire. The effects of the year's experience on those who chose to participate is compared with the growth and change among nonparticipants.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11848
Subject Headings: Continuing education centers, Community colleges--Faculty, Community college teachers
Format: Document (PDF)

Title: Student Perception of Professors’ Teaching Attributes in Post-Secondary Hospitality Management Degree Programs.
Creator: Hertz, Oren, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their...
Show moreThis study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their academic success. The study also sought to identify any obstacles faced by the participating undergraduate students and their faculty as indicators of how to mitigate such obstacles. This study included a review of an extensive collection of research on student perspectives and how those perspectives may reflect on the evaluation of the adequacy of various teaching techniques and academic practices. This study found that the instructional attributes that participating students reported that they value include: agreeableness (concern and regard for students), accommodation (accessibility), and receptiveness to others’ conclusions (support of class inquiries and exchange), yet all instructors do not exhibit each of these attributes. This study identified the positive teaching characteristics of professors in one setting and how these professors interact with their students in a manner that captures students’ attention and promotes teaching and learning in the classroom. It also suggests attributes that professors in this setting and discipline may wish to elevate to better connect with students in the classroom.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013068
Subject Headings: College teachers., Effective teaching in higher education., Student evaluation of teachers.
Format: Document (PDF)

Title: THE COMMITTEE STRUCTURE AT PUBLIC COMMUNITY COLLEGES WITH SPECIAL REFERENCE TO BROWARD COMMUNITY COLLEGE.
Creator: WILKINSON, DONNA KAY, Florida Atlantic University
Abstract/Description: Statement of the Problem: This study was undertaken to examine the standing committee structure at Broward Community College, Fort Lauderdale, Florida. Its purpose was fourfold: 1. To record the development of the standing committee system. 2. To describe the current committee structure. 3. To determine the number of decisions made by each committee between A~gust 1974 and December 1976 and the number implemented by the college. 4. To survey the attitude of administrators and faculty toward...
Show moreStatement of the Problem: This study was undertaken to examine the standing committee structure at Broward Community College, Fort Lauderdale, Florida. Its purpose was fourfold: 1. To record the development of the standing committee system. 2. To describe the current committee structure. 3. To determine the number of decisions made by each committee between A~gust 1974 and December 1976 and the number implemented by the college. 4. To survey the attitude of administrators and faculty toward the committee structure. Procedure: A search of the college archives uncovered the information necessary for constructing the history of the development of the standing committee system. The general profile of the current committee structure was completed through data supplied by the Executive Vice President and the twenty-three committee chairpersons. An examination of the minutes of each committee from August 1974 to December 1976 revealed the number of recommendations made during that time; each was then checked with an appropriate college administrator to determine whether it had been implemented. Lastly, the attitude of administrators and faculty toward the committee structure was measured by a thirty-three item survey instrument. Delimitations: This study was limited to the current standing committee structure and the full-time faculty and administrators at Broward Community College, Fort Lauderdale, Florida. No attempt will be made to generalize results beyond institutions of a similar size, structure, and purpose. Results and Conclusions: The data lead to the following conclusions: 1. Throughout the college history, the committee system has not evoked particularly strong critical evaluation. 2. Specific goals and the committee's role in governance remain unclear to many people. 3. Committee chairpersons understand the committee's function as a recommending body . 4. Students are not actively involved in most of the college standing committees. 5. The joint appointment of committee members by the administration and the Faculty Senate is well-received and results in committees that are quite well balanced on a number of variables. 6. Faculty control the corr~ittees. 7. Senior faculty and administrators do not dominate the committee structure. 8. Since many committees meet infrequently, a heavy concentration of ex officio committee responsibilities among top administrators does not necessarily result in an unreasonable drain on their time. 9. Chairperson appointments are not rewards for any particular college group. 10. Many of the committees that meet infrequently make no recommendations at all. 11. Chairpersons are applying reasonable solutions to the problem of accommodating members from four locations. 12. Despite the existence of a dual procedure for preserving committee minutes, important historical information is lost when these procedures are not uniformly applied. 13. The workload varies greatly among committees. 14. Overall, the college implements a high percentage of committee recommendations. 15. Although administrators and faculty share some reservations about committee effectiveness and efficiency, they do not want the system abolished; however, they do favor some changes. 16. The size of committees is not perceived as a problem, but most respondents favor a reduction in number. 17. Committee assignments are viewed as additional burdens rather than as opportunities for shared decision making. 18. Position classification and sex have little effect on attitude toward the standing committee structure. 19. Strength of response to some aspects of the standing committee structure is influenced by length of service at the college and by highest degree earned. 20. Strong opinions on the standing committee structure are not influenced by division assignment. Summary: In view of the strengths of its current committee system, the college should be pleased with the structure's potential for excellence; however, it must also recognize the system's weaknesses and be willing to modify the standing committee structure to create an efficient and effective system which not only grants faculty a voice in decision making but also reaps their respect.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11701
Subject Headings: Committees, Teacher participation in administration, Broward Community College--Administration
Format: Document (PDF)

Title: DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION.
Creator: VICKERS, THOMAS WESLEY, Florida Atlantic University
Abstract/Description: A model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed...
Show moreA model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed and used for evaluation along with the Flanders Interaction Analysis Scale. Demographic data were collected and analyzed to discern trends, patterns and interrelationships among the variables. Pre- and post-training scores on the evaluative instruments were obtained by having subjects present lecture-discussions under controlled conditions prior to and after undergoing the training prescribed in the model. Results indicated that the training model had a significant impact on classroom use of lecture-discussion. Subjects scored significantly higher on post-training evaluations, leading to the conclusion that the model was effective in teaching subjects lecture-discussion skills. A comparison of pre- and post-training scores obtained on the Flanders Scale indicated the training model had little effect on the amount of classroom time devoted to the four areas of activity measured. A correlation between self-evaluation scores and scores generated by subjects participating as students in the lecture-discussions indicated no relation. Regression analysis indicated self-evaluation scores were not accurate predictors of student evaluation scores, leading to the conclusion that instructor self-evaluations alone do not provide adequate measures of classroom use of lecture-discussion skills. Analysis of trends, patterns and interrelationships among the variables found that sex and age had little effect. Years of teaching experience had little effect, except for the indication that teachers with ten to twenty years of experience received greater training benefit than subjects in other age groups. Subjects with master's degrees received greater benefit from the training than subjects with bachelor's degrees. Active teachers scored higher on both pre- and post-training tests than non-teachers; however, the per cent of increase in scores was approximately the same. It was impossible to draw any conclusions as to the effect of subject taught upon scores received. Subjects presenting lecture-discussions under controlled conditions received scores that were not significantly different from scores received by subjects presenting under actual classroom conditions. It was recommended that the model be implemented to train community college instructors in the use of lecture-discussion.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11762
Subject Headings: Lecture method in teaching, College teachers--Training of, Discussion
Format: Document (PDF)

Title: The perceptions of effectiveness of mentoring relationships in higher education.
Creator: Jadwick, Doreen K., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from...
Show moreThe purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from proteges (n = 22) represented a 41.5% response rate. Four out of the seventeen faculty mentors who responded had more than one protege. The variable information was used only once for each faculty mentor, therefore, the analysis included 17 faculty mentors and 22 proteges. Subjects were administered the 55-item Principles of Adult Mentoring Scale (PAMS); an instrument based on adult development psychology theories and the transactional process of learning with six behavioral mentoring functions: Relationship Emphasis, Information Emphasis, Facilitative Focus, Confrontive Focus, Mentor Model, and Student Vision. Faculty mentors completed the PAMS and proteges completed the protege version of the PAMS. MANOVA and ANOVA indicated that the faculty mentors' and proteges' overall levels of perceptions of effectiveness were similar as were the levels of perceptions of effectiveness for the six behavioral mentoring functions. When compared to Cohen's mentor role competency scores for the PAMS, the behavioral mentoring functions revealed a variety of perceptions of effectiveness: Relationship Emphasis and Facilitative Focus for faculty mentors and proteges resulted in effective mean scores; Information Emphasis and Student Vision mean scores of faculty mentors resulted in less effective mean scores while Information Emphasis and Student Vision mean scores of proteges resulted in effective mean scores; faculty mentors' and proteges' mean scores for Confrontive Focus resulted in less effective scores while the Mentor Model mean scores of faculty mentors and proteges revealed very effective scores. The composite mean scores and mean scores for each of the six behavioral mentoring functions appear to validate Cohen's mentor role norm competency scores for the six behavioral mentoring functions developed for the purpose of using the PAMS. Confrontive Focus behavioral scores in this study were consistent with findings from F. C. Stoner's January, 1996 study that revealed less effective mean scores for adult educators from Continuing Education, Higher Education, and Business and Industry (Stoner, 1996). This is an initial study. The approach used here can be used by others in higher education. The research provides adult educators with data and reproducible techniques with which to assess, evaluate, and improve the interpersonal competencies of adult learners and mentors.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12494
Subject Headings: College teachers--In-service training, Mentoring in education
Format: Document (PDF)

Title: Perceptions of professionalism: a case study of community college baccalaureate faculty.
Creator: Nasse, Jeffrey Peter., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in...
Show moreThis case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college?
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362555
Subject Headings: Community college teachers, Community college teachers Professional ethics, Education, Higher, Aims and objectives, Rewards and punishments in education
Format: Document (PDF)

Title: A comparison between Florida State University System's female administrators and female faculty in their personal attributes and self-efficacy beliefs.
Creator: Berzok, Rosanna Star, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy...
Show moreThe purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy beliefs. A survey package including a demographics section, Personal Attributes Questionnaire (PAQ) and Self-Efficacy Scale for Adults (SES) was mailed to 200 female administrators and 200 female faculty employed by Florida's State University System. A stratified random selection was employed to obtain the 200 female faculty in order to ensure discipline diversity. The 200 female administrators were selected from the most current data available from the 10 universities' 1995-1996 graduate school catalogs and the 1995-1996 Directory of Women in Educational Leadership in Florida, published jointly from the Office of Postsecondary Education in Florida and Florida State University's Hardee Center for Women in Higher Education. Each scale and subscale was analyzed utilizing the analysis of variance (ANOVA) procedure. Three null hypotheses were tested at the.05 confidence level and then adjusted to the.0125 confidence level by employing the Bonferroni procedure. The employment of the Bonferroni statistical procedure eliminates the rejection of discrepant test outcomes due to Type I errors. Results of the ANOVA test applied to the General Self-Efficacy subscale were statistically significant at the .01 confidence level. Outcomes of this study proved to be significant to the growing body of women's research in that it denoted statistically significant results indicating that female administrators had a higher perception of general self-efficacy than female faculty. General self-efficacy is based on the premise that if an individual has a history of successful outcomes, than that individual will expect more successful outcomes than failures. General self-efficacy (identified as an internal barrier) may in fact be what is hindering more women from seeking administrative positions in higher education.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12518
Subject Headings: Self-efficacy
Format: Document (PDF)

Title: Student Perception of Online Instructors at a Florida Public University.
Creator: Ballard, William Willett, Shockley, Robert, 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 online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an...
Show moreThe purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an instructor can teach online. Experiencing poor quality of instruction can negatively impact an online student academically, which can, in turn, be detrimental to a university’s student retention and graduation rates. This study adds to the current body of research regarding improvement of the quality of instruction in online courses based on the online students perception of faculty and the completion of faculty training for online instruction. The results of this study demonstrated no significant difference overall in student perception of quality of instruction between online instructors who did and did not complete faculty training as measured in courses with five or more student respondents. Additional results revealed that multiple academic colleges demonstrated a significant difference in student perception of quality of instruction. This study also discovered a slight negative effect of online faculty training on other areas of student satisfaction that did not include quality of instruction. Recommendations for future research are provided, including those for the improvement of online faculty training, university policy, and faculty and student preparation for online teaching and learning, respectively.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005962
Subject Headings: Distance education--Florida, Public universities and colleges, Online teaching, Student evaluation of teachers
Format: Document (PDF)

Title: The relationship between the perceived leadership styles of directors of associate degree radiography programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
Creator: Shaver, Gary Wayne., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: The focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic...
Show moreThe focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic Technologists (ARRT) exam pass rate, program completion rate, and job placement rate. Further, the relationship between the directors' leadership styles and demographic information was also examined. Directors' leadership styles were measured with the Multifactor Leadership Questionnaire (MLQ) (Form 5x-Short). Director, faculty, and program-specific demographic information was assessed with two researcher-designed questionnaires. Demographic questionnaires were mailed to all directors of Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited associate degree radiography programs (n = 321) located in the United States and Puerto Rico. One hundred and fifty-one (47%) responses were received. Faculty (n = 352) were randomly selected from names submitted by their respective program director. Each was sent a demographic questionnaire and the MLQ (Form 5x-Short). One hundred and seventy-six (50%) responses were received. Hierarchical multiple regression procedures and Pearson correlations were used to analyze the data. The findings of this study indicated that the transformational, transactional, and laissez-faire factors are significant predictors of program director effectiveness, faculty satisfaction, and the faculties' willingness to exert extra effort and the American Registry of Radiologic Technologists (ARRT) Exam pass rate. None of the leadership factors significantly predicted program completion rate, job placement rate, or the eight and five-year JRCERT accreditation awards. There was no significant correlation between directors' leadership styles and the demographic variables.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12048
Subject Headings: Radiography--Study and teaching (Higher), College teachers--Attitudes, Educational leadership
Format: Document (PDF)

Title: The development, implementation, and evaluation of a Strategic Prejudice Reduction Framework and its effect on dogmatism levels of college students.
Creator: Allgood, Ilene, Florida Atlantic University, Diaz, Carlos F., Pisapia, John
Abstract/Description: Dogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational...
Show moreDogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational opportunities. The nature of dogmatism and its impact on education is covered in the literature. Moreover, pedagogical and andragogical strategies which utilize the cognitive and affective domains to heighten critical thinking ability and empathy for others are also addressed in the literature. A Strategic Prejudice-Reduction Framework, the Dogmatism Diminution Model (DDM), was developed, implemented, and evaluated in a university setting. The DDM is not designed to be a discrete course; rather it is meant to be infused within a multicultural education class. The key features of the DDM are its domains, the Cognitive, Reflective, Emotive, and Active through which the course content is relayed. The Cognitive and Emotive domains of the DDM correspond to the cognitive and affective literature, the Reflective domain corresponds to the literature on critical thinking, but the Active domain of the DDM is not associated with the behavioral domain of the literature. Instead it is related to the research on service learning. Three hypotheses were tested. Two dealt with the DDM and the third with a demographic correlate of dogmatism. In order to determine the effectiveness of the DDM, Milton Rokeach's (1960) Dogmatism Scale was administered in a pretest/posttest design. The data were submitted to an ANCOVA and subsequently to a post hoc Scheffe test to determine between which pairs of groups differences in means occurred. ANCOVA was used to compensate for the effect that the pretest might have on the results of the posttest. The comparison of means among the four groups identified a significant reduction in the level of dogmatism at the alpha = .05 level between the DDM group and the Control group as well as one of the other two experimental groups. However, in a paired-score comparison of the treatment group itself, no significance was found with the sample of 31 subjects. This could be attributed to a lack of power in the sample size. Finally, a Pearson Product Moment Correlation of .154 was significant at the 95% confidence level between the variables of dogmatism and degree of religiosity.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12583
Subject Headings: Dogmatism, College students--Attitudes, Multicultural education, Prejudices, Teacher-student relationships
Format: Document (PDF)

Title: STAFF DEVELOPMENT PROGRAMS IN COMMUNITY COLLEGES IN ILLINOIS: AN ASSESSMENT.
Creator: JENKINS, ROLLIN EDWARD., Florida Atlantic University
Abstract/Description: Statement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional...
Show moreStatement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional staff development related to the unique concept of the community college. This study was undertaken: 1. To determine whether the present offerings are meeting the needs of of the professional staff members. 2. To determine what is being done in Illinois. 3. To determine the relationship of the staff members' tenure status, years of community college experience, professional role, sex, and/or education level on the staff members' participation and perceived value of various development activities. 4. To determine the degree of understanding of the development programs between those responsible for and those benefiting from the activities. 5. To determine those activities which were most/least valuable to the professional staff. Results and Conclusions: The data lead to the following conclusions: 1. There is considerable uniformity in staff development activities offered and staffs' perceptions of program usefulness throughout the state. 2. The knowledge as to the availability of activities is readily available to all. 3. The professional staffs are generally satisfied with the programs that are offered, and participation is at a relatively high level. 4. There is little evidence that the years of experience at the community college level or the education level have any influence on one's perception of usefulness of staff development activities. 5. Women are more optimistic than men concerning what the staff development activities can do for them. 6. No modification of development program is warranted on the basis of tenure status. 7. Staff meetings dealing with human relations, philosophy and goals of the community college, improvement of professional skills, and orientation are not meeting the needs of the instructional staff. Among the activities of considerable value are: formal evaluation by students and self, formal coursework, professional journals, readily accessible library facilities, workshops, visitation, and facilitation of professional organization activities. Among those activities of little value are: off-campus library and meetings for the entire staff.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11660
Subject Headings: Community college teachers--In-service training--Illinois, Community colleges--Faculty--In-service training--Illinois
Format: Document (PDF)

Title: Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida.
Creator: Bingham, Amy A., Florida Atlantic University, Kumar, David D.
Abstract/Description: In Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of...
Show moreIn Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of teachers was conducted. Based on the information obtained from the literature review, the study examined a population of pre-service teachers in a new teacher preparation program in Florida. The research investigated relationships surrounding pre-service teachers' characteristics such as: ages, failed attempts on high-stakes math sub-tests, levels and grades earned in lower-division math courses, time elapsed between lower-division and upper-division math courses, and the grade earned in the math methods course, in relation to their efficacy beliefs about teaching math. Results from the study revealed that pre-service teachers' ages, levels and grades of lower-division math courses, and grades earned in the math methods courses, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The variables of failed attempts on high-stakes math tests, and the time elapsed between lower- and upper-division math courses, did not significantly correlate with pre-service teachers' MTEBI scores. Additionally, a multiple regression model including the previously mentioned variables did predict pre-service teachers' MTEBI scores greater than chance, although the model did not generalize to the greater population. The findings from this study can assist new teacher preparation programs, which may serve non-traditional students, in isolating variables that can identify pre-service teachers who are at risk for poor mathematical experiences and attitudes in the early stages of the program. If pre-service teachers are prone to negative beliefs about teaching math, then any information in assisting these students prior to their having an effect on math education for future students can be beneficial. While this study posits some avenues to pursue in fostering positive math beliefs and experiences in teacher preparation programs, recommendations for further research in this area also will be discussed.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12110
Format: Document (PDF)

Title: RECRUITMENT, PROGRAMS AND RETENTION OF DISADVANTAGED YOUTH IN FLORIDA COMMUNITY-JUNIOR COLLEGES.
Creator: ANDERSON, DAVID LEE., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine effectiveness of the recruitment methods, programs available, and retention methods and procedures used for the disadvantaged youth in Florida Public Community Junior Colleges. In order to identify and compare evidence related to this purpose a survey questionnaire was sent to the counseling department in each college. The questionnaire was constructed to obtain data from these areas: (1) methods of recruitment, (2) identification of ethnic and...
Show moreThe purpose of this study was to determine effectiveness of the recruitment methods, programs available, and retention methods and procedures used for the disadvantaged youth in Florida Public Community Junior Colleges. In order to identify and compare evidence related to this purpose a survey questionnaire was sent to the counseling department in each college. The questionnaire was constructed to obtain data from these areas: (1) methods of recruitment, (2) identification of ethnic and economic categories included in disadvantagement, (3) methods of selection of students, (4) material aid given by college to disadvantaged students, (4) extent and effectiveness of vocational and occupational programs, (6) the present status of student retention, and (7) follow up programs on dropouts. The questionnaire was sent to five Florida Community Junior Colleges for their reaction and response. Three of the five respondents mentioned an imbalance in emphasis between recruitment and programs and between programs and retention. After consultation with an advisor, several more questions on programs were added to correct imbalance and add other pertinent information to the study. The questionnaire was sent to the 28 Florida Community Colleges and seven of their satellite campuses. Community Junior Colleges surveyed were identified by the 1971-72 edition of the American Association of Community Junior College's Directory. Of the 23 out of 35 questionnaires which were filled out by the community junior colleges, 18 were reported by major campuses and 5 were from satellite campuses, representing 64.3% of the total surveyed. Every questionnaire that was returned was utilized in the statistical analysis, and is reflected in the above percentage of those surveyed. Chapter II shows an analysis of data for the entire study and a preliminary discussion of recruitment and retention. The statistical treatment of the findings for recruitment and retention is given in detail. Chapter III reflects a preliminary discussion of programs, and the analysis of results of the programs now in operation for disadvantaged students. Chapter IV records final findings and implications. Major Conclusions and Implications: The Florida community colleges in fact have both diverse offerings and student populations. Documentation of the commitment to serve in general is more evident than research to determine specific opportunity for the disadvantaged. Special training programs are geared to the academic offering of the college with conservative emphasis on remediation. There seems to be an unwillingness to admit a need for institutional change, especially as programs relate to retention.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/11627
Subject Headings: Junior college students--Florida, Junior colleges--Florida, Community colleges--Florida, Education, Higher, Teaching--Aids and devices, Community college teachers
Format: Document (PDF)

FAU Theses and Dissertations (26)	+ -
Speeches (1)	+ -

Community college teachers (6)	+ -
Education, Higher (3)	+ -
Educational leadership (3)	+ -
College teachers--In-service training (2)	+ -
College teachers--Tenure (2)	+ -

College teachers--Training of (2)	+ -
College teachers. (2)	+ -
Effective teaching (2)	+ -
Mentoring in education (2)	+ -
Student evaluation of teachers. (2)	+ -
Teacher-student relationships. (2)	+ -
Teaching (2)	+ -
Academic achievement. (1)	+ -
Action research in education. (1)	+ -
Adult education (1)	+ -
Aims and objectives (1)	+ -
Algebra--Study and teaching (Higher) (1)	+ -
Astronomers -- Massachusetts -- Death and burial -- Early works to 1800 (1)	+ -
Broward Community College--Administration (1)	+ -
Career development--United States (1)	+ -
College students--Attitudes (1)	+ -
College teachers (1)	+ -
College teachers -- Massachusetts -- Death and burial -- Early works to 1800 (1)	+ -
College teachers, Part-time (1)	+ -
College teachers--Attitudes (1)	+ -
College teachers--Salaries, etc.--Florida. (1)	+ -
College teachers--Training of--United States (1)	+ -
Committees (1)	+ -
Community college administrators (1)	+ -
Community college presidents--United States (1)	+ -

College teachers--In-service training--Florida (1)	+ -
Education--Standards--Florida (1)	+ -
Educational tests and measurements--Florida--Evaluation (1)	+ -
Florida (1)	+ -
Mathematics teachers--Training of--Florida (1)	+ -

Teachers--Training of--Florida (1)	+ -
United States (1)	+ -
Universities and colleges--Florida--Administration (1)	+ -
Women college administrators--Florida (1)	+ -
Women college teachers--Florida (1)	+ -

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