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Title: Teacher Education Students at Miami Dade College: Perceptions of High Impact Practices.
Creator: Martínez, Joaquín G., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Miami Dade College (MDC) is predominantly an associate degree granting institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is the nation’s largest, most diverse community college. In 2011, a comprehensive redesign effort was launched to increase degree completion. This sequential mixed model design study queried teacher education student voices to explore their perceived impact of three high-impact practices (i.e., mandatory orientations, assigned advisors, and...
Show moreMiami Dade College (MDC) is predominantly an associate degree granting institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is the nation’s largest, most diverse community college. In 2011, a comprehensive redesign effort was launched to increase degree completion. This sequential mixed model design study queried teacher education student voices to explore their perceived impact of three high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized Educational Plans). A survey (n=218) was administered during an initial quantitative phase, confirming that a) students perceived the interventions as the institution intended and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a subsequent qualitative phase, unveiling three overarching findings about how and why perceptions of operational, affective, and academic aspects of the interventions were useful, not useful, or could be enhanced to help them navigate/ “survive” college, make adequate progress, and anticipate graduating, transferring, or entering a career.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004612
Subject Headings: Miami Dade College., Community colleges -- Florida -- Administration., Community college students -- Florida -- Miami.
Format: Document (PDF)

Title: THE ACADEMIC PERFORMANCE OF GENERAL EDUCATIONAL DEVELOPMENT ENTRANTS COMPARED WITH HIGH SCHOOL DIPLOMA ENTRANTS TO BROWARD COMMUNITY COLLEGE, 1980 - 1983 (REMEDIAL, GED, ADULT EDUCATION; FLORIDA).
Creator: GRADY, DONNA KATHERINE., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of...
Show moreThis study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of 1980 and a randomly selected sample of high school diploma entrants for the same term who were matched to the GED entrants for age, sex and race. Subjects numbered 458 GED entrants and 458 high school diploma entrants, for a total of 916. The record for each subject was assessed for the three-year period beginning with the Fall term of 1980 and continuing through the Summer term of 1983, or a total of nine terms. Using the Statistical Package for the Social Sciences (SPSS), statistics involving the variables were obtained with computer assistance. In all cases, GED entrants were compared to high school diploma entrants, with the confidence level being established at .05. The six variables studied were: (1) Incidence of enrollment in "remedial" courses; (2) Degree of success in "remedial" courses as evidenced by passing grade; (3) Overall grade point average; (4) Successful completion of programs as evidenced by degree or certificate awarded; (5) Enrollment pattern as evidenced by length of enrollment; (6) Indicated major area of study (academic as compared with technical) Results were supportive of the null hypotheses variables 2, 3, and 5; they were not supportive in connection with variables 1 and 6. Results concerning variable 4 were inconclusive due to the very small number of degrees or certificates awarded to either group. The overall conclusion reached was that GED entrants to post-secondary educational programs would probably need some remediation, especially in the area of mathematics. Mandatory assessment and placement for GED entrants was recommended, as were other revisions in College policy regarding grading practices and retention efforts.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11842
Subject Headings: Broward Community College--Students, Academic achievement, GED tests
Format: Document (PDF)

Title: A predictive model of student performance in Internet-based distance learning courses at the community college.
Creator: Coleman-Ferrell, Tunjarnika Lowell, Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire ...
Show moreThe purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire (IBDLQ). The survey was administered to a sample of 291 completers of Internet-based distance learning courses at the end of the Summer 2000 and Fall 2000 school semesters at Palm Beach Community College. One hundred respondents returned completed surveys, indicating a return rate of 34%. Multiple linear regression analysis was used to test each hypothesis and to provide a model that was predictive of student performance. Nine null hypotheses were formed to determine if there were significant relationships between student performance and the aforementioned variables. The results of the tests of the nine null hypotheses showed that the hypotheses that involved student performance and marital status, age and motivation-self pace were rejected. In this study, the final model indicated that the predictor variables accounted for 14.2% of the variance in student performance. The correlation matrix showed that the older students in this population were less often currently married than were younger students and appeared only marginally less likely to be motivated by self-paced courses. The correlation between being motivated by self-paced courses and being married showed that married students were a little more likely to be motivated by self-paced courses. Analysis of responses to the open-ended question on course satisfaction revealed four main themes that influence student performance: academic support from the instructor, flexibility, socioeconomic status specific to family responsibilities that include marital status, whether or not the student has dependents, and age. Suggestions for future research included increasing sample size, adding variables such as frequency of student computer use, whether or not the respondent has dependents, and surveying the instructors of the courses for frequency of availability online, levels of expertise, and instructor perception of barriers.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11949
Subject Headings: Community college students, Internet in higher education, Distance education
Format: Document (PDF)

Title: AN EXAMINATION OF SELF-DIRECTED LEARNING READINESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN STUDENT SUCCESS COURSES.
Creator: Downes, Kim-Le Thuy, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure...
Show moreThe objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure participants’ degree of SDLR. Participants’ GPA and final student success course grade was used as metrics of academic achievement. Additional analyses were conducted to determine if participants’ age and gender changed the association between SDLRS score and academic achievement.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013592
Subject Headings: Student success, Community college students, Academic achievement, Self-directed learning, Student success programs
Format: Document (PDF)

Title: THE PART-TIME ADULT STUDENT AND THE TRADITIONAL STUDENT IN THE COMMUNITY COLLEGE: A COMPARISON OF ACADEMIC NEEDS (FLORIDA, STUDENT SERVICES, CURRICULUM NEEDS).
Creator: NICK, ELIZABETH A., Florida Atlantic University
Abstract/Description: The purpose of the study was to compare the academic needs of the adult part-time student, 22 years of age and older, with the needs of the traditional full-time student, 21 years of age and younger, in order to identify curricular and student services needs important to the adult student. Data was obtained from a random sample of 500 credit-taking students attending Broward Community College in south Florida. The closed-ended questionnaire was returned by over two-thirds of the students....
Show moreThe purpose of the study was to compare the academic needs of the adult part-time student, 22 years of age and older, with the needs of the traditional full-time student, 21 years of age and younger, in order to identify curricular and student services needs important to the adult student. Data was obtained from a random sample of 500 credit-taking students attending Broward Community College in south Florida. The closed-ended questionnaire was returned by over two-thirds of the students. Statistical tests of significance were chi-square and Kendall's tau. Results indicate the null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the traditional full-time student are not supported. The correlation coefficients indicate a weak to moderate association for the significant variables. The null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the part-time student, 21 years of age and younger are supported. The correlation coefficients indicate a weak to very weak association for the significant variables. Lambda, performed on the socioeconomic variables, indicate little or no predictive power by the adult (or younger) part-time student and the traditional full-time student. Among the findings are most adult part-time students usually attend night classes, need a greater selection of courses and academic advisors at night, need courses that will transfer to an upper level university, and plan to be on campus only to study and/or attend class. About a fourth expressed a need for daycare. Over half of all student indicated a need for courses to upgrade skills in effective communication, math, reading, and writing. Two-thirds of the students attend part-time. The majority are 22 years of age and older. The traditional full-time student comprise only one-fourth of the total student population. Findings indicate the needs of the adult part-time student (as well as the needs of the younger part-time student) should be strongly considered in decisions pertaining to curricular and student services needs.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11845
Subject Headings: Part-time students--Florida, College students--Florida, Adult education--Florida, Broward Community College--Students
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: 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)

Title: A comparison of Broward County, Florida high school and community college teachers' perceptions of reference skills.
Creator: Divine, Elizabeth Mack., Florida Atlantic University, Brown, Robert G.
Abstract/Description: The purpose of this study was to examine and identify the reference skills taught at the high school level and compare these skills with the reference skills community college professors expect their students to have on entry to the community college. A survey instrument was designed listing reference skills needed to utilize library resources, to interpret, to locate information, and to write the information. High school and community college teachers scored each skill as to the degree each...
Show moreThe purpose of this study was to examine and identify the reference skills taught at the high school level and compare these skills with the reference skills community college professors expect their students to have on entry to the community college. A survey instrument was designed listing reference skills needed to utilize library resources, to interpret, to locate information, and to write the information. High school and community college teachers scored each skill as to the degree each skill is needed for academic enhancement and the degree each skill is taught to or exhibited by students. Independent variables were years taught, age, sex, content area, and the schools represented by the respondents. A correlation analysis was used to determine if there was a significant relationship between the scores of respondents and to the number of years they had taught. A t-test was performed on the variables of institution, area of instruction, and sex. An analysis of variance was performed on the variable of age. Results of the test showed that high school and community college teachers were in agreement as to the degree students need reference skills for academic enhancement. They were not in agreement as to the degree reference skills are taught at the high school level and exhibited by students at the community college level. The age, the sex, the number of years taught, and the area of instruction of the teacher did not produce a difference at the.05 level of significance.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12264
Subject Headings: High school students--Florida--Broward County, Library orientation for high school students, Community college students--Florida--Broward County
Format: Document (PDF)

Title: The Fork in the Road: Determining Factors for Diverse Students Choosing a Non-profit, Open-Access Institution Versus a For- Profit, Open-Access Institution.
Creator: Pacheco, Ruth E., Laanan, Frankie Santos, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Community colleges and for-profit institutions are considered open-access institutions and serve a large proportion of the United States student population. Furthermore, research confirms that students who are minorities, disadvantaged, and nontraditional attend these institutions in greater numbers than highly selective institutions. However, little is known about how these students choose between these two types of open-access institutions. The purpose of this study was to acquire a deeper...
Show moreCommunity colleges and for-profit institutions are considered open-access institutions and serve a large proportion of the United States student population. Furthermore, research confirms that students who are minorities, disadvantaged, and nontraditional attend these institutions in greater numbers than highly selective institutions. However, little is known about how these students choose between these two types of open-access institutions. The purpose of this study was to acquire a deeper understanding of the discriminating factors that influence these pathways and determine a predictive model of choice that is generalizable to undergraduate students choosing to attend open-access institutions. The study used the undergraduate portion of the 2011- 2012 National Postsecondary Student Aid Study (NPSAS:12) as its data source. NPSAS:12 contains a sample of about 95,000 undergraduate and about 16,900 graduate students enrolled between July 1, 2011 and June 30, 2012 in approximately 1,690 Title IV-eligible institutions of higher education in the 50 states and the District of Columbia. The results of the study indicate that the odds are higher for students attending for-profit colleges and universities than public two-year colleges to: be female; have independent status (24 years of age or older); have dependents; be Black or African American, Hispanic or Latino, American Indian and Alaska Native, or Native Hawaiian/other Pacific Islander; use higher amounts of financial aid; either not have a job or work fulltime; be less likely to attend college part-time; have higher college GPAs; and attend larger institutions. When restricting the sample for at-risk and non-traditional students, the odds for Hispanic and Latino and American Indian or Alaska Native students attending FPCUs increased, whereas the odds of Black or African American students attending FPCUs decreased. The results, implications for policy and practice, and recommendations for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004811, http://purl.flvc.org/fau/fd/FA00004811
Subject Headings: Multiculturalism--Education., Community college students., African American college students--United States., Hispanic American students--United States., Alaska Native college students--United States., Indian students--United States.
Format: Document (PDF)

Title: Predicting Success Rate of First-Time College Students Enrolled in Developmental Mathematics Courses in an Urban Multi-Campus Community College Based on Reading Level and Order of Courses Taken.
Creator: Echenique, Marcial Luis, Kumar, David D., Florida Atlantic University
Abstract/Description: Community colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature...
Show moreCommunity colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature review in the areas of community college, developmental education, mathematics education, and the connection between language and mathematics was conducted. Based on the results of the literature review, this study examined a population of students who placed into all three developmental education subjects when they enrolled at the community college based on their Computerized Placement Test (CPT) scores. In the first part of the study, the researcher studied the relationship between reading level and success rate in developmental mathematics courses. In the second part, the researcher used a logistic regression model to predict success in developmental mathematics courses based on CPT scores in math, reading, and writing, as well as ethnicity, gender, age, traditional college student status, limited English proficiency, and enrollment status. Results from the study revealed that the order in which developmental reading courses and developmental mathematics courses are taken does make a difference in the success rate of students in their developmental mathematics courses. There is a significant relationship between reading level and success rate in developmental mathematics courses for students who take reading before or at the same time as mathematics. A logistics regression model with four significant variables was created to predict success in developmental mathematics courses greater than chance. This study can assist counselors in placing students in the correct developmental mathematics course when they enroll in the community college. It further gives administrators the opportunity to evaluate current placement policy in developmental mathematics courses based on the order in which the courses are taken and CPT cutoff scores. This study also proposes recommendations and further research in the area of developmental mathematics education.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000664
Subject Headings: Mathematics--Study and teaching--Research, Learning, Psychology of, College student development programs--United States, Community college students--Services for
Format: Document (PDF)

Title: Academic performance and demographic variables in predicting success in college algebra and graduation rates in an urban multi-campus community college.
Creator: Pedersen, Ginger Lee., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine...
Show moreThe purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine whether students' gender, age, ethnicity, grade point average (GPA), English language proficiency, nontraditional status, placement scores and number of developmental courses could predict a students' success in college algebra and graduating with the Associate in Arts degree, and how placing in one or more developmental course was correlated with graduating with the Associate in Arts degree. Three research hypotheses were developed to determine any significant predictive ability among the variables studied. Hypotheses 1 and 2 used discriminant analysis to determine the predicative ability of identified variables and hypothesis 3 used a Pearson product-moment correlation coefficient to assess the relationship of placing into one or more developmental courses on graduating with the Associate in Arts degree. All hypotheses were tested at the .05 level of significance. The results of the study indicated that for hypothesis 1 the variables of GPA, number of developmental courses, level of mathematics courses and mathematics placement score were all significant predictors. For hypothesis 2, the variables of GPA, placement scores in reading and writing, and the number of developmental courses were all significant predictors. For hypothesis 3, the number of developmental courses that a student tested into did have a significant relationship with the student's receiving an Associate in Arts degree. The results are discussed in relation to ensuring that students are better prepared for college-level work by a series of recommendations relating to collaborative efforts between community colleges and local high school districts. In addition, recommendations are made to re-align the developmental mathematics curriculum to effectively prepare students for subsequent college-level mathematics courses.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12083
Subject Headings: Community colleges--Florida--Palm Beach County--Sociological aspects, Community college students--Florida--Palm Beach County--Statistics, Academic achievement--Florida--Palm Beach County, Postsecondary education--Research--Florida--Palm Beach County, Algebra
Format: Document (PDF)

Title: Effects of academic advisor attire on community college student satisfaction with academic advising.
Creator: Beck, Rebecca Celeste, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were...
Show moreThe major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were analyzed using analysis of variance (ANOVA). Based upon the statistical analyses, the researcher failed to reject all the null hypotheses. The attire of the academic advisors did not significantly affect the students' rating of satisfaction as measured by the sum of scores on the Student Evaluation of Counselor/Academic Advisor Form. There were no significant interactions between attire and age, attire and gender, and attire and race/ethnic origin. The major conclusion that can be drawn from this study is that student satisfaction with academic advisors is not significantly affected by the academic advisor's attire. Neither age, gender nor race/ethnic origin of the community college student had any impact or interaction with attire on satisfaction with the academic advisor. The literature review made a compelling statement that academic advisors do make a difference in retention of students. Future research could determine how the attire (casual, professional or uniform) of the academic advisor impacts the productivity of the institution, student satisfaction and how the dress of the academic advisor impacts the academic advisors' view of their competence, comfort and rapport with the student. Use of a semantic differential survey instrument could be employed. Perception of academic advisor's attire may be more complex than previously thought. The information obtained from this study may be more useful as stimuli to encourage further investigation.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12499
Subject Headings: Palm Beach Community College
Format: Document (PDF)

Academic achievement (2)	+ -
Broward Community College--Students (2)	+ -
Community college students (2)	+ -
Academic achievement--Florida--Palm Beach County (1)	+ -
Adult education--Florida (1)	+ -

African American college students--United States. (1)	+ -
Alaska Native college students--United States. (1)	+ -
Algebra (1)	+ -
College personnell management (1)	+ -
College student development programs--United States (1)	+ -
College students--Florida (1)	+ -
Community college students -- Florida -- Miami. (1)	+ -
Community college students--Florida--Broward County (1)	+ -
Community college students--Florida--Palm Beach County--Statistics (1)	+ -
Community college students--Services for (1)	+ -
Community college students. (1)	+ -
Community college teachers (1)	+ -
Community colleges -- Florida -- Administration (1)	+ -
Community colleges -- Florida -- Administration. (1)	+ -
Community colleges--Florida (1)	+ -
Community colleges--Florida--Palm Beach County--Sociological aspects (1)	+ -
Degrees, Academic -- Florida (1)	+ -
Distance education (1)	+ -
Education, Higher (1)	+ -
Education, Higher -- Aims and objectives (1)	+ -
GED tests (1)	+ -
High school students--Florida--Broward County (1)	+ -
Hispanic American students--United States. (1)	+ -
Indian students--United States. (1)	+ -
Internet in higher education (1)	+ -

Clothing and dress--Social aspects--Florida--Palm Beach--Case studies (1)	+ -
Community college students--Florida--Palm Beach--Case studies (1)	+ -
Counseling in higher education--Florida--Palm Beach--Case studies (1)	+ -
Faculty advisors--Florida--Palm Beach--Case studies (1)	+ -
Work clothes--Florida--Palm Beach--Case studies (1)	+ -

Florida Atlantic University (12)	+ -
College of Education (4)	+ -
Department of Educational Leadership and Research Methodology (4)	+ -
Maslin-Ostrowski, Patricia (3)	+ -
Floyd, Deborah L. (2)	+ -

ANDERSON, DAVID LEE. (1)	+ -
Antczak, Laura (1)	+ -
Beck, Rebecca Celeste (1)	+ -
Brown, Robert G. (1)	+ -
Bryan, Valerie (1)	+ -
Bryan, Valerie C. (1)	+ -
Coleman-Ferrell, Tunjarnika Lowell (1)	+ -
Decker, Larry E. (1)	+ -
Divine, Elizabeth Mack. (1)	+ -
Downes, Kim-Le Thuy (1)	+ -
Echenique, Marcial Luis (1)	+ -
GRADY, DONNA KATHERINE. (1)	+ -
Kerensky, Vasil M. (1)	+ -
Kumar, David D. (1)	+ -
Laanan, Frankie Santos (1)	+ -
MacKenzie, Donald G. (1)	+ -
Martínez, Joaquín G. (1)	+ -
NICK, ELIZABETH A. (1)	+ -
Pacheco, Ruth E. (1)	+ -
Pedersen, Ginger Lee. (1)	+ -

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