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Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives
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)
Teacher Education Students at Miami Dade College: Perceptions of High Impact Practices
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)
roles and responsibilities of the Associate in Science Degree department chair
Title
The roles and responsibilities of the Associate in Science Degree department chair.
Creator
Bredemeyer, Nancy Rehak, Florida Atlantic University, Bryan, Valerie
Abstract/Description
The changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a...
Show moreThe changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a questionnaire implemented in Round Two and Round Three of the Delphi study. The ASDDCs interviewed in Round One, serving as the expert panel in Two and Three, were asked, "How are the listed roles and responsibilities changing?" Sixty-seven, or 63.21 percent of the identified list of roles and responsibilities of the ASDDC reached consensus of change. Fifteen, or 14.50 percent of the roles and responsibilities were identified as "changing rapidly" or "change is tremendous." Nine categories of responsibilities emerged from the identified 123 roles and responsibilities of the ASDDC. Ranked highest to lowest in consensus of change were: Technology, programs, community college, students, professions, hiring/supervising, leadership, clerical and last, training. Statistical significance was found between the subgroups of "high tech" ASDDCs and "high touch" ASDDCs in three categories: program, community college, and hiring/supervising. Themes emerging from the study indicated the Associate in Science Degree department chairs are fulfilling Gmelch and Miskin's earlier identified department chair roles of manager, leader, and scholar with the faculty developer role just emerging; the future holds time-consuming clerical work; the chairs are proud of their technology and physical working space; community colleges are changing; Associate in Science Degree department chairs see themselves as leaders in their professions by teaching and developing curriculum, and ambiguity and lack of clarity exits in the roles and responsibilities of the Associate in Science Degree department chair which echoes Dymmel's earlier findings in North Carolina community colleges. Recommendations resulting from the study include: Restructuring the position of Associate in Science Degree department chair, examining the ambiguity of the position, and creating partnerships to provide training for the position.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12173
Subject Headings
Community colleges--Florida--Administration
Format
Document (PDF)
Time Orientation and the Ability to Envision the Distant Future of Higher Education in a Community College
Title
Time Orientation and the Ability to Envision the Distant Future of Higher Education in a Community College.
Creator
Diaz, Gisela M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Although temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing...
Show moreAlthough temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing the measures of the key constructs and extending the research to a novel setting. Scores for all three time frames were assessed in contrast to studies that emphasize future orientation. In addition, TO measures were obtained using an instrument constructed specifically for organizations (Fortunato & Furey, 2009). An adapted version of a visioning ability by Thoms and Blasko (1999) was constructed to address a specified time depth (the distant future) and domains relevant to higher education. Administrators reported significantly higher ratings than faculty on Future TO and visioning ability measures. Future TO scores for faculty were lower in relation to scores on the other two TO scales, but no within-group TO differences were found for administrators. A multiple regression model indicated that Future TO was the best predictor of visioning ability. Faculty teaching in the Associate of Science areas had higher Present TO scores than those teaching in the Associate of Arts programs. TO and visioning ability did not change as a function of gender, age, culture, and years of experience in higher education. The interpretation of the findings was limited by the lack of benchmarks that allow for meaningful comparisons across organizations, and by a continued need to establish construct and predictive validity for the key measures. The research has implications for hiring decisions, for staff development, and for temporal profiling in organizations interested in envisioning the distant future.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00005927
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Education, Higher, Community colleges--Faculty., Community colleges--Administration., Time perspective., Organizational change.
Format
Document (PDF)
Effects of learning-style responsive vs. traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies
Title
Effects of learning-style responsive vs. traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies.
Creator
Hart, Christina T., Florida Atlantic University, Bryan, Valerie
Abstract/Description
This researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for...
Show moreThis researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for each workshop focused on one learning-style method, thereby exposing participants to content about learning styles while using learning-style strategies to deliver the material. The average participant was a Caucasian female between the ages of 40-49 years old who taught in the Arts and Sciences. The Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn and Price, 1979, 1980, 1990, 1996) was used as the self-report instrument to identify the participants' learning-styles. The Semantic Differential Scale (SDS) (Pizzo, 1981) was used to assess the participants' attitudes toward the two instructional approaches in contrast with each other. A researcher-developed instrument called The T-Hart Achievement Test (THART) served as a pre- and posttest assessment consisting of multiple-choice questions based on the objectives of the staff development workshop. Each group reported a statistically more positive attitude following the learning-styles experimental workshop regardless of the method used. This finding supported the hypothesis that participants receiving staff development through their learning-style preference evidence significantly higher attitudinal test scores than participants receiving traditional staff development. There was no statistical difference in the knowledge or achievement on treatment concepts and practices learned by participants when the Programmed Learning Sequence (PLS) method was used. There was, however, a statistically significant difference in the achievement of the community college faculty when Learning-Style Small Group Techniques (SGT) were applied. This finding supports the experimental hypothesis that participants receiving learning-style responsive staff development will evidence significantly higher mastery of knowledge of workshop concepts and practices as measured by achievement-test scores than participants receiving traditional staff development. There was also a statistical difference in achievement by age when using the Small Group Techniques (SGT) learning-style method than when using the Programmed Learning Sequence (PLS) strategy.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12186
Subject Headings
Motivation in education, Learning, Psychology of, Community colleges--Florida--Administration, Educational psychology
Format
Document (PDF)