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Title: AN EXAMINATION OF BARBADOS COMMUNITY COLLEGE 1969-1978.
Creator: ROSEN, ALAN, Florida Atlantic University
Abstract/Description: The small island of Barbados, easternmost of the Antilles in the Caribbean, re-evaluated its post-secondary education during the 1960s and determined that the community college could best serve the country's social, economic, and educational needs. For the first time the elitist tradition of post-secondary education on the island was challenged; working adults and all students over nineteen years of age, even with minimal educational preparation, could now engage in programs of higher...
Show moreThe small island of Barbados, easternmost of the Antilles in the Caribbean, re-evaluated its post-secondary education during the 1960s and determined that the community college could best serve the country's social, economic, and educational needs. For the first time the elitist tradition of post-secondary education on the island was challenged; working adults and all students over nineteen years of age, even with minimal educational preparation, could now engage in programs of higher education. Shortly after breaking its ties with England, Barbados established its community college. The intent of this investigation is to record the development of the college from its inception in 1969 to the present. The prime postulate states that an examination of a selected set of factors will result in tracing the development of Barbados Community College and identifying such formative factors as the need for technical education in Barbados and its relation to the existent educational system. The analysis utilizes interviews, statistics, and documents gathered from three data-gathering visits to Barbados (1971, 1977, 1978). At present Barbados has a second chance in its history to become the jewel of the Caribbean--not as an English colony, but as the model for tertiary educational leadership. Because of the success of the college, prospects for the future of the community college in Barbados and throughout the West Indies are bright.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11740
Subject Headings: Community colleges--Barbados
Format: Document (PDF)

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 PILOT STUDY OF LEARNING INSTRUCTIONAL STYLES AS A PREDICTOR OF EDUCATIONAL OUTCOMES IN PRINCIPLES OF ACCOUNTING I AT BROWARD COMMUNITY COLLEGE.
Creator: BATTLE, COLIN, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Broward Community College (Florida) has experienced high attrition in its Principles of Accounting I. The present study investigates the relationship of grades with divergent instructional/learning styles. Subject literature indicated individual approaches to perceiving, thinking, remembering and problem solving. These traits are possessed by both learners and teachers. However, the interaction of instructional/learning styles remained unexplored at the community college level. Further,...
Show moreBroward Community College (Florida) has experienced high attrition in its Principles of Accounting I. The present study investigates the relationship of grades with divergent instructional/learning styles. Subject literature indicated individual approaches to perceiving, thinking, remembering and problem solving. These traits are possessed by both learners and teachers. However, the interaction of instructional/learning styles remained unexplored at the community college level. Further, accounting education has not provided discussion of the issue. Using the Learning Styles Inventory (LSI) and the Canfield Instructional Style Inventory (CIS), learning and instructional preferences were obtained. This style data was used to determine measures of divergence between instructor's and learner's style along 17 selected factors. The sum of these differences provided a total divergent measure of instructional/learning style (TMD) and were based on key score preference zones representing broad measures of instructional/learning style. Students and instructors in Principles of Accounting I during Term I 1979/80 were selected. Results were summarized and three statistics applied. Z-tests showed significant differences exist on the TMD between campuses of the college. Significant differences were not found between full- and part-time faculty on the same measure. Results required all statistics be performed by campus Multiple correlation analysis by campus indicated low multiple R and R('2) values for the relationship of grades, TMD, and quality points. An alternate correlation analysis was postulated based on the 17 individual factors making up the TMD and indicated a stronger multiple R and R('2). Chi-Square analysis were performed on each of the selected factors. The factors Achievement/Independence and Numeric were found to relate to grades for Campus #1. The analysis for Campus #2 indicated the variables Numeric, Affiliation/Peer, Eminence/Competition and Reading affect the relationship with grades. In conclusion, TMD and quality points in multiple correlation analysis are questionable as predictors of grades. A composite measure of difference (TMD) inhibits the strength of each selected factor and alternate procedures are too general an identification of style preference. Campus groupings lacked the homogeneity required by the distinctive characteristics of teaching and learning., .
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11801
Subject Headings: Education, Community College
Format: Document (PDF)

Title: International education at the community college level: Evaluation of levels of commitment and curriculum integration.
Creator: Ortega-Cowan, Joan, Florida Atlantic University, Kussrow, Paul G.
Abstract/Description: As global interdependency becomes increasingly more apparent in our shrinking world, changing economic conditions draw people of many different cultures closer together. It is crucial that we develop knowledge and understanding of international cultures and countries to initiate and encourage reciprocal commercial and cultural exchange between local community colleges and the global community. Community colleges have an exceptional opportunity to provide effective leadership in order to...
Show moreAs global interdependency becomes increasingly more apparent in our shrinking world, changing economic conditions draw people of many different cultures closer together. It is crucial that we develop knowledge and understanding of international cultures and countries to initiate and encourage reciprocal commercial and cultural exchange between local community colleges and the global community. Community colleges have an exceptional opportunity to provide effective leadership in order to implement and integrate international education (IE) concepts in their mission statement, goals and curriculum. The ultimate goal should be to institutionalize IE throughout the curriculum, faculty, staff, and student body of all community colleges. The success of enlarging global dimensions of community college students depends largely on the expressed commitment of strategic institutional leadership as wen as community support for such an undertaking. It is essential that a strong commitment by the board of trustees, the president, key academic leaders, and the faculty exists to implement international education concepts in the curriculum of the institution. The institution's mission and goals statement should reflect that view, and the board of trustees should promote that mission statement with a supportive policy statement. A director of international education is absolutely necessary to initiate, implement and maintain IE programs as well as funds for the development of the programs and for travel-related IE activities. A public information system will keep the institution and the community cognizant of the program's activities, and community advisory and support groups should be utilized for community input. This study is based upon an established demonstration project at the community college level through the Community Colleges for International Development (CCID). Levels of commitment of strategic leadership at CCID institutions were determined as well as levels of integration of IE concepts in curriculum at CCID member and affiliate institutions. An evaluation of the relationship between the two variables was undertaken to determine if strategies have been successfully implemented to achieve the stated goals of Community Colleges for International Development. An evaluation between the level of involvement of COD member and affiliates in IE programs and activities was also undertaken to determine whether there is a difference between the commitment and involvement of members and affiliates in implementing IE concepts in curriculum at their respective CCID institutions.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12593
Subject Headings: International education, Community colleges
Format: Document (PDF)

Title: ARCHITECTURAL ANALYSIS OF SELECTED COMMUNITY COLLEGE THEATRES.
Creator: KAHLE, CAROL LEE., Florida Atlantic University, Kite, Robert H.
Abstract/Description: The purpose of this analysis was to obtain architectural dimensions from selected community college theatres. A survey was sent to 315 community college theatre departments requesting information in 17 categories: stage dimensions, proscenium arch, grid, loading doors, rigging, stage floor, pit, storage areas, building shop, costume shop, dressing rooms, rehearsal rooms, green room, lights, light booth, control booth, auditorium, and colors. There was a 25% survey return rate. Results from...
Show moreThe purpose of this analysis was to obtain architectural dimensions from selected community college theatres. A survey was sent to 315 community college theatre departments requesting information in 17 categories: stage dimensions, proscenium arch, grid, loading doors, rigging, stage floor, pit, storage areas, building shop, costume shop, dressing rooms, rehearsal rooms, green room, lights, light booth, control booth, auditorium, and colors. There was a 25% survey return rate. Results from the survey are reported in 5 tables: Mean, Median and Range of Survey Topics, Maximum and Minimum Responses for Survey Questions, Room Measurements, Adequacy Ratings, and Topics and Quantities. Appendices include a copy of the survey, mailing list, and comments from the respondents. The analysis shows that workshops and storage areas had the lowest adequacy rating. In addition, comments from respondents provided recommendations for future community college theatre designers. These include: (1) Determine needs and role of the college and theatre before a consultant or architect is hired and plans are drawn. (2) Determine instructional need in terms of current and future course offerings. (3) Provide concessions if the facility will host touring productions or community activities. (4) Theatre staff should have an active part in determining the needs and design. (5) The college should hire the theatre consultant. (6) Choose an architect with theatre experience.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11896
Subject Headings: Theater architecture, Community colleges
Format: Document (PDF)

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

Title: Entry-level examinations and the community college: "Cooling out" or casting out?.
Creator: Gabe, LiAnne Creviston., Florida Atlantic University, Anderson, Kristine L., Dorothy F. Schmidt College of Arts and Letters, Department of Sociology
Abstract/Description: The community college system has been charged with providing open access to education for those who would otherwise be unable to obtain higher education, and with maintaining high educational standards at the same time. In an attempt to reconcile these disparate goals, the State of Florida legislated, beginning in 1985, entry-level testing and placement into remedial courses for those scoring below legislated cut-off scores. Remedial education, if effective, should result in increased student...
Show moreThe community college system has been charged with providing open access to education for those who would otherwise be unable to obtain higher education, and with maintaining high educational standards at the same time. In an attempt to reconcile these disparate goals, the State of Florida legislated, beginning in 1985, entry-level testing and placement into remedial courses for those scoring below legislated cut-off scores. Remedial education, if effective, should result in increased student success. When the student success rates of a pre-legislation cohort are compared to students from a post-legislation cohort, they have not increased. Instead, declines are seen in graduation, retention in good academic standing, and the number leaving the college in good academic standing. These declines were not greater for minorities than for white students. The "cooling-out" function of community colleges is enhanced by the process.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/14588
Subject Headings: Community colleges--Florida, Community colleges--Entrance requirements
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: 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: AN INQUIRY INTO THE EDUCATIONAL ROLE OF BROWARD COMMUNITY COLLEGE AS PERCEIVED BY REGISTERED VOTERS OF BROWARD COUNTY, FLORIDA.
Creator: BOSWELL, NELSON JOHN, Florida Atlantic University, Meyer, Harvey K., Jr.
Abstract/Description: Broward Community College was founded in 1959 as a part of the public two-year community college system of the State of Florida. Since its inception, no survey of public opinion toward the College had ever been undertaken. The purpose of the present study was to find out whether registered voters served by the College were aware of its activities, and to learn of their opinions of its philosophies, policies and programs. A questionnaire was sent out to a stratified random sampling of the...
Show moreBroward Community College was founded in 1959 as a part of the public two-year community college system of the State of Florida. Since its inception, no survey of public opinion toward the College had ever been undertaken. The purpose of the present study was to find out whether registered voters served by the College were aware of its activities, and to learn of their opinions of its philosophies, policies and programs. A questionnaire was sent out to a stratified random sampling of the registered voters of Broward County, Florida. It was revealed that among the respondents, those in higher income brackets and those with a higher level of education knew more about Broward Community College than did those with lower incomes or less education. Respondents with considerable knowledge of the College offered more opinions and agreed more with the philosophies, policies and programs of the institution than did those who knew very little about the College. The results showed that: 1. A majority of the respondents were able to identify Broward Community College as the local public two-year community college. 2. The respondents were generally aware of the College's philosophies, policies and programs. 3. The respondents were in general agreement with the College's philosophies, policies and programs. 4. The respondents were in general agreement that the College is fulfilling its goals through its various parallel, occupational and community service programs.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/11622
Subject Headings: Public opinion
Format: Document (PDF)

Title: DISADVANTAGED STUDENTS' PERCEPTIONS OF THE USEFULNESS OF STUDENT SERVICESAT THE COMMUNITY JUNIOR COLLEGE.
Creator: BLAKE, ROSALYN MOORE, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: The purpose of this study was to determine certain perceptions held by disadvantaged students about the usefulness of selected student services at eight MOTEC-JC related Community junior colleges in America. In order to accomplish this purpose, a survey questionnaire was sent to eight community junior colleges participating in the MOTEC-JC Program (Moving On To Enrollment and Completion of Junior College), a Federally funded institute operated at Florida Atlantic University, Boca Raton,...
Show moreThe purpose of this study was to determine certain perceptions held by disadvantaged students about the usefulness of selected student services at eight MOTEC-JC related Community junior colleges in America. In order to accomplish this purpose, a survey questionnaire was sent to eight community junior colleges participating in the MOTEC-JC Program (Moving On To Enrollment and Completion of Junior College), a Federally funded institute operated at Florida Atlantic University, Boca Raton, Florida. Some of the MOTEC-JC participants were teachers and administrators employed at the following community junior colleges which partieipated in this study: Central Florida Community College, Ocala, Florida; Sanford D. Bishop State Junior College, Mobile, Alabama; Daytona Beach Community College, Daytona Beach, Florida; Cumberland County College, Vineland, New Jersey; Hillsborough Community College, Tampa, Florida; Broward Community College, Fort Lauderdale, Florida; and Jefferson State Junior College, Birmingham, Alabama. A participant from each of these eight community junior colleges identified disadvantaged students enrolled in their respective institutions and administered the survey instrument to these students. One hundred and forty-two questionnaires responded to by disadvantaged students were returned and utilized in percentage, ratio, and statistical analyses. Percentages were obtained to determine disadvantaged students' utilization of selected student services at their respective community junior colleges. Ratios were computed to isolate important relationships among the answers given by disadvantaged students to the questions comprising each of the ten sections of the questionnaire. Moreover, findings were analyzed and tested by x^2 to identify significant differences in the responses made by disadvantaged students when classified as Freshmen and Sophomores. A comparison of the responses of these two groups was made to determine if being freshmen or sophomores at the community junior colleges made a significant difference in whether these students utilized the selected student services. Disadvantaged students were utilizing selected student services at their community junior colleges. Furthermore, being freshmen or sophomores made no significant difference as to whether these students utilized the selected services. Nevertheless, there were those disadvantaged students who never used the selected student services at their community junior colleges. Consequently, future research is needed to obtain information from disadvantaged students not utilizing selected student services at their community junior colleges.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11651
Subject Headings: Community colleges, Counseling in higher education
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: GAP ANALYSIS: A NEW TECHNIQUE FOR PLANNING IN THE PUBLIC COMMUNITY COLLEGE.
Creator: KAMI, MICHAEL JOHN., Florida Atlantic University, Buckner, Leroy M.
Abstract/Description: This dissertation deals with the question of adequate planning by community colleges. Today's fast changing environmental conditions require an institutional planning process that facilitates an equally fast reaction by the college at various levels of its activities. The study describes a particular business planning method, the Gap Analysis system, a ten-step process. The system is validated by 1,429 U.S. manufacturing and non-manufacturing company executives, as a practical and effective...
Show moreThis dissertation deals with the question of adequate planning by community colleges. Today's fast changing environmental conditions require an institutional planning process that facilitates an equally fast reaction by the college at various levels of its activities. The study describes a particular business planning method, the Gap Analysis system, a ten-step process. The system is validated by 1,429 U.S. manufacturing and non-manufacturing company executives, as a practical and effective management tool. These executives represented 705 different companies which, in turn, did not differ significantly from the U.S. business population both by size of company and by type of industry. The results show a great unfamiliarity with even rudimentary facts about community colleges on the part of at least three quarters of businessmen and their companies. There is an immediate need for better public relations and communications with the local business community. It is recommended that initiative be taken by the American Association of Community and Junior Colleges to start remedying the inadequacies (internal planning and community communications) with an intensive, cooperative program of education of community college personnel across the country. Specific steps are suggested to develop such a program.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11633
Subject Headings: Educational planning, Community colleges--Administration
Format: Document (PDF)

Title: DEALING WITH PROSPERITY AND DEPRESSION: THE INTEREST METHOD IN A COMMUNITY COLLEGE HISTORY UNIT.
Creator: MOSES, JAMES HENRY., Florida Atlantic University, Mohl, Raymond A.
Abstract/Description: This thesis contends that using the interest method of teaching history motivates learning and maintains the challenge of teaching. The philosophy behind the interest method stems from the conflict between elitist and realist thinking at the community college level. This clash is often reflected in poor student-response and in effective teaching. The interest method integrates the positive points of each philosophy. All student levels are served without sacrificing individual achievement...
Show moreThis thesis contends that using the interest method of teaching history motivates learning and maintains the challenge of teaching. The philosophy behind the interest method stems from the conflict between elitist and realist thinking at the community college level. This clash is often reflected in poor student-response and in effective teaching. The interest method integrates the positive points of each philosophy. All student levels are served without sacrificing individual achievement groups or course material. The instructor's intellectual activity is also stimulated promoting teaching efficiency and enthusiasm. The prosperity and depression decades (1920-1940) are chosen to best illustrate the interest method.
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Date Issued: 1971
PURL: http://purl.flvc.org/fcla/dt/13432
Subject Headings: History--Study and teaching., Community colleges.
Format: Document (PDF)

Title: A CASE STUDY OF THE POST DEGREE EXPERIENCES OF COMMUNITY COLLEGE BACCALAUREATE GRADUATES TRANSITIONING TO UNIVERSITY MASTER’S PROGRAMS.
Creator: Lopez-Acevedo, Jessica, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in...
Show moreCommunity College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master’s programs at universities are aware of the CCB graduates’ intentions to enroll in their master’s programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students’ perceptions about their experiences.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013712
Subject Headings: Community college graduates, Case studies, Graduate education
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: ASSESSING THE EDUCATIONALLY RELATED NEEDS OF ADULTS: A PRACTICAL, LOW COST APPROACH BY A COMMUNITY COLLEGE IN COOPERATION WITH THE PUBLIC SCHOOL SYSTEM.
Creator: GRADY, SANDRA COLE., Florida Atlantic University, Wiegman, Robert R., MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees,...
Show moreThe purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees, and volunteers from the community completed the survey process within a two-week period. Respondents were interviewed by telephone, through the use of a questionnaire form designed to enable interviewers to: (1) read questions and record responses with speed and ease, and (2) code directly for data processing. Supportive materials were developed to assist the survey team. Results: The 385 survey interviews were most often conducted on weekdays, 5 P.M. to 9 P.M., with half (50.9 percent) of the respondents indicating educational interests and preferences. Selected data were presented by frequency distribution percentages, and cross-tabulations, according to five required information areas: 1. Personal Background Information. The sex and race of respondents were pre-determined according to quota sampling criteria. The age composition was comparable to data from 1970 U.S. Census Bureau reports, with the exception of the 60 and over age category which represented a 10 percent increase, or 36.9 percent of all respondents. 2. Current Occupational and Educational Status. Of those persons employed (46.5 percent), the services and retail trade areas were most evident. Over half the adults (53.5 percent), were not employed, and consisted primarily of retired persons and housewives. 3. Educational Program Interest and Goals. Interest centered in the non-credit, continuing education program area (29.6 percent), with emphasis on cultural enrichment, recreation and leisure time, or two-year college transfer program (10.9 percent) in the areas of liberal arts, law, art, and engineering. 4. Preferred Conditions for Learning. Respondents preferred programs and services that employed a lecture or group discussion method held in the morning, 9 A.M. to noon, or evening, 5 P.M. to 9 P.M., for two hours, twice a week, for eight weeks, at a community college, or an adult or vocational center. 5. Perceived Barriers to Programs and Services. Nearly four out of ten adults reported barriers. The most significant problems expressed were job responsibilities, lack of time, child care, poor health, and lack of transportation.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11709
Subject Headings: Community and college--Florida--Broward County, Adult education--Florida--Broward County, Broward Community College
Format: Document (PDF)

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

Title: 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: 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)

Community colleges (9)	+ -
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