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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: 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: 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 DISTRIBUTIVE EDUCATION AND COOPERATIVE EDUCATION PROGRAMS IN SELECTEDJUNIOR/COMMUNITY COLLEGES IN SOUTH FLORIDA--A STATUS REPORT JANUARY, 1976.
Creator: WADDELL, ROBERT HENRY, Florida Atlantic University
Abstract/Description: The purpose of this study was to determine the current status of the distributive education and the cooperative education prog rams in selected junior/community colleges in South Florida. Conclusions: The concept of cooperative distributive education and cooperative education is hanging by a thread in South Florida. The study indicated that on many campuses were it not for the initiative and hard work of often one or two individuals, either program would c ease to exist in a moment. If...
Show moreThe purpose of this study was to determine the current status of the distributive education and the cooperative education prog rams in selected junior/community colleges in South Florida. Conclusions: The concept of cooperative distributive education and cooperative education is hanging by a thread in South Florida. The study indicated that on many campuses were it not for the initiative and hard work of often one or two individuals, either program would c ease to exist in a moment. If dramatic action is not initiated quickly on the State level these programs will continue to be subject to the whims of circumstance. In fact it would not be at all surprising for this invaluable educational resource to be lost virtually overnight. In general, the degree of adherence to the recommended program criteria was found to be quite low. This might mistakenly be interpreted as a failure on the part of the individual coordinator, or of poor program organization, but this would be totally inaccurate and unjust. The standards by which the programs were measured are attainable , but exceedingly high. It is doubtful that there are any other programs on the junior/community college campuses that ask as much of their instructional staff as that asked of the distributive education and cooperative education teacher/coordinators. As the author traveled from campus to campus it became increasingly apparent that a relative handful of dedicated men and women were accomplishing a truly enormous amount with little or no assistance or support. With increased financial and administrative assistance there is no doubt that the distributive education and cooperative education programs in South Florida's junior/community colleges are prepared to offer their students vocational education of the very highest quality.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11675
Subject Headings: Distributive education--Florida, Education, Cooperative--Florida, Community colleges--Florida, Junior colleges--Florida
Format: Document (PDF)

Title: AN ANALYSIS OF THE PROPERTY INSURANCE PROGRAMS IN OPERATION IN THE COMMUNITY JUNIOR COLLEGES OF THE STATE OF FLORIDA.
Creator: Tate, G. Tony, Florida Atlantic University
Abstract/Description: The purpose of this study was to determine the status of property insurance programs and other tax funded insurances for the Community Junior Colleges of the State of Florida. Data was collected through the use of a questionnaire completed by the chief business officer of each of the twenty-eight community junior colleges. The major findings were: 1. There has been no standardized insurance program for the community junior colleges in Florida. 2. There has been no standardized method of...
Show moreThe purpose of this study was to determine the status of property insurance programs and other tax funded insurances for the Community Junior Colleges of the State of Florida. Data was collected through the use of a questionnaire completed by the chief business officer of each of the twenty-eight community junior colleges. The major findings were: 1. There has been no standardized insurance program for the community junior colleges in Florida. 2. There has been no standardized method of purchasing insurance for these same colleges. 3. Insurance carriers provided a multiplicity of services. 4. Insured perils are divided into three categories; direct damage, third party damage, and personal damage. 5. Florida's community junior colleges experienced a 14.13 per cent cost-loss ratio during the five years studied. Based on the findings of this study, a prototype insurance program should be developed for the entire community junior college system. A state operated insurance-broker arrangement or a state-supported self-insurance program for all properties and contents is deemed feasible based upon the cost-loss ratio determined for the period of the study. The establishment of such a program should provide considerable economies in insurance premiums for the twenty-eight District Boards of Trustees.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11641
Subject Headings: School insurance--Florida, Community colleges--Florida
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: 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: 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: 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: 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)

Title: Predicting readiness on the Florida Entry-Level-Placement Test from a set of high school academic variables.
Creator: Forman, Joseph Martin., Florida Atlantic University, Kerensky, Vasil M., Morris, John D.
Abstract/Description: This study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment...
Show moreThis study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment Test (GTAT), and included several actual GPAs achieved in science and math courses at all three levels of difficulty in high school (Appendix A). The data set was built from 16 variables derived from the academic history of 432 graduates of the Broward County public schools in 1994. Each of these cases was found to have had a pass/fail score on the Florida Entry-Level-Placement Test (CPT) at Broward Community College. All three discriminant function equations were examined to determine if the models were statistically significant and reliable, or consistently repeatable, using both a leave-one-out analysis, and a hold-out estimate analysis. The degree to which the models performed better than proportional chance was also investigated. The results of the three, two group discriminant equations built from the predictor variables and the grouping variables have implications for high school counselors. These data indicated a better prediction for students who do not pass (90.4%) the CPT than for those who do pass (48.8%) the entry-level placement test at Broward Community College. The external analyses (leave-one-out and hold-out) show some reduction in predicting accurately; but, as demonstrated by the Z class summary, still are predicting at a significant level for the samples with the exception of the CPTRJ hold-out method for the non-selected group. For high school counselors, then, this research was designed to encourage early examination of particular data sets for the purpose of predicting success on the Florida entry-level placement test. Successful course selection can assist students gain access to college.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12536
Subject Headings: Educational tests and measurements, Competency-based educational tests, Community colleges--Florida--Entrance examinations
Format: Document (PDF)

Title: THE HISTORICAL DEVELOPMENT OF INDIAN RIVER JUNIOR COMMUNITY COLLEGE, 1960 - 1978.
Creator: LUNCEFORD, CHARLES RAYMOND., Florida Atlantic University
Abstract/Description: The purpose of this study is to trace the historical circumstances surrounding the establishment, growth, and development of Indian River Junior Community College (IRJCC) during the years 1960-78. It is primarily chronological in organization and is concerned with identifying those factors and trends that have most significantly affected the process of change: how the educational philosophy changed as the College moved from a junior to a community college; how the aims and objectives changed...
Show moreThe purpose of this study is to trace the historical circumstances surrounding the establishment, growth, and development of Indian River Junior Community College (IRJCC) during the years 1960-78. It is primarily chronological in organization and is concerned with identifying those factors and trends that have most significantly affected the process of change: how the educational philosophy changed as the College moved from a junior to a community college; how the aims and objectives changed as the College expanded its facilities and programs; how the governance of the College was transferred from the St. Lucie County Board of Public Instruction to the District Board of Trustees; how the organizational structure changed as the College kept pace with the growth by better utilization of personnel; and, how College programs changed as the need for Vocational-Technical and Continuing Education was recognized. Indian River Junior College (IRJC), a publicly-supported two-year institution, was authorized by law during the 1959 session of the Florida Legislature. The College was established in Fort Pierce to serve the four-county area of St. Lucie, Indian River, Martin, and Okeechobee counties. With Dr. Maxwell C. King as first President, the College opened its doors to students in temporary facilities on 6 September 1960. In 1963, the College moved to its present campus located at 3209 Virginia Avenue, Fort Pierce. In 1965, the administration, faculty, staff, and students of Lincoln Junior College, established to serve the Negro community in the four-county area, was merged with IRJC. The College, under the original law, was governed by the St. Lucie County Board of Public Instruction. By an act of the 1968 Florida Legislature, a District Board of Trustees, appointed by the Governor, was established, and it took control 1 July 1968. With their appointment of Dr. Herman A. Heise as second President on 13 August 1968, the College rapidly expanded. The legal name of the College was changed to Indian River Community College when a Resolution was adopted by the District Board of Trustees on 20 October 1970. The present name was adopted in an effort to better reflect the scope and objectives of the College: a comprehensive community college dedicated to meeting the educational needs of its service area. The College provided a two-year college program for transfer to an upper level college or university, provided programs in the vocational and technical areas that aided students in securing employment in business and industry, provided an opportunity for adults to complete a high school degree, and provided continuing education courses on-campus and at numerous off-campus locations in the four-county area. Personnel, Student Activities, and Financial Resources were also investigated. Personnel grew from an original administrative staff of five and a full and part-time faculty of sixteen in 1960 to twenty administrators and 335 full and part-time faculty employed by the College in 1978. The Student Activities part of the study focuses on student organizations and athletics, what the College provided for the students, and what honors and recognition the students brought to the College through their accomplishments. The section on Financial Resources illustrates the financial growth of the College by utilizing Financial Report Charts. In summary, the purpose of the study is to produce a meaningful record of the establishment, growth, and development of IRJCC in the areas of Educational Programs, Physical Facilities, Personnel, Student Activities, and Financial Resources. The record suggests that the establishment, growth, and development of the institution was in each case a response to the needs or the perceived needs of the larger community (the State of Florida) and the local community (the four counties).
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11754
Subject Headings: Indian River State College--History, Community colleges--Florida--History
Format: Document (PDF)

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)

Title: ENTRANCE AND PROMOTION COMPETENCIES FOR ELECTRONICS TECHNOLOGY IN BREVARD COUNTY (INDUSTRY, CARD SORT, TECHNICIAN; FLORIDA).
Creator: OSBORNE, KING WALTER., Florida Atlantic University
Abstract/Description: A purpose of this research study was to determine and evaluate entrance and promotion competencies for electronic engineering technicians. A secondary purpose was to implement an uncommon method of collecting data. The study showed that the most important entrance competencies were related to positive attitude and ability to use basic test equipment. Other very important entrance competencies were related to component troubleshooting and logic gates. The study showed that the most important...
Show moreA purpose of this research study was to determine and evaluate entrance and promotion competencies for electronic engineering technicians. A secondary purpose was to implement an uncommon method of collecting data. The study showed that the most important entrance competencies were related to positive attitude and ability to use basic test equipment. Other very important entrance competencies were related to component troubleshooting and logic gates. The study showed that the most important promotion competencies were related to technical experience, positive attitude, cooperation, system and component troubleshooting, and oral communication skills. Behavioral indicators were developed for a number of the important competencies. Methods of teaching the skills related to positive attitude, cooperation, and troubleshooting are suggested. The study demonstrated an effective method for collecting data. The method included a structured interview with a card sort accompanied by an industry tour of the work environment. The analysis of the data was done on an IBM-Personal Computer using three original computer programs and one purchased program. Two of the programs incorporated interactive graphic analysis of data. Scatter graph comparisons of the ranking of the entrance and promotion competencies by supervisors and technicians are included. Tables are provided to compare the competencies for digital and non-digital jobs and to compare the competencies for research and non-research jobs. It is recommended that educators should place more emphasis on troubleshooting skills and that computer testing concepts and diagnostic troubleshooting programs need to be incorporated into the curriculum. Educators should remember that math and circuit analyzing skills, although important for the student, are much less important for the average working technician.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11858
Subject Headings: Community colleges--Florida--Brevard County--Entrance requirements, Electronic technicians--Education--Florida--Brevard County
Format: Document (PDF)

Title: TRENDS IN FOREIGN LANGUAGE PROGRAMS IN COMMUNITY COLLEGES IN FLORIDA.
Creator: GIANOUTSOS, FRANCOISE S., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: The purpose of this study was to investigate trends in foreign language programs in commmity/junior colleges in Florida. Most of the data were obtained by sending questionnaires to each of the twenty-eight commnunity/junior colleges in Florida. One questionnaire was sent to each academic dean and one to the chairperson of each department of foreign languages. Complete data were obtained from sixteen cnmmnunity colleges. The findings were the following: foreign language enrollment as...
Show moreThe purpose of this study was to investigate trends in foreign language programs in commmity/junior colleges in Florida. Most of the data were obtained by sending questionnaires to each of the twenty-eight commnunity/junior colleges in Florida. One questionnaire was sent to each academic dean and one to the chairperson of each department of foreign languages. Complete data were obtained from sixteen cnmmnunity colleges. The findings were the following: foreign language enrollment as percentage of the total enrollment was decreasing in fourteen out of the sixteen participating colleges. Spanish was the dominant language with 56 percent of the total foreign language enrollment; French was second, German third, Italian fourth, and Russian fifth. French and German enrollments were declining, Spanish, Russian, and Italian enrollments were increasing. A study of course offerings showed that transfer needs of students seemed to be met but that only fifty percent of the sixteen colleges offered vocational courses, courses in continuing education, and community education in foreign languages. The study included a survey of the qualifications and teaching load of foreign language instructors. These instructors seemed to be academically well-qualified and experienced. The recommendations were the following: foreign language departments in each commnunity college should assess the foreign language related needs of the student population as well as those of the surrounding community. Since transfer needs seemed to be already met, more vocational courses and courses in commnunity education and continuing education should be developed. These programs would have to be "sold" and not merely offered to students and members of the community. A promising development was the growing involvement in international education of community colleges in Florida as well as in the rest of the United States.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11700
Subject Headings: Language and languages--Study and teaching--Florida, Languages, Modern--Study and teaching--Florida, Community colleges--Florida
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)

Community colleges--Florida (6)	+ -
Community colleges--Florida--Administration (2)	+ -
Junior colleges--Florida (2)	+ -
Academic achievement--Florida--Palm Beach County (1)	+ -
Adult education--Florida--Broward County (1)	+ -

Algebra (1)	+ -
Baccalaureate degree (1)	+ -
Broward Community College (1)	+ -
College personnell management (1)	+ -
Community and college--Florida--Broward County (1)	+ -
Community college students -- Florida -- Miami. (1)	+ -
Community college students--Florida--Palm Beach County--Statistics (1)	+ -
Community college teachers (1)	+ -
Community colleges (1)	+ -
Community colleges -- Florida (1)	+ -
Community colleges -- Florida -- Administration (1)	+ -
Community colleges -- Florida -- Administration. (1)	+ -
Community colleges--Entrance requirements (1)	+ -
Community colleges--Florida--Brevard County--Entrance requirements (1)	+ -
Community colleges--Florida--Entrance examinations (1)	+ -
Community colleges--Florida--History (1)	+ -
Community colleges--Florida--Palm Beach County--Sociological aspects (1)	+ -
Competency-based educational tests (1)	+ -
Degrees, Academic -- Florida (1)	+ -
Distributive education--Florida (1)	+ -
Education, Cooperative--Florida (1)	+ -
Education, Higher (1)	+ -
Education, Higher -- Aims and objectives (1)	+ -
Educational psychology (1)	+ -
Educational tests and measurements (1)	+ -

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Community and college--Florida--Broward County (1)	+ -
Community colleges--Florida--Broward County (1)	+ -
Educational leadership--United States (1)	+ -

Florida Atlantic University (16)	+ -
College of Education (4)	+ -
Department of Educational Leadership and Research Methodology (4)	+ -
Floyd, Deborah L. (4)	+ -
Maslin-Ostrowski, Patricia (3)	+ -

Bryan, Valerie (2)	+ -
ANDERSON, DAVID LEE. (1)	+ -
Anderson, Kristine L. (1)	+ -
Antczak, Laura (1)	+ -
BOSWELL, NELSON JOHN (1)	+ -
Basiratmand, Mehran (1)	+ -
Bredemeyer, Nancy Rehak (1)	+ -
Cook, Joseph B. (1)	+ -
Decker, Larry E. (1)	+ -
Department of Sociology (1)	+ -
Dorothy F. Schmidt College of Arts and Letters (1)	+ -
Forman, Joseph Martin. (1)	+ -
GIANOUTSOS, FRANCOISE S. (1)	+ -
GRADY, SANDRA COLE. (1)	+ -
Gabe, LiAnne Creviston. (1)	+ -
Hart, Christina T. (1)	+ -
Kerensky, Vasil M. (1)	+ -
LUNCEFORD, CHARLES RAYMOND. (1)	+ -
MacKenzie, Donald G. (1)	+ -
Martínez, Joaquín G. (1)	+ -
Meyer, Harvey K., Jr. (1)	+ -
Morris, John D. (1)	+ -
OSBORNE, KING WALTER. (1)	+ -
Pedersen, Ginger Lee. (1)	+ -
Salinas Jr., Cristobal (1)	+ -

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