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Title: Predicting retention of first-year college students.
Creator: Bebergal, Jennifer, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate demographic and academic variables that may contribute to the persistence of students at a mid-size, public, four-year institution in southeast Florida. A discriminant analysis was performed using 16 demographic (gender, age, ethnicity, permanent address location, residential or commuter status, and types/amounts of financial aid received) and academic variables (major, high school GPA, SAT verbal scores, SAT quantitative scores, ACT composite...
Show moreThe purpose of this study was to investigate demographic and academic variables that may contribute to the persistence of students at a mid-size, public, four-year institution in southeast Florida. A discriminant analysis was performed using 16 demographic (gender, age, ethnicity, permanent address location, residential or commuter status, and types/amounts of financial aid received) and academic variables (major, high school GPA, SAT verbal scores, SAT quantitative scores, ACT composite scores, total credits attempted first semester, and type of orientation program attended) as predictors to differentiate between classification as a persister or a leaver. The predictive accuracy of the analysis was assessed using a one-tailed z test that compared the results of the analysis to the proportional chance expectation (Huberty, 1994). Analyses were also completed to investigate the contributions of individual and subsets of variables on predicting the criterion. The research questions considered were: Can a predictive model based on student demographic and academic variables known to an institution of higher education prior to a student's matriculation correctly classify students as potential persisters or leavers with greater accuracy than chance? Is there a significant relationship between the criterion and any of the individual variables or subsets of variables in the model that correctly classify students as potential persisters or leavers? The findings indicated that the model failed to classify students as persisters better than chance; however, it was able to provide some predictive accuracy in the classification of leavers. In the most parsimonious model, it was found that persisters were more likely to receive moderate student loan amounts and attempted greater numbers of credit hours than leavers. Since a large number of students at this institution expressed an intention to transfer from the onset of their studies and because student intent could not be used as a variable, the predictive accuracy of the model was affected. A recommendation of this study is to link student intent to the data to create a more successful model.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12022
Subject Headings: Education, Higher
Format: Document (PDF)

Title: A NEEDS ANALYSIS FOR A DOCTORAL PROGRAM IN EDUCATION FOR NON-SCHOOL EDUCATORS AND TRAINERS IN THE ELEVEN COUNTY EAST CENTRAL FLORIDA REGION.
Creator: GWISE, THOMAS EDWARD., Florida Atlantic University, Weppner, Daniel B., Sciortino, Philip T.
Abstract/Description: This study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both...
Show moreThis study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both their present positions and to their future goals. Instruments were mailed to 314 non-school educators and trainers in the eleven county East Central Florida region. One hundred and thirty-nine responses were received for a response rate of 44 percent. The data indicate that a strong need exists for such a program, particularly for those non-school educators and trainers who are in or who aspire to positions in leadership, management, and administration. The four major components of the need are people skills, communication skills, technological skills, and professional skills. Further, the need identified in East Central Florida is congruous with the needs of non-school educators and trainers nationwide. Sixteen core competency areas were identified: (1) effective working relations, (2) organizational decision making, (3) strategic planning, (4) instructional program planning, (5) general management, (6) internal resource management, (7) supervision, (8) report preparation, (9) specification writing, (10) interpersonal relations, (11) public speaking, (12) written communication, (13) team building, (14) organizational interfacing, (15) learning goals and objectives, and (16) evaluation. A data based, competency centered program design for a doctoral program in education for non-school educators and trainers was formulated. The design mandates achievement of functional competency at the terminal degree level in each of four academic clusters: Professional, Research, Technological, and Education and Training.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11852
Subject Headings: Educators--Education (Higher)
Format: Document (PDF)

Title: INDEPENDENT VS. PUBLIC HIGHER EDUCATION: IS THERE A DIFFERENCE? (GOVERNMENT INTRUSION, REGULATION, POLITICAL CONTROL, PLURALISTIC SYSTEM).
Creator: PANZA, THOMAS F., Florida Atlantic University
Abstract/Description: This study critically examines the differences between independent and public higher education by analyzing a series of dimensions associated with American higher education. A historical review encompasses an analysis of the development of early American institutions; economic/political linkages between State and private institutions; the role of governing boards of trustees; and an examination of democratic/equalitarian philosophy of education. The legal differences between private...
Show moreThis study critically examines the differences between independent and public higher education by analyzing a series of dimensions associated with American higher education. A historical review encompasses an analysis of the development of early American institutions; economic/political linkages between State and private institutions; the role of governing boards of trustees; and an examination of democratic/equalitarian philosophy of education. The legal differences between private/independent institutions and public institutions were examined in the context of State action, symbiotic relation rule, close nexus test, and civil rights legislation. An analysis of common descriptors used in the literature to identify the characteristics of independent higher education was made including diversity, pluralistic system, excellence, flexibility, academic freedom, and public funding for independent institutions. A case study was conducted to place the historical analysis, judicial interpretations/legal precedent, and commonly used descriptors of independent higher education in a realistic political setting to test the accuracy of the assumptions contained within each dimension examined. The case study centered on a legislative enactment passed purportedly to protect the public from alleged substandard off-campus educational operations being conducted by accredited institutions. A critical analysis of the legislative purposes, operational effect, and regulations propounded by the State Board of Education was conducted which demonstrated intrusionary governmental regulation forcing the independent accredited institutions to comply with legislative requirements while not receiving the emoluments and economic benefit of a public institution. The issue of whether this type of regulation is needed when Florida has laws controlling deceptive trade practices and fraud in place was questioned and examined. An independent institution must be free to set its own academic mission, make its own curricular decisions, create its own environment of teaching-learning linkage, be accountable for its educational product by describing the expected outcomes and being willing to withstand the scrutiny of peer review through accreditation, and report publicly the academic dimensions of the program to the appropriate State agencies and system supporting same, thus allowing the educational consumers the ability to make a wise choice through information and not unnecessary government intrusion.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11873
Subject Headings: Education, Higher--Evaluation
Format: Document (PDF)

Title: Crediting experiential learning: An examination of perceptions and practices in postsecondary hospitality management and general management programs.
Creator: Lee-Story, Joy H., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered...
Show moreThis descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered demographic information concerning responding institutions (size, area, degrees awarded, accreditations, and type of institution) as well as activity variables: (a) practices in place to accommodate adult learner needs, (b) methods used to acknowledge and, when warranted, credit experiential learning, (c) policies and procedures concerning prior learning assessment programs, and (d) beliefs blocking and supporting the concept of evaluating and awarding credit for experiential learning based A majority of respondents indicated interest in accommodating adult learners by (a) providing small classes and individual attention; (b) eliminating institutional barriers relating to inconvenient time and place scheduling of classes; and (c) conducting some type of prior learning assessment. However, respondents indicated strong preference for traditional testing methods and a low level of acceptance for individual assessment certificates of achievement, or American Council on Education Guidelines. Portfolio-based, assessment had greater acceptance among private institutions than among public institutions. One focus of the study was to determine why institutions do or do not offer portfolio-based assessment opportunities. The most highly rated reasons supporting PLA programs were: (a) the possibility of finding favor with potential adult students and thereby increasing enrollments, (b) the pointlessness of expecting adult students to re-learn what they already know, and (c) the opportunity to meet educational missions. Other responses relating to the support of portfolio-based PLA concerned valuing the portfolio preparation process, building favorable reputation through innovation, and a comparison of costs between the assessment of prior learning and the conduct of internships.The most highly rated reasons blocking adoption of PLA programs were: (a) students' inability to document learning outcomes, (b) difficulty in assessment of learning outcomes, and (c) lack of faculty trained in assessment techniques. GM respondents placed greater emphasis on the value of formal classroom learning over experiential learning, the value of traditional teaching methods, and the preference for experience to follow the learning of theory.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11953
Subject Headings: Education, Adult and Continuing, Education, Higher
Format: Document (PDF)

Title: SUSTAINABILITY PERFORMANCE IN AMERICAN HIGHER EDUCATION: A MULTIPLE CASE STUDY OF FOUR EXEMPLARY INSTITUTIONS THAT PARTICIPATED IN THE SUSTAINABILITY TRACKING, ASSESSMENT & RATING SYSTEM.
Creator: Chui, Qingqing, Floyd, Deborah, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The purpose of this study was to describe the campus sustainability performance at four exemplary higher education institutions, i.e., Doctoral, Master’s, Baccalaureate, and Associate’s, as measured by the Sustainability Tracking, Assessment & Rating System (STARS). The case-by-case analysis and the cross-case analysis demonstrated the similarities and differences that emerged across the four cases in the area of the institutional dynamics, sustainability performance, the journey of campus...
Show moreThe purpose of this study was to describe the campus sustainability performance at four exemplary higher education institutions, i.e., Doctoral, Master’s, Baccalaureate, and Associate’s, as measured by the Sustainability Tracking, Assessment & Rating System (STARS). The case-by-case analysis and the cross-case analysis demonstrated the similarities and differences that emerged across the four cases in the area of the institutional dynamics, sustainability performance, the journey of campus sustainability, and challenges, as well as drivers. In addition, the research aims to provide some implication to other institutions that intend to advance sustainability on their campuses. A multi-site case study was used to investigate the sustainability performance of four exemplary institutions that participated in the STARS program. Two forms of data collection techniques used for this research study were document analysis and in-depth interviews. Nurturing the student, serving the community, taking social responsibility, and making changes was the internal motivations which drove the four institutions to what they have achieved today. They shared the same purpose of helping students become more aware and informed on how they could apply sustainability into their work, business, and many other places to make the change.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013441
Subject Headings: Education, Higher, Sustainability, Education, Higher--Case studies
Format: Document (PDF)

Title: APPRECIATIVE ADMINISTRATION: HOW THE APPRECIATIVE EDUCATION THEORY-TO-PRACTICE FRAMEWORK IS BEING INFUSED INTO HIGHER EDUCATION ADMINISTRATIVE PRACTICES.
Creator: Elsberry, Meagan, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin...
Show moreThis qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin, 2002; Bloom et al., 2008), and an Appreciative Mindset. Bloom and McClellan (2016) coined the phrase Appreciative Administration to describe how higher education administrators could lead their organizations by harnessing the power of Appreciative Education. To date, there is no research on how higher education administrators are using Appreciative Education in their administrative practices. The purpose of this grounded theory study was to examine how higher education administrators infuse the Appreciative Education framework into their daily administrative practices. The study included 21 professionals, who met the following criteria: (1) had at least one full-time person reporting to them; (2) had participated in a formal Appreciative Education training. The experiences of the 21 study participants were captured through semi-structured 60-minute Zoom interviews. Subsequently, eight of the 21 participants participated in a focus group via Zoom to provide feedback on the study’s initial themes and sub-themes. Data was analyzed through three rounds of coding: (1) initial coding, (2) focused coding, and (3) theoretical coding.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014076
Subject Headings: Grounded theory, Education, Higher--Management, Education, Higher--Administration
Format: Document (PDF)

Title: PSYCHOLOGICAL CONTRACT VIOLATION AMONG ADMINISTRATIVE MIDDLE MANAGERS: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION.
Creator: Mooney, Laura A., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across...
Show moreThis qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across academic and student affairs units. The purpose of this phenomenological study was to explore the meaning of violation experiences for administrative middle managers in higher education settings. This study advanced understanding of post-violation outcomes on participants’ work and future career intentions. This study found that participants’ psychological contract violation experiences had a wounding effect, including negative emotional impacts, feelings of isolation, increased vulnerability, and feelings of responsibility for the violation experience. In addition, participants made sense of their violation experience by focusing on their passion for serving students, the importance of work to their identity, and the responsibility they felt as leaders. Study participants remained in their work settings despite the violation experience and negative impacts. This study resulted in implications for practice for three entities: higher education institutions, administrative middle managers, and professional associations.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014254
Subject Headings: Educational leadership, Middle managers, Education, Higher--Management, Education, Higher--Administration
Format: Document (PDF)

Title: A comparison of the reading characteristics of college student poor readers with and without learning disabilities.
Creator: Warde, Beverly Aileen, Florida Atlantic University, Taylor, Ronald L., Smiley, Lydia R.
Abstract/Description: Fast, efficient reading skills are essential in college where the majority of learning comes from independent reading. However, reading college-level expository texts is a potential problem for college students with learning disabilities (LD) who classically have difficulty with reading. Since little is known about young adults with LD who attend college, the purpose of this study was to examine the reading abilities of this group. More specifically, reading comprehension scores, from both...
Show moreFast, efficient reading skills are essential in college where the majority of learning comes from independent reading. However, reading college-level expository texts is a potential problem for college students with learning disabilities (LD) who classically have difficulty with reading. Since little is known about young adults with LD who attend college, the purpose of this study was to examine the reading abilities of this group. More specifically, reading comprehension scores, from both oral and silent reading, as well as analyses of oral reading miscues were examined. Additionally, the influence of expository text structures on reading comprehension and oral miscues was explored. A total of forty undergraduate subjects from one state university participated in the study: twenty were upper class (junior/senior status) students with childhood diagnoses of LD in reading; twenty were upper class students without LD who were considered poor college readers. Four passages from a college textbook on social problems were selected for the reading assessment: two passages of an enumeration text structure, and two of an historical text structure. All subjects read two passages silently and two passages orally from each structure, The subjects' oral readings were analyzed for types of miscues. After reading each passage, the subjects then orally summarized the readings. A comprehension score was derived for each passage from the oral retellings. Results revealed that the college students with LD produced a greater total number of oral reading miscues and earned fewer comprehension points than their peers without LD. Text structure did not effect the comprehension scores of the students with LD; however, the type of text structure did effect the oral reading comprehension scores of the students without LD. The subjects with LD also produced a significantly higher percentage of miscues categorized as loss-of-meaning miscues. The results of this study indicated that college students with LD continue to have reading difficulties: difficulty decoding words; poor comprehension; and a lack of metacognitive awareness and use of strategies for comprehending various expository text structures.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12437
Subject Headings: Reading (Higher education)--Ability testing, Learning disabled youth--Education (Higher), Reading (Higher education), Reading comprehension, Reading disability
Format: Document (PDF)

Title: The adaptability of academic advising teams in higher education.
Creator: McFarland, Leigh A., Maslin-Ostrowski, Patricia, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164628
Subject Headings: Faculty advisors, Education, Higher, Universities and colleges
Format: Document (PDF)

Title: IMPACT OF FLIPPED CLASSROOM MODEL ON STUDENT LEARNING OUTCOMES FOR UNIVERSITY FITNESS/WELLNESS LEARNERS.
Creator: Breitkreuz, Helen Denise, Lieberman, Mary G., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko’s (2019) “Effects...
Show moreThe purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko’s (2019) “Effects of the Flipped Classroom Instructional Strategy on Students’ Learning Outcomes: A Meta-Analysis,” which looked at 55 publications between 2000 and 2016, found statistically significant results in favor of the flipped classroom instructional strategy on student learning outcomes. Therefore, it was hypothesized that the flipped classroom model would improve undergraduate students’ learning outcomes of understanding of health content knowledge, physical activity level, physical fitness, and course satisfaction for a college-level lifetime fitness or wellness course as opposed to the traditional lecture class normally taught. Pretest and posttest data were collected.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013447
Subject Headings: Flipped classes, Health education (Higher), Learning
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: THE IMPLICATIONS OF STUDENT LEARNING STYLES FOR PRESCRIBING READING SKILL DEVELOPMENT STRATEGIES FOR COMMUNITY COLLEGE STUDENTS.
Creator: ROBERTSON, PIEDAD F., Florida Atlantic University
Abstract/Description: This study established the effectiveness of matching prescriptions in an individualized reading program to the learning styles of students at the Community College level. The study was made at Miami-Dade Community College (South) during the Winter Term, 1977. Two questionnaires were administered to measure the experimental and control group 1 students' perception of the learning experience and to measure the experimental and control group 1 instructors' perception of the students. It was...
Show moreThis study established the effectiveness of matching prescriptions in an individualized reading program to the learning styles of students at the Community College level. The study was made at Miami-Dade Community College (South) during the Winter Term, 1977. Two questionnaires were administered to measure the experimental and control group 1 students' perception of the learning experience and to measure the experimental and control group 1 instructors' perception of the students. It was concluded that the tests selected were valid and reliable for this study. The results obtained by the experimental group students showed that matching produced higher means in posttest scores. The sex and age factors did not influence the students' final scores to the degree that the ethnic factor did. It was recommended that further similar research be done in the matching of student learning style and reading materials.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11696
Subject Headings: Reading (Higher education), Reading, Psychology of
Format: Document (PDF)

Title: AN HISTORICAL ANALYSIS OF INSTRUCTIONAL TELEVISION IN PUBLIC HIGHER LEARNING IN THE STATE OF FLORIDA.
Creator: MUSCATELL, TONI GAIL PANTALEO., Florida Atlantic University
Abstract/Description: This study addressed itself to an historical analysis of the development of instructional television in higher education in the State of Florida. In summarizing the major points of this historical study, these results stand out clearly: (1) ITV has almost exclusively been used as an audiovisual tool, instead of being recognized and used as a medium of instruction with unique properties. (2) The use of lTV as an exact duplicate of the classroom, while feasible in times of high enrollment...
Show moreThis study addressed itself to an historical analysis of the development of instructional television in higher education in the State of Florida. In summarizing the major points of this historical study, these results stand out clearly: (1) ITV has almost exclusively been used as an audiovisual tool, instead of being recognized and used as a medium of instruction with unique properties. (2) The use of lTV as an exact duplicate of the classroom, while feasible in times of high enrollment pressures and teacher shortages, contributes to a continued static misinterpretation of the medium. (3) All sources mention the need for a philosophical inquiry into the nature and use of the medium, but most have confined themselves to analyses concerned with the technological resources of the medium as it is presently used. A philosophy for instructional television has been suggested, and centers around the concept of process. Television as no other medium is amenable to illuminating processes and suggesting connections without forcing anyone to make a particular connection - or conversely without forcing the learner into immediate opposition to a particular connection. Suggestions for the expanded and innovative uses of instructional television have been included. (4) lTV has been most successful in subject areas requiring demonstrations of techniques or laboratory demonstrations. There was no evidence that film could not do the same job, and less expensively. (5) Faculty acceptance, while generally favorable toward lTV, diminished as lTV became a reality. (6) Considerably more work in the area of learning results of lTV needs to be undertaken despite extensive research comparing the traditional classroom with essentially the same televised presentation. Finally, specific recommendations have been offered with respect to the uses of lTV in Florida public higher education.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/11628
Subject Headings: Television in higher education--Florida
Format: Document (PDF)

Title: “LIVING IN A BORROWED SPACE:” RACIAL EXPERIENCES OF BLACK MALE ALUMNI AND THEIR NAVIGATIONS OF ENVIRONMENTAL DUALITIES AT PREDOMINATELY WHITE INSTITUTIONS IN HIGHER EDUCATION.
Creator: Davis, Myron J., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences...
Show moreThis phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences of Black male alumni at predominately white institutions (PWIs) in higher education. The focus on alumni aids in implementing an anti-deficit approach to highlight Black male success. Anti-deficit research rejects the perpetuation of at-risk research, which presents Black males as incapable of thought production, lazy, criminal and violent. Instead, an antideficit approach illuminates Black male academic achievement and is strategic in replicating success for future Black male collegians. This approach was deemed necessary to gain a deeper understanding of the experiences of Black male alumni at PWIs.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013721
Subject Headings: Men, Black, Education, Higher, Critical race theory
Format: Document (PDF)

Title: “I MADE MY OWN LANE AT THE COMMUNITY COLLEGE, DROVE IT, BUT FIGURED OUT I WANTED TO CONTINUE ON FROM THERE:” A NARRATIVE STUDY ON THE HERO’S JOURNEY OF LATINO MALE TRANSFER STUDENTS.
Creator: Johnson, Ronald Romances, Salinas Jr., Cristóbal, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Excelencia in Education (2016) reported that 21% of traditional age college male students were Latino males, second only to White males. The report further noted that Latino males are ranked the lowest in degree attainment – of whom only 20% have earned an associate’s degree or higher (Excelencia in Education, 2016). As an insufficient number of Latino males are graduating with post-secondary degrees, more research must be conducted to explore their educational journey from the community...
Show moreExcelencia in Education (2016) reported that 21% of traditional age college male students were Latino males, second only to White males. The report further noted that Latino males are ranked the lowest in degree attainment – of whom only 20% have earned an associate’s degree or higher (Excelencia in Education, 2016). As an insufficient number of Latino males are graduating with post-secondary degrees, more research must be conducted to explore their educational journey from the community college to the university and how to best support them through their transition. Therefore, the purpose of this qualitative narrative research study was to explore the stories of Latino male students as they transfer from a community college to a university. To capture the essence of Latino male students’ stories through the community college transfer experience to university, the research questions focused on what motivated and influenced their journey through the community college to a university. The research questions that guided this study were: What motivated and influenced Latino males’ decisions to enroll in a community college? What motivated and influenced Latino males’ decisions to transfer from a community college to a university? How do Latino male transfer students describe their transition from community college to a university? In this qualitative narrative research study, 10 participants participated in in-depth, semi-structured virtual interviews and completed two journal prompts. To assist in triangulation and validity, participants reviewed the data for accuracy, and thick rich descriptions were used to provide breadth and depth to their narratives. Once the data were collected, it was organized through the qualitative research data management software MAXQDA and analyzed using in vivo, descriptive, and pattern coding. The conceptual frameworks that informed this narrative study were the hero’s journey by Joseph Campbell (2008) and transition theory by Nancy K. Schlossberg (2011).
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013922
Subject Headings: Transfer students, Latin American students, Education, Higher
Format: Document (PDF)

Title: OER: Advancing Equity, Diversity, and Inclusion at FAU.
Creator: Padron, Kristy, Ress, Sunghae
Abstract/Description: Presented at the 4th College of Science Best Teaching Practices in STEM Forum and OER Workshop. Florida Atlantic University Libraries, Boca Raton, FL.
PURL: http://purl.flvc.org/fau/fd/FAUIR000373
Subject Headings: OER, Equity, Diversity in higher education
Format: Citation

Title: SPIRITUALITY EMPOWERS BLACK LEADERSHIP: A PHENOMENOLOGICAL STUDY OF BLACK MEN STUDENTS’ LEADERSHIP AND SPIRITUALITY.
Creator: Allen Jr., Keven, Salinas Jr., Cristobal, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: In this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations...
Show moreIn this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations post their undergraduate collegiate experience. In this study, spirituality is defined as an “internal process of seeking personal authenticity, genuineness, and wholeness as an aspect of identity development” (Love & Talbot, 1999, p. 364). Guided by descriptive phenomenological methodology, four research questions were asked: (1) What is the meaning of spirituality for Black men student leaders? (2) How do Black men student leaders apply spirituality within their daily leadership practices and behaviors? (3) How do Black men student leaders define the connection between spirituality and leadership development? (4) How does spirituality inform the pathways and career aspirations of Black men student leaders? Four findings emerged as a result of the data analysis: (1) The Spirit and the Struggle: Spirituality Empowers Black Leadership, (2) The Spirit of Black Leadership is Service to Others, (3) Leading from Within: Spirituality is the “Backbone” of Black Men Leadership Identity, and (4) Spirituality Influences Black Men Career Aspirations.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013937
Subject Headings: Leadership, Men, Black, Spirituality, Higher education
Format: Document (PDF)

Title: HIGHER EDUCATION DEPARTMENT CHAIR PERSPECTIVES ON LEADERSHIP EFFECTIVENESS: A QUALITATIVE DESCRIPTIVE STUDY.
Creator: Baroody, Ramzy, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on...
Show moreA relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013784
Subject Headings: Educational leadership, College department heads, Education, Higher--Administration
Format: Document (PDF)

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

Title: TEACHING 21ST CENTURY LEARNERS: AN ANALYSIS OF FACULTY MINDSET AND PERCEPTIONS OF TECHNOLOGY USE IN THE HIGHER EDUCATION CLASSROOM.
Creator: Copeland, Allyson Lynna, Baxley, Traci, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a)...
Show moreThis mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a) Although participants shared a range of integration patterns, faculty predominantly integrated technology for knowledge transmission, backstage activity, and communication purposes; (b) Participants predominantly occupied the integration phase of technology implementation, suggesting that they used technology committedly, but in ways that were familiar and common; (c) The way participants perceived and approached technological realities influenced their patterns of technology integration; and (d) Faculty shared similar concerns about the challenges and benefits associated with technology integration in their classrooms. The key implications that emerged from this study were that student-centered technology implementation practices were underrepresented, and that faculty seemed ill-equipped or underprepared to implement strategies surrounding accessibility.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013735
Subject Headings: Education, Higher, Educational technology, Universities and colleges--Faculty
Format: Document (PDF)

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