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MAKING A DIFFERENCE IN THE WORLD THROUGH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF GRADUATE STUDENTS ENGAGING IN STEMBASED ACADEMIC SERVICE-LEARNING
Title
MAKING A DIFFERENCE IN THE WORLD THROUGH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF GRADUATE STUDENTS ENGAGING IN STEMBASED ACADEMIC SERVICE-LEARNING.
Creator
Hackman, Aaron Kyle, Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
This phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the...
Show moreThis phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the undergraduate experience is well documented, there is no research to date on the graduate experience, much less on graduate students in STEM fields. By understanding the lived experiences of graduate students in STEM-based Academic Service-Learning, this study attempts to fill that gap. The research questions that guided my study were: (1) What types of project-based experiences are graduate students performing in their Academic-Service-Learning designated courses? (2) What are the lived experiences of graduate students who are conducting AS-L projects in the community as a component of a STEM-based AS-L course as perceived by students, faculty, and community partners. (3) What are the lived experiences of the community partners who are hosting the students for their AS-L projects.
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Date Issued
2023
PURL
http://purl.flvc.org/fau/fd/FA00014234
Subject Headings
Experiential learning, Graduate students, STEM, Service learning
Format
Document (PDF)
COLLECTION AND ANALYSIS OF SLOW DENIAL OF SERVICE ATTACKS USING MACHINE LEARNING ALGORITHMS
Title
COLLECTION AND ANALYSIS OF SLOW DENIAL OF SERVICE ATTACKS USING MACHINE LEARNING ALGORITHMS.
Creator
Kemp, Clifford, Khoshgoftaar, Taghi M., Florida Atlantic University, Department of Computer and Electrical Engineering and Computer Science, College of Engineering and Computer Science
Abstract/Description
Application-layer based attacks are becoming a more desirable target in computer networks for hackers. From complex rootkits to Denial of Service (DoS) attacks, hackers look to compromise computer networks. Web and application servers can get shut down by various application-layer DoS attacks, which exhaust CPU or memory resources. The HTTP protocol has become a popular target to launch application-layer DoS attacks. These exploits consume less bandwidth than traditional DoS attacks....
Show moreApplication-layer based attacks are becoming a more desirable target in computer networks for hackers. From complex rootkits to Denial of Service (DoS) attacks, hackers look to compromise computer networks. Web and application servers can get shut down by various application-layer DoS attacks, which exhaust CPU or memory resources. The HTTP protocol has become a popular target to launch application-layer DoS attacks. These exploits consume less bandwidth than traditional DoS attacks. Furthermore, this type of DoS attack is hard to detect because its network traffic resembles legitimate network requests. Being able to detect these DoS attacks effectively is a critical component of any robust cybersecurity system. Machine learning can help detect DoS attacks by identifying patterns in network traffic. With machine learning methods, predictive models can automatically detect network threats. This dissertation offers a novel framework for collecting several attack datasets on a live production network, where producing quality representative data is a requirement. Our approach builds datasets from collected Netflow and Full Packet Capture (FPC) data. We evaluate a wide range of machine learning classifiers which allows us to analyze slow DoS detection models more thoroughly. To identify attacks, we look at each dataset's unique traffic patterns and distinguishing properties. This research evaluates and investigates appropriate feature selection evaluators and search strategies. Features are assessed for their predictive value and degree of redundancy to build a subset of features. Feature subsets with high-class correlation but low intercorrelation are favored. Experimental results indicate Netflow and FPC features are discriminating enough to detect DoS attacks accurately. We conduct a comparative examination of performance metrics to determine the capability of several machine learning classifiers. Additionally, we improve upon our performance scores by investigating a variety of feature selection optimization strategies. Overall, this dissertation proposes a novel machine learning approach for detecting slow DoS attacks. Our machine learning results demonstrate that a single subset of features trained on Netflow data can effectively detect slow application-layer DoS attacks.
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Date Issued
2021
PURL
http://purl.flvc.org/fau/fd/FA00013848
Subject Headings
Machine learning, Algorithms, Denial of service attacks
Format
Document (PDF)
Teaching civic and political engagement: fostering collegiate civic education through activism
Title
Teaching civic and political engagement: fostering collegiate civic education through activism.
Creator
Zompetti, Joseph, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued
2009-01-30
PURL
http://purl.flvc.org/fau/FADT186462p
Subject Headings
Interdisciplinary approach in education -- United States, Service learning -- United States, Student service -- United States, University of Illinois at Urbana Champaign
Format
Set of related objects
The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University
Title
The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.
Creator
Toussaint, Mario J., Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of...
Show moreA report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004739, http://purl.flvc.org/fau/fd/FA00004739
Subject Headings
Action research in education., Service learning., Universities and colleges--Public services., Teacher-student relationships., Algebra--Study and teaching (Higher), Educational technology--Evaluation., Motivation in education., Academic achievement.
Format
Document (PDF)
multi-site case study of a professional learning community model: the impact of learning team meetings on teacher practice and student achievement from the perspective of teachers and instructional leaders
Title
A multi-site case study of a professional learning community model: the impact of learning team meetings on teacher practice and student achievement from the perspective of teachers and instructional leaders.
Creator
Meles, Ora., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school...
Show moreThe purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school districts in South Florida. Qualitative research methods, including one-on-one observations, interviews, focus groups, and review of documents were utilized to analyze, contrast, and compare perceptions,beliefs, and assumptions of the participants in the study. The participants included teachers, principals, assistant principals, instructional coaches, and Learning Team Facilitators (LTFs). A total of 20 participants were involved in the study. The conceptual framework for this study is rooted in the guiding principles of organizational learning and effective professional development practices. Professional Learning Communities (PLCs) offer formal structures to provide teachers with learning enriched, ongoing, job-embedded staff development (Hord & Sommers, 2008). This study focused on one trajectory or type of PLC, and sought to better understand the implementation of an organizational systemic knowledge transfer structure and the impact on teacher practice from the participants' perception. The research design profided thick, rich data, which offered in-depth understandings of the participants' perception, beliefs, and assumption about the LTMs' impact on teacher practice and student achievement. Through the research it was determined that participants among all three of the schools sites believed that LTMs were changing teacher practice., Further, the participants at each of the school sites recognized the significance of the LTF and that he or she plays an essential role in the LTMs. The significance of the study,implications of these findings, and recommendations for further research are also presented.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3333059
Subject Headings
Professional learning communities, Teachers, In-service training, School improvement programs, Teaching teams, Reflective teaching, Group work in education, Educational leadership
Format
Document (PDF)
Transformational learning and self-efficacy: an investigation into their role in prophylactic mastectomy
Title
Transformational learning and self-efficacy: an investigation into their role in prophylactic mastectomy.
Creator
Gordon, Faith, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Breast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic...
Show moreBreast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic mastectomy reduces the risk of breast cancer by excision of most breast tissue. Breast cancer among those initially diagnosed as high-risk is 90-94.3% (Hartmann et al., 1999). This procedure entails serious surgeries with numerous physical, social, and emotional ramifications and is not without side effects. The patient has the right to be informed and base her decision-making on the suitability of the procedure for herself. This research describes six (6) woman’s experiences, focusing on the role of transformational learning and self-efficacy, as these women progressed through the stages. Prophylactic mastectomy is radical, irreversible, and costly at the onset. The procedure may preclude a whole lifetime of surgeries, radiation, and chemical treatments. If this treatment is the right fit, and has been fully researched, balanced with options, family history, genetic predisposition, personal concerns, and anxiety levels, along with physician recommendations, a woman should consider pursuing it.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004374, http://purl.flvc.org/fau/fd/FA00004374
Subject Headings
Control (Psychology), Educational leadership, Health behavior, Mastectomy -- Decision making, Mastectomy -- Psychological aspects, Organizational learning, Self efficacy, Women -- Medical care, Women's health services
Format
Document (PDF)
Predicting Success Rate of First-Time College Students Enrolled in Developmental Mathematics Courses in an Urban Multi-Campus Community College Based on Reading Level and Order of Courses Taken
Title
Predicting Success Rate of First-Time College Students Enrolled in Developmental Mathematics Courses in an Urban Multi-Campus Community College Based on Reading Level and Order of Courses Taken.
Creator
Echenique, Marcial Luis, Kumar, David D., Florida Atlantic University
Abstract/Description
Community colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature...
Show moreCommunity colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature review in the areas of community college, developmental education, mathematics education, and the connection between language and mathematics was conducted. Based on the results of the literature review, this study examined a population of students who placed into all three developmental education subjects when they enrolled at the community college based on their Computerized Placement Test (CPT) scores. In the first part of the study, the researcher studied the relationship between reading level and success rate in developmental mathematics courses. In the second part, the researcher used a logistic regression model to predict success in developmental mathematics courses based on CPT scores in math, reading, and writing, as well as ethnicity, gender, age, traditional college student status, limited English proficiency, and enrollment status. Results from the study revealed that the order in which developmental reading courses and developmental mathematics courses are taken does make a difference in the success rate of students in their developmental mathematics courses. There is a significant relationship between reading level and success rate in developmental mathematics courses for students who take reading before or at the same time as mathematics. A logistics regression model with four significant variables was created to predict success in developmental mathematics courses greater than chance. This study can assist counselors in placing students in the correct developmental mathematics course when they enroll in the community college. It further gives administrators the opportunity to evaluate current placement policy in developmental mathematics courses based on the order in which the courses are taken and CPT cutoff scores. This study also proposes recommendations and further research in the area of developmental mathematics education.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000664
Subject Headings
Mathematics--Study and teaching--Research, Learning, Psychology of, College student development programs--United States, Community college students--Services for
Format
Document (PDF)
Enhancing Independent Task Performance of Individuals with Developmental Disabilities Through the Use of an iPad Application
Title
Enhancing Independent Task Performance of Individuals with Developmental Disabilities Through the Use of an iPad Application.
Creator
Morse, Kerri, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
There has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application...
Show moreThere has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. Results indicated that using an application on an iPad to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts. Participants in both study one and study two demonstrated mastery of task performance using the iPad application. In study one, three of the four participants faded the use of prompts, whereas only one of the three participants demonstrated independence in study two. Implications for future research are discussed.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004615, http://purl.flvc.org/fau/fd/FA00004615
Subject Headings
Students with disabilities--Services for., Learning disabled teenagers.--Education., Tablet computers., Computer-assisted instruction., Human-computer interaction., Education--Effect of technological innovations on., Visual programming (Computer science)
Format
Document (PDF)
Principals' knowledge of special education policies and procedures
Title
Principals' knowledge of special education policies and procedures: does it matter in leadership?.
Creator
Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3355571
Subject Headings
School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
Format
Document (PDF)