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Title: SELF-DIRECTED LEARNING READINESS AMONG PREDENTAL STUDENTS AT FLORIDA ATLANTIC UNIVERSITY.
Creator: Algahtani, Fahad, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Dental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and...
Show moreDental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and succeed during their dental journey (Premkumar et al., 2014). Furthermore, SDL is essential in assisting dental students in filtering the information they need to fulfill their learning needs (Siddiqui et al., 2021). This quantitative cross-sectional descriptive study used an online survey designed by QualtricsXM to evaluate self-directed learning readiness (SDLR) level among predental students at Florida Atlantic University (FAU) and whether their SDLR level would differ based on age, sex, race/ethnicity, college/major, and year of study. A convenience sample of 155 FAU predental students completed Fisher et al.’s (2001) 40-item Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and seven demographic questions. Descriptive and inferential statistics were conducted to analyze and answer the six research questions and corresponding hypotheses. The results showed a positive attitude of FAU predental students toward SDL as total SDLR scores ranged from 119 to 179, with a mean of 151.33. Moreover, there was a statistically significant difference in SDLR level among participants based on age, race, and year of study. Contrastingly, there was no statistically significant difference in SDLR level among participants based on sex, ethnicity, and academic major. The college variable was not investigated as all participants were enrolled in the Charles E. Schmidt College of Science.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014122
Subject Headings: Self-directed learning, Self-managed learning, College students, Florida Atlantic University
Format: Document (PDF)

Title: UNPACKING THE LATINO MEN COLLEGE STUDENTS’ LEADERSHIP EXPERIENCES.
Creator: Izaguirre, Juan M., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: In this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A...
Show moreIn this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A narrative design was used to study the stories and experiences (Clandinin, 2006; Connelly & Clandinin, 1990) of eight Latino men college students. Oral histories such as storytelling are a generational avenue within the Latin* community (Bordas, 2001; Delgado, 2002: Marrun, 2020; Rodriguez, 2011). Two semi-structured interviews were used to gather the data from the participants and data was analyzed using two cycles of coding. Lozano’s (2015) Latina/o Leadership Journey was used as the theoretical framework for this study to answer the three research questions focused on how Latino men college students became leaders, engaged in leadership, and transferred their leadership knowledge within their communities. There are three findings to this study that are focused on how Latino men college students become leaders, Latino men’s leadership engagement, and transferring leadership knowledge in different communities. The three findings had two to three themes that support the findings. Each of the findings address and answer the three research questions. Recommendations for policy, practice, and future research are also addressed to support the lived experiences of Latino men college students in their process to become leaders.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014251
Subject Headings: College students, Hispanic American men, Leadership
Format: Document (PDF)

Title: A CASE STUDY OF THE COLLEGE CHOICE PROCESS FOR CONTINUING-GENERATION COLLEGE STUDENTS AT MIAMI DADE COLLEGE DURING THE COVID-19 PANDEMIC.
Creator: Perez, Georgette T., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: A review of the literature revealed the need to further explore continuing-generation college students attending community colleges. This case study sought to understand the choice process of continuing-generation, direct-entry college students who enrolled in Miami Dade College (MDC), a baccalaureate community college. This research was planned prior to the COVID-19 pandemic, yet was conducted during the pandemic, creating a unique context for the study. A total of 25 participants were...
Show moreA review of the literature revealed the need to further explore continuing-generation college students attending community colleges. This case study sought to understand the choice process of continuing-generation, direct-entry college students who enrolled in Miami Dade College (MDC), a baccalaureate community college. This research was planned prior to the COVID-19 pandemic, yet was conducted during the pandemic, creating a unique context for the study. A total of 25 participants were interviewed, including continuing-generation students, parents/family members, and high school personnel. This study used Hossler and Gallagher’s (1987) choice model as the conceptual framework to address how and why continuing-generation college students decided to pursue higher education in a community college rather than a traditional four-year college or university. The study derived five findings: financial considerations, addressing affordability and cost in the choice process; family influence and support, describing the role family play in the college selection process; proximity and accessibility, addressing how MDC is a good choice for being “close to home” and being accessible to students who may not have otherwise accessed higher education; institutional reputation, and its importance in the selection process as related to students’ knowledge of MDC, transferability options, faculty and opportunities; and college preparedness, addressing the choice process in terms of student exposure, academic readiness, and college transfer preparedness.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013923
Subject Headings: College students, College choice, COVID-19 Pandemic, 2020-, Miami Dade College
Format: Document (PDF)

Title: CONSTRUCTING CRITICAL HISTORICAL ANALYSES TO CULTIVATE CRITICAL HISTORICAL LITERACY: COLLEGE STUDENTS’ PERCEPTIONS.
Creator: Dockswell, Jeffrey S., Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: To address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses...
Show moreTo address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses exercises were combined into a curriculum and instructional toolbox that was utilized to strengthen the historical literacy of two groups of college students enrolled in separate sections of an American history course. Once students engaged with critical pedagogical and critical thinking and historical thinking exercises featured in the critical historical analyses exercise toolbox, new learning emerged that gave students opportunities to develop critiques and conduct dialogic and writing activities using history content. Pedagogical exercises involved the history instructor engaging students initially in dialogic exercises and then moved to writing content. The history curriculum prompted non-history major college students, divided into advanced dual enrolled high school students and traditional state college students, to learn how to think in depth about societal issues linking the past and the present. Students then strengthened habits in how to identify relevant problems rooted from history and how to practice constructing modern solutions to problems. The aim was to help students establish their critical voices and enhance their historical literacy to ultimately cultivate critical historical literacy. Critical historical literacy among these students reflected abilities to interpret historical data through critiquing lenses that focused on social justice and societal progression while developing skills to construct defensible critical narratives with historical evidence. In the process, students cultivated critical historical literacy on the foundation of engaging with the six critical historical analyses toolbox exercises on which this study centered.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013842
Subject Headings: College students, Critical pedagogy, Curriculum planning
Format: Document (PDF)

Title: THE EFFECTS OF MINDFULNESS TRAINING ON BDNF LEVELS, DEPRESSION, ANXIETY, AND STRESS LEVELS OF COLLEGE STUDENTS.
Creator: Bosso, Kathryn B., Brigman, Greg, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this randomized control study was to examine the effects of the use of a mindfulness smartphone app on student self-reported levels of depression, anxiety, and stress, and serum levels of brain-derived neurotrophic factor (BDNF). The sample included college students enrolled in courses at a university in South Florida. Forty-four students were randomly allocated to either the mindfulness app group (n = 22) or the control group (n = 22). Participants in the mindfulness app group...
Show moreThe purpose of this randomized control study was to examine the effects of the use of a mindfulness smartphone app on student self-reported levels of depression, anxiety, and stress, and serum levels of brain-derived neurotrophic factor (BDNF). The sample included college students enrolled in courses at a university in South Florida. Forty-four students were randomly allocated to either the mindfulness app group (n = 22) or the control group (n = 22). Participants in the mindfulness app group were instructed to complete a guided meditation on the app for 10 minutes per day for 5 weeks. Participants in the control group were offered the intervention after the 5-week protocol ended. A pretest-posttest design was used to investigate the effects of the mindfulness app intervention on self-reported levels of depression, anxiety, and stress, in addition to serum level BDNF.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013452
Subject Headings: College students, Mindfulness (Psychology), Brain-Derived Neurotrophic Factor, Depression, Anxiety, Stress
Format: Document (PDF)

Title: The Association of Mindfulness on Executive Functioning (EF) in College Students.
Creator: Norman, Marvin ‘Forrest’ Eugene, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Recent research has shown mindfulness practices to be correlated with traits frequently associated with high Executive Functioning (EF) individuals such as greater attention to specific tasks, greater working memory capacity, and the improved ability to inhibit behaviors or emotions. These three traits are highly correlated with each other, and provide an accurate assessment of an individual’s level of Executive Functioning. This study was designed to examine how individual traits associated...
Show moreRecent research has shown mindfulness practices to be correlated with traits frequently associated with high Executive Functioning (EF) individuals such as greater attention to specific tasks, greater working memory capacity, and the improved ability to inhibit behaviors or emotions. These three traits are highly correlated with each other, and provide an accurate assessment of an individual’s level of Executive Functioning. This study was designed to examine how individual traits associated with Mindfulness such as ‘non-judgement’ can influence attention, working memory and inhibition. This study used three self-administered questionnaires to assess traits associated with mindful individuals and three EF tests to measure performance in inhibition, task shifting and updating working memory tasks. Results showed that certain mindfulness variables from the Freberg Mindfulness Inventory and Five Facet Mindfulness Questioniare, were correlated with performance on working memory tasks while mindfulness experience was not.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005999
Subject Headings: Mindfulness, Executive functions (Neuropsychology), College students
Format: Document (PDF)

Title: Measuring a social network: asymmetries in dyads and distances between individuals.
Creator: MacDonald, Kimberly, Lanning, Kevin
Date Issued: 2012-04-06
PURL: http://purl.flvc.org/fcla/dt/3350918
Subject Headings: Social networks, Social sciences, Communications networks, Social network analysis, Interpersonal relations, College students
Format: Document (PDF)

Title: The relationship between organizational culture and effectiveness in university residence hall associations: a competing values study.
Creator: Faerman, Lawrence B., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined organizational member and housing staff perceptions of organizational culture and effectiveness of residence hall associations. Two instruments, the Residence Hall Government (RHA) Effectiveness Instrument designed by Tucker (2001) and the Organizational Culture Assessment Instrument (OCAI) designed by Cameron and Quinn (1999, 2006) were utilized to gather quantitative data, while individual interviews and focus groups were conducted utilizing selected questions from the...
Show moreThis study examined organizational member and housing staff perceptions of organizational culture and effectiveness of residence hall associations. Two instruments, the Residence Hall Government (RHA) Effectiveness Instrument designed by Tucker (2001) and the Organizational Culture Assessment Instrument (OCAI) designed by Cameron and Quinn (1999, 2006) were utilized to gather quantitative data, while individual interviews and focus groups were conducted utilizing selected questions from the Interview Questions for Doing a Competing Values Organizational Analysis (Quinn 1988) to collect qualitative data. A mixed methodology was utilized to collect and analyze data from three sites yielding 217 assessments, 27 interviews, and 6 student focus groups with members of residence hall associations during the spring 2008 semester. The study indicated that there is a positive relationship between all ideal culture type scores identified by the OCAI and effectiveness constructs identified by the RHA Effectiveness Instrument. Additionally, there is a difference in the perceptions of Clan and Hierarchy ideal culture type scores and Housing Relationship and RHA Effects effectiveness construct scores based upon housing staff membership or RHA Legislative Body membership. Furthermore, the research indicated that level of student involvement, emphasis on leadership development and training, patterns of communication and teamwork, financial resources, implementation of rules and procedures, roles in program planning, student voice, member evaluation, collaborative partnerships with host housing departments, and relationships with university Student Government were constructs for the development of organizational culture and influenced the organizational effectiveness of RHAs. Recommendations are provided for the organizational development and evaluation of residence hall associations.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186329
Subject Headings: Student housing, College students, Conduct of life, Organizational effectiveness, Evaluation, Organizational behavior
Format: Document (PDF)

FAU Theses and Dissertations (7)	+ -
FAU Undergraduate Student Research (1)	+ -

Anxiety (1)	+ -
Brain-Derived Neurotrophic Factor (1)	+ -
COVID-19 Pandemic, 2020- (1)	+ -
College choice (1)	+ -
Communications networks (1)	+ -

Conduct of life (1)	+ -
Critical pedagogy (1)	+ -
Curriculum planning (1)	+ -
Depression (1)	+ -
Evaluation (1)	+ -
Executive functions (Neuropsychology) (1)	+ -
Florida Atlantic University (1)	+ -
Hispanic American men (1)	+ -
Interpersonal relations (1)	+ -
Leadership (1)	+ -
Miami Dade College (1)	+ -
Mindfulness (1)	+ -
Mindfulness (Psychology) (1)	+ -
Organizational behavior (1)	+ -
Organizational effectiveness (1)	+ -
Self-directed learning (1)	+ -
Self-managed learning (1)	+ -
Social network analysis (1)	+ -
Social networks (1)	+ -
Social sciences (1)	+ -
Stress (1)	+ -
Student housing (1)	+ -

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abstract (1)	+ -

Florida Atlantic University (6)	+ -
Department of Educational Leadership and Research Methodology (5)	+ -
College of Education (4)	+ -
Charles E. Schmidt College of Science (3)	+ -
Algahtani, Fahad (1)	+ -

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