Floyd, Deborah L.

Drawing from the wildly successful use of the executive coaching model in the private
sector, this session will describe how one public institution created their own coaching program,
and equipped not faculty or administration, but rather students to coach each other. This study
explored the motivation of the coaches to devote their time to this effort without financial reward
or recognition. The presenter designed, proposed, promoted, and instituted s2s Coaching.
The purpose of this case study was to explore the perspective of student coaches in the s2s
Coaching program at Palm Beach State College following completion of training in the spring
term of 2013. An additional research question was to assess the coaches’ perspective of the
coach training and their motivation or interest in becoming a student coach. Lastly, the
recommendations of the coaches for future coach training sessions are assessed. Coaches were
interviewed and document review was included in the methodology.
Among the findings that emerged was the discomfort that the coaches felt in maintaining a
professional or institutional role while delving into potentially personal matters, which in their
normal discourse would make them a friend. This fuzzy line between coach and friend
engendered discussion and recommendations for future training and discussion of this topic with
the other coaches. The findings are revealed by a discussion of these categories.

The advent of the global knowledge economy and changing demographics have
pressured the American postsecondary system to develop flexible alternative educational
opportunities for adult learners. One of the most widespread institutional responses has
been the development of accelerated courses and degree programs. Accelerated degree
programs offer educational opportunities in time frames of less duration than the
traditional semester or quarter formats. Concerns for maintaining educational quality
make it imperative to develop best practices for the effective design of time-intensive
curricula. The study
found a strong correlation between student experiences rated in terms of Donaldson's and
Graham's principles and perceptions of the relevance and applicability of their learning in
their "lifeworlds." No significant correlation was found with GP A. Additionally, no
significant correlation was found between perceived success in learning and final GP A.
The graduates of associate degree programs at a regionally accredited multicampus
proprietary institution in Florida comprised the study sample.

The purpose of this study was to explore the perceptions of inter-campus relations
by mid-level student affairs administrators of both main campuses and branch campuses,
with a focus on a specific population from 6 of one state's public, 4-year or above
multicampus universities. The study examined the relationships that exist between the
administrators' perceptions and the variables gleaned from their environment and
positions. This research study focused on the branch or regional campuses of 6 of the 11
4-year or above public universities of the state ofFlorida. A convenient, purposeful
sample of mid-level administrators, heads of departments designated as student affairs, at
Florida university branch campuses and their counterparts on the main university
campuses constituted the population for this study. This study discovered significant differences in perceptions of the main campus
and branch campus student affairs administrators as they related to the four domains.
Campus location was the most significant factor in predicting the perceptions of the
respondents. Significant differences were found on issues of respect; communication;
authority over budget, staffing, decision making and policy setting.

Research for this study was conducted to assess the post-September 11, 2001 and
pre-April 16, 2007, Virginia Tech Massacre level of crisis preparedness in higher
education from the perspective of chief student affairs administrators in residential
universities. In this study, institutional preparedness was determined by comparing scores
and results from an instrument developed to measure preparedness for the dissertation
titled, "Institutional Preparedness to Respond to Campus Crises as Perceived by Student
Affairs Administrators in Selected NASPA Member Institutions" (Zdziarski, 2001).
The research was conducted using survey research methodology and the
methodology employed was quantitative. Specifically, the research employed population survey methods to assess the current state of crisis preparedness and measured
institutional preparedness against four critical factors including: (a) types of crises
prepared for, (b) the phases of crisis prepared for, (c) the crisis systems in place, and (d)
the stakeholders included in preparing for crisis.
The population selected for this study included residential universities that: (a)
were doctoral degree granting institutions; (b) had a total enrollment of 5,000 students or
more in the spring 2007 semester; (c) had residence halls; and (d) were institutional
voting members of NASPA in the spring 2007 semester.
This study examined a capsule of time between the September 11, 2001 attacks
and the August 16, 2007 Virginia Tech Massacre. This study found that chief student
affairs professionals at residential universities perceive themselves to be prepared to
respond to crises on campus; they believe great strides have been made since the 2001
study to increase preparedness to handle crises. However, post completion of this
research the Virginia Tech Massacre made it abundantly clear that there are many
complicated facets of crisis preparation on residential university campuses that
professionals may not be prepared to handle and the need to be proactive has never been
greater.

The purpose of this study was to develop a prediction model for graduation rate at
non-residential research universities. As well, this study investigated, described, and
compared the student characteristics of non-residential and residential institutions.
Making distinctions between significant predictor variables at non-residential research
universities and significant predictor variables at residential institutions was also an aim.
The researcher obtained data from the Integrated Postsecondary Data System. Student
and institutional variables were analyzed using descriptive statistics, independent samples
t-tests, analysis of variance, and regression analyses. Results indicated that student and
institutional characteristics can be used to significantly predict graduation rate at nonresidential
institutions with student variables yielding greater predictive power than
institutional variables. As well, residential status was found to moderate the relationship
between undergraduate enrollment and graduation rate.

Miami Dade College (MDC) is predominantly an associate degree granting
institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is
the nation’s largest, most diverse community college. In 2011, a comprehensive redesign
effort was launched to increase degree completion. This sequential mixed model design
study queried teacher education student voices to explore their perceived impact of three
high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized
Educational Plans). A survey (n=218) was administered during an initial quantitative
phase, confirming that a) students perceived the interventions as the institution intended
and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a
subsequent qualitative phase, unveiling three overarching findings about how and why
perceptions of operational, affective, and academic aspects of the interventions were
useful, not useful, or could be enhanced to help them navigate/ “survive” college, make
adequate progress, and anticipate graduating, transferring, or entering a career.

Every year, thousands of Florida public high school graduates seek to enter
Florida state colleges based on a single standardized placement test. This quantitative
study sought to identify an actuarial model, based on multiple measures, as an alternative
to standardized placement tests. The study, grounded on degree completion theories,
examined high school students from the Miami-Dade metropolitan area and their
performance in one first-year mathematics course in Miami Dade College during the Fall
2014 academic term. The study, using a sample size of 10,186 subjects, examined
multiple predictor variables and one outcome variable to measure predictability of
success in Intermediate Algebra.
The study used descriptive statistics, multiple linear regression, and logistic
regression to develop a multiple measure actuarial model. A quantitative analysis of
archived student records was used in this study. The analysis revealed that the actuarial model, using gender, ethnicity, age, academic objective, academic load, high school
GPA, high school mathematics gap, and high school mathematics curriculum composite
score as predictor variables, was significant in predicting success in Intermediate
Algebra.
The actuarial model correctly classified 1,688 subjects who would fail
Intermediate Algebra, achieving a hit rate of 75% in predicting failure in Intermediate
Algebra. Similarly, the model achieved a hit rate of 54% when classifying subjects who
would pass Intermediate Algebra. The improvement-over-chance index, I, was 44.8%,
representing a 45% reduction in error when classifying subjects who would fail
Intermediate Algebra. Thus, the actuarial model, with all its predictor variables, provides
helpful guidance when advising incoming first-time-in-college (FTIC) students.

Community colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing demand for college graduates in today's workforce, language minority students, like their native English-speaking (NES) counterparts, need to leave college with vendible work credentials. Community colleges need practical and affordable ways to improve learning and degree completion rates of their English language learners. College ESL programs face two key challenges in realizing this goal: (1) providing quality language preparation for college-bound E LLs, and (2) developing efficient ways to deliver curricula to a student population that has limited financial resources and time. This was a single institution case study that investigated two ESL curriculum models at a large urban community college. The study compared the academic performance and persistence of ELL students who studied in a sheltered ESL curriculum to ELL students who studied in a concurrent enrollment ESL curriculum that combined college-level courses with advanced ESL study. The researcher analyzed student data from college archives: transcript data, admission data, and course performance results. Data from three student groups were salient to the study -- students in concurrent enrollment courses (partially-mainstreamed ESL students), students in traditional ESL courses (not mainstreamed), and native English speakers in freshmen-level general education courses. The study described the relationship between the two types of ESL curriculum and the academic performance and persistence of ELL students in each program. Findings showed that advanced ELL students were able to successfully complete select college courses as they finished their ESL program. Results indicated that early access to college courses motivated students to persist. This study can help ESL practitioners and administrators in higher education determine if a concurrent enrollment curriculum model is a viable alternative for intermediate and advanced level ELL students.

Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university.

The primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to the success of 8,644 students who would have been exempt had the law been in effect when they completed their gateway courses in 2012 and 2013. Data were collected from three FCS institutions. Using Astin and Astin's 1992 Input-Environment-Outcome model (Astin & Astin, 1992), independent variables included demographics, such as race and Pell grant eligibility, and prior academic performance, as well as enrollment status and remedial course decisions and perf ormance. The study found the policy to have a statistically significant (α = .05) negative effect on student success in the gateway courses. The voluntary remediation policy that was in part enacted to improve college completion rates threatens to have the opposite effect. The results show that fewer proportions of students were successful (grade of C or higher) in both courses once remediation became voluntary (12.8% decrease for English; 19.3% decrease in math). The study revealed a need for further research to investigate the degree of this impact on minority and low-income students. The results also suggested a need for more research to learn which students are likely to benefit, or not, by taking a remedial course. Of the students in the study who voluntarily took a placement test and scored below credit level, 11.3% chose remediation before taking ENC1101 and 24.5% chose remediation before taking MAT1033. Of those students, most who earned an A or B in the remedial course were successful in the credit courses; most who did not earn at least a B in the remedial course were unsuccessful at the credit level. Results were significant (α = .05), and effect sizes were moderate (.344 for English; .430 for math).