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eLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects reviewed were: 1. what contributed to student success, 2. what hindered student success, 3. what prepared students for learning online, and 4. what assistance was available for students that face challenges with online courses. The interviews and questionnaire were examined and compared from the perspectives of educators (eLearning staff and faculty teaching online courses), and students taking the courses, and documents reviewed from the site chosen, to show what are the most significant contributors and hindrances to eLearning success for participants at a Florida public state college. The findings of this study show what helped student success, what hindered student success, what prepared students for eLearning, and what support was available to students while taking an eLearning course from the data collected through the student questionnaire, faculty and staff interviews, and document review. The data supports the finding that student motivation, student time management skills, eLearning course design, and the responsiveness and supportiveness of faculty contribute to the success of the student in eLearning courses. The data supports the finding that what hinders student success is when the student is overwhelmed, distracted, or lacks motivation or time management skills. Additionally, the design of the eLearning course can hinder the student and if there is a lack of faculty communication. The data supports the finding that what prepared students for eLearning was the College’s free eLearning orientation course that explains how to use the Learning Management System and the best practices of learning online. The data supports the finding that the support available to assist students that are enrolled in eLearning is College “Support”, Tutoring (both online and on campus), and their course professor. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

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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. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

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In order to familiarize local women with advanced degree possibilities in engineering and with expanding local industry, as well as increasing the graduate enrollment in the College of Engineering, the University of Central Florida has developed a Reentry Program for Women in the Industrial Engineering Department. Master of Science degrees are offered to the women with four options: Operations Research, Computer Systems, Engineering Administration, and Engineering Systems Analysis. The program is designed for women who received a bachelor's degree at least two years ago in mathematics, engineering, physics, or another hard science. Seed money for the program was obtained as a mini-grant from the Women's Reentry Consortium. The major component of the program is a mathematics review course which offers an intensive review of college math through differential equations. An Industrial Advisory Board is an integral part of the program and is giving support for potential employment of women during their schooling and afterwards, as well as making sure the women are going in directions consistent with the needs of industry. A special orientation, available tutoring, and a Professional Development Day are some of the features incorporated in this program. After the math review course, the women are mainstreamed into the standard graduate program with continued support.

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