Understanding CS Undergraduate Students' Professional Identity through the lens of their Professional Development

2019 ◽  
Author(s):  
Amanpreet Kapoor ◽  
Christina Gardner-McCune
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Undergraduate Students

scholarly journals Professional identity and experience of undergraduate students: an analysis of semantic networks

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Luara Carvalho ◽  
Elisa Maria Barbosa de Amorim-Ribeiro ◽  
Marcelo do Vale Cunha ◽  
Luciana Mourão
Keyword(s):  
Professional Identity ◽  
Identity Construction ◽  
Undergraduate Students ◽  
Semantic Networks ◽  
Work Experiences ◽  
Undergraduate Studies ◽  
Course Work

AbstractWork experiences during undergraduate studies can be remarkable in the journey of undergraduate students. The objective of this study was to assess, by analyzing semantic networks, the role of work experiences in the meanings those individuals attribute to professional identity. The sample consisted of 2291 students (60% women) divided into three groups: do not work, work in a field related to their course, work in a field not related to their course. The semantic networks of these groups were composed of words uttered from the professional identity prime. We chose to work with the critical network, obtained from the analysis of the incidence-fidelity indexes of the word pairs. The results evidence that work experiences are related to how undergraduate students attribute meaning to professional identity, in such a way that three different networks were formed for these groups. The network of those who work outside their field was the only one that integrated words with negative content, while the semantic networks of those who do not work and those who work in their field, despite containing words that do not always coincide, present a similar macrostructure. We conclude that work experiences play an important role in the meanings that undergraduate students attribute to professional identity. The study innovates by revealing elements of professional-identity construction, besides allowing for reflections on the effects of work experiences during the college period.

Chapter 14: Charisma man or critical pedagogue? Eikaiwa and unexpected paths of professional development

2020 ◽  
pp. 149-158
Author(s):  
Kyle Nuske
Keyword(s):  
Professional Development ◽  
University Students ◽  
Professional Identity ◽  
Gender And Sexuality ◽  
Present Position ◽  
Teaching Context ◽  
Gradual Evolution ◽  
Critical Issues ◽  
Huge Impact ◽  
University Professor

Kyle Nuske’s narrative documents his gradual evolution as a critically-aware educator throughout his journey as a young, inexperienced eikaiwa teacher up to his present position as a university professor. He shows how he became increasingly aware of a number of questionable critical issues and assumptions in his particular eikaiwa teaching context and that his heightened consciousness of race, gender, and sexuality in ELT had a huge impact on developing professional identity. Additionally, he found that the pedagogical skill set cultivated during his time in eikaiwa aided him in introducing analysis of the same critical issues to his university students in a nuanced and respectful way.

scholarly journals Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 1275-1275
Author(s):  
Melanie Gerdes ◽  
Lyndsey Ruiz ◽  
Anna Jones ◽  
Rachel Scherr ◽  
Gretchen George
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Nutrition Education ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Development Model ◽  
Food Literacy ◽  
Professional Development Model

Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.

scholarly journals Writing Like a (Psychological) Scientist: A Student Guide to Scientific Writing

2020 ◽  
Author(s):  
Thomas Carpenter
Keyword(s):  
Professional Development ◽  
Research Methods ◽  
Nature Of Science ◽  
Undergraduate Students ◽  
Scientific Evidence ◽  
Scientific Writing ◽  
Methods Course ◽  
Writing Style ◽  
Writing Students ◽  
Attention To Detail

This tutorial paper reviews the scientific writing style used in psychology, with a focus on undergraduate students taking a Research Methods course. I outline for broad principles of scientific writing: (1) clarity, (2) conciseness, (3) literally true, and (4) a focus on scientific evidence. Each principle is analyzed into several components, where writing norms in psychology are also emphasized. I also outline three broad skills needed to achieve this style: (1) revision, (2) attention to detail, (3) and teamwork. Revision is emphasized most heavily—students are encouraged to write naturally and edit with a focus on these principles. In addition to learning about scientific writing, students will learn about the nature of science and scientific thinking as well as learn to be clearer, more effective communicators and to develop habits that will help them both in their writing and more broadly in their professional development. Preprint date: 12/24/2020. This document is a work in progress and may not reflect the final draft. Feel free to link to this document for use in teaching (with attribution); please do not modify this document without permission. Please check back periodically for updates. The most up-to-date edition can be found at https://psyarxiv.com/r4sfz/

scholarly journals PROFESSIONAL DEVELOPMENT IN SOCIAL WORK: ELDERLY CARE IN SWEDEN AND DENMARK

2016 ◽  
Vol 1 (6) ◽  
pp. 62 ◽  
Author(s):  
Jonas Mikael Christensen
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Ecological Model ◽  
Driving Forces ◽  
Elderly Care ◽  
The Elderly ◽  
Welfare States ◽  
Elderly Individual ◽  
Identity Maintenance ◽  
Access To Knowledge

The purpose of this article is to highlight and give reflections on elderly care in two welfare states, Sweden and Denmark, on the basis of the question, how can elderly care be understood from a transnational perspective? The empirical data consists of a project, and the analysis is based on ecological model. The main conclusion is that by focusing on societal and professional knowledge sharing from a regional perspective, we can develop our understanding of the driving forces behind access to knowledge, professional identity maintenance and the professional position of the elderly individual.

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