scholarly journals Developing A Trauma-Informed Lens In The College Classroom And Empowering Students Through Building Positive Relationships

2019 ◽  
Vol 12 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Daniel Gutierrez ◽  
Andrea Gutierrez
Keyword(s):  
Social Science ◽  
Student Success ◽  
Online Courses ◽  
College Experience ◽  
Vital Role ◽  
College Classroom ◽  
College Courses ◽  
College Classrooms ◽  
Science College ◽  
Trauma Informed

In many social science college courses, professors cover a wide variety of topics that may act as triggers for victims of trauma in both traditional and online courses. At the same time, we may also encounter students who suffer trauma during their college experience. The purpose of this paper is to emphasize the importance of creating a safe and empowering environment in college classrooms regardless of what subjects we teach. Safe environments and the relationships we build with our students play a vital role in student success by understanding the importance of being trauma-informed.

scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

Mindfulness and Transformation in a College Classroom

2018 ◽  
Vol 29 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Moira Martin
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Transformational Learning ◽  
Mindfulness Meditation ◽  
Life Experiences ◽  
Learning Experiences ◽  
Educational Experience ◽  
College Classroom ◽  
College Classrooms

Community college classrooms afford students from a variety of backgrounds the possibility to engage and inform one another with respect to their unique perspectives and life experiences. Unfortunately, in many of these situations, students find themselves self-critical, and their internal comparisons with others may impede the potential of a transformational educational experience. This article discusses the benefit of utilizing mindfulness meditation as a way of bringing students more in touch with their internal processes, which in turn allows them greater availability to others in the classroom and thus creates more transformational learning experiences for these community college students.

Flying SOLO for Student Success

2015 ◽  
pp. 244-265
Author(s):  
Regina L. Garza Mitchell ◽  
Gina L. Cano-Monreal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Technical College ◽  
Online Courses ◽  
First Year Experience ◽  
First Year ◽  
Student Preparedness ◽  
Low Socioeconomic ◽  
Global Workforce

This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

Social Science Research in India

2017 ◽  
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Research Output ◽  
Social Science Research ◽  
Science Research ◽  
Vital Role ◽  
Reference Database ◽  
Data Infrastructure ◽  
Quality Of Research

Social science research (SSR) has a vital role in enriching societies, by generating scientific knowledge that brings insights—even enlightenment—in understanding the dynamics of human behaviour and development. For social sciences to realize their potential in shaping public policy, it is imperative that the research ecosystem is dynamic and vibrant; the institutions governing it are robust and effective; and those producing quality research are strong and well governed. This volume elaborates on various dimensions of SSR in India, presenting a strong case for designing a comprehensive national social science policy which can meaningfully strengthen and promote a research ecosystem for improved public policymaking in the country. Addressing issues like lack of funding, availability of data, infrastructure, and quality of research output, it will serve as a national benchmark and reference database for social sciences in India.

scholarly journals Advancing scientific knowledge and conservation of birds through inclusion of conservation social sciences in the American Ornithological Society

The Condor ◽  
2020 ◽  
Author(s):  
Ashley A Dayer ◽  
Jessica C Barnes ◽  
Alia M Dietsch ◽  
Jacqueline M Keating ◽  
Liliana C Naves
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Organizational Structures ◽  
Vital Role ◽  
Cultural Norms ◽  
Bird Conservation ◽  
Social Scientists ◽  
Norms And Values ◽  
The Rich

Abstract Conservation efforts are shaped by individual and collective human behaviors, cultural norms and values, economic pressures, and political and organizational structures. As such, the conservation social sciences—disciplines that draw on social science theories and approaches to improve conservation efforts—can play a vital role in advancing the science and practice of bird conservation. We connect the rich, ongoing discussion about the vital role of the conservation social sciences to the specific context of bird conservation and make an argument for the importance of proactive inclusion of these sciences in ornithological societies. First, we introduce the conservation social sciences and illustrate how they can improve the design and implementation of conservation programs and policies for birds. Drawing on discussions from a symposium we organized at the 2019 American Ornithological Society (AOS) annual meeting, we encourage the AOS to make institutional changes that could further support the inclusion of conservation social sciences. These changes ideally would include a working group, conference plenaries and themes, and high-quality social science publications, along with support and encouragement for ornithologists and bird conservationists to partake in trainings and collaborate with social scientists. Strategies for how to do so effectively can be adapted from other conservation societies that have paved the way for disciplinary inclusivity.

scholarly journals FACTORS THAT INFLUENCE STUDENTS’ DECISION TO DROPOUT OF ONLINE COURSES

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Pedro A. Willging ◽  
Scott D. Johnson
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Online Survey ◽  
Graduate Program ◽  
Online Courses ◽  
Demographic Variables ◽  
Dropping Out ◽  
College Courses ◽  
Online Program ◽  
Program Show

Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect data from students who dropped out of an online program. Logistic regression analysis was used to compare various factors between those who persist in the program and those who dropout. The results, based on the dropouts from three cohorts in an online graduate program, show that demographic variables do not predict likelihood of dropping from a program. Instead, the students’ reasons for dropping out of an online program are varied and unique to each individual. Recommendations for further study are incorporated in the conclusions.

scholarly journals Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Dan Spencer ◽  
Traci Temple
Keyword(s):  
Academic Success ◽  
Student Success ◽  
General Education ◽  
Student Perceptions ◽  
Online Courses ◽  
Performance Outcomes ◽  
Problem Solving Skills ◽  
Instructional Format ◽  
Face To Face ◽  
The Impact

Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.

Sign in / Sign up

Export Citation Format

Share Document