Continuing Professional Development for First-Year Students

2013 ◽  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
First Year ◽  
First Year Students

scholarly journals THE DYNAMICS OF THE SUBSTANTIVE CHARACTERISTICS OF THE VALUE-MOTIVATIONAL COMPONENT OF STUDENTS’ PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY AT VARIOUS STAGES OF STUDYING AT THE UNIVERSITY

2016 ◽  
pp. 120-125 ◽  
Author(s):  
I. S. Morozova ◽  
E. V. Voronova
Keyword(s):  
Professional Development ◽  
Longitudinal Study ◽  
Future Orientation ◽  
Professional Knowledge ◽  
Professional Activity ◽  
First Year ◽  
Life Meaning ◽  
First Year Students ◽  
Semantic Component ◽  
The University

The paper discusses the problem of studying the relations of substantive characteristics of the value-semantic component of students’ psychological readiness for professional activity at various stages of studying at the Universityand presents the results of a longitudinal study of this issue. The results of the study indicated that the content characteristics (objective, process, result, overall rate of life-meaning orientations) are the basis of the value-motivational component of students’ psychological readiness for professional activity at various stages of studying at the University. According to the results of the study the axiological component of students’ psychological readiness of for professional activity into which first-year students includes orientation to the professional knowledge, skills. Students have 2 years of training to increase the value of the chosen profession, the desire to become a professional. In the 3rd year students’ valuemotivational component is represented in the experience of the crisis of professional development. In their 4th year of study, students have changing views about their professional future, orientation to future professional development.

scholarly journals Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates

2017 ◽  
Vol 37 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Krista M. Soria ◽  
Nicole L. Laumer ◽  
Dale J. Morrow ◽  
Garrett Marttinen
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Academic Advising ◽  
First Year ◽  
Matched Pairs ◽  
Self Awareness ◽  
First Year Students ◽  
First Year Retention ◽  
Matching Techniques ◽  
Academic Self Efficacy

We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).

First Year Students’ Conceptions of Learning

2011 ◽  
pp. 56-68
Author(s):  
Despina Varnava-Maroucho
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Research Design ◽  
Practical Knowledge ◽  
Lessons Learned ◽  
First Year ◽  
Conceptions Of Learning ◽  
First Year Students ◽  
Teacher Professional ◽  
Development Course

Through lessons learned, from the research outlined, the chapter aims, first, to provide future researchers with some practical knowledge on research design and development. Secondly, to emphasise some of the dilemmas that so often separate theory from practice in the field of student learning and which are so crucial for teacher professional development, course designers and educators in general.

scholarly journals Teaching Practices that Develop Positive Attitudes towards Mathematics among Joint First Year Students at the Saudi Electronic University

2021 ◽  
Vol 13 (2) ◽  
pp. 968-981
Author(s):  
Dr. Khaled Mohammed Al-Khatib
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Attitudes Toward Mathematics ◽  
First Year ◽  
Validity And Reliability ◽  
First Year Students ◽  
Approval Rate ◽  
Positive Attitudes ◽  
Professional Development For Teachers ◽  
Attitudes Towards Mathematics

This study seeks to identify attitudes towards mathematics and teaching practices that develop positive attitudes towards mathematics among students of the joint first year at the Saudi Electronic University, from the students’ perspective. The validity and reliability of the instruments were confirmed. The scale of attitudes toward mathematics was applied to (489) In addition to that, (202) were interviewed to identify the teaching practices that develop positive attitudes towards mathematics. The study has found that the attitudes of joint first year students towards mathematics was neutral. It also found that all teaching practices included in the interview had a high approval rate by the students. The study recommendations highlighted the importance of professional development for teachers to master these teaching practices and encourage them to utilize them in their teaching.

scholarly journals Evaluation of a Continuing Professional Development program for first year student pharmacists undergoing an Introductory Pharmacy Practice Experience

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Toyin Tofade ◽  
Brianna Franklin ◽  
Bennett Noell ◽  
Kim Leadon
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Online Training ◽  
Learning Objectives ◽  
Learning Activity ◽  
First Year ◽  
Smart Learning ◽  
Practice Experience ◽  
The Mean

Objectives: The purpose of the study was to evaluate a live and online training program for first year pharmacy students in implementing Continuing Professional Development (CPD) principles (Reflect, Plan, Act, and Evaluate), writing SMART learning objectives, and documenting learning activities prior to and during a hospital introductory professional practice experience. Design: Cohort Study. Setting: Introductory professional practice experience. Participants: First year (PY1) students at the University of North Carolina Eshelman School of Pharmacy. Intervention: Live training or online training to introduce the concept of Continuing Professional Development in practice. Main Outcomes: Implementation of CPD principles through 1) completed pre-rotation education action plans with specific, measurable, achievable, relevant and time-bound (SMART) learning objectives; and 2) completed learning activity worksheets post-rotation indicating stimuli for learning, resources used and accomplished learning. objectives; and 3) documented suggestions and content feedback for future lectures and pharmaceutical care lab experiences. Results:Out of the whole cohort (N=154), 14 (87.5%) live (in person) trainees and 122 (88%) online trainees submitted an education action plan. Objectives were scored using a rubric on a scale of 1-5. A rating of 5 means "satisfactory", 3 means "work in progress" and 1 means "unacceptable". There were significant differences between the mean live trainee scores and the mean online trainee scores for the following respective section comparisons: Specific 4.7 versus 3.29 (p Conclusion: Live trainees performed significantly better than online trainees in writing SMART learning objectives. With focused training, students are more capable of implementing principles of CPD.   Type: Original Research

scholarly journals Group mentoring for junior medical students: perceptions of mentees and mentors

2009 ◽  
Vol 33 (4) ◽  
pp. 670-675 ◽  
Author(s):  
Maria de Fátima Aveiro Colares ◽  
Margaret de Castro ◽  
Cristiane Martins Peres ◽  
Afonso Diniz Costa Passos ◽  
José Fernando de Castro Figueiredo ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Personal Development ◽  
Faculty Members ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Group Mentoring ◽  
One Year

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development

scholarly journals DO CARROTS MAKE YOU STRONG? MOTIVATIONAL AND TEAMWORK EFFECTS OF GAMIFICATION OF PROFESSIONAL DEVELOPMENT FOR FIRST YEAR ENGINEERING STUDENTS

2018 ◽  
Author(s):  
Mike Klassen ◽  
Jason Bazylak ◽  
Patricia K. Sheridan ◽  
Albert Huynh
Keyword(s):  
Professional Development ◽  
Engineering Students ◽  
Team Member ◽  
Leadership Capacity ◽  
First Year ◽  
Team Leaders ◽  
First Year Students

Abstract – There is an increasing interest in developing leadership capacity among engineering students, but these efforts are often split between curricular and cocurricular initiatives. This paper reports on an attempt to bridge these two worlds by using in-class incentives for first-year students to participate in leadership workshops.  Findings are that team leaders participate at higher than average rates, that students surveyed had attended a large number of workshops and gave on average more detailed feedback than previous cohorts. However, there was no major evidence of greater team-member effectiveness among those who participated in workshops.  

scholarly journals BEYOND THE LAW. THE CPD MODEL FOR THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS.

2018 ◽  
Vol 11 (2) ◽  
pp. 124-132
Author(s):  
Luca Refrigeri
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Professional Culture ◽  
First Year ◽  
Anglo Saxon ◽  
Experimental Project ◽  
Education Degree ◽  
Second Year ◽  
The University

The paper aims to describe the experimental project of the adjustment pathway to school that was developed at the Primary Education Degree of the University of Molise. The project started from the model of the Continuing Professional Development (CPD) typical of the Anglo-Saxon professional culture that does not find a specific application in schools system of teacher training, expecially in Italy, and developed from the scholar prof. Stefano Bonometti. The project aims to develop the students’ culture of lifelong learning education, starting from universities education by developing a personal plan of professional development through typical methods of the CPD. Particularly, students of the fifth year, the final year of the degree course, will start a process of reflection of acquired skills, while those of the second year, the first year of traineeship, will start the process of training and monitoring of their acquisition skills during the course. The project after a period of stop is starting again in this year.

scholarly journals Regularity of Dynamics of Academic Adaptation of First Year Students

2020 ◽  
Vol 34 ◽  
pp. 72-85
Author(s):  
A. A. Smirnov ◽  
◽  
E. V. Solovyeva ◽  
Keyword(s):  
Professional Development ◽  
Systemic Approach ◽  
First Year ◽  
First Year Students ◽  
Structure Component ◽  
Academic Adaptation

Academic adaptation serves as a foundation for further professional development of a sudject. The paper considers the dynamics of first year students who entered university in 2011-2019 to identify the nature of correlation of social and socio-psychological adaptations. A systemic approach has been used to examine the data. The results obtained helped to identify correlations and structure of academic adaptation of first year students. Intercorrelations of the components have been examined; functional regularity has been identified using the average for each structure component; basic attribute of the structures and their systemic entities have been found. The structure was studied using divergence, coherence, and structure orderliness indices. The macrodynamics of academic adaptation has been revealed.

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