Aboriginal science symposium: enabling Aboriginal student success in post-secondary institutions

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

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Pedagogical Values in Online and Blended Learning Environments in Higher Education

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch065 ◽

2021 ◽

pp. 1316-1338

Author(s):

Sophia Palahicky ◽

Donna DesBiens ◽

Ken Jeffery ◽

Keith Stuart Webster

Keyword(s):

Higher Education ◽

Student Success ◽

Blended Learning ◽

Student Performance ◽

Learning Environments ◽

Teaching Practice ◽

Secondary Educators ◽

Post Secondary ◽

Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

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Indigenous students: Barriers and success strategies-A review of existing literature

Journal of Nursing Education and Practice ◽

10.5430/jnep.v9n3p70 ◽

2018 ◽

Vol 9 (3) ◽

pp. 70

Author(s):

Heather Joyce Nelson ◽

Twana Lee-Ann Cox-White ◽

Beverlee Ann Ziefflie

Keyword(s):

Nursing Students ◽

Student Success ◽

The United States ◽

Completion Rate ◽

Cultural Safety ◽

Future Research ◽

Success Rates ◽

Indigenous Students ◽

Post Secondary ◽

Indigenous Student

There are many factors that effect the post-secondary completion rate of Indigenous students. The Indigenous student completion rate is a reflection of the number of students entering post-secondary education but is significantly affected by withdrawal rates (institutional withdrawals and student voluntary withdrawals). In the Saskatchewan Polytechnic School of Nursing, the Indigenous student withdrawal rate was 4.2% higher than the total nursing student population. Lower success rates among Indigenous students is a concerning issue in nursing programs. Continuing to operate programs and teach in the same fashion is not improving success rates. The Truth and Reconciliation Commission of Canada: Calls to Action (2012) highlighted the need to examine strategies and develop policies to enhance Indigenous student success. To this end, recent literature was reviewed to determine trends among Indigenous nursing students, their struggles, and more importantly, the successful strategies currently being implemented. Indigenous peoples are not a homogenous group; rather, they are a mosaic of cultures, languages and nations. The authors examined the literature to determine key factors that enabled or prevented the success of post-secondary Indigenous students. Twenty-one articles on current research regarding Indigenous student success facilitators and barriers were examined. These articles encompassed research from Canada, the United States, Australia and New Zealand. The purpose of this literature review was to identify themes and gaps, drive positive change in education, and guide future research. The research team found four common themes: academic preparedness, cultural safety, intrinsic student factors, and student support.

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Predictors of Student Success in Canadian Polytechnics and CEGEPs

Canadian Journal of Higher Education ◽

10.7202/1057104ar ◽

2019 ◽

Vol 48 (2) ◽

pp. 74-91 ◽

Cited By ~ 1

Author(s):

Heather L. Ramey ◽

Heather L. Lawford ◽

Heather Chalmers ◽

Yana Lakman

Keyword(s):

Student Success ◽

Maternal Education ◽

Cognitive Engagement ◽

Post Secondary ◽

Cognitive Predictors ◽

Psychosocial Model ◽

Recent Trends ◽

Personal Qualities ◽

Canadian Research ◽

Ongoing Concern

Student success in post-secondary education is an ongoing concern, however, research has focused on relatively homogeneous university samples. Moreover, Canadian research on predictors of student success is limited. Following recent trends, we examined non-cognitive, personal qualities, rather than cognitive predictors (e.g., IQ), of student success. Relying on a psychosocial model, we examined age, gender, perceived stress, maternal education, identity style, perseverance, and student engagement as predictors of student success in a multi-site sample of students attending a CEGEP in Quebec (N = 239; Mage = 18.6 years; 68.2% female) and a polytechnic school in Ontario (N = 209; Mage = 20.6 years; 71.3% female). Maternal education and perseverance emerged as significant predictors in both samples. Links between informational identity and cognitive engagement and student success differed by location. Our findings suggest the need to focus on student perseverance, and to consider identity and cognitive engagement dependent on the educational context.

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Promoting Indigenous nursing student success in post-secondary education: A phenomenological study

Journal of Nursing Education and Practice ◽

10.5430/jnep.v9n10p101 ◽

2019 ◽

Vol 9 (10) ◽

pp. 101

Author(s):

Twana Cox-White ◽

Beverlee Ziefflie ◽

Heather Joyce Nelson

Keyword(s):

Student Success ◽

Focus Groups ◽

Phenomenological Study ◽

Nursing Program ◽

Cultural Safety ◽

Completion Rates ◽

Academic Preparedness ◽

Extrinsic Factors ◽

Indigenous Students ◽

Post Secondary

Background and aim: Indigenous students have a lower rate of post-secondary completion than non-Indigenous students. This is due to a variety of intrinsic and extrinsic factors. Current literature revealed a variety of concerns that were naturally divided under the themes of academic preparedness, cultural safety, intrinsic student factors, and student supports. This study examined the completion rates of Indigenous students within a nursing program, student associated success strategies, and predominant personal barriers to success. Using focus groups and interviews, the researchers examined the lived experiences Indigenous students at Saskatchewan Polytechnic in Western Canada.Methods: A qualitative design using a phenomenological approach was utilized to gather data. Focus groups and interviews with Indigenous students were conducted to gather personal perspectives and experiences. This data was then coded and themed.Results: The results of this study identified various strategies and supports that advanced and promoted Indigenous student success along with numerous barriers that Indigenous students felt impeded their success within the nursing program at Saskatchewan Polytechnic. The themes in this study included academic preparedness, cultural safety, resolve/resilience, confidence, social expectations, and financial support.Conclusions: There is a need to expand and develop support systems that enable Indigenous students to improve academic completion rates. Building confidence and a sense of belonging are important factors in improving student success from post-secondary programs.

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Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education

Ethnicities ◽

10.1177/1468796817752559 ◽

2018 ◽

Vol 18 (2) ◽

pp. 277-294

Author(s):

Cynthia L Bejarano ◽

Jeffrey P Shepherd

Keyword(s):

Secondary Education ◽

Student Success ◽

Paradigm Shift ◽

Latino Students ◽

Space And Place ◽

Post Secondary Education ◽

Post Secondary ◽

Alternative Approach ◽

Latino Student Success ◽

The U.S

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

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Improving College Access: A Review of Research on the Role of High School Counselors

Professional School Counseling ◽

10.1177/2156759x1201600106 ◽

2012 ◽

Vol 16 (1) ◽

pp. 2156759X1201600 ◽

Cited By ~ 11

Author(s):

Mary E. M. McKillip ◽

Anita Rawls ◽

Carol Barry

Keyword(s):

High School ◽

Student Success ◽

School Counselors ◽

College Access ◽

School Counselor ◽

High School Counselors ◽

Post Secondary ◽

High School Counselor ◽

Secondary Outcomes

High school counselors potentially hold a key position to help increase the number of U.S. students receiving post-secondary degrees, particularly to address inequalities that prevent certain students from successfully transitioning to college. Using the model of student success (Perna & Thomas, 2008), this study reviewed the literature to understand how various contexts (social, school, family, student) shape high school counselor interactions with students as they work to improve post-secondary outcomes of college access and enrollment.

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