scholarly journals The Impact of Student Communities on Student Development: Institutional Size and Residential Living

2016 ◽  
Vol 1 (4) ◽  
pp. 22-30
Author(s):  
Aldo Maino Isaias
Keyword(s):  
Student Development ◽  
Residential Living ◽  
Institutional Size ◽  
The Impact

Colegios comunitarios y universidades juegan un papel importante en el impacto de desarrollo de los estudiantes en la vida universitaria. ambientes educativos no solo tienen que traer, sino tambien para crear la configuracion para los estudiantes para desarrollarse y crecer a traves de su camino correcto. Este estudio muestra el impacto del tamano y la vida residencial en los estudiantes y su desarrollo.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

scholarly journals Higher Education Finance in Ghana

2015 ◽  
Author(s):  
Francis Atuahene
Keyword(s):  
Higher Education ◽  
Student Development ◽  
National Development ◽  
Higher Education Finance ◽  
Trust Fund ◽  
Education Development ◽  
Staff Support ◽  
National Union ◽  
The Government ◽  
The Impact

The diminishing financial resources and the growing demand for participation remain the biggest threat to higher education in Ghana. Cognizant of these quagmires and realizing the impact of higher education on national development, the National Union of Ghanaian Students proposed and the government established a special education trust fund called the Ghana Education Trust Fund bill (GETFund) in 2000. Despite these challenges, the GETFund is making significant contributions toward higher education development in Ghana in infrastructure, student development, faculty research, and staff support.

scholarly journals Wintertime secondary organic aerosol formation in Beijing-Tianjin-Hebei (BTH): Contributions of HONO sources and heterogeneous reactions

2018 ◽  
Author(s):  
Li Xing ◽  
Jiarui Wu ◽  
Miriam Elser ◽  
Shengrui Tong ◽  
Suixin Liu ◽  
...  
Keyword(s):  
Organic Aerosols ◽  
Organic Aerosol ◽  
Heterogeneous Reactions ◽  
Weather Research And Forecasting ◽  
Aerosol Formation ◽  
Near Surface ◽  
Formation Pathway ◽  
Residential Living ◽  
The Impact ◽  
Haze Days

Abstract. Organic aerosol (OA) concentrations are simulated over the Beijing-Tianjin-Hebei (BTH) region from 9 to 26 January, 2014 using the Weather Research and Forecasting model coupled with chemistry (WRF-CHEM), with the goal of examining the impact of heterogeneous HONO sources on SOA formation and the SOA formation from different pathways during wintertime haze days. The model generally performs well in simulating air pollutants and organic aerosols against measurements in BTH. Model results show that heterogeneous HONO sources substantially enhance the near-surface SOA formation, increasing regional average near-surface SOA concentration by about 46.3 % during the episode. Oxidation and partitioning of primary organic aerosols treated as semi-volatile dominate the SOA formation, contributing 58.9 % of the near-surface SOA mass in BTH. Irreversible uptake of glyoxal and methylglyoxal on aerosol surfaces constitutes the second most important SOA formation pathway during the episode, with SOA contribution increasing from 8.5 % in non-haze conditions to 30.2 % in haze conditions. Additionally, direct emissions of glyoxal and methylglyoxal from residential living sources contribute about 25.5 % to the total SOA mass on average in BTH. Our study highlights the importance of heterogeneous HONO sources and primary residential emissions of glyoxal and methylglyoxal to SOA formation in winter over BTH.

scholarly journals Athletic Training Students' Perceptions of Mentorship in Clinical Education

2016 ◽  
Vol 11 (2) ◽  
pp. 72-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Sara Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Developmental Process ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Athletic Training Student ◽  
The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

scholarly journals Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences

2016 ◽  
Vol 15 (3) ◽  
pp. ar36 ◽  
Author(s):  
Heather Haeger ◽  
Carla Fresquez
Keyword(s):  
Graduation Rates ◽  
Student Development ◽  
First Generation ◽  
Life Sciences ◽  
Underrepresented Students ◽  
Underrepresented Minority ◽  
Research Experiences ◽  
Grade Point ◽  
Student Grades ◽  
The Impact

Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.

scholarly journals Comparison of manikin-based simulators and patient monitor simulators within paramedic education: the student perspective

2017 ◽  
Vol 4 (2) ◽  
pp. 65-70
Author(s):  
Craig E D Mortimer
Keyword(s):  
Student Development ◽  
Educational Programme ◽  
Study Data ◽  
Student Perspective ◽  
Online Questionnaire ◽  
Qualitative And Quantitative ◽  
Advantages And Disadvantages ◽  
Patient Monitor ◽  
The Impact ◽  
Real Patients

ObjectiveInvestigate the impact to paramedic students of patient monitor simulators, when compared with manikin-based simulators within an educational programme.DesignAn exploratory study using an online questionnaire to gain qualitative and quantitative data.SettingOne London university delivering a paramedic science programme.ParticipantsA total of 136 paramedic students sponsored by a UK ambulance service were approached for this study. Data were received from 43 respondents (32%).Main outcome measuresComparison of simulators and their effect on student development through the identification of the student’s own perceived ability following use, perception of other’s ability (fellow students studying same course) following use and perception of the two pieces of simulation equipment available.ResultsThe majority of respondents identified that simulation both increased their confidence and ability to demonstrate new knowledge and skills during simulation (97%) and further increased their ability to manage real patients (95%). Respondents agreed that there were advantages and disadvantages of using simulation, but these were not in line with those identified in previous studies. Instead of the human factors and non-technical skills outlined, students were much more practically focused on how the equipment performed.ConclusionsThis study suggests that there is a clear link between simulation and increased student confidence, but any issues encountered with the simulator equipment can reduce this benefit, causing the student’s learning environment to falter. Transitioning to monitor-based simulators is seen as a positive move, although the integration of manikins with this equipment is identified as being necessary.

scholarly journals The effect of the flexible modular schedule on student academic achievement, student behavior, and student development

2019 ◽  
Author(s):  
◽  
Robert J. Jr. Kroll
Keyword(s):  
Standardized Testing ◽  
Student Development ◽  
Student Behavior ◽  
Educational Leaders ◽  
Developmental Needs ◽  
Student Suspension ◽  
Depth Analysis ◽  
School Day ◽  
The Impact

The purpose of this case study was to examine the effect the flexible modular schedule had on student achievement, student behavior, and student development. This study contained three questions that evaluated the effect flexible modular scheduling had upon academic [standardized testing analysis] and student behavior [student suspension analysis] as well as the developmental impact [faculty interviews] the schedule had on students within a particular school. A mixed methods approach was used to conduct a case study that allowed an in-depth analysis of both the qualitative and quantitative data. Quantitative findings of significance provide answers to the research questions as well as qualitative themes such as inconsistent stakeholder buy-in, student access: opportunities and challenges, and developmental outcomes, which offer insight into the impact the flexible modular schedule has had on student development. This study sought to examine the necessity for educational leaders to consider the developmental needs of students ahead of the allocation of time when structuring the school day. Recommendations for practice are presented to both the school district and high school employing the flexible modular schedule.

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