Dual Credit and Advanced Placement Students in Developmental Education: What Happened?

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Developmental Education ◽  
Advanced Placement ◽  
Personal Growth ◽  
Phenomenological Study ◽  
Dual Credit ◽  
Student Perception ◽  
Time Frame ◽  
Self Awareness ◽  
Course Experience ◽  
Developmental Student

Despite their better-than-average preparation, former dual credit and advanced placement students have placed into developmental education upon entering higher education. In this phenomenological study, six students were randomly selected to be interviewed from a group of 562 who placed into developmental education at one Texas university during a 6-year time frame, Fall 2009 through Summer 2015. Six themes, Utility of Developmental Class, Test Taking, Self- Awareness, Obstacles, Emotions, and Academics, and 20 sub-themes emerged from the interview data. The thoughts expressed by the students in this study suggest that developmental placement was a disorienting experience for many of them. Perhaps this was due to their newly acknowledged underpreparedness that necessitated they develop habits and skills more conducive to the college environment. Regardless of the source, in the end the students acknowledged various forms of personal growth as a result of the developmental course experience. Keywords: developmental education, dual credit, advanced placement, developmental student perception

Development of an online transdisciplinary student wellbeing bundle: a thematic analysis (Preprint)

2020 ◽  
Author(s):  
Jena Buchan ◽  
Bonnie Clough ◽  
Jonathan Munro ◽  
Tatjana Ewais ◽  
Jaime Wallis ◽  
...  
Keyword(s):  
Focus Groups ◽  
Thematic Analysis ◽  
Personal Growth ◽  
Professional Staff ◽  
Self Awareness ◽  
Online Student ◽  
Student Wellbeing ◽  
Community Connectedness ◽  
Emerging Themes ◽  
Further Development

BACKGROUND The consequences of burnout for tertiary students across the health professions are well documented and include higher rates of mental health challenges, suicide, alcoholism, and relationship problems. As a key stakeholder in University-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources, particularly given effectiveness relies on student uptake. Hence there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting at individual, curricula, and systems levels. OBJECTIVE Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout. This study reports on the development of the initial online “Student Bundle”, providing a foundation to inform the design of more locally based approaches to improve wellness and prevent burnout. METHODS Students and academic and professional staff from Griffith University Health groups were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources and overall content of the Student Bundle, with a thematic analysis undertaken to identify emerging themes. RESULTS Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement; Accessibility/Flexibility; Professional practice; Community; Awareness; and Opportunity for personal growth. Stakeholders emphasized a bundle should be engaging and proactive to address wellbeing issues, incorporate aspects linked to professional identity and foster community, connectedness and self-awareness, providing an opportunity for growth. CONCLUSIONS Our research has revealed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.

The Experiences of Faculty of Color in Departments of Educational Leadership and Administration: The Role of Emotional and Social Intelligence in Navigating Promotion and Tenure to Achieve the Rank of Associate Professor

2020 ◽  
pp. 194277512090219
Author(s):  
Rene O. Guillaume
Keyword(s):  
Educational Leadership ◽  
Social Intelligence ◽  
Phenomenological Study ◽  
Associate Professor ◽  
Faculty Of Color ◽  
Relationship Building ◽  
Self Awareness ◽  
Promotion And Tenure ◽  
Qualitative Phenomenological

This article presents the findings from a qualitative phenomenological study with 21 Faculty of Color in departments of educational leadership and administration who were tenured within the past 7 years. An emphasis was placed on examining the role of emotional and social intelligence as the participants successfully navigated the promotion and tenure process. Results of the study provide three themes: Sense of Belonging Through Community, Understanding Self, and Strategic Recognition of Organizational Environment. Participants were able to draw on the competencies of self-awareness, organizational awareness, and relationship building in ways that positively impacted their tenure and promotion journey.

Master's‐Level Counseling Students of Color in Personal Growth Groups: A Phenomenological Study of Congruence

2020 ◽  
Vol 59 (2) ◽  
pp. 123-143
Author(s):  
Melanie A. Varney ◽  
Jacqueline M. Swank ◽  
Jo Lauren Weaver ◽  
Vanessa Placeres
Keyword(s):  
Students Of Color ◽  
Personal Growth ◽  
Phenomenological Study ◽  
Counseling Students ◽  
Master's Level

Autumn Divas: Women of Color Who Achieved Doctorate Degrees After Age 50

2020 ◽  
Vol 4 (2) ◽  
pp. 125-140
Author(s):  
Dana Burdnell Wilson ◽  
Linda Darrell ◽  
Dasha J. Rhodes
Keyword(s):  
Focus Group ◽  
Personal Growth ◽  
Women Of Color ◽  
Phenomenological Study ◽  
Doctoral Programs ◽  
Doctoral Degrees ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Study Objective ◽  
Experiences Of Women

The Autumn Divas study objective was to examine the lived experiences of women of color who achieved doctoral degrees after the age of 50. This study used qualitative methods to reflect the thoughts, feelings and experiences of the participants; the strengths they had in common, the support of family and friends, and the personal, professional, and financial challenges they faced in their respective journeys. This phenomenological study described the meaning of the experience for the participants, as they matriculated through their doctoral programs, explored in three focus group sessions, with nine participants. Results showed that they experienced similar journeys, which led to the advancement of their personal growth, and sought to motivate other women of color. Most participant's pursuit of a doctorate at this time in their lives was a means of self-fulfillment and empowerment. In conclusion, the participants had deferred this goal, but were receptive to new challenges and perspectives, and validated each other's stories in the focus group discussions. Most had a message for the sisters coming behind them: pursue your dreams; make the investment in yourself; be a source of support and wisdom for each other; and contribute to uplifting your community.

Multiple self awareness group: Format and application to a personal growth experience

1998 ◽  
Vol 11 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Kenneth W. Sewell ◽  
Carol L. Baldwin ◽  
Amy M. Williams
Keyword(s):  
Personal Growth ◽  
Self Awareness ◽  
Group Format

scholarly journals Future masters of psychology training for professional activity in the conditions of non-formal education

2020 ◽  
Vol 8 (3) ◽  
pp. 49-61
Author(s):  
Viacheslav Osadchyi ◽  
Hanna Varina
Keyword(s):  
Personal Growth ◽  
Formal Education ◽  
Online Course ◽  
Professional Activity ◽  
Scientific Article ◽  
Self Awareness ◽  
Self Actualization ◽  
Professional Self ◽  
Self Knowledge ◽  
The Impact

The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.

scholarly journals Reflections of First Year Nursing Students: The Tango Tower Experience

2020 ◽  
Vol 3 ◽  
pp. 129-133
Author(s):  
Emily Donato ◽  
Jean Benoit
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Team Building ◽  
First Year ◽  
Self Awareness ◽  
First Semester ◽  
Challenge Course ◽  
Personal Learning ◽  
Course Experience ◽  
Building Activities

First year nursing students at Laurentian University are taught self-reflection in the first semester of their program and continue to practice these skills throughout the following years of the program to assist in further developing self-awareness. This promotes a beginning understanding of the self-assessment required for quality assurance of their own practice as mandated by the College of Nurses of Ontario (2015). The purpose of this research was to determine the personal learning and team building skills of first year nursing students participating in an outdoor challenge course, namely, the Tango Tower. The rationale for this research involved the idea that the outdoor challenge course presented a learning opportunity to enhance personal self-awareness and team building skills. This qualitative study involved nursing students who completed self-reflections focusing on how they felt before, during, and after the challenge course experience. 16 first year nursing students consented to have their self-reflections reviewed for this research. A thematic analysis of these reflections demonstrated that the students became more self-aware in how they encounter new situations, learned to trust peers, and improved their communication and team building skills. Implications of this research are that results may be used to inform educators and facilitators in promoting the use of the outdoor challenge course to facilitate student learning, and also to potentially enhance interprofessional student learning by having a variety of professional students involved in team building activities.  

scholarly journals A Visual Dashboard to Track Learning Analytics for Educational Cloud Computing

Sensors ◽  
2019 ◽  
Vol 19 (13) ◽  
pp. 2952 ◽  
Author(s):  
Diana M. Naranjo ◽  
José R. Prieto ◽  
Germán Moltó ◽  
Amanda Calatrava
Keyword(s):  
Cloud Computing ◽  
Real World ◽  
Learning Analytics ◽  
Self Regulation ◽  
Time Frame ◽  
Self Awareness ◽  
Face To Face ◽  
Student Activity ◽  
Amazon Web Services ◽  
High Level

Cloud providers such as Amazon Web Services (AWS) stand out as useful platforms to teach distributed computing concepts as well as the development of Cloud-native scalable application architectures on real-world infrastructures. Instructors can benefit from high-level tools to track the progress of students during their learning paths on the Cloud, and this information can be disclosed via educational dashboards for students to understand their progress through the practical activities. To this aim, this paper introduces CloudTrail-Tracker, an open-source platform to obtain enhanced usage analytics from a shared AWS account. The tool provides the instructor with a visual dashboard that depicts the aggregated usage of resources by all the students during a certain time frame and the specific use of AWS for a specific student. To facilitate self-regulation of students, the dashboard also depicts the percentage of progress for each lab session and the pending actions by the student. The dashboard has been integrated in four Cloud subjects that use different learning methodologies (from face-to-face to online learning) and the students positively highlight the usefulness of the tool for Cloud instruction in AWS. This automated procurement of evidences of student activity on the Cloud results in close to real-time learning analytics useful both for semi-automated assessment and student self-awareness of their own training progress.

The Lone Star Challenge

2019 ◽  
pp. 53-71
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School ◽  
High School Students ◽  
Charter Schools ◽  
Advanced Placement ◽  
Dual Credit ◽  
Great Success ◽  
Fort Worth ◽  
Complex Interplay ◽  
School Students ◽  
Upward Slope

This chapter focuses on the Advanced Placement (AP) program in Texas. No place in America offers a larger or more vivid example of AP's recent history, its widening mission, and the challenges of carrying out that mission than Texas. The Lone Star State illustrates the complex interplay of traditional AP success in upscale schools; ambitious efforts to extend it to more disadvantaged youngsters; robust, AP-centric charter schools; and an exceptionally bumptious and varied array of dual-credit alternatives. As in most of the nation, AP participation has surged in Texas for four straight decades, and the upward slope has recently steepened. The number of exams per pupil rose, too, spurred by governmental and philanthropic moves to grow the program as well as intensifying college competition among high school students. The chapter then evaluates the National Math and Science Initiative (NMSI). The Fort Worth experience with NMSI—and the Texas experience more generally—illustrates the challenge of expanding AP to students who have not historically had much access to it or enjoyed great success with it.

Intentional Connection

2022 ◽  
pp. 202-230
Author(s):  
Romana Hughes ◽  
Kate Marshall
Keyword(s):  
Student Learning ◽  
Course Design ◽  
Educational Technologies ◽  
Instructional Designers ◽  
Self Awareness ◽  
Professional Lives ◽  
Course Content ◽  
Backward Design ◽  
Course Experience ◽  
Feedback Data

This chapter details how learning-based course design promotes meaningful student connections with course content, course goals, and connections with peers, faculty, and student self-awareness. No matter the modality, the learning-based course design model provides a pathway for faculty and instructional designers to use backward design to create courses that embrace significant learning, valuable practice, and feedback opportunities. With an emphasis on authentic activities that are aligned to learning outcomes, learning-based course design avoids busywork and reduces rote memorization of facts and figures. Educational technologies can strengthen the faculty and student course experience, provided that these are purposefully integrated into the course. Courses designed with close attention to student learning provide skill growth that strengthens students' professional lives. Course feedback data allows faculty to refine the course and programs and institutions to develop stronger alignment to their stated goals.

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