Partnering for Purpose

2015 ◽  
pp. 83-97
Author(s):  
Kirti S. Celly ◽  
Charles E. Thomas
Keyword(s):  
Narrative Inquiry ◽  
Undergraduate Student ◽  
Culturally Sensitive ◽  
Career Goals ◽  
Student Body ◽  
Wide Range ◽  
Leadership Values

The purpose of this chapter is to share with a wide range of organizational professionals three methods we find useful for educating a diverse undergraduate student body. Using metaphors from business, participants in two undergraduate classes were invited to co-create value by positioning their work in the context of their career goals. Following a description of our purposeful design for participation, exploration, appreciation, reflection and learning (PEARL), we arrive at the fertile delta that nurtures learning and grows a crop of confident, competent, culturally sensitive, and ethical participants with a refined understanding of success. We use narrative inquiry of participants' writing to suggest that PEARL may be useful in arenas beyond the undergraduate business classroom as it is beneficial in the development of ethical, managerial, and leadership values.

scholarly journals Students' Personal and Academic Attributions of University Withdrawal

1995 ◽  
Vol 25 (2) ◽  
pp. 53-77
Author(s):  
Genevieve M. Johnson ◽  
George H. Buck
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Psychological State ◽  
Full Time ◽  
Apparent Lack ◽  
Canadian Universities ◽  
Student Academic Performance ◽  
Wide Range

A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.

Tier II Basics

2019 ◽  
pp. 308-324
Author(s):  
Amy Campbell ◽  
Billie Jo Rodriguez ◽  
Kristen Schrauben
Keyword(s):  
Challenging Behaviors ◽  
Academic Needs ◽  
Student Body ◽  
Tier Ii ◽  
Diverse Student Body ◽  
Wide Range ◽  
Diverse Student ◽  
Tier Ii Interventions ◽  
Additional Support ◽  
Tier I

Schools are charged with the challenge of addressing the complex social and academic needs of an increasingly diverse student body, while simultaneously facing reductions in funding, resources, and personnel. Schools are in need of effective and efficient behavioral support strategies to meet the needs of a wide range of students. Although Tier I strategies are essential to prevent many challenging behaviors, some students may require additional intervention and support. Tier II interventions are one mechanism for providing the additional support within an MTSS framework. This chapter defines the critical features of Tier II interventions and provides guidelines for implementing a range of interventions. The chapter also addresses issues related to the transition from Tier I to Tier II.

scholarly journals Students of Katerynoslav Institute of Public Education in the context of the totalitarian system formation

2020 ◽  
Vol 3 (1) ◽  
pp. 70
Author(s):  
Oleksandr Kоmarnitskyi ◽  
Liudmyla Kоmarnitska ◽  
Iryna Zavadska
Keyword(s):  
Public Education ◽  
Scientific Work ◽  
Theoretical Research ◽  
Practical Significance ◽  
Youth Workers ◽  
Student Body ◽  
Financial Situation ◽  
Political Activities ◽  
Wide Range ◽  
Historical Comparative

The purpose of the article is to show the formation of the student body of Katerynoslav Іinstitute of Public Education (КІPE) relying on the legacy of the predecessors and the existing sources; to highlight educational, scientific and socio‑political activities of КІPE students; to reveal their financial situation. Research methods: historical-genetic, historical-comparative, historical-typological, problem-chronological. Main results and scientific novelty: the main characteristics of the student body are comprehensively presented, the educational, scientific and socio-political activities of КІPE students are analyzed for the first time. Practical significance: in the process of research, a systematic factual base is created for a comparative analysis of the activities of public education institutions and analysis of statistical data of their student body. The originality of the study is based on a wide range of sources used and their analytical and synthetic processing. Principal results. The dynamics of changes in the student body of the institute, which was formed through a system of business trips, is analyzed. In the first years of the decade, the Bolsheviks failed to realize their ideas of dominance among the youth, workers, peasants, КP(b)U and KSMU members. The distribution of students by nationality was also quite original. There were almost equally Ukrainians, Jews and Russians among them. Perhaps because of this, it was not possible to ukrainize the university completely. Some students were engaged in scientific work. The authorities tried to impose the Marxist-Leninist ideology on young people. However, this work was not effective, primarily because in the first years of the decade, the Communists and the Comsomol members could not create their own centers because of their small numbers. Community work was concentrated in the student club. Student trade union organizations and centers of voluntary societies functioned. Students patronized units of the Red Army, conducted campaigns to eliminate illiteracy. The financial situation of the youth was difficult. It was difficult to provide students with housing, scholarships, food, and medical care. Article type: theoretical research.

National and International Adaptations of the Children’s Aid Society Model

2005 ◽  
Author(s):  
Janice Chu-Zhu
Keyword(s):  
New York ◽  
Technical Assistance ◽  
The United States ◽  
Culturally Sensitive ◽  
Community Schools ◽  
Community Based ◽  
Program Fidelity ◽  
Wide Range ◽  
Core Components ◽  
The One

When the CAS community schools first opened in New York City in 1992, they attracted many visitors interested in learning about and adapting our model. In response CAS created its National Technical Assistance Center for Community Schools (NTACCS) in 1994 to handle the increasing number of requests for information, coordinate the large number of visitors to the schools, and provide technical assistance in the process and operations involved in creating a community school. People who wish to adapt our model can now tour the various components of our program and meet with our staff to ask questions and learn about the implementation of our program. This chapter will explore the core components of the CAS model and how adaptation sites in the United States and other countries have been able to incorporate elements that represent their signature style and reflect the needs of their individual communities. An immediate dilemma occurs when program planners seek to learn from the experience of others—should they try to replicate the model precisely or should they try to adapt it to their own local circumstances? Replicators often speak of the importance of “program fidelity,” while adaptors talk about differing needs among various communities and populations. The National Institute of Mental Health (NIMH) astutely assesses the dilemma: “While individual tailoring may account for success at a given location, there is pressing need for theoretically grounded interventions that will be effective in a wide range of communities. Therein lies a challenge. On the one hand, ‘replication’ implies fidelity to the original while, on the other hand, ‘community-based and culturally sensitive’ implies expectation of variation and sensitivity to that variation. The need to vary interventions is widely accepted, but systematically developed and articulated only occasionally.” The NIMH study found two key components that improved the effectiveness of HIV prevention programs as they were implemented in multiple sites around the country. One component was that they were “community-based,” designed with the input and skills of the particular communities in which they were implemented. The second was that the programs were “culturally sensitive”—that is, they reflected the needs and cultures of the individuals expected to participate in the intervention and used media and messages relevant to those individuals and their lives.

scholarly journals CAPSTONE DESIGN IN MECHANICAL ENGINEERING AT THE UNIVERSITY OF WESTERN ONTARIO

2011 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Mechanical Engineering ◽  
Primary Sources ◽  
Career Goals ◽  
Engineering Programs ◽  
Engineering Program ◽  
Student Teams ◽  
Wide Range ◽  
The University ◽  
Centres Of Excellence ◽  
Capstone Design

All engineering programs in Canada must culminate in a significant design experience. This paper describes the capstone design course in the Mechanical Engineering Program at the University of Western Ontario. Self-selected student teams choose from several types of projects: faculty-defined projects, student-defined entrepreneurial projects, student design competitions, and industry-sponsored projects. These choices accommodate a wide range of interests and career goals. The primary sources of project funding are industry sponsorship fees and matching funding through the Ontario Centres of Excellence Connections Program. The majority of project expenses are for parts, materials, prototype construction and testing.

Electronics Materials and Devices

1985 ◽  
Vol 66 ◽  
Author(s):  
John Wood
Keyword(s):  
Central Government ◽  
Community Education ◽  
Student Body ◽  
Postgraduate Level ◽  
Wide Range ◽  
Student Fees ◽  
The Right ◽  
Short Courses ◽  
The University ◽  
Entry Qualifications

The Open University was founded in 1969 with the aim of providing educational opportunities for adults who wish to study at home or work in their own time. Like all universities in the United Kingdom it is funded mainly from central government finance supplemented by student fees. It has the right to grant degrees at undergraduate and postgraduate level. In common with all other UK universities it employs external assessors and examiners from other higher learning institutions in order to maintian standards and to ensure equivalence of qualification throughout the country. In addition, the university offers a wide range of other educational material such as single courses at degree level, specialist short courses on scientific/technological updating, general community education etc. About 120,000 people are registered (1985) as students of which approximately two thirds are engaged in obtaining an undergraduate degree. The university is ‘Open’ in that it does not insist on any formal entry qualifications and accepts students on the basis of a ‘first come first served’ principle. Approximately 50,000 applications are received each year and the number finally accepted is about 18,000. This number is determined by the grant in aid from central government. Although the nature of the student body changes with time, there tends to be a 55:45 ratio of male to females.

scholarly journals Negative Emotions in Fieldwork: A Narrative Inquiry of Three EFL Researchers’ Lived Experiences

2020 ◽  
Author(s):  
Adilur Rahaman ◽  
Shuvo Saha
Keyword(s):  
Narrative Inquiry ◽  
Lived Experiences ◽  
English Language ◽  
Negative Emotions ◽  
Language Education ◽  
English Language Education ◽  
English As Foreign Language ◽  
Institutional Review ◽  
Wide Range ◽  
Education Research Methodology

Through narrative inquiry this research depicts and interprets the negative emotions that three English as Foreign Language (EFL) researchers experienced in different research sites during their fieldwork. Narrative inquiry informs the design of this investigation as the approach is particularly useful for understanding lived experiences. The study draws on autobiographical as well as narrative data to report the negative emotions that evolve during English language education fieldwork, an aspect absent in the existing literature. Findings suggest that the researchers experienced a wide range of negative emotions namely ethical dilemma, anger, anxiety, guilt, and shame. These results carry implications for language education research methodology, teaching, and fieldwork related ethical requirements of Institutional Review Board (IRB), and language education researchers’ necessary psychological support.

scholarly journals Providing culturally sensitive diabetes self-management education and support for black African and Caribbean communities: a qualitative exploration of the challenges experienced by healthcare practitioners in inner London

2020 ◽  
Vol 8 (2) ◽  
pp. e001818
Author(s):  
Louise M Goff ◽  
Amanda Moore ◽  
Seeromanie Harding ◽  
Carol Rivas
Keyword(s):  
Management Education ◽  
Conventional Medicine ◽  
Cultural Beliefs ◽  
Culturally Sensitive ◽  
Cultural Knowledge ◽  
Self Management ◽  
Structured Interviews ◽  
Care Needs ◽  
Culturally Sensitive Care ◽  
Wide Range

IntroductionPoor access to, and engagement with, diabetes healthcare is a significant issue for black British communities who are disproportionately burdened by type 2 diabetes (T2D). Tackling these inequalities is a healthcare priority. The purpose of this research was to explore the experiences of healthcare practitioners providing diabetes self-management education and support (DSMES) to African and Caribbean adults living with T2D to inform the development of a culturally tailored DSMES program.Research design and methodsSemi-structured interviews were carried out with a range of healthcare practitioners including diabetes specialist nurses, dietitians and general practitioners based in primary care in inner London. Thematic content analysis was used to identify barriers and facilitators relating to the provision of effective DSMES.ResultsTen interviews were conducted. There was a strong consensus among healthcare practitioners for the importance of DSMES in T2D healthcare. However, practitioners discussed this area of practice as overwhelmingly challenging and recognized a wide range of barriers that they face. Four themes were identified: (1) The tension between structural and responsive care needs, particularly with growing numbers of patients alongside incentivized targets driving a care agenda that does not meet the needs of diverse communities; (2) challenges posed by cultural beliefs and practices, particularly a distrust of conventional medicine, rejection of body mass index standards and a belief in ‘God’s will’; (3) building relationships through cultural understanding: insiders and outsiders, particularly the benefits of racial concordance and cultural knowledge/resources and (4) getting the messages across, particularly the need to address gaps in structured education.ConclusionProvision of culturally sensitive DSMES is a challenging area of practice for practitioners, who recognize the need for more training and resources to support them in developing cultural competence. Nonetheless, practitioners recognize the importance of DSMES and are striving to provide culturally sensitive care to their patients.

Building a Community of the Students, by the Students, for the Students

2015 ◽  
pp. 73-96
Author(s):  
Megan Stark ◽  
Samuel Meister ◽  
Wendy Walker ◽  
Asa Hohman ◽  
Mariah Williams
Keyword(s):  
Social Media ◽  
Academic Libraries ◽  
Undergraduate Student ◽  
Institutional Repository ◽  
Student Body ◽  
Strong Interest ◽  
Student Community

In recent years, the Mansfield Library has developed a strong interest in engaging its undergraduate student community. In addition to developing more events and programming specifically for undergraduates, librarians have pursued increased interaction with students via social media and through work with non-academic partners. And, like many academic libraries, the Mansfield Library has implemented an institutional repository for campus scholarship. This chapter will focus on the convergence of these endeavors and describe how librarians employed the institutional repository to more fully engage the undergraduate student body government.

Depth and Width: Culturally Sensitive Narrative Inquiry

2017 ◽  
Vol 1 (1) ◽  
pp. 143-154
Author(s):  
Rose Falzon
Keyword(s):  
Narrative Inquiry ◽  
Culturally Sensitive ◽  
Doctoral Research ◽  
Contextual Framework ◽  
Research Domain

This paper processes the choice of narrative inquiry and analysis methodologies to conduct research and accomplish optimal inquiry value, especially in the humanistic research domain. It will discuss Narrative Inquiry in context and how this can comprise both depth and width in research, attaining not merely relevant but also rigorous quality. The paper will refer particularly to the author’s doctoral research as a source of illustration to narrative inquiry embedded in a contextual framework.

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