scholarly journals How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study

2017 ◽  
Author(s):  
Kari Nelson ◽  
Christine Cutucache
Keyword(s):  
Undergraduate Students ◽  
Current Literature ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Longitudinal Assessment ◽  
Stem Career

This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of the interviews, all graduates were either in a STEM career or STEM-based graduate/professional program. Three major themes emerged: Career, inspiration, and challenges. Each of these themes was further broken down into sub-themes to describe the essence of the mentoring phenomenon for these individuals. This information may be beneficial for any programs that engage undergraduate students in mentoring.

scholarly journals Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 963-989
Author(s):  
Kerrie A. Montgomery
Keyword(s):  
United States ◽  
International Education ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Residential Life ◽  
And Coping ◽  
Students In Transition

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a).  In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

scholarly journals Key Stakeholders’ Lived Experiences While Implementing an Aligned Curriculum: A Phenomenological Study

2020 ◽  
Author(s):  
Pedro Aguas
Keyword(s):  
Public School ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
National Level ◽  
Full Potential ◽  
Curriculum Innovation ◽  
Structured Interviews ◽  
Language Curriculum ◽  
Key Stakeholders ◽  
Urban Public School

Furthering innovation in English as a foreign language curriculum has been a concern for the Colombian educational system for many years. Nevertheless, the major attempts at the national level continue to fail. Through this phenomenological study of 12 participants at a an urban public school in grades 6-12 I attempted to answer the phenomenological question, “What were the lived experiences of key stakeholders involved in implementing an aligned curriculum at an urban public school in a northern city in Colombia, South America? “The theoretical framework that guides this study included innovation, the theory of policy attribution, and the learner-centered philosophy. The study employed Moustakas’ modification of the Stevick-Colaizzi’s-Keen method of phenomenological analysis and van Manen’s (1990) hermeneutic approach to phenomenology. The researcher collected the data through in-depth, semi-structured interviews, focus groups, and reflective diaries. Seven themes emerged from the data: (a) aligned curriculum and political aims, (b) awareness of the significance of affectiveness, (c) a sense of ownership and lifelong learning, (d) communication as the cornerstone of implementation, (e) ability to face uncertainty and challenges, (f) ability to create transformational leadership, and (g) transcendence toward innovation. The study highlights the feasibility of curriculum innovation at the secondary level with key stakeholders’ commitment and full potential.

scholarly journals Documenting the Information-seeking Experience of Remedial Undergraduate Students

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Shelley Blundell
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Qualitative Methodology ◽  
Information Science ◽  
Phenomenological Study ◽  
Secondary Analysis ◽  
Secondary Data ◽  
Primary Analysis ◽  
Dissertation Research

As presented at DOCAM’14, this proceedings paper discusses my ongoing dissertation research: Documenting the information-seeking experience of undergraduate students enrolled in a remedial English course at a 4-year state university in Ohio, United States. Because the information behaviors, needs, and information literacy abilities of these students are understudied areas in library and information science and higher education literature; I chose to investigate these areas in my dissertation research toward contributing research to this gap, using descriptive phenomenological (qualitative) methodology to do so. Although secondary data analysis is still in progress, this paper presents findings from primary analysis (a necessary step in phenomenological study to eliminate bias and assumption from secondary analysis). Ultimately, I aim to use study findings to create targeted, needs-based instruction for remedial undergraduate students, toward supporting their academic progress through information literacy development, and consequently encouraging their persistence toward graduation.

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