An Exploration of the Perceived Application Preparedness of Undergraduate Students Applying for Professional School

The Advisor ◽  
2021 ◽  
Vol 41 (2) ◽  
Author(s):  
Ashley M. Prentice ◽  
Aarek W. Farmer ◽  
Wendy Gean
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Series Data ◽  
Professional School ◽  
Application Process ◽  
Liberal Arts University ◽  
Application Service ◽  
Personal Strengths ◽  
Seminar Series ◽  
Before And After

Abstract This research study investigated the perceived application preparedness of undergraduate students preparing to apply for professional school. Perceptions of preparedness were measured before and after attending a seminar series focusing on the Centralized Application Service (CAS) portal, writing a personal statement, identifying personal strengths and weaknesses, and interview skills. Data was collected from pre-and post-surveys from undergraduate students enrolled at a small, private liberal arts university in West Tennessee. Electronic surveys were distributed to undergraduate students in a pre-health arts professional program hosted by the university before and after attending the seminar series. Data from 44 students were analyzed to determine if there was a significant impact on perceived level of preparedness before and after attending the seminar series. The data revealed that students had higher perceived application preparedness after receiving formal instruction compared to having no instruction regarding the graduate application process.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

scholarly journals Critical Factors Of Success In Curriculum Enhancement In The Accounting Curriculum Using SAP R/3

2005 ◽  
Vol 9 (2) ◽  
pp. 95-106
Author(s):  
Joseph M. Ragan ◽  
Patrick J. McGettigan ◽  
Michael R. Storms ◽  
Matthew G. Naccarelli
Keyword(s):  
Liberal Arts ◽  
Lessons Learned ◽  
Enterprise System ◽  
Critical Factors ◽  
Learning Skills ◽  
Business Decisions ◽  
Liberal Arts University ◽  
Accounting Curriculum ◽  
Before And After ◽  
Case Simulation

Education is a well recognized aspect of an enterprise system implementation. How to educate, what to educate, when to educate, and who to educate are common questions that get raised. As an example, of particular importance in an enterprise system context is the balance between learning how to use the system itself and in understanding the integration and process concepts behind the system. As the go-live date fast approaches and budgets are running tight, firms often limit or eliminate the concepts, such as education, and focus on the keystrokes so that employees will be able to use the system. Saint Joseph's University, a liberal arts university in the Philadelphia, Pennsylvania area, recently implemented SAP R/3 within its accounting curriculum. This implementation was done in phases and at each point during the rollout, a user questionnaire was used to assess the learning skills and abilities of the students. In the early stages of this rollout, keystrokes and navigation became paramount as students learned the menu paths and reporting information available within the system. In later courses, the skills were transparent to analysis of information as students attempted to make business decisions using a case simulation. An assessment was done before and after each course, which assisted the instructors in knowing what to emphasize and when. The purpose of this paper is to outline the structure of this delivery and the lessons learned from field experience.

Utilizing Contemplative Practices With Undergraduate Students in a Community-Engaged Course on Health Disparities

2017 ◽  
Vol 4 (1) ◽  
pp. 71-76 ◽  
Author(s):  
Ameena Batada
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Health Equity ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Public Health Education ◽  
Contemplative Practices ◽  
Liberal Arts University ◽  
Contemplative Pedagogy ◽  
Personal Skills

Public health courses that provide opportunities for applied learning to develop students’ understanding of health disparities and methods for achieving health equity are of critical importance. Contemplative pedagogy can cultivate among students personal skills such as open awareness, introspection, nonjudgment, and compassion as students engage with communities across class, race, and other lines of difference. This article describes how contemplative practices are introduced and aligned with learning objectives in an undergraduate community-engaged course on health parity at a public liberal arts university in North Carolina, with the intent of contributing to the growing literature on contemplative education and how it may be appropriate in public health education. Contemplative pedagogy in this course offers opportunities for students to learn with their minds, bodies, and hearts. This article presents course context and structure, introducing contemplative practices to students, and two specific examples of contemplative activities that may help students better understand diversity and their role in sustainable health equity. The article concludes with a discussion and resources for instructors interested in contemplative pedagogy. As contemplative pedagogy gains ground in college instruction, it may also provide critical skill-building for students of public health.

scholarly journals The Impact of Choice on Exercise Motivation and Physical Activity in College Students

2017 ◽  
Vol 1 (1) ◽  
pp. 6
Author(s):  
Julia Fera Tracy ◽  
Andrea Taliaferro ◽  
Alfgeir Kristjansson
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Health And Wellness ◽  
Behavioral Regulation ◽  
Exercise Motivation ◽  
Liberal Arts University ◽  
Significant Difference ◽  
Wellness Course ◽  
The Impact

Background:   While research suggests that college courses contribute to significant health benefits, there is limited research on the effectiveness of these courses in increasing motivation and lifetime PA habits of college students.Aim:  The purpose of this study was to investigate the impact of choice in a conceptually-based college health and wellness course on exercise motivation and physical activity of undergraduate students.Method:  Participants included undergraduate students (N = 81) enrolled in a health and wellness course at a four-year liberal arts university located in the mid-Atlantic region of the U.S. Quantitative data from the Behavioral Regulation in Exercise Questionnaire and the Leisure Time in Exercise Questionnaire were collected over three time points from two groups (choice and non-choice). Qualitative data from semistructured interviews with course instructors (N = 4) and open-ended questions were also collected.Results: There was a significant increase in intrinsic regulation F(2, 158) = 10.13, p = .00, ηp2 =.114; identified regulation F(2, 158) = 7.35, p = .001, ηp2= .085; introjected regulation F(2, 158) = 6.61, p = .002, ηp2= .077; and PA F(2, 158) = 5.63, p = .004, ηp2 = .067 over time. No significant differences were found between groups.Conclusion:  While there was no significant difference between instruction type, instructors and participants suggested that choice was the preferred method for adult learners.

Why Don’t We Just Ask Them? A Qualitative Study Regarding College Student Perceptions on What Topics Should Be Included in an Introductory Health Course

2020 ◽  
pp. 237337992092619
Author(s):  
Kristen Brewer ◽  
Aaron Diehr ◽  
Kadi Bliss
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Time Management ◽  
Liberal Arts ◽  
Sleep Time ◽  
Personal Health ◽  
Liberal Arts University ◽  
Course Content ◽  
Health Course ◽  
Academic Year

Student perceptions and opinions regarding the relevance of course content can influence their desire and motivation to learn. Instructors can benefit from including content relevant to students’ lives, possibly leading them to take a greater interest in gaining knowledge and applying the material. This study aimed to investigate the health topics included in an introductory health course offered at a medium-sized, public liberal arts university in Tennessee and to explore perceptions of current undergraduate students regarding the relevance of those topics. Over the 2018–2019 academic year, four focus groups were conducted with 14 students who discussed their perceptions, opinions, and experiences of the course and offered suggestions regarding topics they thought should be incorporated in future iterations of the course. Participants wished that topics currently covered in the course, such as nutrition and fitness, would incorporate more experiential learning to provide greater applicability to their lives as college students. Students also expressed a desire for greater coverage of topics that they considered particularly relevant to their lifestyle and health, such as mental health, sleep, time management, and decision making. Information from this study can be used to help develop course content for undergraduate personal health courses so students can feel more connected to the material.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

College Student Commitment and Outdoor Orientation Programming

2020 ◽  
Vol 43 (3) ◽  
pp. 299-316
Author(s):  
Curt Davidson ◽  
Alan Ewert
Keyword(s):  
College Student ◽  
Undergraduate Students ◽  
Emotional Reactivity ◽  
Social Activity ◽  
The United States ◽  
College Life ◽  
Self Confidence ◽  
Before And After ◽  
Reactivity Study ◽  
Outdoor Orientation

Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.

scholarly journals Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

2019 ◽  
Vol 29 (1) ◽  
pp. 32694 ◽  
Author(s):  
Genesis Souza Barbosa ◽  
Caio Guilherme Silva Bias ◽  
Lorene Soares Agostinho ◽  
Luciana Maria Capurro de Queiroz Oberg ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
The Self ◽  
Significance Level ◽  
Self Confidence ◽  
Intervention Protocol ◽  
Before And After ◽  
Quasi Experimental ◽  
Confidence Scale

AIMS: To verify the effectiveness of the simulation in the self-confidence of nursing students for extra-hospital cardiopulmonary resuscitation. METHODS: A quasi-experimental, before and after, single-group study, was performed with nursing undergraduate students. The sample was recruited among university students who were in the second or third year of graduation and accepted to participate in the research. The intervention protocol consisted of individual participation in a emergency simulated clinical scenario. The simulated scenario adopted consisted of cardiopulmonary resuscitation in extra-hospital cardiorespiratory arrest, using the Mini Anne Plus® low fidelity manikin. In addition to the sociodemographic variables, students' self-confidence for emergency action was analyzed, evaluated by the Self-Confidence Scale, before and after each simulation. Marginal and homogeneous Wilcoxon homogeneity tests were applied, and the accepted significance level was 5%.RESULTS: Thirteen two undergraduate students in nursing between the ages of 18 and 38 participated in the study. Statistically significant differences (p < 0.001) were observed in the answers of all the questions of the Self-confidence Scale when compared before and after the simulation. There was also a statistically significant increase (p < 0.001) in cardiological, respiratory and neurological scores after simulation.CONCLUSIONS: The simulation proved to be an effective educational strategy in increasing the self-confidence of nursing students to perform extra-hospital cardiopulmonary resuscitation.

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