scholarly journals Acquisition of Knowledge and Skills in an Online Graduate Degree in Youth Development Leadership

2021 ◽  
Vol 16 (5) ◽  
pp. 231-250
Author(s):  
William H. Quinn ◽  
Edmond P. Bowers ◽  
Parisa Hadiandehkordi ◽  
Barry A. Garst
Keyword(s):  
Youth Development ◽  
Academic Preparation ◽  
Degree Programs ◽  
Master's Level ◽  
Graduate Degree ◽  
Youth Organizations ◽  
Leadership Positions ◽  
Preparation Programs ◽  
Graduate Degree Programs ◽  
Youth Leaders

As the youth development field has grown, there has been an increased focus on building academic preparation programs in youth development that prepare leaders and staff in youth-serving organizations. Very few degree programs exist in preparing youth leaders. Even fewer, if any, evaluations have been conducted on the potential outcomes and benefits of graduate degree programs on alumni who serve in leadership positions in youth organizations. This study presents findings from a survey of graduates of a master’s level youth development leadership (YDL) degree program. The findings focus on graduates’ perceptions of the outcomes linked to attaining a degree from such a program and associated competencies and opportunities in the field of youth development. Questionnaires were distributed to YDL alumni (2007-2018) requesting their perspectives on professional benefits and opportunities associated with degree completion. Respondents reported a statistically significant increase (reaching medium to large effect sizes) in relevant competencies targeted in each course. Additionally, respondents noted opportunities in salary increases, promotions, and more challenging responsibilities because of completion of the YDL program; rated their level of application of learning to new professional skills applied to their professional positions highly; and identified products created in their professional positions directly related to their academic preparation. A discussion of the value of youth development degree programs is provided.

scholarly journals Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy

2020 ◽  
Author(s):  
Alexander James Carroll
Keyword(s):  
Academic Preparation ◽  
Literacy Skills ◽  
Degree Programs ◽  
Process Skills ◽  
Graduate Degree ◽  
Science Process Skills ◽  
Reference Services ◽  
Graduate Degree Programs ◽  
Primary Literature ◽  
Professional Degree

Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students. The Version of Record of this manuscript has been published and is available in Medical Reference Services Quarterly, August 10, 2020, DOI: 10.1080/02763869.2020.1778336.

High Tech, High Touch, High Context

2014 ◽  
pp. 30-48
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Retention Rate ◽  
Social Needs ◽  
High Tech ◽  
Degree Programs ◽  
Graduate Degree ◽  
Online Classes ◽  
Graduate Degree Programs ◽  
The Social

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.

Graduate Admissions Criteria in Psychology: An Update

2005 ◽  
Vol 97 (2) ◽  
pp. 481-484 ◽  
Author(s):  
R. Eric Landrum ◽  
Jeremy Clark
Keyword(s):  
Degree Programs ◽  
Graduate Degree ◽  
Grade Point ◽  
Graduate Degree Programs ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Importance Ratings ◽  
Admissions Process ◽  
Goals And Objectives ◽  
Specific Degree

Ratings of importance were reviewed for nine graduate admissions criteria for the 573 graduate degree programs listed in American Psychological Association's Graduate Study in Psychology (2003). Overall, the three criteria receiving the highest percentages of importance ratings were letters of recommendation, statement of goals and objectives, and grade point average. Importance ratings varied depending on the degree programs offered. Results are discussed in terms of the advice offered students interested in admission to graduate school and the importance of students tailoring their graduate admissions process to their specific degree program.

The Bits and Bytes to Advanced Graduate Degree Programs

2007 ◽  
Vol 22 (6) ◽  
pp. 647-652
Author(s):  
Diane Rigassio Radler ◽  
Riva Touger-Decker
Keyword(s):  
Degree Programs ◽  
Graduate Degree ◽  
Graduate Degree Programs ◽  
Advanced Graduate
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