First-Generation College Students’ Integration into Higher Education

First-generation college students face many challenges transitioning into school. This research included details relating to the difficulties facing the scholars and how college educators can address the needs. Understanding the concerns of first-generation college students is critical for the implementation of comprehensive programs to provide support for first-generation students. Appropriate support is not being put in place, and the problem is college educators do not understand first-generation college students’ burdens. An insufficient exploration of the issues surrounding institutional structures within the higher education community to support this population represents a gap in the literature. The purpose of this qualitative instrumental case study was to explore the perspectives of the first-generation students and university representatives regarding the necessary interventions designed for learning. Research questions helped to identify the viewpoints of the scholars and set the foundation for all-inclusive plans. 26 participants were interviewed, 15 of whom were included in four small focus groups and 17 of whom participated in in-depth interviews. Program policy documents were reviewed as well. The analysis involved coding the information for themes and interpretations, which findings suggest providing a more collaborative system with comprehensive support for first-generation college students. Best practices for transformational changes were linked to maintaining sustainable relationships and integrating cultural competence for the learners.

CHANGE MANAGEMENT: EXPERIENCES OF PRIVATE TVET COLLEGE EDUCATORS REGARDING VIRTUAL LEARNING DURING COVID-19

This study explored the experiences of private TVET college educators regarding virtual learning during the Covid-19 school lockdown. The Kanter theory of change is adopted as the theoretical base in this study. Data collection was done through face-to-face semi structured interviews and non-participant observation. Collected data was analyzed using content analysis. Findings reveal that though participants have positive attitude toward the process of change required in transitioning from traditional environment to virtual environment, majority of them did not receive substantive training on how to use technology to support virtual teaching. However, educators indicated that the change process comes with several challenges such as technical problems, ineffective communication from management, workload, inadequate training, lack of access to ICT tools and lack of other structural support within the college which impacts their effective implementation of virtual teaching. Thus, teachers should be adequately prepared, supported and empowered to cope with the changes and transition processes involved to continue teaching in a virtual environment. More so, TVET college managers and policy makers should priorities change management programmes designed to prepare teachers for the inevitability of technological change in education.

Developing an Understanding of Cyberbullying

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the reader's understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

Religion: Help or hindering Moral Judgment

The goal of helping students to become ethical citizens is a concern of college educators. There have been a number of factors, which seem to contribute to this goal. Religious inclination is one factor that researchers have considered. We would expect religious people to be highly ethical. However, research suggests that is not the case. In fact, some research suggests that religion can inhibit moral growth. In most cases, religiosity negatively affected moral development.

Community College Perceptions of Online Education

When a college's faculty, staff, or students perceive distance learning negatively, the implementation of distance learning can be adversely affected. This chapter addresses the perceptions of community college educators regarding the increased frequency of distance learning at their institution. It explores the current literature on distance education. Key components such as instructor skepticism, ethics, faculty development, and evaluation methods are the crux of the information. Research has been conducted in many different areas and about many different perceptions and points which are examined.