Relevant bibliographies by topics / College student development programs

Academic literature on the topic 'College student development programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'College student development programs.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "College student development programs"

1

Yuhao, Cen. "Student Development in Undergraduate Research Programs in China: From the Perspective of Self-Authorship." International Journal of Chinese Education 3, no. 1 (May 13, 2014): 53–73. http://dx.doi.org/10.1163/22125868-12340030.

Full text
Abstract:
Abstract This qualitative study investigates college student development in the epistemological, intrapersonal, and interpersonal dimensions through participating in co-curricular undergraduate research programs. The student interview data reported in this paper comes from a larger study on college experiences and student learning. It is found that student development in the three dimensions are intertwined in undergraduate research programs, and internal voices begin to emerge in college. Despite the research- and innovation- orientation of undergraduate research programs, they serve as vehicles for students to explore answers to three driving questions in young adulthood: “How do I know?,” “Who am I?,” “How do I want to construct relationships with others?” Limitations and implications are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
2

Mumma, Shelly. "Using the Leadership Identity Development (LID) model to frame college student leadership development programs." Journal of Campus Activities Practice and Scholarship 5, no. 3 (September 2023): 63–70. http://dx.doi.org/10.52499/2023027.

Full text
Abstract:
Student affairs practitioners need to use theory or models to provide a framework for their work with college students. This article shows how a college campus practices leadership development within the Leadership Identity Development (LID) Model framework. In addition to providing steps for using the model in practice, some challenges are noted in its use.
APA, Harvard, Vancouver, ISO, and other styles
3

Manoogian, Margaret M. "ADDRESSING THE SUCCESSFUL TRANSITION OF COMMUNITY COLLEGE GERONTOLOGY STUDENTS TO UNIVERSITY SETTINGS." Innovation in Aging 3, Supplement_1 (November 2019): S240—S241. http://dx.doi.org/10.1093/geroni/igz038.900.

Full text
Abstract:
Abstract Developed in 2012, our gerontology program has tracked enrollment, learning outcomes, student competency development, and career paths post-graduation. Enrolled students tend to be older, transferring from community colleges, reentering college due to work and family commitments, and retooling career paths. Our efforts have focused on career integration across all courses culminating in a two-term practicum program. Additionally, through discussions with community college faculty and students, alumni, and community partners, we have adapted our curriculum to address student needs for work, family care, and academic engagement through flexible course delivery, syllabus construction, applied project development, and direct contact with professionals in and outside the classroom. Developing strategies to ensure transfer student success is critical, as well as offering strong career preparation for older students entering the workforce. Comprehensive placement data and an overview of the needs and challenges for university programs to partner with community college programs will be highlighted.
APA, Harvard, Vancouver, ISO, and other styles
4

Cletzer, D. Adam, Rebecca Mott, Jon Simonsen, John Tummons, and Jaelyn Pechman. "“Roll up your sleeves and get to work”: Understanding undergraduate leadership experiences in student organizations." Journal of Agricultural Education 64, no. 1 (March 31, 2023): 116–35. http://dx.doi.org/10.5032/jae.v64i1.33.

Full text
Abstract:
Leaders are needed to address the agriculture industry’s increasingly complex and interconnected problems. Colleges of agriculture who offer leadership development coursework and degree programs often support student organizations to provide critical everyday opportunities for students to practice leadership in an authentic environment. This qualitative case study examined undergraduate students’ perceptions of, and experience with, leadership in student organizations in one Midwestern college of agriculture. Results indicated that students participated in student organizations to find students with similar interests, connect with potential employers, and improve their own employability. Results also indicated that leadership was typically conflated with position, and that industrial approaches to leadership were most common. This study has implications for administrators and faculty responsible for advising student organizations, and, more broadly, for leadership development programs in colleges of agriculture.
APA, Harvard, Vancouver, ISO, and other styles
5

Warren, Louis L. "Faculty Involvement in Student Organizations." International Research in Higher Education 2, no. 2 (May 26, 2017): 51. http://dx.doi.org/10.5430/irhe.v2n2p51.

Full text
Abstract:
This article examines how college students benefit from faculty being involved in their student organizations. Substantial research has been carried out on how such involvement impacts college students, for example, on their skills, values, aspirations, attitudes, job and even personality characteristics. Beyond the opportunities provided for students to gain academically-related information, such interactions have a wider impact on students’ general ways of thinking, methods of solving problems, and interests in life goals. Increased involvement of faculty with students’ programs is one way of increasing students’ satisfaction with academic and other non-academic programs, thus helping to retain highly motivated and qualified individuals who can remain loyal to the learning institution and support its programs. Such interactions also foster students’ occupational decisions, increase students’ persistence at the college, influence academic and intellectual development, and foster social or personal development. Research on the impact of faculty-student interaction concludes that more is better.
APA, Harvard, Vancouver, ISO, and other styles
6

Papay, Clare, Meg Grigal, Debra Hart, Ngai Kwan, and Frank A. Smith. "Predictors of Inclusive Course Enrollments in Higher Education by Students With Intellectual and Developmental Disabilities." Intellectual and Developmental Disabilities 56, no. 6 (December 1, 2018): 458–70. http://dx.doi.org/10.1352/1934-9556-56.6.458.

Full text
Abstract:
Abstract Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed. Significant predictors were the age of the student, whether the student attended a program that offered access to regular student advising or provided an official transcript, whether the student took any specialized courses, and whether the student had a paid job or participated in particular career development experiences. Implications for higher education programs are discussed.
APA, Harvard, Vancouver, ISO, and other styles
7

Lancaster, James R., and Carol A. Lundberg. "The Influence of Classroom Engagement on Community College Student Learning: A Quantitative Analysis of Effective Faculty Practices." Community College Review 47, no. 2 (March 20, 2019): 136–58. http://dx.doi.org/10.1177/0091552119835922.

Full text
Abstract:
Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community college with a Hispanic-serving designation in California. Student participants took the 2012 Community College Survey of Student Engagement (CCSSE) and faculty took the 2012 Community College Faculty Survey of Student Engagement (CCFSSE). Ordinary least squares (OLS) regression was used to identify significant faculty-related CCSSE variables that predicted academic learning, career learning, or personal development gains. Results: The models explained one third or more of the variance in each learning domain. Among the 16 significant predictors, seven were identified as having the strongest effects and served as dependent variables to determine whether there were significant differences in use of these practices among faculty groups. Faculty teaching full-time, faculty with more course experience, and faculty in career technical education (CTE) programs applied faculty-related engagement practices more than their counterparts. In addition, faculty teaching only college-level courses perceived better quality relationships with their students than faculty who taught only developmental courses. Conclusion: Grounded in the study findings are recommendations for community colleges to invest in programs that increase faculty availability to students and schedule courses so faculty gain experience teaching the same courses over time and implement faculty development programs specific to teaching strategies.
APA, Harvard, Vancouver, ISO, and other styles
8

Kwon, Hyung-Il, Kyong-Keun Choi, and Do-Young Pyun. "Career Development Education for College Student-Athletes: Reflecting NCAA’s Programs." Korean Journal of Sports Science 29, no. 2 (April 30, 2020): 469–80. http://dx.doi.org/10.35159/kjss.2020.04.29.2.469.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Drexler, Devi S., and Dale F. Campbell. "Student Development Among Community College Participants in Study Abroad Programs." Community College Journal of Research and Practice 35, no. 8 (July 4, 2011): 608–19. http://dx.doi.org/10.1080/10668920801901258.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gonzalez Quiroz, Alicia, and Nora R. Garza. "Focus on Student Success: Components for Effective Summer Bridge Programs." Journal of Hispanic Higher Education 17, no. 2 (January 23, 2018): 101–11. http://dx.doi.org/10.1177/1538192717753988.

Full text
Abstract:
Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for this work is based on 4 years of data at Laredo Community College, a 2-year public Hispanic Serving Community College along the Texas (United States)–México border.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "College student development programs"

1

Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.

Full text
Abstract:
Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
4

Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.

Full text
Abstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
5

Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.

Full text
Abstract:
Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
APA, Harvard, Vancouver, ISO, and other styles
6

Hodum, Tommy L. "An investigation of how students, faculty, and administrators within a particular liberal arts college perceived a new-student orientation program's effect on students' social integration and retention." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4741.

Full text
Abstract:
Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
7

Bowers, Carla J. "The freshman transition process /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620451&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Garcia-Nadziejka, Mary Magdalene 1955. "THE DEVELOPMENT OF AN EVALUATIVE INSTRUMENT FOR COLLEGE ORIENTATION PROGRAMS: A CASE STUDY (UNIVERSITY, TESTING, PRE-COLLEGE, ENROLLMENT)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275545.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Niemi, Alexander M. "The optimum model for student affairs for a small Christian college." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dunbar, Katrina Monique. "Exploring at-risk student writers in academic success programs and the role instructors play in their evaluation /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131559489.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "College student development programs"

1

Beaman, Ronda. Student development theory and college teaching. East Rockaway, NY: Cummings & Hathaway Publishers, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

G, Creamer Don, ed. College student development: Theory and practice for the 1990s. Alexandria, VA: ACPA, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

L, Deegan William, and O'Banion Terry 1936-, eds. Perspectives on student development. San Francisco: Jossey-Bass, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

G, Creamer Don, Dassance Charles R. 1945-, and National Association of Student Personnel Administrators (U.S.), eds. Opportunities for student development in two-year colleges. [Columbus, Ohio]: National Association of Student Personnel Administrators, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kreider, Paul E. Institutional effectiveness and student success. Gresham, Ore: Mt. Hood Community College, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dannells, Michael. From discipline to development: Rethinking student conduct in higher education. Washington, DC: George Washington University, Graduate School of Education and Human Development, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Caul, Brian. Value-added: The personal development of students in higher education. Belfast: December Publications, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina), ed. Student development theory in the first college year: A primer for college educators. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

J, Zeller William, and National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina), eds. Residence life programs and the new student experience. 3rd ed. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Alexander, Joanne M. Focusing on student academic outcomes: A working paper. Ann Arbor, Mich: University of Michigan, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "College student development programs"

1

Bur, Scott, and Amanda Nienow. "An Integrated Approach to Career and Professional Development at Gustavus Adolphus College." In Professional Mentoring Programs for Science Students: Career Mentoring for Students in the Physical Sciences, 19–28. Washington, DC: American Chemical Society, 2024. http://dx.doi.org/10.1021/bk-2024-1470.ch003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sessa, Valerie I. "Leadership Courses and Formal Leadership Development Programs as Key Leadership Learning Events." In College Student Leadership Development, 143–54. Routledge, 2017. http://dx.doi.org/10.4324/9781315674322-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Landin, Jeanette, Blas Gonzalez Alba, Moisés Mañas Olmo, and Jonathan Steele. "Student Employability." In Advancing Student Employability Through Higher Education, 165–79. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0517-1.ch009.

Full text
Abstract:
Employability after completing a college education has been an unwritten goal of most higher education programs for many years. Colleges should consider focusing more closely on student needs. Higher education institutions have traditionally responded by providing internship opportunities, which offer limited exposure to real-world jobs based on preset parameters and have assumed that students possess the necessary soft skills. A college has implemented such a program with documented positive results regarding student feedback on-campus employer feedback and post-graduation employment. The use of artificial intelligence offers students the opportunity to practice elevator pitches and mock interviews in highly realistic simulations. When paired with a career services department, the combination of postsecondary training, explicit soft-skill preparation, cutting-edge technology, and a robust career development center can make a difference in student employability.
APA, Harvard, Vancouver, ISO, and other styles
4

Sandoval-Lucero, Elena, Libby A. Klingsmith, and Ryan Evely Gildersleeve. "Using Social-Situational Learning to Create Career Pathways Into Community College Leadership." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 48–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch003.

Full text
Abstract:
This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
APA, Harvard, Vancouver, ISO, and other styles
5

Sandoval-Lucero, Elena, Libby A. Klingsmith, and Ryan Evely Gildersleeve. "Using Social-Situational Learning to Create Career Pathways Into Community College Leadership." In Research Anthology on Instilling Social Justice in the Classroom, 564–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch034.

Full text
Abstract:
This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
APA, Harvard, Vancouver, ISO, and other styles
6

Norris, Sharon E. "High Quality Online Programs." In Ensuring Quality and Integrity in Online Learning Programs, 230–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7844-4.ch009.

Full text
Abstract:
The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.
APA, Harvard, Vancouver, ISO, and other styles
7

Norris, Sharon E. "High Quality Online Programs." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1552–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch069.

Full text
Abstract:
The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.
APA, Harvard, Vancouver, ISO, and other styles
8

Strayhorn, Terrell L. "Sense of Belonging and Student Success at Historically Black Colleges and Universities." In Advances in Higher Education and Professional Development, 32–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch003.

Full text
Abstract:
The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.
APA, Harvard, Vancouver, ISO, and other styles
9

Berry, Y. Deneice. "The Role of Higher Education and Peer Mentoring in Student Success." In Advances in Higher Education and Professional Development, 50–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2177-9.ch004.

Full text
Abstract:
Students are faced with many challenges before entering college. Those challenges make it difficult for students to reach degree attainment. Vulnerable populations are predisposed to barriers and challenges that impede their progress to achieving academic success. By integrating peer mentoring as a framework, we will better understand how to serve our vulnerable populations and the role higher education institutions play to meet students where they are. College administrators are typically responsible for strengthening the values, mission, and goals of the college. However, do they have a social responsibility to also make sure all students succeed? This chapter provides a student success tool that addresses some of those barriers while promoting student success. This chapter will provide the need for a mentoring program for college students and will discuss various peer mentoring models that can assist with retention and degree attainment.
APA, Harvard, Vancouver, ISO, and other styles
10

Piechowski, Hannah Rushe, and Nathan Scott. "Civic Learning and Democratic Engagement in Student Affairs." In The Proper Role of Higher Education in a Democratic Society, 170–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7744-8.ch010.

Full text
Abstract:
This chapter explores the challenges, issues, and recommendations that student affairs practitioners should consider in order to implement constructive civic learning and democratic engagement on college and university campuses in the United States. The work of student affairs directly impacts the development of students. Yet, student affairs professionals and programs face challenges in collaborating with academic affairs, understanding and practicing political neutrality, and responding to the current issues of the day. With consideration of quality and successful programs, student affairs can continue to move the needle of impact forward through new learning opportunities throughout the college experience, including restorative justice efforts, housing and residence life programs, and collaborative university themes.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "College student development programs"

1

Young, Dave, Bill Young, Lisa Young, and Bing Wei. "THE IMPACTS OF MENTORSHIP ON DUAL ENROLLMENT HIGH SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end079.

Full text
Abstract:
"Dual enrollment programs enable high school students to take community college courses and earn high school and college credits, saving two years of college expenses. However, many dual enrollment students lack a robust support system for success in college-level coursework and environment. The authors created an interdisciplinary mentorship program that pairs a volunteer dual enrollment senior student with a dual enrollment junior student in a longitudinal mentoring relationship to address this. This study examined mentors’ and mentees’ long-term evaluation of the program and its impacts. Thirty-nine mentors and mentees were randomly matched with a waitlist control group, and mentoring relationships lasted for a full academic quarter. Participants later completed an anonymous online feedback survey (based on the Likert Scale), with a response rate of 67% (n = 26). Mentees reported an average 1.37 Likert scale increase in their comfort in dual enrollment; mentors reported an average 2.43 Likert scale increase in confidence in teaching others. Mentees’ comfort in the college environment increased with the frequency of meetings (p<0.05); the number of meetings did not correlate to their grade point average (GPA) (p>0.05). Change in dual enrollment comfort was more significant among matched students than waitlisted (p<0.05). Notably, many dual enrollment programs have a ~10% student academic probation rate (GPA<2.0) each quarter; none of the mentees experienced academic probation, but this was not significant. Among mentees, 79% reported interest in being a mentor the following year. These results indicate that peer mentorship is crucial for dual enrollment student success and presents a self-sustaining model for the future."
APA, Harvard, Vancouver, ISO, and other styles
2

Hora, Matthew. "The Role of Career Services Programs and Sociocultural Factors in College Student Career Development." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430896.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chiou, Richard Y., Radian Belu, Michael Mauk, and Tzu-Liang (Bill) Tseng. "Green Energy Manufacturing Laboratory Development for Student Learning Experience on Sustainability." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40110.

Full text
Abstract:
This paper discusses the development of a green energy manufacturing laboratory for student learning experience in the emerging fields of renewable energy and green manufacturing. The development involves a creation of a series of experiments to stimulate discoveries and developments that promise to sustain a wave of new technological innovations on energy and manufacturing throughout the world. The needs for engineering students and practicing engineers to understand sustainability concepts and concerns have been noted by educators, scientists or engineers and all engineering students need to become versed in sustainability ideas. This paper describes key factors in enhancing the ability of future engineering graduates to better contribute to a more sustainable future, preserving natural resources and advancing technological development. Two main components are used to incorporate sustainability into the green energy manufacturing laboratory, including: (1) renewable energy and (2) manufacturing energy efficiency. The efforts presented in the paper also include life-cycle assessment, development of innovative thinking skills, better understanding of sustainability issues, and increasing students’ interests in the engineering and technology programs. A concluding section discusses laboratory development for student hands-on learning experience within the context of a project. The paper will present the how it establishes its long-term sustainability and support through a variety of mechanisms including the energy mission, the award of federal grants, program projects, private foundation support, partnerships, and university-based investments. The GEM/Institute/Community College research model and the supporting the hardware, software and middleware are being installed, developed and enabled by the joint project between two universities in the nation.
APA, Harvard, Vancouver, ISO, and other styles
4

Valdivia Acurio, Sandra Fabiola, and Mario Marcello Pasco Dalla Porta. "TRANSITION CHALLENGES AND MENTORSHIP PROGRAMS FOR VULNERABLE FINAL-YEAR COLLEGE STUDENTS IN PERU." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0917.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

Full text
Abstract:
This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design the program with the professional development team. We discuss some of our insights gained from this three-year initiative and suggest ways in which this and similar programs could be supported and institutionalized in colleges of education.
APA, Harvard, Vancouver, ISO, and other styles
6

Hegab, H., J. Palmer, and S. Napper. "Development of a Nanosystems Engineering Degree." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79572.

Full text
Abstract:
Nanotechnology is science at the molecular level. Like biotechnology and information technology, it has tremendous potential to greatly change the world in which we live. Nanosystems engineering can be considered the branch of engineering that deals with materials and devices smaller than 100 nanometers (1 nanometer is a billionth of a meter), especially with the manipulation of individual molecules. Student interest and industry growth in this field highlight the need for a baccalaureate program in this area. The College of Engineering and Science at Louisiana Tech University has developed a new undergraduate degree in nanosystems engineering. The main objectives of this program are (a) to train undergraduate students in experimental, theoretical, and computational aspects of engineering and science as applied to the development and use of nanotechnology; and (b) renovate and revitalize traditional engineering curricula such as mechanical engineering or materials science/ engineering through new nanosystems courses and instructional modules. We describe a new undergraduate Bachelor of Science in Nanosystems Engineering curriculum which has a strong interdisciplinary emphasis. The Nanosystems Engineering Program draws on the strengths of all the basic sciences (chemistry, physics, and biology) and existing integrated engineering and science programs within the college at the freshman and sophomore levels. Graduates with a nanosystems engineering degree will have many opportunities at the boundaries of traditional engineering due to the cross-disciplinary nature of their degree. We expect many of the graduates of this program may choose to pursue research-based careers by moving on to graduate study or working at government laboratories and/or research centers. Graduates who wish to work in a commercial environment will find ever expanding opportunities in the many new nanotechnology companies that are emerging.
APA, Harvard, Vancouver, ISO, and other styles
7

Gomez, Connie, and Sheema Nasir. "Problem Based Learning: Generating a 3D Educational Brain Model to Engage Undergraduate Engineering Honors Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87197.

Full text
Abstract:
Engineering courses offered through the Honors Program allow students to conduct both research and design during their time at a community college, which is extremely valuable due to the limited number of research opportunities when compared to a four-year institution. Additionally, community college engineering courses normally serve students seeking to enter a wide range of engineering disciplines. Therefore, any research or design experience with lasting impact must also encompass a wide range of topics while also fostering communication, teamwork, creativity and life-long learning. This paper describes an engineering graphics honors course that engaged students in the development of a CAD model and prototype of a 3D brain model for use by Anatomy and Physiology students. This project allowed students to engage in the areas of personalized learning, reverse engineering the brain, manufacturing as well a computer-aided design. This paper discusses the development of technical and soft skill competencies through student performance and student perception via questionnaires. Finally, this paper sets forth recommendations for other community colleges interested in developing problem-based learning opportunities throughout their engineering curriculum.
APA, Harvard, Vancouver, ISO, and other styles
8

Yamaguchi, Kazunori, and Michiko Watanabe. "Leadership skill developments in statistics learning." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15211.

Full text
Abstract:
Rikkyo University started a new program for Statistical leadership development in 2015. Many business schools have leadership development programs and methods. The program is a combination of the business leadership program of College of Business and statistics learning. Repetitions of group works and reflections are expected to motivate students to learn statistics further .
APA, Harvard, Vancouver, ISO, and other styles
9

Saika, T., and O. Furuya. "Development of Engineering Profession Through Engineering Educational Programs of Kogakuin University Accredited by the JABEE." In ASME/JSME 2007 5th Joint Fluids Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/fedsm2007-37667.

Full text
Abstract:
The Japan Accreditation Board for Engineering Education (JABEE) established in 1999 is a nongovernmental organization that examines and accredits the college and university programs in engineering education. “The Basic Engineering in Global Environment” of Kogakuin University is an engineering program, leading to bachelor’s degree, accredited in the field of “General Engineering” by JABEE in 2001, one of the first three programs accredited in Japan. Since the accreditation is valid for five years, the program recently went through an examination again by JABEE for another 5 years from 2006. The JABEE criteria as well as the procedures and methods of accreditation and examination were not quite well defined in details for a couple of years after 2001. The authors have investigated whether the accreditation system really could help educational improvements for students, faculties and industries. Most of senior students in Japanese technical colleges have to complete graduation thesis work. They will be trained to be researchers rather than engineers, because those themes with a strong scientific aspect belong to their professors. Unlike the graduation thesis work, in the program of the Basic Engineering in Global Environment accredited by JABEE, are offered the subjects like ethics, engineering design, management skills and communication skills, which are required and essential for the engineer. The students can be trained to become true and useful engineers or embryos demanded by industrial companies through these curricula. Furthermore, the graduates of the accredited engineering programs are exempted from Primary Examination for Professional Engineer, since the fundamental capability as an entry-level engineer is assured by the program itself. Basic specialized knowledge is examined in the Primary Examination for PE. In the Final Examination for PE practical engineering experience and skill are examined. The graduates of the program of Basic Engineering in Global Environment will possibly pass the Final Examination without much difficulty, since they learn the management ability, creativity, communication ability and so on with the industry-university co-operational education in the program.
APA, Harvard, Vancouver, ISO, and other styles
10

Kato, Toshiyasu, Yasushi Kambayashi, and Koji Oda. "An Implementation of Educational Programming Environment Using Tangible Materials." In 5th International Conference on Human Systems Engineering and Design: Future Trends and Applications (IHSED 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004165.

Full text
Abstract:
Recently, people started to pay attention on the education using tangible teaching materials. The field of programming education is not an exception. Researchers in education have found that tangible teaching materials improve students' logical thinking ability. Because the tangible teaching materials make students deepen their understanding by touching them with their hands and seeing them with their eyes. In other words, they appeal to students' all five senses. Programming language independent learning materials are used in several educational institutions around the world. Programming environments using some kinds of graphics are commonly used, but they restrict their users' operations due to the abilities of installed computers and their small screens. To overcome this problem, we have developed a tangible teaching material for programming education. This system makes it possible for the users to learn programming by using its tangible materials for either group education or individual learning. The purpose of this research is to solve one of the common problems widely seen among programming learners. That is letting the instructors know the learners' programming situations in classes. It is difficult for instructors to collect data about what progress each student makes and what obstacle makes them be delay. Our system takes advantages of tangible teaching materials and provides such data for instructors. In this paper, we report our experiences about the development of a tangible material for programming education. Since our goal is to support programming classes in higher educational institutes, our target is how to develop and improve individual programming methods. This research is a new attempt to support programming classes with limited time.The student using this tangible teaching materials is supposed to arrange a set of programming cards. Each card has a QR code that matches an operation procedure. Upon completion of the arrangement of QR codes, the student takes a photo of these cards using the camera of a tablet. The series of QR codes construct a Python program, and it is executed on the device. The instructor can monitor each student's progress remotely, since each QR code has annotation that informs the instructor what program element it is executing so that the instructor can collect detailed information about the program individual student constructing. The instructor can classify students into several categories based on the collected information, then set study points for the students corresponding to the categories. The collected information contains where the students failed in their programs and how they tried to correct the errors. Some corrections are right, and some are not. Then the instructor further classifies students in the same categories so that the instructor can recognize each student's weak points and give him or her careful guidance. To demonstrate the effectiveness of our tangible materials for programming education, we have conduct numerical experiments over college students. We have observed 80% of them improve their logical thinking ability. As a future work, we will implement stronger support features for instructors so that the instructor can analyze students' common errors and rightly guide them.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "College student development programs"

1

Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/axvn7639.

Full text
Abstract:
The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
APA, Harvard, Vancouver, ISO, and other styles
2

Cellini, Stephanie Riegg, and Hernando Grueso. Student Learning in Online College Programs. Cambridge, MA: National Bureau of Economic Research, March 2021. http://dx.doi.org/10.3386/w28552.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

Full text
Abstract:
As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
APA, Harvard, Vancouver, ISO, and other styles
4

McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

Full text
Abstract:
The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
APA, Harvard, Vancouver, ISO, and other styles
5

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Full text
Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
6

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

Full text
Abstract:
Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
APA, Harvard, Vancouver, ISO, and other styles
7

Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

Full text
Abstract:
The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
APA, Harvard, Vancouver, ISO, and other styles
8

Gupta, Monica. Impact of Self-Development on Developing Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2007.2024.

Full text
Abstract:
"This report shares the findings of a project seeking to document the diversity of formats, locales and processes involved in the implementation of the Self-Development curriculum across the eight colleges of Delhi University offering the BElEd programme. It also critically examines the influence of engaging with the Self Development Workshops (SDW) and the course on Human Relations and Communication (HRC) on the “agency” in the personal, professional and social lives of BElEd alumni and pre-service students from these eight colleges. The report further seeks to explore if reflective thinking and conscious development in SDW and HRC enable students in resisting regressive practices and in initiating democratic, equitable and collaborative practices in schools and personal life spaces."
APA, Harvard, Vancouver, ISO, and other styles
9

Ferreyra, Maria Marta, Carlos Garriga, Juan D. Martin-Ocampo, and Angélica María Sánchez Díaz. Raising College Access and Completion: How Much Can Free College Help? Banco de la República de Colombia, February 2021. http://dx.doi.org/10.32468/be.1155.

Full text
Abstract:
Free college proposals have become increasingly popular in many countries of the world. To evaluate their potential effects, we develop and estimate a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort, has a direct effect on class completion, and an indirect effect in mitigating the risk of not completing a class or not remaining in college. We estimate the model using rich, student-level administrative data from Colombia, and use the estimates to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places a greater risk on students but is precisely this feature that delivers better outcomes. Nonetheless, the modest increase in graduation rates suggests that additional, complementary policies might be required to elicit the large effort increase needed to raise graduation rates.
APA, Harvard, Vancouver, ISO, and other styles
10

Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, Solomon Mekonnen Abebe, Pierre Celestin Bimenyimana, Rediet Gizaw, and Mustofa Worku Jemal. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

Full text
Abstract:
The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'College student development programs' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography