Journal articles on the topic 'College student development programs'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Inkelas, Karen Kurotsuchi, Kristen E. Vogt, Susan D. Longerbeam, Julie Owen, and Dawn Johnson. "Measuring Outcomes of Living-Learning Programs: Examining College Environments and Student Learning and Development." Journal of General Education 55, no. 1 (January 1, 2006): 40–76. http://dx.doi.org/10.2307/27798036.
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ABSTRACT The National Study of Living-Learning Programs (NSLLP) survey instrument was designed to assess college environments and student learning and development outcomes associated with participation in living-learning programs. Data from the NSLLP show that students in living-learning programs demonstrate higher self-reported engagement and outcomes than students in traditional residence hall environments.
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Inkelas, Karen Kurotsuchi, Kristen E. Vogt, Susan D. Longerbeam, Julie Owen, and Dawn Johnson. "Measuring Outcomes of Living-Learning Programs: Examining College Environments and Student Learning and Development." Journal of General Education 55, no. 1 (January 1, 2006): 40–76. http://dx.doi.org/10.2307/jgeneeduc.55.1.0040.
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ABSTRACT The National Study of Living-Learning Programs (NSLLP) survey instrument was designed to assess college environments and student learning and development outcomes associated with participation in living-learning programs. Data from the NSLLP show that students in living-learning programs demonstrate higher self-reported engagement and outcomes than students in traditional residence hall environments.
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Oppelt, Camila Quevedo. "REACHING HIGHER: UNDERSTANDING STUDENT DEVELOPMENT AND DEPARTURE." Entrelinhas 13, no. 1 (May 19, 2021): 92–101. http://dx.doi.org/10.4013/entr.2019.131.07.
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Since its foundation, post-secondary institutions have demonstrated a concern to the high rates of student departure which have led to a proliferation of studies focused on college students’ interest and retention in the 1970s (ASTIN, 1975; COPE e HANNAH, 1975; LENNING, 1978; TINTO, 1975). Concentrating on the institutions’ role, this study aims at—in a historical perspective—finding out: (i) how have institutions been viewing student interest and attrition and how (and if) they have been acting upon it, and (ii) if student academic failure has been in any way seen as related to it. It was observed that is through programs of academic and student leadership and discussion panels that students are given the opportunity to engage in the college community—learning with and from their peers.
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Kim, Sinae, and Hang Jo. "A Meta-analysis of Research Trends and Effectiveness of Academic Support Programs in Korean College." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 705–20. http://dx.doi.org/10.22251/jlcci.2022.22.20.705.
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Objectives The purposes of this study were to review the trends in research related to academic programs conducted at domestic universities and meta-analyze the effects of these programs, which can provide the data for improving of the quality of the academic program development. Methods For this purpose we searched for keywords such as ‘college student’, ‘study’, ‘program’, ‘academic probation’, and ‘college student underachievement’ in the RISS, and collected 103 papers of ‘college students’ academic support programs’ published from 2006 to 2021 in KCI and KCI-candidate journals. We analyzed the research trends of the collected studies, and conducted a meta-analysis on the effects of academic intervention program using 15 studies that applied a control group experimental design by using the R statistical program. Results The papers of academic programs for college students have been published since 2006, and their number has increased rapidly over the past decade. The target audience of the program was diverse, including program applicants, students with academic difficulties, and students from specific departments. For the operation form of the program, learning community, group education, and group counseling were in order. In addition to this, we analyzed the purpose of the programs, research methods, measurement variables and tools, and presented the results. Lastly, the meta-analysis result showed that the average effect size of the program was 0.5226, which was a medium effect size, and the significant moderator variables were the operation type and the purpose of the program. Conclusions We suggested how Korean colleges could design and operate the academic support programs for undergraduate students based on the results of this study and also provided some implications for the development of related research.
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Li, Xiang. "Community Sports Program in a Vocational College in Jiangxi Province, China." International Journal of Social Sciences and Public Administration 3, no. 3 (July 21, 2024): 246–59. http://dx.doi.org/10.62051/ijsspa.v3n3.30.
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This study aimed to assess Jiangxi Science and Technology Vocational College students' perceptions of community sports programs with a view to developing improved community sports programs. The study found that students generally rated the program as excellent in terms of accessibility, sustainability, effectiveness and satisfaction, demonstrating its success in addressing barriers to participation, using environmentally friendly, inclusive and flexible strategies, and responding to student feedback responded positively. Although there were differences in terms of gender, age, course, and grade level, these factors had no significant impact on students' evaluations of community sports programs. Through the evaluation of existing programs and suggestions for improvement, this study hopes to provide a valuable reference for the development of sports programs in vocational colleges.
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Rutland, Emily A., Sakinah C. Suttiratana, Patrick Huang, Kimberly E. Ona Ayala, Kevin T. McGinniss, and Yetsa A. Tuakli-Wosornu. "Identifying Coach and Institutional Characteristics That Facilitate the Development of NCAA Wheelchair Basketball Programs." Sports Innovation Journal 3 (November 9, 2022): 30–44. http://dx.doi.org/10.18060/26284.
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Background: Despite national and institutional policies, American colleges do not currently provide student-athletes with disabilities equal access to sports opportunities. Disabled youth who wish to pursue their academic and athletic dreams in college thus have prohibitively limited options, even with popular American sports such as basketball.
Purpose: The purpose of this study was to identify characteristics and factors that may facilitate the development and perpetuation of collegiate wheelchair basketball programs in the United States.
Methods: Five qualitative interviews were conducted with coaches and/or program administrators of established college wheelchair basketball programs. Interviews were coded and analyzed to explore common themes.
Results: Thematic data analysis uncovered five common themes important to the development and maintenance of these programs: a) coach characteristics, b) actions to recognize and address equity, c) boosters, d) institutional barriers, and e) network effects.
Conclusion: These common factors are important in the development, sustainability, and longevity of college wheelchair basketball programs and should be considered by those interested in starting similar programs.
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Rothwell, Erin, and Philip Theodore. "Intramurals and College Student Development: The Role of Intramurals on Values Clarification." Recreational Sports Journal 30, no. 1 (May 2006): 46–52. http://dx.doi.org/10.1123/rsj.30.1.46.
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Intramural programs on college campuses enforce standards of moral conduct, otherwise known as “good sportsmanship,” in their programs. Moral development education focuses on helping students reach higher levels of moral reasoning (Kohlberg, 1981). To achieve higher levels of moral reasoning requires one to first clarify her or his values. This research explores the relationship between participation in intramural programs and values clarification. Values clarification assumes if an individual is successful in clarifying her or his own values, then changes in behavior will result. When values are not clear, students' lives lack direction and decisions about how to spend their time and energy (Raths, Harmin, & Simon, 1966). According the theory of values clarification, individuals who are confused or unclear about their values will tend to behave in immature, over-conforming, or over-dissenting ways, while individuals who possess clarified values behave in calm, confident, and purposeful ways (Kinnier, 1995). Through the enforcement of good sportsmanship in an intramural program, opportunities are provided for individuals to clarify their values, thus contributing to the overall development of the student.
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Yang, Soonmi, and Sungbong Kim. "Analysis of Research Trends in Counseling Program for Domestic University Students Using Text Mining Methods." Korean Society of Culture and Convergence 45, no. 8 (August 31, 2023): 113–22. http://dx.doi.org/10.33645/cnc.2023.08.45.08.113.
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This study aims to use text mining to understand trends in domestic college student counseling programs and analyze their characteristics. We reviewed 1,245 domestic academic articles on 'college students', 'counseling', and 'programs' in RISS until April 2023, analyzing 204 articles for KCI listing or higher. The analysis revealed that 108 articles in 9 journals had more than 5 studies each, while 69 journals published less than 5 articles, totaling 96 articles. This indicates diverse journal coverage but also a concentration in a few. Keyword analysis highlights focus on 'program', 'research', 'career', 'group', 'college student', 'effect', and 'result', indicating a research emphasis on the effectiveness of career and group counseling programs for university students. Topic modeling identified key relevant topics. These findings provide a foundation for reinvigorating research on college student counseling programs.
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Douglas, Karen H., Whitney A. Idol, and Yun-Ching Chung. "Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms." Rural Special Education Quarterly 40, no. 3 (July 7, 2021): 143–56. http://dx.doi.org/10.1177/87568705211027977.
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As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We conclude the article by discussing key findings, limitations, future research directions, and implications for practice.
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Merriam, Joyce, Ross T. LaBaugh, and Nancy E. Butterfield. "Library Instruction for Psychology Majors: Minimum Training Guidelines." Teaching of Psychology 19, no. 1 (February 1992): 34–36. http://dx.doi.org/10.1207/s15328023top1901_7.
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The proposed guidelines are intended to promote student-oriented bibliographic instruction programs on college campuses. We hope the guidelines will suggest opportunities for faculty, librarians, and professional associations to collaborate in developing materials and programs that will help students learn to make effective use of library resources. We also hope that the proposed guidelines will be further developed by major professional associations. We believe that the guidelines, backed by professional associations, will encourage the development of meaningful bibliographic instruction programs in college and research libraries.
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Gus, Shannon, Ashley Keener, Chelsea E. Bullard, and Sarah Gordon. "Using Program Theory to Evaluate a Graduate College Student Development Program." Journal of MultiDisciplinary Evaluation 15, no. 33 (October 18, 2019): 66–80. http://dx.doi.org/10.56645/jmde.v15i33.559.
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Background: The “3 Minute Presentation” is a graduate student competition based off the more popular “3 Minute Thesis” competition. The program aims to help graduate students learn to inform others of their research in a quick and accessible manner. Programs to engage graduate students more deeply in their education require evaluation to determine if they are useful and effective at meeting their intended goals. Evaluation literature in graduate educational programs is currently limited, but increasingly needed for both the field and the students served.
Purpose: Development and testing of a program-theory evaluation to understand participation, recruitment, preparation, training, skills, and confidence of graduate students engaging in a “3 Minute Presentation” competition at a state university.
Setting: Institution of Higher Education
Intervention: 3 Minute Presentation competition
Research Design: Mixed-method program-theory evaluation
Data Collection and Analysis: Direct observations and closed-ended survey analyzed through qualitative coding, descriptive statistics, group comparisons, and correlation analysis.
Findings: Overall, the program evaluation found, with a possible lack of diversity in participants, that the program components of recruitment, preparation, and skill development work as expected. Additionally, engagement in preparation was associated with competition scores and the perceived helpfulness of preparation was related to students’ confidence in their presentation skills. This evaluation was deemed useful for program improvement and capacity building in the program’s continuation at the university.
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Chun, kyungsook, and Moonkyeong Jeong. "Research Trends of Group Counseling Program for University Students: Focused on Academic Journal from 2010-2022." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 911–22. http://dx.doi.org/10.33645/cnc.2022.9.44.9.911.
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The purpose of this study is to compare and analyze research topics according to research trends in college student group counseling programs by dividing the time when COVID-19 spread in Korea (2010-2019 and 2020-2022). As for the trend of this study, a total of 90 papers from domestic academic journals were selected under the keywords 'university student' and 'group counseling' in RISS. As a result of the study, it was confirmed that the career path of college students before the outbreak of COVID-19 and emotions (depression, anxiety, etc.) after the outbreak of COVID-19 were the central topics of the group counseling program. This study suggested the need to develop various programs that can enhance the positive emotions of college students in the future group counseling program development.
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Chang, Ting-Han. "Examining U.S. Higher Education’s Function in Fostering Social Justice Leadership Development among College Student Leaders of Color." Education Sciences 13, no. 8 (August 10, 2023): 820. http://dx.doi.org/10.3390/educsci13080820.
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This study examines the function of U.S. higher education in fostering social justice leadership development among college student leaders of color. Specifically, this study investigates various on-campus educational opportunities at postsecondary institutions that college student leaders of color identify as being meaningful for their social justice leadership development. Social justice leadership development refers to an individual’s growth in increasing motivation to lead, building leadership skills, and performing leadership with an orientation toward advancing justice. Using the Social Action, Leadership, and Transformation model framework (SALT) and a critical qualitative methodology, this study centers on the knowledge and experiences of 16 college student leaders of color at seven postsecondary institutions across New York City, Chicago, and Los Angeles. The findings suggest that (1) leadership education designed for students of color, (2) culturally relevant academic majors and classes, (3) designated institutional offices and programs serving diverse students, and (4) identity-based or political student organizations play a crucial role in fostering student participants’ social justice leadership development. The study results inform a need for broadening institutional curricular and extra-curricular leadership educational opportunities across various spaces on campus to foster meaningful leadership development for students of color especially.
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Franzidis, Alexia F., and Steven M. Zinder. "Examining Student Wellness for the Development of Campus-Based Wellness Programs." Building Healthy Academic Communities Journal 3, no. 1 (May 29, 2019): 56. http://dx.doi.org/10.18061/bhac.v3i1.6575.
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Background: Despite the many campus-based wellness programs and services offered through entities such as student services, many U.S. students lack the strategies, skills, or support systems to manage stress or change pre-existing behaviors, resulting in unhealthy behaviors and poor overall wellness. Since patterns developed during this time can form a solid foundation for future health behaviors, there is a need to develop and design wellness programs that stimulate positive health-behavior change.Aim: The purpose of this study was to assess student wellness of college students at a four-year public university to inform campus-based health programs, events, and services.Methods: An anonymous, single-structured survey was administered at an on-campus event (N = 225). The instrument covered six dimensions of wellness: physical wellness, social wellness, intellectual wellness, emotional wellness, spiritual wellness, and environmental wellness.Results: Significant differences for gender were found in the dimensions of social wellness, emotional wellness, and physical wellness. Females reported higher levels of social and emotional wellness, while males reported higher levels of physical wellness. Differences in age for emotional wellness, and year of study for physical wellness were also found.Conclusions: Findings provide insight to direct interventions and programs that would enhance students' wellness knowledge and behaviors.
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Hannon, Cliona. "A Human Capability Perspective on the Progression of Low-SES Students to Higher Education in Ireland and the UK." Education Sciences 13, no. 4 (April 18, 2023): 409. http://dx.doi.org/10.3390/educsci13040409.
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This article focuses on targeted programs for low-SES students in two selective universities: Trinity College Dublin, the University of Dublin, Ireland (Trinity Access Programmes/TAP) and the University of Oxford, UK (Lady Margaret Hall Foundation Year/LMH FY). The programs were collaborative developments, as examples of the potential of learning and adaptation across geographical contexts. It poses two questions: (a) How did the admissions processes in both universities change to target low-SES students? (b) How do social and academic support services for low-SES students, provided by two universities, contribute to the development of student capabilities? The article draws on the capability approach as the evaluative lens used to explore the two programs. Findings indicate (a) innovative approaches to socio-economic assessment in both programs, resulting in effective targeting of low-SES students, (b) the scaling of the programs beyond their initial remit and (c) the emergence of specific student capabilities through their engagement in the programs.
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Jin, Xiaodan, Can Zhang, and Jingru Su. "The Current Situation and Problems of Major Offerings in Higher Vocational Colleges Based on Industry 4.0: A Case Study of Higher Vocational Colleges in Xiamen." Mobile Information Systems 2022 (August 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/5618247.
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As the concept of lifelong education continues to infiltrate the education system, the examination of degree programs for junior college graduates has become a promotion path for graduates of higher vocational colleges to continue their education. It optimizes the development space for graduates of higher vocational colleges. While the enrollment of junior college graduates for degree programs is expanding, the education system of degree programs for junior college graduates and higher vocational colleges in China has also ushered in a new round of challenges and development opportunities. At present, the education system for degree programs for junior college graduates is not sound enough, and the interface with higher vocational colleges is not close enough. Moreover, there are problems such as poor communication of students moving from higher vocational colleges to universities for undergraduate education and fluctuating quality of personnel training and education. Therefore, it is of significance to study the problems of major offerings in higher vocational colleges. In our study, we took higher vocational colleges in Xiamen as an example. And we systematically study and then analyze the universities offering degree programs for junior college graduates and their majors. Finally, the problems in the connection between the majors of higher vocational colleges and those of universities with degree programs for junior college graduates are discussed, and suggestions are given for the study. Moreover, the universities should respond to the real-time development policy of the country and cultivate interdisciplinary personnel with solid theoretical foundation, innovation skills, research capabilities, professional expertise, and practical skills for social development.
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Kim, Nayoung. "Development of Liberal Arts Course for Adaptation to College and Career Development of Freshmen in College of Culture and Arts." Korean Society of Culture and Convergence 45, no. 11 (November 30, 2023): 185–99. http://dx.doi.org/10.33645/cnc.2023.11.45.11.185.
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The purpose of this study is to develop a liberal arts course for freshmen in College of Culture and Arts which facilitates their adaptation to college and promotes career awareness. The study was based on literature reviews and analysis of the existing career course for freshmen at other universities in Korea. In addition, learning objects was determined by subject analysis of current career-related programs and IPA Matrix analysis of survey response data from the first-year students. After we developed a 15-week lesson plan through the process of specification of performance goals, content structure, and evaluation tool design, we implemented it for new students in the spring semester of 2023. The result shows the effectiveness of the career course for freshmen evidenced by students’ positive adaptation to college, major satisfaction, self leadership, learning outcomes. Hence, we discussed the implications of improvement strategies for the new student career course from the teaching and learning perspective.
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Cate, Rachael, and Darlene Russ-Eft. "Expanding circles of solidarity: A comparative analysis of Latin American community social justice project narratives." Power and Education 12, no. 1 (August 27, 2019): 55–77. http://dx.doi.org/10.1177/1757743819871320.
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LatinX student enrollments in community colleges in the United States are rapidly growing, yet LatinX student success rates have not matched this growth. There is a need for community college programs that serve LatinX student populations more effectively and incorporate multicultural educational practices. Using Anzaldúa’s Mestiza consciousness theory, this study analyzed community learning testimonios written by Latin American movement leaders and identified common themes applicable to a process of critical consciousness development in critical educational programs. The themes common across the four testimonios were (a) collective motivation for learning; (b) organizational dynamics, practices, and values; (c) critical social consciousness; and (d) transcendent communal awareness of identity.
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Kenon, Vanessa Hammler. "Global Education Access Utilizing Partnerships and Networked Global Learning Communities." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 40–49. http://dx.doi.org/10.4018/ijcee.2011070104.
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Networked global learning communities build partnership programs between higher education institutions and high schools which allow students, teachers and professors to attend and work in college preparation programs located in countries outside of their native lands. These educational programs help to promote development of transnational policies and procedure reforms to provide access to universities in other countries, as well as provide exposure to global learning strategies, structures, and emerging technologies among teachers and educational leadership. Transnational High School-University Bridge programs also allow the student to adjust to a new culture and work to improve their second language skills, while potentially earning college credit in a dual credit, high school environment.
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Gee, Kevin A., Carolynne Beno, Lauren Lindstrom, John Lind, Cindy Post, and Kara Hirano. "Enhancing College and Career Readiness Programs for Underserved Adolescents." Journal of Youth Development 15, no. 6 (December 15, 2020): 222–51. http://dx.doi.org/10.5195/jyd.2020.832.
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Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career and college readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as findings from a set of stakeholders (student, parent and educator) focus groups. We offer our ideas for incorporating these insights alongside stakeholder input into the development and design of college and career readiness activities and programming.
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Guiffrida, Douglas A. "Theories of Human Development that Enhance an Understanding of the College Transition Process." Teachers College Record: The Voice of Scholarship in Education 111, no. 10 (October 2009): 2419–43. http://dx.doi.org/10.1177/016146810911101005.
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Background/Context Although theories of human development often play a central role in K–12 pedagogical practices, evidence suggests that developmental theories have not been used extensively to understand the college transition process or to develop programs to support students during these transitions. Purpose/Objective/Research Question/Focus of the Study The author reviews theories of identity development, racial identity development, and intrinsic motivation to (a) understand how diverse developmental characteristics, stages/tasks, and cultural processes affect the college transition process and (b) identify strategies for preparing diverse students for, and supporting them during, their transitions to college. Research Design Salient theories of human development, particularly from the fields of social and cross-cultural psychology, were identified and critically reviewed. Conclusions/Recommendations The results indicate that in addition to providing students with adequate academic preparation and funding, college faculty and staff must also understand and support college student identity development (including ethnic identity development) and seek to foster intrinsic motivation among students.
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Cate, Rachael, and Darlene Russ-Eft. "A Review of Current Methods to Develop Empowering Service-Learning Programs for Latina/o College Students." Journal of Hispanic Higher Education 17, no. 3 (September 21, 2017): 216–28. http://dx.doi.org/10.1177/1538192717729735.
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This review of research suggests a need for service-learning programs that empower Latina/o students. Research on the status of Latina/os in higher education and key challenges to Latina/o student success highlights the demand for innovative programmatic solutions. A review of postcolonialist educational and Latina/o student identity theory along with case studies from critical service-learning programs is presented to provide a framework for program innovation, and recommendations are made for future program development research.
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Prasetyo, Muhammad Anggung Manumanoso, and Mona Novita. "Entrepreneurial Based University: Case Study Approach." Journal of Economics Education and Entrepreneurship 3, no. 2 (October 5, 2022): 84. http://dx.doi.org/10.20527/jee.v3i2.5039.
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Because the college administration was critical in the development of student entrepreneurship competency, effective policy models were required. Entrepreneurial-based university (EBU) is breaking into one of the chance-leading strategies of developing an effective entrepreneurial development program within a spiritual religious framework. The purpose of this study is to examine how college entrepreneurship management is implemented in West Sumatra province to foster student entrepreneurship. The research was qualitative in nature, with descriptive analysis techniques used. Techniques for data retrieval include interviews, structured stickies, and observation. The research is being carried out at Universitas Negeri Padang (UNP) of West Sumatra Province. The framework of the factual model of college entrepreneurial management was built on the factual data of subsequent research results. The results show that development programs are carried out through the optimization of student activity units. Through the effective implementation of managerial functions of strategic policy planning in the form of statutes, strategic plans, designation of campus development priority programs, establishment of business units, and entrepreneurship programs, leadership plays a role in developing student entrepreneurship; Organizing functions are performed in the form of task formalization and managing restructuring; leadership functions in the concept of view, appreciate, leading, understand, and evaluate (VALUE) in the spiritual religious frame–muslimpreneur; and supervision functions are performed both against program implementation and budget liability in the development of student entrepreneurship.
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Kezar, Adrianna, and Joseph A. Kitchen. "Supporting First-Generation, Low-Income, and Underrepresented Students’ Transitions to College Through Comprehensive and Integrated Programs." American Behavioral Scientist 64, no. 3 (August 21, 2019): 223–29. http://dx.doi.org/10.1177/0002764219869397.
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This special issue of American Behavioral Scientist focuses on college transition programs that have either comprehensive or integrated designs, exploring whether, how, and why these programs are making progress toward improving success among marginalized student populations to address long-standing retention and completion gaps that have troubled higher education for decades. Comprehensive programs offer a broad range of supports coordinated within a single program. Integrated programs link students to several existing supports on campus so that they essentially become a comprehensive support program. There are multiple institutional and structural factors that can thwart the success and development of underrepresented and marginalized students. Comprehensive and integrated programs represent an opportunity to structure or coordinate an environment within the larger university community that is explicitly oriented toward the particular needs and success of these student populations. This volume of articles focuses on two major comprehensive and integrated programs: (1) the Thompson Scholars Learning Communities program and (2) the California State University STEM Collaboratives Initiative.
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Mad Noh, Nurhidayati, Norasmah Othman, and Radin Siti Aishah Radin A.Rahman. "CHALLENGES OF COMMUNITY COLLEGE STUDENTS IN MASTERING ENTREPRENEURIAL MINDSET." Advanced International Journal of Business, Entrepreneurship and SMEs 6, no. 20 (June 11, 2024): 19–28. http://dx.doi.org/10.35631/aijbes.620002.
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Entrepreneurship is a new path for the sustainability of human life and the economy, where economic competitiveness and individual well-being depend on an educated society. The goal of Community College is to produce skilled individuals, entrepreneurial-minded and self-potential individuals capable of facing various challenges. However, Community College students face challenges in mastering entrepreneurial mindset. This paper will investigate the main challenges faced by students in mastering entrepreneurial mindset. Issues such as lack of understanding of entrepreneurship, lack of support and information sources, fear of failure, and lack of entrepreneurial skills are also discussed. This paper also examines proposals to address the problems faced by Community College students in mastering entrepreneurial mindset, in terms of Community College preparation involving providing structured and practical learning programs, introducing entrepreneurial mentors from Community College, and creating shared workspaces for students interested in entrepreneurship. In terms of student preparation in mastering entrepreneurship-related knowledge. Finally, this paper also outlines the need for holistic and integrated entrepreneurship development strategies to enhance understanding and mastery of entrepreneurial mindset among students, especially in Community Colleges in Malaysia.
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Monaghan, David B. "How Well Do Students Understand “Free Community College”? Promise Programs as Informational Interventions." AERA Open 9 (January 2023): 233285842311669. http://dx.doi.org/10.1177/23328584231166948.
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Given the low price of community college relative to need-based aid, last-dollar “free community college” (i.e., Promise) programs often only marginally reduce students’ real costs. Given this reality, some claim that these programs impact students largely through “messaging”: information conveying the affordability of community college. However, it is unclear how such messaging works in concept or practice. Drawing on a case study, I document the paradoxical ways last-dollar community college Promise programs alter students’ understanding of college affordability. Reflecting program marketing, students typically understood the program as simply “free college,” with little grasp of last-dollar structure or eligibility criteria. Many believed the Promise program paid their tuition, but administrative data showed the program funded very few students. Student misunderstanding of the program is traceable to a baseline conception of college as “expensive” and to a tenuous grasp of need-based aid. Promise programs’ “messaging effects” are predicated upon such prevalent misconceptions. The “message” is a mixture of clarification and misdirection, revealing a factual situation (that community college is often “tuition-free”) through an equivocation (that the Promise program is making it free).
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Tikhonina, Svetlana A., Tatyana V. Piskunova, and Nikita V. Shangin. "Specifics of Secondary Vocational Education as a Stage in the Process of Professional Student Self-Determination." Теория и практика общественного развития, no. 9 (September 27, 2023): 31–39. http://dx.doi.org/10.24158/tipor.2023.9.3.
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The paper proposes a sociological approach to the analysis of the process of professional self-determination of students studying under secondary vocational education programs in colleges affiliated with a HEI. Profes-sional self-determination is considered as a prolonged process of professional self-actualization, self-realization and professional development as part of the entire educational and professional-labor “biography” of the subject. The article defines the main factors influencing the choice of applicants in favor of college edu-cation, presents the analysis of the results of sociological research of the process of professional self-determination of college students of Nizhny Novgorod Institute of Management – branch of Russian Presiden-tial Academy of National Economy and Public Administration and College of Economics and Law of Dzerzhin-sky branch of Russian Presidential Academy of National Economy and Public Administration. College enroll-ment reasons are highlighted, as well as groups of SPE students depending on their future plans for profes-sional self-actualization, self-actualization and professional development.
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Karp, Melinda Mechur, and Katherine L. Hughes. "Supporting College Transitions through Collaborative Programming: A Conceptual Model for Guiding Policy." Teachers College Record: The Voice of Scholarship in Education 110, no. 4 (April 2008): 838–66. http://dx.doi.org/10.1177/016146810811000407.
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Background/Context Recent educational policy developments have sought to raise the academic rigor of students’ high school experiences to increase student preparation for postsecondary education. The expansion of credit-based transition programs (CBTPs), both in number and in the type of student served, represents one such strategy. These programs allow high school students to take college classes and earn college credit while still in high school. Despite policy makers’ enthusiasm, there has been little theorizing about why CBTPs might lead to improved student access to, and persistence in, college. Further, because any policy created to support these programs lacks a theoretical foundation, unintended consequences may result. Research Questions/Focus of Study The research question guiding this study was, Through what mechanisms might credit-based transition programs encourage student success in postsecondary education? This article presents a conceptual model hypothesizing why and how CBTPs may lead to their intended outcomes. We then explore five CBTPs in diverse policy contexts. We describe the ways that programs are attempting to meet the needs of a wide range of students, and identify program features that appear to best prepare middle- and low-achieving students for postsecondary education. Research Design Five in-depth qualitative case studies were conducted. Two visits were made to each site, during which we conducted interviews and observations with faculty, staff, and students, and collected supporting documents. Interview transcript and observational data were uploaded into NVivo, a qualitative software program, for coding and analysis. Conclusions/Recommendations The case study data demonstrated that our initial conceptual model oversimplified program structure and the interaction among program components. The model was refined to reflect that complexity and to take student motivation into account. The final model hypothesizes that student participation in college coursework and support services, along with the attendant growth in academic skills, knowledge of the social aspects of college, and motivation, will lead students to matriculate into postsecondary education. Moreover, because of their strong skills, students will be likely to persist in college once there. Future research should seek to test this model. In the meantime, the findings have important implications for policy makers and educators because they suggest that middle- and low-achieving students may benefit from participation in CBTPs if they are properly prepared for, and supported in, their college courses. In addition, the findings stress the importance of collaboration and communication across secondary and postsecondary sectors.
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Tucker, Leslie, and Oscar McKnight. "Assessing the Validity of College Success Indicators for the At-Risk Student: Toward Developing a Best-Practice Model." Journal of College Student Retention: Research, Theory & Practice 21, no. 2 (March 9, 2017): 166–83. http://dx.doi.org/10.1177/1521025117696822.
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This study assessed the feasibility of using precollege success indicators to identify at-risk students at a large 4-year public research university in the Midwest. Retention data from students who participated in an established student success program were examined. The findings affirm that the initial admissions assessment identifying at-risk students is a feasible predictor of academic success, including high school (HS) grade point average (GPA) could predict student success over and above the variance accounted for by American College Test alone; the semester in which students are admitted is a predictor of success; first-semester college GPA can predict academic success over and above chance; there is a significant positive relationship between cognitive ability (i.e., American College Test × HS GPA) and SUCCESS; HS GPA could be used as the single best predictor of student success; and using all three variables to identify student success appears warranted. A PASS model is offered to assist in the development of interventions and success programs.
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Liu, Qi, Xiaoxia Tian, Younghwan Bang, and Kyung Hee Park. "COGNITION AND ATTITUDE TOWARD SUSTAINABLE DEVELOPMENT BEHAVIOR: COLLEGE STUDENTS’ INFORMAL ONLINE LEARNING AS A MODERATION EFFECT." Journal of Baltic Science Education 22, no. 5 (October 18, 2023): 900–913. http://dx.doi.org/10.33225/jbse/23.22.900.
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The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students' cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students’ attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students’ cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students' behavioral change toward sustainable development through personal life-oriented learning courses. Keywords: sustainable development behavior, sustainable development cognition, sustainable development attitude, college student, informal online learning
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Dupali-Wangiwang, Maryjoyce. "Evaluation of Student Services in the New Normal: A tool for Quality Improvement." International Journal of English Literature and Social Sciences 8, no. 5 (2023): 071–88. http://dx.doi.org/10.22161/ijels.85.14.
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Student affairs and services in higher education at present in the new normal is faced with many challenges. It has been fundamentally a profession that willingly subjects itself to periodic evaluation and capacity assessment to ensure the quality of service being delivered (UNESCO, 2002). Several studies in the Philippines were made regarding the evaluation of SAS in light of the paradigm suggested in the CMO No. 21, s. 2006. This study aimed to evaluate the student services in the Kalinga State University utilizing a quantitative research design framework as to the extent of priority, level of satisfaction among the three areas, suggestions were asked to support the result of the study. Student welfare and institutional program may be given further strategic planning for students to give equal priority as that of student development. Provision of student centers in every college and office space for the student council may be considered as priority need of students while College of Agriculture may be encouraged to actively participate in activities for development. Clients are moderately satisfied in the student welfare programs but identified. Availment of student emergency loan may be proposed as one of the students’ privileges. Further study for College of Criminal Justice Education for getting the lowest mean. On the institutional program, dormitory services and boarding houses services of the owners has to be reviewed, while College of Criminal Justice Education needs to be more motivated to participate in the institutional program of the school.
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Park, cho-long. "Research Trends in Mentoring Programs for Nursing Students in Korea." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (August 15, 2023): 499–508. http://dx.doi.org/10.22251/jlcci.2023.23.15.499.
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Objectives The purpose of this study is to identify effective mentoring program composition, methods, and strategies by analyzing research trends on mentoring programs applied to nursing students in Korea.
Methods Literature collection was searched in 5 domestic electronic databases (National Assembly Library, RISS, DBpia, KISS, NDSL). There is no limit to the year of the thesis publication, (‘mentoring’ OR ‘mentoring program’ OR ‘mentorship’) AND (‘nursing student’ OR ‘nursing college student’ OR ‘student nurse’) researcher searched and refined. As a result, a total of 75 articles were searched, and 10 articles that met the selection criteria were analyzed.
Results The papers analyzed were 10 papers in domestic academic journals, 7 papers (70%) included in Korean Citation Index (KCI), and 3 papers (30%) in KCI candidate papers. The study design consisted of 9 quantitative studies (90%) and 1 mixed study (10%). The composition of the mentoring program varied according to the purpose, and the main variables and application effects of the mentoring program were career development, major satisfaction, improved adaptation to college life, clinical performance ability, self-esteem, self-confidence in nursing practice, and self-leadership. It has been shown to have a positive effect on adaptation, development, and ego.
Conclusions This study identifies the research trends of mentoring programs for nursing students in Korea, identifies the characteristics of mentoring programs, key variables, and application effects, thereby identifying the need for periodic retraining and application, the main aspects to be considered when evaluating the effectiveness of mentees and mentors, and more. Furthermore, it provides insight into future research directions for the development of effective mentoring program methods and strategies tailored to the era of the 4th industrial revolution centered on learners.
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LUO, RUI. "The Impact of Teacher-Student Relationships on Teachers’ Job Satisfaction in a Vocational College in Hubei, China." Pacific International Journal 6, no. 4 (January 1, 2024): 71–75. http://dx.doi.org/10.55014/pij.v6i4.478.
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The significance of teacher-student relationships in shaping the learning experience and teacher job satisfaction is increasingly recognized. This paper studies this phenomenon within the unique context of Xianning Vocational Technical College in Hubei, China. The college's cultural backdrop, characterized by reverence for authority and evolving pedagogical approaches, adds complexity to the dynamics of teacher-student interactions. A qualitative research design involving 50 participants, including teachers and students, sheds light on this intricate relationship. Key findings reveal that positive teacher-student interactions significantly influence teacher job satisfaction. Teachers who establish rapport with students and enjoy teaching autonomy report higher job satisfaction. Professional development, recognition, and support systems also play pivotal roles. Comparisons with other educational settings highlight vocational colleges' distinctive characteristics, such as the emphasis on practical skills and smaller class sizes, fostering closer relationships and enhancing job satisfaction. Implications for educational practices underscore the importance of promoting positive teacher-student relationships, balancing teaching autonomy, and recognizing and supporting educators. Recommendations include mentoring programs, student feedback mechanisms, and inclusive classroom activities. Additionally, policy considerations advocate for supporting vocational colleges to create a conducive teaching and learning environment.
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Lee, Youngjoon. "Career Development Programs at Yonsei University College of Medicine." Korean Medical Education Review 26, no. 1 (February 28, 2024): 48–54. http://dx.doi.org/10.17496/kmer.23.035.
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The career choices of medical students are significant for both individual students and society, which relies on a robust public healthcare system. Medical schools should provide a conducive environment and diverse information to enable students to make mature career decisions. Yonsei University College of Medicine conducts extracurricular programs for students’ career development, including the Career Choice Expo, Career Path Survey, Special Lecture on Career Development, and a Visible Radio Show focused on career counseling. Additionally, the intracurricular activities offered by the college include career advising to students through faculty advisors in learning communities based on students’ reflective writing about career-related activities. Medical students, in the process of forming their career decisions, compare what they have learned in the medical school curriculum with information acquired through extracurricular activities, taking into consideration their individual characteristics. Through longitudinal discussions with faculty advisors in learning communities, medical students not only gain recognition for the validity of their exploratory activities but also develop a sense of self-efficacy in making career decisions. The career education program at Yonsei University College of Medicine aligns with recent perspectives emphasizing the integration of career counseling for medical students into the curriculum in order to increase effectiveness.
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Harper, Shaun R., and Christopher B. Newman. "Surprise, Sensemaking, and Success in the First College Year: Black Undergraduate Men's Academic Adjustment Experiences." Teachers College Record: The Voice of Scholarship in Education 118, no. 6 (June 2016): 1–30. http://dx.doi.org/10.1177/016146811611800609.
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Background Much has been written about Black undergraduate men's out-of-class engagement and social experiences, identity development, participation in intercollegiate athletics, and college enrollment and completion rates. Too little is known about their academic readiness and first-year college adjustment. Purpose The purpose of this study was to understand Black male students’ academic transition experiences in the first college year, with a particular emphasis on how they resolved academic challenges with which they were confronted. Setting This study was conducted at 42 colleges and universities in 20 states across the United States. Six institution types were included: private liberal arts colleges, public research universities, highly selective private research universities, public and private Historically Black Colleges and Universities, and comprehensive state universities. Participants The sample was comprised of 219 Black undergraduate men, mostly juniors and seniors, who maintained high cumulative grade point averages, were extraordinarily engaged in a range of student organizations, held multiple leadership roles on campus, cultivated meaningful relationships with faculty and administrators, participated in enriching educational experiences (e.g., study abroad programs), and earned numerous merit-based awards and honors for their college achievements. Research Design Qualitative research methods were used in this study. Specifically, phenomenology was used to understand what Black male students experienced in the first college year and how they experienced the transition phenomenon. Data Collection and Analysis Individual, face-to-face interviews were conducted with all 219 participants. Each interview was 2-3 hours. Moustakas’ (1994) process for phenomenological data analysis and Harper's (2007) trajectory analysis technique were used to analyze data collected for this study. Findings Two thematic categories of findings are presented in this article. First are reflections from students who experienced turbulence in their transitions from high school to higher education. Being underprepared for the academic rigors of college, the surprising mismatch between academic effort and first-year grades, the racial composition dissimilarities between their high schools and college campuses, and feelings of cultural misfit were factors to which participants attributed their initial adjustment challenges. The second category includes insights from achievers who transitioned seamlessly to college. They attributed their successful starts to strong academic preparation, prior experiences in demographically comparable educational environments, participation in summer bridge and college transition programs, and academically profitable relationships they cultivated in student organizations. Recommendations This article ends with several suggestions for helping Black undergraduate men adjust more seamlessly and resolve surprising academic transition issues encountered in the first college year.
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Pearson, Brian J., Kimberly Moore, and James Barrett. "Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development." HortTechnology 27, no. 4 (August 2017): 455–57. http://dx.doi.org/10.21273/horttech03345-17.
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Increased global trade coupled with diversified employment opportunities have generated demand for college graduates to possess enhanced interpersonal and foreign communication skills and a well-developed understanding of foreign culture. Horticultural employment opportunities also require students to possess a mastery of horticultural theory with an established record of direct, hands-on experience. Despite these needs, financial limitations of students and academic departments coupled with a lack of available opportunities may restrict students from developing these critical skills. Through development of cooperative learning programs, students have an opportunity to master and refine their horticultural skills while simultaneously raising funds, which are allocated for professional development including an international learning program. This article provides a successful overview of a student-based cooperative learning program that enhances student learning opportunities.
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Harrison, Bob. "Command college – foresight as a foundation to police executive development." On the Horizon 27, no. 1 (March 11, 2019): 24–34. http://dx.doi.org/10.1108/oth-07-2018-0022.
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Purpose The education of police executives has been a priority of criminal justice agencies for more than 40 years to address the need to professionalize law enforcement in America. Since the 1980s, programs for this purpose have existed, one of which is the California POST Command College. Command College is an academically oriented executive development program intended to “invest in the future” as its students – mid-career police managers – acquire the tools and skills necessary to be promoted to executive positions. This paper aims to answer the question, “Does the Command College achieve its intended goals?” Design/methodology/approach A survey instrument was used to obtain perspectives of recent graduates and of those who had graduated from the program more than four years before the survey. An assessment of the frequency of promotions to command and executive roles was completed, and an external academic assessment of the program’s curriculum was completed by a university. Findings Support for the program by graduates increased over time, graduates were promoted at a rate of three times higher than baseline averages for police managers and the program’s curriculum was vetted as being equivalent to graduate-level courses at the university level. Research limitations/implications As its value is validated through this assessment, others can learn how they might better prepare their police executives for the future. No similar law enforcement program has been similarly assessed, so others may also learn ways to ensure they are achieving their intended outcomes from this example. Given the differences in other law enforcement leadership programs in terms of student selection and specific goals, direct comparisons would be limited, both by the program differences and the research design used by others as they work to validate their success in meeting their goals. Originality/value Although law enforcement executive education has existed since 1935, and leadership training programs for the police since 1982, no research has been conducted to validate the outcomes and impact of such programs on the graduates of such programs and their agencies.
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Hong, Deockki, Eunju Ham, and Jong Mun Cheon. "Development of the Human Rights in Sports Education Program for the College Student-Athletes." Korean Journal of Sport Science 33, no. 4 (December 31, 2022): 701–12. http://dx.doi.org/10.24985/kjss.2022.33.4.701.
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PURPOSE This study aimed to develop a sports-related human rights education program for college student-athletes. METHODS To do this, literature reviews, individual interviews, and experts’ meeting data were collected. The data were analyzed using content analysis and domain analysis. RESULTS The study involved five steps. First, the literature reviews examined the problems and improvement points regarding previous sports-related human rights education programs. Second, the direction of human rights in sports education programs was developed based on certain development principles and criterion. Third, eight sports-related human rights education lesson plans were developed. Each lesson plan had a format that contained lesson objectives, ice breaking quizzes, core contents, discussion sections, and essential summaries. Fourth, the program was validated using a pilot test. Last, a “human rights in sports” instructor education program was executed. CONCLUSIONS The program can be effectively used among college student-athletes.
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Boettcher, Michelle Lea, and Ann M. Gansemer-Topf. "Examining Leadership Development through Student Leader Outdoor Recreation Training." Recreational Sports Journal 39, no. 1 (April 2015): 49–58. http://dx.doi.org/10.1123/rsj.2014-0034.
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Since their inception, student leadership development has been a consistent goal of outdoor recreation programs (ORPs). However, little research has been conducted to better understand how these experiences contribute to leadership development for college students. Using the Komives et al. (2005) model of leadership identity development, this qualitative research study examined leadership identity development in the context of a training trip for student employees of an ORP. By focusing on this particular training program, the study sought to answer the following research question: How does participating in an outdoor recreation training trip impact students' leadership identity development? The study found that the participants were navigating through the final three stages of Komives et al.'s (2005) leadership model: leadership differentiated, generativity, and integration/synthesis stages. Participants understood the role of positional leaders and that there were others who were able to lead without holding titles or positions; participants were able to articulate the role of leaders in helping others and sustaining the program; and participants also articulated how these experiences related to their lives beyond ORP trips, achieving the reflective goals of the integration and synthesis. The results highlight the importance of communication and teamwork in leadership development. The findings provide evidence of the role of ORP in enhancing student leadership identity and make the case for continued or expanded support for these programs. The findings of this study provide insight into how student leadership identity development takes place when students are involved in ORP experiences.
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Boyce, Eric G. "Development of an Educational Assessment Plan for Doctor of Pharmacy Programs." Journal of Pharmacy Practice 13, no. 5 (October 2000): 411–19. http://dx.doi.org/10.1106/3q28-nvj7-6qdk-67hl.
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The assessment of academic and student services is becoming an essential component in higher education. Program assessment is a method to collect, disseminate and use data in order to improve the academic program and the students’ experiences while enrolled in that program. A program assessment plan for doctor of pharmacy programs is now part of the accreditation standards from the American Council on Pharmaceutical Education. The organization of an assessment plan includes leadership from college/school administration and faculty, plus participation from administrators, faculty, students, alumni, employers and possibly others. The development of an assessment plan includes designing prospective activities to determine what to assess, methods to perform the assessment, collection and dissemination of assessment data, data analysis, use of the data, and assessment of the assessment plan. Assessment activities should be implemented gradually, with a focus on assessing those factors that are most important, can be readily assessed, and can be useful.