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Gotowe bibliografie tematyczne / College student development programs

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Gotowa bibliografia na temat „College student development programs”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "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 vehic

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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

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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 student

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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 o

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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 adv

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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

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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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Rozprawy doktorskie na temat "College student development programs"

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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.

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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.

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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.

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Thesis (Ph. D.)--Illinois State University, 1992.<br>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.

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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.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>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.

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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.

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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

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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.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>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.

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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.

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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.

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

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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.

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Książki na temat "College student development programs"

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

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

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

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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.

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

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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.

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

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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.

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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.

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

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Części książek na temat "College student development programs"

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Streszczenia konferencji na temat "College student development programs"

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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.

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"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. Th

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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.

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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.

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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

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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.

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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.

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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

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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.

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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

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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.

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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 pa

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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.

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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 .

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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.

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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. Th

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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.

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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 envi

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Raporty organizacyjne na temat "College student development programs"

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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.

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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 crea

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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.

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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.

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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 20,0

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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.

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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 compute

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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.

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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 Staige

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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.

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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 condu

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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.

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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

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

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"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

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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.

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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, un

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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.

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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

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