This document summarizes a proposed research study on the relationship between participation in orientation programs and student retention at four-year public institutions. The study aims to understand how different orientation models contribute to student success, examine current orientation theories, and identify gaps in previous research. If conducted, the study would survey incoming freshmen before and after orientation, conduct interviews with students from freshman to senior year, and hold post-orientation forums. The goal is to provide colleges with insights on addressing attrition gaps, though the study acknowledges limitations in generalizing findings and collaborating across departments.
Dr. Wm. A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
Dr. Wm. A. Kritsonis, National FORUM Journals, www.nationalforum.com
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Counternarratives and HBCU Student Success - NASPA 3.24.15saUGA411
A presentation by student affairs scholar practitioners that highlights the work done on a mixed methods research study exploring student success at HBCUs.
Libraries are uniquely poised to cooperate with other student support units to a central support entity to give non-traditional students the assistance they need to stay enrolled and on their way to a timely graduation. Bibliography for session presented at GaCOMO12 by Julie Poole.
Dr. Wm. A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
Dr. Wm. A. Kritsonis, National FORUM Journals, www.nationalforum.com
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Counternarratives and HBCU Student Success - NASPA 3.24.15saUGA411
A presentation by student affairs scholar practitioners that highlights the work done on a mixed methods research study exploring student success at HBCUs.
Libraries are uniquely poised to cooperate with other student support units to a central support entity to give non-traditional students the assistance they need to stay enrolled and on their way to a timely graduation. Bibliography for session presented at GaCOMO12 by Julie Poole.
Definition On Extracurricular Activities
Importance Of Extracurricular Activities Essay
Extracurricular Activities Essay
The Benefits Of Extracurricular Activities
Extra-Curricular Activities Essay
Extracurricular Activities
Positive Effects Of Extracurricular Activities
Persuasive Essay On Extracurricular Activities
Essay On Extracurricular Activities
Essay On Extracurricular Experiences
Essay On Extracurricular Activities
Extracurricular Activities Essay
Effects Of Extracurricular Activities Essay
My Life Of Extracurriculars
Extracurricular Activities Essay
Extracurricular Activities In Schools Essay
Running head EDUCATION TRUST VISION1EDUCATION TRUST VIS.docxtodd271
Running head: EDUCATION TRUST VISION
1
EDUCATION TRUST VISION
5
GU299
November 6, 2018
Education Trust Vision
Introduction
The Education Trust (ET) is an organization that focuses on promoting high academic achievement for all students from kindergarten to college. The primary goals is close the gaps in educational achievements that consign young people especially the ones from low-income families. It works alongside various stakeholders such as parents, teachers, and policymakers in bid to aid students as well as transforming institutions into institutions that can provide and meet students’ needs (Huang, Brink & Groot, 2011). The core belief underlying the performance of the organization is that through education, it is possible to close gaps that separate low-income students from other well-to-do young Americans.
Future Vision
The primary vision of the organization is to close the educational achievement gaps between young learners from low-income families and those from well-to-do neighborhoods. To date, young students from low-income learners have lower educational achievements and opportunities when compared to their counterparts from well-to-do neighborhoods (Ladson-Billings, 2006). ET comes to the rescue of the young learners through taking actions such as supporting their education programs and ensuring that they leverage opportunities such as college admissions and scholarships. ET also works with policymakers to ensure that education policies put in place uphold the plight of learners from low-income families and areas (Ladson-Billings, 2006). Student service learners could contribute to these goals through being involved in various processes such as decision-making in bid to ensure that effective decisions are reached.
Challenges
Though the organization has made important strides since it was founded, it is imperative to note that the organization has faced several challenges as follows. First, there is conflicts of interests as the members are in a few times not in agreement. Due to such conflicts, the organization is unable to fully meet the desire of the supported learners and institutions (Burki, 2014). Second, resources that can be accessed by the organization are sometimes not enough for the identified learners in need of help. This affects the efficiency of the processes undertaken. Finally, the organization is not fully able to influence policymakers into acting in a specific way. This means the organization is forced to live with the decisions made by the policymakers even if they may not be in the best interests of the learners.
Improvements
To realize improvements in how it attains the said goals, the following may need to be done. First, it needs to fully involve learners in various processes such as decision-making to arrive at decisions that fully align with the desires and aspirations of the identified learners. Second, ET should keep all stakeholders closer to address any emerging issues on time. Ther.
Mosley, kennya g the percieved influence of mentoring nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Home assignment II on Spectroscopy 2024 Answers.pdf
Freshmen orientation research pp
1. A Research Study on the Correlation between
Participation in Orientation and Student
Retention at Four-Year Public Institutions
Funmi M. Oyekunle
Salem State University
2. KeyTerms
Orientation: Martin and Dixon (1994) cited Upercraft and
Farnsworth’s (1984, p. 27) definition of Orientation as “any effort on
the part of the institution to help entering students make their
previous environment to the collegiate environment and to enhance
their success in college” (p. 201)
Attrition: Pascarella andTerenzini (1978) citedTinto’s (1975) definition
of attrition, or the decision to drop out of college as “a longtitudinal
process involving a complex series of sociopsychological interactions
between the student and the institutional environment” (p. 348)
OOP: Outdoor Orientation programs
3. Background
According to Brown (2012) the Lumina Foundation for
Education (2009, p. 2) noted that there is “a national
movement to increase the proportions of Americans with
higher quality degrees in credentials to 60% by 2050” (p. 834)
Jamelske (2009) noted that in 2007, the “average retention
rate among all institutions from first to second year was
68.7% (p. 373).
Krumei-Mancuso et al (2013) cited a study by the National
Center fo Education Statistics (2010) which showed “only
slightly more than half (57%) of full-time students first going
to a four-year institution seeking a bachelor’s degree achieve
that goal in six years” (p. 247).
4. Purpose
To study whether attendance at a freshman
Orientation predicts the chance of student
success and retention
To understand the current divide over benefits
of Orientation, and what institutions are doing
to address attrition gaps.
To learn the various research or assessment
done on public institutions in the last decade.
5. Research Questions
How do different types of Orientation programs
contribute to student success?
What theories guide current Orientation programs?
What are some of the differences between
Orientation programs at private vs. public
institutions?
What are institutions currently doing to bridge the
attrition gap?
6. Literature Review
Outdoor and Spiritual- Centered Orientation
Programs
Pre-college Fears andTransition
Predictors of College Success
Improving Student-Faculty relationships
Retention Goals Post-Orientation
Making Institutional Change
7. Gaps in Research
Research is often specific to the institution
Many researchers often highlight numerous
benefits of Orientation while others believe it is
one of many variables that indirectly affect a
student’s chance of retention.
Faculty, staff, student affair professionals and
administrators are often divided of who must
address attrition.
8. Proposed Study
An in-depth, interview with students from freshman to
senior year asking their perception of Orientation
Surveys will be mailed out prior to Orientation asking some
of the biggest fears they have about coming to college.
Sample size: 1/5 of incoming freshmen class (using diverse
group by college major, race, gender)
Interviews will be visually recorded, and students must
consent in order for results to be shared with college
administrators.
Post Orientation, interested students can participate in
forums conducted by student affairs professionals and
faculty members
9. Perceived Limitations
Time- encouraging students to participate without offering
incentives.
Research still does not focus on students who did not
participate in Orientation.
Using 1/5th or 1/4th of the incoming freshmen class as a
sample will not be reflective of all student’s experiences.
Study needs to provide collaboration with other departments
like Admissions or Advising that are impacted by retention
and attrition
