This document summarizes a research proposal that aims to examine the impact of mentoring on the academic achievement of African American students at predominantly white institutions (PWIs). The proposal reviews previous literature showing mentoring can positively impact students' psychological development and academic outcomes like GPA and retention. However, few studies specifically examine the effects for African American students at PWIs. The proposed quantitative study would use surveys to compare the GPAs, retention rates, and extracurricular involvement of mentored vs. non-mentored African American freshmen at several PWIs, to determine if mentoring benefits this population. The results could support mentoring programs and encourage faculty involvement in mentoring.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
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.”
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
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.”
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
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.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
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.
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS - Dissertation Proposal by Sheri L. Miller-Williams - Dissertation Chair: William Allan Kritsonis, PhD
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.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
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.
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). 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. Professor of Educational Leadership, The University of Texas of the Permian Basin.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS - Dissertation Proposal by Sheri L. Miller-Williams - Dissertation Chair: William Allan Kritsonis, PhD
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
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?
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral
degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students’ perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.
Nursing students face numerous stresses and challenges that pose threat to their well-being. They require guidance in order to attain satisfactory adjustment in all aspects of daily life in this critical stage of their development. Thus, this study was conducted to determine the guidance needs of nursing students in selected schools in Iloilo City. The sample of this descriptive, comparative study consisted of 283 randomly selected students from four nursing schools in Iloilo City. The Guidance Needs Inventory for Nursing Students (GNINS) developed by the researchers was used to gather data. Frequency, mean, standard deviation, and rank were used to describe the data. Independent Samples t-Test and ANOVA set at 0.05 alpha were employed to find out significant differences between variables. The study revealed that nursing students need guidance to a moderate extent. They need more guidance on the aspects of career and academic. Further, results indicated no significant differences in the guidance needs of nursing students when grouped according to sex, gender, year level, residence, type of school, living arrangement, employment status of parents, monthly family income, number of siblings, birth order and type of family. Guidance remains to be an integral part of nursing education. Continued provision of guidance responsive and relevant to the needs of nursing student cohort is therefore necessary.
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.
HOW TO CRITICALLY EVALUATE THE QUALITY OF A RESEARCH ARTICLEWhe.docxwellesleyterresa
HOW TO CRITICALLY EVALUATE THE QUALITY OF A RESEARCH ARTICLE?
When considering a research idea, we are bound to rely on previous findings on the topic. Work done in the field constructs the foundation for our research and determines its course and value. Inaccurate findings may lead to imprecise applications and end in further fallacies in your own new scientific knowledge that you construct. In order to set a solid basis for research on any topic and to prevent multiplication of misinformation, it is crucial to to critically evaluate existing scientific evidence. It is important to know which information can be regarded as plausible.
So what’s the criteria to determine whether a result can be trusted? As it is taught in the first classes in psychology, errors may emerge from any phase of the research process. Therefore, it all boils down to how the research has been conducted and the results presented.
Meltzoff (2007) emphasizes the key issues that can produce flawed results and interpretations and should therefore be carefully considered when reading articles. Here is a reminder on what to bear in mind when reading a research article:
Research question
The research must be clear in informing the reader of its aims. Terms should be clearly defined, even more so if they’re new or used in specific non-spread ways. You as a reader should pay particular attention should to errors in logic, especially those regarding causation, relationship or association.
Sample
To provide trustworthy conclusions, a sample needs to be representative and adequate. Representativeness depends on the method of selection as well as the assignment. For example, random assignment has its advantages in front of systematic assignment in establishing group equivalence. The sample can be biased when researchers used volunteers or selective attrition. The adequate sample size can be determined by employing power analysis.
Control of confounding variables
Extraneous variation can influence research findings, therefore methods to control relevant confounding variables should be applied.
Research designs
The research design should be suitable to answer the research question. Readers should distinguish true experimental designs with random assignment from pre-experimental research designs.
Criteria and criteria measures
The criteria measures must demonstrate reliability and validity for both, the independent and dependent variable.
Data analysis
Appropriate statistical tests should be applied for the type of data obtained, and assumptions for their use met. Post hoc tests should be applied when multiple comparisons are performed. Tables and figures should be clearly labelled. Ideally, effect sizes shou
ld be included throughout giving a clear indication of the variables’ impact.
Discussion and conclusions
Does the study allow generalization? Also, limitations of the study should be mentioned. The discussion and conclusions should be consistent with the study’s results. It’s ...
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
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.”
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
The interplay between gender and student classroom participation a case study...Dr.Nasir Ahmad
A number of research studies have found differences between male and female students’ classroom participation. Some researchers link these differences to students’ gender, asserting that female students’ low participation is the result of male students’ active classroom participation. The purpose of this qualitative case study was to explore differences between students’ gender and their classroom participation and to investigate the ways through which students gender manifest itself in disadvantaging other students. Four students – both male and female – were interviewed using a semi-structured interview schedule; two classroom observations were conducted, having different classroom gender compositions. Apart from the students two teachers of the observed classes were also interviewed, for gaining a better understanding of the differences between male and female students’ classroom participation and the reasons that disadvantage a specific gender. Findings suggest and confirm that university climate presents less friendly environment to female students.
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
In response to demands for public accountability and improvement of teaching and learning in higher education, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing overall faculty (both full and part-time) participation in these programs. This mixed-method study examined 524 full and part-time faculty at four different institutions to determine differences in their motivations to seek development, obstacles to attending, as well as preferred formats. Results indicate that full-time faculty seek more development than part-time faculty across institutions. At some institutions, the preferred format of faculty development contributed to differences among the types of faculty. Despite the focus of faculty developers to offers short workshops and increasingly put more faculty development online, in this study full time faculty tended not to value short workshops or online activities and instead preferred such things as learning by books and videos or even attending retreats. The results of this study suggest that faculty developers should begin thinking differently about the types and the frequency of the faculty development services they offer.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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?
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Impact of Mentoring on African American Students at PWIs
1. Ashley Watts
Research Proposal
The Impact of Mentoring on the Academic Achievement of African American Students at
Predominantly White Institutions
At 46 and 47 percent respectively, bachelor’s degree completion rates within six years for
African Americans and Hispanics enrolled at four-year institutions in the year 1996-97 lagged
behind that of whites as much as 11 percent (Swail, 2003). Only Asians surpassed whites in this
area (Swail, 2003). Achievement gaps between non-Asian minorities and whites students will
continue to widen unless critical factors contributing to their success are addressed.
According to Swail (2003), “lack of diversity in the student population, faculty, staff and
curriculum often restricts the nature and quality of minority students’ interactions within and out
of the classroom, threatening their academic performance and social experiences;” therefore, the
academic success and social integration of minority student at predominantly white institutions
(PWIs) creates a unique concern (p. 9). Mentorship of minority students at PWI, especially by
faculty and staff of color could drastically change students perceptions of the university, help
them acclimate to university life and persist until graduation.
The abundance of research about mentoring is focused the more psychological aspects of
the mentoring relationship – student attitudes toward mentoring relationships, desirable mentor
qualities and how to pair mentees with mentors to achieve higher levels of student satisfaction
(Campbell & Campbell, 2007). Several studies also cite mentoring relationships as being
beneficial in the eyes of the students (Schultz, Colton & Colton, 2001; Santos & Reigadas,
2002). Again, however, these benefits are not examined in quantifiable terms.
2. Campbell and Campbell (2007) suggest that there is a need for more “goal-based
outcome studies” in order to understand how mentoring affects student learning (p. 145). The
available research which concludes that mentored students do experience higher grade point
averages (GPAs) and retention rates than that of non-mentored students to varied degrees is
limited in scope and quantity (Campbell & Campbell, 2007; Vivian, 2005; Schultz et al., 2001).
Furthermore, research specific to minority students at PWIs could not be found.
A quantitative study of the how mentoring underrepresented students at PWIs,
specifically African Americans, affects the academic achievement, retention, and involvement of
those students will be beneficial to those seeking to gain support for such programs in an
environment where all programs are subject to a cost benefit analysis. Such research could also
encourage more faculty and staff to accept the responsibility of becoming a mentor or even just
to understand the importance of student-teacher or student-advisor relationships.
Psychological Impact of Mentoring
Mentoring relationships impact students both mentally and academically. Psychologically,
mentoring can impact students’ self-efficacy, ease adjustment to academic life and goal-setting
ability. Development in these areas is important for students’ continued growth and achievement
personally, academically and professionally. This development is especially important for
minority students at predominantly white institutions (PWIs).
The normal challenges associated with maneuvering through the college are
stressful to most students; however, minority students at [PWIs] encounter
additional stresses that come from being a minority… including social climate,
interracial stresses, racism and discrimination, within-group stresses, and
achievement stress (Swail, Redd & Perna, 2003, p. 57).
3. Swail et al.’s (2003) study also revealed those stressors related to campus climate “[threaten
minorities’] academic performance” (p. viii).
Paglis, Green and Bauer (2006) note that “formation [of self-efficacy] is subject to social
influence” and can impact student “motivation and performance” (p. 455). Both Paglis et al.
(2006) and Santos and Reigadas (2002) saw positive correlations between mentoring and self-
efficacy in the areas of research and “ability to succeed in college,” respectively (p. 46). That
success is hinged on many things. One of the greatest contributors to success is adjustment to the
academic aspects of collegiate life.
According to Swail et al.’s (2003), “[s]pecial programmatic efforts, including mentoring
… programs designed to support ethnic minorities’ academic and social integration, have eased
some students’ transition to college” (p. 60). Students in Shultz, Colton and Colton’s (2001)
study of Kutztown University’s Adventor Program believed that their mentors had a definite
impact on their ability to adjust to college. This is echoed in Davis’s (2008) study whose students
felt that “[w]orking closely with faculty mentors… helped [them] to demystify academic life”
(Davis, 2008, p. 283).
Another of Davis’s (2008) findings included an increased ability of participants to assess
their own educational and career goals. The ability to set goals is an important mentoring
outcome which can carry through to mentees’ personal and professional lives. After participating
in the Faculty Mentor Relationship study conducted by Santos and Reigadas (2002), students had
better defined academic goals than before participating in the study. Tinto (as cited in Swail et
al., 2005) also linked “goal commitment” to “college performance and persistence,” (p. 61).
However, there are influences that can temper student attitudes toward the mentoring
experience. One such influence is the mentees perception of the mentors’ interest in him or her.
4. African-American McNair students at Truman State University indicated that a mentor’s
personal interest in them was more important than his/her expertise (Ishiyama, 2007). Caucasian
students, conversely, felt they had better mentoring experiences when they perceived that their
mentor was an expert (Ishiyama, 2007).
Academic Impact of Mentoring
One factor that affects both student satisfactions, a psychological aspect of mentoring, and
academic achievement is ethnicity. “African-American men and women protégés believed that
mentor relationships were more personally beneficial when the mentor matched in racial identity
or at least was culturally sensitive, and that such mentors were more credible and effective”
(Ferrari, 2004). Santos and Reigadas (2002) found that of participants in their study, ethnically
matched students “felt that their mentors were more helpful personally and professionally, had
more academic self-efficacy and had greater program satisfaction than non-matched participants”
(p. 42). Additionally, Pope (2002) found that students themselves felt that the needs of different
ethnic groups should be considered when determining the mentoring process for students.
These sentiments, although qualitative in nature, are supported by the factual data. Not
only do ethnically matched protégés attain higher GPAs, those gains are more sustained than
protégés whose mentors are of a different ethnicity (Schultz et al., 2001; Campbell & Campbell,
2007). Studies have also delved into the impact that gender matching has on student attitudes and
performances; however, academic performance among those matched by gender was found to be
statistically insignificant (Campbell & Campbell, 2007).
The impact of mentoring on the academic achievement of minorities is an area in which
little research has been done. However, there is evidence that mentoring positively impacts
students’ grade point average (GPA), retention, and productivity. Campbell and Campbell (2007)
5. found that within the first year of the study, mentored students had significantly greater
achievement than non-mentored students; however, the gap narrowed over time becoming
statistically insignificant by the end of the study. In Shultz et al.’s (2001) study of the Adventor
Program, a mentoring program at Kutztown University showed increased GPAs among first-year
students of color in the program than the control group. The students in Vivian’s (2005) study
who persisted saw an improvement in their GPA versus approximately one third of the control
group; even of those who withdrew more left in good academic standing.
In addition, Vivian (2005) found that the retention rate for the group of mentored students
was higher than that of the control group and that they graduated at a significantly higher rate.
There were also increased retention rates among first-year students of color in the program than
the control group in Shultz et al.’s (2001). Swain identifies “interaction between faculty and
students… as a major factor in the ability of students to persist in college while also increasing
their level of satisfaction” (p. 65).
Although all of the aforementioned studies touch on mentoring’s impact on college level
students, I could find none that specific to academic outcomes of African American students at
PWIs. The vast majority of research is qualitative in nature. Studies by Davis (2008), Pope
(2002) and Santos and Reigadas (2002), despite focusing on minorities, are all qualitative in
nature, and Davis (2008) who does address the mentoring of African Americans focuses on
doctoral students. Paglis et al.’s (2006) study also centers on aspects of mentoring doctoral
students more qualitative in nature. Ishiyama (2007) examines the psychological impact of
mentoring on low income white/Caucasian and African American students in the McNair
program, but again more quantitative measures are not addressed.
6. The quantitative studies I located, such as Campbell and Campbell (2007) and Vivian (2005),
both measure academic performance of undergrads in mentoring programs versus those not in
mentoring programs; however they do not focus on African Americans. Shultz et al. (2001),
while focusing on minorities, mainly focus on first-year students and do not limit their study to
African Americans or PWIs. Given our knowledge about social and academic challenges faced
by and attrition rates of African Americans at PWIs, a study of this nature would be beneficial
for student services administrators at a number of institutions. The purpose of this study is to
determine the ways in which African American students are positively affected by mentorship
while at predominantly white institutions (PWIs) and intends to answer the following questions:
1. How does mentoring effect African American student performance at PWIs?
2. How do the GPAs of mentored students compare with that of non-mentored students?
3. What is the attrition rate of mentored students in comparison with non-mentored
students?
4. How many extracurricular activities do mentored students participate in as compared to
non-mentored students?
Methods
Participants
In order to get a true representative sample without surveying students at every PWI in the
nation, multistage cluster sampling must be used. For the purposes of this study, four-year
institutions must be used in order to assess retention and graduation rates. Utilizing the Carnegie
Foundations institutional classifications and online tools, it is possible to create a list of similar
universities from various locations which share enough similar qualities to eliminate extraneous
variables. Should the list include more than ten universities, ten schools will be chosen at
7. random. I would then obtain permission from each university through institutional review board.
Proper documentation, as well as consent forms would be prepared and submitted as instructed
by each review board. After submitting my project for review, should consent not be granted by
any institution an alternate school would be selected.
After narrowing down the list of universities, further provisions would need to be made
to ensure enough participants would meet the criteria to acquire the desired data without diluting
the results. Stratified sampling within each university would be appropriate because at PWIs “the
population reflects an imbalance;” thus “a simple random sample from this population would
likely result in selection of more [Caucasians] than [African Americans] or maybe even no
[African Americans]” (Creswell, 2007, p. 154). Because part of the study includes tracking
graduation and retention, students would need to be freshmen. Students would also be asked to
sign a consent form outlining the purpose of the study and guarantee anonymity.
Instrument
In assessing whether or not mentorship positively affects African American students at
Predominantly White Institutions (PWIs), it is first necessary to clarify what is meant by
mentorship and what are positive effects. For the purposes of this study, mentoring will be
defined as a relationship between a student and a member of faculty or staff, which consist of
regularly scheduled contact, for the purposes of improvement in student academic confidence
and performance. The specific positive effects we are seeking include an increased GPA,
retention, and student involvement as determined by extracurricular involvement and
volunteerism.
8. Ideally, a tested instrument would be used; however, the novelty of this research would
require the creation of and instrument. A created survey would include a series of statements
similar to the following:
During the past semester:
I had a mentor.
I went to a member of faculty or staff about academic matter.
I developed a relationship with a member of faculty or staff to whom I go for advice
pertaining to my academic decisions.
I regularly talk to one or more members of faculty or staff regarding my academic future
and professional goals.
I participated in extracurricular activities.
I am a member of one or more recognized campus organizations.
I regularly attend meetings for one or more campus organizations.
I held an office in one or more recognized campus organizations.
I participate in one or more intramural sports teams.
I participated in volunteer activities.
I participated in community outreach.
I find ways to help those in need.
Students would then select responses on a Likert scale of strongly disagree, disagree, agree or
strongly agree. Students would also be asked to indicate their GPA for the corresponding
semester.
Procedures
9. A secure website would be created on which participating students would create a profile. The
profile would allow student anonymity for the duration of the study, while allowing me to know
the race and sex of each student. The students would indicate their GPA at the beginning of each
survey and answer the aforementioned questions by selecting either response of: strongly
disagree, disagree, agree or strongly agree. Participants will be emailed a reminder at open of
each semester to take the survey. Once the data is gathered, correlations will be performed to
assess the relationship between mentorship and GPA, between mentorship and student
involvement and between mentorship and volunteerism.
There are several considerations in using these methods. The first is that students will
simply opt not to take the survey leaving me with insufficient data to draw any conclusions.
Students’ dishonesty about GPAs is another consideration. The absence of accurate information
would skew the data rendering results useless for practical application. Finally, there is the
possibility that without clarification, students will find the statements confusing and provide
inaccurate answers. Seeking a way to verify student GPA may be a consideration. Also in order
to receive as many responses as possible it may be necessary to send follow-up emails or even
letters.
References
Campbell, T., & Campbell, D. (2007). Outcomes of Mentoring At-Risk College Students:
Gender and Ethnic Matching Effects. Mentoring & Tutoring: Partnership in Learning,
15(2), 135-148. Retrieved from ERIC database.
Creswell, J.W. (2007). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Upper Saddle River, NJ: Pearson Education, Inc.
10. Davis, D. (2008). Mentorship and the Socialization of Underrepresented Minorities into the
Professoriate: Examining Varied Influences. Mentoring & Tutoring: Partnership in
Learning, 16(3), 278-293. Retrieved from ERIC database.
Ferrari, J. (2004). Mentors in Life and at School: Impact on Undergraduate Protégé Perceptions
of University Mission and Values. Mentoring & Tutoring: Partnership in Learning,
12(3), 295-305. Retrieved from ERIC database.
Ishiyama, J. (2007). Expectations and Perceptions of Undergraduate Research Mentoring:
Comparing First Generation, Low Income White/Caucasian and African American
Students. College Student Journal, 41(3), 540-549. Retrieved from ERIC database.
Paglis, L., Green, S., & Bauer, T. (2006). Does Adviser Mentoring Add Value? A Longitudinal
Study of Mentoring and Doctoral Student Outcomes. Research in Higher Education,
47(4), 451-476. Retrieved from ERIC database.
Pope, M. (2002). Community College Mentoring: Minority Student Perceptions. Community
College Review, 30(3), 31-45. Retrieved from ERIC database.
Santos, S., & Reigadas, E. (2002). Latinos in Higher Education: An Evaluation of a University
Faculty Mentoring Programs. Journal of Hispanic Higher Education, 1(1), 40-50.
Retrieved from ERIC database.
Shultz, E., Colton, G., & Colton, C. (2001). The Adventor Program: Advisement and Mentoring
for Students of Color in Higher Education. Journal of Humanistic Counseling, Education
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Swail, W. S., Redd, K. E., & Perna, L. W. (2003). Retaining Minority Students in Higher
Education: A Framework for Retention. ASHE-ERIC Higher Education Report, 30(2),
Retrieved from EBSCOhost.
11. Vivian, C. (2005). Advising the At-Risk College Student. Educational Forum, The, 69(4), 336-
351. Retrieved from ERIC database.