Research/Presentation- NCLCA National Conference- September 20, 2011. Title: Strategies for student achievement: Understanding the impact of a student success center
I look forward to associate myself with an organization where there is an opportunity to share challenging avenues, where my educational potential match organization’s growth, to make a niche for myself in the industry to contribute and upgrade my knowledge
I look forward to associate myself with an organization where there is an opportunity to share challenging avenues, where my educational potential match organization’s growth, to make a niche for myself in the industry to contribute and upgrade my knowledge
Prime Academy Pune conduct a serve on student for getting the review of student what they can think about prime academy pune, what image prime academy pune have created in their mind. This PPT include the onsite serve report, online as well as media. Overall Prime Academy Pune have a good image in the public on both online and physical.
The success of inclusive education (IE) largely depends on teachers' attitudes and knowledge toward students with disabilities (Dapudong, 2014). А great deal of scholarly research focuses on the attitudes of teachers regarding educating students with disabilities.Unfortunately, a small number of studies refer to teachers' attitudes and knowledge toward studentswith visual impairment (VI).This research focuses on elementary and high school teachers’ attitudes and knowledge regarding the inclusive education of students with visual impairment. This study brings up the following research questions: 1) Do elementary and high school teachers have positive attitudes towards IE of students with VI? 2) Do thеse teachers consider that they have enough knowledge toward inclusion of students with VI?A total of 135 teachers, working in elementary and high schools,returnedthe completed survey. A two-part questionnaire wasused in this study. Part one gathered informationrelating to personal and professional characteristicsof the teachers. Part two was a 14-item Likert scaletitled, Attitudes, Knowledge and Previous Experience about Inclusive Education Questionnaire (AKPEIEQ).The major finding of the study was that the elementary and high teachershad positive attitudes towards the inclusionof students with VI. Almost all of participants (90,4%) considered the presence of support professionals (special educators) in the classroom an indispensable element for an efficient IE.In addition, 39.3% of them have the ability to provide guidance to students with VI about their future professional opportunities and felt qualified to do their job according to the requirements of IE.
Prime Academy Pune conduct a serve on student for getting the review of student what they can think about prime academy pune, what image prime academy pune have created in their mind. This PPT include the onsite serve report, online as well as media. Overall Prime Academy Pune have a good image in the public on both online and physical.
The success of inclusive education (IE) largely depends on teachers' attitudes and knowledge toward students with disabilities (Dapudong, 2014). А great deal of scholarly research focuses on the attitudes of teachers regarding educating students with disabilities.Unfortunately, a small number of studies refer to teachers' attitudes and knowledge toward studentswith visual impairment (VI).This research focuses on elementary and high school teachers’ attitudes and knowledge regarding the inclusive education of students with visual impairment. This study brings up the following research questions: 1) Do elementary and high school teachers have positive attitudes towards IE of students with VI? 2) Do thеse teachers consider that they have enough knowledge toward inclusion of students with VI?A total of 135 teachers, working in elementary and high schools,returnedthe completed survey. A two-part questionnaire wasused in this study. Part one gathered informationrelating to personal and professional characteristicsof the teachers. Part two was a 14-item Likert scaletitled, Attitudes, Knowledge and Previous Experience about Inclusive Education Questionnaire (AKPEIEQ).The major finding of the study was that the elementary and high teachershad positive attitudes towards the inclusionof students with VI. Almost all of participants (90,4%) considered the presence of support professionals (special educators) in the classroom an indispensable element for an efficient IE.In addition, 39.3% of them have the ability to provide guidance to students with VI about their future professional opportunities and felt qualified to do their job according to the requirements of IE.
Research/presentation for NCLCA National Conference- September 20, 2011- Title: Strategies for student achievement: Understanding the impact of a student success center
This presentation was designed for a project 3.3 in my English 333 class (technical writing). The project was given to the class with the goal of addressing an issue in the community. The issue I addressed was the lack of a proper mentor-ship program at University of Southern Mississippi.
Using Starfish to Support Student Success in Online LearningHobsons
At Quinsigamond Community College (QCC), the combination of an Online Liaison Service and Starfish is helping online students be more successful. QCC leverages Starfish to improve communication processes between the online liaison, online students needing assistance, and faculty members, with positive results on student performance and engagement across 200 online classes each semester. During this webinar, QCC will discuss how the online process with Starfish evolved and the success stories related to this service.
Changes currently witnessed across the entire field of education are impacting a far reaching population at both institutional and individual practitioner levels. The relentless evolution of new information and communication technologies and the emergence of freely accessible social software on the Web have in repurposing the manner in which pedagogy is conceived and delivered been instrumental in schools, colleges, and universities.
1. David L. Mackzum & Kerri D. McKenna
NCLCA Conference
Learning Centers: At the Crossroads of Student Success
September 30, 2011
2. Center Structure
Computer Terminals
FT Staff Member
Peer Tutors (paid / non-paid)
Faculty Office Hours
Services Offered
Faculty tutoring
Phone calls from SSC staff
Peer tutoring
Advising
Mini-lessons from faculty
Computers
3. Urban Proprietary School
Student Population: 300 students
Non-traditional Student Characteristics (Bean, 1985)
Financially Independent
Attended Part-Time
Delayed Enrollment
Worked Full-Time
Had Dependents
Single Parent
No High School Diploma
70% of population labeled Moderately or Higher
4. In what ways does participation in the retention
intervention, Student Success Center, impact retention
and persistence?
What resources and services offered by the Student
Success Center were identified as being the most
beneficial to students that aided them in their
persistence to graduation?
5. Participatory research design
Anonymous Student Survey: Data was analyzed to
determine predominate themes that emerged from the
data.
6. Question Strongly Agree Agree Unknown Disagree Strongly
Disagree
5 4 3 2 1
Participating in the SSC helps students understand classroom
material. _________ _________ _________ _________ _________
The Peer Coaches/Tutors within the SSC helps promote
students being able to stay in school. _________ _________ _________ _________ _________
Faculty/Teachers in the SSC promote students being able to
stay in school.
_________ _________ _________ _________ _________
The advising that the SSC promotes students being able to stay
in school. _________ _________ _________ _________ _________
SSC provides students with a clear understanding for what
services the SSC provides. _________ _________ _________ _________ _________
There is a negative association from students about people who
use the SSC services. _________ _________ _________ _________ _________
The SSC is clearly explained to incoming “new” students about
services the SSC provides. _________ _________ _________ _________ _________
Faculty/Teachers utilize the SSC for space to tutor and assist
students.
_________ _________ _________ _________ _________
7. Services that are most beneficial for students (pick one):
Faculty tutoring
Phone calls from SSC staff
Peer tutoring
Advising
Mini-lessons from faculty
Other
:_______________________________________________________
Services that are the least beneficial for students (pick one):
Faculty Tutoring
Phone calls from SSC staff
Peer tutoring
Advising
Mini-lessons from faculty
Other:___________________________________________________
8. Question Strongly Agree Unknown Disagree Strongly
Agree Disagree
5 4 3 2 1
Participating in the SSC helps students understand 73% 20% 6%
classroom material.
The Peer Coaches/Tutors within the SSC helps promote 54% 30% 6%
students being able to stay in school.
Faculty/Teachers in the SSC promote students being able 71% 26% 2% 1%
to stay in school.
The advising that the SSC promotes students being able to 54% 30% 3%
stay in school.
SSC provides students with a clear understanding for what 70% 26% 3%
services the SSC provides.
There is a negative association from students about people 18% 11% 19% 40% 20%
who use the SSC services.
The SSC is clearly explained to incoming “new” students 67% 19% 13%
about services the SSC provides.
Faculty/Teachers utilize the SSC for space to tutor and 61% 16% 9%
assist students.
9. Services that are most beneficial for students (pick one):
Faculty tutoring 28%
Phone calls from SSC staff 7%
Peer tutoring 55%
Advising 14%
Mini-lessons from faculty 14%
Computer 6%
Services that are the least beneficial for students (pick one):
Faculty Tutoring 3%
Phone calls from SSC staff 19%
Peer tutoring 14%
Advising 13%
Mini-lessons from faculty 9%
Nothing 28%
Overcrowded / Not Enough Help 2%
10. Survey Questions:
A negative stereotype exists for SSC participation (29%)
Students prefer in-person faculty/student engagement
(71%)
Open Response Questions:
Peer tutoring is more effective than faculty tutoring.
“Wellness” calls from SSC staff do not influence student
performance as much as anticipated.
Continue explanation of Student Success Center services
during orientation.
11. Increase Peer tutoring opportunities for students.
Find paid opportunities for students through federal
work study money.
Limit outreach calls and increase social engagement
through in-person dialogue.
Allow peer-tutors to visit classes & schedule tutoring
times.
Create internship opportunities for students who
volunteer time as a tutor.
12. Explore the impact a formal peer-mentoring system
through the student success center has on student
retention.
Explore how tutor training affects the retention of
tutors
Explore the phenomenon that students prefer peer-
tutors over faculty tutors.
Find out why students who withdrew from school did
not utilize the center services
Identify faculty suggestions/impressions for the
student success center