Slides for the keynote address by Professor John Brennan (Centre for Higher Education Research and Information and The Open University) at the Learning in Law Annual Conference 2011.
Cross Cuture adaptation in chinese universitiesAyesh13
This comparative study focuses on the social aspects, perceived difficulties, and pressures foreign students face in Chinese universities due to lack of social support networks, geographical distance from family, and language barriers. It examines the fragility of social support systems for international students and lack of integration with domestic students. The study also considers how social communication and resources influence cross-cultural adaptation and notes academic performances may be impacted by communication and geographical differences.
Community College Returning Adults Reentry StudentsJoyce Holland
Reentry students are typically older than 25 and returning to college after a long absence. They have various characteristics and reasons for returning to school, such as being retirees, veterans, or seeking career changes or self-actualization. The number of reentry students is growing significantly as baby boomers retire. Reentry students seek out new training programs and lifelong learning opportunities. Colleges offer various resources to support reentry students, such as reentry centers, scholarships, orientation sessions, and peer mentoring. There are also many non-traditional educational programs and institutions available for reentry students, including online degrees, tele-courses, and universities specializing in non-traditional students.
This document discusses first-generation college students through multiple sections. It defines a first-generation student as someone whose parents did not attend college. It also notes that Hispanics are currently the most likely ethnic group to be first-generation. The document discusses how first-generation students may face less support and understanding from their families due to lack of college experience. It also explores financial challenges first-generation students face like working more and having less time to study. The document concludes by discussing programs universities have implemented to help support retention and graduation of first-generation students.
This document discusses first-generation college students and the challenges they face. It notes that roughly 30% of entering college freshmen in the US are first-generation students, with 24% being both first-generation and low-income. Nationally, 89% of low-income first-generation students do not complete college within six years. The document outlines some of the academic, cultural, social, and financial barriers first-generation students face, as well as strategies institutions can employ to help first-generation students, such as providing intensive support services and fostering relationships between students and faculty.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
Building a Retention Program for First Generation College Students - 2015 NOD...Julia A. Martinez
This document outlines California Polytechnic State University's efforts to build a retention program for first generation college students. It discusses the university's Student Academic Services department which oversees transition and retention plans. The department serves over 4,000 students, many of whom are low-income, first generation or underrepresented minorities. The department uses research and best practices to implement programs that support academic success, sense of community, targeted interventions and other themes. Assessment results show retention rates are higher for participants in the academic support programs than for control groups.
The document discusses online interventions for students at risk of dropping out of school. It defines terms like "at-risk" and "intervention" and identifies characteristics of at-risk students including poor academic achievement, low socioeconomic status, and factors in their family, school and community environment. The document also discusses the negative impacts of dropping out and proposes several best practices for online interventions, such as providing engaging activities, differentiating instruction, collaboration and creating a support group. However, it notes some potential disadvantages like interventions being time consuming to implement or students becoming complacent.
Cross Cuture adaptation in chinese universitiesAyesh13
This comparative study focuses on the social aspects, perceived difficulties, and pressures foreign students face in Chinese universities due to lack of social support networks, geographical distance from family, and language barriers. It examines the fragility of social support systems for international students and lack of integration with domestic students. The study also considers how social communication and resources influence cross-cultural adaptation and notes academic performances may be impacted by communication and geographical differences.
Community College Returning Adults Reentry StudentsJoyce Holland
Reentry students are typically older than 25 and returning to college after a long absence. They have various characteristics and reasons for returning to school, such as being retirees, veterans, or seeking career changes or self-actualization. The number of reentry students is growing significantly as baby boomers retire. Reentry students seek out new training programs and lifelong learning opportunities. Colleges offer various resources to support reentry students, such as reentry centers, scholarships, orientation sessions, and peer mentoring. There are also many non-traditional educational programs and institutions available for reentry students, including online degrees, tele-courses, and universities specializing in non-traditional students.
This document discusses first-generation college students through multiple sections. It defines a first-generation student as someone whose parents did not attend college. It also notes that Hispanics are currently the most likely ethnic group to be first-generation. The document discusses how first-generation students may face less support and understanding from their families due to lack of college experience. It also explores financial challenges first-generation students face like working more and having less time to study. The document concludes by discussing programs universities have implemented to help support retention and graduation of first-generation students.
This document discusses first-generation college students and the challenges they face. It notes that roughly 30% of entering college freshmen in the US are first-generation students, with 24% being both first-generation and low-income. Nationally, 89% of low-income first-generation students do not complete college within six years. The document outlines some of the academic, cultural, social, and financial barriers first-generation students face, as well as strategies institutions can employ to help first-generation students, such as providing intensive support services and fostering relationships between students and faculty.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
Building a Retention Program for First Generation College Students - 2015 NOD...Julia A. Martinez
This document outlines California Polytechnic State University's efforts to build a retention program for first generation college students. It discusses the university's Student Academic Services department which oversees transition and retention plans. The department serves over 4,000 students, many of whom are low-income, first generation or underrepresented minorities. The department uses research and best practices to implement programs that support academic success, sense of community, targeted interventions and other themes. Assessment results show retention rates are higher for participants in the academic support programs than for control groups.
The document discusses online interventions for students at risk of dropping out of school. It defines terms like "at-risk" and "intervention" and identifies characteristics of at-risk students including poor academic achievement, low socioeconomic status, and factors in their family, school and community environment. The document also discusses the negative impacts of dropping out and proposes several best practices for online interventions, such as providing engaging activities, differentiating instruction, collaboration and creating a support group. However, it notes some potential disadvantages like interventions being time consuming to implement or students becoming complacent.
Jessica Rimmer gave a presentation on access, accountability, affordability, and degree completion in higher education. She discussed challenges to access such as inadequate preparation, lack of information, and financial barriers. Regarding affordability, she noted it depends on costs, available resources, and long-term benefits. Accountability involves reporting stewardship of funds to the public regarding costs, value, quality and outcomes. Degree completion programs help non-traditional students earn degrees. In Oklahoma, several universities offer such programs to improve college completion rates.
This document discusses the opportunity costs and marginal costs and benefits of attending college versus not attending college. It notes that the opportunity costs of not attending college include limiting career and income potential, as well as limiting ability to contribute to one's community. The marginal costs of college include tuition, fees, supplies, and lost time/wages. The marginal benefits include higher lifetime earnings, career advancement opportunities, knowledge and skills gained, and improved social and problem-solving abilities. It concludes that while college has obstacles, the benefits of the degree can make the journey worthwhile if the benefits outweigh the costs.
The document proposes ways to increase retention rates at Empire Beauty School in Boston. It discusses how student attrition negatively impacts both the school and students. It then outlines a proposal called "Operation Save our Students!" which includes creating a student-centric environment, providing academic and career support resources, and holding administrators and faculty accountable for ensuring students get needed assistance through an at-risk committee. The goal is to commit resources and invest in initiatives that integrate and support students to prevent them from dropping out.
The document proposes a diversity education course for freshmen at SEMO to help students from different backgrounds learn to respect others in a diverse community. It suggests including the histories and lifestyles of different races, having faculty teach from various perspectives to avoid stereotyping, encouraging study abroad to experience living as a minority, and assignments that encourage perspective-taking across racial groups. It also recommends asking staff to share their experiences promoting diversity in the workplace. Finally, it argues that students penalized for racist behavior should receive diversity education rather than expulsion, and that Greek organizations need oversight on student activities.
This document summarizes an interview with Jacob Okumu about his research on the experiences of emancipated foster youth transitioning to college. Some key points:
1) Emancipated foster youth face significant challenges transitioning to college like isolation and lack of family support. Their needs often differ from traditional students in needing financial and housing assistance.
2) Effective strategies for supporting these students include identifying policies that make them feel isolated, providing mentorship programs, and tailored advising that helps them develop holistically.
3) Implementing programs to help emancipated foster youth transition successfully is important for achieving diversity and ensuring this population can enroll and persist in college. Okumu's research is informing new mentoring
The integration of immigrant youth is vital and is affected by many factors. The chapter discusses factors like age when starting school, hours of face-to-face contact during development years, school selection, and high dropout rates due to late secondary schooling. It also outlines best practices for improvement such as early education starting at age 2-3 with a focus on second language acquisition, preschool programs, extra primary school support, dual track apprenticeship programs, and leveraging ethnic communities through school contacts, parent liaisons, and student mentors to raise self-esteem and establish relationships.
Female Student Veteran College Experience-Qualitative Research Analysis Inna Link
ABSTRACT
This qualitative study was developed to increase an understanding of the female veteran students’ experience in college. The sample size consisted of 6 female students with previous military experience currently enrolled at 2-year and 4-year higher education institutions. The participants were interviewed using a semi-structured interview protocol that covered topics on student transition in college. The results indicated that the majority of participants experienced a number of commonly-shared factors in the areas of maturity, institutional support services, GI bill limitations, financial and family obligations, as well as emotional challenges associated with the military. Drawing from the findings, practical implications and recommendations are also discussed to contribute to the existing body of research and to promote more insight of female veteran transition in college.
The presentation provides an overview of international students and the support services needed to help them adjust and succeed academically. It discusses key theories on ethnic identity development and cultural adjustment that inform a proposed model. The model highlights important factors for international students such as academic rigor, support services, connection to their ethnicity, student experiences, orientation, and establishing relationships. The presentation emphasizes the importance of universities providing support services and promoting diversity and cultural enrichment from international students.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
The document discusses how social relationships are an important but overlooked factor in research on higher education for students with disabilities. It notes that having strong social support from mentors, friends, and family is critical for college success but that students with disabilities tend to have smaller social networks. The document calls for more research that examines the links between social relationships and academic outcomes for students with disabilities.
Prior Learning Assessments: Retaining Adults in Higher EdHalona Black
This document discusses how prior learning assessments (PLA) can help retain adult learners in higher education. It provides background on adult learners, noting they make up 70% of students but have lower retention and graduation rates. Barriers for adult students include time away from school and having jobs/families. The document then explains Nova's PLA program, which allows students to earn credits for work/life experience by creating a portfolio matching their learning to courses. It argues PLA can help retention by providing an additional way for adults to receive credit, and colleges should support adults through dedicated staff, faculty training, and an inclusive learning environment. The key question is whether PLA can help unprepared adults succeed in college-level work
Who is Not Studying Abroad? An Examination of Three Institutional Perspective...CIEE
To understand how to expand education abroad opportunities, we need to understand who is not going abroad. Presenters will share what they've done (or are doing) to expand participation with respect to the barriers of cost, curriculum, and culture. Participants will be invited to share best practices on how to change perception and make study abroad – academic study, work, or internships – more accessible. Case studies will include the Clemson Engineers for Developing Countries (CEDC) Haiti Initiative, an innovative student-directed program; Susquehanna University, which made study away a curricular requirement; and Medgar Evers College, the only Predominantly Black College (PBI) in the City University of New York, will explain how a one-person office has increased the numbers of underrepresented students going abroad.
Appreciating the Cultural Differences that Exist Between Ethnicities: How the...University of Chichester
Recent evidence shows that participation on the employer based Early Years (EY) higher education care related programmes is diverse in terms of age, race, ethnicity, entry qualification and professional roles (NUS, 2012).
The focus of this presentation is to illustrate a diverse group of students emotional experiences and their battle to ‘fit in’ to the academic environment while studying on the employer based higher education programmes. Specific attention was paid to the way these students were negotiating their own identity and beliefs through juggling academic requirements with the demand of paid work, and family commitments.
The document discusses strategies for helping foster care students succeed in higher education. It outlines approaches for identifying potential college students from foster care, recruiting them to college, and supporting them to help ensure their retention and graduation. Key elements discussed include designating liaisons on campus, creating peer support networks, evaluating programs, and exploring both funded and zero-budget models of support currently in use at different colleges and universities.
Sustained Dialogue Presentation from Rhonda Fitzgerald.pptxBonner Foundation
We were joined by Rhonda Fitzgerald of Sustained Dialogue Institute, a national partner based in Washington DC that helps people to transform conflictual relationships and design change processes around the world. Sustained Dialogue Institute defines dialogue as “listening deeply enough to be changed by what you learn.” This presentation introduces key aspects of the philosophy and approach.
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
This document summarizes a study on helping second-year veteran students succeed at a commuter college with a large veteran population. Interviews and focus groups were conducted with 4 veteran students to understand their experiences. The study found that veterans had differing needs than civilian students and struggled more with structure, networking, camaraderie, and interacting with other students. Recommendations include purposeful programming for veterans, mentoring, an online community, and faculty training to better support veterans. Further research on larger samples at different types of institutions is suggested.
This document discusses student and faculty mobility in Europe. It notes that currently only 3% of European students are mobile, with most mobility occurring within Europe. Degree mobility is becoming more important than credit mobility. Mobility patterns differ between degree-seeking students and exchange students. Degree students tend to move vertically to higher-quality institutions, while exchange students prioritize cultural experiences. Barriers to mobility include financial costs, visa issues, lack of information, and cultural factors. The document poses questions about how to increase mobility and motivate movement to less common destinations.
The document discusses developing training for higher education institutions to improve student retention. It proposes that training focus on creating a student-centered experience through proactive communication and relationship building between students and staff. The training would teach departments how their interactions impact student success and retention. It then outlines a plan to implement the training, including gathering input from students and staff, developing the training with educational experts, testing it on a group, and rolling it out online and in-person to all employees. The goal is for training to make employees sensitive to student needs and how their communication can build relationships and support student retention.
Slides for the presentation by Maria Pilar Canedo Arrillaga, Luis Gordillo Perez, Paula Cornellas and Naiara Arriola Echaniz (University of Deusto) at the Learning in Law Annual Conference 2011.
Jessica Rimmer gave a presentation on access, accountability, affordability, and degree completion in higher education. She discussed challenges to access such as inadequate preparation, lack of information, and financial barriers. Regarding affordability, she noted it depends on costs, available resources, and long-term benefits. Accountability involves reporting stewardship of funds to the public regarding costs, value, quality and outcomes. Degree completion programs help non-traditional students earn degrees. In Oklahoma, several universities offer such programs to improve college completion rates.
This document discusses the opportunity costs and marginal costs and benefits of attending college versus not attending college. It notes that the opportunity costs of not attending college include limiting career and income potential, as well as limiting ability to contribute to one's community. The marginal costs of college include tuition, fees, supplies, and lost time/wages. The marginal benefits include higher lifetime earnings, career advancement opportunities, knowledge and skills gained, and improved social and problem-solving abilities. It concludes that while college has obstacles, the benefits of the degree can make the journey worthwhile if the benefits outweigh the costs.
The document proposes ways to increase retention rates at Empire Beauty School in Boston. It discusses how student attrition negatively impacts both the school and students. It then outlines a proposal called "Operation Save our Students!" which includes creating a student-centric environment, providing academic and career support resources, and holding administrators and faculty accountable for ensuring students get needed assistance through an at-risk committee. The goal is to commit resources and invest in initiatives that integrate and support students to prevent them from dropping out.
The document proposes a diversity education course for freshmen at SEMO to help students from different backgrounds learn to respect others in a diverse community. It suggests including the histories and lifestyles of different races, having faculty teach from various perspectives to avoid stereotyping, encouraging study abroad to experience living as a minority, and assignments that encourage perspective-taking across racial groups. It also recommends asking staff to share their experiences promoting diversity in the workplace. Finally, it argues that students penalized for racist behavior should receive diversity education rather than expulsion, and that Greek organizations need oversight on student activities.
This document summarizes an interview with Jacob Okumu about his research on the experiences of emancipated foster youth transitioning to college. Some key points:
1) Emancipated foster youth face significant challenges transitioning to college like isolation and lack of family support. Their needs often differ from traditional students in needing financial and housing assistance.
2) Effective strategies for supporting these students include identifying policies that make them feel isolated, providing mentorship programs, and tailored advising that helps them develop holistically.
3) Implementing programs to help emancipated foster youth transition successfully is important for achieving diversity and ensuring this population can enroll and persist in college. Okumu's research is informing new mentoring
The integration of immigrant youth is vital and is affected by many factors. The chapter discusses factors like age when starting school, hours of face-to-face contact during development years, school selection, and high dropout rates due to late secondary schooling. It also outlines best practices for improvement such as early education starting at age 2-3 with a focus on second language acquisition, preschool programs, extra primary school support, dual track apprenticeship programs, and leveraging ethnic communities through school contacts, parent liaisons, and student mentors to raise self-esteem and establish relationships.
Female Student Veteran College Experience-Qualitative Research Analysis Inna Link
ABSTRACT
This qualitative study was developed to increase an understanding of the female veteran students’ experience in college. The sample size consisted of 6 female students with previous military experience currently enrolled at 2-year and 4-year higher education institutions. The participants were interviewed using a semi-structured interview protocol that covered topics on student transition in college. The results indicated that the majority of participants experienced a number of commonly-shared factors in the areas of maturity, institutional support services, GI bill limitations, financial and family obligations, as well as emotional challenges associated with the military. Drawing from the findings, practical implications and recommendations are also discussed to contribute to the existing body of research and to promote more insight of female veteran transition in college.
The presentation provides an overview of international students and the support services needed to help them adjust and succeed academically. It discusses key theories on ethnic identity development and cultural adjustment that inform a proposed model. The model highlights important factors for international students such as academic rigor, support services, connection to their ethnicity, student experiences, orientation, and establishing relationships. The presentation emphasizes the importance of universities providing support services and promoting diversity and cultural enrichment from international students.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
The document discusses how social relationships are an important but overlooked factor in research on higher education for students with disabilities. It notes that having strong social support from mentors, friends, and family is critical for college success but that students with disabilities tend to have smaller social networks. The document calls for more research that examines the links between social relationships and academic outcomes for students with disabilities.
Prior Learning Assessments: Retaining Adults in Higher EdHalona Black
This document discusses how prior learning assessments (PLA) can help retain adult learners in higher education. It provides background on adult learners, noting they make up 70% of students but have lower retention and graduation rates. Barriers for adult students include time away from school and having jobs/families. The document then explains Nova's PLA program, which allows students to earn credits for work/life experience by creating a portfolio matching their learning to courses. It argues PLA can help retention by providing an additional way for adults to receive credit, and colleges should support adults through dedicated staff, faculty training, and an inclusive learning environment. The key question is whether PLA can help unprepared adults succeed in college-level work
Who is Not Studying Abroad? An Examination of Three Institutional Perspective...CIEE
To understand how to expand education abroad opportunities, we need to understand who is not going abroad. Presenters will share what they've done (or are doing) to expand participation with respect to the barriers of cost, curriculum, and culture. Participants will be invited to share best practices on how to change perception and make study abroad – academic study, work, or internships – more accessible. Case studies will include the Clemson Engineers for Developing Countries (CEDC) Haiti Initiative, an innovative student-directed program; Susquehanna University, which made study away a curricular requirement; and Medgar Evers College, the only Predominantly Black College (PBI) in the City University of New York, will explain how a one-person office has increased the numbers of underrepresented students going abroad.
Appreciating the Cultural Differences that Exist Between Ethnicities: How the...University of Chichester
Recent evidence shows that participation on the employer based Early Years (EY) higher education care related programmes is diverse in terms of age, race, ethnicity, entry qualification and professional roles (NUS, 2012).
The focus of this presentation is to illustrate a diverse group of students emotional experiences and their battle to ‘fit in’ to the academic environment while studying on the employer based higher education programmes. Specific attention was paid to the way these students were negotiating their own identity and beliefs through juggling academic requirements with the demand of paid work, and family commitments.
The document discusses strategies for helping foster care students succeed in higher education. It outlines approaches for identifying potential college students from foster care, recruiting them to college, and supporting them to help ensure their retention and graduation. Key elements discussed include designating liaisons on campus, creating peer support networks, evaluating programs, and exploring both funded and zero-budget models of support currently in use at different colleges and universities.
Sustained Dialogue Presentation from Rhonda Fitzgerald.pptxBonner Foundation
We were joined by Rhonda Fitzgerald of Sustained Dialogue Institute, a national partner based in Washington DC that helps people to transform conflictual relationships and design change processes around the world. Sustained Dialogue Institute defines dialogue as “listening deeply enough to be changed by what you learn.” This presentation introduces key aspects of the philosophy and approach.
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
This document summarizes a study on helping second-year veteran students succeed at a commuter college with a large veteran population. Interviews and focus groups were conducted with 4 veteran students to understand their experiences. The study found that veterans had differing needs than civilian students and struggled more with structure, networking, camaraderie, and interacting with other students. Recommendations include purposeful programming for veterans, mentoring, an online community, and faculty training to better support veterans. Further research on larger samples at different types of institutions is suggested.
This document discusses student and faculty mobility in Europe. It notes that currently only 3% of European students are mobile, with most mobility occurring within Europe. Degree mobility is becoming more important than credit mobility. Mobility patterns differ between degree-seeking students and exchange students. Degree students tend to move vertically to higher-quality institutions, while exchange students prioritize cultural experiences. Barriers to mobility include financial costs, visa issues, lack of information, and cultural factors. The document poses questions about how to increase mobility and motivate movement to less common destinations.
The document discusses developing training for higher education institutions to improve student retention. It proposes that training focus on creating a student-centered experience through proactive communication and relationship building between students and staff. The training would teach departments how their interactions impact student success and retention. It then outlines a plan to implement the training, including gathering input from students and staff, developing the training with educational experts, testing it on a group, and rolling it out online and in-person to all employees. The goal is for training to make employees sensitive to student needs and how their communication can build relationships and support student retention.
Slides for the presentation by Maria Pilar Canedo Arrillaga, Luis Gordillo Perez, Paula Cornellas and Naiara Arriola Echaniz (University of Deusto) at the Learning in Law Annual Conference 2011.
Slides from the presentation given by Simon Usherwood (University of Surrey) at the joint conference Open Educational Resources in the disciplines in October 2010.
The document outlines a peer mentoring program for international students at Newcastle Law School. The program aims to facilitate social and academic transition, prevent isolation, and increase cooperation among students. Mentors and mentees are paired and receive training. A qualitative assessment of the program was conducted via focus groups. Key concerns raised were the need for more guidance, informality being crucial, and reducing meeting frequency. The program was initiated in 2008 as a pilot pairing mentors and mentees to help international students adjust socially and academically through collaboration.
The document discusses challenges students face when transitioning to new educational programs and reasons why some students may leave their programs. It notes that younger students and those from non-professional backgrounds are more likely to leave, while quality of teaching, assessment, and social integration can also impact retention. The document then applies this research to the specific Postgraduate Diploma in Law program at the University of Brighton, highlighting steps taken to support students and reduce attrition, such as formative assessment, induction activities, and meeting student needs and expectations.
Slides for the presentation by Liz Campbell & Collette Paterson (Law Society of Scotland) at UKCLE's Enhancing legal education in Scotland conference, 5 November 2009.
This document summarizes the findings of focus groups conducted with Capital University students to examine perceptions of diversity and the Office of Diversity and Inclusion (ODI) on campus. Three focus groups were held: one with students aware of the ODI, one with students integrated/aware of the ODI, and one with unaware students. The aware groups had positive perceptions of the ODI as a welcoming space. However, the unaware group saw the ODI as inviting but not open to outsiders. Most students believed the university could do more to promote cultural competency through additional diversity courses and experiences. The research aims to inform the ODI's strategic plan to increase awareness and facilitate inclusion across campus.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
This document reviews literature on factors that influence minority students' sense of belonging, persistence, and academic success in higher education. It finds that sense of belonging - feeling accepted and valued by peers and faculty - is strongly linked to student retention and performance. The literature examines how different minority groups experience belonging. African American and Hispanic students often face barriers like racial stereotypes, lack of faculty validation, and limited social capital. Asian cultures generally promote education, leading to higher persistence rates. Overall, positive relationships with faculty and peers, feeling part of the campus community, and validation of students' cultural identities and experiences are tied to improved outcomes for minority students.
Outsiders looking in or insiders looking outdebbieholley1
This document discusses challenges for educators in negotiating shared learning spaces between outsiders and insiders in education. It notes that students today have different experiences than in the past, with many remaining at home rather than living on campus. It also discusses the role of digital technologies in students' lives and expectations for higher education. While students are highly engaged with technologies socially, their experience of technologies in K-12 is usually limited to content delivery rather than active learning. This can pose challenges as higher education requires more independent learning and online engagement. The document advocates finding ways to motivate and engage students through creative uses of technology that enhance teaching rather than replace it.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
This document discusses how social support facilitates a successful transition to university for first-year students. It identifies two main types of support: social adjustment and academic support. Social adjustment involves making friends, joining social clubs, and living in student accommodation, which can help students adjust to their new environment. Academic support includes mentorship from lecturers, counseling services, and interventions to help students who struggle. The document recommends that students establish a social network, ask questions freely, and join a social club during their first few weeks at university to help with the transition to independent learning.
Open Doors
The Open University Documentary Analysis
Pros And Cons Of University Clubs Essay
Massive Open Online Courses
The Importance Of Academic Performance
Open Educational Resources ( Oers ) Essay
Why I Want to Study in University?
College Admissions Essay: Open To Change
What I Can Offer Your University Essay
Oral Roberts University Application Essay Sample
My Experience At The University
Persuasive Essay On Open Campus
Equity, Diversity And Inclusion
Open Innovation
Swot Analysis : The Arab Open University Essay
Massive Open Online Courses
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
Benefits Of International Student RecruitmentNavy Savchenko
This document discusses benefits of international student recruitment for universities. It notes that international students who remain after graduation become members of the local community, promoting cultural awareness. Their presence also benefits universities through greater student retention and completion rates. Improving relationships between institutions and international students should be a major focus area for administrators. Determining what prevents international students from participating in surveys, such as lack of English skills or cultural differences, can help improve data collection.
CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdfJenniferOestar3
This document provides the syllabus for an adolescent literature course at Loyola University Chicago. The course will introduce students to the relevance of incorporating adolescent literature in middle and secondary classrooms. Key topics covered include evaluating and selecting adolescent literature, contemporary realistic fiction, graphic novels, censorship of banned books, and award-winning titles. Assignments include literacy autobiographies, reader response papers on assigned texts, an op-ed on challenging banned books, interviewing a teenager about reading habits, and developing an interdisciplinary thematic unit with a teaching team. The course aims to develop teachers who can foster social justice and critical thinking skills in students through the use of diverse adolescent literature.
CAA Global Education Conference 2011-Internationalization in ActionCISA-GMU
Session Title: Internationalization in Action: Developing a Peer Learning Partnership with International and Honors Programs
Session Abstract: Mason’s ACCESS program for international students and Honor’s College are going where few freshmen have gone before: a pilot Peer Learning Partnership program is designed around variations of “Research Methods” courses. This program helps international students to strengthen developing research skills and Honors students to have hands-on opportunities to become more cross-culturally competent.
Presenters:
* Linda Schwartzstein, Vice Provost, Academic Affairs, George Mason University
* Zofia Burr, Dean, Honors College, George Mason University
* Nicole Sealey, Director, Center for International Student Access, George Mason University
First Generation, Low Income Student Development TheoryTom Durkee
Codujota's theory proposes that first generation, low-income college students face unique challenges in three areas - financial concerns, academic concerns, and belonging concerns. These areas make up a "FAB scale" where students receive a score in each area based on their personal situations and resources. A student's overall competence is determined by their total score across all three areas. The theory aims to help identify students' specific challenges and needs for support. It also draws parallels between first generation students' development and theories from Erikson and Chickering on broader student development. However, the theory has limitations in accounting for all individual differences and variables that could impact student experiences.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
Underrepresentation, intersecting identities, and systemic changeErica Ledesma
This document discusses underrepresentation and intersectionality in international education. It begins by outlining the goals of interrogating current practices, discussing inclusive models, and devising individual action plans. It then notes that current approaches may be designed with majority students in mind. Key terms around access, inclusion, and diversity are defined. Reasons for discussing diversity and inclusion include administrative goals, student movements, and moral/financial objectives. The significance of intersecting identities is explored, and a systems view of how international education perpetuates exclusion is presented. Three case studies are provided to spark discussion around assumptions and lessons learned. Participants are then instructed to develop individual action plans.
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
The document describes a proposed 4-year leadership and service program called the Lucius E. Burch Scholars Program at Rhodes College. It discusses the needs assessment conducted by Rhodes College that found issues with retention, diversity, and developing leadership skills. The proposed program aims to address these needs by involving students in campus activities, community service, and formal leadership training over 4 years. It provides details on the program philosophy, components, and research that shows benefits of such programs in developing students' skills, sense of community, and civic responsibility.
This document is a final project for a Higher Adult and Lifelong Education master's program. It includes 5 parts: contributions to the student's knowledge, evidence of learning objectives, program impact, application of knowledge and skills, and a current resume. The student gained knowledge about higher education challenges and online learning. Coursework expanded the student's understanding of topics like permaculture and sustainability. It also supported the student's goal of starting a permaculture demonstration farm to teach sustainability. The program helped the student gain confidence and leadership skills to pursue this project. After graduating, the student plans to use the knowledge and skills learned to help other adults with career and education goals.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Similar to What is learned in higher education? And what use is it? (20)
Problem-based learning is a structured, student-led process that begins with a problem as the starting point for learning. It involves students reading a problem aloud, describing the essence of the problem in a few sentences or a title. Students then brainstorm anything potentially relevant to the problem and systematically organize these ideas thematically. Finally, students identify learning outcomes phrased as researchable questions based on the issues organized in the previous stage.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The document discusses several key issues regarding the use of expert testimony in court:
1) What constitutes expertise and how is it defined in a legal context? Experts must provide objective, unbiased opinions within their expertise but cases show expert opinions can differ substantially.
2) How are expert opinions formed and evaluated, and what factors influence this? Expert opinions are not always robust and transparent, potentially misleading juries.
3) How can expert opinions best be communicated to juries to aid their understanding of complex scientific or technical issues? Effective communication is important as juries must consider expert testimony along with other evidence.
Slides from the presentation given by Liz Campbell and Collette Patterson (The Law Society of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Dale McFadzean (University of the West of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation by Karen Counsell (University of Glamorgan) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by
Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
Slides for the presentation by Sara de Freitas (Coventry University) and Paul Maharg (University of Northumbria) at the Learning in Law Annual Conference 2011.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
This document outlines a presentation on a programme browser created by James Toner and Marcus Soanes. The presentation covers the theory, context, demonstration, evaluation, and future plans for the browser. It was used by 350 students and 30 staff and generated usage statistics. Next steps may include incorporating additional learning, practice, and curriculum components as well as exploring interest from other schools.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
What is learned in higher education? And what use is it?
1. What is learned in higher education? And what use is it? John Brennan, Centre for Higher Education Research and Information, The Open University Learning in Law Annual Conference, January 28/9, 2011