No description available.

This qualitative multi-case study explored the experiences, motivation, and persistence factors for African American college students with basic needs issues while attending a four-year public, urban, predominantly white institution (PWI) in the Mid-Atlantic region. The study addressed two primary research questions: 1) What motivates Black students with basic needs challenges to persist in college? 2) How does experiencing basic needs challenges affect Black students' overall collegiate experiences? The data was collected through semi-structured interviews and observation data to gather first-hand experiences of five matriculated students in their last four semesters of undergraduate coursework and have faced some form of a basic needs problem, using sense of belonging as the conceptual framework. Through analysis of the data, insight was provided into the lived experiences of African American college students with basic needs challenges. Subsequently, seven major themes emerged: Motivation, Lived Experience, College Environment, Faculty and Staff Interactions, the COVID-19 Effect, The Struggle is Real (Resiliency), and Participant Advice. Finding suggests that African American college students’ motivation for seeking a degree is due to the ability to propel themselves out of their current situation, and the needed support from their institutions, faculty and staff, and families to overcome their basic needs challenges. Implications for practice and policy and areas of future research are discussed. / Educational Administration

Student engagement is a topic of interest among teachers and school leaders. In an era of high-stakes testing and a push to make students prepared for the workforce, teachers are finding ways to increase their student’s level of engagement. One method to increase student engagement is to use community partnerships to help enhance classroom instruction. This can be accomplished through work-based learning, problem-based learning, civic engagement, or service learning. While much research has been conducted on what public schools are doing with community partnerships and student engagement, little research has been conducted on faith-based schools. The goal of this study is to utilize the case study approach on two faith-based schools and see how they are using their community partnerships and whether these are improving student engagement or not. More specifically, this study looks to study the relationship between voluntary and compulsory course and/or program requirements in these schools and how teachers explain the role of their administration in such learning experiences. / Policy, Organizational and Leadership Studies

Purpose: The purpose of this paper is to explore the impact leadership and teaching styles have on student engagement in higher education institutions in Sweden. Additionally, this study aims to examine how the Covid-19 pandemic and the emergence of digital technologies have impacted student engagement. Finally, we aim to provide recommendations for universities to enhance student engagement. Method: This thesis uses a qualitative method in the form of a case study and the primary data is collected through semi-structured interviews with a variety of students and teachers. To interpret and analyze the information we conducted a thematic analysis by coding all the necessary information.  Conclusion: It can be concluded that leadership styles and teaching styles significantly impact student engagement. Both the students and teachers showed that an interactive and variety of teaching methods in combination with feedback and an engaging leadership style keep the students motivated and engaged with their studies at university. Finally, the model related to student engagement seems to be relevant and provides a prompt visual representation that explains it rather accurately and is easy to understand.

Developed to raise the profile of the library among ETSU's student community, which is comprised of nearly 15,000 undergraduate and graduate students, The Sherrod Library Student Newsletter is released twice per semester and highlights library events, resources, and services that students may not otherwise know about. It is our library's hope that creating such a newsletter will increase student attendance at library events as well as increase the use of featured library resources and services. Join us as we discuss the steps and logistics of planning, creating, funding, and releasing a student newsletter.

First-generation students are frequently underrepresented minoritized (URM), low-income students (Douglas, 2019; Postsecondary National Policy Institute [PNPI], 2021). They are often highly motivated (Haney, 2020) but frequently experience unique or exacerbated challenges in post-secondary education (Moore et al., 2018; Soria et al., 2020). These challenges may continue into online spaces. In the first paper of this dissertation, we performed a scoping literature review and uniquely identified and categorized the challenges of these students in the online environment. We placed these challenges within the model of student engagement by Borup et al. (2020) to offer theoretical perspective for potentially better student support. In the second paper of this dissertation, we captured the experience of a partnership between a university and nonprofit organization, formed to improve the support of first-generation and URM undergraduate student success. Through semistructured interviews of eight university and nonprofit representatives, we found a reflection of best practices and student needs, as well as perspectives on how partnerships can collaboratively support student success. In the third paper of this dissertation, through semistructured interviews, we explored the perspectives of 12 first-generation and URM undergraduate students experiencing a unique set of supportive interventions. These student perspectives are essential to ensure not only that student support programs are optimal, but also to make certain that institutions avoid no-impact, low-impact, or even negative-impact interventions.

Indiana University-Purdue University Indianapolis (IUPUI) / Nursing schools are facing demands to admit and graduate increasing numbers of students to meet the needs of the future healthcare system. Nursing schools must therefore admit, retain and graduate qualified applicants, able to provide care in complex healthcare environments. Educators are challenged to identify the best educational practices to retain and engage learners in the learning process. Research has indicated that student engagement contributes to student success in college. Learning environments may influence student engagement through the use of active learning strategies in the classroom. The purpose of this descriptive study was to explore the extent of engagement reported by nursing students in classrooms and determine relationships among student engagement, demographic and academic variables and learning environments. Astin’s (1985) Input-Environments-Output model provided the framework for this study, linking student characteristics, and student engagement in learning with outcomes of learning. A sample of 347 undergraduate baccalaureate nursing students from 5 mid-western schools of nursing completed the Adapted Engaged Learning Index (AELI) and the Active Learning Environments Scale (ALES), measuring their level of engagement and perceived degree of active learning in the classroom, respectively. Subjects also provided demographic data including age, academic level, type and number of hours worked off campus, and prior learning experience. T-test and ANOVA analyses were conducted to compare group differences on demographic, learning environments (active, passive and mixed) and levels of engagement. Results indicated a significant (p≤.001) difference in the level of student engagement related to the perceived active learning occurring in the classroom. Students in active and mixed learning environments reported higher engagement levels than those in passive learning environments. Students over 25 years (p=.003), students with higher GPA’s (p≤ .05) and junior students (p≤ .001) reported significantly higher engagement scores than their counterparts. Findings from this study indicate that student engagement in the learning process may be positively influenced by an active learning environment in the classroom.

The increase in online course delivery in higher education has implications for students and instructors. In fall 2002, 1.6 million students took at least one online course and this number increased by the fall of 2012 to 6.7 million. The increase in the rate of enrollment in online courses in higher education provides an opportunity to examine the strategies and technologies used in course design and delivery and student engagement in the online culture. Two of the key factors in creating student engagement are the instructor's interaction with students and the course design and delivery itself. An examination of students’ and instructors’ perceptions of what factors contribute to a positive online experience may assist those developing and delivering online courses. The purpose of this quantitative study was to investigate the relationship between the perceptions of online instructors and online students regarding student engagement and course design and delivery. Data collection techniques included the use of a survey with a 5-point Likert-type scale and collection of demographic information. Data were analyzed through a nonexperimental quantitative methodology and further explained through the use of positioning theory. Positioning theory combines cognitive and social psychology to describe how individuals interact through conversation or speech acts (Harre & van Langenhove, 1999). This theory provides a framework for discussion of the findings as to how the first interactions between students and instructors set a tone for student engagement for the duration of the course. The study revealed that there is a strong statistical significance to the number of both student and instructors posting to perceived student engagement. The more students and instructors post in the first 2 weeks the higher the perception of student engagement. This finding allows for the application of the use of positioning theory in how students and instructors relate and experience engagement in the course. Findings also revealed that academic discipline was not statistically significant in regards to instructor and students perception of engagement. Significance was also established between student age and traditional or nontraditional status in their perceived engagement in online classes. Traditional students and also students in the age category of 24 and under reported higher rates of perceived student engagement than nontraditional students and students in the age category of 25 and older. Recommendations for practice are included in the discussion.

Det är vanligt att nyexaminerade lärare upplever osäkerheter och en låg känsla av förberedelse under de första yrkesverksamma åren. Detta är oroväckande då lärares känsla av kontroll i klassrummet och deras upplevda säkerheter inte bara påverkar hur stressade de är på arbetsplatsen, men även elevers prestationer. Ett sätt att studera lärare på är genom begreppet self-efficacy. Self-efficacy kan kortfattat beskrivas som tilltron på den egen förmågan att utföra en uppgift inom ett område. Studier inom området har ofta använt ett kvantitativt angreppssätt. Syftet med den här studien var att kvalitativt undersöka nya matematiklärares uttryckta self-efficacy inom tre olika områden. Frågeställningen för studien var hur uttrycks nyexaminerade matematiklärares self-efficacy inom classroom management, student engagement och instructional strategies i samtal om den första tiden i läraryrket? Frågeställningen besvarades genom att analysera intervjuer med fyra nya matematiklärare. Resultaten visade att de nya lärarna generellt hade låg self-efficacy. Framträdande var att lärarna uttryckte låg tilltro till att anpassa undervisning efter elevers speciella behov och hur de skulle ta sig an ledarskapet i klassrummet. Nationella proven hindrade lärarna från att arbeta kreativt. Dessutom efterfrågades fler praktiska inslag i lärarutbildningen, bland annat gällande metoder för att undervisa ett matematiskt koncept. Studien kan ha bäring för att bidra med kunskap till att utveckla lärarutbildningen med syftet att öka nya matematiklärares self-efficacy.

No description available.