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FROM SELF-AUTHORSHIP TO SELF-DEFINITION: REMAPPING THEORETICAL ASSUMPTIONS THROUGH BLACK FEMINISMOkello, Wilson Kwamogi 26 November 2018 (has links)
No description available.
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Examining the MOVE Program: Exploring program impact and perceptions of the concept of leadershipJuarez, Kristina M. 01 January 2014 (has links)
This thesis explored the ways in which co-curricular programming affected students' development through a case study of the Mountains, Ocean, Valley Experience (MOVE) program at University of the Pacific. This study assessed the learning outcomes related to the MOVE program based on the student participants' perceptions of development and learning. In addition to finding support for most of the program identified learning outcomes, themes including the development of self-awareness, meaningful relationship cultivation, and a connection to the university emerged. Leadership development was also explored as it pertains to this program. Students at this particular institution appeared to begin transitioning through leadership identity development as defined by Komives et al. (2006) in terms of their understanding of the concept of leadership. Implications for future research and practice are also discussed.
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Fostering Belonging: Improving Academic Outcomes Among First-Generation Students Through a Pre-Matriculation InterventionAlt, Andrew W. 22 December 2020 (has links)
No description available.
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Playing While Black: Self-Presentation and the Black Male Collegiate Student-AthleteHowe, Jonathan January 2021 (has links)
No description available.
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Decision-making Processes and Developmental Capacities of High-risk College StudentsDrobney, Kristy Lynn 02 July 2012 (has links)
No description available.
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Discerning Identity: A Grounded Theory of International Muslim and Former Muslim Students' Shifts in Religious and Cultural Identity at Two Midwestern UniversitiesErickson, Brett Tyler 09 April 2014 (has links)
No description available.
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How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist StudyRobinson, Kirk S. 22 November 2017 (has links)
No description available.
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The Front Lines of Student Success: A Phenomenography Exploring the Background and Knowledge of Primary Role Academic Advisors in Higher EducationAbney, Alicia N. 01 August 2022 (has links)
The purpose of this qualitative, phenomenographic study was to understand the experiences, backgrounds, and perspectives of new, primary role academic advisors at four-year public institutions in the United States. Research on advising has provided insight into advising best practices and the student perceptions of academic advising; however, there is little research illustrating current primary role academic advisors and their experience, or perhaps lack thereof.
To receive highly coveted federal and state funding, higher education institutions must show growth in student success. Academic advisors are on the front lines of student success because they are tasked with the responsibility of retaining students at the respective institution through graduation. Research has indicated the importance of effective advising as it directly relates to student success metrics.
Only recently have a small number of post-secondary graduate programs in the United States established certificate or degree programs specific to academic advising. Also, there are no required training standards for the profession. Because of this, advisors arrive on campus with diverse educational and occupational backgrounds and experiences that may or may not be related to their work with students that directly impacts student success.
This research involved interviews with 17 new, primary role academic advisors at four-year public institutions in the United States. Participants discussed their educational and occupational backgrounds and experiences prior to entering the advising profession, their training and development experiences, and their knowledge and perceptions of NACADA’s Core Competency Model and student development theory as it applies to advising. This study added to the gaps in literature by providing specific examples of experience and knowledge of academic advisors currently working with students in the United States. Additionally, there are vast differences in advisor knowledge and understanding of NACADA’s Conceptual Core Competency and student development theories. Many advisors are aware of ideas related to professional best practices whereas others understand specific concepts related to best practices in academic advising. The findings may be used to address the necessity of implementing a university-wide, standard training and development program using NACADA’s Core Competency model as a guide for effective advising practice.
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Loopbaanoriënteringsverrykingsprogram vir BSc (Agric)-studente aan die Universiteit van Pretoria / A career orientation enrichment programme for BSc (Agric)-students at the University of PretoriaMalan, Francine 06 1900 (has links)
Text in Afrikaans / Die doel van die onderhawige studie is onder meer om loopbaanorientering aan die tersiere
student (BSc Agric) teoreties te fundeer. 'n Uitgebreide Europese studiereis is ondemeem
met die doel om bestaande loopbaanorienteringsprogramme aan tersiere instansies, veral
universiteite, te ondersoek en die effektiwiteit daarvan te evalueer ten einde voortreflikhede
te implementeer. In hierdie studie word die loopbaanorienteringsprogram vir BSc (Agric)studente
aan die Universiteit van Pretoria wat reeds in 1994 ontwerp en ge'implementeer is,
beskryf sowel as die behoeftepeiling wat onder BSc (Agric)-studente (voor en na die
implementering van die program), en vennote in die landboubedryf gedoen is. 'n Verdere
doel met die studie is om 'n wetenskaplik verantwoorde loopbaanorienteringsverrykingsprogram
vir BSc (Agric)-studente aan die Universiteit van Pretoria te begrond, te ontwerp,
die implementering daarvan te beskryf en die resultate daarvan te evalueer.
Daar is gepoog om beide loopbaanontwikkelings- en studente-ontwikkelingsteoriee te beskryf
en uit te le as fundering vir 'n verantwoorde loopbaanorienteringsverrykingsprogram vir
tersiere studente. 'n Oorsig en perspektief is gebied op bestaande loopbaanorienteringsprogramme
en -inisiatiewe in 'n intemasionale, nasionale en plaaslike konteks. Die
verskynsel van die snelveranderende wereld-van-werk is literatuurmatig gepresiseer en die
implikasies uitgewys vir die opleiding van en loopbaanorientering aan die student in die
Landbouwetenskap. 'n Behoeftepeiling van loopbaan (en lewens-)kundighedeen vaardighede waaroor graduandi moet beskik is gedoen onder BSc (Agric)-studente (v66r en mi programimplementering)
en onder vennote in die landboubedryf. Die ontwikkeling, beslaggewing
en ,evaluering van 'n loopbaanorienteringsverrykingsprogram vir BSc (Agric)-studente is
beskryf en toegelig. 'n Samevatting van die studie is gegee met enkele gemotiveerde
aanbevelings wat uit die navorsing voortvloei. Voorstelle is gemaak vir die inisiering van
'n loopbaansentrum vir studente van die Universiteit van Pretoria. / The aim of this study is amongst others to lay the theoretical foundation of career orientation
for BSc (Agric)-students. An extensive European study tour was undertaken with the aim
of investigating and evaluating existing career orientation programmes and/or student enrichment
endeavours at the various tertiary institutions especially universities. The effectiveness
of these programmes was evaluated with the aim of utilizing and implementing aspects of
them. In this study the career orientation enrichment programme for BSc (Agric)-students
that was already designed and implemented at the University of Pretoria in 1994, is
described. The needs of the BSc (Agric)-students before and after the implementation of this
programme were determined as well as those of the partners in the agricultural industry.
Another aim of this study is to describe the foundation, design and implementation of a
scientific, accountable career orientation enrichment programme for BSc (Agric)-students at
the University of Pretoria and to evaluate the outcome thereof.
The various career development and student development theories are elucidated and
described as a foundation for an accountable career orientation enrichment programme for
tertiary students. An overview is given of career orientation programmes and initiatives in
an international, national and local context. The phenomenon of the fast changing world-ofwork
is described and defined more precisely through a literature study with reference to the implications for the training of and career orientation regarding the student in the Science of
Agriculture. An investigation was done of the career (and life-) skills that graduates have
to attain. The needs and views of BSc (Agric)-students (before and after the programme implementation)
and partners in the agricultural industry were extracted. A summary is given
of the arguments put forward in this thesis together with some recommendations that have
emerged from this research. Proposals are made for the initiation of a career centre for
students at the University of Pretoria. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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An Examination of African-American Male Awareness of and Application to Honors ProgramsUnknown Date (has links)
The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection
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