Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success.

Science.gov (United States)

Nuske, Heather Joy; McGhee Hassrick, Elizabeth; Bronstein, Briana; Hauptman, Lindsay; Aponte, Courtney; Levato, Lynne; Stahmer, Aubyn; Mandell, David S; Mundy, Peter; Kasari, Connie; Smith, Tristram

2018-02-01

Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.

Does self-help increase rates of help seeking for student mental health problems by minimizing stigma as a barrier?

Science.gov (United States)

Levin, Michael E; Krafft, Jennifer; Levin, Crissa

2018-01-01

This study examined whether self-help (books, websites, mobile apps) increases help seeking for mental health problems among college students by minimizing stigma as a barrier. A survey was conducted with 200 college students reporting elevated distress from February to April 2017. Intentions to use self-help were low, but a significant portion of students unwilling to see mental health professionals intended to use self-help. Greater self-stigma related to lower intentions to seek professional help, but was unrelated to seeking self-help. Similarly, students who only used self-help in the past reported higher self-stigma than those who sought professional treatment in the past. Although stigma was not a barrier for self-help, alternate barriers were identified. Offering self-help may increase rates of students receiving help for mental health problems, possibly by offering an alternative for students unwilling to seek in-person therapy due to stigma concerns.

Helping Students on the Margin Succeed in Schools.

Science.gov (United States)

Langenfeld, Michelle Schoen; Cumming, Brenda

1996-01-01

Addresses how Apple Valley High School (Minnesota) has been able to help marginal students succeed in school. The fundamental actions that contributed to the effectiveness of study-team efforts to help marginal students are discussed, and what has been learned through these efforts is considered. (GR)

Helping Competencies of Student Affairs Professionals: A Delphi Study

Science.gov (United States)

Reynolds, Amy L.

2011-01-01

The purpose of this study was to gather student affairs professionals' perceptions of the knowledge and skills needed to effectively help students. Using the Delphi method, 159 entry-level and mid-level student affairs administrators from institutions across the United States were surveyed regarding their perceptions of the helping skills they use…

Suicidal Behavior and Help Seeking among Diverse College Students

Science.gov (United States)

Brownson, Chris; Becker, Martin Swanbrow; Shadick, Richard; Jaggars, Shanna S.; Nitkin-Kaner, Yael

2014-01-01

Suicidal and help-seeking behaviors of students of color remain a significant problem on college campuses. Self-reported suicidal experiences and help-seeking behavior of diverse students are examined on the basis of results from a national survey of college student mental health. The results suggest significant differences in the expression of…

Predicting Intentions to Seek Psychological Help Among Botswana University Students

Directory of Open Access Journals (Sweden)

Mpho M. Pheko

2013-07-01

Full Text Available The current study had two main objectives. The first was to investigate Botswana’s university students’ intentions to seek psychological help. The second was to investigate whether (a Attitude Toward Seeking Professional Psychological Help (ATSPPH, (b Self-Stigma of Seeking Help (SSOSH, and (c Social Stigma of Receiving Psychological Help (SSRPH predicted the students’ intentions to seek psychological help. A total of N = 519 (283 females and 236 males students from the University of Botswana completed the survey. Results indicated that generally, the students had moderate intentions of seeking psychological help. Multiple regression analysis revealed that of the three predictors, only ATSPPH and SSRPH significantly predicted intentions to seek psychological help. The current study is important because while it has been established that university students are a high-risk population for mental health problems, there is close to nothing documented on university students in Botswana. Findings of the current study will undoubtedly increase knowledge relating to psychological help-seeking and its predictors in Botswana and may inform interventions that aim to encourage young people to seek psychological or counseling help.

Debunking Myths: The B.C. Student Transitions Project

Science.gov (United States)

Gaber, Devron; Heslop, Joanne

2009-01-01

British Colombia's Student Transitions Project (STP) is challenging long-held myths about the movement of students through the education system in that province and may become a catalyst for re-examining commonly held ideas about students' transition to post-secondary education across the country. The STP is a collaborative effort among B.C.'s…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

Science.gov (United States)

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly…

Educator perspectives on the postsecondary transition difficulties of students with autism.

Science.gov (United States)

Elias, Rebecca; Muskett, Ashley E; White, Susan W

2017-10-01

Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner.

College Students Rarely Seek Help Despite Serious Substance Use Problems

Science.gov (United States)

Caldeira, Kimberly M.; Kasperski, Sarah J.; Sharma, Eva; Vincent, Kathryn B.; O’Grady, Kevin E.; Wish, Eric D.; Arria, Amelia M.

2009-01-01

The prevalence of substance use disorders (SUD) and aspects of the help-seeking process among a high-risk sample of 946 students at one large public university were assessed in personal interviews during the first three years of college. After statistically adjusting for purposive sampling, an estimated 46.8%wt of all third-year students met DSM-IV criteria for SUD involving alcohol and/or marijuana at least once. Of 548 SUD cases, 3.6% perceived a need for help with substance use problems; 16.4% were encouraged by someone else to seek help. Help-seeking was rare among SUD cases (8.8%), but significantly elevated among individuals who perceived a need (90.0%) or experienced social pressures from parents (32.5%), friends (34.2%), or another person (58.3%). Resources accessed for help included educational programs (38%), health professionals (27%), and twelve-step programs (19%). College students have high rates of substance use problems but rarely recognize a need for treatment or seek help. Results highlight the opportunity for early intervention with college students with SUD. PMID:19553064

The third-year medical student "grapevine": managing transitions between third-year clerkships using peer-to-peer handoffs.

Science.gov (United States)

Masters, Dylan E; O'Brien, Bridget C; Chou, Calvin L

2013-10-01

As third-year medical students rotate between clerkships, they experience multiple transitions across workplace cultures and shifting learning expectations. The authors explored clerkship transitions from the students' perspective by examining the advice they passed on to their peers in preparation for new clerkships. Seventy-one students from three Veterans Affairs-based clerkship rotations at the University of California, San Francisco, School of Medicine participated in a peer-to-peer handoff session from 2008 to 2011. In the handoff session, they gave tips for optimizing performance to students starting the clerkship they had just completed. The authors transcribed student comments from four handoff sessions and used qualitative content analysis to identify and compare advice across clerkships. Students shared advice about workplace culture, content learning, logistics, and work-life balance. Common themes included expectations of the rotation, workplace norms, specific tasks, learning opportunities, and learning strategies. Comments about patient care and work-life balance were rare. Students emphasized different themes for each clerkship; for example, for some clerkships, students commented heavily on tasks and content learning, while in another students focused on workplace culture and exam preparation. These findings characterize the transitions that third-year students undergo as they rotate into new clinical training environments. Students emphasized different aspects of each clerkship in the advice they passed to their peers, and their comments often describe informal norms or opportunities that official clerkship orientations may not address. Peer-to-peer handoffs may help ease transitions between clerkships with dissimilar cultures and expectations.

Role of Student Affairs in International Student Transition and Success

OpenAIRE

Christina W. Yao; Chrystal A. George Mwangi

2017-01-01

International student mobility has grown significantly in recent years, with over 4.1 million students in 2013 who studied abroad around the world (Institute of International Education [IIE], 2016). With the changes in student demographics and increased mobility, student affairs professionals are in a unique role to support international student transition and success. Unfortunately, current research and practice in higher education tends to place a high level of respo...

Does being first in family matter? The role of identity in the stigma of seeking help among first and non-first in family university students

Directory of Open Access Journals (Sweden)

Miki Talebi

2013-04-01

Full Text Available The transition from secondary school to university is often perceived as stressful, perhaps more so for students who are the first in their family to seek higher education, as they might face challenges unique to their situation. Yet, the majority are less likely to acknowledge problems and are unlikely to engage in help-seeking behaviour. The present study, which  focuses on first in family students transitioning from secondary school to university, examined relations between identification (private regard, public regard, compatibility and the stigma (self and other associated with help-seeking in different domains (academic and mental health, and the moderating role of first in family status. Implications for these findings are addressed within the context of stigma reduction initiatives. 

Text Maps: Helping Students Navigate Informational Texts.

Science.gov (United States)

Spencer, Brenda H.

2003-01-01

Notes that a text map is an instructional approach designed to help students gain fluency in reading content area materials. Discusses how the goal is to teach students about the important features of the material and how the maps can be used to build new understandings. Presents the procedures for preparing and using a text map. (SG)

Help-seeking beliefs for mental disorders among medical and nursing students.

Science.gov (United States)

Picco, Louisa; Seow, Esmond; Chua, Boon Yiang; Mahendran, Rathi; Verma, Swapna; Xie, Huiting; Wang, Jia; Chong, Siow Ann; Subramaniam, Mythily

2018-05-09

The current study aimed to investigate beliefs about help-seeking, treatment options and expected outcomes for people with alcohol abuse, dementia, depression, obsessive-compulsive disorder and schizophrenia, using a vignette-based approach, among a sample of nursing and medical students. This was a cross-sectional online study among medical and nursing students (n = 1002) who were randomly assigned 1 of 5 vignettes. Questions were asked about whom could best help the person in the vignette, the likely helpfulness of a broad range of interventions, and the likely outcome for the person in the vignette with and without appropriate help. A total of 45.1% of students recommended seeing a psychiatrist, which was the most common source of help reported for all 5 vignettes. Help-seeking preferences were significantly associated with age, academic year and vignette type. Respondents rated seeing a psychiatrist as the most helpful intervention (92.4%) and dealing with the problem on their own as the most harmful (68.1%). Then, 81.5% of students indicated that the condition of the person in the vignette would worsen if appropriate help was not sought. Medical and nursing students most commonly recommended seeking help from a psychiatrist for mental health-related problems, where help-seeking preferences were associated with various age, academic year and vignette type. As these students will be the future medical and nursing workforce, they need to be equipped with the skills and ability to recognize signs and symptoms of mental illness, to aid timely and appropriate treatment for people with mental illness. © 2018 The Authors Early Intervention in Psychiatry Published by John Wiley & Sons Australia, Ltd.

Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.

Science.gov (United States)

Batz, Zachary; Olsen, Brian J; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly "leaky" point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. © 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Family-Directed Transition Planning Guide.

Science.gov (United States)

Colorado State Dept. of Education, Denver. Div. of Special Education Services.

This guide to family-directed transition planning is intended to help parents and students with disabilities take leading roles in the process of transition from school to post-school activities. First, a letter to families examines the challenge of change and the transition process. Section 2 examines regulations that affect transition planning,…

How can we help students appreciate physics education?

Science.gov (United States)

Lin, Jia-Ling; Zaki, Eman; Schmidt, Jason; Woolston, Don

2004-03-01

Helping students appreciate physics education is a formidable task, considering that many students struggle to pass introductory physics courses. Numerous efforts have been made for this undertaking because it is an important step leading to successful learning. In an out-of-classroom academic program, the Supplemental Instruction (SI) Program, we have used the approach, INSPIRE (inquiry, network, skillfulness, perseverance, intuition, reasoning, and effort), to help more students value their experiences in these courses. The method basically includes key elements outlined by experts in physics education [1]. Student responses have been encouraging. Having undergraduates as facilitators in the program is advantageous in promoting principles of physics education. Their training emphasizes tenacity, resourcefulness, understanding, support, and teamwork, i.e. TRUST. We present the organization and focus of the SI Program, and discuss how these improve learning atmosphere and facilitate learning. [1] Edward F. Redish et al, Am J. Phys. 66(3), March 1998.

Barriers to Chinese College Students Seeking Psychological Help from Professionals

Science.gov (United States)

Wang, Haiping

2013-01-01

Chinese students were found less likely to seek professional help for psychological problems compared to their western counterparts. The purpose of the present research was to investigate the barriers to Chinese college students seeking psychological help from professionals. Quantitative data on Asian values, social supports, self-stigma,…

Navigating Transitions: Challenges for Engineering Students

Science.gov (United States)

Moore-Russo, Deborah; Wilsey, Jillian N.; Parthum, Michael J., Sr.; Lewis, Kemper

2017-01-01

As college students enter engineering, they face challenges when they navigate across various transitions. These challenges impact whether a student can successfully adapt to the rigorous curricular requirements of an engineering degree and to the norms and expectations that are particular to engineering. This article focuses on the transitions…

At the precipice: a prospective exploration of medical students' expectations of the pre-clerkship to clerkship transition.

Science.gov (United States)

Soo, Jason; Brett-MacLean, Pamela; Cave, Marie-Therese; Oswald, Anna

2016-03-01

Medical learners face many challenging transitions. We prospectively explored students' perceptions of their upcoming transition to clerkship and their future professional selves. In 2013, 160/165 end-of-second-year medical students wrote narrative reflections and 79/165 completed a questionnaire on their perceptions of their upcoming transition to clerkship. Narratives were separately analyzed by four authors and then discussed to identify a final thematic framework using parsimonious category construction. We identified two overarching themes: (1) "Looking back": experiences which had helped students feel prepared for clerkship with subthemes focused on of patient care, shadowing, classroom teaching and the pre-clerkship years as foundational knowledge, (2) "Looking forward": anticipating the clerkship experience and the journey of becoming a physician with subthemes focused on death and dying, hierarchy, work-life balance, interactions with patients, concerns about competency and career choice. Questionnaire data revealed incongruities around expectations of minimal exposure to death and dying, little need for independent study and limited direct patient responsibility. We confirmed that internal transformations are happening in contemplative time even before clerkship. By prospectively exploring pre-clerkship students' perceptions of the transition to clerkship training we identified expectations and misconceptions that could be addressed with future curricular interventions. While students are aware of and anticipating their learning needs it is not as clear that they realise how much their future learning will depend on their own inner resources. We suggest that more attention be paid to professional identity formation and the development of the physician as a person during these critical transitions.

Crossing the threshold: students' experiences of the transition from student to staff nurse

OpenAIRE

Draper, Janet; Sparrow, Shelagh; Gallagher, Donna

2009-01-01

This paper presents the findings of a Centre for Excellence in Teaching and Learning-funded project exploring the experience of student nurses making the transition from student to qualified nurse. \\ud \\ud The transition from student to staff nurse ‘is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of the professional journey as a nurse’ (Nash et al, 2009: 49). However, the extent to which newly qualified staff nurses are abl...

Students' Perceptions regarding Their Impending Transition out of College

Science.gov (United States)

Yazedjian, Ani; Kielaszek, Becki J.; Toews, Michelle L.

2010-01-01

Although researchers have argued students experience feelings of stress, fear, and uncertainty as they transition from college to work life, there is limited empirical research supporting this argument. Our study filled this gap by exploring 183 fourth-year students' perceptions regarding their impending transition out of the college environment.…

Depressive Symptoms and Help-Negation among Chinese University Students in Taiwan: The Role of Gender, Anxiety and Help-Seeking Attitudes

Science.gov (United States)

Chang, Hsiaowen

2014-01-01

This study extended the consideration of help-negation in regard to suicide to that of depressive symptoms in a large sample of 981 Chinese university students in Taiwan. The study examined the help-negation effects of depression and the impact of gender, anxiety, and help-seeking attitudes on that relationship. Chinese students, aged 17 to…

Student Engagement and Leadership of the Transition Planning Process

Science.gov (United States)

Martin, James E.; Williams-Diehm, Kendra

2013-01-01

The Council for Exceptional Children's Division on Career Development and Transition (DCDT) has been a longstanding leader and advocate in the field of secondary education for students with disabilities. This paper traces the history of student engagement in transition planning primarily through the lens of DCDT's journal "Career…

Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder.

Science.gov (United States)

Ruble, Lisa A; McGrew, John H; Toland, Michael; Dalrymple, Nancy; Adams, Medina; Snell-Rood, Claire

2018-06-01

The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching.

Gifted Students in Transition: A Grounded Theory Study

Science.gov (United States)

Meadows, Jodi J.

2017-01-01

Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high…

Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students with Disabilities

Science.gov (United States)

Kellems, Ryan O.; Springer, Ben; Wilkins, Melinda K.; Anderson, Caroline

2016-01-01

The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists…

Final-year student nurses??? perceptions of role transition

OpenAIRE

Doody, Owen; Tuohy, Dympna; Deasy, Christine

2012-01-01

peer-reviewed Role transition can be both challenging and exciting. This study presents the findings of phase one of a two-part study conducted by Deasy et al (2011), which explored final-year student nurses??? (n=116) perceptions and expectations of role transition. The students were registered on four-year BSc nursing programmes at an Irish university. Data was analyzed using SPSS (version 16). A response rate of 84% was achieved. Over half of respondents said they were adequately ...

Engaging Undergraduate Students in Transiting Exoplanet Research with Small Telescopes

Science.gov (United States)

Stephens, Denise C.; Stoker, E.; Gaillard, C.; Ranquist, E.; Lara, P.; Wright, K.

2013-10-01

Brigham Young University has a relatively large undergraduate physics program with 300 to 360 physics majors. Each of these students is required to be engaged in a research group and to produce a senior thesis before graduating. For the astronomy professors, this means that each of us is mentoring at least 4-6 undergraduate students at any given time. For the past few years I have been searching for meaningful research projects that make use of our telescope resources and are exciting for both myself and my students. We first started following up Kepler Objects of Interest with our 0.9 meter telescope, but quickly realized that most of the transits we could observe were better analyzed with Kepler data and were false positive objects. So now we have joined a team that is searching for transiting planets, and my students are using our 16" telescope to do ground based follow-up on the hundreds of possible transiting planet candidates produced by this survey. In this presentation I will describe our current telescopes, the observational setup, and how we use our telescopes to search for transiting planets. I'll describe some of the software the students have written. I'll also explain how to use the NASA Exoplanet Archive to gather data on known transiting planets and Kepler Objects of Interests. These databases are useful for determining the observational limits of your small telescopes and teaching your students how to reduce and report data on transiting planets. Once that is in place, you are potentially ready to join existing transiting planet missions by doing ground-based follow-up. I will explain how easy it can be to implement this type of research at any high school, college, or university with a small telescope and CCD camera.

The Influence of Achievement Goals on Online Help Seeking of Computer Science Students

Science.gov (United States)

Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe

2017-01-01

This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…

Exploring College Students' Online Help-Seeking Behavior in a Flipped Classroom with a Web-Based Help-Seeking Tool

Science.gov (United States)

Er, Erkan; Kopcha, Theodore J.; Orey, Michael

2015-01-01

Today's generation often seeks help from each other in online environments; however, only a few investigated the role of Internet technologies and the nature of online help-seeking behavior in collaborative learning environments. This paper presents an educational design research project that examines college students' online help-seeking…

Transition in, Transition out: a sustainable model to engage first year students in learning. A Practice Report

Directory of Open Access Journals (Sweden)

Andrea Chester

2013-08-01

Full Text Available Peer mentoring, presented as an inclusive teaching approach, embedded in the curriculum, has been successfully implemented to support first year student learning. Developing sustainable and scalable models for large first year cohorts, however, provides a challenge. The Transition in, Transition out model is a sustainable peer mentoring model supporting the transition of both first and final year students. The model has been implemented in two Australian psychology programs, one face-to-face and one delivered online. The focus in this Practice Report will be on the outcome data for on-campus first year student at one university. Participants were 231 first year students (166 females and 65 males. Results suggest positive changes in academic performance and learning approaches as well as positive endorsement of the model.

The transition into veterinary practice: Opinions of recent graduates and final year students

Directory of Open Access Journals (Sweden)

Hudson Neil PH

2011-09-01

Full Text Available Abstract Background The transition from veterinary student to member of the veterinary profession is known to be challenging. This study aimed to determine and compare the opinions of final year veterinary students and recent graduates on graduate attributes that ease this transition. Methods The study was carried out across 3 veterinary schools in the United Kingdom. Paper based or electronic surveys were used. Final year students in the 3 schools were surveyed either electronically (school A or on paper (schools B and C. Student cohort sizes were 112, 227 and 102 respectively. Recent graduates were contacted either at a reunion event (school A or electronically from database records (school B and school C. Cohort sizes of contacted graduates were 80, 175 and 91 respectively. Respondents were asked to rate 42 individual attributes on a 5 point Likert scale. Focus groups with final year students and recent graduates and telephone interviews with recent graduates were carried out. Data were analysed by two researchers through a combination of manual coding and thematic analysis. Data were grouped into broad themes then sorted into narrower themes. Data were then searched for counter examples. Results Response rates for final year students were 34% (school A, 36% (school B and 40% (school C. Response rates for recent graduates were 56% (school A, 20% (school B and 11% (school C. There was a high level of agreement between the cohorts with respect to communication skills, problem solving and decision making skills, recognition of own limitations and the ability to cope with pressure all rated unanimously important or very important. Business acumen, knowledge of veterinary practice management and research skills were the 3 attributes ranked at the bottom of the list. Nine attributes were identified with a significantly different (p Conclusions Recent graduates and final year students rate highly the attributes which help foster the client

Solution-Focused Self-Help for Improving University Students' Well-Being

Science.gov (United States)

Pakrosnis, Rytis; Cepukiene, Viktorija

2015-01-01

Along with positive developments in psychology, the self-help movement is becoming widespread, based on the belief that people are capable of growing and achieving positive change with only minimal help. This article addresses the potential of a solution-focused self-help tool to improve university students' well-being by comparing its outcome to…

Helping Students Reflect: Lessons from Cognitive Psychology

Science.gov (United States)

Poole, Gary; Jones, Lydia; Whitfield, Michael

2013-01-01

The challenges of teaching students to reflect on experience and, thus, learn from it, are better understood with the application of constructs from cognitive psychology. The present paper focuses on two such constructs--self-schemas and scripts--to help educators better understand both the threats and opportunities associated with effective…

Transition and Students with Mild Intellectual Disability: Findings From the National Longitudinal Transition Study-2

Science.gov (United States)

Bouck, Emily C.; Joshi, Gauri S.

2016-01-01

Students with intellectual disability historically struggle with post-school outcomes. However, much of the research on students with intellectual disability relative to post-school outcomes and transition services is aggregated for students with mild, moderate, and severe intellectual disability. This secondary analysis of the National…

Understanding help-seeking amongst university students: the role of group identity, stigma, and exposure to suicide and help-seeking

Science.gov (United States)

Kearns, Michelle; Muldoon, Orla T.; Msetfi, Rachel M.; Surgenor, Paul W. G.

2015-01-01

Background: Despite a high prevalence of suicide ideation and mental health issues amongst university students, the stigma of help-seeking remains a barrier to those who are in real need of professional support. Social identity theory states that help received from an ingroup source is more welcome and less threatening to one's identity than that from a source perceived as outgroup. Therefore, we hypothesized that students' stigma toward seeking help from their university mental health service would differ based on the strength of their identification with the university. Method: An online survey including measures of stigma of suicide, group identification, experience with help-seeking and exposure to suicide was administered to Irish university students (N = 493). Results: Group identification was a significant predictor of help-seeking attitudes after controlling for already known predictors. Contrary to our expectations, those who identified more strongly with their university demonstrated a higher stigma of seeking help from their university mental health service. Conclusions: Results are discussed in relation to self-categorization theory and the concept of normative fit. Practical implications for mental health service provision in universities are also addressed, specifically the need for a range of different mental health services both on and off-campus. PMID:26483722

Understanding help-seeking amongst university students: The role of group identity, stigma and exposure to suicide and help-seeking

Directory of Open Access Journals (Sweden)

Michelle eKearns

2015-09-01

Full Text Available Background: Despite a high prevalence of suicide ideation and mental health issues amongst university students, the stigma of help-seeking remains a barrier to those who are in real need of professional support. Social identity theory states that help received from an ingroup source is more welcome and less threatening to one’s identity than that from a source perceived as outgroup. Therefore, we hypothesized that students' stigma towards seeking help from their university mental health service would differ based on the strength of their identification with the university.Method: An online survey including measures of stigma of suicide, group identification, experience with help-seeking and exposure to suicide was administered to Irish university students (N = 493.Results: Group identification was a significant predictor of help-seeking attitudes after controlling for already known predictors. Contrary to our expectations, those who identified more strongly with their university demonstrated a higher stigma of seeking help from their university mental health service.Conclusions: Results are discussed in relation to self-categorization theory and the concept of normative fit. Practical implications for mental health service provision in universities are also addressed, specifically the need for a range of different mental health services both on and off-campus.

Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students

Directory of Open Access Journals (Sweden)

Sandra Mano

2008-04-01

Full Text Available Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language. Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language.

Rotation placements help students' understanding of intensive care.

Science.gov (United States)

Abbott, Lisa

2011-07-01

It is vital that children's nursing students are fit for practice when they qualify and are able to meet various essential skills as defined by the Nursing and Midwifery Council (NMC). To gain the knowledge and skills required, students need placements in areas where high dependency and potentially intensive care are delivered. Efforts to maximise the number of students experiencing intensive care as a placement have led to the development of the paediatric intensive care unit (PICU) rotation, increasing placements on the PICU from 5 to 40 per cent of the student cohort per year. The lecturer practitioner organises the rotation, providing credible links between university and practice areas, while supporting students and staff in offering a high-quality placement experience. Students say the rotation offers a positive insight into PICU nursing, helping them develop knowledge and skills in a technical area and creating an interest in this specialty.

Key Relationships for International Student University-to-Work Transitions

Science.gov (United States)

Popadiuk, Natalee Elizabeth; Arthur, Nancy Marie

2014-01-01

International student research predominantly focuses on the initial and middle stages of their sojourn. Our research, however, specifically addresses how relationships support international students to successfully navigate the late-stage transition from university to work. In this qualitative study, we interviewed 18 international students from…

Exploring the transition of undergraduate medical students into a clinical clerkship using organizational socialization theory.

Science.gov (United States)

Atherley, Anique E; Hambleton, Ian R; Unwin, Nigel; George, Colette; Lashley, Paula M; Taylor, Charles G

2016-04-01

Transitions in medical education are emotionally and socially dynamic; this may affect learning. Students transitioning from preclinical to clinical training may experience negative consequences. Less is understood about students' experiences during transitions within clinical training and influential factors. The authors used organizational socialization theory to explore a transition within the clinical years. Final-year medical students experienced a nine-week internal medicine clerkship; willing students participated. Students (n = 101; 97 %) completed a questionnaire with open-ended questions at the beginning and end of the clerkship and participated in six consecutive focus groups, until data saturation occurred (n = 37). Data were thematically analyzed. Socialization was challenging. Many students experienced difficulty developing relationships with team members. Students with a positive attitude experienced a smoother transition. Many students were uncertain of their roles, concerned about the workload and desired guidance to meet clerkship demands. This transition resulted in varied outcomes from enjoyment, increased confidence and student development through to disinterest. Transitions within clinical training are complex. Faculty should focus on adequate socialization in a new clerkship as this may facilitate a smoother transition. This may necessitate orientations, staff training, and formal student support. Further research is needed on the impact of these recommendations on learning and well-being.

Re-Conceptualizing Extra Help for High School Students in a High Standards Era.

Science.gov (United States)

Balfanz, Robert; McPartland, James; Shaw, Alta

The push for higher academic standards has resulted in an increase in the numbers of high school students needing extra help. The need for extra help is most pervasive in high-poverty areas and most high school students need extra help not in traditional basic elementary skills but in reading, mathematics, and advanced reasoning skills. Most…

Helping geoscience students improve their numeracy using online quizzes

Science.gov (United States)

Nuttall, Anne-Marie; Stott, Tim; Sparke, Shaun

2010-05-01

This project aims to help geoscience undergraduates improve their competence and confidence in numeracy using online quizzes delivered via the Blackboard virtual learning environment. Numeracy materials are being developed based on actual examples used in a range of modules in the geoscience degree programmes taught at Liverpool John Moores University. This is to ensure the subject relevance which is considered vital to maintaining student interest & motivation. These materials are delivered as a collection of Blackboard quizzes on specific numeracy topics which students can access at any point in their studies, either on or off campus. Feedback and guidance is provided immediately so that a student gains a confidence boost if they get it right or else they can learn where they have gone wrong. It is intended that positive feedback and repetition/reinforcement will help build the confidence in numeracy which so many students seem to lack. The anonymous nature of the delivery means that students avoid the common fear of ‘asking a stupid question' in class, which can hamper their progress. The fact that students can access the quizzes anytime and from anywhere means that they can use the materials flexibly to suit their individual learning needs. In preliminary research, 70% of the students asked felt that they were expected to have greater numeracy skills than they possessed and 65% said that they would use numeracy support materials on Blackboard. Once fully developed and evaluated, the Blackboard quizzes can be opened up to other departments who may wish to use them with their own students.

Easing student transition to graduate nurse: a SIMulated Professional Learning Environment (SIMPLE) for final year student nurses.

Science.gov (United States)

Liaw, Sok Ying; Koh, Yiwen; Dawood, Rabiah; Kowitlawakul, Yanika; Zhou, Wentao; Lau, Siew Tiang

2014-03-01

Preparing nursing students for making the transition to graduate nurse is crucial for entry into practice. Final year student nurses at the National University of Singapore (NUS) are required to undergo a consolidated clinical practice to prepare them for their transition to graduate nurse. To describe the development, implementation and evaluation of a simulation program known as SIMulated Professional Learning Environment (SIMPLE) in preparing the final year student nurses for their clinical practicum in transition to graduate nurse practice. A set of simulation features and best practices were used as conceptual framework to develop and implement the simulation program. 94 final year student nurses participated in the 15-hour SIMPLE program that incorporated multiple simulation scenarios based on actual ward clinical practices. Pre and post-tests were conducted to assess the students' preparedness for their clinical practice in transition to graduate nurse practice. The students also completed a satisfaction questionnaire and open questions to evaluate their simulation experiences. The student nurses demonstrated a significant improvement (t=12.06, pnurse practice. They were highly satisfied with their simulation learning. Themes emerged from the comments on the most valuable aspects of the SIMPLE program and ways to improve the program. The study provided evidences on the effectiveness of the SIMPLE program in enhancing the students' preparedness for their transition to graduate nurse practice. A key success of the SIMPLE program was the used of simulation strategy and the involvement of practicing nurses that closely linked the students with the realities of current nursing practice to prepare them for the role of staff nurses. Copyright © 2013 Elsevier Ltd. All rights reserved.

Specific attitudes which predict psychology students' intentions to seek help for psychological distress.

Science.gov (United States)

Thomas, Susan J; Caputi, Peter; Wilson, Coralie J

2014-03-01

Although many postgraduate psychology programs address students' mental health, there are compelling indications that earlier, undergraduate, interventions may be optimal. We investigated specific attitudes that predict students' intentions to seek treatment for psychological distress to inform targeted interventions. Psychology students (N = 289; mean age = 19.75 years) were surveyed about attitudes and intentions to seek treatment for stress, anxiety, or depression. Less than one quarter of students reported that they would be likely to seek treatment should they develop psychological distress. Attitudes that predicted help-seeking intentions related to recognition of symptoms and the benefits of professional help, and openness to treatment for emotional problems. The current study identified specific attitudes which predict help-seeking intentions in psychology students. These attitudes could be strengthened in undergraduate educational interventions promoting well-being and appropriate treatment uptake among psychology students. © 2013 Wiley Periodicals, Inc.

The College Transition for First-Year Students from Rural Oregon Communities

Science.gov (United States)

Ganss, Karen M.

2016-01-01

This study explores the lived experiences of 10 students entering college from rural Oregon communities. Using narrative inquiry, the author examines students' transition, common experiences, and enrollment barriers. Resulting themes include: (a) unexpected emotional and social transition, (b) motivations for enrolling, (c) lack of social and…

Students helping students: vertical peer mentoring to enhance the medical school experience.

Science.gov (United States)

Andre, Christine; Deerin, Jessica; Leykum, Luci

2017-05-02

Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.

Saudi Deaf Students Post-Secondary Transitioning Experience: A Grounded Theory Study

Science.gov (United States)

Almotiri, Abdullah

2017-01-01

Understanding how deaf and hard-of-hearing (DHH) international students transition to post-secondary institutions is important for ensuring their academic and personal success. In this grounded theory study, five Saudi Arabian students who are DHH and enrolled at Gallaudet University were interviewed about their transition experience. Participants…

Utilizing LMS tools to help with student assessment in an online course

Directory of Open Access Journals (Sweden)

Dudley B. Turner

2015-07-01

Full Text Available In online learning, feedback to students is important in their progress. Assessments are often final or summative assessments that do not allow the student to adjust or improve their learning progress. Assessment, however, takes valuable time. This paper describes how using the tools available in a LMS can assist faculty in assessing student work and provide helpful feedback to students in an online course. The tools available for faculty to use can be set up to save time for the faculty during assessments. The assignments in this study were developed based on previous research indicating assessment can be an aid to student learning, and students who know how well they are doing can make needed adjustments. Students used the feedback from these LMS tools to decide whether or not to try again or move on. Students had the opportunity for multiple attempts at assignments and received feedback on each to help measure their learning. The rubric tool was used to not only grade student papers but also to provide appropriate feedback for student performance on the levels of achievement. Quizzes can be automatically graded. Any additional attempts are drawn from a bank of questions. Results from this pilot study show the benefits of multiple attempts at quizzes and assignments. Students who took advantage of multiple attempts did improve their scores. The paper also discusses further research that to help support this practice.

Debate on the Draft--Helping Students Decide Where They Stand.

Science.gov (United States)

Victory, James

1981-01-01

Presents four exercises to help secondary school social studies students understand the complex issues of the draft. Students participate in a mock draft lottery, analyze Phil Och's Draft Dodger Rag, examine how individual experiences affect attitudes, and compare writings by Bill Mauldin and Ron Kovic. (KC)

Empowering Students in Transition

Directory of Open Access Journals (Sweden)

Ann-Catherine Sullivan

2016-09-01

Full Text Available The purpose of this study was to (a identify potential benefits for students with disabilities taking part in a physical activity program with same-age typical peers on a Midwest university campus, and (b to determine if the program impacted the students with disabilities empowerment. Empowerment theory was used to determine how transition students’ attitudes change over the course of the semester while participating in a workout buddy program with same-age college peers. The program was structured to provide a sense of empowerment to students to make their own decisions and learn for themselves so they don’t feel a lack of power in their lives. This study implemented elements of a quantitative design but a majority utilized a qualitative design based on the assumptions of the Interpretivist paradigm. The quantitative design elements focused on the analysis of two questionnaires: Sports Questionnaire; and The Perceived Control Scale Questionnaire. The analysis of the focus group data revealed the following themes as positive effects of the intervention; positive effect on empowerment, how happy the program made the students, what benefits the students gained from the program, the student’s familiarity with university students, and the environment and lastly the students ability to ask for assistance when need. Findings from the study determined that the empowerment of the students with disabilities was impacted while participating in the program. In general, the findings of gaining empowerment were similar to previous studies in that students with disabilities are able to gain empowerment from participation in fitness and recreation programs. The researcher noted during focus groups that some of the BOBW students were not confident in starting conversations with their university. Although the BOBW students felt a sense of losing empowerment with this specific instance, there was an overall positive impact on the BOBW students�

Randomized trials of alcohol-use interventions with college students and their parents: lessons from the Transitions Project.

Science.gov (United States)

Fernandez, A C; Wood, M D; Laforge, R; Black, J T

2011-04-01

Matriculation from high school to college is typified by an increase in alcohol use and related harm for many students. Therefore, this transition period is an ideal time for preventive interventions to target alcohol use and related problems. The purpose of this report is to describe the design and methods used in the Transitions Project, a randomized controlled trial of two interventions designed to prevent and reduce heavy episodic drinking and alcohol-related negative consequences among incoming college students. This study used a 2 × 2 factorial design to investigate the effects of a two-session brief motivational intervention delivered to students and a handbook-based parent intervention. Interventions were administered to students and parents. Follow-up assessment took place at 10- and 22-months post-baseline. The Transitions Project successfully recruited and retained participants across a major transition period (i.e., entering college), administered and compared two distinct but complementary interventions, and collected and analyzed highly skewed data. The application of a factorial design and two-part latent growth curve modeling allowed us to examine main and interactive intervention effects in terms of both initiation and growth in heavy drinking and alcohol-related problems. While we conducted successful tests of our primary and secondary study hypotheses over a lengthy follow-up period, our study design did not permit full interpretation of null findings. We suggest that researchers carefully consider assessment timing, tests of assessment reactivity, and ensure objective tests of intervention efficacy when conducting clinical trials of motivational interventions. The lessons we learned while conducting this trial have the potential to assist other researchers designing and conducting future preventive interventions targeting parents and college students. The data analytic procedures presented can also help guide trials that plan to analyze

Concluding Comments about Student Transition to Higher Education

Science.gov (United States)

Cole, James S.

2017-01-01

This special issue of Transition to Higher Education contained studies from nine countries across the globe. The following provides a brief review of all nine studies, identifying common themes. These common themes include the importance of student expectations regarding their first-year experiences, as well as the importance of student academic…

Understanding Undergraduate Student Perceptions of Mental Health, Mental Well-Being and Help-Seeking Behaviour

Science.gov (United States)

Laidlaw, Anita; McLellan, Julie; Ozakinci, Gozde

2016-01-01

Despite relatively high levels of psychological distress, many students in higher education do not seek help for difficulties. This study explored undergraduate student understanding of the concepts of mental health and mental well-being and where undergraduate students would seek help for mental well-being difficulties. Semi-structured interviews…

A Project to Help Child Development Students Recognize Piagetian Developmental Stages.

Science.gov (United States)

Husmann, Ann

This practicum report was designed to help child development students differentiate between the preoperational and concrete operational stages of the Piagetian cognitive hierarchy. The 36 on-campus and 63 instructional television students used a Piagetian Game booklet, which is included in the appendix. Using this booklet, students were able to…

Student Generated Rubrics: An Assessment Model To Help All Students Succeed. Assessment Bookshelf Series.

Science.gov (United States)

Ainsworth, Larry; Christinson, Jan

The assessment model described in this guide was initially developed by a team of fifth-grade teachers who wrote objectives of integrating social studies and language arts. It helps the teacher guide students to create a task-specific rubric that they use to evaluate their own and peers' work. Teachers review the student evaluations, determine the…

College Student for a Day: A Transition Program for High School Students with Disabilities

Science.gov (United States)

Novakovic, Alexandra; Ross, Denise E.

2015-01-01

High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief…

Helping Students Acquire Thinking Skills through Mathematics Instruction.

Science.gov (United States)

Van Devender, Evelyn M.

1992-01-01

Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

Helping students with learning difficulties in medical and health-care education.

Science.gov (United States)

Coles, C R

1990-05-01

In health profession education many more students than is currently acknowledged experience often extreme difficulties with their studying. This booklet is intended to help them. It outlines an approach being adopted in the Faculty of Medicine at the University of Southampton by which students are encouraged to reflect on and discuss their approaches to studying, identifying their perception of their task and where necessary changing this. It is shown that students need to elaborate their knowledge, that is to structure the factual information they are receiving and to relate it to their practical experiences. A number of suggestions are made to encourage this, and their theoretical underpinnings are discussed. It is concluded that while inappropriate curricula and teaching methods and not some weakness on the part of students are largely the cause of learning difficulties, it will take time to change these. Establishing a kind of 'clinic' for helping students cope can be of value immediately.

College Students and Alcohol Abuse: New Resources Can Help

Science.gov (United States)

... on. College Students and Alcohol Abuse: New Resources Can Help Past Issues / Fall 2009 Table of Contents ... to curb college alcohol abuse. NIAAA Tools You Can Use The National Institute on Alcohol Abuse and ...

Understanding undergraduate student perceptions of mental health, mental well-being and help-seeking behaviour

OpenAIRE

Laidlaw, Anita Helen; McLellan, Julie; Ozakinci, Gozde

2016-01-01

Funding: Medical School, University of St Andrews Despite relatively high levels of psychological distress, many students in higher education do not seek help for difficulties. This study explored undergraduate student understanding of the concepts of mental health and mental well-being and where undergraduate students would seek help for mental well-being difficulties. Semi-structured interviews were carried out with 20 undergraduate students from 5 different subject areas. Interviews wer...

Final-year student nurses' perceptions of role transition.

Science.gov (United States)

Doody, Owen; Tuohy, Dympna; Deasy, Christine

Role transition can be both challenging and exciting. This study presents the findings of phase one of a two-part study conducted by Deasy et al (2011), which explored final-year student nurses' (n=116) perceptions and expectations of role transition. The students were registered on four-year BSc nursing programmes at an Irish university. Data was analyzed using SPSS (version 16). A response rate of 84% was achieved. Over half of respondents said they were adequately prepared for the post of registered nurse. Respondents generally perceived themselves to be competent across a range of domains: managing workloads; prioritizing care delivery; interpersonal skills; time management skills; ethical decision making; and providing health information and education. In contrast, not all were confident about their knowledge and many expected the transition to be problematic. Most expected to be supported and to receive constructive feedback. Recommendations include nurturing supportive work environments to reduce stress and increase confidence.

Students' benefits and barriers to mental health help-seeking

Science.gov (United States)

Vidourek, Rebecca A.; King, Keith A.; Nabors, Laura A.; Merianos, Ashley L.

2014-01-01

Stigma is recognized as a potential barrier to seeking help for a mental health disorder. The present study assessed college students' perceived benefits and barriers to obtaining mental health treatment and stigma-related attitudes via a four-page survey. A total of 682 students at one Midwestern university participated in the study. Findings indicated that females perceived a greater number of benefits to having participated in mental health services and held significantly lower stigma-related attitudes than did males. Students who had ever received mental health services reported significantly more barriers to treatment than did students who had never received services. Health professionals should target students with educational programs about positive outcomes related to receiving mental health services and work with treatment centers to reduce barriers for receiving services. PMID:25750831

Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

Directory of Open Access Journals (Sweden)

Jean-Paul Restoule

2013-11-01

Full Text Available This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder.

Science.gov (United States)

White, Susan W; Elias, Rebecca; Capriola-Hall, Nicole N; Smith, Isaac C; Conner, Caitlin M; Asselin, Susan B; Howlin, Patricia; Getzel, Elizabeth E; Mazefsky, Carla A

2017-10-01

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

Students' benefits and barriers to mental health help-seeking

OpenAIRE

Vidourek, Rebecca A.; King, Keith A.; Nabors, Laura A.; Merianos, Ashley L.

2014-01-01

Stigma is recognized as a potential barrier to seeking help for a mental health disorder. The present study assessed college students' perceived benefits and barriers to obtaining mental health treatment and stigma-related attitudes via a four-page survey. A total of 682 students at one Midwestern university participated in the study. Findings indicated that females perceived a greater number of benefits to having participated in mental health services and held significantly lower stigma-rela...

Mental health self-care in medical students: a comprehensive look at help-seeking.

Science.gov (United States)

Gold, Jessica A; Johnson, Benjamin; Leydon, Gary; Rohrbaugh, Robert M; Wilkins, Kirsten M

2015-02-01

The authors characterize medical student help-seeking behaviors and examine the relationship with stress, burnout, stigma, depression, and personal health behaviors. In 2013, the authors administered an electronic survey of all enrolled students at Yale School of Medicine (183 responders, response rate=35 %), inquiring about students' primary medical and mental health care, personal health behaviors, support systems, and help-seeking behaviors. Students completed the Attitudes to Mental Health Questionnaire, the Patient Health Questionnaire-2, and a modified Maslach Burnout Inventory. The authors analyzed the results with logistic regression, the Wilcoxon rank-sum test, the Kruskal-Wallis test, or a test for significance of Kendall rank correlation. Most students reported having a primary care provider (PCP), yet few reported seeking care when sick (33 %). Nineteen percent of students reported having a mental health provider, fewer than reported having a PCP (pstudents reported increased mental health needs since beginning medical school, and these students were more likely to agree that their needs were untreated. The majority of students endorsed stress, which correlated with increased and unmet mental health needs (pstudents and correlated with stress and increased and untreated needs. Most students reported comfort with asking for academic help; those uncomfortable were more likely to have mental health needs for which they did not seek treatment (p=0.004). Mental health stigma was low. Medical students had a significant unmet need for health care, influenced by barriers to accessing care, stress, burnout, and depression. Academic help seeking and supportive faculty relationships appear related to mental health treatment seeking. Targeted interventions for stress and burnout reduction, as well as incorporation of reflective practice, may have an impact on overall care seeking among medical students. Future studies should expand to other medical and professional

Does the Timing of Transition Matter? Comparison of German Students' Self-Perceptions before and after Transition to Secondary School

Science.gov (United States)

Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Watermann, Rainer; Hasselhorn, Marcus

2013-01-01

The often observed decline in students' self-perceptions across transition to secondary school after grade 6 is often attributed to students' entry to puberty. This study aims to examine whether lowered self-perceptions can be observed after transition in Germany which occurs after grade 4 and thus takes place before puberty. Fifth graders (N =…

Helping students learn effective problem solving strategies by reflecting with peers

Science.gov (United States)

Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

Financial Stress and Financial Counseling: Helping College Students

Science.gov (United States)

Britt, Sonya L.; Canale, Anthony; Fernatt, Fred; Stutz, Kristen; Tibbetts, Racquel

2015-01-01

This study had two distinct purposes. First, to determine the predictors of financial stress among college students who sought free peer-based financial counseling from a large Midwestern university (N = 675). Secondly, to determine the effectiveness of the particular financial counseling center from a subsample of those who sought help (N = 97).…

Positive Aspects of International Student Transitions: A Qualitative Inquiry

Science.gov (United States)

Moores, Lisa; Popadiuk, Natalee

2011-01-01

Despite the considerable growth of the international student population, positive aspects of their experience have received little attention. The current study combines a Critical Incident Technique methodology and a positive psychology lens to explore the cross-cultural transition of seven international students, focusing on facilitative factors,…

Transition Goals for Youth with Social, Emotional, and Behavioral Problems: Parent and Student Knowledge

Science.gov (United States)

Harrison, Judith R.; State, Talida M.; Wills, Howard P.; Custer, Beth A.; Miller, Elaine

2017-01-01

Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated…

Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings.

Science.gov (United States)

Buchanan, Rohanna; Nese, Rhonda N T; Clark, Miriam

2016-05-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.

Effective Ninth-Grade Transition Programs Can Promote Student Success

Science.gov (United States)

Roybal, Victoria; Thornton, Bill; Usinger, Janet

2014-01-01

The transition from middle into high school can be perilous for some students. High school freshmen fail at an alarming rate. In a general sense, the environment, expectations, structure, and culture of high schools are different from middle schools. However, school leaders can implement transition programs that may promote success of 9th graders.…

The experiences of African American graduate students: A cultural transition

Science.gov (United States)

Joseph, Joretta

Historically Black Colleges and Universities (HBCU) have long been an intellectual resource for the African American community. HBCUs have provided and continue to provide an educational pathway for many Black students, particularly women who seek graduate and advanced degrees. However, despite the overwhelmingly positive presence of HBCU in the African American community, the academic training of students who graduate from HBCUs may be perceived as insufficient by predominantly White graduate institutions (PWIs). As a result, African American students who are not well integrated into their respective departmental communities and cultures at PW/is are likely to leave graduate school. Thus the continuing loss of talented people, potential research, role models for society, and the next generation of African American students in the fields of math, engineering, and the sciences (STEM) create a segregated and limited university environment. Studies in the field that attempt to provide insight in to experiences of underrepresented students are ultimately beneficial. However, often such studies do not address the process of adapting to the culture of a predominantly white institution (PWI), particularly within white and male dominated fields such as mathematics and the sciences. Research has also indicated that the first two years at a predominantly white graduate institution is the crucial transitional period for students of color, and it is this transitional moment in time that is the focus of this study. I consider how students make the transition from HBCU to majority institutions, and what impact this transition has on their persistence and commitment to their discipline. The limited amount of research that does address the experiences of minority doctoral students in math and science is usually coupled with the experiences of women. However, race and gender are not linear or additive. It cannot be assumed that the same factors that effect the under representation

Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School.

Science.gov (United States)

McDonald, Rachel; Bobrowski, Adam; Drost, Leah; Rowbottom, Leigha; Pretti, Judene; Soliman, Hany; Chan, Stephanie; Chow, Edward

2018-05-05

Work-integrated learning (WIL) is a form of education that integrates academic and workplace study. Such programs provide students the opportunity to concurrently develop cognitive and non-cognitive competencies. The purpose of this study is to explore which experiences and skills learned in a WIL placement are useful in applying to medical school and transitioning into the first year of a Doctor of Medicine program. All individuals who worked in the Rapid Response Radiotherapy Program (RRRP; WIL placement) since 2004 and had completed at least 1 year of medical school were invited to participate. Semi-formal interviews were conducted and transcribed. A thematic analysis was completed to identify recurring concepts, and quotes were selected to represent them. Of 39 eligible individuals, 14 agreed to participate (36%). Students identified the volume of work, achieving a work-life balance, and time management as challenges in first-year medical school. Five themes emerged regarding the impact of the RRRP on applying and transitioning to medical school: time management skills, mentorship opportunities, research experience, clinical experience, and career choice. WIL placements present a unique opportunity for undergraduate students interested in pursuing medicine to acquire skills and experiences that will help them succeed in applying and transitioning to medical school.

Understanding Students' Transition to High School: Demographic Variation and the Role of Supportive Relationships.

Science.gov (United States)

Benner, Aprile D; Boyle, Alaina E; Bakhtiari, Farin

2017-10-01

The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students' grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents' lives, adolescents' socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.

Mixed Methods Analysis of Multicultural Identity and Psychological Help Seeking Beliefs in College Students

Science.gov (United States)

Walter, Jeffrey P.

2012-01-01

Research on the psychological help-seeking beliefs and behaviors of college students has provided evidence for differences among students based on demographic factors, with different variables being salient for different cultural groups. This mixed methods study focuses on understanding how common psychological help-seeking variables, including…

Helping Students with Emotional and Behavioral Disorders Solve Mathematics Word Problems

Science.gov (United States)

Alter, Peter

2012-01-01

The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…

High School to Postsecondary Education: Challenges of Transition

Science.gov (United States)

Hull, Susan Hudson; Seeley, Cathy L.

2010-01-01

How can teachers help prepare their high school students to make the critical transition to what comes after they graduate? Teachers cannot wait until students are seniors to inspire them to consider postsecondary education or training, and at the same time prepare them to succeed when they get there. It is increasingly important for students to…

Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions

Science.gov (United States)

Lin, Shih-Yin; Singh, Chandralekha

2015-12-01

It is well known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in the quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong alternative conceptions correctly, appropriate scaffolding support can be helpful. The goal of this study is to examine how different scaffolding supports involving analogical problem-solving influence introductory physics students' performance on a target quantitative problem in a situation where many students' solution process is derailed due to alternative conceptions. Three different scaffolding supports were designed and implemented in calculus-based and algebra-based introductory physics courses involving 410 students to evaluate the level of scaffolding needed to help students learn from an analogical problem that is similar in the underlying principles involved but for which the problem-solving process is not derailed by alternative conceptions. We found that for the quantitative problem involving strong alternative conceptions, simply guiding students to work through the solution of the analogical problem first was not enough to help most students discern the similarity between the two problems. However, if additional scaffolding supports that directly helped students examine and repair their knowledge elements involving alternative conceptions were provided, e.g., by guiding students to contemplate related issues and asking them to solve the targeted problem on their own first before learning from the analogical problem provided, students were more likely to discern the underlying similarities between the problems and avoid getting derailed by alternative conceptions when solving the targeted problem. We also found that some scaffolding supports were more effective in the calculus-based course than in the algebra

The academic transitional experiences of masters’ students at the University of the Western Cape

Directory of Open Access Journals (Sweden)

Jeffrey C. Hoffman

2012-08-01

Full Text Available Transition has been a major focus of educational institutions. However, most of the research into student transition focuses on the challenges related the transition from high school to university. Not much emphasis has been placed on the transition from undergraduate topostgraduate studies, despite the steadily increasing postgraduate enrolment rates in higher education institutions. The discrepancy between the enrolment and completion rates is an indication that postgraduate students are facing transitional challenges when engaging with postgraduate studies. The aim of this research study was to describe the academic transitional experiences of masters’ students in the Faculty of Community Health Sciences at the University of the Western Cape. The objectives were to determine the academic preparedness of postgraduate students, to explore their primary motivations for pursuing postgraduate studies, and to assess their utilisation of the available support services at UWC.A quantitative, exploratory, descriptive research design was employed. A cross-sectional survey was conducted with masters’ students during 2009, using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness, even though most of them had a bachelor’s degree. The primary reasons listed as motivation for master’s study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However, concerns are that not many students utilised the academic writing centre and those who did, rated the overall service as average. One of the main recommendations was that a research culture needs to be established at undergraduate level, as this would give students greater exposure to

Exploring the transition from student to practitioner in diagnostic radiography

International Nuclear Information System (INIS)

Naylor, S.; Ferris, C.; Burton, M.

2016-01-01

Introduction: This study explores the expectations and experiences of newly qualified diagnostic radiographers during their transition into practice. Methods: This was a longitudinal study using interpretative phenomenological analysis methodology. Data were gathered from four students who participated in a focus group. This informed semi structured interviews with a further eight students who were interviewed prior to starting work and three times over the following twelve months. Results: Themes generated from the data included; experience, fitting in, and identity. Conclusion: This study brings to light the experiences of newly qualified diagnostic radiographers. The findings are open to theoretical generalizability and raise issues that may be used by academic staff in the preparation of students and managers who support newly qualified staff members. - Highlights: • Diagnostic radiographers are well prepared for most clinical practice. • Clinical education cannot fully prepare students for the reality of practice. • Being familiar with a hospital, and staff, reduces the stress of starting work. • Newly qualified radiographers struggle taking responsibility for students. • Professional identity is a key issue in the transition from student to practitioner.

How can I help the student who is returning to school after a brain injury.

Science.gov (United States)

Patrick, Kathleen

2011-01-01

The school nurse plays an important role in helping students with a brain injury be successful in school by advocating for the student in the classroom, providing case management and helping families access appropriate resources.

Cinemeducation: A pilot student project using movies to help students learn medical professionalism.

Science.gov (United States)

Lumlertgul, Nuttha; Kijpaisalratana, Naruchorn; Pityaratstian, Nuttorn; Wangsaturaka, Danai

2009-07-01

Using movies has been accepted worldwide as a tool to help students learn medical professionalism. In the second year, a group of medical students conducted the "Cinemeducation" project to promote professionalism in the "Medical Ethics and Critical Thinking" course. Five movies with professionalism issues were screened with 20-30 students attending each session. After the show, participants then were asked to reflect on what they had learned in terms of professionalism. Two students led group discussion emphasizing questioning and argumentation for 60 min. Additional learning issues emerging from each session were also explored in more depth and arranged into a report. In the Cinemeducation Project, medical students have learned five main ethical issues in each film, which were the doctor-patient relationship, informed consent and clinical trials in patients, management of genetic disorders, patient management, and brain death and organ transplantation. In addition to issues of professionalism, they also developed critical thinking and moral reasoning skills. Using a case-based scenario in movies has proven to be an effective and entertaining method of facilitating students with learning on professionalism.

Help Helps, but Only so Much: Research on Help Seeking with Intelligent Tutoring Systems

Science.gov (United States)

Aleven, Vincent; Roll, Ido; McLaren, Bruce M.; Koedinger, Kenneth R.

2016-01-01

Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in-context, real-time feedback on students' help-seeking behavior, as they were learning with an ITS.…

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

Science.gov (United States)

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.

Students Losing Interest? How to Help them Adapt to Changes in the Classroom.

Science.gov (United States)

Fawcett, Gay

1999-01-01

Discusses how reform affects students and how teachers can help them adapt to change. After explaining the principles of change and how they affect students, the paper examines the stages of change (comfortable dependence, anxiety, and comfortable independence); discusses students and the process of change; explains the supports that students need…

Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

Science.gov (United States)

Kumar, Latha Rajendra; Chacko, Thomas Vengail

2012-01-01

In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within

Library Dream Machines: Helping Students Master Super Online Catalogs.

Science.gov (United States)

Webb, T. D.

1992-01-01

Describes how automation has transformed the library and how super-catalogs have affected the process of doing research. Explains how faculty and librarians can work together to help students to use the available databases effectively, by teaching them Boolean logic, standard record formats, filing rules, etc. (DMM)

How can integrated valuation of ecosystem services help understanding and steering agroecological transitions?

Directory of Open Access Journals (Sweden)

Nicolas Dendoncker

2018-03-01

Full Text Available Agroecology has been proposed as a promising concept to foster the resilience and sustainability of agroecosystems and rural territories. Agroecological practices are based on optimizing ecosystem services (ES at the landscape, farm, and parcel scales. Recent progress in research on designing agroecological transitions highlights the necessity for coconstructed processes that draw on various sources of knowledge based on shared concepts. But despite the sense of urgency linked to agroecological transitions, feedbacks from real-world implementation remain patchy. The ability of integrated and participatory ES assessments to support this transition remains largely underexplored, although their potential to enhance learning processes and to build a shared territorial perspective is widely recognized. The overarching question that will be asked in this paper is thus: what is the potential of the ES framework to support the understanding and steering of agroecological transitions? We argue that conducting collaborative and integrated assessments of ES bundles can (i increase our understanding of the ecological and social drivers that support a transition toward agroecological systems, and (ii help design agroecological systems based on ES delivery and effectively accompany transition management based on shared knowledge, codesigned future objectives, and actual on-the-ground implementation. In this paper, we discuss this question and propose a four-step integrated ES assessment framework specifically targeted at understanding and steering agricultural transitions that is generic enough to be applied in different contexts.

Making the Academic Transition to College

OpenAIRE

O'Rawe, Mary

2014-01-01

Students encounter many changes and challenges in making the transition to college. As well as a different vocabulary around the learning environment, students will be supported to take charge of their own learning, and encouraged to move beyond rote learning and to start thinking around the material and the subject area. This newspaper article helps students to understand how to step up to this independent learning, and presents a range of tips for success.

Evolving minds: Helping students with cognitive dissonance

Science.gov (United States)

Bramschreiber, Terry L.

Even 150 years after Charles Darwin published On the Origin of Species, public school teachers still find themselves dealing with student resistance to learning about biological evolution. Some teachers deal with this pressure by undermining, deemphasizing, or even omitting the topic in their science curriculum. Others face the challenge and deliver solid scientific instruction of evolutionary theory despite the conflicts that may arise. The latter were the topic of this study. I interviewed five teachers that had experience dealing with resistance to learning evolution in their school community. Through these in-depth interviews, I examined strategies these teachers use when facing resistance and how they help students deal with the cognitive dissonance that may be experienced when learning about evolution. I selected the qualitative method of educational criticism and connoisseurship to organize and categorize my data. From the interviews, the following findings emerged. Experienced teachers increased their confidence in teaching evolution by pursuing outside professional development. They not only learned more about evolutionary theory, but about creationist arguments against evolution. These teachers front-load their curriculum to integrate the nature of science into their lessons to address misunderstandings about how science works. They also highlight the importance of learning evolutionary theory but ensure students they do not have an agenda to indoctrinate students. Finally these experienced teachers work hard to create an intellectually safe learning environment to build trusting and respectful relationships with their students.

Study on Related Courses to Help Undergraduate Students Write Research Reports: A Curriculum Evaluation

Directory of Open Access Journals (Sweden)

Eny Winarti

2014-02-01

Full Text Available From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as syllabi and lesson plans.  The researcher also interviewed teachers and students to clarify the relevance of the syllabi and the classroom learning.  The results of the study indicated that logic, academic writing, statistics, research methodology, and classroom action research had the potential of helping the students write their research report.  The researcher also indicated that the content of the courses should have been more helpful.  The fact, however, was that the students still had challenges understanding the materials after taking the courses.  Further study about this fact is then recommended.

A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP: Summary

Science.gov (United States)

National Centre for Vocational Education Research (NCVER), 2015

2015-01-01

This summary highlights the key findings from the report "A preliminary analysis of the outcomes of students assisted by VET FEE-HELP". VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education training (VET) courses with an approved provider by paying for all or part of…

Student perception of initial transition into a nursing program: A mixed methods research study.

Science.gov (United States)

McDonald, Meghan; Brown, Janine; Knihnitski, Crystal

2018-05-01

Transition into undergraduate education programs is stressful and impacts students' well-being and academic achievement. Previous research indicates nursing students experience stress, depression, anxiety, and poor lifestyle habits which interfere with learning. However, nursing students' experience of transition into nursing programs has not been well studied. Incongruence exists between this lack of research and the desire to foster student success. This study analyzed students' experiences of initial transition into a nursing program. An embedded mixed method design. A single site of a direct-entry, four year baccalaureate Canadian nursing program. All first year nursing students enrolled in the fall term of 2016. This study combined the Student Adaptation to College Questionnaire (SACQ) with a subset of participants participating in qualitative focus groups. Quantitative data was analyzed using descriptive statistics to identify statistically significant differences in full-scale and subscale scores. Qualitative data was analyzed utilizing thematic analysis. Significant differences were seen between those who moved to attend university and those who did not, with those who moved scoring lower on the Academic Adjustment subscale. Focus group thematic analysis highlighted how students experienced initial transition into a baccalaureate nursing program. Identified themes included reframing supports, splitting focus/finding focus, negotiating own expectations, negotiating others' expectations, and forming identity. These findings form the Undergraduate Nursing Initial Transition (UNIT) Framework. Significance of this research includes applications in faculty development and program supports to increase student success in the first year of nursing and to provide foundational success for ongoing nursing practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

Developing Independence in a Capstone Course: Helping Students Ask and Answer Their Own Questions

Science.gov (United States)

Camenga, Kristin A.

2013-01-01

We discuss a mathematics capstone course designed to help students grow in mathematical independence. We describe how the course is structured to support this goal and the major assignments: a course wiki, a group expository project, and an individual problem to solve and extend. Students learn to ask and answer their own questions, helping them…

The cross-cultural transition experience: Phenomenological analysis on a group of international students

Directory of Open Access Journals (Sweden)

Maria Grazia Novara

2014-09-01

Full Text Available This study is focused on exploration of experience of cultural transition that has lived a group of international students (European and not European host at an Italian University during particular experiential segment marking the transition from their culture of belonging to the new social and cultural context. From an epistemological point of view that aligns with the phenomenological tradition with individual and group interviews, it was monitored with a longitudinal methodology as the representation of the transit cross-cultural adaptation to the context it emerged from the interviews are associated through the dominant narrative themes. The results show how in the early stage of contact with the new culture, the group of students, both European and not, have felt a sense of disorientation associated with the loss of its cultural matrix. Over the next step of analysis is rather more clearly the difference between the group of European students, whose performances evoke an adjustment process easier and less based on feelings of ambivalence and close relationships that characterize the group of non-European students.Keywords: Cross-cultural transition; International students: Phenomenology  

Transition through Teamwork: Professionals Address Student Access

Science.gov (United States)

Bube, Sue Ann; Carrothers, Carol; Johnson, Cinda

2016-01-01

Prior to 2013, there was no collaboration around the transition services for deaf and hard of hearing students in Washington State. Washington had numerous agencies providing excellent support, but those agencies were not working together. It was not until January 29, 2013, when pepnet 2 hosted the Building State Capacity to Address Critical…

Home Away from Home?: A Case Study of Student Transitions to an International Branch Campus

Science.gov (United States)

Cicchetti, Kaitlin Oyler

2017-01-01

This study explored the transition experience of home-campus students attending an international branch campus. The studied was informed by a diverse range of literature, including the internationalization of higher education and student affairs, development of international branch campuses, students in transition, the development of student…

Students' Writing "In Transition" from A-Levels to University: How Assessment Drives Students' Understandings, Practices and Discourses

Science.gov (United States)

Baker, Sally

2017-01-01

The lament that "students can't write" remains loud and defiant, even after years of research pointing to the myriad factors that make students' writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students' writing "in transition," from…

A latent transition analysis of bullying and victimization in Chinese primary school students.

Directory of Open Access Journals (Sweden)

Yiqin Pan

Full Text Available Bullying is a social phenomenon that impacts a large number of children and young people, worldwide. This study aimed to longitudinally examine the development of bullying and victimization in Chinese students in grades 4, 5, and 6. We used latent class analysis to empirically identify groups of youth with different bullying and victimization patterns, and then used latent transition analysis to explore the movement of children between these latent classes over time. Results showed that: (1 across the three time points, students could be classified into four classes: bullies, victims, bully-victims, and non-involved children; and (2 students in the non-involved class tended to remain in that class when moving to higher grades, students in the bully and victims classes tended to transition to the non-involved class, while students in the bully-victims class tended to transition to the bullies class. Thus, future intervention should be implemented to prevent bully-victims from bullying behaviors.

Preparing medical students for clinical practice: easing the transition.

Science.gov (United States)

Teagle, Alexandra R; George, Maria; Gainsborough, Nicola; Haq, Inam; Okorie, Michael

2017-08-01

The transition from medical student to junior doctor is a challenge; the UK General Medical Council has issued guidance emphasizing the importance of adequate preparation of medical students for clinical practice. This study aimed to determine whether a junior doctor-led simulation-based course is an effective way of preparing final year medical students for practice as a junior doctor.We piloted a new 'preparation for practice' course for final year medical students prior to beginning as Foundation Year 1 (first year of practice) doctors. The course ran over three days and consisted of four simulated stations: ward round, prescribing, handover, and lessons learnt. Quantitative and qualitative feedback was obtained.A total of 120 students attended (40 on each day) and feedback was collected from 95 of them. Using a scale of 1 (lowest) to 5 (highest), feedback was positive, with 99% and 96% rating 4 or 5 for the overall quality of the program and the relevance of the program content, respectively. A score of 5 was awarded by 67% of students for the ward round station; 58% for the handover station; 71% for the prescribing station, and 35% for the lessons learnt station. Following the prescribing station, students reported increased confidence in their prescribing.Preparation for practice courses and simulation are an effective and enjoyable way of easing the transition from medical student to junior doctor. Together with 'on-the-job' shadowing time, such programs can be used to improve students' confidence, competence, and ultimately patient safety and quality of care.

Do iPad Applications Help Students with Developmental Disabilities Improve Life-Readiness Skills?

Science.gov (United States)

Dunn, Michael; Barrio, Brenda; Hsiao, Yun-Ju

2016-01-01

Students with developmental disabilities often struggle with life-readiness skills (e.g., literacy skills such as reading and writing, task completion, and communication), which also help prepare students for the workplace. Assistive technology tools offer these students a means to do better in these areas. In this action-research study, we…

Medical students' preparation for the transition to postgraduate training through final year elective rotations.

Science.gov (United States)

van den Broek, W E Sjoukje; Wijnen-Meijer, Marjo; Ten Cate, Olle; van Dijk, Marijke

2017-01-01

Objectives: This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market. Many choose to acquire general or specialty-specific clinical experiences after the medical degree before residency, to further explore career opportunities and to increase their chances to get into their preferred specialty. To shorten this gap between undergraduate and the start of postgraduate training, the sixth and final year of most Dutch medical schools is designed as a "transitional year". Students work with more clinical responsibilities than in the earlier clerkships, and this year includes many elective options. Our study focuses on these elective options and explores how medical students use these transitional year electives to prepare for transition to postgraduate training. Methods: In 2012-2013 we asked all 274 graduating students at one Dutch medical school to complete an open-answer questionnaire with the following topics: their preferred specialty at the start of the transitional year, electives they chose during this year and reasons for these choices, and whether the transitional year electives changed their career considerations. Questionnaire results were coded by two researchers and were discussed with all members of the research team. Results: A total of 235 students responded (86%). Answers about motivation for choices revealed that most electives where chosen for career orientation and to optimize chances to get into a residency program. Students also focused on additional experiences in specialties related to their preferred specialty. Many students chose electives logically related to each other, e.g. combinations of surgery and radiology. About two-thirds of the respondents stated that their elective experiences did confirm their specialty

Helping Students Help Themselves

Directory of Open Access Journals (Sweden)

Pamela A. Marshall

2012-08-01

Full Text Available Review of: Three tools that aim to teach students more effective study habits: How to Get the Most Out of Studying: A Video Series by S.L. Chew, Study Smarter, Not Harder: Use the Genius in You, 3rd Edition by Kevin Paul, and How to Study Science 4th Edition by Frederick W. Drewes and Kristin L.D. Milligan.

Mental health treatment-related stigma and professional help seeking among student veterans.

Science.gov (United States)

Currier, Joseph M; McDermott, Ryon C; McCormick, Wesley H

2017-11-01

Record numbers of military veterans are enrolling at colleges/universities across the United States. Although a substantive subset might suffer from mental health problems, the majority of these students might not be amenable to utilizing services. The purpose of this study was to examine the role of treatment-related stigma in intentions to seek professional help among undergraduate student veterans at a university on the U.S. Gulf Coast. Focusing on 251 veterans and a gender-matched comparison group of 251 nonveterans, student veterans endorsed higher probabilities of seeking care from physicians (d = .77) and psychologists or other professionals (d = .67). In addition, nonveteran students had greater self-stigma about seeking help (d = -.27) but veterans had more negative beliefs about treatment efficacy (d = 1.07). When compared with veterans who did not exceed clinical thresholds, those with a probable need for treatment had more stigma (ds = .63). Multivariate analyses also revealed an inverse main effect of self-stigma on intentions to seek help from both professional categories. However, military experience differentially moderated associations between treatment-related beliefs and intentions to seek mental health services. Finally, exploratory analyses identified that student veterans were most likely to engage in therapy/counseling at a Veterans Affairs Medical Center or Clinic, Vet Center, or other noninstitutionally sponsored settings in the community (e.g., private practices, faith-based organizations). Looking ahead, these findings will inform research and the provision of services for addressing the mental health needs of this substantive subpopulation of college students in the United States. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Retrieval Cues on Tests: A Strategy for Helping Students Overcome Retrieval Failure

Science.gov (United States)

Gallagher, Kristel M.

2017-01-01

Students often struggle to recall information on tests, frequently claiming to experience a "retrieval failure" of learned information. Thus, the retrieval of information from memory may be a roadblock to student success. I propose a relatively simple adjustment to the wording of test items to help eliminate this potential barrier.…

Rural Vocational and Transition Assessment Practices for Students with Intellectual Disabilities: What Do Educators Really Know?

Science.gov (United States)

Brendle, Janna; Tucker, Kathryn J.; Lock, Robin H.

2018-01-01

Transition planning requires quality vocational and transition assessment tailored to the student's needs, strengths, preferences and interests. Limited research is currently available that addresses assessment types and use of results that rural practitioners utilize to aid in transition planning for students with intellectual disabilities (ID).…

Self-Help Training System for Nursing Students to Learn Patient Transfer Skills

Science.gov (United States)

Huang, Zhifeng; Nagata, Ayanori; Kanai-Pak, Masako; Maeda, Jukai; Kitajima, Yasuko; Nakamura, Mitsuhiro; Aida, Kyoko; Kuwahara, Noriaki; Ogata, Taiki; Ota, Jun

2014-01-01

This paper describes the construction and evaluation of a self-help skill training system for assisting student nurses in learning skills involving the transfer of patients from beds to wheelchairs. We have proposed a feedback method that is based on a checklist and video demonstrations. To help trainees efficiently check their performance and…

Determinants of College Students' Use of Online Collaborative Help-Seeking Tools

Science.gov (United States)

Ding, Lu; Er, Erkan

2018-01-01

Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self-efficacy) may influence students' intention to use them. This study aims to identify the…

Financial Stress, Self-Efficacy, and Financial Help-Seeking Behavior of College Students

Science.gov (United States)

Lim, HanNa; Heckman, Stuart J.; Letkiewicz, Jodi C.; Montalto, Catherine P.

2014-01-01

Financial stress and self-efficacy are examined in relationship to college students' financial help-seeking behavior utilizing Grable and Joo's (1999) framework. A cognitive approach is taken by focusing on the moderating role of financial self-efficacy on the relationship between financial stress and financial help-seeking. Data from the 2010…

Breaking down Barriers: A Bridge Program Helps First-Year Biology Students Connect with Faculty

Science.gov (United States)

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2018-01-01

Summer bridge programs often aim to build social connections for first-year students to ease their transition into college, yet few studies have reported on bridge programs successfully leading to these outcomes. We backward designed a summer bridge program for incoming biology majors to increase the comfort and connections among students and…

Diabetes Awareness of Low-Income Middle School Students Participating in the Help a Friend, Help Yourself Youth Diabetes Awareness Education Program

Science.gov (United States)

Wroten, Kathryn; Reames, Elizabeth S.; Tuuri, Georgianna

2012-01-01

The study reported here investigated the effectiveness of the LSU AgCenter Help a Friend, Help Yourself youth diabetes education curriculum to increase knowledge and awareness of diabetes and its symptoms in low-income middle school students participating in the Boys and Girls Club after-school program. The curriculum includes four lessons with…

How Earth Educators Can Help Students Develop a Holistic Understanding of Sustainability

Science.gov (United States)

Curren, R. R.; Metzger, E. P.

2017-12-01

With their expert understanding of planetary systems, Earth educators play a pivotal role in helping students understand the scientific dimensions of solution-resistant ("wicked") challenges to sustainability that arise from complex interactions between intertwined and co-evolving natural and human systems. However, teaching the science of sustainability in isolation from consideration of human values and social dynamics leaves students with a fragmented understanding and obscures the underlying drivers of unsustainability. Geoscience instructors who wish to address sustainability in their courses may feel ill-equipped to engage students in investigation of the fundamental nature of sustainability and its social and ethical facets. This presentation will blend disciplinary perspectives from Earth system science, philosophy, psychology, and anthropology to: 1) outline a way to conceptualize sustainability that synthesizes scientific, social, and ethical perspectives and 2) provide an overview of resources and teaching strategies designed to help students connect science content to the socio-political dimensions of sustainability through activities and assignments that promote active learning, systems thinking, reflection, and collaborative problem-solving.

Understanding the Impact of a General Chemistry Course on Students' Transition to Organic Chemistry

Science.gov (United States)

Collins-Webb, Alexandra; Jeffery, Kathleen A.; Sweeder, Ryan D.

2016-01-01

The move from general chemistry to organic chemistry can be a challenge for students as it often involves a transition from quantitatively-oriented to mechanistically-oriented thinking. This study found that the design of the general chemistry course can change the student experience of this transition as assessed by a reflective survey. The…

Self-Determination Approach to Understanding of Motivation in Students of Helping Professions

OpenAIRE

Hrbáčková, Karla; Suchánková, Eliška

2016-01-01

The paper presents research results aimed at the identification of the motivation to learn of students in the preparation of helping professions. Student motivation is an important part of the self-regulated learning process, yet not sufficient attention is paid to this issue at the tertiary level of education. The research aims to discover the extent to which students' motivation to learn is internalized, and also to determine the extent to which this motivation is domain-specific. For resea...

Cross-Cultural Examination of Depression Expression and Help-Seeking Behavior: A Comparative Study of American and Korean College Students.

Science.gov (United States)

Yoo, Sung-Kyung; Skovholt, Thomas M.

2001-01-01

Examines cross-cultural differences in depression expression and help-seeking behavior among college students in the United States and Korea. Results indicate that the Korean students showed more somatization tendency, negative affect, and negative help-seeking behavior. Negative help-seeking behavior of Korean students was shown to relate to…

Medical students' preparation for the transition to postgraduate training through final year elective rotations

Directory of Open Access Journals (Sweden)

van den Broek, W. E. Sjoukje

2017-11-01

Full Text Available Objectives: This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market. Many choose to acquire general or specialty-specific clinical experiences after the medical degree before residency, to further explore career opportunities and to increase their chances to get into their preferred specialty. To shorten this gap between undergraduate and the start of postgraduate training, the sixth and final year of most Dutch medical schools is designed as a “transitional year”. Students work with more clinical responsibilities than in the earlier clerkships, and this year includes many elective options. Our study focuses on these elective options and explores how medical students use these transitional year electives to prepare for transition to postgraduate training.Methods: In 2012-2013 we asked all 274 graduating students at one Dutch medical school to complete an open-answer questionnaire with the following topics: Questionnaire results were coded by two researchers and were discussed with all members of the research team. Results: A total of 235 students responded (86%. Answers about motivation for choices revealed that most electives where chosen for career orientation and to optimize chances to get into a residency program. Students also focused on additional experiences in specialties related to their preferred specialty. Many students chose electives logically related to each other, e.g. combinations of surgery and radiology. About two-thirds of the respondents stated that their elective experiences did confirm their specialty preferences or resulted in a more clear insight.Conclusion: We conclude that students use the transitional year electives to focus on their future postgraduate training program, i.e. for

Racial and Ethnic Variation in the Relationship Between Student Loan Debt and the Transition to First Birth.

Science.gov (United States)

Min, Stella; Taylor, Miles G

2018-02-01

The present study employs discrete-time hazard regression models to investigate the relationship between student loan debt and the probability of transitioning to either marital or nonmarital first childbirth using the 1997 National Longitudinal Survey of Youth (NLSY97). Accounting for nonrandom selection into student loans using propensity scores, our study reveals that the effect of student loan debt on the transition to motherhood differs among white, black, and Hispanic women. Hispanic women holding student loans experience significant declines in the probability of transitioning to both marital and nonmarital motherhood, whereas black women with student loans are significantly more likely to transition to any first childbirth. Indebted white women experience only a decrease in the probability of a marital first birth. The results from this study suggest that student loans will likely play a key role in shaping future demographic patterns and behaviors.

Supporting Business Students' Transition into Higher Education: The Case of Marketing Downloads

Science.gov (United States)

Anderson, Deborah; Wason, Hilary; Southall, Jane

2016-01-01

This paper discusses a student-centred learning and teaching approach, "Marketing Downloads", designed to support students in transition into Higher Education. The move from secondary to tertiary education can be stressful for students and it impacts on their academic performance, their social life and general sense of well-being.…

Virtual classroom helps medical education for both Chinese and foreign students.

Science.gov (United States)

Shi, C; Wang, L; Li, X; Chai, S; Niu, W; Kong, Y; Zhou, W; Yin, W

2015-11-01

The rapid development of computer and internet technology has a strong influence over one's quality of education within different fields of study. To determine the potential benefits of introducing internet into medical school classes, a pilot study was conducted in three different Chinese medical schools. Seven hundred and eight medical school undergraduates, 385 dental school students and 366 foreign students were randomly recruited to complete a self-administered questionnaire. The contents included personal information, current usage of computer and internet, and attitudes towards the computerised teaching methods. Two forum groups were created using instant message software and were randomly assigned to two classes, allowing students to freely ask or discuss questions with the help of their teachers in these two virtual classrooms. All 1539 questionnaires were accepted and analysed. Although there were some differences between Chinese and foreign undergraduates, both group of students were highly proficient in internet usage and navigation. Overwhelmingly, 88.37% of the students owned a computer and frequently logged onto the internet. Most of them believed that the internet is a helpful adjunct to their studies and held positive attitudes towards computerised teaching. Compared to the classes that were not assigned internet forums, the two experimental classes performed significantly better on the examination. Our results suggest that computerised teaching methods have significant potential to assist in learning for both Chinese and foreign medical undergraduates. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Impact of Stigma and Personal Experiences on the Help-Seeking Behaviors of Medical Students With Burnout.

Science.gov (United States)

Dyrbye, Liselotte N; Eacker, Anne; Durning, Steven J; Brazeau, Chantal; Moutier, Christine; Massie, F Stanford; Satele, Daniel; Sloan, Jeff A; Shanafelt, Tait D

2015-07-01

Because of the high prevalence of burnout among medical students and its association with professional and personal consequences, the authors evaluated the help-seeking behaviors of medical students with burnout and compared their stigma perceptions with those of the general U.S. population and age-matched individuals. The authors surveyed students at six medical schools in 2012. They measured burnout, symptoms of depression, and quality of life using validated instruments and explored help-seeking behaviors, perceived stigma, personal experiences, and attitudes toward seeking mental health treatment. Of 2,449 invited students, 873 (35.6%) responded. A third of respondents with burnout (154/454; 33.9%) sought help for an emotional/mental health problem in the last 12 months. Respondents with burnout were more likely than those without burnout to agree or strongly agree with 8 of 10 perceived stigma items. Respondents with burnout who sought help in the last 12 months were twice as likely to report having observed supervisors negatively judge students who sought care (odds ratio [OR] 2.06 [95% confidence interval (CI) 1.25-3.39], P student's emotional/mental health problem to others (OR 1.63 [95% CI 1.08-2.47], P = .02). A smaller percentage of respondents would definitely seek professional help for a serious emotional problem (235/872; 26.9%) than of the general population (44.3%) and age-matched individuals (38.8%). Only a third of medical students with burnout seek help. Perceived stigma, negative personal experiences, and the hidden curriculum may contribute.

Groundwork for Success: A College Transition Program for Students with ASD

Science.gov (United States)

Shmulsky, Solvegi; Gobbo, Ken; Donahue, Andy

2015-01-01

This article describes the Transition Program implemented at a liberal arts college for newly enrolled students who have the diagnosis of autism spectrum disorder (ASD). The diagnosis of ASD has risen dramatically; consequently, more students are arriving on college campuses with needs related to social pragmatic functioning. The Transition…

Helping all Students Become Einstein’s using Bibliotherapy when Teaching Mathematics to Prepare Students for a STEM World

Directory of Open Access Journals (Sweden)

Joseph M. Furner

2017-06-01

Full Text Available Today, being confident and having a sound understanding of mathematics is critical in an age of STEM.Teachers must play in important role in seeing that all students display their confidence in their ability to domathematics. This paper explains the process of using bibliotherapy when teaching mathematics to addressboth the math anxious or the math gifted student to build more math confidence in a STEM world. Oftengifted students of mathematics can be made to feel bad by their peers just because they know mathematicsand things come easy to them. Today there are many students in school that have math anxiety. Children'sand adolescent literature has been recognized now as a means to teaching mathematics to students throughthe use of stories to make the mathematics concepts relevant and meaningful. Literature can also be usedas a form of therapy, bibliotherapy, to reach students who may be frustrated with children picking on themfor knowing a lot of mathematics or who are math anxious. Story and picture books such as Counting onFrank, Math Curse and A Gebra Named Al are now available to use in the classroom as forms of bibliotherapyin helping students come to terms with issues that haunt them as it relates to mathematics. Children's bookscan be beneficial to address the math anxious and even the gifted. In this paper the author proposes usingreading and discussion (bibliotherapy to help all students become confident in mathematics in the STEMworld we live in.

Transition to University Life: Insights from High School and University Female Students in Wolaita Zone, Ethiopia

Science.gov (United States)

Thuo, Mary; Edda, Medhanit

2017-01-01

The purpose of this study was to get an insight about how high school female students perceive the transition to university life, and to understand the transition experience of university female students in the first semester. An exploratory study design was used where 166 high school female students and 88 first year university female students…

Environmental Discourse: Helping Graduate Students Build Effective Deliberation and Communication Skills

Science.gov (United States)

Huntzinger, D. N.; Downard, J.; Nielsen, E.

2015-12-01

The environmental sciences are at the forefront of critical issues facing society in the coming decades. As a result, many graduates in the environmental sciences find themselves working with the public to help inform the democratic process of making reasonable public policies. In order to be successful, students need to be confronted with the same kinds of questions and problems that practicing scientists face when they are working at the intersection of science and public policy. Otherwise, they lack the skills and confidence needed to work effectively with the public—especially on hotly contested environmental issues when the skills are needed the most. As part of a new Professional Science Master's (PSM) Program in Climate Science and Solutions at Northern Arizona University we have developed a three-semester course series focused on framing discussions on climate change mitigation and adaptation. Each semester, students use a deliberative model to design, frame, and facilitate a public discussion on a targeted issue of regional and local interest. The deliberative model is built around an approach to practical dilemmas that enables students to isolate and clarify the various sources of conflict around the issue. Working in an iterative manner, students learn to identify and untangling some of the sources of disagreement (e.g., policy, ethics and ideals, difference in scientific understanding) around and issue. As a result, students are in a much better position to clarify the key questions and sort through the competing solutions. The course series helps to improve the communication skills of students and promote productive public discourse with individuals from diverse backgrounds within the community. This type of experiential learning provides unique training to our students that not only broadens there understanding of complex issues surrounding climate change, but also provides them with professional skills that are transferrable to their careers.

The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.

Science.gov (United States)

Sparks-Thissen, Rebecca L

2017-02-01

Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Help-Seeking Behaviour and Attitudes towards Counselling: A Qualitative Study among Hong Kong Chinese University Students

Science.gov (United States)

Busiol, Diego

2016-01-01

This study examined Hong Kong university students' perception of general help-seeking and seeking of professional help. Thirty-two students, aged from 25 to 46 years were interviewed. A grounded theory approach was adopted. The results indicated four domains to categorise culture-influenced factors: attitudes towards speaking, relational concern,…

Helping Students Understand Intersectionality: Reflections from a Dialogue Project in Residential Life

Science.gov (United States)

Claros, Sharon Chia; Garcia, Gina A.; Johnston-Guerrero, Marc P.; Mata, Christine

2017-01-01

In this chapter, the authors share insights from a dialogue project focused on intersectionality within a residential life setting and discuss additional strategies for helping students understand intersectionality.

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

Science.gov (United States)

Cavendish, Wendy; Connor, David

2018-01-01

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

Help Yourself, Help Your Students

Science.gov (United States)

Luft, Julie A.; Bang, EunJin; Hewson, Peter W.

2016-01-01

Science teachers often participate in professional development programs (PDPs) to improve their students' learning. They sign up for workshops, institutes, university classes, or professional learning communities to gain knowledge and new instructional practices and to find colleagues with whom to discuss their teaching. But with so many options…

School-to-Work Transition Services for Students with Disabilities in Malaysia: Organisations' Views on Policy and Practices

Science.gov (United States)

Abdullah, Melissa Ng Lee Yen; Mey, See Ching; Eng, Tan Kok; Othman, Rosly; Omar, Ahmad Fairuz

2013-01-01

Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school-to-work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by…

Exploring Challenges Faced by Students as they Transition to Social Justice Work in the “Real World”: Implications for Social Work

Directory of Open Access Journals (Sweden)

Katie Richards-Schuster

2016-02-01

Full Text Available For students who are actively engaged in social justice efforts on their college/university campuses, the transition from a relatively easy platform for engagement to the “real world” can pose significant challenges and create new realities for negotiation. Little is known, however, about the nature of these transitions into post-graduate social justice experiences. Drawing on an open-ended survey of recent graduates (92 respondents, 50% response rate from a social justice minor in a school of social work, we explore the ways in which respondents described their transitions into social justice work, focusing on a set of key challenges that emerged from our analysis and reflecting on the implications of these challenges for social work practice and future research. Understanding some of the challenges in making this transition will help social work and non-profit administrators to better support this population’s future volunteer, service, and employment needs.

College Students' Perceptions of Severity and Willingness to Seek Psychological Help For Drug and Alcohol Problems

Science.gov (United States)

Lowinger, Robert Jay

2012-01-01

A sample of 201 college students were surveyed with respect to their perceptions of severity and willingness to seek psychological help for drug and alcohol problems. Results indicated that students perceive alcohol problems as significantly less serious than drug problems and are significantly less willing to seek help for alcohol problems. Males…

Good Morning from Barrow, Alaska! Helping K-12 students understand the importance of research

Science.gov (United States)

Shelton, M.

2010-12-01

This presentation focuses on how an educator experiences scientific research and how those experiences can help foster K-12 students’ understanding of research being conducted in Barrow, Alaska. According to Zhang and Fulford (1994), real-time electronic field trips help to provide a sense of closeness and relevance. In combination with experts in the field, the electronic experience can help students to better understand the phenomenon being studied, thus strengthening the student’s conceptual knowledge (Zhang & Fulford, 1994). During a seven day research trip to study the arctic sea ice, five rural Virginia teachers and their students participated in Skype sessions with the participating educator and other members of the Radford University research team. The students were able to view the current conditions in Barrow, listen to members of the research team describe what their contributions were to the research, and ask questions about the research and Alaska in general. Collaborations between students and scientist can have long lasting benefits for both educators and students in promoting an understanding of the research process and understanding why our world is changing. By using multimedia venues such as Skype students are able to interact with researchers both visually and verbally, forming the basis for students’ interest in science. A learner’s level of engagement is affected by the use of multimedia, especially the level of cognitive processing. Visual images alone do no promote the development of good problem solving skills. However, the students are able to develop better problem solving skills when both visual images and verbal interactions are used together. As students form higher confidence levels by improving their ability to problem solve, their interest in science also increases. It is possible that this interest could turn into a passion for science, which could result in more students wanting to become scientists or science teachers.

Breaking down silos: engaging students to help fix the US health care system.

Science.gov (United States)

Kumarasamy, Mathu A; Sanfilippo, Fred P

2015-01-01

The field of health care is becoming a team effort as patient care becomes increasingly complex and multifaceted. Despite the need for multidisciplinary education, there persists a lack of student engagement and collaboration among health care disciplines, which presents a growing concern as students join the workforce. In October 2013, the Emory-Georgia Tech Healthcare Innovation Program organized a student driven symposium entitled "US Healthcare: What's Broken and How to Fix It: The Student Perspective". The symposium engaged students from multiple disciplines to work together in addressing problems associated with US health care delivery. The symposium was organized and carried out by a diverse group of student leaders from local institutions who adopted a multidisciplinary approach throughout the planning process. The innovative planning process leading up to the symposium revealed that many of the student-discipline groups lacked an understanding of one another's role in health care, and that students were interested in learning how to work together to leverage each other's profession. The symposium was widely attended and positively received by students and faculty from the Atlanta metropolitan area, and has since helped to promote interdepartmental collaboration and multidisciplinary education across institutions. The student symposium will become an annual event and incorporate broader discipline representation, as well as a patient perspective. Proposals for additional institution-wide, multidisciplinary educational offerings are being addressed with the help of faculty and health care providers across the network. Accordingly, the implementation of student-driven symposia to engage students and stimulate institution-wide changes may be a beneficial and cost-effective means for academic health centers looking to facilitate multidisciplinary health care education.

(Self-) Discovery Service: Helping Students Help Themselves

Science.gov (United States)

Debonis, Rocco; O'Donnell, Edward; Thomes, Cynthia

2012-01-01

EBSCO Discovery Service (EDS) has been heavily used by UMUC students since its implementation in fall 2011, but experience has shown that it is not always the most appropriate source for satisfying students' information needs and that they often need assistance in understanding how the tool works and how to use it effectively. UMUC librarians have…

A mediation model of professional psychological help seeking for suicide ideation among Asian American and white American college students.

Science.gov (United States)

Wong, Joel; Brownson, Chris; Rutkowski, Leslie; Nguyen, Chi P; Becker, Marty Swanbrow

2014-01-01

This study examined professional psychological help seeking among 1,045 white American and Asian American students from 70 U.S. colleges and universities who had seriously considered attempting suicide. The authors found that Asian American college students had lower rates of professional psychological help seeking for their suicide ideation than White American college students. Guided by social network perspectives on professional psychological help seeking, the authors also tested mediators of this racial disparity. Relative to white Americans, Asian Americans were advised by fewer people (especially fewer family members) to seek professional help, which was, in turn, associated with lower rates of professional psychological help seeking for suicide ideation. These findings underscore the importance of gatekeeping as a suicide prevention strategy for Asian American college students.

Care and Feeding of Transfer Students: a First-Semester Seminar Helps Students Thrive

Science.gov (United States)

Rosser, S.; Sparks, D. W.; Newman, J.

2016-12-01

Transfer students from community colleges make up a large and increasingly important part of undergraduate geology majors. These students transferring into a large university are regarded upperclassmen by themselves and the University, but in many ways their development stage is similar to freshmen. These students are also isolated because they are taking classes out of sequence, and not in a cohort. Difficulties in their first semester will affect the rest of their academic career, or even cut it short. The Department of Geology and Geophysics developed a mandatory seminar for transfer students in their first semester. The goals of this seminar are to develop relationships between students in the cohort and with faculty and staff, develop academic success skills and learn how to prepare for and pursue a career in geology and geophysics. Each class meeting starts with a family-style meal, during which academic advisor inquires about their week, encourages them to share any issues or questions that have arisen, and informs them about department events. Then the advisor, a member of the G&G faculty or a representative from campus resources (such as Academic Honor Council, Career Center, Center for Teaching Excellence, Academic Success Center) leads a discussion or gives a presentation. Topics include time management, tutor availability, academic coaching, career paths, research opportunities in the department, and employer expectations. Finally students write a short reflection about that week's meeting and their own experiences. There is also a geological field trip to introduce students to rocks in the field and to the build their relationships with each other and to create a strong transfer cohort. The transfer seminar has been a low-cost and effective strategy to help students thrive. Retention of transfer students beyond the first year has increased, GPA's increased, and significantly more students got involved in undergraduate research projects. Several

HOW LIFE TRANSITION HAS AFFECTED THE CONSUMER BEHAVIOUR OF CHINESE INTERNATIONAL STUDENTS IN THE UK: AN GENERAL PERSPECTIVE

OpenAIRE

Feng, Ruilan

2008-01-01

There is increasing number of Chinese students study abroad in the UK during recent years. Most of these students are in their late adolescence or emerging adulthood. They are in the life transition from adolescence to adulthood as well as in the transition to be international students in the UK. The research is aim to investigate the consume behavior of these students in order to find out how study abroad as a life transition has influences these people's self-concept thus influence thei...

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

Science.gov (United States)

Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Student-Athletes' Perceptions of Mental Illness and Attitudes toward Help-Seeking

Science.gov (United States)

Barnard, Jordan D.

2016-01-01

Given that there is evidence that college student-athletes may be at risk for psychological disturbances (Pinkerton, Hintz, & Barrow, 1989), and possibly underutilizing college mental health services (Watson & Kissinger, 2007), the purpose of this study was to examine attitudes toward mental illness and help seeking among college…

Asian International Student Transition to High School in Canada

Science.gov (United States)

Popadiuk, Natalee

2010-01-01

There is a paucity of studies conducted with unaccompanied adolescent international students. In this qualitative inquiry, I present a thematic analysis of the critical incidents that Chinese, Japanese, and Korean participants reported as either facilitating or hindering to their transition to Canada. Using the Critical Incident Technique, I…

Depression and Anxiety among Transitioning Adolescents and College Students with ADHD, Dyslexia, or Comorbid ADHD/Dyslexia

Science.gov (United States)

Nelson, Jason M.; Gregg, Noel

2012-01-01

Objective: To investigate depressive and anxious symptomatology among transitioning adolescents and college students with ADHD, dyslexia, or comorbid ADHD/dyslexia. Method: Transitioning adolescents and college students with these disorders along with a non-ADHD/dyslexia college sample completed self-report measures of depression and anxiety.…

New Software to Help EFL Students Self-Correct Their Writing

Science.gov (United States)

Lawley, Jim

2015-01-01

This paper describes the development of web-based software at a university in Spain to help students of EFL self-correct their free-form writing. The software makes use of an eighty-million-word corpus of English known to be correct as a normative corpus for error correction purposes. It was discovered that bigrams (two-word combinations of words)…

Student paramedic experience of transition into the workforce: A scoping review.

Science.gov (United States)

Kennedy, Sean; Kenny, Amanda; O'Meara, Peter

2015-10-01

In this article we present the findings from a scoping review that sought to identify what is known about the experiences of paramedic students transitioning into the workforce. Within the emergency healthcare sector, paramedics are primarily tasked with the assessment, treatment and safe transport of patients to hospital. New paramedics entering the workforce are exposed to the full extent of human emotion, injury and suffering as part of their everyday work. There is evidence from other healthcare disciplines that the transition to practice period can be difficult for new graduates. We utilised Arksey and O'Malley's five-stage scoping review framework to identify what is known about the transition of paramedicine graduates to the workplace. The framework involves identifying relevant studies; study selection; charting the data; and collating, summarizing and reporting results. We identified eleven articles that explored transition of newly qualified paramedics. Thematic content was identified and discussed into four separate categories. Each theme revealing the emotional, physical and social impacts new paramedics face as they strive to find acceptance in a new workplace and culture. Given the significant role that paramedics have in modern healthcare, the transition from student to practitioner is a period of significant stress to the new paramedic. Limited research in this field though inhibits a thorough understanding of these issues. Copyright © 2015. Published by Elsevier Ltd.

Implementing a Manualized, Classroom Transition Intervention for Students With ASD in Underresourced Schools.

Science.gov (United States)

Iadarola, Suzannah; Shih, Wendy; Dean, Michelle; Blanch, Erica; Harwood, Robin; Hetherington, Susan; Mandell, David; Kasari, Connie; Smith, Tristram

2018-01-01

Children with autism spectrum disorder (ASD) in public education settings experience difficulties with transitions during classroom routines, which can result in challenging behavior. Single-subject research supports techniques for transitions, but school-based approaches often require resources and training unavailable in low-resource districts, limiting implementation. We developed and evaluated the Schedules, Tools, and Activities for Transitions (STAT) program, a short-term, manualized intervention of behavioral supports to support daily routine transitions for students with ASD (K-5) in underresourced districts. We utilized a multisite, cluster-randomized, group comparison design (immediate treatment versus waitlist) with matched pairs ( n = 150 students, 57 educators). Data indicated (a) no group differences for academic engagement or classroom independence, and (b) an advantage for STAT in reducing challenging behavior and increasing teacher fidelity. Results show preliminary support for an intervention that is feasible and perceived as sustainable in real-world settings.

Seafloor Eruptions Offer a Teachable Moment to Help SEAS Students Understand Important Geological and Ecological Processes

Science.gov (United States)

Goehring, L.; Williams, C. S.

2006-12-01

In education parlance, a teachable moment is an opportunity that arises when students are engaged and primed to learn, typically in response to some memorable event. Earthquakes, volcanic eruptions, even natural disasters, if meaningful to the student, often serve to catalyze intense learning. Recent eruptions at the East Pacific Rise offer a potential teachable moment for students and teachers involved with SEAS, a Ridge 2000 education outreach program. SEAS uses a combination of web-facilitated and teacher-directed activities to make the remote deep-sea environment and the process of science relevant and meaningful. SEAS is a web-based, inquiry-oriented education program for middle and high school students. It features the science associated with Ridge 2000 research. Since 2003, SEAS has focused on the integrated study site at the East Pacific Rise (EPR) to help students understand geological and ecological processes at mid-ocean ridges and hydrothermal vents. SEAS students study EPR bathymetry maps, images of lava formations, photomosaics of diffuse flow communities, succession in the Bio-Geo Transect, as well as current research conducted during spring cruises. In the Classroom to Sea Lab, students make direct comparisons between shallow-water mussels and vent mussels (from the EPR) to understand differences in feeding strategies. The recent eruptions and loss of seafloor fauna at this site offer the Ridge 2000 program the opportunity to help students better understand the ephemeral and episodic nature of ridge environments, as well as the realities and processes of science (particularly field science). In January 2007, the SEAS program will again sail with a Ridge 2000 research team, and will work with scientists to report findings through the SEAS website. The eruptions at the EPR covered much of the study site, and scientists' instruments and experiments, in fresh lava. We intend to highlight the recency and effect of the eruptions, using the students

Predicting help-seeking behavior: The impact of knowing someone close who has sought help.

Science.gov (United States)

Disabato, David J; Short, Jerome L; Lameira, Diane M; Bagley, Karen D; Wong, Stephanie J

2018-02-15

This study sought to replicate and extend research on social facilitators of college student's help seeking for psychological problems. We collected data on 420 ethnically diverse college students at a large public university (September 2008-May 2010). Students completed a cross-sectional online survey. We found that students who were aware of close others' (eg, family, friends) help seeking were two times more likely to have sought formal (eg, psychologist) and informal (eg, clergy) help themselves. Tests of moderation revealed the incremental effect (ie, controlling for help-seeking attitudes, internalizing symptoms, cultural demographics) of close others' formal help seeking was strong and significant for men (R 2 = 0.112), while it was negligible and nonsignificant for women (R 2 = .002). We discuss the importance for students-particularly men-to learn about close others' help seeking for facilitating their own help seeking during times of distress.

Students' perceptions about science: The impact of transition from primary to secondary school

Science.gov (United States)

Speering, Wendy; Rennie, Léonie

1996-09-01

As students move through school, attitudes to school in general, and science in particular, become less positive. This paper reports on a longitudinal study which mapped, from the students' point of view, the transition between primary and secondary school in Western Australia. The study focused on the subject of science, and used both quantitative and qualitative methods. During the transition, there is a considerable change in the organisation of the school, the curriculum and the teacherstudent relationship. Students in this study, especially the girls, were generally disenchanted with the teaching strategies used in their secondary science classrooms, and regretted the loss of the close teacher-student relationship of their primary school years. Their perceptions were that science in secondary school was not what they had expected, and this experience may have long term implications for their subject and career choices.

Getting Help

Science.gov (United States)

... Parents & Students Home > Special Features > Getting Help Getting Help Resources from NIAAA Treatment for Alcohol Problems: Finding ... and find ways to make a change. Professional help Your doctor. Primary care and mental health practitioners ...

Helping Students Prepare To Juggle Career and Family: Young Adults Attitudes toward Maternal Employment.

Science.gov (United States)

Rowles, Dorothy; Gambone, Kirsten; Szuchyt, Jamie; Deitrick, Susan; Gelband, Amy; Lu, Barbara Chris; Zohe, Dorothy; Stickney, Deborah; Fields, Susan; Chambliss, Catherine

Counseling students in order to help them make sound educational, career, and personal decisions requires an understanding of their values, priorities, and preconceptions about their options. The present study explored the attitudes of male and female college students regarding maternal employment, and their own career and family expectations, in…

Transitions for Students with Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives

Science.gov (United States)

Strnadova, Iva; Cumming, Therese M.; Danker, Joanne

2016-01-01

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological…

Breaking down silos: engaging students to help fix the US health care system

Directory of Open Access Journals (Sweden)

Kumarasamy MA

2015-02-01

Full Text Available Mathu A Kumarasamy,1 Fred P Sanfilippo1–3 1Emory–Georgia Tech Healthcare Innovation Program, 2Department of Pathology and Laboratory Medicine, School of Medicine, 3Department of Health Policy and Management, Rollins School of Public Health, Emory University, Atlanta, GA, USA Problem: The field of health care is becoming a team effort as patient care becomes increasingly complex and multifaceted. Despite the need for multidisciplinary education, there persists a lack of student engagement and collaboration among health care disciplines, which presents a growing concern as students join the workforce. Approach: In October 2013, the Emory–Georgia Tech Healthcare Innovation Program organized a student driven symposium entitled “US Healthcare: What's Broken and How to Fix It: The Student Perspective”. The symposium engaged students from multiple disciplines to work together in addressing problems associated with US health care delivery. The symposium was organized and carried out by a diverse group of student leaders from local institutions who adopted a multidisciplinary approach throughout the planning process. Outcomes: The innovative planning process leading up to the symposium revealed that many of the student-discipline groups lacked an understanding of one another's role in health care, and that students were interested in learning how to work together to leverage each other's profession. The symposium was widely attended and positively received by students and faculty from the Atlanta metropolitan area, and has since helped to promote interdepartmental collaboration and multidisciplinary education across institutions. Next steps: The student symposium will become an annual event and incorporate broader discipline representation, as well as a patient perspective. Proposals for additional institution-wide, multidisciplinary educational offerings are being addressed with the help of faculty and health care providers across the network

The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

Science.gov (United States)

Craddock, Jennifer Lovejoy

The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse for making meaning of science ideas and b) moving students' conceptual development towards a more scientific understanding of the natural world. Based on those foundations, the three research questions that guided this study examined the value elementary teachers place on student-to-student discourse, the various approaches teachers employ to promote the use of student-to-student discourse for learning science, and the factors and conditions that promote and inhibit the use of student-to-student discourse as an effective pedagogical strategy in elementary science. Data were gathered from 23 elementary teachers in a single district using an on-line survey and follow-up interviews with 8 teachers. All data were analyzed and evolving themes led to the following findings: (1) elementary teachers value student-to-student discourse in science, (2) teachers desire to increase time using student-to-student discourse, (3) teachers use a limited number of student-to-student discourse strategies to increase student learning in science, (4) teachers use student-to-student discourse as formative assessment to determine student learning in science, (5) professional development focusing on approaches to student-to-student discourse develops teachers' capacity for effective implementation, (6) teachers perceive school administrators' knowledge of and support for student-to-student discourse as beneficial, (7) time and scheduling constraints limit the use of student-to-student discourse in science. Implications of this study included the necessity of school districts to focus on student-to-student discourse in science, provide teacher and

Transitions from high school to college.

Science.gov (United States)

Venezia, Andrea; Jaeger, Laura

2013-01-01

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the

Education Tax Credits: Refundability Critical to Making Credits Helpful to Low-Income Students and Families

Science.gov (United States)

Saunders, Katherine; Lower-Basch, Elizabeth

2015-01-01

Half of all non-loan federal student aid is now offered as tax benefits for educational costs in the form of credits, deductions, and college savings accounts. These benefits help students and families offset the costs of their postsecondary education with tax savings. Yet, as explained in the 2013 report, "Reforming Student Aid: How to…

Do Interactive Globes and Games Help Students Learn Planetary Science?

Science.gov (United States)

Coba, Filis; Burgin, Stephen; De Paor, Declan; Georgen, Jennifer

2016-01-01

The popularity of animations and interactive visualizations in undergraduate science education might lead one to assume that these teaching aids enhance student learning. We tested this assumption for the case of the Google Earth virtual globe with a comparison of control and treatment student groups in a general education class of over 370 students at a large public university. Earth and Planetary Science course content was developed in two formats: using Keyhole Markup Language (KML) to create interactive tours in Google Earth (the treatment group) and Portable Document Format (PDF) for on-screen reading (the control group). The PDF documents contained identical text and images to the placemark balloons or "tour stops" in the Google Earth version. Some significant differences were noted between the two groups based on the immediate post-questionnaire with the KML students out-performing the PDF students, but not on the delayed measure. In a separate but related project, we undertake preliminary investigations into methods of teaching basic concepts in planetary mantle convection using numerical simulations. The goal of this project is to develop an interface with a two-dimensional finite element model that will allow students to vary parameters such as the temperatures assigned to the boundaries of the model domain, to help them actively explore important variables that control convection.

Helpful and Hindering Factors in Psychodrama Field Training: A Longitudinal Mixed Methods Study of Student Development.

Science.gov (United States)

Azoulay, Bracha; Orkibi, Hod

2018-01-01

Although the literature indicates that students in mental health professions start to form their professional identity and competence in graduate school, there are few studies on the in-training experience of creative arts therapies students. This mixed methods study examined how five first-year students in a psychodrama master's degree program in Israel experienced their field training, with the aim of identifying the factors likely to promote or hinder the development of their professional identity and sense of professional ability. Longitudinal data were collected weekly throughout the 20-week field training experience. The students reported qualitatively on helpful and hindering factors and were assessed quantitatively on questionnaires measuring professional identity, perceived demands-abilities fit, client involvement, and therapy session evaluations. A thematic analysis of the students' reports indicated that a clear and defined setting and structure, observing the instructor as a role model, actively leading parts of the session, and observing fellow students were all helpful factors. The hindering factors included role confusion, issues related to coping with client resistance and disciplinary problems, as well as school end-of-year activities that disrupted the continuity of therapy. The quantitative results indicated that students' professional identity did not significantly change over the year, whereas a U-shaped curve trajectory characterized the changes in demands-abilities fit and other measures. Students began their field training with an overstated sense of ability that soon declined and later increased. These findings provide indications of which helping and hindering factors should be maximized and minimized, to enhance students' field training.

Student Voices: How Has Performing Shakespeare Helped You Appreciate His Work?

Science.gov (United States)

Almansouri, Orubba; Balian, Aram S.; Sawdy, Jessica

2009-01-01

In this article, three students share how performing in Shakespearean plays have helped them appreciate his work. Orubba Almansouri describes how acting out the play "Romeo and Juliet" allowed him to understand the whole story better. While rehearsing and performing "A Midsummer Night's Dream," Aram S. Balian became a true Shakespeare fan,…

Psychological Help-Seeking Intention among College Students across Three Problem Areas

Science.gov (United States)

Hess, Timothy R.; Tracey, Terence J. G.

2013-01-01

The theory of planned behavior (TPB) was used to understand psychological help-seeking intention for 3 common concerns: anxiety or depression, career choice concerns, and alcohol or drug use. Eight hundred eighty-nine university students completed surveys for the TPB variables plus belief in personal efficacy and control to solve the problems.…

Identifying the Camouflage: Uncovering and Supporting the Transition Experiences of Military and Veteran Students

Science.gov (United States)

Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

2017-01-01

This study summarizes the qualitative findings from a multi-institutional study about the college transition experiences of military and veteran students, specifically students' articulation of their needs. Findings reveal (a) a lack of inprocessing, (b) need for community, and (c) institutional invisibility. Using the Student Veteran Transition…

Rubric Use in Formative Assessment: A Detailed Behavioral Rubric Helps Students Improve Their Scientific Writing Skills

Science.gov (United States)

Greenberg, Kathleen P.

2015-01-01

A detailed rubric initially designed as a scoring instrument for grading APA-style empirical research reports was tested for its ability to help students improve their scientific writing skills. Students who used the rubric while preparing their reports wrote a higher quality report than did students who did not. Students also improved the quality…

Parent-Student Communication about College and Freshman Grades in First-Generation and Non-First-Generation Students

Science.gov (United States)

Palbusa, Julienne A.; Gauvain, Mary

2017-01-01

Prior research has found that students whose parents attended college begin college with more understanding of higher education than do first-generation students (Engle, 2007). Parents pass on knowledge along with advice and emotional support that help their children when they encounter new challenges, such as the transition to college. This study…

Partnership Bound: Using MAPS with Transitioning Students and Families from All Backgrounds

Science.gov (United States)

Haines, Shana J.; Francis, Grace L.; Shepherd, Katharine G.; Ziegler, Meg; Mabika, Goma

2018-01-01

The McGill Action Planning System (also referred to as Making Action Plans or MAPS) is a supportive, strengths-based process that enables teams to understand each other and work together to support students in achieving their dreams. This process can work very well with all transitioning students with disabilities and their families, including…

Spelling Pronunciations Help College Students Remember How to Spell Difficult Words

Science.gov (United States)

Ocal, Turkan; Ehri, Linnea C.

2017-01-01

Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to spell commonly misspelled words. Participants were native English speaking college students (N = 42), mean age 22.5 years (SD = 7.87). An experimental…

An Educational System to Help Students Assess Website Features and Identify High-Risk Websites

Science.gov (United States)

Kajiyama, Tomoko; Echizen, Isao

2015-01-01

Purpose: The purpose of this paper is to propose an effective educational system to help students assess Web site risk by providing an environment in which students can better understand a Web site's features and determine the risks of accessing the Web site for themselves. Design/methodology/approach: The authors have enhanced a prototype…

A Problem-Solving Intervention Using iPads to Improve Transition-Related Task Performance of Students with Autism Spectrum Disorder

Science.gov (United States)

Yakubova, Gulnoza; Zeleke, Waganesh A.

2016-01-01

In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for each student based on their individual…

Risk-Category Transition Patterns for Students in Grades 2 to 4. Research Brief 7

Science.gov (United States)

Park, Bitnara Jasmine

2013-01-01

Early identification of students who are at-risk for reading difficulties (RD) is critical for successful and effective RTI implementation. A large group of students were followed for three years (grades 2 to 4) to investigate transition patterns of risk-categories across three years. Results indicated that although students identified at…

Factors Associated with Suicidal Thought and Help-Seeking Behaviour in Transition-Aged Youth versus Adults.

Science.gov (United States)

MacKinnon, Nathalie; Colman, Ian

2016-12-01

Suicide is a leading cause of death for transition-aged youth (TAY), and yet few studies examine correlates of suicidal ideation specifically in this age demographic (age 18-24 years). The transition to adulthood is a unique context, marked by novel stressors (e.g., joining the workforce) and increased independence, which may influence risk factors for suicidal ideation. This study examined correlates of suicidal ideation in TAY and adults and contrasted profiles across age. We used 4 biannual cycles (2005, 2007, 2009, 2011) of the Canadian Community Health Survey, a population-based cross-sectional survey on health. We used logistic regression to assess the association between suicidal ideation and depression, distress, alcohol use, smoking, exercise, sedentary behaviour, chronic illness, restrictions to daily living, perceived physical and mental health, and perceived social support independently in both TAY ( n = 4427) and adults ( n = 14,452). We subsequently assessed possible interactions with age (18-24 v. 25-44 years) and sex and differences in help-seeking behaviour in a combined model. TAY exhibited higher rates of suicidal ideation than adults did ( P suicidal ideation in TAY. Notably, alcohol abstinence was associated with decreased suicidal ideation in TAY but not for adults. Moreover, when depressed, TAY were significantly less likely to have received professional mental health help than adults (odds ratio = 0.64, 95% CI, 0.43 to 0.94). Suicidal ideation is more prevalent in TAY than adults, and its consequences may be aggravated by poor treatment-seeking behaviour in at-risk (i.e. depressed) individuals. These different risk profiles substantiate the recent shift toward clinical interventions focusing on transition-aged youth, rather than traditional child (18 years) services.

Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work

Science.gov (United States)

Lee, Gloria K.; Carter, Erik W.

2012-01-01

This article provides an overview of promising essential elements for fostering vocational success among students with high-functioning autism spectrum disorders (HFASDs) by drawing literature from the fields of school-to-work transition for post-secondary students and vocational rehabilitation for individuals with disabilities. We highlight seven…

Study on Related Courses to Help Undergraduate Students Write Research Reports: a Curriculum Evaluation

OpenAIRE

Winarti, Eny

2014-01-01

From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as ...

Engaging Families to Support Students' Transition to High School: Evidence from the Field

Science.gov (United States)

Mac Iver, Martha Abele; Epstein, Joyce L.; Sheldon, Steven B.; Fonseca, Ean

2015-01-01

This exploratory study addresses the challenge of declining family engagement at the critical transition to high school. We use data from a survey of schools to examine whether and how middle grades and high schools engage families when their students transition to high school. Findings indicate that there is a significant negative relationship…

Constructing the Syllabus: Devising a Framework for Helping Students Learn to Think like Historians

Science.gov (United States)

Estes, Todd

2007-01-01

In this article, the author describes a syllabus which he designed in his United States history survey courses to help his students learn to think like historians. It contains important information about the way historians work and think, along with descriptions of the reading materials the student will use to further their practice of history.…

Peer mentoring: Enhancing the transition from student to professional.

Science.gov (United States)

Fisher, Margaret; Stanyer, Rachel

2018-05-01

to share the experience of a model of peer mentoring in a pre-qualification midwifery programme DESIGN: description of the framework and benefits of the model SETTING: University and practice PARTICIPANTS: third year midwifery students INTERVENTIONS: practical activities meeting regulatory body requirements in a pre-qualification mentorship module MEASUREMENTS AND FINDINGS: informal evaluations by students of key activities undertaken during peer mentoring demonstrated a range of positive outcomes. These included enhanced confidence, self-awareness, interpersonal and teaching skills, team-working and leadership - factors also associated with emotional intelligence. Students developed an appreciation of the accountability of the mentor including making practice assessment decisions. They stated that the learning achieved had aided their professional development and enhanced employability. this module equips students with skills for their future role in facilitating learners and contributes to development of a 'professional persona', enhancing their transition to qualified midwives. The Peer Mentoring Model would be easily adapted to other programmes and professional contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

Time for a Change: College Students' Preference for Technology-Mediated Versus Face-to-Face Help for Emotional Distress.

Science.gov (United States)

Lungu, Anita; Sun, Michael

2016-12-01

Even with recent advances in psychological treatments and mobile technology, online computerized therapy is not yet popular. College students, with ubiquitous access to technology, experiencing high distress, and often nontreatment seekers, could be an important area for online treatment dissemination. Finding ways to reach out to college students by offering psychological interventions through technology, devices, and applications they often use, might increase their engagement in treatment. This study evaluates college students' reported willingness to seek help for emotional distress through novel delivery mediums, to play computer games for learning emotional coping skills, and to disclose personal information online. We also evaluated the role of ethnicity and level of emotional distress in help-seeking patterns. A survey exploring our domains of interest and the Mental Health Inventory ([MHI] as mental health index) were completed by 572 students (mean age 18.7 years, predominantly Asian American, female, and freshmen in college). More participants expressed preference for online versus face-to-face professional help. We found no relationship between MHI and help-seeking preference. A third of participants were likely to disclose at least as much information online as face-to-face. Ownership of mobile technology was pervasive. Asian Americans were more likely to be nontreatment seekers than Caucasians. Most participants were interested in serious games for emotional distress. Our results suggest that college students are very open to creative ways of receiving emotional help such as playing games and seeking emotional help online, suggesting a need for online evidence-based treatments.

Preparing Chinese International Business Students for the Transition to Undergraduate Study in Australia

Science.gov (United States)

Lamberton, Geoff; Ashton-Hay, Sally

2015-01-01

The diverse range of academic, social and cultural challenges experienced by Asian students when studying at Western universities is well documented. This research involved a pre-departure curriculum designed to ease the intercultural transition and adjustment for Chinese international students to a new learning environment in Australia. Moving…

Psychological wellbeing and self-esteem in students across the transition between secondary school and university: A longitudinal study

Directory of Open Access Journals (Sweden)

Malinauskas Romualdas

2017-01-01

Full Text Available This longitudinal study investigated the psychological wellbeing and self-esteem of students during the transition between secondary school and university. The sample comprised 197 students (82 male; 115 female. The mean age of the students at the start of the study was 18.54 years (SD = 0.78. Students completed measures of psychological wellbeing (Ryff Psychological Wellbeing Scale and self-esteem (Rosenberg Self-esteem Scale during their final year of secondary school and again at the start of their university studies. Repeated measures (RM multivariate analysis of variance (MANOVA was used to investigate how transition status and gender affected aspects of psychological wellbeing and self-esteem. Multivariate analysis showed main effect of the transition from school to university on psychological wellbeing and self-esteem. Univariate analysis indicated that psychological wellbeing was higher at the start of university studies than during the final year of secondary school, but failed to confirm the effect of the transition on self-esteem. Gender by transition status interactions for two psychological wellbeing dimensions (autonomy and purpose in life were found.

Using an educational electronic documentation system to help nursing students accurately identify patient data.

Science.gov (United States)

Pobocik, Tamara

2015-01-01

This quantitative research study used a pretest/posttest design and reviewed how an educational electronic documentation system helped nursing students to identify the accurate "related to" statement of the nursing diagnosis for the patient in the case study. Students in the sample population were senior nursing students in a bachelor of science nursing program in the northeastern United States. Two distinct groups were used for a control and intervention group. The intervention group used the educational electronic documentation system for three class assignments. Both groups were given a pretest and posttest case study. The Accuracy Tool was used to score the students' responses to the related to statement of a nursing diagnosis given at the end of the case study. The scores of the Accuracy Tool were analyzed, and then the numeric scores were placed in SPSS, and the paired t test scores were analyzed for statistical significance. The intervention group's scores were statistically different from the pretest scores to posttest scores, while the control group's scores remained the same from pretest to posttest. The recommendation to nursing education is to use the educational electronic documentation system as a teaching pedagogy to help nursing students prepare for nursing practice. © 2014 NANDA International, Inc.

Career/Education Plans and Student Engagement in Secondary School

Science.gov (United States)

Plasman, Jay Stratte

2018-01-01

Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their…

Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success

Science.gov (United States)

Williams, Donna Elizabeth

2012-01-01

Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning. This…

Transitional journeys into, and through medical education for First-in-Family (FiF) students: a qualitative interview study.

Science.gov (United States)

Bassett, Andrew Mark; Brosnan, Caragh; Southgate, Erica; Lempp, Heidi

2018-05-09

There has been much interest in the transitions along the medical education continuum. However, little is known about how students from non-traditional backgrounds experience both the move to, and through Medical School, and their ambitions post-graduation. This research sought to understand the transitional journey into, and through undergraduate medical education, and future career aspirations for first-in-family (FiF) medical students. Based on a interpretivist epistemological perspective, 20 FiF students from one English Medical School participated in semi-structured interviews. Participants were identified according to purposive inclusion criteria and were contacted by email via the student association at the Medical School and academic year leaders. The team approach to the thematic analysis enhanced the findings credibility. This research was part of an international collaboration. In the first transition, 'The Road to Medical School', a passion for science with an interest in people was a motivator to study medicine. Participants' parents' shared the elation of acceptance into Medical School, however, the support from school/college teachers was a mixed experience. In 'The Medical School Journey' transition, knowledge about the medical curriculum was variable. 'Fitting' in at Medical School was a problem for some, but studying for an elite degree elevated social status for many study participants. A source of support derived from senior medical student peers, but a medical degree could sacrifice students' own health. In the final transition, 'Future Plans', a medical career was perceived to have intrinsic value. Clarity about future aspirations was related to clinical experience. For some, career trajectories were related to a work-life balance and future NHS working conditions for Junior Doctors. The transitions highlighted in this article have important implications for those educators interested in a life cycle approach to widening participation in

Racial and Ethnic Minority College Students' Stigma Associated with Seeking Psychological Help: Examining Psychocultural Correlates

Science.gov (United States)

Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking…

SCHOOL and WORK. HOW TO HELP TEACHERS AND STUDENTS COPE WITH CHANGES

Directory of Open Access Journals (Sweden)

Cristina Anca COLIBABA

2016-05-01

Full Text Available The School and Work project (2014-1-UK01-KA204-000071, co-financed by the European Union under the Erasmus+ programme, intends to capitalise the existing results of previous European projects addressing the early school leaving issue with a view to establish a more concrete and effective cooperation between schools and the world of work, which will enhance students’motivation to learn and complete their studies. The article introduces e-learning resources focusing on strategies teachers could use in order to help students unveil their interests and aptitudes. This will enable teachers plan and implement personalized educational paths and guidance services and valorize students' talents through curricular and extracurricular activities , which will motivate students to stay at school.

formal mentoring initiative as a likely panacea to students

African Journals Online (AJOL)

Elizabeth

improvement of self confidence and self-esteem, which can in turn help solve students' maladaptive behaviour. Key Words: Formal mentoring initiative, panacea, students, maladaptive behaviour. Introduction: The secondary school stage is a period of transition between childhood and adulthood in the life of the adolescent.

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

Science.gov (United States)

Alias, Aliza

2014-01-01

Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special…

From students to researchers: The education of physics graduate students

Science.gov (United States)

Lin, Yuhfen

This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their

Taiwanese Students' Gender, Age, Interdependent and Independent Self-Construal, and Collective Self-Esteem as Predictors of Professional Psychological Help-Seeking Attitudes.

Science.gov (United States)

Yeh, Christine J.

2002-01-01

Self-esteem, age, and gender were used to assess attitudes towards seeking psychological services among secondary school and college students. Self-esteem and gender significantly predicted students help-seeking attitudes. A counselor's knowledge of cultural perspectives of self-esteem, as they relate to help-seeking behaviors, will help with…

Medical student changes in self-regulated learning during the transition to the clinical environment.

Science.gov (United States)

Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

2017-03-21

Self-regulated learning (SRL), which is learners' ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors. Medical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student's background, demographic characteristics and first clinical rotation were also gathered. Of 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience. Measurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self-regulation. Self-determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice.

Help provided by school counsellor to teachers and students in behaviour management at secondary school

OpenAIRE

Atıcı, Meral; Çekici, Ferah

2012-01-01

The purpose of this study was to investigate the views of teachers, school counsellors, and students on counsellor help for dealing with misbehaviour at school. Qualitative data were collected from counsellors, teachers and students using interviews to address the research questions. Five counsellors, 20 teachers and 35 students in five high schools with a low socioeconomic level in Adana, Turkey, participated in the study. Data were analysed by using a content analysis technique. Results sho...

A critical evaluation of student radiographers' experience of the transition from the classroom to their first clinical placement

International Nuclear Information System (INIS)

Hyde, Emma

2015-01-01

Introduction: Students studying for qualifications which enable them to apply for registration as health care professionals are expected to undertake a large amount of clinical placement to support their learning. The BSc Hons Diagnostic Radiography at one post-1992 UK University is no exception. It was identified in a previous study by this researcher that a relatively large number of first year student radiographers were unsure, or nervous, about some aspects of the transition to their first clinical placement. It was felt that further investigation into the student experience of the transition to the first clinical placement was warranted. Methodology: A mixed-methods survey approach was used to elicit quantitative and qualitative data from current radiography students, academic staff and clinical staff about student experience of the transition to the first clinical placement. Results: In general, most students enjoyed their first clinical placement, and the opportunity to put theory into practice. However, three key themes emerged from the data that caused students difficulty in the first clinical placement; working with clinical staff, working with very ill patients, and moving around the department each week. Key Conclusions: This study has identified that some aspects of the transition into the first clinical placement need to be improved. Recommendations have been made for curriculum development in the academic block prior to the first clinical placement, and to improve student support during clinical placement. The implementation of these recommendations is crucial to reduce the dissonance between theory and practice, and improve student experience of the transition to the first clinical placement. - Highlights: • Issues for student radiographers during their first clinical placement are identified. • Recommendations made for curriculum development to improve preparation for clinical placement. • Recommendations made to improve student support in

In Their Own Voices: Helping Artistically Gifted and Talented Students Succeed Academically

Science.gov (United States)

Carroll, Karen Lee

2008-01-01

Art education is an interdisciplinary field in the sense that it requires a mix of studio practice with theory and academic-style learning. Teachers teach philosophy and theory drawn from psychology, social sciences, history, and the humanities. Helping students be successful readers, writers, speakers, and test-takers are goals shared with those…

Students experienced help from preservative care. A reflective case study of two nursing students caring from a nursing framework on good care for older people

Directory of Open Access Journals (Sweden)

Jan S. Jukema

2015-11-01

Full Text Available Background: The practice of nursing is shaped partly by nurses’ professional perspective of good care, guided by a nursing framework. An example is the framework of preservative care, which defines good nursing care for vulnerable older people in nursing homes. Currently we lack an understanding of how this framework could help nurses in training; it may be a useful developmental aid for undergraduate nursing students but so far there are no empirical data to support this. Aim: The purpose of this study is to explore how helpful a particular framework can be in the learning journey of two undergraduate nursing students. The study draws on narrative and reflective accounts, guided by the question: ‘How does preservative care as a framework of good care help two undergraduate nursing students develop their caring for older people?’ Methods: This was a reflective case study, in which two students – experienced registered nurses (non-graduates following a part-time education programme – reflected on their practices, using preservative care as a framework for taking care of older people. They kept reflective journals and received constructive feedback from the author of the preservative care framework (the first author. Their data were analysed in three steps. Findings: Both students reported gaining profound help from the framework in their evaluations of daily practices, although they rated the help differently in terms of demanding and rewarding experiences. The framework was particularly helpful in developing qualities in three domains: person-centredness, professional role and specific nursing competencies. Conclusions: The results of our study indicate how using a particular nursing framework made a difference to the practice of two undergraduate nursing students. Exploring the meaning and place of particular nursing frameworks in nursing education is necessary to establish their potential benefits for students. Implications for

The High Jump: Transition Issues of Learning Disabled Students and Their Parents.

Science.gov (United States)

Ness, Jean E.

1989-01-01

Issues that face learning-disabled students and their parents during the transition from a secondary to a postsecondary setting are explored, and recommendations are offered for consideration in resolving problems during this period. (JDD)

Glimpses into the transition world: New graduate nurses' written reflections.

Science.gov (United States)

Walton, Jo Ann; Lindsay, Natalie; Hales, Caz; Rook, Helen

2018-01-01

This study was born out of our reflections as educators responsible for helping new graduate nurses transition into their first year of professional practice through a formal education programme. Finding ourselves wondering about many of the questions the students raised with us, we set about looking more closely at what could be gleaned from the students' experience, captured in their written work over the course of a year. To identify the challenges and learning experiences revealed in reflective assignments written by new graduate nurses undertaking a postgraduate course as part of their transition to registered nurse practice. Data consisted of the written work of two cohorts of students who had completed a postgraduate university course as part of their transition to new graduate practice in New Zealand. Fifty four reflective essays completed by twenty seven participating students were collected and their contents analysed thematically. Five key themes were identified. The students' reflections noted individual attributes - personal and professional strengths and weaknesses; professional behaviour - actions such as engaging help and support, advocating for patients' needs and safety and putting their own feelings aside; situational challenges such as communication difficulties, both systemic and interpersonal, and the pressure of competing demands. Students also identified rewards - results they experienced such as achieving the nursing outcomes they desired, and commented on reflection as a useful tool. The findings shed light on the experiences of new graduates, and how they fare through this critical phase of career development. Challenges relating to the emotional labour of nursing work are particularly evident. In addition the reflective essay is shown to be a powerful tool for assisting both new graduate nurses and their lecturers to reflect on the learning opportunities inherent in current clinical practice environments. Copyright © 2017 Elsevier Ltd

Helping Students Discuss Race Openly

Science.gov (United States)

Landsman, Julie

2016-01-01

One way teachers can disrupt inequities is by doing the work to foster discussions in which students talk about race--and racism--honestly together. Teachers also need to be ready to talk with students sensitively when the subject of race comes up spontaneously--in a student's work, connected to events outside school, or in response to a…

Helpful and Hindering Factors in Psychodrama Field Training: A Longitudinal Mixed Methods Study of Student Development

Directory of Open Access Journals (Sweden)

Bracha Azoulay

2018-02-01

Full Text Available Although the literature indicates that students in mental health professions start to form their professional identity and competence in graduate school, there are few studies on the in-training experience of creative arts therapies students. This mixed methods study examined how five first-year students in a psychodrama master’s degree program in Israel experienced their field training, with the aim of identifying the factors likely to promote or hinder the development of their professional identity and sense of professional ability. Longitudinal data were collected weekly throughout the 20-week field training experience. The students reported qualitatively on helpful and hindering factors and were assessed quantitatively on questionnaires measuring professional identity, perceived demands-abilities fit, client involvement, and therapy session evaluations. A thematic analysis of the students’ reports indicated that a clear and defined setting and structure, observing the instructor as a role model, actively leading parts of the session, and observing fellow students were all helpful factors. The hindering factors included role confusion, issues related to coping with client resistance and disciplinary problems, as well as school end-of-year activities that disrupted the continuity of therapy. The quantitative results indicated that students’ professional identity did not significantly change over the year, whereas a U-shaped curve trajectory characterized the changes in demands-abilities fit and other measures. Students began their field training with an overstated sense of ability that soon declined and later increased. These findings provide indications of which helping and hindering factors should be maximized and minimized, to enhance students’ field training.

Helping students mathematical construction on square and rectangle’s area by using Sarong motive chess

Science.gov (United States)

Zuliana, Eka; Setyawan, Fariz; Veloo, Arsaythamby

2017-12-01

The aim of this study is developing the learning trajectory to construct students’ understanding of the concept of the area of square and rectangle by using Sarong Motive Chess. This research is a design research which is consists of three stages. The stages are preparing for the experiment, designing experiment, and making a retrospective analysis. The activities started by the activity of using sarong motive chess as the manipulative measurement unit. The Sarong motive chess helps students to understand the concept of area of square and rectangle. In the formal stage of cognitive level, students estimate the area of square and rectangle by determining the square unit at the surface area of sarong through many ways. The result of this study concludes that Sarong motive chess can be used for mathematics learning process. It helps the students to construct the concept of a square and rectangle’s area. This study produces learning trajectory to construct the concept of a square and rectangle’s area by using Sarong motive chess, especially for elementary school students.

The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol.

Science.gov (United States)

Carragher, Jean; McGaughey, Jennifer

2016-04-22

The global transfer of nursing and midwifery education to higher education institutes has led to student nurses and midwives experiencing challenges previously faced by traditional third-level students, including isolation, loneliness, financial difficulties and academic pressure. These challenges can contribute to increased stress and anxiety levels which may be detrimental to the successful transition to higher education, thus leading to an increase in attrition rates. Peer mentoring as an intervention has been suggested to be effective in supporting students in the transition to third-level education through enhancing a sense of belongingness and improving student satisfaction, engagement and retention rates. This proposed systematic review aims to determine the effectiveness of peer mentoring in enhancing levels of student engagement, sense of belonging and overall satisfaction of first-year undergraduate students following transition into higher education. MEDLINE, Web of Knowledge, ProQuest, Embase, CINAHL, ERIC, PsycINFO and CENTRAL databases will be searched for qualitative, quantitative and mixed methods studies on the implementation of peer assessment strategies in higher education institutes (HEIs) or universities for full-time, first-year adult students (>17 years). Included studies will be limited to the English language. The quality of included studies will be assessed using a validated Mixed Methods Appraisal Tool (MMAT). The findings will be presented as a narrative synthesis or meta-analysis as appropriate following sequential explanatory synthesis. The review will provide clear, non-biased evidence-based guidance to all third-level educators on the effectiveness of peer-mentoring programmes for first-year undergraduates. The review is necessary to help establish which type of peer mentoring is most effective. The evidence from qualitative and quantitative studies drawn from the international literature will be utilised to illustrate the best way

Internet-based guided self-help for university students with anxiety, depression and stress: a randomized controlled clinical trial.

Science.gov (United States)

Day, Victor; McGrath, Patrick J; Wojtowicz, Magdalena

2013-07-01

Anxiety, depression and stress, often co-occurring, are the psychological problems for which university students most often seek help. Moreover there are many distressed students who cannot, or choose not to, access professional help. The present study evaluated the efficacy of an internet-based guided self-help program for moderate anxiety, depression and stress. The program was based on standard cognitive behavior therapy principles and included 5 core modules, some of which involved options for focusing on anxiety and/or depression and/or stress. Trained student coaches provided encouragement and advice about using the program via e-mail or brief weekly phone calls. Sixty-six distressed university students were randomly assigned to either Immediate Access or a 6-week Delayed Access condition. Sixty-one percent of Immediate Access participants completed all 5 core modules, and 80% of all participants completed the second assessment. On the Depression, Anxiety and Stress Scales-21, Immediate Access participants reported significantly greater reductions in depression (ηp(2)=. 07), anxiety (ηp(2)=. 08) and stress (ηp(2)=. 12) in comparison to participants waiting to do the program, and these improvements were maintained at a six month follow-up. The results suggest that the provision of individually-adaptable, internet-based, self-help programs can reduce psychological distress in university students. Copyright © 2013 Elsevier Ltd. All rights reserved.

University Students' Views on the Perceived Benefits and Drawbacks of Seeking Help for Mental Health Problems on the Internet: A Qualitative Study.

Science.gov (United States)

Chan, Jade Ky; Farrer, Louise M; Gulliver, Amelia; Bennett, Kylie; Griffiths, Kathleen M

2016-01-19

University students experience high levels of mental health problems yet very few seek professional help. Web-based mental health interventions may be useful for the university student population. However, there are few published qualitative studies that have examined the perceived benefits and drawbacks of seeking help for mental health problems on the Internet from the perspective of university students. To investigate the attitudes of university students on mental health help-seeking on the Internet. A total of 19 university students aged 19-24 years participated in 1 of 4 focus groups to examine their views toward help-seeking for mental health problems on the Internet. Perceived concerns about Web-based help-seeking included privacy and confidentiality, difficulty communicating on the Internet, and the quality of Web-based resources. Potential benefits included anonymity/avoidance of stigma, and accessibility. Participants reported mixed views regarding the ability of people with similar mental health issues to interact on the Internet. These factors should be considered in the development of Web-based mental health resources to increase acceptability and engagement from university students.

How students experience and navigate transitions in undergraduate medical education: an application of Bourdieu's theoretical model.

Science.gov (United States)

Balmer, Dorene F; Richards, Boyd F; Varpio, Lara

2015-10-01

Using Bourdieu's theoretical model as a lens for analysis, we sought to understand how students experience the undergraduate medical education (UME) milieu, focusing on how they navigate transitions from the preclinical phase, to the major clinical year (MCY), and to the preparation for residency phase. Twenty-two medical students participated in this longitudinal case study. Students had similar preclinical and post-MCY experiences but different MCY experiences (rotational vs. longitudinal tracks). We interviewed students every 6 months in the preclinical phase, mid-way through MCY, and 7-8 months before graduation (101 total interviews). We inductively created codes, iteratively revised codes to best-fit the data, and thematically clustered codes into Bourdieu-informed categories: field (social structures), capital (resources) and habitus (dispositions). We found that students acclimated to shifts in the UME field as they moved through medical school: from medical school itself to the health system and back. To successfully navigate transitions, students learned to secure capital as medical knowledge and social connections in the preclinical and preparation for residency phases, and as reputable patient care and being noticed in the clinical phase. To obtain capital, and be well-positioned for the next phase of training, students consistently relied on dispositions of initiative and flexibility. In summary, students experience the complex context of medical school through a series of transitions. Efforts to improve UME would be well-served by greater awareness of the social structures (field) that students encounter, the resources to which they afford value (capital), and the dispositions which aid acquisition of these resources (habitus).

Assistant professor wins grant to help enrich graduate student careers with e-portfolios

OpenAIRE

Mackay, Steven D.

2010-01-01

Lisa McNair, an assistant professor with the department of engineering education, has won a $403,000 National Science Foundation Faculty Early Career Development (CAREER) grant to help engineering graduate students develop as reflective practitioners by using e-portfolios that could enrich their own careers.

Using a Vaccine Proposal Assignment to Help Students Synthesize Topics Covered in an Undergraduate Immunology Course

Directory of Open Access Journals (Sweden)

Rebecca L. Sparks-Thissen

2015-08-01

Full Text Available Undergraduate students often have difficulty keeping track of all the pieces of the immune response and how they relate to each other.  To help students synthesize the information in an upper-level, undergraduate immunology course, the students in my course investigate the immune response to pathogen of their choosing and then use that information to design a vaccine to that pathogen.

Using data to help increase STEM retention rates for at-risk students; Student expectations and skill building

Science.gov (United States)

Reed, D. E.; Jones, G.; Heaney, A.

2013-12-01

Retention in the STEM fields is often a focus for higher education due to a shortage of trained workforce members. In particular, much effort has been spent on first year retention rates and introductory level courses under the assumption that students are more likely to drop out of STEM majors early in their higher education degree progress. While the retention rates of women, minorities, and low income students have been a priority by both the National Science Foundation and the private sector, we are interested in at-risk first year students for this study. The University of Wyoming Synergy Program's goal is to promote academic success and retention for underprepared and at-risk students by creating a series of first semester curricula as theme-based college transition skills courses that are paired with English courses. This creates a cohort group of courses for the students with increased communication between instructors at the same time allowing greater development of student social networks. In this study we are highlighting the results of the STEM students as compared with other at-risk participants in the program. The Synergy Program enrolls approximately 144 students each year with pre- and post-course surveys that directly measure which college skills students select as important as well as student expectations of the amount of time required for STEM courses. Follow-up surveys track the same queries for students who persist to their junior and senior year. In addition, instructors complete a summative survey about skills they find important to student success and individual student's challenges and successes with a variety of skills. Our results show a large gap in skills between those identified as important by students and those identified by their instructors. Expectations for the amount of time required to complete work for STEM courses and the reported time spent on course work are not constant when progressing throughout college. This analysis

Acculturation, Enculturation, and Asian American College Students' Mental Health and Attitudes toward Seeking Professional Psychological Help

Science.gov (United States)

Miller, Matthew J.; Yang, Minji; Hui, Kayi; Choi, Na-Yeun; Lim, Robert H.

2011-01-01

In the present study, we tested a theoretically and empirically derived partially indirect effects acculturation and enculturation model of Asian American college students' mental health and attitudes toward seeking professional psychological help. Latent variable path analysis with 296 self-identified Asian American college students supported the…

The hidden challenges in role transitions and how leadership coaching can help new leaders find solid ground.

Science.gov (United States)

Weinstock, Beth

2011-01-01

Leadership coaching is becoming an increasingly important intervention that helps individual nurse executives and managers develop and use the best of their strengths, gifts, and talents. As the need for leadership in nursing becomes urgent and brave souls move into the positions of greater authority and potential impact, they will face challenges as they move up in rank. This article identifies the hidden and often-overlooked challenges that are faced by new leaders as they transition into roles of increased responsibility, and it demonstrates how leadership coaching can help new leaders make successful transitions. As the current health care crisis creates opportunity for new leaders, those who opt for promotions and lateral shifts encounter both expected and surprising challenges. The expected challenges include mastering new content skills, learning new organizational structures, and getting to know new teams. The less obvious stressors include issues of self-esteem, assertiveness, self-consciousness, self-criticism, perfectionism, new boundaries, changing identities, and finding one's own leadership style. These important issues are often kept out of conscious awareness and overlooked at great cost to the individual leader and her institution. Leadership coaching can provide support and practical strategies for managing and overcoming these hidden challenges.

Benefits Access for College Completion: Lessons Learned from a Community College Initiative to Help Low-Income Students

Science.gov (United States)

Duke-Benfield, Amy Ellen; Saunders, Katherine

2016-01-01

This report analyzes how students were served by Benefits Access for College Completion (BACC), a 2.5-year initiative designed to increase access to public benefits (such as SNAP or Medicaid) for eligible low-income students. These crucial supports reduce students' unmet financial needs and help them finish school. Launched in 2011, BACC funded…

Third Space Strategists: International Students Negotiating the Transition from Pathway Program to Postgraduate Coursework Degree

Science.gov (United States)

Benzie, Helen

2015-01-01

Pathway programs exist to prepare students for progression into university degrees but the transition experience for many students may not be as smooth as is suggested by the notion of the pathway. While attending a pathway program and at the beginning of their university degree, students may be in a third space, a liminal space where they engage…

Learning Biochemistry through Manga--Helping Students Learn and Remember, and Making Lectures More Exciting.

Science.gov (United States)

Nagata, Ryoichi

1999-01-01

Uses panels taken from manga, Japanese comics and cartoons, to supplement explanations of biochemical terms and topics in biochemistry classes. Results indicate that the use of manga helped students remember what they had learned. (Author/CCM)

A Qualitative Synthesis of Families' and Students' Hospital-to-School Transition Experiences Following Acquired Brain Injury.

Science.gov (United States)

Hartman, Laura R; Tibbles, Alana; Paniccia, Alicia; Lindsay, Sally

2015-01-01

Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students' and parents' experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students' and families' personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews

Science.gov (United States)

Chao, Theodore; Murray, Eileen; Star, Jon R.

2016-01-01

Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

Strategies to Help ESL Students Improve their Communicative Competence and Class Participation: A Study in a Middle School

Directory of Open Access Journals (Sweden)

Claudia Gómez Palacio

2010-12-01

Full Text Available This article examines a qualitative study carried out at a middle school in North Carolina, the United States of America. The main purpose of the study was to find effective strategies that teachers can use to help ESL students improve their speaking skills and class participation. Results indicated that both communicative and social strategies as well as exposure to independent reading help ESL students improve their communicative skills and class participation.

Racial and ethnic minority college students' stigma associated with seeking psychological help: Examining psychocultural correlates.

Science.gov (United States)

Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking psychological help (Obasi & Leong, 2009; Vogel, Wade, & Haake, 2006). For racial and ethnic minorities, the hindering effects of self-stigma and perceived stigmatization by others on treatment seeking may further be compounded by their relationships with their own ethnic groups, with other ethnic groups, and with the dominant society. This study used structural equation modeling (SEM) to test a model that explored the effects of psychological distress and psychocultural variables (i.e., ethnic identity, other-group orientation, perceived discrimination) on perceived stigmatization by others and self-stigma for seeking psychological help, controlling for past use of counseling/psychotherapy. The sample consisted of 260 African American, 166 Asian American, and 183 Latino American students. SEM multigroup analyses indicated measurement invariance, but partial structural invariance, across racial/ethnic groups. Across all 3 groups, higher levels of psychological distress and perceived racial/ethnic discrimination, respectively, predicted higher levels of perceived stigmatization by others for seeking psychological help, which, in turn, predicted greater self-stigma for seeking psychological help. Higher levels of other-group orientation predicted lower levels of self-stigma of seeking psychological help across groups. Higher levels of ethnic identity predicted lower levels of self-stigma of seeking psychological help only for African Americans. Implications for research and practice are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Undergraduate nursing students' perspectives on clinical assessment at transition to practice.

Science.gov (United States)

Wu, Xi Vivien; Wang, Wenru; Pua, Lay Hoon; Heng, Doreen Gek Noi; Enskär, Karin

2015-01-01

Assessment of clinical competence requires explicitly defined standards meeting the national standards of the nursing profession. This is a complex process because of the diverse nature of nursing practice. To explore the perceptions of final-year undergraduate nursing students regarding clinical assessment at transition to practice. An exploratory qualitative approach was adopted. Twenty-four students participated in three focus group discussions. Thematic analysis was conducted. Five themes emerged: the need for a valid and reliable clinical assessment tool, the need for a flexible style of reflection and specific feedback, the dynamic clinical learning environment, students' efforts in learning and assessment, and the unclear support system for preceptors. Workload, time, resource availability, adequate preparation of preceptors, and the provision of valid and reliable clinical assessment tools were deemed to influence the quality of students' clinical learning and assessment. Nursing leadership in hospitals and educational institutions has a joint responsibility in shaping the clinical learning environment and providing clinical assessments for the students.

Helping Your Child through Early Adolescence -- Helping Your Child Series

Science.gov (United States)

... Bibliography Acknowledgements Tips to Help Your Child through Early Adolescence No Child Left Behind Printable ... Information About... Transforming Teaching Family and Community Engagement Early Learning Helping Your Child Our mission is to promote student achievement and ...

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

Science.gov (United States)

Longobardi, Claudio; Prino, Laura E; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in E-Portfolios

Science.gov (United States)

Lackner, Christine; Martini, Tanya

2017-01-01

In the context of a Transition to Work course for fourth-year psychology majors, we had students use an e-portfolio to self-reflect on the learning experiences they deemed most significant during their degree. Such significant learning experiences can be drawn upon when answering behavioral job interview questions. We examined whether students…

Problem gambling and help seeking among Chinese international students: narratives of place identity transformation.

Science.gov (United States)

Li, Wendy Wen; Tse, Samson

2015-03-01

This article uses examples of problem gambling and help seeking among Chinese international students in New Zealand to demonstrate place identity transformation. Two-wave narrative interviews were conducted with 15 Chinese international students. Place identity among participants is shown to be a process that features the transformation of participants' identity. While the casinos in which the Chinese international students gambled gave rise to negative place identities, positive place identities facilitated the participants to change their problematic gambling. Through the investigation of place identity transformation, this article promotes a strength-based, non-labelling approach to intervention for people who are concerned about their gambling behaviours. © The Author(s) 2015.

Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students

Science.gov (United States)

Morton, Stephen; Mergler, Amanda; Boman, Peter

2014-01-01

Students making the transition from high school to university often encounter many stressors and new experiences. Many students adjust successfully to university; however, some students do not, often resulting in attrition from the university and mental health issues. The primary aim of the current study was to examine the effects that optimism,…

A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School.

Science.gov (United States)

Winter, Rachel I; Patel, Rakesh; Norman, Robert I

2017-08-01

Medical students are at high risk of experiencing psychological distress at medical school and developing mental ill-health during professional practice. Despite efforts by faculty to raise awareness about this risk, many students choose to suffer in silence in the face of psychological distress. The aim of this study was to explore drivers that prompted help-seeking behavior and barriers that prevented individuals prioritizing their well-being around the time of high-stakes assessment at medical school. Semi-structured interviews were conducted with fifty-seven students who failed high-stakes assessment at two UK medical schools, exploring their experience of academic difficulty and perceptions about causes. A thematic analysis of twenty transcripts that met inclusion criteria was completed to identify key factors that influenced participants' decisions around seeking help for their psychological distress, and in some cases, mental health problems. Twenty participants who specifically described a deterioration in their mental health around the time of assessment were included in this study. Barriers to seeking help in these instances included: normalization of symptoms or situation; failure to recognize a problem existed; fear of stigmatisation; overt symptoms of mental distress; and misconceptions about the true nature of the medical school, for example beliefs about a punitive response from the school if they failed. Drivers for seeking help appropriately included: building trust with someone in order to confide in them later on, and self-awareness about the need to maintain good mental health. There are various drivers and barriers for students' help seeking behaviors when experiencing psychological distress around the time of assessment, particularly self-awareness about the problem and prioritisation of well-being. Students who fail to recognize their own deteriorating mental health are at risk of academic failure and medical schools need to develop

Preparing MD-PhD students for clinical rotations: navigating the interface between PhD and MD training.

Science.gov (United States)

Goldberg, Charles; Insel, Paul A

2013-06-01

Many aspects of MD-PhD training are not optimally designed to prepare students for their future roles as translational clinician-scientists. The transition between PhD research efforts and clinical rotations is one hurdle that must be overcome. MD-PhD students have deficits in clinical skills compared with those of their MD-only colleagues at the time of this transition. Reimmersion programs (RPs) targeted to MD-PhD students have the potential to help them navigate this transition.The authors draw on their experience creating and implementing an RP that incorporates multiple types of activities (clinical exam review, objective structured clinical examination, and supervised practice in patient care settings) designed to enhance the participants' skills and readiness for clinical efforts. On the basis of this experience, they note that MD-PhD students' time away from the clinical environment negatively affects their clinical skills, causing them to feel underprepared for clinical rotations. The authors argue that participation in an RP can help students feel more comfortable speaking with and examining patients and decrease their anxiety regarding clinical encounters. The authors propose that RPs can have positive outcomes for improving the transition from PhD to clinical MD training in dual-degree programs. Identifying and addressing this and other transitions need to be considered to improve the educational experience of MD-PhD students.

Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

Science.gov (United States)

Miller, G.; Schoof, J. T.; Therrell, M. D.

2011-12-01

Even though climate change and an unhealthy environment have a disproportionate affect on persons of color, there is a poor record of diversity in geoscience-related fields where researchers are investigating ways to improve the quality of the environment and human health. This low percentage of representation in the geosciences is equally troubling at the university where we are beginning the third and final year of a project funded through the National Science Foundation's (NSF) Opportunities to Enhance Diversity in the Geosciences (OEDG). The purpose of this project is to explore a novel approach to using the social sciences to help students, specifically underrepresented minorities, discover the geosciences' cultural relevance and consider a career in the earth, atmospheric, and ocean sciences. To date, over 800 college freshmen have participated in a design study to evaluate the curriculum efficacy of a geoscience reader. Over half of these participants are students of color. The reader we designed allows students to analyze multiple, and sometimes conflicting, sources such as peer-reviewed journal articles, political cartoons, and newspaper articles. The topic for investigation in the reader is the 1995 Chicago Heat Wave, a tragic event that killed over 700 residents. Students use this reader in a core university course required for entering freshmen with low reading comprehension scores on standardized tests. To support students' comprehension, evaluation, and corroboration of these sources, we incorporated instructional supports aligned with the principles of Universal Design for Learning (UDL), reciprocal teaching, historical reasoning, media literacy, and quantitative reasoning. Using a digital format allows students to access multiple versions of the sources they are analyzing and definitions of challenging vocabulary and scientific concepts. Qualitative and quantitative data collected from participating students and their instructors included focus

Moving In, Moving Through, and Moving Out: The Transitional Experiences of Foster Youth College Students

Science.gov (United States)

Gamez, Sara I.

2017-01-01

The purpose of this qualitative study was to explore the transitional experiences of foster youth college students. The study explored how foster youth experienced moving into, moving through, and moving out of the college environment and what resources and strategies they used to thrive during their college transitions. In addition, this study…

Listening to Student Views on the Transition from Work Placement to the Final Year

Science.gov (United States)

Anderson, Pamela; Novakovic, Yvonne

2017-01-01

This paper addresses a gap in the literature on student work placements, specifically the challenges of returning to final-year study after a year out. We focus on students in an Accountancy and Finance Department at one UK University who alerted us to the ways in which they struggled during the transition back to full-time study. Their accounts…

A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP

Science.gov (United States)

National Centre for Vocational Education Research (NCVER), 2015

2015-01-01

VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education and training (VET) courses (diploma, advanced diploma, graduate certificate and graduate diploma) with an approved provider by paying for all or part of their tuition costs. The tuition costs are paid directly to the provider.…

Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report

Directory of Open Access Journals (Sweden)

Amanda Richardson

2012-08-01

Full Text Available The first year of university study is one of the greatest transition periods in a student’s life. It is a time where they have to learn new academic skills as well as new social and independent living skills.  For many students, the struggle to balance the competing demands of study, work and personal commitments feels overwhelming and they report significant declines in their overall health and well-being.  However, some students appear to thrive in this new learning environment.  This presentation reports on the findings of a research project investigating the health and well-being of first year students in Australia.  It compares the experiences and coping strategies of “thriving” students with those who describe themselves as “just surviving.”  Forming close social relationships with peers, having good time management and organisational skills, together with effective coping strategies enable students to transition more successfully into university life.

Determinants of witnessed parental physical violence among university students in transitional Albania.

Science.gov (United States)

Burazeri, Genc; Qirjako, Gentiana; Roshi, Enver; Brand, Helmut

2011-03-01

We aimed to assess the extent and the socioeconomic correlates of witnessed parental physical violence among university students in Albania, a country in transition from rigidly structured socialism to a market-oriented system. 2797 students (93% of all students) at the Medical Faculty, Tirana, filled out an anonymous structured questionnaire in April-June 2009. Information on witnessed father-to-mother physical violence during childhood and/or adolescence and sociodemographic and socioeconomic data were collected. The association of witnessed parental violence with socioeconomic factors was assessed with multivariable-adjusted logistic regression. 736 (26.7%) of students witnessed father-to-mother physical violence, and 36 (1.3%) reported 'very often' witnessing episodes. In multivariable-adjusted models, independent predictors of witnessed violence were: low family income [odds ratio (OR) = 2.4, 95% confidence interval (CI) = 1.7-3.2], rural origin (OR = 1.9, 95% CI = 1.5-2.5), father's lower education and unemployment (OR = 5.4, 95% CI = 4.1-7.1 and OR = 2.5, 95% CI = 1.9-3.2, respectively) and mother's educational and employment advantage compared with the spouse (OR = 2.7, 95% CI = 1.9-3.8 and OR = 2.2, 95% CI = 1.6-2.8, respectively). Father's socioeconomic disadvantage and mother's socioeconomic empowerment were each independently related to increased risk for witnessed father-to-mother physical violence among university students in this transitional patriarchal society. Health professionals in post-communist Albania should be aware of the ways in which witnessed domestic violence influences physical and psychological health of young adults.

Psychiatric disorders in students in six French universities: 12-month prevalence, comorbidity, impairment and help-seeking.

Science.gov (United States)

Verger, Pierre; Guagliardo, Valérie; Gilbert, Fabien; Rouillon, Frédéric; Kovess-Masfety, Viviane

2010-02-01

Few studies have explored the prevalence of psychiatric disorders (PD) among university students. This article aims to study 12-month prevalence of PD in university students, their socio-economic correlates, impairment in daily life and help-seeking behaviours. Cross-sectional study of randomly selected first-year students aged 18-24 years, enrolled in one of the six universities in south-eastern France in 2005-2006. We used the WHO CIDI-Short Form to derive DSM-IV diagnoses and the Sheehan disability scale to evaluate impairment. We studied their correlates with multiple logistic regressions. The 12-month prevalence of major depressive disorder (MDD), anxiety disorders (AD) and substance use disorders (SUD) were 8.9% (95% CI: 7.2-10.9), 15.7% (95% CI: 13.5-18.2) and 8.1% (95% CI: 6.7-9.8), respectively. MDD was associated with precarious economic situation (OR = 1.83; 95% CI: 1.03-3.23), AD with a precarious job or unemployment of the father (OR = 2.08; 95% CI: 1.04-4.14) and SUD with higher educational level of father (OR = 2.17; 95% CI: 1.28-3.67) or having a paid job (OR = 1.82; 95% CI: 1.06-3.13). "Marked" or "extreme" impairment (score > or =7 for at least one of the domains in the Sheehan scale) was noted for 51.7% of students presenting a PD and was even more frequent in the presence of MDD/AD comorbidity. Only 30.5% of the students with a PD had sought professional help in the past 12 months. This study provides new results regarding university students suggesting a link between precarious economic situations and MDD. The frequent impairment arising from PD alongside low rates of help-seeking suggests that PD could be one of the factors in academic failure in first year of university. These results should be used to improve prevention and care of PD in university students in France.

Enlarging the `knowledge toolbox': helping students prepare for an innovation-driven world

Science.gov (United States)

Nilsen, Elizabeth

2015-03-01

Physics students graduate from their course of studies to enter the ``world of work.'' While for many years that transition meant joining a large corporation for a life-long career, this is no longer the case. Today's graduates will find their career with a series of organizations - often start-ups and small to mid-sized organizations - whose future depends on the ability to rapidly leverage technical knowledge into useful products and services. This session will discuss the value of preparing physics students to be innovators and entrepreneurs, both as a strategy to prepare them for future careers, as well as an opportunity to fully engage students in seeing the relevance of physics to ``real world'' challenges. The session will feature three case studies: 1) embedding core knowledge and skills within a technical content course; 2) building learning experiences around a team-based start-up exploration; 3) engaging an entire department in considering how to comprehensively include innovation & entrepreneurship themes in the curriculum. The session will conclude with information about how faculty members and institutions can access resources for adopting this approach to their course offerings.

Beyond the Wobbles: Teaching Students About Detecting Planets with the Transit and Gravitational Microlensing Methods

Science.gov (United States)

Prather, Edward E.; Wallace, Colin Scott; Chambers, Timothy G.; Brissenden, Gina; Traub, Wesley A.; Greene, W. M.; Biferno, Anya A.; Rodriguez, Joshua

2015-01-01

Members of the Center for Astronomy Education (CAE) at the University of Arizona's Steward Observatory in collaboration with JPL scientists, visualization experts, and education and public outreach professionals with the Exoplanet Exploration Program (ExEP) have recently completed classroom field-testing of a new suite of educational materials to help learners better understand how extrasolar planets are detected using the transit and gravitational microlensing techniques. This collaboration has created a set of evidence-based Think-Pair-Share questions, Lecture-Tutorials, animations, presentation slides, and instrucotrs guide that can be used together or separately to actively engage learners in reasoning about the data and scientific representations associated with these exciting new extrasolar planet detection methods. In this talk we present several of the conceptually challenging collaborative learning tasks that students encounter with this new suite of educational materials and some of the assessment questions we are using to assess the efficacy of their use in general education, college-level astronomy courses.

Special Education and Rehabilitation Policies for the School to Community Transition of Students with Hearing Impairments.

Science.gov (United States)

Sendelbaugh, Joseph; Bullis, Michael

1988-01-01

The national survey to determine what state level transition provisions exist between special education and rehabilitation services for hearing-impaired students found that half of the vocational rehabilitation and one-fourth of the special education agencies have a formal state-level transition plan in place. (DB)

Cross-Age Mentoring to Support A-Level Pupils' Transition into Higher Education and Undergraduate Students' Employability

Science.gov (United States)

James, Alana I.

2014-01-01

Two challenges identified for psychology higher education are supporting entry students' transition, and supporting graduates' transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A-level psychology pupils in…

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

Science.gov (United States)

Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

2014-01-01

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

Transitioning From Occupational Therapy Student To Practicing Occupational Therapist: First Year of Employment.

Science.gov (United States)

McCombie, Randy P; Antanavage, Meredith E

2017-04-01

This research examined the transition from occupational therapy student to practicing occupational therapist over the course of one's first year of professional employment, as recalled by a sample of occupational therapists. Surveys were mailed to 500 occupational therapists randomly selected from membership in the American Occupational Therapy Association resulting in 202 returned surveys. Median year of graduation was 1998, ranging from 1967 to 2014. In general, respondents indicated the transition was positive. Having a mentor was related to high job satisfaction and good clinical fit, while supervising an occupational therapy assistant and low self-confidence were viewed as negative impact factors. Recent graduates presented with lower ratings of a positive transition and higher ratings of likelihood of experiencing burnout and initial job stress than earlier graduates. Recommendations for improving the transition experience are presented.

Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education

Science.gov (United States)

Pepin, Birgit

2014-01-01

In this article the concept of the Didactic Contract is used to investigate student "transition" from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course…

Help-seeking in transit workers exposed to acute psychological trauma: a qualitative analysis.

Science.gov (United States)

Bance, Sheena; Links, Paul S; Strike, Carol; Bender, Ash; Eynan, Rahel; Bergmans, Yvonne; Hall, Peter; O'Grady, John; Antony, Jesmin

2014-01-01

Traumatic events often occur in workplace settings and can lead to stress reactions such as Post-Traumatic Stress Disorder (PTSD). One such workplace is the transportation industry, where employees are often exposed to trauma. However, extant research shows that a considerable proportion of people with PTSD do not seek specialty mental health treatment. In this qualitative study, we sought to better understand the experience of a traumatic event at work and the barriers and motivating factors for seeking mental health treatment. Twenty-nine Toronto Transit Commission (TTC) employees participated in a one-on-one interview, 18 soon after the traumatic event and 11 after entering a specialized treatment program. Semi-structured, one-on-one interviews were conducting using qualitative description and analyzed using content analysis. Participants described emotional responses after the trauma such as guilt, anger, disbelief as particularly difficult, and explained that barriers to seeking help included the overwhelming amount and timing of paperwork related to the incident as well as negative interactions with management. Motivating factors included family and peer support, as well as financial and emotional issues which persuaded some to seek help. Seeking treatment is a multifactorial process. Implications and recommendations for the organization are discussed.

Nutritional Transition: A Reviewo of Students' Eating Habits

Directory of Open Access Journals (Sweden)

Aline Juliana Ricardo

2012-12-01

Full Text Available The nutritional transition process has started in Brazil since the modifications of the standard Brazilian food also concomitant with changes in the epidemiological scenario, resulting in a decline of malnutrition, but in a significant increase in obesity in children and adolescents in all socioeconomic classes. The school age comprises the age group between seven and ten years old and is characterized as a period of growth with high nutritional requirements that must be supplied with quality food and in sufficient quantity to prevent future health problems. For this reason, school, teachers and family members should be responsible for the feeding habits of these children, through nutrition education projects, activities related to good nutrition and consistent information according to the real world of children. The aim of this paper is to describe some aspects of the food profile of students and its influence over the increasing incidence and prevalence of obesity and associated to co-morbidities, as well as to identify the transition process that the country has been experiencing.

Liminal Spaces, Resources and Networks: Facebook as a Shaping Force for Students' Transitions into Higher Education

Science.gov (United States)

Baker, Sally; Stirling, Eve

2016-01-01

As technological developments accelerate, and neoliberal ideologies shift the ways that universities "do business," higher education is facing radical changes. Within this context, students' need to 'succeed' at university is more important than ever. Consequently, understanding students' transitions within this shifting higher education…

Formational Turning Points in the Transition to College: Understanding How Communication Events Shape First-Generation Students' Pedagogical and Interpersonal Relationships with Their College Teachers

Science.gov (United States)

Wang, Tiffany R.

2014-01-01

In the present study, I explored student-teacher interaction, student-teacher relationship formation and development, and the ways in which student-teacher interaction and relationships facilitated support and persistence for first-generation (FG) students during the transition to college. Using transition theory as a sensitizing framework, I took…

Does the Use of a Checklist Help Medical Students in the Detection of Abnormalities on a Chest Radiograph?

Science.gov (United States)

Kok, Ellen M; Abed, Abdelrazek; Robben, Simon G F

2017-12-01

The interpretation of chest radiographs is a complex task that is prone to diagnostic error, especially for medical students. The aim of this study is to investigate the extent to which medical students benefit from the use of a checklist regarding the detection of abnormalities on a chest radiograph. We developed a checklist based on literature and interviews with experienced thorax radiologists. Forty medical students in the clinical phase assessed 18 chest radiographs during a computer test, either with (n = 20) or without (n = 20) the checklist. We measured performance and asked participants for feedback using a survey. Participants that used a checklist detected more abnormalities on images with multiple abnormalities (M = 50.1%) than participants that could not use a checklist (M = 41.9%), p = 0.04. The post-experimental survey shows that on average, participants considered the checklist helpful (M = 3.25 on a five-point scale), but also time consuming (M = 3.30 on a five-point scale). In conclusion, a checklist can help medical students to detect abnormalities in chest radiographs. Moreover, students tend to appreciate the use of a checklist as a helpful tool during the interpretation of a chest radiograph. Therefore, a checklist is a potentially important tool to improve radiology education in the medical curriculum.

Transition and Tertiary Education: A Case Study of Mzuzu University, Malawi

Science.gov (United States)

Zozie, Paxton Andrew; Kayira, Peter Benwell

2012-01-01

This article reviews the role of guidance and counselling in Malawi in reducing dropout and easing the transition of students to tertiary education, as well as in helping them during their time in tertiary education. It begins by identifying key success factors in guidance and counselling services for learners in both developed and developing…

Mathematics Boot Camps: A Strategy for Helping Students to Bypass Remedial Courses

Science.gov (United States)

Hamilton, Marilyn A. L.

Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.

Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

Science.gov (United States)

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

A Strategic Enrollment Management Approach to Studying High School Student Transition to a Two-Year College

Science.gov (United States)

Wang, Yan; Ye, Feifei; Pilarzyk, Tom

2014-01-01

This study used a strategic enrollment management (SEM) approach to studying high school students' transition to a two-year college and their initial college success. Path analyses suggested two important findings: (a) clear career choices among students, family influence, academic preparedness, and college recruitment efforts predicted earlier…

Telecommunications: Additional Federal Efforts Could Help Advance Digital Television Transition

Science.gov (United States)

2002-11-01

The transition to broadcast digital television(DTV) will provide new television services and the improved picture quality of 'high definition television'. It will also allow some portions of the radiofrequency spectrum used for broadcasting to be returned for public safety and commercial uses. The Congress set December 2006 as the target date for completing the DTV transition and turning the analog broadcast signals. However, this date can be extended if fewer than 85 percent of households in a market are able to receive the digital signals. GAO (General Accounting Office) was asked to assess issues related to the DTV transition.

Using an Educational Electronic Documentation System to Help Nursing Students Accurately Identify Nursing Diagnoses

Science.gov (United States)

Pobocik, Tamara J.

2013-01-01

The use of technology and electronic medical records in healthcare has exponentially increased. This quantitative research project used a pretest/posttest design, and reviewed how an educational electronic documentation system helped nursing students to identify the accurate related to statement of the nursing diagnosis for the patient in the case…

Integrating SFA Technology into the Sales Curriculum: Helping Students Understand What, Why, and When

Science.gov (United States)

Jelinek, Ronald

2018-01-01

While sales force automation (SFA) and customer relationship management are important concepts in business-to-business selling, many instructors struggle to effectively integrate these topics into their curriculum. The research described in this article offers a role play and two coordinating sets of slides that aim to help students better…

Culturing Reality: How Organic Chemistry Graduate Students Develop into Practitioners

Science.gov (United States)

Bhattacharyya, Gautam; Bodner, George M.

2014-01-01

Although one of the presumed aims of graduate training programs is to help students develop into practitioners of their chosen fields, very little is known about how this transition occurs. In the course of studying how graduate students learn to solve organic synthesis problems, we were able to identify some of the key factors in the epistemic…

Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

Science.gov (United States)

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

Nursing Students' Perceptions of the Transition to Shift Work: A Total Worker Health Perspective.

Science.gov (United States)

Postma, Julie; Tuell, Erica; James, Lois; Graves, Janessa M; Butterfield, Patricia

2017-11-01

Nursing students make an abrupt transition from traditional classes to clinical rotations and shift work. Little is known about students' sleep, sleep disturbances, and safe practice behaviors during this critical phase of professional development. The purpose of this study was to identify nursing students' perceptions of problems and potential solutions related to shift work and long work hours. This qualitative, descriptive study used two nursing student focus groups which engaged in a two-round participatory process aimed at framing future interventions. Participants identified problems and solutions related to personal and workplace well-being. Findings will inform undergraduate curricular revisions, and hospital hiring and managerial practices.

Attitudes about Help-Seeking Mediate the Relation between Parent Attachment and Academic Adjustment in First-Year College Students

Science.gov (United States)

Holt, Laura J.

2014-01-01

Although numerous studies have documented an association between parent attachment and college student adjustment, less is known about the mechanisms that underlie this relation. Accordingly, this short-term longitudinal study examined first-year college students' attitudes about academic help-seeking as one possible mechanism. As predicted,…

Digital Journeys: A Perspective on Understanding the Digital Experiences of International Students

Science.gov (United States)

Chang, Shanton; Gomes, Catherine

2017-01-01

The authors in this conceptual paper draw on the literature on information seeking behavior, social media use, and international student experiences to propose Digital Journeys as a framework which helps us understand the online behavior of international students. Here we theorize that the Digital Journey is the transition that individuals make…

The Role of Student Burnout in Predicting Future Burnout: Exploring the Transition from University to the Workplace

Science.gov (United States)

Robins, Tamara G.; Roberts, Rachel M.; Sarris, Aspa

2018-01-01

Burnout is a significant problem in the workplace and recent research suggests burnout is also a growing concern for students. This study aimed to explore the transition from study to work, including exploring the impact of student burnout on work burnout. Australian health profession students (T1, n = 86; T2, n = 86; T3, n = 57) from the…

Some research findings of motivation to volunteer activity in female students of helping professions

Directory of Open Access Journals (Sweden)

Zdeněk Mlčák

2011-01-01

Full Text Available The aim of this study is to determine the structure and intensity of the motives leading students of helping professions to undertake voluntary work, and to assess whether their motivation to carry out voluntary activities can be predicted on the basis of their levels of emotional and cognitive empathy.

[Perceptions of students and teachers about clinical medicine learning].

Science.gov (United States)

Bitran, Marcela; Zúñiga, Denisse; Leiva, Isabel; Calderón, Maribel; Tomicic, Alemka; Padilla, Oslando; Riquelme, Arnoldo

2014-06-01

The transition to the clinical courses represents a major challenge for medical students who are expected to become experiential learners, able to integrate theory and practice in the context of patient care. There are questions about how students face this challenge. To understand and compare the perceptions of students and clinical tutors on how medical students learn during the transition to the clinical levels of the curriculum. We performed eight focus group discussions with 54 students enrolled in years three to seven and we interviewed eight clinical tutors. Both students' focus group discussions and tutors' interviews were audio recorded, transcribed and analyzed according to the Grounded Theory. Nine main themes emerged from the analysis of students' opinions and six from the tutors' views. The following themes were common to both students and educators: educational activities, actors, clinical settings, learning strategies, transition markers and tutor's role. Educators emphasized the importance of curricular courses' design and students, that of emotions, adaptation and self-care strategies, and threats to learning. There is a common core of students' and clinical tutors' perceptions about the relevance of practical activities, social interactions and context in the development of students' learning and adaptation strategies during the transition to the clinical levels of the curriculum. These results are related to social and cultural theories of learning. Thus we propose a model for early clinical learning that might help to stimulate the reflection of students and medical educators regarding clinical learning and contribute to the development of interventions that improve the clinical learning and teaching practices.

75 FR 37771 - Office of Postsecondary Education; Overview Information; Transition Programs for Students with...

Science.gov (United States)

2010-06-30

... education (or consortia of institutions of higher education), to create or expand high quality, inclusive... DEPARTMENT OF EDUCATION Office of Postsecondary Education; Overview Information; Transition Programs for Students with Intellectual Disabilities Into Higher Education (TPSID)--Model Comprehensive...

Changes in cognitive functions of students in the transitional period from elementary school to junior high school.

Science.gov (United States)

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Sasabe, Tetsuya; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-05-01

When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

First year nursing students' experiences of social media during the transition to university: a focus group study.

Science.gov (United States)

Ferguson, Caleb; DiGiacomo, Michelle; Saliba, Bernard; Green, Janet; Moorley, Calvin; Wyllie, Aileen; Jackson, Debra

2016-10-01

Social media platforms are useful for creating communities, which can then be utilised as a mean for supportive, professional and social learning. To explore first year nursing student experiences with social media in supporting student transition and engagement into higher education. Qualitative focus groups. Ten 1st year Bachelor of Nursing students were included in three face-to-face focus groups. Data were analysed using qualitative thematic content analysis. Three key themes emerged that illustrates the experiences of transition and engagement of first year student nurses using social media at university. (1) Facilitating familiarity and collaboration at a safe distance, (2) promoting independent learning by facilitating access to resources, and (3) mitigating hazards of social media. This study has demonstrated the importance of social media in supporting informal peer-peer learning and support, augmenting online and offline relationships, and building professional identity as a nurse.

Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

Science.gov (United States)

Acat, M. Bahaddin; Demiral, Hilmi; Kaya, Mehmet Fatih

2016-01-01

The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is "Web Based Listening Scale". In the process of the study,…

Genetically Modified Food in Perspective: An Inquiry-Based Curriculum to Help Middle School Students Make Sense of Tradeoffs. Research Report

Science.gov (United States)

Seethaler, Sherry; Linn, Marcia

2004-01-01

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial…

"Toward High School Biology": Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

Science.gov (United States)

Herrmann-Abell, Cari F.; Koppal, Mary; Roseman, Jo Ellen

2016-01-01

Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better…

Methods for Helping Students Avoid Plagiarism.

Science.gov (United States)

Landau, Joshua D.; Druen, Perri B.; Arcuri, Jennifer A.

2002-01-01

Describes an experiment used with undergraduate students to educate students about plagiarism and paraphrasing techniques. Discusses the procedure used for the experiment as well as results from the experiment and a postexperiement questionnaire. (CMK)

Directed Self-Placement and Digital Literacy: Helping At-Risk Students Negotiate the Transition to College Communication

Science.gov (United States)

Knievel, Michael S.

2016-01-01

Even though a first-year writing course remains a near-standard component of the college experience, its "content" and the "path" students take to enroll in it are not so standard. Two recent changes at a public, land-grant institution with a selective admission policy and an undergraduate population of approximately 10,000…

UniEdge: A first year transition program and its continued evolution through a reflective approach. A Practice Report

Directory of Open Access Journals (Sweden)

Ann Lefroy

2014-03-01

Full Text Available Phillipa Sturgess 14.00 800x600 The shift in Australian higher education policy to widen participation and ensure equity across all student cohorts has led to the need for specific, structured transition programs. The First Year Advisor Network at Murdoch University in Perth, Australia has designed and implemented a transition program for commencing students called UniEdge. The aims of the program are: (1 to help foster a sense of community for first year students; (2 to  make new students aware of the support services available; and (3 to improve the confidence and preparedness of new students. The program has received high praise from students, but rates of attendance have been problematic. By reflecting on student and staff feedback, the program has been adapted over multiple semesters, resulting in increased student attendance and therefore a greater impact on the first year experience at Murdoch University. Normal 0 false false false EN-AU X-NONE X-NONE

A phenomenographic study of students' experiences with transition from pre-college engineering programs to first-year engineering

Science.gov (United States)

Salzman, Noah

Recent national dialogues on the importance of preparing more students for careers in Science, Technology, Engineering, and Mathematics has driven the development of formal and informal learning opportunities for children and adolescents to explore engineering. Despite the growth of these programs, relatively little research exists on how participation in these programs affects students who choose to pursue further study in engineering. The present study addressed this gap through an exploration of the different ways that First-Year Engineering students experience the transition from pre-college engineering to undergraduate engineering studies. Given the focus of this research on students' experiences, phenomenography was chosen to explore the phenomenon of transition from pre-college to first-year engineering at a large, public Midwestern university. This facilitated understanding the range of variation in the ways that students experienced this transition. Twenty-two students with different amounts of participation in a variety of different engineering programs were selected to be interviewed using a purposeful maximum variation sampling strategy. The interviews were guided by a semi-structured interview protocol that encouraged the participants to reflect on their pre-college engineering experiences, their experiences in First-Year Engineering, and the transition between the two domains. The interviews were analyzed using phenomenographic methods to develop an outcome space consisting of five qualitatively different but related ways of experiencing the transition from pre-college to First-Year Engineering. These categories of description included Foreclosure, Frustration, Tedium, Connection, and Engaging Others. With the exception of the first category which was characterized by a lack of passion and commitment to engineering, the remaining four categories formed a hierarchical relationship representing increasing integration in First-Year Engineering. The

Helping Students Analyze Revolutions

Science.gov (United States)

Armstrong, Stephen; Desrosiers, Marian

2012-01-01

A visitor to a random sampling of Modern World History classes in the United States will find that the subject of "revolution" is a favorite for many students. Reading about and researching individuals and topics such as Tsar Nicholas II, Rasputin, Marie Antoinette and guillotines is never boring. Unfortunately, in too many classrooms,…

Acculturation, enculturation, and Asian American college students' mental health and attitudes toward seeking professional psychological help.

Science.gov (United States)

Miller, Matthew J; Yang, Minji; Hui, Kayi; Choi, Na-Yeun; Lim, Robert H

2011-07-01

In the present study, we tested a theoretically and empirically derived partially indirect effects acculturation and enculturation model of Asian American college students' mental health and attitudes toward seeking professional psychological help. Latent variable path analysis with 296 self-identified Asian American college students supported the partially indirect effects model and demonstrated the ways in which behavioral acculturation, behavioral enculturation, values acculturation, values enculturation, and acculturation gap family conflict related to mental health and attitudes toward seeking professional psychological help directly and indirectly through acculturative stress. We also tested a generational status moderator hypothesis to determine whether differences in model-implied relationships emerged across U.S.- (n = 185) and foreign-born (n = 107) participants. Consistent with this hypothesis, statistically significant differences in structural coefficients emerged across generational status. Limitations, future directions for research, and counseling implications are discussed.

Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life

Science.gov (United States)

Armstrong, Thomas

2012-01-01

By looking at the positive strengths of your students with special needs, you can help those students flourish, ensure their success, and align their instruction to Common Core State Standards. One of our most popular authors, Thomas Armstrong, shows you the steps you need to take to establish a more favorable, productive learning environment for…

Involvement in Transition Planning Meetings among High School Students with Autism Spectrum Disorders

Science.gov (United States)

Griffin, Megan M.; Taylor, Julie Lounds; Urbano, Richard C.; Hodapp, Robert M.

2014-01-01

Although students with autism spectrum disorders (ASD) are least likely to attend and participate in transition planning meetings, little is known about factors related to their involvement. Using a national data set, we conducted regressions to identify predictors of the involvement of 320 youth with ASD. Attendance positively related to higher…

A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation

Science.gov (United States)

Shields, Shawn P.; Hogrebe, Mark C.; Spees, William M.; Handlin, Larry B.; Noelken, Greg P.; Riley, Julie M.; Frey, Regina F.

2012-01-01

We developed an online exam to diagnose students who are underprepared for college-level general chemistry and implemented a program to support them during the general chemistry sequence. This transition program consists of extended-length recitations, peer-led team-learning (PLTL) study groups, and peer-mentoring groups. We evaluated this…

Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models

Science.gov (United States)

Clark, Douglas; Jorde, Doris

2004-01-01

This study analyzes the impact of an integrated sensory model within a thermal equilibrium visualization. We hypothesized that this intervention would not only help students revise their disruptive experientially supported ideas about why objects feel hot or cold, but also increase their understanding of thermal equilibrium. The analysis synthesizes test data and interviews to measure the impact of this strategy. Results show that students in the experimental tactile group significantly outperform their control group counterparts on posttests and delayed posttests, not only on tactile explanations, but also on thermal equilibrium explanations. Interview transcripts of experimental and control group students corroborate these findings. Discussion addresses improving the tactile model as well as application of the strategy to other science topics. The discussion also considers possible incorporation of actual kinetic or thermal haptic feedback to reinforce the current audio and visual feedback of the visualization. This research builds on the conceptual change literature about the nature and role of students' experientially supported ideas as well as our understanding of curriculum and visualization design to support students in learning about thermodynamics, a science topic on which students perform poorly as shown by the National Assessment of Educational Progress (NAEP) and Third International Mathematics and Science Study (TIMSS) studies.

Focused didactic training for skills lab student tutors - which techniques are considered helpful?

Science.gov (United States)

Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors' acceptance and the perceived transferability of attended didactic training modules. The course consisted of five training modules: 1. 'How to present and explain effectively': the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. 2. 'How to explain precisely': Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. 3. 'How to explain on impulse': Spontaneous teaching presentations were simulated and feedback was given. 4. 'Peyton's 4 Step Approach': Peyton's Method for explanation of practical skills was introduced and trained by the participants. 5. 'How to deal with critical incidents': Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. The exercise 'How to present and explain effectively' received the student tutors' highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by 'Peyton's 4 Step Approach' , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in improving their didactic qualification for skills lab

Helping students make meaning of authentic investigations: findings from a student–teacher–scientist partnership

Science.gov (United States)

Dolan, Erin

2013-01-01

As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs. PMID:23828722

EFFICIENCY OF THE TRANSITIONAL PROGRAM AT KING SAUD UNIVERSITY: A Comparative Study of Educational Achievement Among Female Students of the Transitional Program and University Female Students Majoring in Kindergarten, Special Education, and Psychology

OpenAIRE

ALJAAD, Nawal H.

2015-01-01

The aim of this study was to identify the efficiency of the transitional programs at the College of Applied Studies and Community Service at King Saud University. Data collection relied on the educational achievement rates of the female students enrolled in the College of Applied Studies and also the regular students at the College of Education, King Saud University, majoring in kindergarten, special education, and psychology. The study was conducted on the whole population of the fifth level...

What We Know about Guided Pathways: Helping Students to Complete Programs Faster. Research Overview

Science.gov (United States)

Bailey, Thomas; Jaggars, Shanna Smith; Jenkins, Davis

2015-01-01

The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan. However, most…

Development of a Mobile-Optimised Website to Support Students with Special Needs Transitioning from Primary to Secondary Settings

Science.gov (United States)

Chambers, Dianne; Coffey, Anne

2013-01-01

With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for…

In Accord with Nature: Helping Students Form an Environmental Ethic Using Outdoor Experience and Reflection.

Science.gov (United States)

Knapp, Clifford E.

This book demonstrates how educators and youth leaders can help middle-school and older students understand and define their relationship with nature and learn the importance of protecting the environment. Chapter 1 defines environmental ethics and discusses biocentric and anthropocentric ways of seeing the world. Chapter 2 examines how ecology,…

A Preliminary Methodology, and a Cautionary Tale, for Determining How Students Seek Research Help Online

Science.gov (United States)

Pellegrino, Catherine

2014-01-01

This article reports on a pilot study to examine undergraduate students' help-seeking behavior when undertaking library research in online courses. A novel methodology incorporating elements of ethnographic research resulted in a small, but rich and detailed, collection of qualitative data. The data suggest that the methodology has promise for…

Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.

Science.gov (United States)

Stephens, Nicole M; Hamedani, MarYam G; Destin, Mesmin

2014-04-01

College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students' different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students' tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).

Evaluation of the Effectiveness of a Tablet Computer Application (App) in Helping Students with Visual Impairments Solve Mathematics Problems

Science.gov (United States)

Beal, Carole R.; Rosenblum, L. Penny

2018-01-01

Introduction: The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying prealgebra to solve mathematical word problems. Methods: Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their…

Assessing students' knowledge regarding the roles and responsibilities of a pharmacist with focus on care transitions through simulation.

Science.gov (United States)

Serag-Bolos, Erini S; Miranda, Aimon C; Gelot, Shyam R; Dharia, Sheetal P; Shaeer, Kristy M

2017-07-01

To evaluate the impact of a pharmacist-focused transitions of care (TOC) simulation on students' perceptions and knowledge of pharmacist roles in the healthcare continuum. Educational Activity and Setting: Two simulations, highlighting pharmacist roles in various practice settings, were conducted within the Pharmaceutical Skills courses in the third-year doctor of pharmacy curriculum. Patient cases were built utilizing electronic medical records (EMR). Students' knowledge was assessed before and after the simulations regarding pharmacist involvement in medication reconciliation, reduction in patient readmissions, reduction of inappropriate medication use, roles and communication on an interprofessional team, and involvement with health information technology (HIT) during care transitions. Fifty-one third-year pharmacy students were anonymously evaluated prior to and following the simulation to assess changes in knowledge and perceptions during the fall semester. Thirty-two (62.7%) students completed the pre-simulation and 21 (41.2%) students completed the post-simulation assessments, respectively. In the spring semester, 40 (80%) students completed the pre-simulation and 23 (46%) students finished the post-simulation assessments. Students predominately had community pharmacy work experience (n=28, 55%). Overall, students enjoyed the variety of pharmacist-led encounters throughout the simulation and assessments demonstrated an increase in knowledge after the simulations. TOC simulations enhance students' understanding of the significant impact that pharmacists have in ensuring continuity of care as members of an interdisciplinary team. Published by Elsevier Inc.

Help-seeking behavior among Japanese school students who self-harm: results from a self-report survey of 18,104 adolescents

Directory of Open Access Journals (Sweden)

Furukawa TA

2012-11-01

Full Text Available Norio Watanabe,1,* Atsushi Nishida,2,* Shinji Shimodera,3 Ken Inoue,4 Norihito Oshima,5 Tsukasa Sasaki,6 Shimpei Inoue,3 Tatsuo Akechi,1 Toshi A Furukawa,7 Yuji Okazaki81Department of Psychiatry and Cognitive-Behavioral Medicine, Nagoya City University Graduate School of Medical Sciences, Nagoya, 2Department of Schizophrenia Research, Tokyo Institute of Psychiatry, Tokyo, 3Department of Neuropsychiatry, Kochi Medical School, Kochi, 4Department Public Health, Fujita Health University School of Medicine, Aichi, 5Office for Mental Health Support, Division for Counseling and Support, University of Tokyo, Tokyo, 6Health Service Center, University of Tokyo, Tokyo, 7Department of Cognitive-Behavioral Medicine, Kyoto University Graduate School of Medicine/School of Public Health, Kyoto, 8Department of Psychiatry, Tokyo Metropolitan Matsuzawa Hospital, Tokyo, Japan *These authors contributed equally to this workBackground: The aim of this study was to determine the prevalence of and factors associated with poor help-seeking among adolescents who self-harm and to explore the resources used for help.Methods: A cross-sectional survey using an anonymous questionnaire was conducted in 47 junior and 30 senior high schools in Japan. Adolescent self-harm was defined as an adolescent who had harmed himself or herself in the previous year, as in previous studies reported in Western countries. Poor help-seeking was defined as not consulting anyone despite reporting current psychological or somatic complaints. Information about sociodemographic and psychological factors possibly associated with help-seeking, such as suicidal thoughts, depression, anxiety, and psychotic-like experiences, was also collected. Regression analyses were performed to examine associated factors.Results: A total of 18,104 students (8620 aged 12–15 years, 9484 aged 15–18 years, accounting for 93% of all students in the relevant student classes, participated in the study. Two hundred and

Commuting, Transitions and Belonging: The Experiences of Students Living at Home in Their First Year at University

Science.gov (United States)

Pokorny, Helen; Holley, Debbie; Kane, Suzanne

2017-01-01

In this study, our cross-case analysis of students' lives challenges the conventional home-university model of transition and highlights the importance of acknowledging the influence of this complex symbiotic relationship for students who attend university and live at home. We argue that as with stay-at-home holidays, or "staycations",…

How Academic Libraries Help Faculty Teach and Students Learn: The 2005 Colorado Academic Library Impact Study. A Closer Look

Science.gov (United States)

Dickenson, Don

2006-01-01

This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…

"This is what you need to be learning": an analysis of messages received by first-year mathematics students during their transition to university

Science.gov (United States)

Kouvela, Eirini; Hernandez-Martinez, Paul; Croft, Tony

2017-10-01

This paper explores the messages that first-year mathematics students receive in the context of their academic studies during their transition from school to university mathematics. Through observations of lectures and discussions with first-year mathematics undergraduates in an English university, we identified and analysed the messages that two of their lecturers transmitted to them during this transitional phase. The results suggest that strongly framed messages are more easily perceived by students and affect them during their transition. Additionally, messages that have been received in the school context continue to have control over students' thinking and on many occasions can impede adjustment to the new setting.

"This is what you need to be learning": an analysis of messages received by first-year mathematics students during their transition to university

Science.gov (United States)

Kouvela, Eirini; Hernandez-Martinez, Paul; Croft, Tony

2018-06-01

This paper explores the messages that first-year mathematics students receive in the context of their academic studies during their transition from school to university mathematics. Through observations of lectures and discussions with first-year mathematics undergraduates in an English university, we identified and analysed the messages that two of their lecturers transmitted to them during this transitional phase. The results suggest that strongly framed messages are more easily perceived by students and affect them during their transition. Additionally, messages that have been received in the school context continue to have control over students' thinking and on many occasions can impede adjustment to the new setting.

Genetically modified food in perspective: an inquiry-based curriculum to help middle school students make sense of tradeoffs

Science.gov (United States)

Seethaler, Sherry; Linn, Marcia

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial ideas and those presented in the curriculum. Pre-test and post-test scores from 190 students show that students made significant (p genetically modified food controversy. Analyses of students' final papers, in which they took and defended a position on what type of agricultural practice should be used in their geographical region, showed that students were able to provide evidence both for and against their positions, but were less explicit about how they weighed these tradeoffs. These results provide important insights into students' thinking and have implications for curricular design.

Video Lecture Capture Technology Helps Students Study without Affecting Attendance in Large Microbiology Lecture Courses

Directory of Open Access Journals (Sweden)

Jennifer Lynn McLean

2016-12-01

Full Text Available Recording lectures using video lecture capture software and making them available for students to watch anytime, from anywhere, has become a common practice in many universities across many disciplines. The software has become increasingly easy to use and is commonly provided and maintained by higher education institutions. Several studies have reported that students use lecture capture to enhance their learning and study for assessments, as well as to catch up on material they miss when they cannot attend class due to extenuating circumstances. Furthermore, students with disabilities and students from non-English Speaking Backgrounds (NESB may benefit from being able to watch the video lecture captures at their own pace. Yet, the effect of this technology on class attendance remains a controversial topic and largely unexplored in undergraduate microbiology education. Here, we show that when video lecture captures were available in our large enrollment general microbiology courses, attendance did not decrease. In fact, the majority of students reported that having the videos available did not encourage them to skip class, but rather they used them as a study tool. When we surveyed NESB students and nontraditional students about their attitudes toward this technology, they found it helpful for their learning and for keeping up with the material.

Help Students Prepare for High School Examinations

Science.gov (United States)

Lagares, Christopher; Connor, David J.

2009-01-01

Anxiety! Stress! Fear! Everyone lives in a time of escalating accountability in terms of state, district, and city-wide examinations that measure student growth in the acquisition of skills and content area knowledge. All students feel increased pressure to constantly demonstrate improved levels of academic performance. For students with cognitive…

Perfectionism and Marital Satisfaction among Graduate Students: A Multigroup Invariance Analysis by Counseling Help-seeking Attitudes

Directory of Open Access Journals (Sweden)

Foo Fatt Mee

2017-06-01

Full Text Available This study aims to measure the latent mean difference in perfectionism and marital satisfaction by counseling help-seeking attitudes. The respondents were 327 married graduate students from a research university in Malaysia. An online self-administered questionnaire was used to collect the data. The respondents completed the Almost Perfect Scale- Revised, Dyadic Almost Perfect Scale, Marital Satisfaction Scale, and Attitudes toward Seeking Professional Psychology Help Scale. Confirmatory factor analysis was used to examined the instruments and the results indicated that construct validity were achieved. The latent mean difference in perfectionism and marital satisfaction by counseling help-seeking attitudes were tested using multigroup invariance analysis. The respondents with negative attitudes toward counseling help-seeking (n = 159 reported a higher latent mean in perfectionism but a lower latent mean in marital satisfaction compared to those with positive attitudes toward counseling help-seeking (n = 168. The implications of these findings for counseling services are discussed.

Helping Students make the transition from novice learner of ground-water concepts to expert using the Plume Busters software

Science.gov (United States)

Macfarlane, P.A.; Bohling, G.; Thompson, K.W.; Townsend, M.

2006-01-01

Environmental and earth science students are novice learners and lack the experience needed to rise to the level of expert. To address this problem we have developed the prototype Plume Busters?? software as a capstone educational experience, in which students take on the role of an environmental consultant. Following a pipeline spill, the environmental consultant is hired by the pipeline owner to locate the resulting plume created by spill and remediate the contaminated aquifer at minimum monetary and time cost. The contamination must be removed from the aquifer before it reaches the river and eventually a downstream public water supply. The software consists of an interactive Java application and accompanying HTML linked pages. The application simulates movement of a plume from a pipeline break throug h a shallow alluvial aquifer towards the river. The accompanying web pages establish the simulated contamination scenario and provide students with background material on ground-water flow and transport principles. To make the role-play more realistic, the student must consider cost and time when making decisions about siting observation wells and wells for the pump-and-treat remediation system.

The Effect of Normative and Behavioral Persuasion on Help Seeking in Thai and American College Students

Science.gov (United States)

Christopher, Michael S.; Skillman, Gemma D.; Kirkhart, Matthew W.; D'Souza, June B.

2006-01-01

On the basis of previous research on self-construals, the theory of reasoned action, and persuasive communication, the authors hypothesized that individual, behavioral-focused information would be more effective in increasing help-seeking intention among college students in the United States, whereas relational, normative-focused information would…

Learning to Learn Online: Using Locus of Control to Help Students Become Successful Online Learners

Science.gov (United States)

Lowes, Susan; Lin, Peiyi

2015-01-01

In this study, approximately 600 online high school students were asked to take Rotter's locus of control questionnaire and then reflect on the results, with the goal of helping them think about their ability to regulate their learning in this new environment. In addition, it was hoped that the results could provide a diagnostic for teachers who…

How do we help students as newcomers to create and develop better communities of practice for learning in a Project based learning environment?

DEFF Research Database (Denmark)

Jensen, Lars Peter

2007-01-01

The question for debate in this paper, is how to help students creating and developing good communities of practice for learning in a Project based learning environment? At Aalborg University it has proven very helpful for students to have both a course addressing communication, collaboration......, learning and project management (CLP) and a reflection on these issues in a written process analysis....

Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy.

Science.gov (United States)

Bernstein, Michael J; Reifschneider, Kiera; Bennett, Ira; Wetmore, Jameson M

2017-06-01

Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. "Science Outside the Lab" is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre-post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.

Social Support, Sense of Community, and Psychological Distress among College Students: Examining the Impact of University Housing Units

Science.gov (United States)

Suitor, Daniel Troy

2013-01-01

Attending college can be a rewarding but stressful time for students. Colleges and universities across the nation are becoming more and more concerned with the mental health of their students. Although past research has explored how social support and sense of community help students make a better transition to college life, less is known about…

Psychological resources, satisfaction, and career identity in the work transition: an outlook on Sicilian college students.

Science.gov (United States)

Santisi, Giuseppe; Magnano, Paola; Platania, Silvia; Ramaci, Tiziana

2018-01-01

The phases of career building today bring out a more complex process than in previous decades. Starting from the literature review, the university-to-work transition is considered a very important step in the future career of the graduates, and it involves some psychological resources and requires specific abilities. Research has examined the psychological resources that students at the end of a degree course can use in the university-to-work transition. The aim of the study is to verify the relationship between academic satisfaction and career identity, and the mediational role of readiness and confidence on this relationship. A group of 438 students were assigned to complete a questionnaire in order to examine the relationship between academic satisfaction and career identity and the role of core components of psychological resources: readiness and confidence as mediator. The results indicated both a direct relationship between academic satisfaction and career identity and a mediated relationship with the influence of readiness and confidence for a transition. Adding to our results, we assert that academic satisfaction has a directed effect on confidence during the transition and is a predictor of career identity, both directly and by the mediation of readiness in career transitions. Career identity has implication for exploratory behavior, thus increasing the motivation and mindfulness that create a virtuous circle, influencing the development of knowledge and skills, which are the base of proactivity and confidence in construction of one's future career.

Implications of motivation differences in preclinical-clinical transition of dental students: A one-year follow-up study

Directory of Open Access Journals (Sweden)

Cesar Orsini

2016-10-01

Discussions: This suggests that while clinical contact supports student self-determination, an abrupt transition might be associated with maladjustment, which could lead to feelings of inadequacy and anxiety. Future research could usefully explore if early and gradual clinical experiences enhance student adaptation to the clinical context, thus increasing relative autonomous motivation and decreasing amotivation in the time.

[Dying well seen in the light of self-transcendence and transition : two theories of care helpful to nurses].

Science.gov (United States)

Laporte, Pauline; Vonarx, Nicolas

2016-06-01

Accompanying a dying person up to and at the actual moment of death is a duty that often leaves carers at a loss. We shall show how far theoretical nursing knowledge can help practitioners who accompany the end of life by applying two theories of care : Reed’s theory of self-transcendence and Meleis’s theory of transition. Our interpretation of the theory of self-transcendence designates three points of reference in the concept of dying well. The first relates to the overtures prompted by the vulnerability that the context of dying inspires. The second concerns the capacity of the patient to summon up intrapersonal, interpersonal and transpersonal strategies, and the third considers the benefits when self-transcendence is achieved. The theory of transition similarly presents three points of reference. The first is based on informing the patient about palliative care and telling him or her the truth about the prognosis. The second relates to coordinating the interprofessional team that is looking after the dying person. The last criterion is that the palliative care should be started at a suitable moment. This makes it possible to educate a patient who wishes to die at home and thus create an environment favourable to the transition.

Making the Connection: The Use of Student Development Theory in First-Year and Transition Programs

Science.gov (United States)

Torres, Vasti; LePeau, Lucy A.

2013-01-01

This article focuses on past and present research studies that examined the creation of developmental theories to help understand how students develop while in college. The implications of this manuscript include understanding how the diversity of today's student body influences practice, considering the appropriate knowledge base needed to…

Peel Region TransHelp's experience

Energy Technology Data Exchange (ETDEWEB)

NONE

2009-09-15

TransHelp was founded in the Peel Region of Ontario in 1981 to provide paratransit service to individuals unable to use conventional transit. The TransHelp vehicle fleet consists of 40 buses that make over 220,000 one way trips annually. Each vehicle has a typical life span of between 375,000 and 425,000 km. TransHelp vehicles spend much of their time idling in emissions-sensitive areas, such as outside hospitals. In order to reduce fuel costs, TransHelp adopted the use of propane to fuel its vehicles. However, difficulties were experienced with this technology, particularly on V-10 engines where increased maintenance was a problem. SFI Technologies Inc. provided a solution with their SEQUIN System which allows seamless transitioning between gasoline and propane under all conditions without any operator involvement in fuel selection. The technology favours propane as the fuel of choice and automatically switches between propane and gasoline based on the ideal conditions at the time of operation. The technology has received certification from the Environmental Protection Agency in the United States and the Canadian Standards Association. The use of the SEQUIN System has proven to successful for TransHelp. It has allowed the use of propane to be continued, meaning that vehicle emissions are greatly reduced relative to gasoline or diesel fuelled vehicles. TransHelp has realized a fuel savings of 15-20 per cent over gasoline and receives an additional federal transit rebate of 15 per cent for the conversion cost.

Help Seeking in Online Collaborative Groupwork: A Multilevel Analysis

Science.gov (United States)

Du, Jianxia; Xu, Jianzhong; Fan, Xitao

2015-01-01

This study examined predictive models for students' help seeking in the context of online collaborative groupwork. Results from multilevel analysis revealed that most of the variance in help seeking was at the individual student level, and multiple variables at the individual level were predictive of help-seeking behaviour. Help seeking was…

Preliminary evaluation of a “formulation-driven cognitive behavioral guided self-help (fCBT-GSH” for crisis and transitional case management clients

Directory of Open Access Journals (Sweden)

Naeem F

2017-03-01

Full Text Available Farooq Naeem,1,2 Rupinder K Johal,1 Claire Mckenna,1 Olivia Calancie,1 Tariq Munshi,1,2 Tariq Hassan,1 Amina Nasar,3 Muhammad Ayub1 1Department of Psychiatry, Queen’s University, Kingston, ON, Canada; 2Addiction and Mental Health Services – Kingston, Frontenac, Lennox & Addington (AMHS-KFLA, Kingston, ON, Canada; 3Services Institute of Medical Sciences, Lahore, Pakistan Background: Cognitive behavioral therapy (CBT is found to be effective for common mental disorders and has been delivered in self-help and guided self-help formats. Crisis and transitional case management (TCM services play a vital role in managing clients in acute mental health crises. It is, therefore, an appropriate setting to try CBT in guided self-help format.Methods: This was a preliminary evaluation of a formulation-driven cognitive behavioral guided self-help. Thirty-six (36 consenting participants with a diagnosis of nonpsychotic illness, attending crisis and the TCM services in Kingston, Canada, were recruited in this study. They were randomly assigned to the guided self-help plus treatment as usual (TAU (treatment group or to TAU alone (control group. The intervention was delivered over 8–12 weeks. Assessments were completed at baseline and 3 months after baseline. The primary outcome was a reduction in general psychopathology, and this was done using Clinical Outcomes in Routine Evaluation – Outcome Measure. The secondary outcomes included a reduction in depression, measured using the Hospital Anxiety and Depression Scale, and reduction in disability, measured using the World Health Organization Disability Assessment Schedule 2.0.Findings: Participants in the treatment group showed statistically significant improvement in overall psychopathology (P<0.005, anxiety and depression (P<0.005, and disability (P<0.005 at the end of the trial compared with TAU group. Conclusion: A formulation-driven cognitive behavioral guided self-help was feasible for the crisis

A Transition-to-College Course for Adult Learners: Effects on GPA and Time to Graduation

Science.gov (United States)

Collins, Pamela J.

2013-01-01

The purpose of this study was to help fill the knowledge gap on stand-alone transition-to-college courses for adult students in an institutional setting where such courses have been extensively utilized via different delivery mediums. The ultimate goal was to use the knowledge obtained to aid personnel who work with nontraditional degree programs…

Beyond Culture: Helping International Students Avoid Plagiarism

OpenAIRE

Soni Adhikari

2017-01-01

With the rapid increase in the number of international students from different academic backgrounds around the world, college and university teachers in the West find it harder to understand the many and complex reasons when these students plagiarize or use sources ineffectively. Reviewing relevant literature, I first make a pedagogical analysis of student plagiarism then show why teachers should shift focus from traditional views about cultural difference toward a multidimensional understand...

Evaluation of active transition, a website-delivered physical activity intervention for university students: pilot study.

Science.gov (United States)

Kwan, Matthew; Faulkner, Guy; Bray, Steven

2013-04-29

While physical activity in individuals tends to decline steadily with age, there are certain periods where this decline occurs more rapidly, such as during early adulthood. Interventions aimed at attenuating the declines in physical activity during this transition period appear warranted. The purpose of the study was to test the feasibility and efficacy of a theoretically informed, website-delivered physical activity intervention aimed at students entering university. Using a quasi-experimental design, 65 participants (44 females; mean age 18.51, SD 0.91) were assigned to either an intervention (receiving website access plus weekly prompts) or comparison condition (receiving unprompted website access only), completing questionnaires at baseline and follow-up 8 weeks later. The intervention website, "Active Transition", was specifically designed to target students' physical activity cognitions and self-regulatory skills. Intervention usage was low, with only 47% (18/38) of participants assigned to the intervention condition logging into the website 2 or more times. Among the broader student sample, there were significant declines in students' physical activity behaviors (F1,63=18.10, Pusers (29/65, individuals logging in 2 or more times) and non-users (36/65, individuals logging in once or not at all), there was a significant interaction effect for intervention usage and time on perceived behavioral control (F1,62=5.13, P=.03). Poor intervention usage suggests that future efforts need to incorporate innovative strategies to increase intervention uptake and better engage the student population. The findings, however, suggest that a website-delivered intervention aimed at this critical life stage may have positive impact on students' physical activity cognitions. Future studies with more rigorous sampling designs are required.

Impact of a Ninth-Grade Transition Program on Cumulative GPAs and Credits, Ninth-Grade Dropout Rates, and Student Satisfaction

Science.gov (United States)

Buhrman, B. R.

2010-01-01

Concerned educators have been implementing ninth-grade transition programs to help freshmen adjust to the demands in high school and to reduce ninth-grade failure rates. The purpose of this quasi-experimental quantitative study was to investigate the impact of a ninth-grade transition program. The research questions addressed impact on cumulative…

Focused didactic training for skills lab student tutors – which techniques are considered helpful?

Science.gov (United States)

Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Objective: Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors’ acceptance and the perceived transferability of attended didactic training modules. Methods: The course consisted of five training modules: ‘How to present and explain effectively’: the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. ‘How to explain precisely’: Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. ‘How to explain on impulse’: Spontaneous teaching presentations were simulated and feedback was given. ‘Peyton’s 4 Step Approach’: Peyton‘s Method for explanation of practical skills was introduced and trained by the participants. ‘How to deal with critical incidents’: Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. Results: The exercise ‘How to present and explain effectively’ received the student tutors’ highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by ‘Peyton’s 4 Step Approach’ , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in

Employing a Social Justice Framework to Promote Postsecondary Transition for Students with Intellectual Disability

Science.gov (United States)

Cook, Amy L.

2017-01-01

Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID). Promoting equity and access to PSE for students with ID is a social justice mandate, and high school counselors are uniquely positioned to assist youth with ID in accessing…

Transitioning in Higher Education: An Exploration of Psychological and Contextual Factors Affecting Student Satisfaction

Science.gov (United States)

Pennington, Charlotte R.; Bates, Elizabeth A.; Kaye, Linda K.; Bolam, Lauren T.

2018-01-01

In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to…

How the First Year of College Influences Moral Reasoning Development for Students in Moral Consolidation and Moral Transition

Science.gov (United States)

Mayhew, Matthew J.; Seifert, Tricia A.; Pascarella, Ernest T.

2012-01-01

Understanding the developmental issues first-time college students face is critical for scholars and educators interested in learning and development. This purpose of this study was to investigate the differential impact of first-year college experiences on the moral reasoning development of 1,469 students in moral transition versus those in moral…

Transition: New Challenge for Special Education.

Science.gov (United States)

Dildy, Dennis R.

Special education students who graduate or age-out of school are often not successful in making the transition from school to work. Transition services in Texas are grounded in federal civil rights legislation and a Texas Senate concurrent resolution which calls for preparing and supporting the successful transition of handicapped students to the…

Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

Directory of Open Access Journals (Sweden)

Lori Goff

2011-12-01

Full Text Available A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students’ introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students’ perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives.Un programme de mentorat par les pairs destiné aux étudiants qui suivent un cours d'introduction à la biologie a été implanter dans un université situé dans la province de l’Ontario. Les étudiants avaient accès à cinq séances de mentorat par les pairs au cours du premier semestre. Afin d’évaluer le programme, les chercheurs ont effectué des sondages quantitatifs, examiné la participation et les notes des étudiants entre 2003 et 2007. Ils ont utilisé une méthode axée sur les objectifs afin de déterminer si le programme atteignait ses objectifs qui consistaient à améliorer les notes des étudiants au cours d’introduction à la biologie, à faciliter leur transition et à les encourager à poursuivre des études en biologie. L'analyse des données révèle que les étudiants qui ont

What factors help or hinder the achievement of low SES students? An international comparison using TIMSS 2011 8th grade science data

Science.gov (United States)

Bruner, Justin L.

Focusing on science from a cross-country perspective, this study explores the relationship between 8th grade science achievement and student, teacher, and school characteristics. More specifically, this study will pay special attention to low socio-economic status (SES) students and seek to understand why some disadvantaged students are able to have higher than expected achievement in science given their SES while other disadvantaged students are not able to achieve beyond what would be expected given their background. This study will explore the multi-level relationship between the characteristics of students, their teachers, their schools, and student achievement in science. While looking at students in classrooms and in schools, this work will create as precise as possible a measure of student SES by drawing on recommendations of an expert panel commissioned by the National Association of Educational Progress (NAEP) study. The study uses the most recent cycle (2011) of the Trends in International Math and Science Study (TIMSS), to strategically select a six-country sample from the 45 participating countries. This six-country sample was selected by using the country level achievement and the standard deviation of that achievement. This will create a sample that has a range of equality in achievement and strength in achievement. This allows for making comparisons both across and within countries to better understand variations in the factors of student performance, especially for disadvantaged students. This paper builds on the existing research around socio-economic status (SES) and achievement by exploring in more detail the conditions in schools and classrooms around the world that might magnify or reduce the effect of SES on student achievement. The analysis looks at these questions: "What conditions help low SES students achieve higher than what would be expected given their SES?" and "What conditions hinder low SES students to achieve at or below what would

Using Quantitative Data in World Bank Per-Student Funding Reform Projects: Data, Designs and Dilemmas in Transition Countries

Science.gov (United States)

Levacic, Rosalind

2014-01-01

Since the late 1980s, education systems have increasingly moved to allocating funding for general education by means of a per-student formula. The trend started with developed economies and moved to transition and developing economies, where the World Bank has promoted the adoption of per-student funding (PSF). But promoting a particular reform,…

Determining the relationship between students' scores using traditional homework assignments to those who used assignments on a non-traditional interactive CD with tutor helps

Science.gov (United States)

Tinney, Charles Evan

2007-12-01

By using the book "Physics for Scientists and Engineers" by Raymond A. Serway as a guide, CD problem sets for teaching a calculus-based physics course were developed, programmed, and evaluated for homework assignments during the 2003-2004 academic year at Utah State University. These CD sets were used to replace the traditionally handwritten and submitted homework sets. They included a research-based format that guided the students through problem-solving techniques using responseactivated helps and suggestions. The CD contents were designed to help the student improve his/her physics problem-solving skills. The analyzed score results showed a direct correlation between the scores obtained on the homework and the students' time spent per problem, as well as the number of helps used per problem.

Supporting LGBTQ Students in High School for the College Transition: The Role of School Counselors

Science.gov (United States)

Jackson, Ken

2017-01-01

This phenomenological study sought to understand how lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students described their high school experiences and their later transitions to college. The study data revealed five findings: (a) enduring unsupportive/hostile educational environments, (b) experiencing a lack of family and social…

Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports

Science.gov (United States)

Ellerbrock, Cheryl R.; Denmon, Jennifer; Owens, Ruchelle; Lindstrom, Krista

2015-01-01

This yearlong qualitative multisite case study investigated ways middle and high school transition supports foster a developmentally responsive transition for students. A total of 23 participants engaged in this study, including 4 students, 4 middle school teachers, 13 high school teachers, 1 middle school principal, and 1 high school principal.…

The Transition of Medical Students Through Residency: Effects on Physical Activity and Other Lifestyle-Related Behaviors.

Science.gov (United States)

Pardo, Alba; Mitjans, Anna; Baranda, Lucía; Salamero, Manel; McKenna, James; Arteman, Antoni; Violán, Mariona

2016-05-01

Little is known about lifestyle choices and preventive healthcare-seeking behaviors during the transition from medical school graduation to residency training, a period characterized by increased rates of stress and lack of free time due to demanding working conditions. All of these issues are likely to affect physical activity (PA) level. This study explored the evolution of PA and other lifestyle behaviors during this transition. A cross-sectional study and a cohort study were conducted with medical students (2010) and physicians before and after the first year of residency (2013 and 2014). A self-administered questionnaire assessed PA, health and lifestyle behaviors. From a sample of 420 medical students and 478 residents, 74% comply with current PA guidelines. PA decreased by 16% during residency. Low levels of PA were found among (i) females and in respondents who reported (ii) poor self-perceived health and (iii) unhealthy body weight (P mental health in first-year residents. The transition has a negative effect on physicians' PA level that may affect physicians' own health and patient care. Medical programs should encourage residents to engage in PA to assure physicians' personal and mental health.

Psychological resources, satisfaction, and career identity in the work transition: an outlook on Sicilian college students

Directory of Open Access Journals (Sweden)

Santisi G

2018-05-01

Full Text Available Giuseppe Santisi,1 Paola Magnano,2 Silvia Platania,1 Tiziana Ramaci2 1Department of Educational Sciences, University of Catania, Catania, Italy; 2Faculty of Human and Social Sciences, “Kore” University of Enna, Enna, Italy Background: The phases of career building today bring out a more complex process than in previous decades. Starting from the literature review, the university-to-work transition is considered a very important step in the future career of the graduates, and it involves some psychological resources and requires specific abilities. Methods: Research has examined the psychological resources that students at the end of a degree course can use in the university-to-work transition. The aim of the study is to verify the relationship between academic satisfaction and career identity, and the mediational role of readiness and confidence on this relationship. A group of 438 students were assigned to complete a questionnaire in order to examine the relationship between academic satisfaction and career identity and the role of core components of psychological resources: readiness and confidence as mediator. Results: The results indicated both a direct relationship between academic satisfaction and career identity and a mediated relationship with the influence of readiness and confidence for a transition. Adding to our results, we assert that academic satisfaction has a directed effect on confidence during the transition and is a predictor of career identity, both directly and by the mediation of readiness in career transitions. Conclusion: Career identity has implication for exploratory behavior, thus increasing the motivation and mindfulness that create a virtuous circle, influencing the development of knowledge and skills, which are the base of proactivity and confidence in construction of one’s future career. Keywords: career, transition, identity, satisfaction, resources

Facility Will Help Transition Models Into Operations

Science.gov (United States)

Kumar, Mohi

2009-02-01

The U.S. National Oceanic and Atmospheric Administration's Space Weather Prediction Center (NOAA SWPC), in partnership with the U.S. Air Force Weather Agency (AFWA), is establishing a center to promote and facilitate the transition of space weather models to operations. The new facility, called the Developmental Testbed Center (DTC), will take models used by researchers and rigorously test them to see if they can withstand continued use as viable warning systems. If a model used in a space weather warning system crashes or fails to perform well, severe consequences can result. These include increased radiation risks to astronauts and people traveling on high-altitude flights, national security vulnerabilities from the loss of military satellite communications, and the cost of replacing damaged military and commercial spacecraft.

Psychological Help-Seeking Attitudes and Barriers to Help-Seeking in Young People in Turkey

Science.gov (United States)

Koydemir, Selda; Erel, Ozge; Yumurtaci, Duygu; Sahin, Gozde Nur

2010-01-01

This qualitative research sought to understand the needs of Turkish university students related to adjustment to university, the sources they seek help from, their attitudes about and barriers to psychological help-seeking. Data analysis of interview transcriptions from 15 undergraduates identified several themes. Interpersonal problems,…

What Makes Critical Thinking Critical for Adult ESL Students

Science.gov (United States)

Miekley, Joshua P.

2014-01-01

Critical-thinking skills help to prepare adult education students for a successful transition to college degree programs and for job advancement. Yet fostering critical thinking poses a challenge to ESL instructors. Brookfield (2012) provides a way forward for adult educators when he explains that the crux of critical thinking is to discover one's…

To Explore the Research and Development Competence and School-to-Work Transition for Hospitality Students

Science.gov (United States)

Ko, Wen-Hwa; Chen, Chieh-Ying

2017-01-01

This research focuses on the research and development competence and school-to-work transition on occupation selection for hospitality students with the use of social cognitive career theory. The positive attitude construct is the most identifiable for the research and development competences. For the school-to-work constructs, the most…

Helping Education Students Understand Learning through Designing

Science.gov (United States)

Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

2008-01-01

This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

Development of the Exams Data Analysis Spreadsheet as a Tool to Help Instructors Conduct Customizable Analyses of Student ACS Exam Data

Science.gov (United States)

Brandriet, Alexandra; Holme, Thomas

2015-01-01

The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item…

Results from a Pilot Study of a Curriculum Unit Designed to Help Middle School Students Understand Chemical Reactions in Living Systems

Science.gov (United States)

Herrmann-Abell, Cari F.; Flanagan, Jean C.; Roseman, Jo Ellen

2012-01-01

Students often have trouble understanding key biology ideas because they lack an understanding of foundational chemistry ideas. AAAS Project 2061 is collaborating with BSCS in the development a curriculum unit that connects core chemistry and biochemistry ideas in order to help eighth grade students build the conceptual foundation needed for high…

Beyond Culture: Helping International Students Avoid Plagiarism

Science.gov (United States)

Adhikari, Soni

2018-01-01

With the rapid increase in the number of international students from different academic backgrounds around the world, college and university teachers in the West find it harder to understand the many and complex reasons when these students plagiarize or use sources ineffectively. Reviewing relevant literature, I first make a pedagogical analysis…

Helping Students-Connect Functions and Their Representations

Science.gov (United States)

Moore-Russo, Deborah; Golzy, John B.

2005-01-01

The description about the changed instruction to encourage student exploration of the graphical and then the algebraic representations of functions is presented, which enables the students to understand how the graph, equation, and table of a function are related. The activity addresses both the Learning Principle and the Connection standard and…

Peer learning partnerships: exploring the experience of pre-registration nursing students.

Science.gov (United States)

Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning

High Oral Communication Apprehensives: How Can Students be Helped to Reduce Their Fear of Public Speaking?

Directory of Open Access Journals (Sweden)

Dan Shanahan

2015-05-01

Full Text Available The literature has identified oral communication as a skill that employers desire of their workforce. Even though accounting and business education programmes place considerable emphasis on the advancement of communication competencies among students, not all students appear to benefit from communication skills development. This may arise from of a fear of communicating with others, commonly known as oral communication apprehension, a factor which inhibits an individual’s willingness to communicate in one or a number of contexts - one to one conversations, communicating in groups, at meetings and making a presentation in public – and which may inhibit development of effective communication skills. Prior studies have measured oral communication apprehension of students in different disciplines, and there has been some qualitative exploration of the phenomenon. This paper reports on study conducted in the School of Accounting and Finance, DIT. Levels of apprehension were measured for 368 students. The views of a number of students were received and analysed and compared to their oral communication apprehension scores. Some students who indicated that they found presenting extremely difficult were identified, and their views are reported. Their perspectives and fears demonstrate ‘the pain’ that many suffer when called on to present. The study concludes with a recommendation on a possible oral communications approach which could be adopted to help students to overcome fear of presenting in public

Using Constant Time Delay to Teach Braille and the Nemeth Code for Mathematics and Science Notation to Students Making the Transition from Print to Braille

Science.gov (United States)

Ivy, Sarah E.; Hooper, Jonathan D.

2015-01-01

Introduction: Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used…

An Expert System Helps Students Learn Database Design

Science.gov (United States)

Post, Gerald V.; Whisenand, Thomas G.

2005-01-01

Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web-based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances…

The System of Values of Chinese and Russian University Students: Comparative Characteristic

Directory of Open Access Journals (Sweden)

- Zheng Veydun

2008-12-01

Full Text Available Russia and China today are going through the period of transformations. The students in both states live in transitional societies which interfere with their lifestyles and systems of values. That is why the research into the system of values of both Chinese and Russian students is of vital importance today - it does not only help to understand the modern youth, their motivation and culture better; but also enables us to define their world-view, main trends of their development; help them deal with their problems. Youth values give an idea of present and upcoming values of a nation as a whole.

Pizza and Pasta Help Students Learn Metabolism

Science.gov (United States)

Passos, Renato M.; Se, Alexandre B.; Wolff, Vanessa L.; Nobrega, Yanna K. M.; Hermes-Lima, Marcelo

2006-01-01

In this article, we report on an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students. Twelve students participated in a monitored lunch and had their blood extracted for analysis: (1) before lunch; (2) 30 min after lunch; and (3) 3 h after lunch. The subjects were divided in two…

DaRT: A CALL System to Help Students Practice and Develop Reasoning Skills in Choosing English Articles.

Science.gov (United States)

Yoshii, Rika; Milne, Alastair

1998-01-01

Describes DaRT, a computer assisted language-learning system for helping English-as-a-Second-Language students master English articles. DaRT uses a diagrammatic reasoning tool to present communicative contexts for exercises in choosing appropriate articles. This paper describes the development of DaRT and DaRT's system components and concludes…

How Psychological Resources Mediate and Perceived Social Support Moderates the Relationship between Depressive Symptoms and Help-Seeking Intentions in College Students

Science.gov (United States)

Kenny, Rachel; Dooley, Barbara; Fitzgerald, Amanda

2016-01-01

There is a high prevalence of depression among college students, which is linked to lower levels of help-seeking intentions. However, there has been a lack of research examining variables that may help explain this relationship. The present study aimed to address this gap by examining whether psychological resources (optimism and self-esteem)…

How do University Students Perceive Depressive Symptoms? A Qualitative Study on Perceived Causes, Cures and Helping Behaviours of Depression

Directory of Open Access Journals (Sweden)

Okan Cem Cirakoglu

2008-04-01

Full Text Available The present study aimed to investigate how Turkish university students perceive symptoms of depression and how they react to depression in terms of helping behaviors with a qualitative methodology. The study also aims to explore university students’ beliefs about possible causes and cures of depression. The sample of the study consisted of 113 women (60.4 % and 74 men (39.6 % with a mean age of 21.7 ± 2.8. A short study depicting a hypothetical “severe depression” case was adapted from a real case for the purpose of the study and questions were developed targeting this case. Results revealed that suicidal ideas, hopelessness, unhappiness and feelings of guilt were the most visible symptoms in deciding someone with depression needs help. Most frequently stated possible causes of depression were living conditions, adaptation difficulties, interpersonal relationships, social environment, negative attributions to self and personality, problems with family, loss, trauma physiological or psychological disorder, addiction and negative attributions to past experiences. Although, participants perceived social support, self-help, professional help, social activity and hobbies, changing living environment, avoidance, somatic regulation and self-medication as ways of overcoming depression in general, they have strong preferences toward verbal interventions and professional help specifically. While 64.3 percent of participant rated the severity of the depression as “severe” 32.4 percent of the participants rated it as “moderate”. [TAF Prev Med Bull 2008; 7(2.000: 119-126

The academic transitional experiences of masters’ students at the University of the Western Cape

Directory of Open Access Journals (Sweden)

Jeffrey C. Hoffman

2012-08-01

A quantitative, exploratory, descriptive research design was employed. A cross-sectional survey was conducted with masters’ students during 2009, using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness, even though most of them had a bachelor’s degree. The primary reasons listed as motivation for master’s study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However, concerns are that not many students utilised the academic writing centre and those who did, rated the overall service as average. One of the main recommendations was that a research culture needs to be established

Colleges Scramble to Help Students Find New Lenders

Science.gov (United States)

Supiano, Beckie

2008-01-01

Recent turbulence in the student-loan business has colleges scrambling to find new loan providers. Financial-aid offices at affected colleges are working hard to get the word out to students. Changes in the loan market have hit community colleges particularly hard because their students tend to have smaller loans and higher default rates than…

The Efficacy of Consulting Practicum in Enhancing Students' Readiness for Professional Career in Management Information Systems: An Empirical Analysis

Science.gov (United States)

Akpan, Ikpe Justice

2016-01-01

Consulting practicum (CP) is a form of experiential learning technique to prepare students for professional careers. While CP has become a popular way to help students acquire the essential practical skills and experience to enhance career readiness and ensure a smooth transition from college to employment, there is a lack of empirical studies…

Counseling Centers Lack Resources to Help Troubled Students

Science.gov (United States)

Farrell, Elizabeth F.

2008-01-01

The fatal shootings at Northern Illinois University this month were shocking yet familiar. For the second time in 10 months, a student with a record of mental-health problems went on a killing spree at a large public university. Ever since a disturbed student fatally shot 32 students and professors at Virginia Tech last April, college…

Transition Planning for Foster Youth

Science.gov (United States)

Geenen, Sarah J.; Powers, Laurie E.

2006-01-01

The study evaluated the IEPs/Individualized Transition Plans of 45 students who were in special education and foster care, and compared them to the plans of 45 students who were in special education only. Results indicate that the transition plans of foster youth with disabilities were poor in quality, both in absolute terms and in comparison to…

Transitions in Secondary Education

DEFF Research Database (Denmark)

Larsen, Britt Østergaard; Jensen, Leif; Pilegaard Jensen, Torben

2014-01-01

statistical model of educational progression. By using this method, we parcel educational attainment into a series of transitions and the model is able to control for educational selection and unobserved heterogeneity. We apply counterfactual analyses to allow a formal decomposition of the effects of social......The purpose of this article is to investigate educational choices and attainment of children who experience social problems during their upbringing. The study explores the extent to which social problems can help explain the gaps in entry and dropout rates in upper secondary education in Denmark...... between students from different socioeconomic backgrounds. Population-based registers are used to include information on family upbringing, e.g. alcohol abuse, criminality, use of psychopharmaca and out-of-home placement. We estimate a parsimonious version of Cameron and Heckman's (2001) dynamic...

Peer-Led Team Learning Helps Minority Students Succeed.

Science.gov (United States)

Snyder, Julia J; Sloane, Jeremy D; Dunk, Ryan D P; Wiles, Jason R

2016-03-01

Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

Helping Students Develop Listening Comprehension

Directory of Open Access Journals (Sweden)

Cárdenas Beltrán Melba Libia

2000-08-01

Full Text Available Listening practice is often neglected or handled inappropriately in the teachinglearning process. This poses problem because listening is an integral part of conversations. Oral skills without equally welldeveloped listening abilities are of little practical value. In this article, I will take a look at issues related to the area of listening that may be considered when guiding students toward developing listening comprehension.

Performance, emotion work, and transition: challenging experiences of complementary therapy student practitioners commencing clinical practice.

Science.gov (United States)

Fixsen, Alison; Ridge, Damien

2012-09-01

Few researchers have explored the clinical experiences of complementary and alternative medical practitioners and students, including the emotion work they perform. In this article, using a constant comparison approach and a heuristic framework (a dramaturgical perspective), we analyze semistructured interviews with 9 undergraduate practitioners in training to examine challenges experienced when students first attend to patients. A feature of students' learning about clinical work concerned performance in a public arena and associated demands placed on the inchoate practitioner. Preliminary patient consultations represented a dramatic rite of passage and initiation into a transitional phase in professional identity. Juggling the roles of student and practitioner within an observed consultation led to anticipatory anxiety, impression management strategies, and conflict with other individuals. Of the coping strategies, participants regarded sharing and feedback from peer groups as most effective in examining and resolving the challenges of becoming a practitioner.

Preliminary evaluation of a "formulation-driven cognitive behavioral guided self-help (fCBT-GSH)" for crisis and transitional case management clients.

Science.gov (United States)

Naeem, Farooq; Johal, Rupinder K; Mckenna, Claire; Calancie, Olivia; Munshi, Tariq; Hassan, Tariq; Nasar, Amina; Ayub, Muhammad

2017-01-01

Cognitive behavioral therapy (CBT) is found to be effective for common mental disorders and has been delivered in self-help and guided self-help formats. Crisis and transitional case management (TCM) services play a vital role in managing clients in acute mental health crises. It is, therefore, an appropriate setting to try CBT in guided self-help format. This was a preliminary evaluation of a formulation-driven cognitive behavioral guided self-help. Thirty-six (36) consenting participants with a diagnosis of nonpsychotic illness, attending crisis and the TCM services in Kingston, Canada, were recruited in this study. They were randomly assigned to the guided self-help plus treatment as usual (TAU) (treatment group) or to TAU alone (control group). The intervention was delivered over 8-12 weeks. Assessments were completed at baseline and 3 months after baseline. The primary outcome was a reduction in general psychopathology, and this was done using Clinical Outcomes in Routine Evaluation - Outcome Measure. The secondary outcomes included a reduction in depression, measured using the Hospital Anxiety and Depression Scale, and reduction in disability, measured using the World Health Organization Disability Assessment Schedule 2.0. Participants in the treatment group showed statistically significant improvement in overall psychopathology ( P crisis and TCM clients and can be effective in improving mental health, when compared with TAU. This is the first report of a trial of guided self-help for clients attending crisis and TCM services.

Population-based initiatives in college mental health: students helping students to overcome obstacles.

Science.gov (United States)

Kirsch, Daniel J; Pinder-Amaker, Stephanie L; Morse, Charles; Ellison, Marsha L; Doerfler, Leonard A; Riba, Michelle B

2014-12-01

College students' need for mental health care has increased dramatically, leaving campus counseling and mental health centers struggling to meet the demand. This has led to the investigation and development of extra-center, population-based interventions. Student-to-student support programs are but one example. Students themselves are a plentiful, often-untapped resource that extends the reach of mental health services on campus. Student-to-student programs capitalize on students' natural inclination to assist their peers. A brief review of the prevalence and effects of mental disorders in the college population is provided, followed by a broad overview of the range of peer-to-peer programs that can be available on college campuses. Two innovative programs are highlighted: (1) a hospital- and community-based program, the College Mental Health Program (CMHP) at McLean Hospital, and 2) the Student Support Network (SSN) at Worcester Polytechnic Institute. The subsequent section reviews the literature on peer-to-peer programs for students with serious and persistent mental illness for which there is a small but generally positive body of research. This lack of an empirical basis in college mental health leads the authors to argue for development of broad practice-research networks.

Successful Transition to High School. Research Brief

Science.gov (United States)

Education Partnerships, Inc., 2012

2012-01-01

What steps can be taken to assure that 8th graders make a successful transition to 9th grade? More students fail ninth grade than any other grade level. When middle school students took part in high school transition programs with a variety of different articulation activities, fewer students were retained in ninth grade. Ideally, these transition…

The Social and Emotional Functioning of Students with an Autistic Spectrum Disorder during the Transition between Primary and Secondary Schools

Science.gov (United States)

Fortuna, Ron

2014-01-01

The transition from the primary to the secondary phase in education can be a pivotal moment for many students, but for students who have autism, their difficulties with socialisation and emotional regulation can make this time period especially challenging. This article explores the experiences of key stakeholders regarding the issue of students…

The Feasibility, Acceptability, and Efficacy of Delivering Internet-Based Self-Help and Guided Self-Help Interventions for Generalized Anxiety Disorder to Indian University Students: Design of a Randomized Controlled Trial.

Science.gov (United States)

Kanuri, Nitya; Newman, Michelle G; Ruzek, Josef I; Kuhn, Eric; Manjula, M; Jones, Megan; Thomas, Neil; Abbott, Jo-Anne M; Sharma, Smita; Taylor, C Barr

2015-12-11

Generalized anxiety disorder (GAD) is one of the most common mental disorders among university students; however, many students go untreated due to treatment costs, stigma concerns, and limited access to trained mental health professionals. These barriers are heightened in universities in India, where there are scant mental health care services and severe stigma surrounding help seeking. To evaluate the feasibility, acceptability, and efficacy of Internet-based, or "online," cognitive behavioral therapy (CBT)-based unguided and guided self-help interventions (using the programs GAD Online and Lantern, respectively) to reduce GAD symptoms in students with clinical and subthreshold GAD and, ultimately, reduce the prevalence and incidence of GAD among the student population. Students will be recruited via 3 colleges in Hyderabad, India, and referred for a campus-wide online screening. Self-report data will be collected entirely online. A total of 300 qualifying students will be randomized in a 1:1:1 ratio to receive GAD Online, Lantern, or to be in a wait-list control condition, stratified by clinical and subthreshold GAD symptomatology. Students will complete a postintervention assessment after 3 months and a follow-up assessment 6 months later, at which point students in the wait-list control condition will receive one of the programs. The primary outcome is GAD symptom severity at 3 months postintervention. Secondary outcomes include GAD caseness at 9 months, other anxiety and depression symptoms, self-efficacy, and functional measures (eg, sleep, social functioning) at 3 and 9 months, respectively. Primary analyses will be differences between each of the intervention groups and the wait-list control group, analyzed on an intention-to-treat (ITT) basis using mixed-design ANOVA. The study commenced in February 2015. The sample was recruited over a 3-week period at each college. The trial is expected to end in December 2015. This trial will be the first to evaluate

Perceived school climate across the transition from elementary to middle school.

Science.gov (United States)

Madjar, Nir; Cohen-Malayev, Maya

2016-06-01

The implications of the transition from elementary to middle school are of major concern for educators and researchers worldwide. Previous studies have yielded ambiguous findings; some have indicated negative outcomes of school transition, whereas others have demonstrated null or even positive effects. The aim of the current research was to explore the impact of school transition on students' perceived educational climate while distinguishing between transition effects and age-related effects by comparing students who transitioned to middle schools at the end of the sixth grade versus those who did not. The research included 2 complementary studies. Study 1 was based on a large-scale national survey in Israel (N = 71,739) that compared students from fifth to eighth grades using a cross-sectional design, in which the students completed a survey once in the middle of the school year. Study 2 followed a sample of 415 students across 2 years including 4 waves of survey completion, at the beginning and the end of 2 consecutive school years, during which 55% of the students experienced a transition and 45% remained in elementary school. In both studies, the students completed self-report surveys assessing the perceived school climate. Both multilevel and nonlinear growth-curve analyses consistently indicated that the students who transitioned reported positive perceptions of the school climate before the transition that declined more quickly and become equal to or lower than those of the nontransitioning students. Teachers should apply practices that enhance students' sense of support, specifically following school transitions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Crossing a Broad Gray Line to Help Children

Science.gov (United States)

Allen, Megan M.

2015-01-01

Helping students with mental health issues sometimes presents teachers with the dilemma of following the letter of school rules or doing what is best for the child. One teacher tells her story of crossing such lines, but only in service to children. She also outlines what teachers can and should do to help students who need mental health services.

HELP: Healthy Early Literacy Program

Science.gov (United States)

Rader, Laura A.

2008-01-01

A daily intensive supplemental reading and writing program was developed to assist students who were: 1. identified with a language disability and 2. identified as at-risk for reading failure in an urban elementary school. The purpose of the program was to help these students understand and develop the connection between oral and written language…

Smoke-Free Universities Help Students Avoid Establishing Smoking by Means of Facilitating Quitting

Directory of Open Access Journals (Sweden)

Tatiana I Andreeva

2015-12-01

Full Text Available Background: This study aimed to clarify whether smoke-free policies affect the initiation or the quit­ting of smoking among young adults. Methods: In this natural quasi-experiment study, three universities with different enforcement of smoke-free policies were considered in Kazan City, Russian Federation. Exposure data were collected in 2008-2009 through measurement of particulate matter concentrations in typical sets of premises in each university to distinguish smoke-free universities (SFU and those not smoke-free (NSFU. All present third year students were surveyed in class in April-June 2011. Number of valid questionnaires equaled 635. The questionnaire was adapted from the Health Professions Students Survey and con­tained questions on smoking initiation, current tobacco use, willingness to quit, quit attempts, percep­tion of smoke-free policies enforcement, and the demographic data. Results: Among students of SFU, the percentage of current smokers was smaller than in NSFU: 42% vs. 64% in men and 32% vs. 43% in women. Prevalence of daily smoking was 11-12% in SFU, 26% in NSFU overall and 42% among male students. No advantage of SFU in limiting smoking initiation was found. Percentage of former smokers in SFU was 33% vs. 10% in NSFU. Among current smokers, 57% expressed willingness to quit in SFU and only 28% in NSFU. About 60% of current smokers in SFU attempted to quit within a year and only 36% did so in NSFU with 23% vs. 3% having done three or more attempts. Conclusion: Smoke-free universities help young adults to avoid establishing regular smoking by means of facilitating quitting smoking.

WWC Review of the Report "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition." What Works Clearinghouse Single Study Review

Science.gov (United States)

What Works Clearinghouse, 2014

2014-01-01

For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel featured…

Top Textbooks on Reserve: Creating, Promoting, and Assessing a Program to Help Meet Students' Need for Affordable Textbooks

Science.gov (United States)

Thompson, Hilary H.; Cotton, Jennifer E. M.

2017-01-01

In Fall 2014 the University of Maryland Libraries launched a textbook reserves program to help relieve the burden of high textbook costs on students. Although its initial performance was lackluster, workflow refinements and expanded promotion greatly improved usage, resulting in a tenfold increase in circulation and expansion of the program. This…

Cross-national comparison of Middle Eastern university students: help-seeking behaviors, attitudes toward helping professionals, and cultural beliefs about mental health problems.

Science.gov (United States)

Al-Krenawi, Alean; Graham, John R; Al-Bedah, Eman A; Kadri, Hafni Mahmud; Sehwail, Mahmud A

2009-02-01

This study is the first to use identical data collection processes and instruments in Egypt, Kuwait, Palestine, and Israeli Arab communities regarding help-seeking behaviors and attitudes towards perceived cultural beliefs about mental health problems. Data is based on a survey sample of 716, undergraduate students in the 4 countries, 61% female and 39% male. Results indicate that respondents within the various countries, based on nationality, gender and level of education, vary in terms of recognition of personal need, beliefs about mental health problems (i.e. stigmatization), and the use of traditional healing methods versus modern approaches to psychiatric therapy. The conclusion discusses differences between our respondents' expectations and prevailing mental health service provision and delivery.

Transition: Preschool to Kindergarten

Science.gov (United States)

Arizona Department of Education, 2007

2007-01-01

Transition is movement or change without interruption. It should be a smooth flow from one place or condition to another. While the transition plan for a student receiving special education services is designed to prepare him or her for life after high school, transition can start when a child enters preschool. The second of six distinct stages of…

Helping Students Design HyperCard Stacks.

Science.gov (United States)

Dunham, Ken

1995-01-01

Discusses how to teach students to design HyperCard stacks. Highlights include introducing HyperCard, developing storyboards, introducing design concepts and scripts, presenting stacks, evaluating storyboards, and continuing projects. A sidebar presents a HyperCard stack evaluation form. (AEF)

Social Involvement and Commuter Students: The First-Year Student Voice

Science.gov (United States)

Krause, Kerri-Lee D.

2007-01-01

This qualitative study explores the nature of undergraduate commuter students' social involvement with peers during the transitional first six months of their university experience. Focus group interviews with 46 participants provided a student perspective of the role of social interactions in students' transition to university life. Findings…

A journey of negotiation and belonging: understanding students' transitions to science and engineering in higher education

Science.gov (United States)

Holmegaard, Henriette Tolstrup; Madsen, Lene Møller; Ulriksen, Lars

2014-09-01

The paper presents results from a longitudinal study of students' decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students' transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students' choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students' negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences.

International Students from Melbourne Describing Their Cross-Cultural Transitions Experiences: Culture Shock, Social Interaction, and Friendship Development

Science.gov (United States)

Belford, Nish

2017-01-01

Drawing from a study that explored how international students experience cross-cultural transitions after living and studying in Melbourne for a few years, this paper, in particular, examines the participants' experiences with culture shock, social interaction, and friendship development. The findings include narratives of their personal stories…

Systematic Review: Bridging the Gap in RPN-to-RN Transitions.

Science.gov (United States)

Suva, Grace; Sager, Shelley; Mina, Elaine Santa; Sinclair, Nancy; Lloyd, Monique; Bajnok, Irmajean; Xiao, Sarah

2015-07-01

To review the evidence examining the influences of successful education and professional role transition for registered practical nurses (RPNs) pursuing a baccalaureate degree in nursing (BScN) and registered nurse (RN) licensure through RPN-to-RN bridging programs. Systematic review of papers published between 1995 and 2014 that evaluated students' education and professional role transitions from RPN to RN. Thirty-nine papers were selected that observed or studied the change or transition in designation from RPN to RN, or its equivalent, through bridging programs and analyzed thematically according to Meleis, Sawyer, Im, Hilfinger Messias, and Schumacher's transition model. Personal, community, and social conditions related to preparation for entry, program enrolment, and postgraduate clinical integration influence successful education and professional role transitions for RPN-to-RN bridging students. Providing key transition supports may enhance the potential for successful student transition into and throughout a bridging program, but further research is necessary to enhance this understanding and to recommend best practices for optimizing students' success. The evidence from this review identifies facilitators and barriers to successful education and professional role transition for RPN-to-RN bridging students, and identifies important considerations for future research. © 2015 Sigma Theta Tau International.

Teaching Abnormal Psychology to Improve Attitudes toward Mental Illness and Help-Seeking

Science.gov (United States)

Kendra, Matthew S.; Cattaneo, Lauren B.; Mohr, Jonathan J.

2012-01-01

Abnormal psychology instructors often use traditional and personal methods to educate students about and improve student attitudes toward mental illness and professional help-seeking. Data from abnormal psychology students (N = 190) were used to determine if and how students' attitudes toward mental illness and professional help-seeking attitudes…

A Decade of Counseling Services in One College of Veterinary Medicine: Veterinary Medical Students' Psychological Distress and Help-Seeking Trends.

Science.gov (United States)

Drake, Adryanna A S; Hafen, McArthur; Rush, Bonnie R

Much has been discussed about the high prevalence of psychological distress among veterinary medical students. Studies investigating general samples of veterinary medical students indicate that, on average, depression and anxiety symptoms are present at higher rates than in comparison samples. However, little is known about veterinary medical students who seek counseling. This study intends to expand the literature on veterinary student well-being, as the first to examine a sample of veterinary medical students seeking counseling services. It offers an overview of student distress and help-seeking trends from a decade of counseling services provided in one College of Veterinary Medicine (CVM) in the US. The sample includes data from 279 participants. Results indicate a steady increase in students seeking counseling over the last decade. First-year students sought services at higher rates but second-year students experienced the greatest distress when compared to other cohorts. Students seeking counseling services experienced levels of overall distress, symptoms of anxiety and depression, and social role concerns that were, on average, above cut-off scores. Physical health was significantly associated with student distress, suggesting opportunities for intervention.

Psychosocial impact, perceived stress and learning effect in undergraduate dental students during transition from pre-clinical to clinical education.

Science.gov (United States)

Frese, C; Wolff, D; Saure, D; Staehle, H J; Schulte, A

2018-04-10

This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Does Relative Grading help Male Students?

DEFF Research Database (Denmark)

Czibor, Eszter; Onderstal, Sander; Sloof, Randolph

The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student performance. We perform a direct comparison of the two most co...

Helping Students Use Virtual Libraries Effectively.

Science.gov (United States)

Fitzgerald, Mary Ann; Galloway, Chad

2001-01-01

Describes a study in which online behavior of high school and undergraduate students using GALILEO (Georgia Library Learning Online), a virtual library, were observed. Topics include cognitive demands; technology literacy; domain knowledge; search strategies; relevance; evaluation of information; information literacy standards; and suggestions to…

MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment

Science.gov (United States)

Chukhlomin, Valeri; Deshpande, Anant

2017-01-01

"iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The…

Strategies to Help ESL Students Improve Their Communicative Competence and Class Participation: A Study in a Middle School

Science.gov (United States)

Gómez Palacio, Claudia

2010-01-01

This article examines a qualitative study carried out at a middle school in North Carolina, the United States of America. The main purpose of the study was to find effective strategies that teachers can use to help ESL students improve their speaking skills and class participation. Results indicated that both communicative and social strategies as…

The Feasibility, Acceptability, and Efficacy of Delivering Internet-Based Self-Help and Guided Self-Help Interventions for Generalized Anxiety Disorder to Indian University Students: Design of a Randomized Controlled Trial

Science.gov (United States)

Newman, Michelle G; Ruzek, Josef I; Kuhn, Eric; Manjula, M; Jones, Megan; Thomas, Neil; Abbott, Jo-Anne M; Sharma, Smita; Taylor, C. Barr

2015-01-01

Background Generalized anxiety disorder (GAD) is one of the most common mental disorders among university students; however, many students go untreated due to treatment costs, stigma concerns, and limited access to trained mental health professionals. These barriers are heightened in universities in India, where there are scant mental health care services and severe stigma surrounding help seeking. Objective To evaluate the feasibility, acceptability, and efficacy of Internet-based, or “online,” cognitive behavioral therapy (CBT)-based unguided and guided self-help interventions (using the programs GAD Online and Lantern, respectively) to reduce GAD symptoms in students with clinical and subthreshold GAD and, ultimately, reduce the prevalence and incidence of GAD among the student population. Methods Students will be recruited via 3 colleges in Hyderabad, India, and referred for a campus-wide online screening. Self-report data will be collected entirely online. A total of 300 qualifying students will be randomized in a 1:1:1 ratio to receive GAD Online, Lantern, or to be in a wait-list control condition, stratified by clinical and subthreshold GAD symptomatology. Students will complete a postintervention assessment after 3 months and a follow-up assessment 6 months later, at which point students in the wait-list control condition will receive one of the programs. The primary outcome is GAD symptom severity at 3 months postintervention. Secondary outcomes include GAD caseness at 9 months, other anxiety and depression symptoms, self-efficacy, and functional measures (eg, sleep, social functioning) at 3 and 9 months, respectively. Primary analyses will be differences between each of the intervention groups and the wait-list control group, analyzed on an intention-to-treat (ITT) basis using mixed-design ANOVA. Results The study commenced in February 2015. The sample was recruited over a 3-week period at each college. The trial is expected to end in December 2015

Federal and state benefits for transition age youth.

Science.gov (United States)

Altman, Stephanie; O'Connor, Sarah; Anapolsky, Ellyce; Sexton, Laura

2014-01-01

While all children face challenges as they become adults, children with chronic medical conditions or disabilities face unique barriers in their transition to adulthood. Children, especially those who are low income and have special needs, are eligible for a range of supports including income supports, health care coverage, vocational and educational supports. These supports are critical to sound health because they ensure access to necessary medical services, while also offsetting the social determinants that negatively affect health. Unfortunately, as children transition into adulthood, eligibility for these benefits can change abruptly or even end entirely. If medical providers have a better understanding of five transition key dates, they can positively impact their patients' health by ensuring continuous coverage through the transition to adulthood. The key dates are as follows: (1) transition services for students with an Individualized Education Program (IEP) must begin by age 16 (in some states such as Illinois, these services must be in place by age 14 1/2); (2) at age 18, eligibility for income supports may change; (3) at age 19, eligibility for Medicaid may change; (4) at graduation, eligibility for educational supports will end unless steps are taken to extend those benefits until age 22; and (5) when individuals prepare to enter the workforce, they will become eligible for vocational rehabilitation services. With an understanding of these key transition dates and how to partner with social services and advocacy organizations on behalf of their patients, medical providers can help to ensure that transition-age patients retain the holistic social services and supports they need to protect their health.

Helpful Entry Level Skills Checklist--Revised Manual [and] Helpful Entry Level Skill Checklist--Revised Edition.

Science.gov (United States)

Child Development Centers of the Bluegrass, Lexington, KY.

The Helpful Entry Level Skills Checklist was designed to assist preschool teachers in selecting functional skills that children (including children with disabilities) may need to make a successful transition into the public schools. These skills, for the most part, deal with attending, compliance, ability to follow directions, turn taking, ability…

Helping Them Grow.

Science.gov (United States)

Kreidler, William J.; And Others

1995-01-01

Three articles present suggestions to help elementary teachers promote student development. The first describes games that encourage a sense of community. The second deals with making parent teacher conferences a positive experience. The third discusses how to give confused children who are involved in custody battles an alternative to acting out.…

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

Science.gov (United States)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

Using POGIL to Help Students Learn to Program

Science.gov (United States)

Hu, Helen H.; Shepherd, Tricia D.

2013-01-01

POGIL has been successfully implemented in a scientific computing course to teach science students how to program in Python. Following POGIL guidelines, the authors have developed guided inquiry activities that lead student teams to discover and understand programming concepts. With each iteration of the scientific computing course, the authors…

Taiwanese students' gender, age, interdependent and independent self-construal, and collective self-esteem as predictors of professional psychological help-seeking attitudes.

Science.gov (United States)

Yeh, Christine J

2002-02-01

Interdependent self-construal, collective self-esteem, age, and gender were used to predict attitudes toward seeking professional psychological help among a sample of junior high, high school, and college students in Taiwan (N = 594). Self-construal, collective self-esteem, and help-seeking attitudes were measured by the Self-Construal Scale (T. M. Singelis, 1994), the Collective Self-Esteem Scale Revised (R. Luhtanen & J. Crocker, 1992), and the Attitudes Towards Seeking Professional Psychological Help Scale (E. H. Fischer & J. L. Turner, 1970), respectively. By using stepwise regression, each of the independent factors with the exception of age significantly predicted the dependent variable, professional psychological help-seeking attitudes. Implications for counseling and future research are addressed.

A Magnetic Set-Up to Help Teach Newton's Laws

Science.gov (United States)

Panijpan, Bhinyo; Sujarittham, Thanida; Arayathanitkul, Kwan; Tanamatayarat, Jintawat; Nopparatjamjomras, Suchai

2009-01-01

A set-up comprising a magnetic disc, a solenoid and a mechanical balance was used to teach first-year physics students Newton's third law with the help of a free body diagram. The image of a floating magnet immobilized by the solenoid's repulsive force should help dispel a common misconception of students as regards the first law: that stationary…

Planning for transit-supportive development : a practitioner's guide. Section 4 : corridor planning and transit-supportive development.

Science.gov (United States)

2014-06-01

Planning for Transit-Supportive Development: A Practitioners Guide is a toolkit of practical and innovative measures to help : Metropolitan Planning Organizations (MPOs), regional planners, transit agencies, and local government elected o...

Planning for transit-supportive development : a practitioner's guide. Section 5 : local planning and transit-supportive development.

Science.gov (United States)

2014-06-01

Planning for Transit-Supportive Development: A Practitioners Guide is a toolkit of practical and innovative measures to help : Metropolitan Planning Organizations (MPOs), regional planners, transit agencies, and local government elected o...

Planning for transit-supportive development : a practitioner's guide. Section 2 : general transit-supportive development planning topics.

Science.gov (United States)

2014-06-01

Planning for Transit-Supportive Development: A Practitioners Guide is a toolkit of practical and innovative measures to help : Metropolitan Planning Organizations (MPOs), regional planners, transit agencies, and local government elected o...

TRAVELLERS: a school-based early intervention programme helping young people manage and process change, loss and transition. Pilot phase findings.

Science.gov (United States)

Dickinson, Pauline; Coggan, Carolyn; Bennett, Sara

2003-06-01

This paper outlines the conceptual background and findings from the pilot phase of TRAVELLERS--an early intervention programme designed to enhance protective factors for young people experiencing change, loss and transition events and early signs of emotional distress. The pilot study aimed to determine whether TRAVELLERS was a feasible, acceptable and promising intervention for young people within secondary schools in Aotearoa/New Zealand. The conceptual origins of the TRAVELLERS programme are described in terms of: adolescent mental health concerns; emerging mental health promotion theory and practice; and prevention and early intervention models. The key elements of the TRAVELLERS programme are described. The programme was piloted in two secondary schools, one rural and one urban with 34 participants (females n = 24, males n = 10). Evaluation methods included: review of programme materials; identification of potential selection tools appropriate to Year 9 students; analysis of selection questionnaire; and conduct of feedback from participants, facilitators and parents/caregivers. The TRAVELLERS programme provides a means of identifying and selecting young people who may benefit from participating in an early intervention programme. The programme has achieved a statistically significant reduction in participants' distress (p Young people were overwhelmingly enthusiastic about most aspects of TRAVELLERS. School personnel reported that TRAVELLERS was an appropriate and acceptable programme to the school. Targeted interventions provided within a supportive school environment can contribute to enhancing protective factors such as personal and interpersonal coping strategies, increased help-seeking behaviour, and young people feeling more positive about themselves and their lives. The pilot programme has been amended and prepared for a two year trial phase in 10 secondary schools during 2002-2003.

"Argument!" Helping Students Understand What Essay Writing Is About

Science.gov (United States)

Wingate, Ursula

2012-01-01

Argumentation is a key requirement of the essay, which is the most common genre that students have to write. However, how argumentation is realised in disciplinary writing is often poorly understood by academic tutors, and therefore not adequately taught to students. This paper presents research into undergraduate students' concepts of argument…

Feedforward: helping students interpret written feedback

OpenAIRE

Hurford, Donna; Read, Andrew

2008-01-01

"Assessment for Learning is the process of seeking and interpreting evidence for use by learners... "(Assessment Reform Group, 2002, p.2): for the Higher Education tutor, written feedback forms an integral part of this. This short article reports on teaching methods to engage students in feedback and assessment of their written work.

A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students.

Science.gov (United States)

Akinla, Olawunmi; Hagan, Pamela; Atiomo, William

2018-05-08

Transition into higher education has been identified as one of the most stressful periods for learners. Interventions targeting the transition phase such as near- peer mentoring might help address some of these challenges. We were however unable to identify a published systematic review of the literature describing outcomes of near-peer mentoring of medical students during the transition phase into medical school. The aim of this paper is to review the literature and describe the outcomes of near-peer mentoring schemes for first-year medical students in the transition phase. A search of different electronic databases was carried out, using the search terms peer, buddy, mentor*, counsel*, advise*, tutor*, student, medical, school. 1861 articles were identified, however only 5 studies met the inclusion criteria- primary mentees should be first-years, and mentors must be inclusive of second-years but not limited to them. In reporting this paper, the PRISMA guidelines were followed. Published material on near-peer mentoring for medical students is scarce. Three outcomes for peer mentoring were identified- professional and personal development, stress reduction, and ease of transitioning. Incidentally, peer-mentoring was also found to have facilitated the development of personal and professional attitudes in the mentors. The quality of the evaluation methods in the studies was however low to moderate. Near-peer-mentoring is a way of promoting professional and personal development. It is also promising to aid transition and maintain well-being of first-year medical students. However, larger, better quality longitudinal studies, are needed to ascertain its true value for these students.

Youth and administrator perspectives on transition in Kentucky's state agency schools.

Science.gov (United States)

Marshall, Amy; Powell, Norman; Pierce, Doris; Nolan, Ronnie; Fehringer, Elaine

2012-01-01

Students, a large percentage with disabilities, are at high risk for poor post-secondary outcomes in state agency education programs. This mixed-methods study describes the understandings of student transitions in state agency education programs from the perspectives of youth and administrators. Results indicated that: transition is more narrowly defined within alternative education programs; key strengths of transition practice are present in nontraditional schools; and the coordination barriers within this fluid inter-agency transition system are most apparent in students' frequent inter-setting transitions between nontraditional and home schools.

An exploratory study of role transition from student to registered nurse (general, mental health and intellectual disability) in Ireland

OpenAIRE

Deasy, Christine; Doody, Owen; Tuohy, Dympna

2011-01-01

peer-reviewed 3rd International Nurse Education Conference Nursing Education in a Global Community Ireland has seen much change in nurse education resulting in four year degree programmes since 2002. A unique aspect of these programmes was the incorporation of rostered internship. This study explored role transition for a cohort of students at pre and post-registration. The sample consisted of fourth year students registered on BSc nursing programmes (general, mental health and intellec...

In Good Standing: "Helping Colleges Manage Student Default Rates"

Science.gov (United States)

Boerner, Heather

2014-01-01

The U.S. Department of Education estimates that 20 percent of community college students default on their student loan obligations (compared with 14.7 percent of all student loan borrowers), and that number is rising. What can community college financial officers do to keep their default numbers low? In this article, Heather Boerner describes the…

Multicontext Diversity: The critical dimension of diversity that can attract students and help them thrive

Science.gov (United States)

Weissmann, G. S.; Ibarra, R.; Howland-Davis, M.

2017-12-01

groups and women tend to fall on toward the high context side of the spectrum, thus this disproportionately affects women and minorities. Multicontextuality can be readily applied in classroom and research settings, thus leading to helping all students thrive in the academic setting.

Helping Students Get Past Math Anxiety

Science.gov (United States)

Scarpello, Gary

2007-01-01

Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

Transition-Systems, Event Structures, and Unfoldings

DEFF Research Database (Denmark)

Nielsen, Mogens; Rozenberg, Grzegorz; Thiagarajan, P.S.

1995-01-01

systems. Here we show that by smoothly strengthening the regional axioms for elementary transition systems, one obtains a subclass called occurrence transition system. We then prove that occurrence transition systems are the transition system model of yet another basic model of concurrency, namely, prime......A subclass of transition systems called elementary transition systems can be identified with the help of axioms based on a structural notion called regions. Elementary transition systems have been shown to be the transition system model of a basic system model of net theory called elementary net...

Lessons learned from the disruption of dental training of Malaysian students studying in Egypt during the Arab spring.

Science.gov (United States)

Simon, Sibu Sajjan; Ramachandra, Srinivas Sulugodu; Abdullah, Datuk Dr Fawzia; Islam, Md Nurul; Kalyan, C G

2016-01-01

Political crisis and worsening security situation in Egypt in late 2013 resulted in Malaysian students who were pursuing their dental education in Egypt being recalled home to Malaysia. The Ministry of Higher Education in Malaysia took steps to integrate these students into public and private universities in Malaysia. We used a questionnaire and informal interviews to learn from students returning from Egypt about their experiences transitioning from dental schools in Egypt to Malaysia. We discuss the challenges students faced with regards to credit transfer, pastoral care, the differences in the curriculum between the dental faculties of the two nations, and the financial implications of this disruption of their training. We live in a fragile world where similar political situations will surely arise again. The approaches used by the Malaysian government and the lessons learned from these students may help others. The perspectives of these students may help educators reintegrate expatriate students who are displaced by political instability back into the education system of their own countries.

Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability To Solve Chemistry Problems: A Lakatosian Interpretation.

Science.gov (United States)

Niaz, Mansoor

The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what Lakatos (1970) in the history of science refers to as progressive 'problemshifts' that increase the explanatory' heuristic power of the models.…

Help-Seeking Intentions among Asian American and White American Students in Psychological Distress: Application of the Health Belief Model

Science.gov (United States)

Kim, Jin E.; Zane, Nolan

2015-01-01

Objective Underutilization of needed mental health services continues to be the major mental health disparity affecting Asian Americans (Sue, Cheng, Saad, & Chu, 2012). The goal of the study was to apply a social psychological theoretical framework—the Health Belief Model (Rosenstock, 1966)—to understand potential reasons why Asian Americans underutilize mental health services relative to White Americans. Method Using a cross-sectional online questionnaire, this study examined how perceived severity of symptoms, perceived susceptibility to mental health problems, perceived benefits of treatment, and perceived barriers to treatment influenced intentions to seek help among a sample of 395 Asian American and 261 White American students experiencing elevated levels of psychological distress. Results Analyses using structural equation modeling indicated that Asian Americans in distress had relatively lower intentions to seek help compared to White Americans. Perceived benefits partially accounted for differences in help-seeking intentions. Although Asian Americans perceived greater barriers to help-seeking than White Americans, it did not significantly explain racial/ethnic differences in help-seeking intentions. Perceived severity and barriers were related to help-seeking intentions in both groups. Conclusions Outreach efforts that particularly emphasize the benefits of seeking mental health services may be a particularly promising approach to address underutilization. These findings have implications in help-seeking promotion and outreach. PMID:26098454

Helping Elementary Teachers Understand Children and Divorce.

Science.gov (United States)

Hrymak, Marilyn J.; Smart, Laura S.

1984-01-01

Describes a workshop designed to help elementary teachers understand the recent literature on the effects of divorce on children and help the children through the crisis. Indicates that secondary home economics teachers may have to deal with students who have not adjusted to divorce. (JOW)

Care Provided by Students in Community-Based Dental Education: Helping Meet Oral Health Needs in Underserved Communities.

Science.gov (United States)

Mays, Keith A; Maguire, Meghan

2018-01-01

Since 2000, reports have documented the challenges faced by many Americans in receiving oral health care and the consequences of inadequate care such as high levels of dental caries among many U.S. children. To help address this problem, many dental schools now include community-based dental education (CBDE) in their curricula, placing students in extramural clinics where they provide care in underserved communities. CBDE is intended to both broaden the education of future oral health professionals and expand care for patients in community clinics. The aim of this study was to develop a three-year profile of the patients seen and the care provided by students at extramural clinics associated with one U.S. dental school. Three student cohorts participated in the rotations: final-year students in the Doctor of Dental Surgery, Bachelor of Science in Dental Hygiene, and Master of Dental Therapy programs. The study was a retrospective analysis of data retrieved from the school's database for three consecutive academic years. The data included patients' demographics and special health care needs status (based on information collected by students from their patients) and procedures students performed while on rotations. For the three-year period, the results showed a total of 43,128 patients were treated by 418 student providers. Approximately 25% of all encounters were with pediatric patients. Students completed 5,908 child prophylaxis, 5,386 topical fluoride varnish, and 7,678 sealant procedures on pediatric patients. Annually, 7% of the total patients treated had special health care needs. The results show that these students in CBDE rotations provided a substantial amount of oral health care at extramural sites and gained additional experience in caring for a diverse population of patients and performing a wide range of procedures.

Helping Students to Become Money Smart

Science.gov (United States)

Supon, Viola

2012-01-01

Being money smart has value that offers individuals skills for a lifetime. "Lawmakers had no way of knowing in 2007 that the U. S. economic situation would be where it is today, making financial education for students now even more crucial than at any other time in recent history" (Black, 2009, p. 1). According to Beverly & Burkhalter (2005, p.…

A Nationwide Survey of Disability Support Personnel regarding Transition and Services for Postsecondary Students with Autism Spectrum Disorder

Science.gov (United States)

Muenke, Raychel C.

2011-01-01

The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for students with Autism Spectrum Disorder (ASD) from secondary to postsecondary institutions. Participants from 408 postsecondary institutions completed the survey with 60.4%…

Social Goals and Willingness to Seek Help for School Violence

Science.gov (United States)

Yablon, Yaacov B.

2012-01-01

The relation between students' social goals and their willingness to seek help for school violence was examined. Four hundred and sixty-two students from sixth, eighth, and tenth grades responded to vignettes used to assess willingness to seek help from teachers and friends for dealing with relational and physical violence. Intimacy goals enhanced…

Helping Students Test Programs That Have Graphical User Interfaces

Directory of Open Access Journals (Sweden)