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A high school internship program as an informed decision-making influence: a quantitative case study
Get PDFThis study examined the change of College and Career Readiness (CCR) perceptions high school students reported as a result of a semester long internship program. The primary perceptions being measured included informed decision making, career choice awareness, college choice awareness, and clarity of the students futures after high school. This quantitative case study was grounded in Conley’s (2008) defining work on CCR of high school students. Fifteen high school students that completed the internship program replied to pre and post program surveys. The data analysis suggests that internship program interventions can provide high school students with experiences that broaden their understanding of choices and their ability to make informed forward-looking decisions. A Mann-Whitney U analysis did not reveal a statistical significance. However, the results demonstrated practical significance within six constructual factors including, Decision making confidence, education and community awareness, skills and interest confidence, career choice confidence, college choice confidence, and external influences. The data led the researcher to suggest that a broad longitudinal study be conducted across many internship programs that would inform an innovative high school curriculum to redefine CCR as its needs evolve. Limitations of the study are discussed as are additional recommendations
Institutional Assessment: Supporting PSU\u27s Vision Through Methods, Metrics, and Community
No full textInstitutional assessment is larger than any one aspect of the University. In this session, participants will explore how academic, co-curricular, and operational assessment support PSU’s vision and student learning improvement, by what methods effectiveness is measured quantitatively and qualitatively, and how we all play a role in its success
Assessment for Learning: Outcomes, Mapping, and Assessment Design
No full textDr. Gambino will talk about assessment activities and strategies that focus on learning and improvement. She will work together about the challenges and opportunities Plymouth State faces in creating meaningful assessment processes and ways we can work together to build a learning-centered culture of assessment
Stop, Collaborate, and Listen: Empowering Student Groups with the Question Formulation Technique (QFT)
No full textWe often use questions to elicit class discussion and to spur investigation, but what do students do when the questions aren\u27t given to them? The Question Formulation Technique (QFT) enables students to produce questions for themselves: questions that lead to better research, greater insight, and meta-cognitive awareness. The QFT also supports the gen ed habits of mind. Come experience the QFT in practice and see if it can enhance your pedagogy
Communication, Collaboration & Productivity as Part of the Campus Communication Plan
No full textCommunication and collaboration within an organization are critical for overall success. There are several initiatives underway at Plymouth to improve communication and collaboration at Plymouth State. This session will provide a broad overview of those initiatives including updates on improvements to our University WWW site, myPlymouth, Microsoft Teams and much more
How to Better Engage Students and Help Them Succeed
Get PDF1. More explicitly engage faculty in broader retention and persistence efforts. 2. Share retention and persistence ideas already underway within different disciplines. 3. Add ideas that will be shared with and through the faculty liaisons