National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
Reflections on a Promise: Student Experiences at a Two-Year Promise Institution and Their Educational Aspirations
Get PDFCollege students and their families have to shoulder more of the burden in college costs due to rising tuition. To deter students from adding to the national student loan debt, promise programs have been launched to eliminate cost as a barrier to postsecondary education. Programs vary in design and may cover partial tuition, full tuition, or both tuition and fees. Currently, there is a dearth of research on the experiences low-income students have attending a promise eligible institution, especially at the community college level. This qualitative case study explores the ways in which low-income undergraduate students describe their experiences at a promise eligible community college, and how these experiences affect their decisions on pursuing additional higher education. This research is guided by components of Laura Perna’s Conceptual Model of Student Choice, Gary Becker’s Human Capital Theory, Pierre Bourdieu’s Theory on Social and Cultural Reproduction, and Vincent Tinto’s Theory on Student Departure. Data was collected through semi-structured interviews with undergraduate students at a large community college in the southern United States. Questions focused on college decision-making and motivations, college funding options, work and study habits, support systems within and outside the institution, and stress and coping mechanisms. Three themes emerged during data analysis: human capital, social capital, and student habitus. Major study findings demonstrate the critical role of support systems in the college experience, and the impact of promise program design on early awareness and academic preparation, funding distribution, and college choice
Pathways to Offending: Domestic Sex Trafficking
Get PDFMultidisciplinary professionals across criminal justice, public policy, education, and health and
human services have all attempted to understand the complex phenomenon of sex trafficking to assist victims, correct offenders, and prevent future abuse. However, current research has struggled to agree on terms, definitions of terms, best measures of prevalence, and recommendations to address sex trafficking in the United States. This review of current literature aims to offer a synthesized framework to conceptualize domestic sex trafficking perpetrator behaviors (what they do), their uses of force, fraud, and coercion (how they do it), and their motivations and justifications/rationalizations for those behaviors (why they do it). The resulting conceptual framework can serve as a roadmap to guide the development of tailored assessment instruments and evidence-based treatments as well as improve community prevention and education efforts
THE EFFECT OF GAMIFICATION ON PRE-SERVICE TEACHERS\u27 TECHNOLOGY ACCEPTANCE
Get PDFThis study delves into the transformative potential of gamification within the realm of education by integrating game elements into a lesson process primarily designed for non-gaming purposes and contexts. In this study, gamification was created by incorporating game elements such as points, badges and leaderboards into a lesson process designed for a non-game purpose and context. The study investigated the effect of gamification on pre-service social studies teachers\u27 technology acceptance. Technology Acceptance Scale for Teachers (T-TAM) and structured interview were used to collect data. The study utilized a quasi-experimental design with a pretest-posttest control group designed to test the cause-and-effect relationship between variables. According to the findings obtained after the six-week implementation period, gamification had significant effects on pre-service teachers\u27 perceived usefulness, perceived ease of use, attitude towards use, facilitating conditions, technological complexity, perceived enjoyment and behavioral intentions. The results underscore the potential of gamification as an effective pedagogical tool for enhancing the integration of technology in educational contexts, particularly for pre-service teachers. Consequently, this research contributes valuable insights into the role of gamification in fostering more technologically adept educators, with implications for the broader field of educational technology and instructional design
Engaging Higher Education Students in Creating Curricular Content to Increase Equity
Get PDFThis study aims to explore replicable strategies and principles for re-imagining higher education students as co-creators of course content through small-scale curricular experiments. The research takes place at a broad-access, minority and Hispanic-serving university that seeks to disrupt patterns of inequity in higher education. The university has established an undergraduate college and doctoral programs designed to support underserved students and working adults, respectively. To promote equitable teaching and learning practices, the university integrates scholarship of teaching and learning (SoTL) fellowships into its strategic plan. SoTL involves systematic inquiry into teaching and learning practices with intentional design, diverse methodologies, and public dissemination of findings. In the 2021-22 academic year, faculty SoTL fellowships were launched to support a University-wide research agenda on equity-promoting teaching practices. Selected fellows formed a team of three, supported by research and faculty co-facilitators. They began by developing a shared definition of equity, focusing on student identity and voice. They drew on the Culturally Responsive Teaching and Leading (CRTL) standards developed for K-12 settings to inform their vision of equity. Specifically, they emphasized the CRTL Standard D, which emphasizes student co-creation of learning experiences. The research questions for this study focus on the impact of increased student input into course content on student engagement, course content, students\u27 experiences, and faculty members\u27 experiences. Additionally, an emergent question pertains to how student input influences their work in the course. Overall, the great majority of students reported what can be considered positive impacts. Students reported that they did feel like they had more input into curriculum, that they enjoyed the learning, increased their interaction with peers, connected learning to lived experience, and were challenged by, and absorbed in, the learning. In addition, in comparison to other class activities and content, students showed more engagement, more personal connections and deeper analyses in the sections of the courses in which they co-created curriculum
Supervisory Impact on Counselor-In-Training Wellness
Get PDFCounselors being able to engage in self-care practices to establish and maintain their wellness is a well-documented need. The risks of neglecting self-care are also well documented, yet counselors struggle to engage in consistent self-care practices (Baker & Gabriel, 2021; Posluns & Gall, 2020). When demand for counselors is constant (Bureau of Labor Statistics, U.S. Department of Labor, 2020) an examination of how to impact counselor wellness through supervision discussion of self-care is needed. The purpose of the study was to examine supervision discussion of self-care, support of mastery of counselors-in-training’s emotions and any resulting impact on counselor wellness. Data collection included survey of counselors-in-training about supervision paired with implementation of the Five Factor Wellness Inventory (FFWEL; Myers & Sweeney, 2014). The questions regarding supervisor behaviors correlating to CIT wellness resulted in weak correlations between supervisor behaviors and CIT wellness scores. Insight regarding improving counselor wellness through increasing counselor self-care and therefore prolonging and strengthening delivery of quality counseling represents a critical need in the counseling field today
A Pesar de Todo: A Phenomenological Study on Latinx Undergraduate Students Choosing Their Academic Majors
Get PDFThe Latinx population is the largest non-White group in the United States (U.S.) (U.S. Census Bureau, n.d.; Excelencia in Education, n.d.). Nonetheless, members of this community still experience adversity in a myriad of areas, including college degree attainment (Blankenberger et al., 2017; Dueñas & Gloria, 2020; Flores, 2021; Garcia, 2020; Gloria & Castellanos, 2012; Gonzales et al., 2015; Lamont Strayhorn, 2008; Mejia‐Smith & Gushue, 2017; Mora, 2022; Moreno, 2021; Seider et al., 2019; Suwinyattichaiporn & Johnson, 2020; Vásquez, 2013). Stifling college degree attainment is problematic as Americans consider it a tool for upward economic mobility (Cohen & Kisker, 2009; Dwyer et al., 2012; Patton et al., 2016; Patton, 2016). This phenomenological study explores whether socioeconomic status (SES) and class influence Latinx students\u27 career aspirations at Hispanic Serving Institutions (HSIs) in Illinois. The intent behind focusing solely on the Latinx population is not to disregard or minimize the experiences of other racialized groups. On the contrary, this study acknowledges that, although similar, racialized groups experience unique forms of oppression (Young, 2014). Therefore, acknowledging their unique forms of oppression and using their skills to transcend oppression ensures that all their stories are elevating
The Efficacy of Social and Emotional Learning for High School Students With Cognitive Disabilities, The Experiential Approach
No full textSocial and emotional learning (SEL) is essential to all students\u27 education across all grade levels. However, what does that look like at different developmental stages, and how can SEL best support learning and development for high school students with cognitive disabilities? Young people are becoming more aware of their identities and values in high school. They build upon many social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) developed throughout elementary and middle school. However, students with cognitive disabilities are more challenged than their peers without disabilities to accomplish these competencies. This study aims to identify the change in thinking needed to promote SEL among high school students with cognitive disabilities. The context of this inquiry is one high school entirely comprised of students identified as deficient in social and emotional behaviors that impede attendance and learning. Providing empirical evidence on the program\u27s impact on student\u27s social and educational well-being will encourage other educators to consider implementing social and emotional learning in their programs
Lessons From The Learning Pathway: A Journey To Decolonizing Evaluation
Get PDFThe Learning Pathway was an evaluation learning journey shared among nine African Nova Scotian and Mi\u27kmaw participants, a Wisdom Circle of African Nova Scotian and Mi’kmaw community leaders who provided guidance and support, a facilitation team that supported the work (with an African Nova Scotian and a Mi\u27kmaw evaluator and two or three White evaluators) and a provincial government official who champions evaluation and communities.
The purpose of the Learning Pathway was to learn about decolonizing evaluation and support new and emerging evaluators conducting evaluation in ways that reflect community worldviews and values. We wanted to influence the ecosystem in which evaluation takes place in Nova Scotia, so that it can better serve African Nova Scotian and Mi\u27kmaw communities
