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Integrating Goal-Setting into an Urban Community College Developmental Mathematics Course: A Multi-perspective Learning Experience
No full textDevelopmental mathematics (DM) students often encounter systemic and contextual obstacles in higher education. Low self-efficacy, math anxiety, multiple external demands, and pervasive gaps in prerequisite knowledge can all undermine the strategic behaviors needed to manage the academic environment independently. Although DM reforms are widely researched, the literature lacks a firsthand perspective on the daily processes students apply as they assume control over their learning. This qualitative action research study investigated the integration of intentional goal-setting into a recently redesigned one-level pilot DM course at an open-access, urban community college. The practitioner-researcher created the PATHway framework—rooted in Zimmerman’s (2000) three-phase Self-Regulated Learning (SRL) cycle—to guide students in setting, implementing, monitoring, and reflecting on weekly proximal goals throughout the semester to facilitate course completion and advancement toward credential and career attainment. Participants (n = 38) were predominantly Hispanic (61%), first-generation (68%), and female (71%). Most were first-year (63%) and part-time (63%) students; 74% were employed, with nearly half working over 30 hours per week. Triangulated analysis of the data revealed five distinct yet interconnected themes illustrating the student experience. The study concludes that the initiative enhanced self-efficacy and effectively fostered self-regulated learning skills among the majority of participating students. This growth was complemented by the practitioner-researcher’s reflections, which highlighted an increasingly inclusive and dynamic classroom culture. These outcomes promoted immediate academic engagement and embedded support, while providing a structure for sustained persistence in college
Confessions of a College Commuter
No full textPart of the session titled Coming to Kutztown, Thinking of Home
Life in the Water
No full textPart of the Session titled Homeward Bound: Writing Your Way Toward Identity
Burnout Among Social Workers in Integrated Care
Full text linkBurnout has a negative and pervasive impact on individual workers, employee groups, and organizations. At the organizational level, role conflict and role ambiguity in human service settings have consistently been associated with burnout (Fraser et al., 2018; Jackson et al., 1986, Maslach, 1993, & O’Connor et al., 2018; Thomas et al., 2014). The theoretical orientations which underpin burnout are schema theory, causal attribution theory, and the situational model of illness, while classical organizational theory and role theory provide justification for the inclusion of role conflict and role ambiguity factors and their association with burnout. While role conflict and role ambiguity are associated with burnout in many workplace settings, the prevalence of burnout and the relationship between role conflict, role ambiguity, and burnout is largely understudied within the context of social workers in integrated care workplace settings. Integrated care involves the combined provision of physical and behavioral healthcare services through a highly collaborative approach to whole person care. To fill the gap in knowledge pertaining to this topic area, this cross-sectional, descriptive study examined four research questions. This study explored burnout among social workers in integrated care. It also investigated the relationship between previous training in integrated care and burnout among social workers in integrated care. It also analyzed the relationship between role conflict and burnout among social workers in integrated care. Lastly, it examined the relationship between role ambiguity and burnout among social workers in integrated care. Results indicated that participants reported three types of burnout: Personal burnout, work burnout, and client burnout. Additionally, there was no relationship found between previous integrated care training and all three burnout domains. There was a positive relationship found between role conflict and role ambiguity and all three subscales of burnout
Persistence, Mentorship, and Educational Achievement: Exploring the DACA Student Experience
Full text linkThe study aimed to understand demographic, cultural, and ecological factors, as well as supportive assets like mentorship on the academic persistence and educational achievement of Deferred Action for Childhood Arrivals (DACA) students. DACA protects qualified individuals who arrived in the United States as children from deportation and grants them lawful permission to seek employment and educational opportunities.
Interviews of DACA students, and mentors and advocates of DACA students, were conducted to identify similarities, differences, and common themes. Despite DACA protection positively impacting the students\u27 financial and academic success, limited socioeconomic conditions created a need for guidance or mentorship to help the students develop survival strategies. Mentorship positively impacted the students\u27 college preparation and integration by providing general direction, emotional support, and strategic planning toward achieving their academic goals.
Identifying a strong interest-convergence between the students\u27 academic motivation and their institutions\u27 need to improve student retention and graduation rates, the study recommended the Socio-Ecological Model of Liminal Advocacy (SEMLA) that holistically incorporates risk and protective factors, including restrictive policies, collective contribution, and mentorship. This liminality-focused advocacy framework can be applied toward developing support strategies for an increasingly culturally diverse student population faced with academic and socio-economic pressures
Trauma-Informed Bilingual Counselor Education: Factors to Guide Professional Mental Health Training with Spanish-Speaking Students
Full text linkLatine immigrants confront various forms of violence that increases their risk for traumatic stress and post-traumatic stress disorder. There is a need to advance the training of counselors who can work with Spanish-speaking clients exposed to trauma. The goal of this study was to articulate a literature-based conceptualization of trauma-informed bilingual counselor education. The results of a content analysis facilitated a synthesis of the relevant scholarship that highlighted four main facets: (i) integrative translanguage pedagogy, (ii) immigrant trauma exposure and reaction, (iii) culturally responsive socio-emotional interventions, and (iv) bilingual supervisory alliance. These factors can help guide professional graduate training. Implications are discussed related to curricular content, linguistic proficiency, and clinical supervision. Limitations and future scholarship are also discussed
Understanding Artificial Intelligence and Machine Learning: Foundational Concepts for Counselor Education
Full text linkThe purpose of this manuscript was to introduce key concepts in artificial intelligence (AI) and machine learning (ML) to counselor educators and counseling researchers. As AI continues to play an increasingly significant role in various fields, counseling professionals need to develop a foundational understanding of AI, including ML. The first section of this manuscript outlined basic concepts in AI and ML, with study examples that utilize specific algorithms in mental health and counseling-related fields. Next, the second section explained the general process of building an ML model, illustrating it with a real-world dataset example for counseling professionals. The manuscript also provided practical guidance for counselor educators and researchers, including curriculum suggestions and ethical considerations
Practicing with Avatars: Exploring Mixed Reality Simulation to Develop MSJCCs
No full textThis study used qualitative content analysis (QCA) to explore perceptions of engaging in Mixed Reality Simulation (MRS) with avatars on the development of Multicultural and Social Justice Counseling Competencies (MSJCCs) for school counselors in training. Results suggested that MRS contributed to improving participants’ confidence in MSJCCs, and they would have valued additional practice with MRS to address implicit bias with clients. Results indicate the need for additional MRS research to advance the development of MSJCCs in school counselor training