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Advisor Perceptions of Technology in Academic Advising Practices in West Virginia Educator Preparation Programs
Get PDFThe purpose of this research was to gain, from the academic advisor’s perspective, an understanding of what technologies are being used in advising practices, the effectiveness of these technologies, and advisors’ perceptions of quality advising set forth by the Council for the Advancement of Standards in Higher Education. A qualitative phenomenological approach was utilized to connect academic advisors’ perceptions of the usage of technology while participating in the advising experiences. Through a combination of purposeful and snowballing sampling techniques, academic advisors from fourteen educator preparation programs in West Virginia were chosen to participate in this study. One-on-one, semi-structured interviews were conducted with 21 academic advisors. The application of the thematic approach provided an understanding of the similarities and differences in participants’ lived experiences and allowed themes to emerge organically. It was discovered that technologies such as videoconferencing tools, degree-auditing platforms, and Microsoft Office (Word, Excel, PowerPoint) were those most commonly utilized during the academic advising process. Technology training and support for both advisors and students provided a foundation for the effective management of technology-based systems. Technology issues, lack of internet access, lack of human connection, and level of understanding were most frequently identified as challenges faced by advisors when using technology. Academic advisors had mixed emotions about the integration of technology in the academic advising process. Findings suggest academic advisors supported the use of technology claiming it was more efficient for both advisors and students, less time-consuming, and provided a fail-safe; however, they were concerned with the lack of connectedness
Herd Hours Data
No full textThis file contains data on the use of Herd Hours in introductory physics classes. The data has been deidentified in accordance with requirements of Marshall University Institutional Review Board #2 (Social/Behavioral), study number 1704687.https://mds.marshall.edu/physics_data/1001/thumbnail.jp
Reanalysis of the Yunnan population of \u3cem\u3eScorpiops kubani\u3c/em\u3e with a description of a new species, \u3cem\u3eScorpiops lowei\u3c/em\u3e sp. n. (Scorpiones: Scorpiopidae)
Get PDFThe Yunnan population of Scorpiops kubani (Kovařík, 2004) is reassessed based on recently collected specimens from this region. A misidentification of that species is revealed, which leads to a description of a new species, Scorpiops lowei sp. n
Demonstration of an Open Text
No full textMarshall University Associate Professor Christine Ingersoll demonstrates creating and using and open text, which is housed in Marshall Digital Scholar
Doctor of Physical Therapy Students’ Perspectives on Leadership Development in the Context of the Proposed Leadership Competencies Framework for Physical Therapists
Get PDFLeadership is an emerging field in physical therapy professional research. Research efforts have concentrated on identifying the most desirable leadership skills and behaviors for practicing physical therapists, or on curricular interventions implemented in specific educational programs. This study utilized a qualitative phenomenological design to investigate the perspectives of 21 current and former student leaders from Marshall University School of Physical Therapy, specifically investigating the scope and effectiveness of available opportunities in developing leadership skills and behaviors. Participants were also probed regarding their motivation for pursuing pre-professional leadership development opportunities. Findings from this study suggest the available opportunities are effective to engage an increasing number of students in leadership development. Advanced career preparation is the primary motivating factor for participating in these activities. The study also investigated the extent to which the Leadership Competencies Framework for Physical Therapy provided a framework for integrating leadership development into Doctor of Physical Therapy (DPT) pre-professional educational programs. Study findings indicated the Self-Leadership and Leading Others tiers of the framework were initially validated for limited use of the framework within DPT education
The Godfather of Modern Political Consulting: Matthew Reese
Get PDFMatthew Reese, a professional political consultant from West Virginia, worked on numerous major campaigns in the latter part of the twentieth century and transformed the profession. Scholars have studied and written about the increasing role of professional political consultants since their emergence in the mid twentieth century, but no scholarship has been dedicated to Matthew Reese. This analysis of Reese and his legacy examines the impact that he has had on political consulting from serving in a key advisory role for John Kennedy’s 1960 West Virginia Primary campaign, to creating his own political firm, being the first to use computer software to assist in data collection and campaign and leaving behind an impressive pedigree of consultants that continue to use similar methodology today
“Even a little bit of independence can go a long way”: The experiences of students with disabilities transitioning from high school to college
Get PDFAccording to the National Center for Education Statistics (2020), the national percentage of first-time, full-time college students who returned to the same campus the following year was 81%. For students with disabilities, retention and graduation statistics were disproportionate to their non-disabled peers. Students with disabilities graduated high school at a rate of 73% in 2018 (NCES, 2020) but completed college programs at a rate of just 38% while their non-disabled peers graduated at a rate of 51% (Sanford et al., 2011). Additionally, students were less likely to be full time students and were less likely to graduate on time (Lee, Rojewski, Gregg, & Jeong, 2014). In order to understand why so many college-bound students with disabilities are failing to complete post-secondary programs or participate in the typical college experience I conducted interviews to explore the experiences of students with disabilities who have transitioned from high school to college. The intent of this qualitative study was to utilize these interviews to explore the experiences of students with disabilities who have made the transition from high school to college and gain insight into how students with disabilities, parents, and Intervention Specialists could better prepare for a successful transition from high school to college, and how colleges might better serve students with disabilities while they are enrolled.
Findings: Interviews with participants revealed two major themes: Challenges and Supports. Interestingly, there was not a consensus among participants about these challenges and supports. Some participants had great difficulty in areas that came easily for others. This aligns with the individualized nature of special education that participants experienced in high school. Data was further organized into five sub-themes; Identifying Disabilities, Needs and Supports, Interacting with Faculty and Staff, Navigating Campus, and Wraparound Services
West Virginia Herbaria: Status, Updates, and Plans
Get PDFThe West Virginia (U.S.A.) Herbarium Curators met on December 1st, 2021, with the intent of sharing updates on the collections, fostering collaboration, learning from each other\u27s experiences, and identifying priorities for the collections towards the future. This article presents a summary of the herbaria that were represented in this meeting