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A Case Study of the Retention-Supporting Needs of Beginning Teachers in a West Central Georgia School System
Get PDFEven though the State of Georgia has issued suggested guidance for new teacher induction programs, not all school systems follow that guidance and varying induction practices have been implemented. Because replacing exiting teachers in the first 5 years of their career has become costly to school systems—both financially and academically regarding student achievement—it is in all stakeholders’ best interest to support new teachers to increase retention rates. The purpose of this case study was to describe 1st-year teachers’ experiences in a West Central Georgia school system induction program and to identify the retention-supporting needs these new teachers reported as part of a successful induction program. This case study included a document analysis review of the school system’s Induction Program Handbook and interviews with six teachers (two elementary, two middle, and two high school) at two points of time in the academic year. Coding the interviews for themes, I used a conceptual framework based on research-proven practices that are strong components for induction programs. This study provides an understanding of what these 1st-year teachers experienced in the induction program and what supports they identified as being most useful to them as they completed their 1st year of employment in a public PreK-12 school system. The results support existing research that outlines induction program needs to increase new teacher intention rates and describes how these supports can be structured to meet all stakeholders’ needs. Purposeful mentoring from a trained mentor, collaboration with multiple professionals, and individualized professional learning activities tailored to the unique needs of each 1st-year teacher were identified as strong retention supporting induction program component
Columbus State University Honors College: Senior Theses, Fall 2022/Spring 2023/Summer 2023
Get PDFThis is a collection of senior theses written by honors students at Columbus State University during the Fall 2022, Spring 2023, and Summer 2023 semesters.
Titles:
- Mise En Scene: Healing Through a Cinematic Lense , by Les Anderson
- SCS22: Determining Molecular Function and Its Role in Heat Shock Protection in Saccharomyces Cerevisiae , by Olympia Badwin
- The Design and Activity of Novel Antimicrobial Hairpin Peptides , Ian Becerra
- Food Justice and Public Health: A Systematic Literature Review of Food Insecurity Prevalence among Black and Indigenous Populations Before and During COVID-19 , by Maya Davis
- The Anatomy of Accounting Fraud , by Kaylee Day
- Quantum Computers and Their Effects on Cybersecurity , by Bradley DeFore
- Effects of the Number of Physical Interactions on Divergent Evolution Between Genes of Drosophillia melanogaster and bipectinata , by Rajvi Desai
- Music Mot Mayhem: Using Music to Transition in the General Education Elementary Classroom , by Hannah Dickerson
- Letting Fantasy Flourish: A Deeper Appreciation into the Art of Genre Fiction by Crafting My Own Fantasy Novel, Destiny\u27s Call: Rise of the Wolf , by Molly Foster
- Comparison of The Evolutionary Conservation of Insulin-Like Peptides Between D. Melanogaster and D. Virilis , by Andrew Holmes
- A Survey of Intubation Preferences among Emergency Department Physicians in Columbus Georgia , by Haley Johnson
- A Comparison of Parasite Loads in Largemouth Bass (Micropterus Salmonoides) from Water Bodies of the Chattahoochee River , by Sana Khan
- Comparative Healthcare Analysis: The Application of the Swedish Healthcare Funding Model in the United States , by Nicole Kincaid
- Supernova Remnant Identification and Analysis in The Large Magellanic Cloud , by Kayleen Linge
- Contemporary Technique in a Classical Text: Applying the Meisner Acting Technique to Shakespearean and Contemporary Text , by Keenan Pasqua
- The Effects of Physical Interaction on the Conservation of Insulin-Signaling Pathway Genes Between D. Melanogaster and D. Arizonae , by Marc Pierre
- The Chattahoochee River Valley Story: From Creek Tribal Land to Organized Crime , by Richard Rogers
- Sino-American Competition in the Field of Artificial Intelligence , by Timothy Sabau
- The Gender Disparity of ACL Tears , by Kaitlyn Shepherd
- The Exploratory Study of the Effects of Triazolium Salts on the Proliferation and Viability of NCI-HI299 Cancer and WI-38 Cells , by Havhna Wilkes
- By Women and About Women: Analyzing The Context of the 19th Century Literature Centering Women , by Destinee Williamshttps://csuepress.columbusstate.edu/honors_theses/1004/thumbnail.jp
Tower Day: A Conversation on CSU\u27s Undergraduate Research Conference
No full textIn this conversational session, we will discuss and answer questions about Tower Day (i.e., CSU\u27s annual undergraduate research conference). Your Tower Day co-coordinators will be available to share ideas and tell stories of the ways faculty and students can get involved in Tower Day. This year\u27s conference will include both virtual and in person options to allow students and faculty to participate and share the stories of their undergraduate research. Tower Day will take place on April 22nd and many faculty get started early by incorporating Tower Day into their Spring syllabus
The Effects of Team Potency, Leader Communication Frequency, and Goal Clarity on the Relationship between Servant Leadership and Team Performance: A Focus on the Fundraising Profession
Get PDFPrevious research has shown that the practice of servant leadership improves team performance in organizations; however, the specific reasons for this positive influence are still being investigated. This paper puts forth a conceptual model that considers the mediating effect of team potency and the moderating influences of leader communication frequency and clarity of team goals on the servant leadership-team performance relationship. Based on a review of the literature, four propositions regarding the positive influence of these variables on the servant leadership-team performance relationship are put forth. The importance of the servant leader-team performance relationship and the effects of the moderating and mediating variables are discussed in the context of the fundraising profession. Implications for researchers and managers, limitations, and suggestions for future research are also presented
Effectively Increasing Student Engagement in Virtual Academic Coaching Sessions
No full textAcademic coaching has been used to help college students improve their habits in recent years. At Clayton State University, academic coaches work in the Center for Academic Success to provide support for students needing specialized assistance with building positive academic habits. This personalized coaching process allows for unique attention to the issues each student is experiencing on their academic path. These individualized and structured sessions help with a plethora of skills such as goal setting, decreasing procrastination, enhancing test taking strategies, time management mastery, reducing test anxiety, and improving study skills. Time management, lack of study strategies, and test anxiety are some of the most prevalent issues for students engaged in academic coaching. In the academic coaching sessions, students have an opportunity to learn new techniques, construct a plan collaboratively with their academic coach to strengthen their academic weaknesses, and receive feedback on areas of improvement. Academic coaching is a process that feeds on the interaction and engagement between the student and academic coach. When a student is not engaged in their coaching appointment, it is often reflected in their tone and diction through the session, lack of camera usage, and results of their grades at the end of the semester. Working with students one-on-one has been increasingly difficult throughout the pandemic because students started to reduce their engagement with or in the sessions. Cancellations, no-shows, and a decrease of students scheduling follow up appointments suggest that lack of in-person interactions may contribute to decreased student engagement for virtual academic appointments. Strategies for increasing engagement in virtual academic coaching sessions include: providing increased training on virtual engagement for academic coaches, increasing the use of social media to reach students, promoting through the University\u27s marketing emails, scheduling follow up appointments in advance, asking more open-ended questions and making interactions with students more personable. Results reveal that increasing training for academic coaches, utilizing data to enhance a relationship, and increasing marketing efforts for the Center for Academic Success can lead to increased engagement in virtual academic coaching appointments
Vaccine Hesitancy Among Individuals with Severe Mental Illness and/or Substance Abuse Disorder
No full textThe Center for Health Disparities collaborated with New Horizons, a local non-profit organization that governs Behavioral Health and Developmental Disabilities in the West Central Region to implement the community vaccine assessment to serve adults with Severe Persistent Mental Illness and/or Substance Use Disorder in Columbus, Georgia. Evidence supports that adults with mental health disorders have a reduced amount of 10 to 25 years of life expectancy and do not receive the same levels of care and treatment for physical health as the general population. The COVID-19 pandemic has exacerbated the existing issues with health inequities for those with mental health disorders which results in a major health disparity in the local community of Columbus, Georgia. Therefore, the purpose of this assessment was to increase awareness of local vaccination services, strengthen community/regional response to participation in local vaccination services, and ultimately, reduce health disparities and improved health status of persons living with a Severe Persistent Mental Illness and/or Substance Use Disorder. As a result, we collected N=109 surveys and found that 46% of participants have a fear of getting COVID-19 and 47% of participants believe the COVID vaccine is an effective preventative method. However, only 35% of participants want to receive the vaccine as soon as possible while 17% are still unsure. Additionally, 46% of participants believe they do not receive enough information on the vaccine and its safety. Thus, our results indicate there is a need for educational resources for this underserved population
An Interdisciplinary Approach to Creating Collaborative Partnerships
No full textResearch has shown that disciplinary integration is a significant factor in the success or failure of graduate, specifically doctoral, students. As more programs across the world turn to an online or hybrid delivery format, departmental integration becomes increasingly difficult for universities. This presentation outlines a disciplinary approach to creating collaborative partnerships at every level of postsecondary education. Though this project originally set out to engage doctoral students with potential dissertation chairs, the impact of the partnerships created will benefit every level of higher education
A Case Study Exploring the Motivating Factors and Needs That Influence Older Adult Learners’ Decisions to Enroll and Persist in One University System of Georgia eMajor Collaborative Program
Get PDFThis qualitative case study seeks to examine older adult learners\u27 views toward technology use and their motivation, needs, and experiences while enrolled in the eMajor online Organizational Leadership bachelor\u27s degree program offered by the University System of Georgia (USG). The research will investigate what motivates students to enroll in and advance through a degree program and their present technological competencies in relation to online learning management systems. The case study will also strive to identify the demands of older adult learners and the influence online learning has on their drive for program completion. Qualitative data were collected from twelve older adult learners, 45 years of age and older, from one eMajor collaborative program at three partner University System of Georgia institutions through semistructured virtual interviews. The four themes that emerged from the interviews, program, degree, instructor influence, technology, online learning, and needs and experiences helped answer the guiding research questions. The study\u27s results revealed how older adult learners perceive the use of technology in higher education to increase academic achievement, learning comprehension, and course tasks. The current study sought to further assist higher education administrators and leaders understand older adult learners\u27 needs and motivators and how to better support these learners in an online environmen
Pedagogies of Podcasting: Teaching, Learning, and Storytelling through Podcasts
No full textIn this session, Drs. Gierhart and Banks will discuss how podcasting can be leveraged as a teaching and learning approach in higher education as an alternative form of composition and storytelling. They will share examples of assignments and how their students have been able to publish their podcasts for authentic audiences. The presenters will also share the newly-launched Pedagogies of Podcasting (P.o.P.) website they designed for faculty and staff at CSU and beyond to use as they begin integrating podcasting into their courses
Muscogiana Vol. 33(1), Spring 2022
Get PDFA Journal of the Muscogee Genealogical Societyhttps://csuepress.columbusstate.edu/muscogiana/1070/thumbnail.jp