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How do faculty and staff perceive the effectiveness of student support systems that promote the retention of First-Generation College Students?
Get PDFResearch showed faculty-student interactions impact student engagement and was a primary factor to student retention (Kuh & Hu, 2001; Means & Pyne, 2017; Swecker et al., 2013; Tinto, 1987). The literature revealed while retention may be an issue for many institutions, there is a greater need to address retention specifically related to first-generation college students (FGCS). Students often seek advice from faculty and staff when faced with questions about their academic progress. Faculty and staff voices need to be collected regarding their perceptions of the effectiveness of the support systems used within an institution that promote retention for FGCS. This dissertation research study aimed to explore faculty and staff perceptions of the factors that influence retention with a qualitative-dominant explanatory sequential mixed-methods research design. In the first phase, twenty-three (n = 23) faculty and staff at a two-year community college in southeastern Minnesota participated in an online questionnaire. Key findings from Phase One included faculty and staff perceived Academic Integration, Academic Conscientiousness, Support Service Satisfaction, and Financial Strain as having a significant impact on retention of FGCS and they perceive themselves as slightly prepared to advise FGCS on topics related to Financial Strain. In the second phase, eight (n = 8) faculty and staff from the same institution participated in an interview. Key findings from Phase Two included 50% of faculty and staff commented that the institution’s support systems for FGCS were effective; of those, 66.6% of staff commented these support systems were effective whereas 40% of faculty perceived the supports as effective. This research study added to the body of literature regarding research that focused on faculty and staff perceptions regarding FGCS retention, the use of the mixed-methods approach to explore retention, and the exploration of FGCS retention at a two-year institution
HR Newsletter: a Newsletter from the Office of Human Resources at Minnesota State University Moohread
Get PDFStudy of Protein Extraction Techniques for M. foliorum phages
No full textCharacterizing phages is becoming increasingly important in biochemistry and biotechnology due to their potential to treat bacterial infections without need for antibiotics. Last year, students attempted to isolate proteins from Microbacterium foliorum infecting phages Babydotz and Rosadiaz. Proteins were successfully extracted; however, after further analysis it was shown that the obtained proteins belonged to the host bacteria and not the phages. The purpose of this study was to find a method to separate phage from host bacterial debris to successfully isolate phage proteins and analyze them later. Isolating phage proteins could help us characterize more phages and know more about their infection mechanisms
The Effects of Social-Emotional Learning, Classroom Relationships, and Collaborative Learning on Students’ Emotional Intelligence and Academic Achievement
Get PDFWithin educational settings, people are quick to blame intellectual development, or a lack thereof, for students’ shortcomings. However, in recent years, there has been a significant increase in issues related to students’ mental health and emotional well-being that have been detrimental to their academic progress. This quasi-experimental study investigated whether or not development of emotional intelligence through the use of social-emotional learning, relationship development, and collaborative learning has a positive impact on a students’ academic achievement. The results of this study were used to help determine if an educational focus on emotional intelligence can provide a viable option to combat emotional struggles and improve academic outcomes for students
The Impact of Writing Supports on Secondary World History Students
No full textOver the last decade, a movement has developed for Social Studies classrooms to move away from rote memorization to teaching historical skills. In an age of major questions about public education and its role in society, it is important as ever for Social Studies to redefine itself. However, many students struggle with reading and writing, both fundamental skills. Students cite a lack of confidence, embarrassment, and ‘not liking writing,’ as reasons for difficulties. This means finding ways to make writing a meaningful process is important. Additionally, teachers cite their lack of confidence in teaching writing, making finding effective supports essential.
The purpose of this research was to determine the effectiveness of structured supports for writing assignments in a Secondary World History classroom. This quasi-experimental study will use in-class activities to see how certain structured supports and scaffolding strategies can improve outcomes for students in their writing and content comprehension. This study will be conducted in a ninth grade World History classroom that is a yearlong course. The research will be undertaken in the spring of 2023. Two classes of students will be asked to complete writing assignments. Student outcomes will be measured with a pre-writing assignment and a writing assignment at the end of the learning segment. A journal will be kept, noting student attitudes, and success levels. A pre-and post-research survey will be administered to gauge their perception of the writing supports and how the writing assignment helped them better understand the content
The Effectiveness of Using Phonics Instruction and Interventions in Elementary Classrooms
Get PDFNationwide students have struggled to achieve reading proficiency as measured by standardized tests. Reading is a critical tool for academic success. Lack of reading skills and strategies may contribute to difficulty in several aspects of academic life for students. Research has shown that phonics skills play a crucial part in determining if a student will achieve independent readership. Phonics skills may be foundational building blocks upon which students can develop further reading skills, culminating in independent readership, particularly in early elementary school. Daily phonics interventions may help improve a student’s performance in reading. The focus of this particular, quantitative study is to determine the effectiveness of a phonics intervention in the classroom targeted at students who are in the Tier 1 and Tier 2 level. This 2022-2023 study takes place in a small town in northern North Dakota. The study focuses on students from two third grade classes with varying levels of academic abilities, many far below grade level standards. Data from test scores are collected from state STAR reading tests throughout the year. Scores will be compared to the pre-intervention data collected to determine growth. The data will be collected from the two third grade classroom and results will be provided
Educator Self-Reflection: Parent Communication Methods in Special Education
Get PDFCommunication between educators and parents/guardians increases positive relationships as well as provides opportunities for collaboration. Purposeful and intentional planning for the communication allows for positive moments, thoughts, ideas, and concerns regarding a students’ educational progress (academics, services, social/emotional) to be shared. West and Pirtle (2014) found that parents feel the essential qualities for special education teachers to possess include understanding, training, and effective communication. They felt it was important that their child’s special education teacher was able to effectively communicate with the Individualized Education Plan (IEP) team; this included seeing the educator/parent or guardian relationship as a ‘partnership.’
When students have multiple needs and receive multiple special education services, it is vital that relationships are built and communication is ongoing between parents/guardians and the student’s case manager. This is often completed via the use of communication notebooks, behavior charts or emails. However, even with daily communication and tools, parents may feel as though they are missing important information or even feel uncomfortable. In one study, conducted with 281 parents of students with disabilities, only 56% felt comfortable sharing their thoughts, feelings and concerns during IEP meetings and 32% of parents experienced negative reactions from others at meetings and (Ingalls et al., 2016).
This project was created to reflect on all types of communication, various formats, and benefits of communication between parents/guardians and students\u27 special education teacher. Through this reflection and analysis, patterns in the types of communication that were most successful, communication that resulted in changes to teaching or learning practices, and what was most beneficial to students themselves were discovered. Communication opportunities and occurrences took place most often with students who were non-verbal and had more significant needs. Also, sharing daily behavior charts with parents/guardians often resulted in only one-way communication. Through these findings, new systems of communication were reviewed and considered to ensure comfort and positive relationship building with students’ parents/guardians.
References:
Ingalls, L., Hammond, H., Paez, C., & Rodriguez, I. (2016). Follow-up study to family members’ reactions to the initial special education meeting. Journal of the American Academy of Special Education Professionals, 43–63.
West, E. A., & Pirtle, J. M. (2014). Mothers’ and fathers’ perspectives on quality special educators and the attributes that influence effective inclusive practices. Education and Training in Autism and Developmental Disabilities, 49(2), 290–300. http://www.jstor.org/stable/2388061
Barriers that Impact International/Foreign-Born Practical Nursing Students’ Completion Rate in a Diploma Program Located in a Community College in the Midwestern United States
Get PDFThousands of international students leave their countries of origin each year to pursue higher education in the United States. These students left their homelands to pursue higher education, which helped change the trajectory of their lives and the lives of their families. Although some of these students have high hopes and aspirations of completing their programs of studies, the literature review showed that they experienced barriers, such as English language, financial, culture shock, and unfamiliar teaching and learning pedagogies. This qualitative phenomenological research study aimed to identify self-reported barriers that impacted the completion rate of international/foreign-born students pursuing the Practical Nursing Diploma Program at a community college in the Midwestern United States. Purposeful sampling was utilized, and the sample size was eight participants. This research found that the participants experienced barriers such as English language, time management, and financial: The participants reported that these barriers significantly impacted their lives. The results also showed some commonalities with previously completed research studies such as Moon et al. (2020) and Rivas et al. (2019). These researchers reported in their research studies that English language difficulties were a significant problem for international students in higher education institutions in the United States. All participants reported that they experienced barriers that had impacted their academic and personal lives. The findings from this study may benefit college administrators, faculty, and other stakeholders, who may utilize the findings to help implement practices that may help improve the academic outcomes of international/foreign-born students in the United States
Effects of Small Group Instruction on Fact Fluency Progress
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This study will focus on the impact small group and individual instruction has on fact fluency. The specific group of facts being multiplication facts 0-12. This study will be based in a 6th grade math classroom in rural, central Minnesota. Students will be given a pre-test to assess their base knowledge of multiplication facts 0-12. Over the course of the study, student progress will be monitored through different interventions along with progress monitoring through the use of FastBridge. At the end of the study, students will also receive a post-test to help solidify the validity of the results for the study.
During this study, students were divided into groups based upon which multiplication facts they needed more practice in. Students worked in small groups with the teacher-researcher with the main focus on skip counting and finding patterns. 1 day a week students participated in a whole group activity, 3 days a week they worked in selected small groups with the teacher researcher, and 1 day of the week students did progress monitoring. Through the process the researcher found that implementing small group and whole group instruction that focuses on number sense and fact fluency did improve students’ overall multiplication fact fluency
Therapeutic Treatments for Adolescents with Social Anxiety Disorder: A Group Manual
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Anxiety is something that affects millions of people worldwide. This literature review’s objective is to assess social anxiety disorder among sophomore students. Social anxiety disorder varies from individual to individual, therefore, it is important to place emphasis on a specific age group. Three evidence-based treatment options will be utilized throughout the literature review including school-based skills training programs, strategies to promote positive psychotherapy, and cognitive behavioral therapies. Recognizing how social anxiety affects the body, utilizing positive self-talk strategies, and learning stress reduction skills are all essential to encouraging stronger communication skills and overall academic achievement. These are a few of the larger factors that will be taken into consideration when creating a group manual. Evidence-based methods have been found to be the most successful in the management of social anxiety disorder. Therefore, the group manual will utilize these methods and will describe a variety of effective techniques that can impact students.
Keywords: sophomore students, social anxiety disorder, evidence-based treatment