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Full-Text Articles in Education
Undergraduate And Graduate Students’ Retrospective Perception Of Flipped Learning In Dietetics Curricula, Rachel L. Vollmer, Teresa Drake
Undergraduate And Graduate Students’ Retrospective Perception Of Flipped Learning In Dietetics Curricula, Rachel L. Vollmer, Teresa Drake
Journal of Dietetic Education
Most studies investigating flipped learning fail to assess how student perceptions of flipped learning may change once the class is complete, and students have a chance to reflect on the experience. Follow-up studies are needed to evaluate the sustainability of the benefits from flipped learning among students and how they feel it prepares them, if at all, for future classes and/or their professional lives. Therefore, the objective of this study was to explore how graduate and undergraduate dietetics students retrospectively perceive a course that used flipped learning 2 years after they completed the course. Two focus groups with undergraduate (n=5) …
How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache
How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache
The Qualitative Report
This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of the interviews, …
The Compass, Issue 2 - Forward By Provost Nodine, Arcadia University Honors Program
The Compass, Issue 2 - Forward By Provost Nodine, Arcadia University Honors Program
The Compass
Forward by Dr. Barbara Nodine, Provost and Vice President of Academic Affairs, for Issue 2 of The Compass, a scholarly journal edited and produced by students in the Arcadia University Honors Program.
The Compass, Issue 1, Arcadia University Honors Program
The Compass, Issue 1, Arcadia University Honors Program
The Compass
Issue 1 of The Compass, a scholarly journal edited and produced by students in the Arcadia University Honors Program.