Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (3)
- Social and Behavioral Sciences (2)
- Student Counseling and Personnel Services (2)
- Communication (1)
- Communication Technology and New Media (1)
-
- Counseling Psychology (1)
- Curriculum and Instruction (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Higher Education Administration (1)
- Higher Education and Teaching (1)
- Information Literacy (1)
- Library and Information Science (1)
- Psychology (1)
- Scholarship of Teaching and Learning (1)
- Teacher Education and Professional Development (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Fdst 132- Practical Applications In Food Science — A Peer Review Of Teaching Project: Benchmark Portfolio, Rossana Villa-Rojas
Fdst 132- Practical Applications In Food Science — A Peer Review Of Teaching Project: Benchmark Portfolio, Rossana Villa-Rojas
UNL Faculty Course Portfolios
The aim of this course portfolio was to assess improvement of students’ literature research skills and scientific writing after embedding communication lectures, activities and assignments in FDST 132 Practical Applications in Food Science. This is a terminal laboratory course for first year Food Science majors with basic science knowledge. The goal of the course is to allow students to put in practice some basic food science principles and work with their cohort. This portfolio outlines the changes made to this course, the rationale for embedding lectures and assessments in scientific communication. The specific skills and topics I aimed to teach …
Perceptions Of Stress And Coping In Traditional Age First-Year College Students, Bridgett Grant
Perceptions Of Stress And Coping In Traditional Age First-Year College Students, Bridgett Grant
Department of Educational Administration: Dissertations, Theses, and Student Research
This qualitative research study examined the perceptions of stress and coping in traditional-age, first-year college students. This study sought to form an understanding of the participants’ lived experiences relating to stress and coping throughout their first semester of college. Five participants’ were separately interviewed twice for the purposes of data collection. The findings from the data analysis process showed that these first-year college students experienced stress as a result of new and challenging academic expectations while also trying to navigate interpersonal relationships. Further, participants’ in this study experienced stress as a result from interacting with social media. These traditional-age, first-year …
Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes
Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes
UNL Libraries: Faculty Publications
This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse …
Does Being Rural Matter?: The Roles Of Rurality, Social Support, And Social Self-Efficacy In First-Year College Student Adjustment, Allison L. Bitz Phd
Does Being Rural Matter?: The Roles Of Rurality, Social Support, And Social Self-Efficacy In First-Year College Student Adjustment, Allison L. Bitz Phd
College of Education and Human Sciences: Dissertations, Theses, and Student Research
One out of every three first-year college students will not return for a second year of college (Postsecondary Education Opportunity, 2010). Due to a variety of factors, minority students are at an even higher risk of dropping out of college. Rural youth, comprising approximately 22% of the nation’s total youth, form a significant minority population; yet the rural student experience in college has not yet been widely considered in research. The purpose of this quantitative study was to explore college adjustment and its predictors among first-year students, with an emphasis on the role of rurality in college adjustment. Social self-efficacy, …