Education Commons^™

Associations Between Learning Environment And Study Satisfaction Across Time: Two Cross-Sectional Analyses Of Occupational Therapy Students, Gry Mørk, Susanne G. Johnson, Astrid Gramstad, Linda Stigen, Tove Carstensen, Tore Bonsaksen

The Open Journal of Occupational Therapy

There is increasing attention toward students’ satisfaction and how they perceive the quality of the program they attend. This study examined stability and change across time with regard to the relationships between learning environment factors and occupational therapy students’ satisfaction with the program. In the two consecutive cross-sectional analyses performed in this study, 163 second-year students and 193 third-year students from all six occupational therapy education programs in Norway participated. The Course Experience Questionnaire was used to assess learning environment factors and study satisfaction. The data were analyzed with Pearson’s correlation coefficient r and with hierarchical linear regression. Bivariate associations …

Barriers That Affect Equity In The Occupational Therapy Admissions Process: Student And Faculty Perspectives, Quinn P. Tyminski, Lenin Grajo

The Open Journal of Occupational Therapy

The use of holistic admissions in higher education has been demonstrated to increase the diversity of incoming student classes; yet, in occupational therapy (OT) research, admissions processes remain under-explored. This phenomenological study aimed to explore the process of OT admissions from the perspective of students, faculty, and staff at a single OT program with the goal to create a more inclusive, equitable, and holistic process. Focus groups were conducted with first-year students, and an online survey was sent to faculty to explore perspectives on the admissions process, necessary qualities for an OT graduate student, and suggestions for increasing inclusion and …

Perspectives Of Occupational Therapy Graduates On Sentinel Events During Transitions To Practice: A Phenomenographic Study, Nileththi Achini De Silva, Eleanor Furtado, Anne W. Hunt

The Open Journal of Occupational Therapy

Research suggests new occupational therapists face many positive and negative experiences during their transition from student to therapist. Current research lacks information regarding sentinel events that occur during this shift. An exploration of sentinel events as interpreted through the life course perspective may inform how to support the transition to occupational therapist. The purpose of this study is to (a) determine sentinel events that occur during the transition to practice for new occupational therapists and (b) the impact of these events. A phenomenographic approach guided a semi-structured interview with 14 recent occupational therapy graduates. Interviews were transcribed verbatim and thematic …

Covid-19 Pandemic’S Effect On Occupational Therapy Students’ Time-Use And Occupational Engagement On Returning To In-Person Learning, Jhannell Hannah D. Ocampo, Susan Macdermott, Karen Mccarthy

The Open Journal of Occupational Therapy

The COVID-19 pandemic emotionally and physically impacted students in occupational therapy and occupational therapy assistant programs. College students lost autonomy and access to meaningful occupations and environments. As students returned to campus, they struggled to navigate and adapt to in-person occupations and how they use their time. This study uses a mixed method descriptive research design to understand how the pandemic affected occupational therapy students' time-use and occupational engagement during the transition to in-person learning. Seventy-three students completed an online survey, while 12 of those students additionally participated in a follow-up time-use diary and interview. Eighty-three percent of the participants …

Book Review: Rethinking College Admissions: Research-Based Practice And Policy, Christopher W. Tremblay

Journal of College Access

No abstract provided.

Complete Issue, Christopher W. Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm

Journal of College Access

No abstract provided.

Opportunity That Transforms Lives: Exploring The Lived Experience Of Graduates From A New Community College In The Dominican Republic, Sally Joslyn Peña Martinez

Dissertations

This qualitative study explored the lived experiences of graduates from a recently established community college in the Dominican Republic (DR). The study sought to understand from graduates' perspective the influence of completing an associate degree at the first Dominican Community College, Instituto Técnico Superior Comunitario (ITSC), and if their experience was transformative. Enrolling in higher education initiates a potentially transformative journey, consciously or unconsciously (Taylor et al., 2000). These changes stem from personal reflections on new experiences, forming new beliefs and assumptions that infill life with new meaning (Brookfield, 1984; Mezirow, 1978). This phenomenon is evident in community college students …

Students' Perceptions Of Professional Short-Messaging Education In Undergraduate Courses, Seth S. Frei, Allison M. Alford, Ashly B. Smith

Journal of Communication Pedagogy

The popularity of short-messaging formats, like text and chat, is on the rise in the workplace with many employees preferring this style over long-form options like email. While many businesses expect employees to communicate using short messages, students may be ill-equipped to effectively use these methods due to a lack of formal training. This study sets out to understand students’ experience, confidence, and education related to professional short messaging. Results indicate a correlation between confidence and experience levels in writing text and chat messages. Further, the participants who indicated they had training on writing short messages, indicated they learned it …

Responding To Neoliberal Individualism: Developing An Ethic Of Empathy Through Critical Communication Pedagogy, David H. Kahl Jr.

Journal of Communication Pedagogy

The university’s mission involves educating students to become civic leaders, balancing both individual and collective goals. However, neoliberal influences have shifted the balance to focus on the individual over the collective. Communication curriculum has also shifted over time, with a sizeable percentage of its classes designed to prepare students for individual economic success, with the byproduct being a deemphasis on collective thinking. The communication discipline can resist this neoliberal encroachment by redefining three of its goals and applying commitments of critical communication pedagogy to aid in the process. Doing has the potential to work toward the development of an ethic …

The Basic Communication Course And College Student Retention: A Longitudinal Analysis, David E. Schneider, Jennifer D. Mccullough

Journal of Communication Pedagogy

This longitudinal study examined the relationship between two formats of the basic communication course (BCC) and first-year college student retention over a four-year period. Chi-square and logistic regression models indicated students who completed the BCC were more likely to be retained than those who did not complete the BCC. While completing the BCC was associated with retention for both formats, the hybrid BCC format was more consistently related to retention than the public speaking BCC. Students from certain demographic groups who completed the hybrid BCC were retained more frequently than students from the same demographic who did not complete the …

Editor’S Note To Volume 7 Of The Journal Of Communication Pedagogy: Sharing Is Caring, Renee Kaufmann

Journal of Communication Pedagogy

This is the editor’s Note to Volume 7 of the Journal of Communication Pedagogy.

Elucidating College Students’ Stressors: Photovoice As A Pedagogical Tool And Qualitative Methodology, Deanne Priddis, Heather L. Hundley

Journal of Communication Pedagogy

Traditional research examining student stress relies on surveys using pre-determined categories. This study diverts from that approach by adopting a Communication in Conflict class assignment over seven classes (N = 115) using photovoice to determine if results fluctuate by using a different methodology. Additionally, we sought to understand if the sources of stress vary by gender and semester. The data revealed seven categories as the main stressors of student conflict: 1) time management, 2) mental health, 3) finding oneself, 4) future uncertainty, 5) other, 6) financial, and 7) past mistakes. Regardless of participants’ sex/gender or semester in which the data …

Student Camera Use In Synchronous Classrooms: A Two-Study Exploration Of Ctml’S Embodiment Principle, Zac D. Johnson, Kevin C. Knoster

Journal of Communication Pedagogy

Two studies were conducted to ascertain whether or not the embodiment principle of the Cognitive Theory of Multimedia Learning would apply to student’s use of cameras in synchronous online instruction. Results from a cross sectional dataset indicate that students who utilize their cameras report more positive outcomes than students who do not utilize their cameras. Results from a quasi-experimental design indicate that students do not report any significant differences between experiencing classes where their peers keep their cameras-on or when their peers keep their cameras-off.

Occupational Therapy Curricula Patterns For Acquired Brain Injury-Related Vision Disorders For Entry-Level Programs: A Survey, Laura Schmeiser, Alicia Reiser, Caitlyn Foy

The Open Journal of Occupational Therapy

Occupational therapists are among the first providers to encounter individuals after an acquired brain injury (ABI). Evidence suggests that most occupational therapists learn about ABI-related vision disorders from continuing education and on-the-job training. A better understanding of entry-level curricula patterns for ABI-related vision disorders is important because of their high prevalence and impact on occupational performance. A descriptive online survey was administered to occupational therapy educators at ACOTE-accredited entry-level programs to explore curricula patterns for ABI-related vision disorders. Of 1,391 occupational therapy educators invited to participate, 71 (5%) began the survey, and 66 met the inclusion criteria. Vision screening methods …

Leadership Identity Development Among Aspiring Women Leaders In Higher Education: A Phenomenological Study Of Formal Mentoring, Malia E. Roberts

Dissertations

Men have held the majority of presidencies, vice-presidencies, deanships, and other top administrative positions on college campuses since 1950 (Parker, 2015). The disproportionately low representation of women holding leadership roles in higher education is even more urgent considering few women ever reach the senior most leadership levels (Hannum et al., 2015). As such, the American Council on Education not only identified the need to increase the presence of women in leadership positions and to cultivate a pipeline of future leaders, but also the need to provide formal leadership training opportunities for women (Howard & Gagliardi, 2018). While various higher education …

Imposter Phenomenon: The Occupational Experiences Of First-Generation College Students, Karen Mccarthy, Kevin Chavez, Krysta Gastelum, Javier Gomez, Jacqueline Salas, Yashi Severson, Jamie Zabat

The Open Journal of Occupational Therapy

Background: First-generation college students (FGCS) represent an underserved population navigating higher education. There is a current gap in the literature regarding the interaction of occupational experiences, imposter phenomenon (IP), and FGCS. The purpose of this study is to use grounded theory to explore the occupational experience of IP among FGCS enrolled in a four-year university in California.

Method: This research is a qualitative study using grounded theory. Data was collected through a screening survey and interview with 11 participants who identified as FGCS.

Results: Thematic analysis generated five themes: (a) emotional aspects of IP, (b) collectivism, (c) balance, (d) communities …

Experiences Of Female Muslim International Graduate Students With Children In The U.S.: Strategies To Cope With Academics And Family Life, Nizoramo M. Haitova

Dissertations

The literature on adult students, and in particular, graduate students with children, reveals that female students often struggle to balance their studies and home life due to juggling multiple roles. To date, research on student mothers has primarily focused on domestic students, with few studies examining the experiences of international student mothers, and even fewer studying Muslim international student mothers. The purpose of this study was to understand the lived experiences of female Muslim international graduate students with children in the U.S., as well as to explore the coping strategies they employ in both academia and family life. Thus, the …

Development Of Modeling Tools To Determine The Effects Of Customer Diversification On Customer Lifetime Value Volatility In Higher Education, Oscar Neal

Dissertations

As societies become increasingly global the competition for customers continues to increase. In competitive markets, it is important to identify a process to acquire and retain the most profitable customers. To discriminate customers, it is important to understand the value different customers bring to an organization. Much research has been done modeling customer value using customer lifetime value, however, there is limited research on the effect current customer diversity has on future customer lifetime value of future customer portfolios.

In this dissertation, a Lifetime Value Model considering the interaction between customer diversity, revenue management, and customer lifetime value in an …

Community College Students’ Awareness Of Their Reading And Writing Proficiency, Martha Paulina Campusano Rojas

Dissertations

Student’s low reading and writing proficiency in higher education has been the subject of a large body of research (e.g., Bahr, 2011; Bailey, 2010; Carlino, 2005, 2010, 2012; Flink, 2017; Jaggars, 2014 Pacello, 2014; Perin, 2011; Perin et al., 2013).The purpose of this qualitative study was to explore how students in a first-year developmental Spanish course at the Dominican community college think of the connection between their reading and writing abilities and their performance in both their current and future undergraduate courses. The study also explored how these students view the importance of the developmental course and how they understand …

On Parallel Paths: Learning Through Case Studies In The Writing Pedagogy Course, Alyssa Devey, Christina Saidy, Mohammed S. Iddrisu, Seher Shah, Marlene A. Tovar

Teaching/Writing: The Journal of Writing Teacher Education

This article reports on a case study project assigned in a writing pedagogy course. The authors, four graduate teaching assistants and their professor, share their case study questions, experiences, and challenges. Via the case study assignment, the TAs identified parallel experiences they shared with their students. Recognizing parallel paths helps first-year TAs reflect on their experiences as teachers and learners, build connections with students, and develop sustainable teaching practices beyond the first year. The authors share strategies for identifying parallel paths and encourage TA educators to incorporate them into the writing pedagogy course.

Unpacking Writer Identity: How Beliefs And Practices Inform Writing Instruction, David Premont

Teaching/Writing: The Journal of Writing Teacher Education

Although identity research is common in educational studies, little research explores the connections between identity and pedagogy, and far fewer specifically examine how writer identity influences writing pedagogy. Additional research exploring the connection between writer identity and writing pedagogy is necessary to offer nuanced teaching strategies to strengthen writing pedagogy. The present study explores the connections between writer identity and writing pedagogy for three preservice English teachers with strong writer identities during their respective student teaching experiences. Interview data were utilized to explore writer identity and analyse connections to writing pedagogy through In Vivo coding in this narrative inquiry. Findings …

Writing Without Audiences: A Comprehensive Survey Of State-Mandated Standards And Assessments, James E. Warren

Teaching/Writing: The Journal of Writing Teacher Education

Writing studies professionals agree that students must learn to write for specific audiences. Despite this professional consensus, there is reason to believe that this skill is not widely tested in state-mandated writing assessments. In this study, we survey the state content standards for English Language Arts and the state-mandated writing tests for high school students in all 50 states and the District of Columbia. While all states have adopted standards that require students to write for specific audiences, only a small percentage test this skill on state-mandated assessments. We argue that the consequences of this misalignment between standards and assessment …

“I Think Writing Is…” A Multi-State Study Of Teacher Candidates’ Changing Beliefs About Writing, Jenn Raskauskas, Sonia M. Kline, Amanda Wall, Grace Y. Kang, Chinwe H. Ikpeze, Joy Myers, Roya Q. Scales, Linda D. Smetana, Kelly Tracy

Teaching/Writing: The Journal of Writing Teacher Education

While writing scholarship framed by sociocultural theory illuminates the complexity of writing, writing in schools is frequently presented in simplistic ways. For this to change, teacher educators must support future teachers to develop complex understandings of writing. The purpose of this multi-state study was to investigate teacher candidates’ changing beliefs about writing and to consider the implications for teacher preparation. Data sources were written responses from 113 teacher candidates to questions about good writing and the purposes of writing that were collected at the beginning and end of semester-long literacy courses in six institutions across the United States. The responses …

Partnering Pre-Service Teachers With First-Grade Writers: An Exploration Of Giving Effective Feedback, Kelly N. Tracy, Lydia J. Foust

Teaching/Writing: The Journal of Writing Teacher Education

Feedback is a critical component of teaching and learning (Black & William, 1998; Hattie, 2009). Thus, it is essential for pre-service teachers to have a clear understanding of how to give effective feedback, including on student writing. This article describes a collaborative partnership project between a first-grade teacher and a teacher educator focused on giving students feedback on their writing. Using the online tool Flipgrid, the project brought together 15 first graders and 27 pre-service teachers enrolled in a writing methods course in an effort to offer on-going feedback to the first graders as they were in the process of …

A Pen, A Pencil, Or A Keyboard: Writing Center Tutors’ Perceptions, Mirta Ramirez-Espinola

Teaching/Writing: The Journal of Writing Teacher Education

A Pen, A Pencil, or a Keyboard: Online Writing Center Tutors’ Perceptions

Author, Adjunct Faculty, Grand Canyon University

Abstract

Writing can be challenging for some students, even those who have graduated high school and are moving forward to higher learning. Thus, an idea about students and writing support led to a study about writing centers and the individuals responsible for supporting struggling writers. This qualitative case study explored the tutors’ perceptions of online writing tutoring and investigated how tutors perceive their work using both asynchronous and synchronous online tutoring modes at a 4-year university. Though the writing center participating in …

A Narrative Review Of Student Evaluations Of Teaching In Decolonial Praxis: Implications For Occupational Therapy Higher Education, Fatima Hendricks, Michaele Singleton, Asia Clark, Marina Mishin, Marissa Epps

The Open Journal of Occupational Therapy

Student evaluations of teaching (SETs) are the primary source for evaluating teaching effectiveness and are used for deciding tenure and promotion. However, as efforts to engage in a decolonial critique of higher education amplify, the use of SETs in teaching and learning requires scrutiny. A narrative review was used to address the research question of SET biases in decolonial praxis and what insights may be useful for OT decolonial praxis. We identify and describe two content areas: (a) SET biases and (b) recommendations for alternatives promoting OT decolonial praxis. A total of 92 articles were sourced from five databases. Of …

Well-Being Consciousness And College Access Borderlands: Staff Perspectives On Supporting Students’ Well-Being, Paris D. Wicker

Journal of College Access

More than 2550 pre-college preparation and college access programs in the United States are designed to increase the postsecondary enrollment and degree obtainment rates for historically excluded college students, including low-income and Students of Color. Less known is how these programs address the social emotional, and well-being needs of college-going Black and Indigenous women enrolling at Predominately White Institutions (PWIs). Guided by Gloria Anzaldúa’s Borderlands theory, this study analyzed interviews with five current and former college access program staff to uncover if and how college access programs define and implement well-being into college access initiatives. Findings revealed varied racialized and …

Introductory Pages, Christopher W. Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm

Journal of College Access

No abstract provided.

Characteristics Of Effective Postsecondary Advising: How Often To Meet And What To Focus On, Grace Pai, Melissa De Feo

Journal of College Access

Using data from a large-scale senior exit survey administered at public high schools in New York City, this study aims to parse out what quantitative and qualitative characteristics of postsecondary advising are most influential in predicting students’ likelihood to attend college. We apply a broader conceptual framework for postsecondary advisement that includes school-based college advising as well as parental advisement on college and career planning. Results from logistic regression analyses show receiving help in completing college applications, along with talking to a counselor and parents/guardians at least 3 times in their senior year, to be salient predictors of college-going.

Addressing Social Determinants Of Mental Health To Improve College Access, Retention, And Completion, Rumbidzai Mushunje, Natese Dockery, Mickey Lin, Kaprea Johnson, Kristen Toole, Sarah Henry, Alexandra Gantt-Howrey

Journal of College Access

Addressing non-medical factors that adversely impact mental health, wellness, and academic persistence is important to increasing access to college for vulnerable college students. This systematic review synthesized 63 articles on interventions to address college student SDOMH challenges. Researchers found that SDOMH themes were addressed in intervention studies at different rates, specifically, healthcare access and quality (n = 27, 42.3%), education access and quality (n = 24; 37.5%), social and community context (n = 11; 17.4%), economic stability (n = 3; 4.7%), and neighborhood and built environment (n = 1; 1.6%). Implications for higher education stakeholders conclude.