Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Alumni perspective (1)
- Audio production (1)
- Career and Technical Education (1)
- Career and Technical Education instructor effectiveness (1)
- Experiential learning theory (1)
-
- Female Career and Technical Education students (1)
- Five practices of exemplary leadership (1)
- Gen Z (1)
- Generation Z (1)
- Leadership program (1)
- Ludomusicology (1)
- Nontraditional Career and Technical Education programming (1)
- Renaine (1)
- SI (1)
- Score (1)
- Self-efficacy (1)
- Social Cognitive Theory (1)
- Soil Science (1)
- Soils (1)
- Supplemental Instruction (1)
- Transfer of leadership learning (1)
- Undergraduate leadership development (1)
- Video Game Music (1)
- Video game (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Evaluating The Effectiveness Of Supplemental Instruction On Generation Z Students In Agn 331, Shania Simons, Candis L. Carraway, Stephanie Jones, Frantisek Majs
Evaluating The Effectiveness Of Supplemental Instruction On Generation Z Students In Agn 331, Shania Simons, Candis L. Carraway, Stephanie Jones, Frantisek Majs
Electronic Theses and Dissertations
The purpose of this research was to determine the effectiveness, barriers and benefits of Supplemental Instruction (SI) on Generation Z students in AGN 331. The theory used as a model for this research was the Pace’s Model of College Impress. Prior research indicated that SI improves test scores, final grades, and persistence in historically difficult courses. Correlations and ANOVA’s were performed on SAS in order to determine a relationship between the non-SI attendees to those who did attend SI. The final grade reported an average of 0.56 points higher and on the final exam 4.26 points higher if the student …
"There Isn't Anything That Guy Can't Teach About Cars": How Nontraditional Female Career And Technical Education Students Perceive Instructor Effectiveness, Christopher J. Healy
"There Isn't Anything That Guy Can't Teach About Cars": How Nontraditional Female Career And Technical Education Students Perceive Instructor Effectiveness, Christopher J. Healy
Electronic Theses and Dissertations
This study explored how female Career and Technical Education (CTE) students who enter predominantly male-attended programs perceive instructor effectiveness. Although previous research has shed light on structural and social barriers faced by females wanting to enter these programs (Whitehead, 2013), new information suggests that CTE instructors engaged in prolonged professional development focused on improving instructional skills can support beneficial learning outcomes for their students (NRCCTE, 2013). It has also been suggested that improved knowledge of instructional approaches can increase nontraditional female students’ successful completion of their CTE programs (NRCCTE, 2013). Consequently, I sought to better understand three factors associated with …
Pedagogy Of Video-Game Scoring For Collegiate Application And An Original Score For The Nintendo Switch Title, Renaine, Mason Lieberman
Pedagogy Of Video-Game Scoring For Collegiate Application And An Original Score For The Nintendo Switch Title, Renaine, Mason Lieberman
Electronic Theses and Dissertations
Video-game scoring as an academic subject is quite new. There are limited opportunities for college-level students to study this field, and even fewer that are offered remotely via online sources. My goal for this thesis was to craft educational modules, courses, or other academically-based resources, that would develop a student’s musical skills, professional instincts, and educational groundings in the game audio world. These courses could then serve as an academic model for the development of other classes. After conducting research informed by my professional background as a composer in the video game industry (with a particular focus on my experiences …
Exploring Alumni Valuation Of An Undergraduate Leadership Program, John D. Egan
Exploring Alumni Valuation Of An Undergraduate Leadership Program, John D. Egan
Electronic Theses and Dissertations
This study explored alumni’ valuation of an undergraduate leadership program by gaining an understanding of what leadership learning and leadership behaviors transferred into their work environments. The alumni graduated from the same university in the southeastern United States, and while enrolled completed a four-year, co-curricular leadership program. In this mixed methods study, eight participant alumni engaged in semi-structured interviews as well as completed the Leadership Practices Inventory. Alumni perceived that leadership experiences, learning community, classroom learning, peer coaching, and intentional reflection were the most valuable attributes of the program. The leadership learning that effectively transferred to work environments included collaboration, …