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Full-Text Articles in Education

Personal And Cultural Adjustments Involved With An Oxford Study Abroad Experience, Michael W. Firmin, Hannah J. Holmes, Ruth L. Firmin, Kailee L. Merical Oct 2013

Personal And Cultural Adjustments Involved With An Oxford Study Abroad Experience, Michael W. Firmin, Hannah J. Holmes, Ruth L. Firmin, Kailee L. Merical

Psychology Faculty Publications

We report the results of a qualitative research study from in-depth interviews with 23 American students’ responses to a study abroad experience at New College, Oxford University (U.K.). Two primary themes are reported here from the analysis of students’ transcripts: maturity development and personal development. Maturity development said to have been stretched through new experiences and increased independence. Personal development was enhanced via expanded horizons and the indelible impression that was left with students following the SA experience.


A Qualitative Study Of Interracial Dating Among College Students, Stephanie Firebaugh Rose, Michael W. Firmin Feb 2013

A Qualitative Study Of Interracial Dating Among College Students, Stephanie Firebaugh Rose, Michael W. Firmin

Psychology Faculty Publications

We present the results of a qualitative research study involving interracial dating on a university campus. We conducted semi-structured interviews with 20 college students (10 couples) who currently were involved in interracial dating relationships. Participants repeatedly told us of experiences they had relating to public interaction. These involved dynamics relating to religion, friends and acquaintances, and prejudice and discrimination incidences. Additionally, themes emerged relating to the couple’s interpersonal relationships. These included their own reactions to discriminatory behavior, being thick-skinned about their interracial status, interracial sensitivity experienced by the African-American partner, and experiences of shared culture connectedness. Finally, the couples ...


Financial Considerations Of Undergraduate Female Married Students: A Qualitative Analysis, Michael W. Firmin, Ruth L. Firmin, Rebekah E. Grafton, Christine R. Keeports Jan 2012

Financial Considerations Of Undergraduate Female Married Students: A Qualitative Analysis, Michael W. Firmin, Ruth L. Firmin, Rebekah E. Grafton, Christine R. Keeports

Psychology Faculty Publications

This qualitative, phenomenological research study, involved in-depth interviewing 23 female, undergraduate, married students attending a private, selective Midwest university. Three main themes were found regarding the students’ perceptions of their respective financial situations. First, participants described that, in contrast to a single (unmarried) lifestyle, the importance of their budgeting practices significantly escalate. These considerations directly relate to paying bills and school loans, resulting in consequential patterns of limited spending. Second, women in the study described the importance of discussing finances with their future spouse before getting married. Other preemptive efforts included saving money beforehand, as well as pre-discussing financial habits ...


Far From Home: A Qualitative Analysis Of Altered Social And Familial Interactions By Students Attending College Significant Distances From Home, Michael W. Firmin, Courtney B. Johnson, Stephanie Yoder Basham Jul 2009

Far From Home: A Qualitative Analysis Of Altered Social And Familial Interactions By Students Attending College Significant Distances From Home, Michael W. Firmin, Courtney B. Johnson, Stephanie Yoder Basham

Psychology Faculty Publications

This study explored the necessary modifications for students’ relationships with their home contexts (social and familial) as they acclimated to college life. We specifically targeted students living over 1,000 miles from their present school setting. Thirty undergraduate students at a private Midwest university participated in this qualitative phenomenological research study through semistructured interviews. While numerous dynamics surfaced, repeated themes included feelings of homesickness, desiring to go home, weakening of peer relationships established at home, and gradual strengthening of familial relationships.


Student Perspectives Of Competition: A Qualitative Analysis, Michael W. Firmin, Jennifer Evens Lucius, Sharon Johnson Jan 2009

Student Perspectives Of Competition: A Qualitative Analysis, Michael W. Firmin, Jennifer Evens Lucius, Sharon Johnson

Psychology Faculty Publications

The present study involved action research of appraising business students’ individual assessments of a classroom competition exercise in which they participated for a university semester. Analysis of in-depth interviews held with each student show four over-arching themes shared by the participants. First, students showed significant self-insight into how they perceive themselves competing. This occurred on both the cognitive and affective domains. Second, with relative consistency, students reported avoiding competitive situations where they did not believe chances were good that they would win. Conversely, they tended to involve themselves in situations where success was perceived as possible or likely. Third, gender ...


Student Mentoring: Sharing A Legacy, Michael W. Firmin Apr 2008

Student Mentoring: Sharing A Legacy, Michael W. Firmin

Psychology Faculty Publications

No abstract provided.


Towards Remediating Undergraduate Students' Statisticophobia, Michael W. Firmin, Elizabeth Proemmel Jan 2008

Towards Remediating Undergraduate Students' Statisticophobia, Michael W. Firmin, Elizabeth Proemmel

Psychology Faculty Publications

In this conceptual paper, based on teaching and TA experience, seven suggestions are made for improving the statistics experience of students in social science courses. These include hiring non-mathematicians to teach the course; emphasize conceptual statistics rather than computational approaches; recognize that many, or ever most, social science students think intuitively—rather than scientifically—so teaching statistics as a means of answering questions is needed; loosen-up the mundane nature that statistics courses often follow; relate statistics to students’ day-to-day lives; and utilize an undergraduate student assistant in all sections of statistics classes.


Utilizing Undergraduate Assistants In General Education Courses, Michael W. Firmin Jan 2008

Utilizing Undergraduate Assistants In General Education Courses, Michael W. Firmin

Psychology Faculty Publications

This conceptual article relates a best-practice paradigm for undergraduate faculty who teach relatively large, undergraduate, general education courses and utilize an undergraduate teaching assistant (TA). Suggested characteristics for successful TAs are related as well as intrinsic and extrinsic motivators that help recruit quality assistants. Five factors are shared that are believed to have made an undergraduate TA program successful for 20 years: the quality of students recruited, helping students to handle well their peer-relationships with students in the class, learning which items can and cannot successfully be delegated to TAs, harnessing the potency of relationships, and maintaining a healthy benefit ...


Transitioning From Administration To Faculty: Addictions To Break, Michael W. Firmin Jan 2008

Transitioning From Administration To Faculty: Addictions To Break, Michael W. Firmin

Psychology Faculty Publications

Any type of transition involves challenges. Generally, the more extreme the transition, the more difficult people will find the adjustment process. The present conceptual article provides insight that focuses on one particular transition in higher education. Administrators that transition from their managerial roles to those of ''regular faculty" likely will experience internal and external dynamics with which they will need to cope successfully. This article identifies these potential areas and offers insights that are intended to be useful for administrators to make the transition as successful as possible. Administration is not always a unidirection career path, so advanced preparation can ...


Using Debate To Maximize Learning Potential: A Case Study, Michael W. Firmin, Aaron Vaughan, Amanda Dye Jan 2007

Using Debate To Maximize Learning Potential: A Case Study, Michael W. Firmin, Aaron Vaughan, Amanda Dye

Psychology Faculty Publications

Following a review of the literature, an educational case study is provided for the benefit of faculty preparing college courses. In particular, we provide a transcribed debate utilized in a General Psychology course as a best practice example of how to craft a debate which maximizes student learning. The work is presented as a model for the principles of not building straw-men arguments, not shying away from controversial topics, giving politically-incorrect viewpoints fair treatment, making a crisp presentation that students will take seriously, and exemplifying gender-equity and aggressive female role-modeling. Reparative therapy and homosexual orientation was the debate’s topic.


Research Mentoring, Michael W. Firmin Apr 2005

Research Mentoring, Michael W. Firmin

Psychology Faculty Publications

No abstract provided.


Learned Helplessness: The Effect Of Failure On Test-Taking, Michael W. Firmin, Chi-En Hwang, Margaret Copella, Sarah Clark Jan 2004

Learned Helplessness: The Effect Of Failure On Test-Taking, Michael W. Firmin, Chi-En Hwang, Margaret Copella, Sarah Clark

Psychology Faculty Publications

This study examined learned helplessness and its effect on test taking. Students were given one of two tests; the first began with extremely difficult questions and the other started with easy questions. We hypothesized that those who took the test beginning with difficult questions would become easily frustrated and possibly doubt their intellectual ability. This would result in the participants missing easy questions when compared to those who took the test which began with the easy questions. The result of the study confirmed our hypothesis. The results of this study could also be applied to other classroom tests and standardized ...


Inspiring Greatness In Students (2000), Michael W. Firmin Apr 2000

Inspiring Greatness In Students (2000), Michael W. Firmin

Psychology Faculty Publications

No abstract provided.


Excellence: Are We Really Willing To Pay The Price?, Michael W. Firmin Jan 1992

Excellence: Are We Really Willing To Pay The Price?, Michael W. Firmin

Psychology Faculty Publications

No abstract provided.