Quest: Spring 2024

Quest: Lynn University Literary & Arts Journalhttps://spiral.lynn.edu/quest/1025/thumbnail.jp

Traditional Online Credit Recovery Programs Opposed to Accelerated Online Credit Recovery Programs for High School Students

This Action Research Design examines three problems that at-risk twelfth graders face every day when they are left to decide how to graduate within 9 weeks. These struggling twelfth graders are in the hands and at the mercy of their certified secondary school counselors. The lack of time, coupled with technology not being current, the lack of effectiveness in raising graduation rates faster, and the need for metacognitive learning theory are all problems at-risk twelfth graders face in trying to graduate on time with their cohort. The research design and method were from a Qualitative Action Research Design. The research instrument was Survey Monkey, utilizing an online survey using Google Forms qualitative software (Google.com). Sixty-six certified secondary school counselors in Florida participated. The data from the online survey comprised 14 questions (eight Likert scale questions and six open-ended questions). The first question was the Informed Consent (if the counselors disagreed to take the online survey, they were kicked out automatically, and the survey ended). The data analysis used descriptive statistics (mean, mode, median, standard deviation, and percentage) to analyze the online survey questions. The open-ended questions were examined by organizing them into codes to generate three themes, and the themes were used to find the answer of the overarching research questions. The survey results concluded that certified secondary school counselors believe that both Traditional and Accelerated Online Credit Recovery Program courses effectively deliver content, allowing students to progress at their own pace in recovering their lost credits. The survey results also concluded that Traditional and Accelerated Online Credit Recovery Programs helped at-risk twelfth graders raise their grade point average. The survey demonstrated that the Traditional Online Credit Recovery Program worked best for students who needed to recover credits for four or fewer courses they failed. The Accelerated Online Credit Recovery Program improved students’ ability to recover lost credits quicker, especially if the student failed five or more courses. The metacognitive learning theory results brought awareness to the certified secondary school counselors and helped them to understand the importance in implementing this learning theory to at-risk twelfth graders’ learning processes. The results showed that when the metacognitive learning theory was added to the curriculum for at-risk twelfth graders embarking on taking online credit recovery programs, the learning theory enhanced their learning abilities and equipped them with strategies and skills to achieve success in recovering their lost credits and graduating. The descriptive data analysis of the research concluded that there is a significant difference in the mean, median, and mode values while the standard deviation values were lower than the range

2024 Commencement

A 2024 Lynn graduate crosses the stage at Commencement.https://spiral.lynn.edu/commencement-photos-2024/1094/thumbnail.jp

2024 Commencement

Lynn 2024 graduates in the academic procession.https://spiral.lynn.edu/commencement-photos-2024/1051/thumbnail.jp

Lynn Agency 503 Tide Presentation to NSAC

Lynn University\u27s Agency 503 recorded presentation of the Tide campaign to the 2023-2024 National Student Advertising Competition (NSAC). The campaign was a collaboration between the College of Communication and Design and the College of Business and Management. NSAC is the premier college advertising competition that provides more than 2,000 college students with the real-world experience of creating a strategic advertising/marketing/media campaign for a corporate client

2024 Commencement

A 2024 Lynn graduate celebrates as he crosses the stage at Commencement.https://spiral.lynn.edu/commencement-photos-2024/1148/thumbnail.jp

The Effect of Exercise on the Short-Term Memory of College Students

Aerobic exercise, in particular, has consistently demonstrated positive effects on short-term memory, attributed to increased cerebral blood flow, neurogenesis, and enhanced synaptic plasticity. The purpose of this research project is to evaluate that hypothesis in a cohort of college students between the ages of 18 and 25 by testing the participants short term memory capacity prior to exercising on a treadmill for a period of thirty (30) minutes and then re-testing the participants short term memory immediately after the exercise period. The short-term memory will be evaluated using the Digit Span memory test. Participants will be asked to perform the exercise at a minimum level of 60% of their maximum heart rate in order to associate the short-term memory score with a single acute exercise session. The inclusion criteria is as follows, being healthy, leading one of the three self-described life-style groups (Group A: sedentary with no engagement in any type of exercise for more than 30 minutes, three times per week for the past three months; Group B: active lifestyle with at least one session of exercise of at least 30 minutes once a week; Group C: either a student/athlete or student that engages in a weekly exercise routine of at least three sessions per week of at least 30 minutes per session), male or female, aged 18 to 25 years old. Statistical analysis (ANOVA) will be used to determine whether there is an effect on short term memory through exercise and to describe whether and how much improvement in short term memory post exercise can be seen in the three prospective groups

2024 Commencement

A 2024 Lynn graduate celebrates as he crosses the stage at Commencement.https://spiral.lynn.edu/commencement-photos-2024/1102/thumbnail.jp