Organization, Information & Learning Sciences 2018 APR Self-Study & Documents

UNM Organization, Information & Learning Sciences APR self-study and review team report for Fall 2018, fulfilling requirements of the Higher Learning Commission

Assessing Academic Advisement Preferences Among Master’s Students: A Modification of the Prescriptive/Developmental Preference Scale

Academic advisement plays a significant role in enrollment retention and degree attainment. Little is known, however, about what master’s students want and need from their advisement experience, as most research on advisement preferences has focused on undergraduate students. The Prescriptive/Developmental Preference Scale (Yarbrough, 2010) was designed to assess students’ academic advisement preferences, particularly as they relate to prescriptive and developmental advisement. The author of the PDPS, which was piloted with undergraduate students, found that the instrument had construct validity issues, especially regarding the Prescriptive construct. This study aimed to modify and expand the PDPS to reliably assess master’s students’ advisement preferences and improve construct validity among the Prescriptive and Developmental scales. A first draft of the Modified PDPS was reviewed and edited by a panel of experts, composed of five academic advisors. Once a final draft of the Modified PDPS had been developed, the researcher distributed the instrument to actively-enrolled master’s students at a southeastern, mid-sized, suburban institution. 176 valid responses were received. Results were analyzed via SmartPLS 4 using partial least squares structural equation modeling (PLS-SEM) to determine if items loaded on their respective constructs as expected. Multiple analyses were performed before a statistically reliable and valid model was generated. The final recommended model of the Modified PDPS contained 15 items total, with a seven-item Prescriptive scale and eight-item Developmental scale. Analysis of participant responses indicated overall higher preference/agreement with the Prescriptive scale, particularly among master’s students who were enrolled in fully-online programs. Recommendations for continued research, implications for advising practice at the master’s level, and insights regarding instrument validation and measurement of advisement preferences are discussed

Framing the Needs of School-Based Agricultural Education Teachers to Meet Twenty-First Century Programs Demands

Teacher attrition is a historic problem that globally is considered to be an educational crisis. SBAE is not exempt from this crisis with teacher shortages dating back to the passing of the Smith-Hughes Act in 1917. For the past three decades, researchers have studied this phenomenon to better understand the needs of SBAE teachers in order to increase recruitment and retention as well as improve work-life balance. While several needs are recurring current efforts are not resulting in actionable change for SBAE teachers. To gain perspectives on the problem, qualitative interviews were conducted with SBAE teachers as well as an expert panel of SBAE supporters were invited to participate in a Delphi (N=71) in Florida, Georgia, and South Carolina, both focused on the perceived needs of SBAE teachers. The Conceptual Model of Support for SBAE Teachers was introduced as a potential lens to meet the human needs of SBAE teachers and depth to direct actionable change for in-service SBAE teachers. Findings from this multi-method study align with previous research on SBAE teachers\u27 needs. Four overarching themes were found through qualitative interviews, including health and wellness of SBAE teachers, students, and communities; supports structures for SBAE teachers; student human capital development; and resources for SBAE teacher success, confirming that teachers’ basic human needs for security and subsistence are prevalent within the profession. The Delphi resulting in 42 items being identified as areas of need for SBAE teachers. All align with the historical needs of SBAE teachers and demonstrate gaps in support in the areas of wellness, stress, work-life balance, and need for purposeful professional development

March 2018 School of Graduate Studies Newsletter

Notes From the Associate Dean: Introducing Doctoral Student Teaching Forever Eagles College of Aviation: Labs Opportunities: High Pirority Professor Vacancy Events & Conferences SGS Announcementshttps://commons.erau.edu/db-sgs-newletter/1010/thumbnail.jp

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Faculty Handbook

Faculty Handbook for Georgia Southern University for the 2005-2006 academic year. The Faculty Handbook is published online by the Office of the Vice President for Academic Affairs and archived in Digital Commons@Georgia Southern

Computer Science 2019 APR Self-Study & Documents

UNM Computer Science APR self-study report and review team report for Spring 2019, fulfilling requirements of the Higher Learning Commission

Faculty Handbook

Faculty Handbook for Georgia Southern University for the 2005-2006 academic year. The Faculty Handbook is published online by the Office of the Vice President for Academic Affairs and archived in Digital Commons@Georgia Southern

Cinematic Arts 2017 APR Self-Study & Documents

UNM Cinematic Arts APR self-study report and review team report for Fall 2017, fulfilling requirements of the Higher Learning Commission

Anderson School of Management 2014 APR Self-Study & Documents

UNM Anderson School of Management APR self-study report, review team report, response to review team report, and initial action plan for Spring 2014, fulfilling requirements of the Higher Learning Commission