E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

[EN]Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the e cacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting o site internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in o site internships and how they can be structured to achieve the same level of success

Evaluation of competencies for academic internship students

The rules and regulations on academic internships require all trainees to be "competent" and "qualified", but there is little direction on how institutions can prove that their workers and internship personal are knowledgeable and qualified. Competencies necessity to be correctly assessed, tested and verify, to fulfill the regulations of academic internship experiences, so that competencies continue to be assessed by a "competency standard", which specifies all the skills, talents, knowledge, abilities and experience required for each competency. This paper provides a competency assessments procedure used for academic internship practices

Applying Agriculture Curriculum as a Vehicle for Science Learning

Agricultural educators in Nebraska are confronting increasing need to integrate science, technology, engineering, and mathematics (STEM) education into agricultural curriculum. Though there are more than 80 agricultural education programs in Nebraska, the state does not provide many state-based curricula options within agricultural education pathways. The purpose of this exploratory survey research is to learn about the viability of an integrated, agriculture and science-based curriculum that is publicly available to agricultural education instructors. The study posed the questions: (1) What is the feasibility of a publicly available, science-integrated agriculture curriculum within Nebraska agricultural education programs? and (2) What are the benefits of a science-integrated agriculture curriculum within Nebraska agricultural education programs? This study engaged Nebraska agricultural education instructors to explore the viability of a reconstructed companion animal biology course that integrated biology. This companion animal course (originally organized in an online format) included content focused on biological principles, which allowed the alignment of Nebraska College and Career Ready Standards for Science (NCCRS-S) Life Science, and Nebraska Agricultural Education Small Animal Management or Veterinary Science state standards within an animal biology course. Online survey assessment of a sample unit of the integrated biology and agricultural education course, Companion Animal-Biology, indicated that Nebraska agricultural education instructors found the course allowed successful implementation of both science and agricultural education standards. Through the inclusion of this curriculum into their classrooms, participant Nebraska agricultural education instructors determined this small animal science unit would better prepare students for science learning. Participants also stressed the apparent need for integrated science and agricultural curriculum within the state of Nebraska. In sum, Nebraska agricultural education instructors were newly confident about this resource to teach an integrated science and agricultural education curriculum. This new curricular approach will provide a resource for agricultural educators who are lacking (a) content knowledge in both companion animal and/or core science subject areas, as well as (b) approaches for integrating core sciences into agriculture education. These research results can help inform Nebraska agricultural educators about opportunities for growth and implementation of integrated, science and agricultural curriculum within their classrooms. Advisor: Julie Thoma

2016-2017 Undergraduate Catalog

https://digitalcommons.sacredheart.edu/g_cat/1029/thumbnail.jp

General Catalog 2007-2009

Contains course descriptions, University college calendar, and college administrationhttps://digitalcommons.usu.edu/universitycatalogs/1127/thumbnail.jp