Bridge or barrier?

The goal of this study was to determine how participation in a summer bridge program prior to beginning an undergraduate collegiate career positively or negatively affects student success throughout their time at a college or university Additionally, the study took a look at the positive and negative transitional experiences of the students who participated. This qualitative study was completed by student participants who are currently enrolled at Rowan University and have participated in the ASCEND/EOF program. As a result of the study, the research will suggest recommendations based off of the feedback and experiences she received from the students who completed the online questionnaire or completed an in-person interview

Cannabigerol causes a CB1 receptor-dependent reduction in food consumption and weight gain

Slides describing work leading up to a professional scientific poster, created and presented at psych fest depicting my last two years of work in Dr. Kaplan\u27s BNS lab. I included a reflection paper discussing my time at Western

Are we ready for the new normal in e-business education? Sentiment analysis of learners' opinions on MOOCs

Introduction. The new digital economy and its constantly evolving paradigm have completely transformed the model of doing business and the learning methods. MOOCs (massive-open-online-courses) and micro-credentials are the educations interfaces, have become an important teaching environment tool. Distance learning has become an indispensable alternative teaching method in updating and transferring classical education materials according to real-world settings, especially for learners in higher education.Aim. The current research is aimed to address the society's readiness and attitude direction to the concept of MOOCs and distance learning, highlighting its emergence and inevitability for educational institutions of all types in order to make a fundamental change in their curricula, especially in e-business courses, which are the most demanded training courses on MOOCs platforms.Methodology and research methods. In the study, the awareness and recognition of the online community on the MOOCs concept is examined. In this direction, Turkish people's perception and attitudes toward MOOCs have been addressed via sentiment analysis on Eksi Sozluk, the largest social communication and discussion platform in Turkey.Results. According to the sentiment analysis results, it has been determined that 52% of respondents have positive judgments on distance education and MOOCs, 29% of responses are neutral and 18% are negative. In general, distance education and MOOCs are perceived as a useful new education model by the Turkish people.Scientific novelty. This paper is the first sentiment analysis of learners' opinions on MOOCs and distance learning in Turkey. Considering the increasing awareness of MOOCs and the need for e-business education, as the most demanded type of MOOCs, this is the first study investigating the priority of these two phenomena within the context of COVID-19.Practical significance. It is thought that this study will contribute to the stakeholders in terms of showing how MOOCs and micro-credentials have a high potential to understanding trends in education especially in the new normal after the COVID-19 pandemic. The holistic education model of institutions has difficulty meeting the competitive nature and result-oriented approach of the e-business ecosystem. This market reality requires the institutions to offer more to-the-point and applied education solutions. In terms of e-business (e-commerce, digital marketing) education, the importance of MOOCs as a solution-focused on “how” rather than “what” has been comprehensively discussed in the paper.Введение. Новая цифровая экономика и ее постоянно развивающаяся парадигма полностью изменили модель ведения бизнеса и методы обучения. MOOK (массовые открытые онлайн-курсы) и программы микроквалификаций - это образовательные интерфейсы, которые превратились в важный инструмент учебной среды. В высших учебных заведениях дистанционное обучение стало незаменимым альтернативным методом преподавания при обновлении и передаче классических учебных материалов в соответствии с реальными условиями.Цель данного исследования - определить готовность и отношение общества к концепции МООК и дистанционного обучения, а также подчеркнуть неизбежность их использования в образовательных учреждениях любого уровня, для того чтобы внести фундаментальные изменения в учебные планы, особенно в программы курсов электронного бизнеса - наиболее востребованного направления образовательных курсов на платформах МООК.Методология и методы исследования. В исследовании анализируется осведомленность общества о концепции MOOK. Восприятие и отношение респондентов к МООК было рассмотрено с помощью сентимент-анализа на платформе Eksi Sozluk (социальная коммуникационно-дискуссионная онлайн-площадка). Результаты. Согласно результатам сентимент-анализа, 52 % опрошенных оценивают дистанционное обучение и МООК положительно, 29 % - нейтрально и 18 % - отрицательно. В общем, дистанционное образование и МООК воспринимаются респондентами как новая полезная модель образования. Научная новизна. Авторы впервые провели сентимент-анализ мнений о МООК и дистанционном обучении среди пользователей этих платформ в Турции. Это первое исследование, в котором рассматривается приоритетность растущей осведомленности о МООК и необходимости в дистанционном бизнес-образовании как наиболее предпочтительном типе МООК в условиях пандемии COVID-19. Практическая значимость. Предполагается, что данное исследование будет способствовать демонстрации заинтересованным участникам того, что МООК и программы микроквалификаций имеют высокий потенциал для осмысления тенденций изменения образования, особенно в условиях модели новой нормальности после пандемии COVID-19. Целостная образовательная модель учреждения образования сопряжена с трудностями в плане соответствия конкурентному характеру и ориентированному на результат подходу экосистемы электронного бизнеса. Рыночная реальность требует, чтобы учебные заведения предлагали более целенаправленные и прикладные образовательные решения для развития данной сферы обучения. Что касается курсов электронного бизнеса (электронная коммерция, цифровой маркетинг), то важность MOOК как решения, ориентированного на то, как, а не что, подробно обсуждается в статье.The present research is supported by Inonu University Scientific Research Projects Coordination Unit (Project No. SBA-2021-2442).Данное исследование поддержано Отделом координации научно-исследовательских проектов Университета Инёню (проект № SBA-2021-2442)

Exploring 4-Year Business School Curriculum’s Relation to Graduates’ Hiring and Earnings

In 2013, roughly 7% of college graduates under 25 could not find employment, and about 37% were underemployed. Public university tuition costs increased by 42% between 1999 and 2012, and 71% of college graduates have an average of $29,400 in outstanding student debt. Employers for several decades have complained about how higher educational institutions have failed to deliver graduates with developed nontechnical skills comprising (a) work ethic, (b) communication, (c) organization, (d) problem solving, and (e) teamwork. The purpose of this qualitative archival study was to assess and explore integrating the nontechnical skills that businesses require to hire graduates immediately after graduation. The samples were from 24 public and 24 private nonprofit 4-year business school curricular programs selected from 12 states within three of the six regional accrediting commissions in the United States. The research question focused on how education contributes to increased skills, productivity, and earnings, applying the human capital theory as the conceptual framework. Data gathering involved public access curriculum publications and digital advertisements. Finding 25 showed soft skills (6%), nontechnical (2%), and work ethic (0%) results for all regions. Finding 26 Region 1 showed soft skills (0%) and nontechnical (0%) results. Finding 27 Region 2 showed soft skills (6%) and nontechnical (0%) results. Finding 28 Region 3 showed soft skills (6%) and nontechnical (0%) results. Therefore, 4-year business schools did not prioritize soft and nontechnical skills with decades of complaints. The results of this research may contribute to positive social change by encouraging curriculum developers to restructure business schools’ curriculum development