The evolving role of "educational advisor in research"

Bibliographie

Library Lights Out: EWU\u27s Living Learning Communities Sleep Over at JFK Library

Last February I received an unusual phone call. What would you think about a group of students spending the night at the library? asked Dr. Jeff Stafford, associate dean of the College of Social and Behavioral Sciences at Eastern Washington University. Tell me more, I replied. Shortly thereafter, I received a written proposal from Patricia Wahler, the community advisor (CA) for a student living learning community (LLC) at Morrison Hall at Eastern Washington University. Library Lights Out was Wahler\u27s idea. The Living Learning Communities of Morrison Hall would like an opportunity to utilize the Eastern Washington University library for a community-building program while incorporating educational aspects over the course of a Friday night, her proposal began

Comparison of the students' satisfaction about the performance of academic advisors before and after the advisor project in Shahrekord University of Medical Sciences.

INTRODUCTION Inappropriate advice interferes with the students' achievement of educational and professional goals and they may fail to use proper resources for their educational needs. The present study was carried out to compare the students' satisfaction about the performance of academic advisors before and after the advisor project in Shahrekord University of Medical Sciences. METHODS This longitudinal study was carried out using census report on 244 students in different courses at Shahrekord University of Medical Sciences in two stages at the first semester of 2010-2011 and first semester of 2011-2012. To collect the data, we used a self-designed questionnaire including individual and educational information and 10 multiple-choice questions with Likert scale to assess the students' satisfaction about the advisors' performance. Data were analyzed in SPSS 14 using paired t-test, qui-square test. P<0.05 was considered significant. RESULTS Of the ten items of satisfaction, there was only a significant difference in "accessibility to an advisor before and after the advisor project in students of nursing and midwifery school (p=0.010), and the difference was not significant in other items in these students. No significant difference was found in ten items of satisfaction in students at other schools before and after the advisor project (p=0.010). CONCLUSION It seems that the implementation of advisor project could not provide a satisfactory position for students. Adequate supervision of university officials on proper implementation of the advisor project, supporting faculty advisors and strengthening their position can help to improve the process

An Examination of Student Disengagement and Reengagement from an Alternative High School

Each year, 20% of U.S. students drop out of high school (Balfanz, Bridgeland, Bruce, & Fox, 2013). There is an abundance of research on student behaviors from researchers who explored the process of student disengagement from school (Bowers, Sprott, & Taff, 2013; Lessard, Butler-Kisber, Fortin, Marcotte, Potvin, & Royer, 2008), however there is a lack of understanding of why students disengage in the first place. This study was conducted to examine students’ perceptions of the effect of an alternative high school on their decision to either graduate or drop out. Face-to-face interviews were conducted with ten former students and three staff members from an alternative high school. Half of the former student participants who reengaged by attending the alternative high school graduated and half of them did not. The former students perceived that relationships between staff members and students led to the success of the alternative high school. They believed that push-out factors at the traditional high school caused their disengagement, and that they exercised autonomy in their choices of whether pull-out factors would impact their decision to graduate or drop out. The former students shared that personalized instruction and peer-to-peer learning encouraged them to feel ownership for their learning and taught them to respect fellow students and teachers. Data from the teacher and administrator interviews provided additional information about the workings of the alternative high school

Event program

UNLV Undergraduates from all departments, programs and colleges participated in a campus-wide symposium on April 16, 2011. Undergraduate posters from all disciplines and also oral presentations of research activities, readings and other creative endeavors were exhibited throughout the festival

Subject: Universities and Colleges

Compiled by Susan LaCette.Universities.pdf: 413 downloads, before Oct. 1, 2020

Subject: Training

Compiled by Susan LaCette.training.pdf: 858 downloads, before Oct. 1, 2020