From inventories to inquiry: The use of leadership inventories in the context of an undergraduate research living–learning program

2021 ◽  
Vol 2021 (170) ◽  
pp. 69-76
Author(s):  
Leah K. Tobin ◽  
Jessica Lee ◽  
Kristan Cilente Skendall
Keyword(s):  
Undergraduate Research ◽  
Learning Program ◽  
Living Learning Program

scholarly journals Fostering Industry Engagement in the Co-curricular Aspects of an Engineering Living-Learning Program

2020 ◽  
Author(s):  
Thomas Wolff ◽  
Carmellia Davis-King ◽  
Timothy Hinds ◽  
Daina Briedis
Keyword(s):  
Learning Program ◽  
Industry Engagement ◽  
Living Learning Program

scholarly journals Creating New Metaphors for Women Engineering Students through Qualitative Methods

2019 ◽  
Author(s):  
Cliff Haynes
Keyword(s):  
Qualitative Methods ◽  
Engineering Students ◽  
Theoretical Perspective ◽  
Primary Data ◽  
Learning Program ◽  
Women In Engineering ◽  
Starting Point ◽  
Living Learning Program ◽  
Initial Interviews ◽  
Metaphorical Analysis

The purpose of this study is to describe female students’ experiences in an engineering living-learning program using metaphorical analysis through a constructivist theoretical perspective. Extant literature uses metaphors from a negative viewpoint or a deficit model to describe the experiences of female undergraduates in engineering; however, new metaphors have not been used to describe the experience. This study aims to fill existing gaps in LLP literature using qualitative methods. Data from 13 semi-structured individual interviews (7 initial interviews and 6 follow-up interviews) serve as the primary data source. After conducting metaphorical analysis, I found five interpretive metaphors emerging: LLP as a Starting Point, LLP as a Neighborhood, Engineering Classes as Challenges, Different as Normal, and Female Engineers as a Support System. Two significant findings were found: advantage-based metaphors are used to provide a positive description of women in engineering and metaphorical analysis is an appropriate method for conducting research under the constructivist theoretical perspective.

Attitudes Toward Diversity and Living-Learning Outcomes Among First- and Second-Year College Students

NASPA Journal ◽  
2006 ◽  
Vol 43 (1) ◽  
Author(s):  
Susan D. Longerbeam ◽  
William E Sedlacek
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Learning Experience ◽  
Diversity Education ◽  
Learning Program ◽  
Limited Sample ◽  
Attitudes Toward Diversity ◽  
Learning Programs ◽  
Second Year ◽  
Living Learning Program

Authors examined attitudes towards diversity among college students who participated in a civic type living-learning program. The purpose of this longitudinal study was to examine the differences in students in a civic type living-learning program and a comparison group in undergraduate student understanding and appreciation of diversity. A construct of attitudes toward diversity was measured prior to matriculation and at the end of the first and third semesters of college. Students did not differ in their attitudes towards diversity from prior to matriculation to the end of the third semester. Nor did living-learning students differ from a comparison sample of students in the construct of attitudes toward diversity. The authors discuss several possible reasons for the lack of significant differences— such as attitudes toward diversity generally do not change easily, relative to behaviors; the attrition inherent in a longitudinal study limited sample size; the general difficulty of quantifying significant outcomes of living-learning programs; the importance of allowing sufficient time for reflection (i.e., longer than the first 2 years of college) to reevaluate and then change one’s attitudes; and the need to distinguish between understanding of and appreciation for diversity. Implications for educators are to enhance their understanding of diversity development in order to provide the best learning experience for students, and to measure small cumulative effects of diversity education over time periods longer than 2 years.

The Impact of Living–Learning Program Scholarships on Scholarship Recipients

2018 ◽  
Vol 56 (2) ◽  
pp. 221-234
Author(s):  
Jeff Doyle ◽  
Meaghann Wheelis ◽  
LaNette Thompson ◽  
Jeff Strietzel
Keyword(s):  
Learning Program ◽  
Scholarship Recipients ◽  
Living Learning Program ◽  
The Impact

scholarly journals Development of a Course-Based Undergraduate Research Experience to Introduce Drug-Receptor Concepts

2016 ◽  
Vol 3 ◽  
pp. JMECD.S31233 ◽  
Author(s):  
Hollie I. Swanson ◽  
Ok-Kyong Park Sarge ◽  
Thushani Rodrigo-Peiris ◽  
Lin Xiang ◽  
Vincent M. Cassone
Keyword(s):  
Undergraduate Students ◽  
Positive Impact ◽  
Original Data ◽  
Medical Institute ◽  
Research Experience ◽  
Learning Program ◽  
Full Spectrum ◽  
Stem Majors ◽  
Research Activities ◽  
Living Learning Program

Course-based research experiences (CUREs) are currently of high interest due to their potential for engaging undergraduate students in authentic research and maintaining their interest in science, technology, engineering, and mathematics (STEM) majors. As part of a campus-wide initiative called STEMCats, which is a living learning program offered to freshman STEM majors at the University of Kentucky funded by a grant from Howard Hughes Medical Institute, we have developed a CURE for freshmen interested in pursuing health care careers. Our course, entitled “Drug–Drug Interactions in Breast Cancer,” utilized a semester-long, in-class authentic research project and instructor-led discussions to engage students in a full spectrum of research activities, ranging from developing hypotheses and experimental design to generating original data, collaboratively interpreting results and presenting a poster at a campus-wide symposium. Student's feedback indicated a positive impact on scientific understanding and skills, enhanced teamwork and communication skills, as well as high student engagement, motivation, and STEM belonging. STEM belonging is defined as the extent to which a student may view the STEM fields as places where they belong. The results obtained from this pilot study, while preliminary, will be useful for guiding design revisions and generating appropriate objective evaluations of future pharmacological-based CUREs.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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