scholarly journals Engineering Leadership Education: Catalyzing Long-Term Personal and Professional Growth

2019 ◽  
Author(s):  
Annie Simpson ◽  
Douglas W. Reeve ◽  
Cindy Rottmann ◽  
Qin Liu ◽  
Victoria Hue ◽  
...  
Keyword(s):  
Graduate Students ◽  
Community Of Practice ◽  
Mixed Method ◽  
Professional Growth ◽  
Research Team ◽  
Leadership Capacity ◽  
Leadership Education ◽  
Mixed Method Study ◽  
Leading Change

The Troost Institute for Leadership Education in Engineering (Troost ILead) has been actively engaged in developing the leadership capacity of engineers since its inception of 2002. Through a suite of leadership programming—both curricular and co-curricular, a robust research team, and our active industry-university Community of Practice we work towards our vision of engineers leading change to build a better world.’  After 16 years of dedicated work, we conducted a mixed method study to discover and understand the lasting impact of our work. 806 alumni responded to our survey and 25 interviews were conducted. This study provides evidence that engineering leadership programming can and does catalyze long-lasting personal and professional growth for undergraduate and graduate students. This paper presents our findings and the implications for engineering leadership education.  

scholarly journals Engineering Leadership Education: Catalyzing Long-Term Personal and Professional Growth

2019 ◽  
Author(s):  
Annie Simpson ◽  
Douglas W. Reeve ◽  
Cindy Rottmann ◽  
Qin Liu ◽  
Victoria Hue ◽  
...  
Keyword(s):  
Graduate Students ◽  
Community Of Practice ◽  
Mixed Method ◽  
Professional Growth ◽  
Research Team ◽  
Leadership Capacity ◽  
Leadership Education ◽  
Mixed Method Study ◽  
Leading Change

The Troost Institute for Leadership Education in Engineering (Troost ILead) has been actively engaged in developing the leadership capacity of engineers since its inception of 2002. Through a suite of leadership programming—both curricular and co-curricular, a robust research team, and our active industry-university Community of Practice we work towards our vision of engineers leading change to build a better world.’  After 16 years of dedicated work, we conducted a mixed method study to discover and understand the lasting impact of our work. 806 alumni responded to our survey and 25 interviews were conducted. This study provides evidence that engineering leadership programming can and does catalyze long-lasting personal and professional growth for undergraduate and graduate students. This paper presents our findings and the implications for engineering leadership education.  

scholarly journals Psychological Factors of Long-Term Dietary and Physical Activity Adherence among Chinese Adults with Overweight and Obesity in a Community-Based Lifestyle Modification Program: A Mixed-Method Study

Nutrients ◽  
2020 ◽  
Vol 12 (5) ◽  
pp. 1379 ◽  
Author(s):  
Alice W. Y. Leung ◽  
Ruth S. M. Chan ◽  
Mandy M. M. Sea ◽  
Jean Woo
Keyword(s):  
Mixed Method ◽  
Self Efficacy ◽  
Lifestyle Modification ◽  
Stage Of Change ◽  
Overweight And Obesity ◽  
Mixed Method Study ◽  
Chinese Adults ◽  
Community Based ◽  
Lifestyle Modification Program

There is a paucity of research on factors influencing long-term adherence to lifestyle modification. We conducted a mixed-method study to explore the psychological factors of dietary and physical activity (PA) adherence among Chinese adults with overweight and obesity at 10 months after enrollment of a community-based lifestyle modification program in Hong Kong. We recruited Chinese adults newly enrolled in a culturally adapted lifestyle modification program and followed them for 10 months. For the quantitative study, primary outcomes were dietary and PA adherence scores while secondary outcomes included knowledge, self-efficacy, motivation and stage of change. For the qualitative study, data were collected using semi-structured interviews and observation. A total of 140 participants completed the 10-month follow-up. They reported moderate level of dietary adherence but low level of PA adherence at 10 months. Multivariable regression analyses revealed that greater improvement in nutrition knowledge and diet stage of change predicted higher dietary adherence while greater improvement in PA self-efficacy and PA stage of change predicted higher PA adherence. Qualitative data on 26 participants suggest that participants’ knowledge and self-efficacy but not motivation were enhanced during the program. The findings of this study enhanced our understanding on factors influencing long-term adherence to lifestyle changes.

scholarly journals Long-term follow-up of patients with mild traumatic brain injury: A mixed-method study

2013 ◽  
Vol 45 (8) ◽  
pp. 758-764 ◽  
Author(s):  
S Åhman ◽  
B Saveman ◽  
J Styrke ◽  
U Björnstig ◽  
B Stålnacke
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Long Term Follow Up

Psychosocial Profile and Lived Experience of HIV-infected Long-term Nonprogressors: A Mixed Method Study

2015 ◽  
Vol 26 (2) ◽  
pp. 164-175 ◽  
Author(s):  
José Côté ◽  
Anne Bourbonnais ◽  
Geneviève Rouleau ◽  
Pilar Ramirez-Garcìa ◽  
Mélanie Couture ◽  
...  
Keyword(s):  
Lived Experience ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Psychosocial Profile

scholarly journals AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Rizqiyyah Rizqiyyah ◽  
Tanty Prianty
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Mixed Method ◽  
Quantitative Data ◽  
Electronic Mail ◽  
Qualitative Data ◽  
Mixed Method Study ◽  
Written Feedback ◽  
Constructive Feedback ◽  
Fields Of Study

Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.

Developing a Community of Practice in an Online Research Lab

2010 ◽  
pp. 923-938
Author(s):  
Stephanie Cawthon ◽  
Alycia Harris
Keyword(s):  
Graduate Students ◽  
Community Of Practice ◽  
Sense Of Community ◽  
Research Laboratory ◽  
Research Team ◽  
Online Research ◽  
Walden University ◽  
Set Up ◽  
Practice Literature ◽  
Facilitated Learning

The goal of this chapter is to present instructor and student perspectives on the development of a Communityof Practice within an online research laboratory for graduate students in psychology. A computer-facilitated learning environment was set up meet two goals: (1) to encourage individuals to work as a team on a live researchproject, and (2) to give students research skills needed to further their development as scholar-practitioners. The objective of this chapter is to identify, from the perspectives of the students and the instructor, how social factors influenced learning outcomes and how the group formed into a research team. This chapter begins with a brief overview of the Community of Practice literature and the context of the Online Research Lab in the School of Psychology at Walden University. The second section addresses strategies the instructor used to facilitate the sense of community in the Online Research Lab. The chapter concludes with a summary of challenges indeveloping a Community of Practice, as well as strategies instructors can use to overcome these obstacles.

scholarly journals The impact of participation restrictions on everyday life in long-term colorectal cancer survivors in the EnCoRe study: A mixed-method study

2020 ◽  
Vol 45 ◽  
pp. 101724
Author(s):  
Jose J.L. Breedveld-Peters ◽  
Martijn J.L. Bours ◽  
Charlotte I. Cords ◽  
Imke A.M. Ditters ◽  
Vera Habraken ◽  
...  
Keyword(s):  
Colorectal Cancer ◽  
Cancer Survivors ◽  
Everyday Life ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Colorectal Cancer Survivors ◽  
Participation Restrictions ◽  
The Impact

scholarly journals The Relationship Between Interpersonal Approaches of Thesis Supervisors and Graduate Student Satisfaction

2019 ◽  
Vol 12 (10) ◽  
pp. 96
Author(s):  
Dalal M. Aldosari ◽  
Ali S. Ibrahim
Keyword(s):  
Graduate Students ◽  
Student Satisfaction ◽  
United Arab Emirates ◽  
Mixed Method ◽  
Female Students ◽  
Male Students ◽  
Mixed Method Study ◽  
Collaborative Approach ◽  
Significant Difference ◽  
The Relationship

The purpose of this explanatory mixed method study is to describe students’ perceptions of the thesis supervision approaches used, their satisfaction with these approaches, and whether their satisfaction differed based on students’ gender, degree sought, and concentration. The study comprised two parts. First, a questionnaire was distributed to all graduate students who had written a thesis/dissertation during 2015-2017 (N=213) at one of the universities in the United Arab Emirates. Second, a group of students from among those mentioned above (N=16) were interviewed. The study revealed that the most commonly used approach by the supervisors was the collaborative interpersonal approach and the least used one was the directive informational approach. There was no significant difference according to the degree sought and concentration. However, when it came to gender, female students believed that the supervisors had used the collaborative approach more than the male students. Overall, graduate students were satisfied with their supervisors’ approaches, while some were highly satisfied. The findings indicated a pattern where the more collaborative the supervisor was, the more satisfied the student became and the more the supervisor used the non-directive interpersonal approach, the less satisfied the students became. The study recommends that faculty supervisors attend to the various needs and preferences of their students and be ready to shift away from their preferred approach to suit the diverse needs and abilities of their students.

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