The Impact of First Year Seminar Courses Career Development Component on the Career Decision Making Process of Undecided College Students PDF Download
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Author: Rashica Lenice Ward
Publisher:
ISBN:
Category : College student development programs
Languages : en
Pages : 58
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Book Description
The purpose of this study was to explore the impact of a career development component in a first year seminar course on the dysfunctional career thoughts of undecided first year college students, as measured by the Career Thoughts Inventory (CTI). The intent was to determine if there was a statistically significant difference in students exposed to the career development component in First Year Seminar courses as compared to students who were not by comparing the means of their CTI total scores. Also, for those students who were exposed to career development in a first year seminar course the study aimed to determine if there were statistically significant differences in the means of the CTI total scores based on gender. The t-test analysis from the data of the primary research question did not determine significant differences in the means of the CTI total scores of students who were exposed to the career development component and students who were not. Analysis from the data of the sub-research question did not determine significant differences in the means of CTI total scores of students exposed to the career development component by gender. Limitations as well as recommendations for future research included securing a larger sample and examining the construct scales within the CTI total score as opposed to only examining the total CTI score.
Author: Rashica Lenice Ward
Publisher:
ISBN:
Category : College student development programs
Languages : en
Pages : 58
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Book Description
The purpose of this study was to explore the impact of a career development component in a first year seminar course on the dysfunctional career thoughts of undecided first year college students, as measured by the Career Thoughts Inventory (CTI). The intent was to determine if there was a statistically significant difference in students exposed to the career development component in First Year Seminar courses as compared to students who were not by comparing the means of their CTI total scores. Also, for those students who were exposed to career development in a first year seminar course the study aimed to determine if there were statistically significant differences in the means of the CTI total scores based on gender. The t-test analysis from the data of the primary research question did not determine significant differences in the means of the CTI total scores of students who were exposed to the career development component and students who were not. Analysis from the data of the sub-research question did not determine significant differences in the means of CTI total scores of students exposed to the career development component by gender. Limitations as well as recommendations for future research included securing a larger sample and examining the construct scales within the CTI total score as opposed to only examining the total CTI score.
Author: Sidra Tabassum Ashraf Baig
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 102
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Book Description
This study explored the effects of a semester-long, 2 credit career development course on the undecided college students. Participants included undergraduate students enrolled in the Career Development (COUN 105) class and comparison group students enrolled in Introductory Psychology (PSYX 100), and Intimate and Family Relationship (COUN 295) classes at The University of Montana. Students were assessed at the beginning and the end of the Spring and Fall semesters, 2010 by using the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF; Betz & Taylor, 1983), Career Orientation scale, Career Decision Scale (Osipow et al., 1976), and Decisional Process Inventory (Hartung, 1994). The main purpose of this quantitative research study was to determine whether a career development course offered at The University of Montana would have a positive, neutral, or negative effect on career decision-making, self-efficacy, and other career decision making processes among undergraduate students. Based on (MANOVA) results, COUN 105 students significantly increased their sense of career self-efficacy as a function of the course. Based on these results, it was recommended for the development and implementation of career courses for undecided undergraduates become mandatory.
Author: Christine Harrington
Publisher: Rowman & Littlefield
ISBN: 1475842481
Category : Education
Languages : en
Pages : 164
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Book Description
Why the First-Year Seminar Matters: Helping Students Choose and Stay on a Career Path provides an overview of the Guided Pathways movement and the critical role that the first-year seminar can play in setting the stage for student success. After reviewing the extensive history and research on first-year seminars, Harrington and Orosz suggest that the time is right for colleges and universities to re-imagine the first-year seminar course within the Guided Pathways framework. More specifically, by increasing the focus on career exploration and decision-making and addressing key success skills students need, the first-year seminar can serve as an essential foundational element of Guided Pathways. Readers will find the practical suggestions on how to engage in backward course redesign and the making the case data helpful as they aim to address equity gaps and require this course of all incoming first-year students.
Author: Tracy L. Skipper
Publisher: Research Reports on College Tr
ISBN: 9781942072010
Category : Education
Languages : en
Pages : 0
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Book Description
The responsibility for college success has historically rested with the student, but since the 1980s, educators have taken increasing ownership of this, designing structures that increase the likelihood of learning, success, and retention. These efforts have included a variety of initiatives--first year seminars, learning communities, writing-intensive courses, common intellectual experiences, service-learning, undergraduate research, and senior capstones among others--that have come to be known as high-impact practices. Although first year seminars have been widely accepted as a high impact educational practice leading to improved academic performance, increased retention and acquisition of critical 21st Century outcomes, first-year seminars tend to be loosely defined in the literature. National explorations of course structure and administration demonstrate the diversity of the curricular initiatives across various campuses. In order to determine the attributes that all of these varied courses share in common that contribute to their effectiveness, the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina invited contributions for a book exploring effective educational practices within the first-year seminar. This collection of case studies represents a wide variety of institutional and seminar types. The authors describe the structure, pedagogy, and assessment strategies that lead to high quality seminars and they offer abundant models for ensuring the delivery of a high-quality educational experience to all entering students. The table of contents includes the following: (1) Structural Supports for Effective Educational Practices in the First-Year Seminar (Tracy L. Skipper); (2) The American University of Rome (Jenny Petrucci); (3) Cabrini University (Richard Gebauer, Michelle Filling-Brown, and Amy Perischetti); (4) Clark University (Jessica Bane Robert); (5) Coastal Carolina University (Michele C. Everett); (6) Durham Technical Community College (Kerry F. Cantwell and Gabby McCutchen); (7) Florida South Western State College (Eileen DeLuca, Kathy Clark, Myra Walters, and Martin Tawil); (8) Indiana University--Purdue University Indianapolis (Heather Bowman, Amy Powell, and Cathy Buyarski); (9) Ithaca College (Elizabeth Bleicher); (10) LaGuardia Community College, CUNY (Tameka Battle, Linda Chandler, Bret Eynon, Andrea Francis, Preethi Radhakrishnan, and Ellen Quish); (11) Loyola University Maryland (Mary Ellen Wade); (12) Malone University (Marcia K. Everett, Jay R. Case, and Jacci Welling); (13) Montana State University (Margaret Konkel and Deborah Blanchard); (14) Northern Arizona University (Rebecca Campbell and Kaitlin Hublitz); (15) Southern Methodist University (Caitlin Anderson, Takeshi Fujii, and Donna Gober); (16) Southwestern Michigan College (Christi Young, Jeffrey Dennis, and Donald Ludman); (17) St. Cloud State University (Christine Metzo); (18) Texas A & M University-Corpus Christi (Rita A. Sperry, Andrew M. Garcia, Chelsie Hawkinson, and Michelle Major); (19) The University of Arizona (Marla Franco, Jessica Hill, and Tina Wesanen-Neil); (20) University of Kansas (Alison Olcott Marshall and Sarah Crawford-Parker); (21) University of Maryland Baltimore County (Lisa Carter Beall); (22) University of New Hampshire (Neil Niman, Tamara Rury, and Sean Stewart); (23) University of North Carolina Wilmington (Zachary W. Underwood); (24) University of Northern Iowa (Deirdre Heistad, April Chatham-Carpenter, Kristin Moser, and Kristin Woods); (25) University of Texas at Austin (Ashley N. Stone and Tracie Lowe); (26) University of Texas at San Antonio (Kathleen Fugate Laborde and Tammy Jordan Wyatt); (27) University of Wisconsin-Madison (Susan Brantly and Sorabh Singhal); (28) Virginia Commonwealth University (Melissa C. Johnson and Bety Kreydatus); and (29) Conclusion: What Does It Mean to Be High Impact? (Tracy L. Skipper). (Individual chapters contain references.).
Author: Cecilia A. McLean
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 20
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Author:
Publisher:
ISBN:
Category : American periodicals
Languages : en
Pages :
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Author: Beverly K. Werner
Publisher:
ISBN:
Category :
Languages : en
Pages : 232
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Author: Thomas R. Bailey
Publisher: Harvard University Press
ISBN: 0674368282
Category : Education
Languages : en
Pages : 301
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Book Description
In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
Author: Robert Stephen Feldman
Publisher: Psychology Press
ISBN: 0805855750
Category : Education
Languages : en
Pages : 229
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Book Description
The "First-Year Experience" course combines study skills with "life" skills and is intended to ease first-year college students into college life. It has become a required course at most community colleges and proprietary schools, and is making headway in getting established at the less selective state universities.
