Undergraduate Guidance Set 2017 PDF Download
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Author:
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ISBN: 9780768941012
Category :
Languages : en
Pages : 0
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Author:
Publisher:
ISBN: 9780768941012
Category :
Languages : en
Pages : 0
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Author: Peterson's
Publisher: Peterson Nelnet Company
ISBN: 9780768944051
Category : Education
Languages : en
Pages :
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Peterson's Undergraduate Guidance Set 2021 includes: Four-Year Colleges 2021 (9780768943269) Two-Year Colleges 2021 (9780768944044
Author: Peterson's
Publisher:
ISBN: 9780768926804
Category :
Languages : en
Pages : 0
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Book Description
This streamlined set provides accurate, up-to-date college information for students considering both two- and four-year schools.
Author: Peterson'S.
Publisher:
ISBN: 9780768938753
Category :
Languages : en
Pages : 0
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Author: Schwartz, Lisa S.
Publisher: IGI Global
ISBN: 1799896196
Category : Medical
Languages : en
Pages : 390
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Book Description
Despite significant demand for healthcare professionals in the workforce, admission to health professional graduate programs is highly competitive with less than half of all medical school applicants gaining admission annually. The application process is nuanced, complex, and costly, which can often be a significant barrier to otherwise highly qualified students, particularly those from backgrounds underrepresented in the healthcare workforce. Further understanding of the best practices in navigating the application processes, academia, and professional development is crucial for those advising pre-health students. The Handbook of Research on Advising and Developing the Pre-Health Professional Student considers current practices and research regarding academic and extracurricular preparation of undergraduate students who wish to enter health professions and offers new pre-health professional advisors as well as more seasoned advisors and other administrators a resource to assist them in their professional journey. Covering a range of topics such as advisor relationships and lifelong learning skills, this major reference work is ideal for advisors, healthcare professionals, academicians, researchers, practitioners, scholars, instructors, and students.
Author: Emily Alice McIntosh
Publisher: Frontiers Media SA
ISBN: 2889664961
Category : Science
Languages : en
Pages : 146
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Book Description
Author: Jonathan Tummons
Publisher: Learning Matters
ISBN: 1526481839
Category : Education
Languages : en
Pages : 482
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Book Description
This text is an introduction to learning and teaching in the post compulsory sector. Those training to teach in the sector need to understand learning and learners in PCET. This text goes further than other texts in its exploration of the sector. It encourages readers to critically evaluate the context of PCET in the UK and opens up their learning through introducing some global profiles. The text explores learners in the sector, the diversity of the sector, the challenges and some topical contemporary themes. It covers a breadth of content and can thus be used as a general course text for all PGCE (PCET) courses as well as other education programmes. Through pedagogical features including critical questions, teacher and learner voices, links to practice and more, the text provides a resource for all those learning about PCET.
Author: Allison Keene
Publisher:
ISBN:
Category :
Languages : en
Pages : 110
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Book Description
With the demographics of the United States changing at a rapid rate, a greater percentage of the population identifies as first-generation college students (National Center for Education Statistics, 2016). Much of the literature available around first generation college students focuses on deficits in this population, noting lower retention and graduate rates compared to their non-first generation peers. The literature notes not having exposure to pre-existing knowledge around the college experience, given they are the first in their families to pursue postsecondary education, is a strong contributor to these poor outcomes (Cataldi et al, 2018; Collier & Morgan, 2008; O'Shea, 2016; Stephens et al, 2012). Next steps, however, require university administrators to view this population from a lens of opportunity and strengths to focus on how institutions can empower this group (Macia, 2013). In spite of the challenges faced, first generation college students have persevered and are seeking additional opportunities for educational advancement, requiring administrators to rewrite the deficit narrative in the literature and focus on how to empower first generation college students to persist and ultimately graduate. With more first generation college students seeking postsecondary education than ever before, universities need to adapt to the changing needs of the students enrolling in their programs and seek ways to build social capital in these students, which has been proven to promote self-efficacy, goal setting, and academic success, and ultimately higher retention rates (Fosnacht et al., 2017; Lotkowski et al., 2004; Tinto, 2007; Vander Schee, 2007; Young-Jones at al., 2013). Given the literature points to a strong connection between students building relationships with academic advisors and higher rates of retention and graduation, universities should focus on the professional development opportunities provided to advisors (Bettinger & Baker, 2014; Fosnacht et al, 2017; Mau & Fosnacht, 2019; Molina & Abelman, 2000; Swecker et al, 2013). This research focuses on a survey of 108 academic advisors across the mid-Atlantic region, including two-year and four-year institutions, both public and private as well those only granting bachelor degrees all the way up to those doctoral granting institutions. The 35 question survey was broken into three parts. Part one focused on utilizing the Mentoring Competency Survey, developed by the University of Wisconsin-Madison, to understand the development of key competencies related to mentorship, including maintain effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity, and promoting professional development (Fleming et al., 2013; University of Wisconsin-Madison, 2018). Part two focused on demographic questions taken from the 2011 NACADA National Survey These questions focused specifically on the advisor's size of the home institution, understanding the advisor's role (department-level, school-level or university-level), highest degree attained, and types of professional development available to the advisor (National Academic Advising Association Clearinghouse, 2017). The third section asked for general confidence ratings in working with first generation college students versus non-first generation college students and years of service. The survey results noted a general lack of professional development being provided to this population related to the needs of first-generation college students. Most reported minimal to no professional development opportunities in this area and those that did report noted limitation to the events, such as being one day workshops. Of those that reported more professional development opportunities around first generation college student, significant positive correlations for higher levels of confidence in working with this group were associated with having regularly scheduled meetings and out of office staff retreats that focused on first generation college student issues. Respondents also noted that having a series of workshops about general topics also boosted their confidence in working with first generation college students, which highlights the importance of complementing a professional development portfolio with information based on key content related to specific groups as well as generalized professional development that speaks best practices in the profession. Data from this survey promotes key ideas for future next steps, such as hiring and retention practices for academic advisors, setting professional development standards, utilizing competencies for professional growth and career advancement, and creating buy-in with students. Example and implementation ideas are also included for next-step planning.
Author: Daniel Shoemaker
Publisher: CRC Press
ISBN: 1000050416
Category : Computers
Languages : en
Pages : 496
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Book Description
The Cybersecurity Body of Knowledge explains the content, purpose, and use of eight knowledge areas that define the boundaries of the discipline of cybersecurity. The discussion focuses on, and is driven by, the essential concepts of each knowledge area that collectively capture the cybersecurity body of knowledge to provide a complete picture of the field. This book is based on a brand-new and up to this point unique, global initiative, known as CSEC2017, which was created and endorsed by ACM, IEEE-CS, AIS SIGSEC, and IFIP WG 11.8. This has practical relevance to every educator in the discipline of cybersecurity. Because the specifics of this body of knowledge cannot be imparted in a single text, the authors provide the necessary comprehensive overview. In essence, this is the entry-level survey of the comprehensive field of cybersecurity. It will serve as the roadmap for individuals to later drill down into a specific area of interest. This presentation is also explicitly designed to aid faculty members, administrators, CISOs, policy makers, and stakeholders involved with cybersecurity workforce development initiatives. The book is oriented toward practical application of a computing-based foundation, crosscutting concepts, and essential knowledge and skills of the cybersecurity discipline to meet workforce demands. Dan Shoemaker, PhD, is full professor, senior research scientist, and program director at the University of Detroit Mercy’s Center for Cyber Security and Intelligence Studies. Dan is a former chair of the Cybersecurity & Information Systems Department and has authored numerous books and journal articles focused on cybersecurity. Anne Kohnke, PhD, is an associate professor of cybersecurity and the principle investigator of the Center for Academic Excellence in Cyber Defence at the University of Detroit Mercy. Anne’s research is focused in cybersecurity, risk management, threat modeling, and mitigating attack vectors. Ken Sigler, MS, is a faculty member of the Computer Information Systems (CIS) program at the Auburn Hills campus of Oakland Community College in Michigan. Ken’s research is in the areas of software management, software assurance, and cybersecurity.
Author: Salinitri, Geri
Publisher: IGI Global
ISBN: 1799824314
Category : Education
Languages : en
Pages : 474
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Book Description
Leadership Experience for Academic Directions (LEAD) is a program that was developed as a service learning program for teacher candidates in preparation for the teaching career. As youth populations continue to diversify and as the issues impacting youth continue to surface, it is the responsibility of educators, administrators, and the governments to provide all the opportunities for youth to succeed academically, socially, and personally. Teachers especially are instrumental in making this happen; therefore, it is imperative that teachers come into the profession with the cognitive and non-cognitive skills to motivate youth to succeed. The Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success s a critical scholarly book that explores the many facets of the teaching profession as they relate to working with at-risk youth and helping them reach their full potential. This book provides the groundwork for programs that will succeed at the K-12 education level and at the teacher education level. Featuring a range of topics such as human capital, mental health, and social learning theory, this book is essential for academicians, teaching professionals, administrators, professional development educators, policymakers, researchers, and students.
