...Epistemological Reflection in the First Year Experience Course Program Charge The Student Development Division staff subcommittee of ABC Community College has been tasked to present to the Dean of Student Affairs a theory based program to foster student development. The subcommittee proposes a revision to the first year experience course curriculum which will integrate outcomes based on Baxter Magolda’s Model of Epistemological Reflection. Proposed Program Goal and Context Overall, this program is designed to “validate students as knowers, situate learning in the students’ experiences, encourage the processes of jointly constructed knowledge, and facilitate learning relationships that empower students” (Bock, 1999, p. 39). More specifically, the First Year Experience Curriculum Revision will challenge first-year community college students’ assumptions about the nature, limits, and certainty of knowledge (Evans et al., 2010, p. 125). Target Demographic The traditional and nontraditional community college students enrolled in a first year experience course are the target demographic for this program. While the average age of the community college student is twenty nine years old, the students enrolled in the first year experience course will range from new high school graduates to working adults. Program Description The proposed student development initiative will be carried out through curriculum revision of a First Year Experience Course. This course will provide...
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...PARSING THE FIRST YEAR OF COLLEGE: A CONCEPTUAL FRAMEWORK FOR STUDYING COLLEGE IMPACTS Patrick T. Terenzini Distinguished Professor and Senior Scientist Center for the Study of Higher Education 400 Rackley Building Pennsylvania State University University Park, PA 16802-3203 Voice: (814) 865-9755 Fax: (814) 865-3638 E-mail: Terenzini@psu.edu and Robert D. Reason Assistant Professor and Research Associate Center for the Study of Higher Education Pennsylvania State University Voice: (814) 863-3766 Fax: (814) 865-3638 E-mail: Rreason@psu.edu Paper presented at the meeting of the Association for the Study of Higher Education, November 19, 2005, Philadelphia, PA. PARSING THE FIRST YEAR OF COLLEGE: A CONCEPTUAL FRAMEWORK FOR STUDYING COLLEGE IMPACT Introduction For many college-bound students and their families, the first year of college is a make-orbreak period for learning, for decisions about continued college enrollment, and for discovering whether they made a good decision about which college to attend. Abundant evidence links students’ first-year academic performance to both persistence and degree completion (Pascarella & Terenzini, 1991, 2005). In addition, about two-thirds (perhaps as much as 90 percent for cognitive skills) of the gains college students make in reading, math, science, the social sciences, and cognitive skill development will occur in the first two years (Pascarella & Terenzini, 2005). Many students, however, are not in college long enough to realize those...
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...1.) First-year students have many important experiences during their first semester. Describe a meaningful personal experience from your college career. What did you gain from this experience? How could what you have learned be useful to first-year students? I reluctantly chose to take a Theater course as part of fulfilling AXLE. I expected it to be pretty awful, as I had no interest whatsoever in learning about acting, stage design, reading plays, etc. Fortunately my expectations were wrong. The class was a blast for the most part. I met some great people, opened myself up (had to act a piece in front of people), and became (I guess you could say) more cultured. Heck, I even got to write my own play and have it performed on stage. It was great experience in which I learned to have an open mind about things. I feel I’m a better person because of this experience, as I now try my best to prevent myself from forming an opinion on something I have yet to try. I’m glad I learned this lesson when I did, because I have found myself trying more things that I normally would have never thought to try before coming to Vanderbilt. In my view, the lesson that I learned is a valuable one – one that all first-year students might find useful. As a VUceptor I would make sure to convey this experience to all of my first-years, and let them know how beneficial it was to me in terms of my personal growth at Vanderbilt. 2.) VUceptors must balance many responsibilities regarding VUceptees, Faculty...
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...article is twofold: (a) to critically review research on how students’ process of decision making with respect to selecting college majors and careers relates to their persistence in college, and (b) to tease-out practical implications of this research for improving the academic advisement, long-range planning, and retention of first-year students. The majority of new students entering higher education leave their initial college of choice without completing a degree (Tinto, 1993), and national attrition rates have been increasing since the early 1980s at two-year and four-year institutions, both public and private (Postsecondary Education Opportunity, 2002). At all types of higher education institutions, including highly selective colleges and universities, the most critical period or stage of vulnerability for student attrition continues to be the first year of college (“Learning Slope,” 1991). More than half of all students who withdraw from college do so during their first year (Consortium for Student Retention Data Exchange, 1999), resulting in a first-year attrition rate of more than 25% at four-year institutions, and approximately 50% at two-year institutions (ACT, 2003). Retention research suggests that student commitment to educational and career goals is perhaps the strongest factor associated with persistence to degree completion (Wyckoff, 1999). Given the increasing trend of new students to report that their number-one goal for attending college is “preparing...
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...My Writing experience: The Good The Bad and The Ugly I can recall a time when I had to write a paper for English Composition I. I was attending Ivy Tech Community College at that time. The professor asked the class to write a paper about our major, my major was Early Childhood Education. This experience I had at Ivy Tech was not my first when it came to writing a formal essay, but it was just as nerve wrecking as the first time. When I began writing formal essay papers, in high school, it was not easy for me. In the first part of this essay, I review my experience with writing in my childhood, then I will be talking about my terrifying writing experience in high school, and finally the years that have passed since I have not written any formal essays. In the second part of the paper, I describe my experience with Microsoft word, my experience with using MLA formatting style, and my experience using documentation in research papers. In my childhood, I have been state to state and attended...
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...Performance Persistence in Entrepreneurship 1. Introduction In this paper, we address two basic questions: Is there performance persistence in entrepreneurship? And, if so, why? Our answer to the first question is yes: all else equal, a venture-capital-backed entrepreneur who succeeds in a venture (by our definition, starts a company that goes public) has a 30% chance of succeeding in his next venture. By contrast, first-time entrepreneurs have only an 18% chance of succeeding and entrepreneurs who previously failed have a 20% chance of succeeding. The answer to the second question of why there is performance persistence is more complex. Performance persistence – for example, among mutual fund managers, stock analysts, or football players – is usually taken as evidence of skill. This is certainly the most straightforward explanation of our finding. Indeed, we will provide additional evidence to support this view. However, in the context of entrepreneurship, there may be another force at work. The perception of performance persistence – the belief that successful entrepreneurs are more skilled than unsuccessful ones – can induce real performance persistence. This would be the case if suppliers and customers are more likely to commit resources to firms that they perceive to be more likely to succeed based on the entrepreneur’s track record. This perception of performance persistence mitigates the coordination problem in which suppliers and customers are unwilling to commit resources...
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...FRATERNITY/SORORITY MEMBERSHIP ON COLLEGE EXPERIENCES AND OUTCOMES: A PORTRAIT OF COMPLEXITY Ashley M. Asel, Tricia A. Seifert, and Ernest T. Pascarella This study estimated the effects of fraternity/sorority membership on a wide range of college experiences and outcomes for first-year and senior college students at a large, public, Midwestern university. The findings suggest a complex portrait of the relationships between affiliation, engagement, and learning outcomes. Fraternity/sorority membership appeared to facilitate social involvement during college but may have limited the diversity of relationships. It was associated with higher levels of community service, but also increased the odds of excessive alcohol use. In the presence of controls for important, confounding influences, being a fraternity/sorority member had little consistent influence on grades or perceived impact of college. There was little support for gender differences in the impact of affiliation. Finally, implications for student affairs professionals in their work with undergraduate fraternity/sorority leaders and members were considered. Most institutions of higher education hold student learning and success as parts of their primary missions (Kuh, Kinzie, Schuh, Whitt, & Associates, 2005; Kuh, Schuh, Whitt, & Associates, 1991). Faculty members, staff members, and administrators have attempted to distinguish between the in-class and out-of-class experiences that foster – as well as inhibit – student...
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...ProjectinMAPEH My scrapbook MY Profile First year Second year Third year Fourth year Project In Values Submitted by: Valdez Levin Vowie A. IV-ECP Submitted to: Ms. Albitos First year Second year Third year Fourth year Pamagat Ang may akda Tauhan teorya Information Name:Levin Vowie A. Valdez Nick name: Levi Birthday: January 3, 1996 Age: 18 Selfdescription: simpleng tao, mapagmahal sa pamilya at sa mga kaibigan, palatawa, masayahing tao at kung minsanmay mganagagawangkasalanan at pagkakamalisabuhayperopinagsisikapannamagingmabuti at karapatdapatsaharapng DIYOS at higitsalahatmaraming PANGARAP sabuhay at gustongmaabotangmgaminimithi. Five happy moments Five sad moments My high school life Sorry & Thank you ProyektoSa Filipino Isinusulit Ni: Valdez Levin Vowie A. Isinusulit Kay: Mrs. Cristine joy M. Pacia L Project In English Submitted by: Valdez Levin Vowie A. Submitted to: Mr. Vendiola Memorable Experience Experience 1.When I was in grade five me & my classmate always bonding during lunch break one day one of my classmate ask me to swim in the river near on the school. I agree to his want my classmate & I on the side of the river my classmate is the first to jump in the river he so enjoy in swimming so I decide to follow to jump I really don’t know the river so deep I’m not good to swim but my classmate save me to death. Lesson -in this experience I got a lesson next time I say to me guardian my work or...
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...” The story is loosely based upon the real world experiences of the author, and is written to give students a look into the world of public accounting that goes beyond a textbook. The Auditor not only gives students a chance to follow Jack Butler’s journey up the company ladder at The Firm, but also reiterates the relative importance of conventional lessons learned in school. The story begins with a nerve filled morning for Jack Butler. He is one of three managers who are being considered for partnership, and today is “the big day.” The fact that Jack, an experienced auditor at this time, is filled with anxiety on this day shows how special it is to be considered as a candidate for partnership in a firm. It also depicts the level of competition a student can expect to experience at a firm in the future. In the story, Jack states that the other two managers up for the partnership are very close friends, and he worries that their relationships might be affected if he gets the position. Jack receives the promotion, along with one of the other two managers, Barbara Gillespsie. Jack is excited for the promotion, but quickly realizes the additional responsibility that comes with being a partner in the firm. This first experience for Jack shows students that while more money does come with promotions, there is also a greater level of responsibility associated with higher positions in firms. Jack also describes his boss in the first chapter. His name is Quentin Barnes, and he is referred...
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... from the University of Southern California, M.F.A. from Brandeis University (MA) and B.A. from Western Washington University (WA) after first attending Linfield College (OR). | SUMMER 2007 JOURNAL OF COLLEGE ADMISSION W W W. N A C ACNET.ORG Beyond Admission: Understanding Pre-College Variables and the Success of At-Risk Students Abstract This study examined pre-college variables from an admission-office perspective and the ability of these variables to predict college grade point average (GPA) for students specially admitted into an academic support program for at-risk students. The research was conducted at a private, highly-selective, research university in the southwest United States. The primary determining factors for this special admission program are lowerthan-average high school GPA and/or standardized test scores. Pre-college variables that most significantly predicted college GPA were high school GPA, gender of student, and leadership experience prior to applying. Scholastic Aptitude Test (SAT) scores failed to predict success as measured by college GPA. Beyond Admission Seventy-five percent of students who drop out of college do so during their first two years, and 57 percent of students leave their first college without graduating (Tinto, 1993). First semester grades (McGrath & Braunstein, 1997) and first year grades (Gifford, Briceño-Perriott, & Mianzo, 2006; Reason, 2003) are significantly linked with retention. Because these grades act as a quantifiable...
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...A wise man once said, “Experience is not what happens to you, it is what you do with what happens to you. I agree with this statement. Everything happens for a reason and you can learn from your mistakes right? Experience isn’t just showing up or doing the work. It is about going the extra mile and putting everything you’ve got into the work. Life is an open door with many choices and paths you can choose. You have all these different roads you can turn on but the choice is up to you. There are a few examples I can think of that apply to my own life. We all know about the grade 10 OSSLT (Literacy test). It’s a requirement you need to graduate high school. The first year I wrote it I failed. It was so disappointing and brought down my confidence in English class. I decided to write it again the following year. Starting November I went to these little practice literacy preparation classes hosted by Ms Snell. She helped me a lot and it gave me a chance to be better prepared for this upcoming literacy test in the spring. When I wrote in in the spring, I passed! A few of my friends thought the reason I passed was because I already had experience writing it before. I disagree with my friends. Yes I had experience with the literacy test but that’s not what passed me. What passed me was what I did when I failed the first year. I looked at failing the first year as a chance to try harder the next time. So I went to all of those practice classes and tried my very best...
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...Table of Contents Page 1.0 Introduction ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 1 2.0 The Group Selection ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 1 3.0 SimVenture Simulation ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2 4.0 Experience with SimVenture Simulation ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2 5.1 First Simulation ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2 5.2 Second Simulation ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 4 5.3 Third Simulation – WOW ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 4 5.0 Group Dynamics ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 5 6.0 Individual Learning and Growth Points ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6 7.0 Conclusion ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7 8.0 References ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7 1.0 Introduction The Entrepreneurship in Practice module is taught with the purpose to educate the potential...
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...Just write about why you are applying to TFA. Why do you want to spend two years teaching low-income students in urban or rural communities? What life experiences have led you to apply? Teach for America Essay help request Sorry for the long post! Okay, so I have rough drafts of both my essays for teach for America done! I have to revise them like tonight because the application is due Friday. But if you have a moment, look them over and let my know what you think. Ideas on how to trim them down to five hundred words would be very helpful. the first is a letter of intent, the second an essay about my greatest accomplishment in the past four years. ESSAY #1 I hope to join Teach for America for what seems like a simple reason: I want to teach. Specifically, I want to teach middle school social studies or history. What thrills me about teaching is the constant challenge of finding better ways to motivate students and make learning relevant to their lives. I want to teach middle school because it is a challenging age. Middle school students are trying to figure out their roles in the world and are facing many pressures from peers, society, and their parents to conform in different ways. I want to be a supportive mentor for children at that difficult point in their lives. I want middle school to be a pleasant experience instead of the bad memory it is for many people. This is much the same thing that motivates me to teach history: I hated history classes when I was in middle...
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...Chapter 1- ‘A Relationship-Based Model and the Importance of the Infant and Toddler Years’- 1. Why do infants and toddlers need responsive, continuous caring relationship with parents, families, and teachers? Positive relationships are vital for infants and toddlers as well. To thrive, infants and toddlers need loving adults who protect, nurture, and help them learn. Adults who respond to children and treat them with respect promote their strengths. In fact, respectful responses from others are essential to infants’ and toddlers’ sense of security, self-worth, self-confidence, and motivation to learn. Infants’ and toddlers’ experience of healthy relationships is the foundation for their ability to love and learn. 2. Create a list of why the first 3 years of life are so important for the well-being of infants and toddlers? No other stage of human development requires as much learning and results in as many changes as in the first 3 years of life. Some infants and toddlers are healthy, have enough to eat, feel safe and loved, are talked to in responsive ways, and feel like valued members of their families and cultures. Educators and parents now know, definitely, that what happens during the first 3 years of a child’s life has a long-lasting effect on who that person is and will become. Infants’ and toddlers’ early experiences will influence their ability to learn, feelings of self-worth, sense of competence, and capacity to love and care for others. The work...
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...E-Sonic Compensation Paper Todd Lipscomb, Belma Alic, and Teresa Halpin Davenport University Strategic Analysis Outline: 1. Strategic Analysis A. E-Sonic NAICS falls into two different codes 334614 and 512220. The first code 334614 definition is, “Providing mass duplication of recorded products; Software and other Prerecorded Compact Disc, Tape, and Record Reproducing” (). This code is given in reference to E-Sonic’s producing of music on to various forms of products. The second code 512220 is, “Releasing, Promoting, and Distributing sound recordings. Integrated Record Production/Distribution” (). B. Analysis of E-Sonic’s external market environment 1. Sonic records are a part of the recording and production studio industry, which is going on to start E-Sonic. “Sonic Records, a market-leading recording studio and production house, has witnessed declining demand for music CDs” (). The company boasted over $15 billion in revenue five years ago. However, times have changed over the past five years; technology has greatly improved over time. There have been many technological advances that has offered alternatives to CDs. The one thing that has improved the industry some is the government regulations against pirating music, which is essentially stealing the merchandise. 2. E-Sonic’s competition is pretty fierce as the market has been going for quite some time now. It kind of goes along with, don’t reinvent the wheel if it is already working. Consumers...
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