Student retention is a consequential effort of all institutions of higher learning today. The survival of the institution is dependent upon the success of students in obtaining their degrees (Knox, 2005; Noel, 1978). In order to continue to grow a base of Science, Technology, Engineering and Mathematics (STEM) students and produce quality graduates, it is imperative that best practices in student success and retention be identified, documented and replicated. This study looked at the Tennessee Louis Stokes Alliance for Minority Participation Summer Bridge program results in STEM major retention and success in designated courses. Three years of the TLSAMP Summer Bridge were randomly chosen from the inception of the first joint TLSAMP Summer Bridge Program in 2004 and the last one in 2013. The years chosen for this study were 2008, 2012 and 2013. The following information was gathered for participants in the 2008, 2012, and 2013 TLSAMP Summer Bridge Programs: (1) Major, (2) If student returned to school after freshmen year (3) If a change of major after freshman year, ( (4) First English course grade, and (5) First Math course grade. TLSAMP Summer Bridge showed an indication to be a best practice for student retention and success in those targeted courses addressed in the bridge program. From a broader perspective, it can be inferred that what works for STEM majors can also work for other majors when tailored for them and the culture of the institution. Further study on the effectiveness and implementation of summer bridge programs on student recruitment and student retention is recommended.
{"title":"The Summer Bridge Program","authors":"Barbara L. Howard, L. Sharpe","doi":"10.32674/JISE.V7I2.1207","DOIUrl":"https://doi.org/10.32674/JISE.V7I2.1207","url":null,"abstract":"Student retention is a consequential effort of all institutions of higher learning today. The survival of the institution is dependent upon the success of students in obtaining their degrees (Knox, 2005; Noel, 1978). In order to continue to grow a base of Science, Technology, Engineering and Mathematics (STEM) students and produce quality graduates, it is imperative that best practices in student success and retention be identified, documented and replicated. This study looked at the Tennessee Louis Stokes Alliance for Minority Participation Summer Bridge program results in STEM major retention and success in designated courses. Three years of the TLSAMP Summer Bridge were randomly chosen from the inception of the first joint TLSAMP Summer Bridge Program in 2004 and the last one in 2013. The years chosen for this study were 2008, 2012 and 2013. The following information was gathered for participants in the 2008, 2012, and 2013 TLSAMP Summer Bridge Programs: (1) Major, (2) If student returned to school after freshmen year (3) If a change of major after freshman year, ( (4) First English course grade, and (5) First Math course grade. TLSAMP Summer Bridge showed an indication to be a best practice for student retention and success in those targeted courses addressed in the bridge program. From a broader perspective, it can be inferred that what works for STEM majors can also work for other majors when tailored for them and the culture of the institution. Further study on the effectiveness and implementation of summer bridge programs on student recruitment and student retention is recommended.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80724279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this preliminary study is to disseminate the reliability of Ethical and Legal Issues in Counseling Self-Efficacy Scale (ELICSES). ELICSES consists of 23 items and it is used to measure trainee counselors’ self-efficacy in dealing with legal and ethical issues. We performed a small-scale study to assess the degree of reliability in a university setting. The findings revealed acceptable internal consistency reliability of the full scale and three subscales. Hence, the scale is an ideal instrument to measure trainee counselors’ self-efficacy in dealing with legal and ethical issues. However, we suggest the future researchers work on test-retest reliability and examine ELICSES across cultures involving multination.
{"title":"Reliability Analysis of Self-Efficacy in Dealing with Legal and Ethical Issues","authors":"Neerushah Subarimaniam, Noor Syamilah Zakaria","doi":"10.32674/JISE.V7I2.1208","DOIUrl":"https://doi.org/10.32674/JISE.V7I2.1208","url":null,"abstract":"The aim of this preliminary study is to disseminate the reliability of Ethical and Legal Issues in Counseling Self-Efficacy Scale (ELICSES). ELICSES consists of 23 items and it is used to measure trainee counselors’ self-efficacy in dealing with legal and ethical issues. We performed a small-scale study to assess the degree of reliability in a university setting. The findings revealed acceptable internal consistency reliability of the full scale and three subscales. Hence, the scale is an ideal instrument to measure trainee counselors’ self-efficacy in dealing with legal and ethical issues. However, we suggest the future researchers work on test-retest reliability and examine ELICSES across cultures involving multination.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81448292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article considers the epistemological consequences of interdisciplinary, collaborative pedagogy through the lens of a practitioner whose goal is to theorize and contextualize her practice. The author traces connections between interdisciplinary pedagogy and the idea of Making or makerspaces. Giving in-depth examples of interdisciplinary, integrative, project-based collaborative activities that have an affinity to the concept of Making, the author concludes by suggesting some important epistemological consequences of a “Maker Pedagogy.”
{"title":"Maker’s Mind","authors":"K. Novotny","doi":"10.32674/JISE.V8I1.1054","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.1054","url":null,"abstract":"This article considers the epistemological consequences of interdisciplinary, collaborative pedagogy through the lens of a practitioner whose goal is to theorize and contextualize her practice. The author traces connections between interdisciplinary pedagogy and the idea of Making or makerspaces. Giving in-depth examples of interdisciplinary, integrative, project-based collaborative activities that have an affinity to the concept of Making, the author concludes by suggesting some important epistemological consequences of a “Maker Pedagogy.”","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90228577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Economic integration in the K-16 space is one facet of the American education system that depicts inadequacy yet potential. Mary Beth Henning alongside several educational specialists and economists illustrate how economics can be taught in a multidisciplinary manner through the mandated disciplines, such as math, reading, and history. The authors of this book demonstrate the need for students to develop an economic way of thinking through three majors themes focusing on: interdisciplinary integration of economics, blended learning, and economic educator preparation. I would highly recommend this book to K-16 educators looking to integrate economics into core academic subjects through age-appropriate and relevant examples intending to promote economic ways of thinking among students.
{"title":"Innovations in economic education","authors":"Mariam Abdelhamid","doi":"10.32674/JISE.V8I1.678","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.678","url":null,"abstract":"Economic integration in the K-16 space is one facet of the American education system that depicts inadequacy yet potential. Mary Beth Henning alongside several educational specialists and economists illustrate how economics can be taught in a multidisciplinary manner through the mandated disciplines, such as math, reading, and history. The authors of this book demonstrate the need for students to develop an economic way of thinking through three majors themes focusing on: interdisciplinary integration of economics, blended learning, and economic educator preparation. I would highly recommend this book to K-16 educators looking to integrate economics into core academic subjects through age-appropriate and relevant examples intending to promote economic ways of thinking among students.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"30 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72409616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The story of American higher education in the 21st century is told in many ways. Some versions offer up a transcendental beacon of hope for our collective future prosperity, while other more widely circulated ones read like a faltering tale of desperation and despair. Of course, the truth likely falls somewhere in the middle, which makes sustained efforts to intentionally explore—and reshape—the nature of current and future educational efforts all the more relevant.
{"title":"Integration as the New (General Education)","authors":"Cynthia Brandenburg, M. Kelly","doi":"10.32674/JISE.V0I0.1055","DOIUrl":"https://doi.org/10.32674/JISE.V0I0.1055","url":null,"abstract":"The story of American higher education in the 21st century is told in many ways. Some versions offer up a transcendental beacon of hope for our collective future prosperity, while other more widely circulated ones read like a faltering tale of desperation and despair. Of course, the truth likely falls somewhere in the middle, which makes sustained efforts to intentionally explore—and reshape—the nature of current and future educational efforts all the more relevant. \u0000 ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"530 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80172709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In interdisciplinary education, metaphors often provide the epistemological clarity that is lacking in our definitions and theories of interdisciplinarity. The problem is that ineffective and unsubstantiated metaphors proliferate. We lack a root metaphor or shared world view of interdisciplinarity. Is it time that we move away from thinking in terms of metaphors? Some instrumentalists in interdisciplinary studies argue yes and propose a pragmatic constructionist approach for interdisciplinary education. This theoretical study determines that this proposal is incomplete. It reveals that an intertextual view of interdisciplinarity is not only more appropriate, but it integrates the competing theoretical and pedagogical approaches in the field. This article also identifies “the matrix” as the metaphor best positioned to sustain this integration and to bridge the widening gap between disciplines.
{"title":"(Un)Disciplining Interdisciplinarity","authors":"Jeremy Dennis","doi":"10.32674/JISE.V8I1.600","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.600","url":null,"abstract":"In interdisciplinary education, metaphors often provide the epistemological clarity that is lacking in our definitions and theories of interdisciplinarity. The problem is that ineffective and unsubstantiated metaphors proliferate. We lack a root metaphor or shared world view of interdisciplinarity. Is it time that we move away from thinking in terms of metaphors? Some instrumentalists in interdisciplinary studies argue yes and propose a pragmatic constructionist approach for interdisciplinary education. This theoretical study determines that this proposal is incomplete. It reveals that an intertextual view of interdisciplinarity is not only more appropriate, but it integrates the competing theoretical and pedagogical approaches in the field. This article also identifies “the matrix” as the metaphor best positioned to sustain this integration and to bridge the widening gap between disciplines.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76909576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines how components of experiential learning styles influence hedonic and utilitarian values of classrooms in higher education. These values are argued to impact on emotions and learning outcomes. A survey was employed with university students in different universities. Findings show concrete experience has a positive impact on both hedonic and utilitarian values. These findings emphasize that those students that score higher on the concrete experience scale tend to consider classrooms as more important in terms of their utilitarian and hedonic values. These students are suggested to be more influenced by experiential designed classrooms which impact their learning outcomes.
{"title":"Fun and Function?","authors":"Miralem Helmefalk, Andreas Eklund","doi":"10.32674/JISE.V7I1.1057","DOIUrl":"https://doi.org/10.32674/JISE.V7I1.1057","url":null,"abstract":"This study examines how components of experiential learning styles influence hedonic and utilitarian values of classrooms in higher education. These values are argued to impact on emotions and learning outcomes. A survey was employed with university students in different universities. Findings show concrete experience has a positive impact on both hedonic and utilitarian values. These findings emphasize that those students that score higher on the concrete experience scale tend to consider classrooms as more important in terms of their utilitarian and hedonic values. These students are suggested to be more influenced by experiential designed classrooms which impact their learning outcomes.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81781433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This manuscript demonstrates the value of understanding locus of control in higher education. Understanding this value provides educators with the ability to potentially predict academic outcomes, and have the foresight to guide students to achievement. First, the manuscript identifies and explores the classic theories of motivation from the mid-1900s. Then, a study is conducted that hypothesizes a correlation between demographic variables (age, gender, graduate/undergraduate classification) and locus of control using Rotter’s (1966) locus of control questionnaire. Finally, examples from four different disciplines are provided. This manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation, and more specifically, student locus of control in higher education.
{"title":"A Review of Classical Motivation Theories","authors":"Mary Kovach","doi":"10.32674/JISE.V7I1.1059","DOIUrl":"https://doi.org/10.32674/JISE.V7I1.1059","url":null,"abstract":"This manuscript demonstrates the value of understanding locus of control in higher education. Understanding this value provides educators with the ability to potentially predict academic outcomes, and have the foresight to guide students to achievement. First, the manuscript identifies and explores the classic theories of motivation from the mid-1900s. Then, a study is conducted that hypothesizes a correlation between demographic variables (age, gender, graduate/undergraduate classification) and locus of control using Rotter’s (1966) locus of control questionnaire. Finally, examples from four different disciplines are provided. This manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation, and more specifically, student locus of control in higher education. ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80613664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to construct structural equation model of students’ competence in mathematics through selected students profile variables. This study employed quantitative research design. The publicized PISA Mathematics Test was used to determine the competency of students in mathematics. The data was analyzed using Analysis of MOment Structures (AMOS). Findings revealed that structural model of students’ competence in applying mathematics in real world problems revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother’s work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can be used as guide in making programs in the classroom or curriculum in mathematics to develop students’ competency in mathematics.
{"title":"Structural Equation Model of Students’ Competence in Mathematics among Filipino High School Student","authors":"Melanie G. Gurat","doi":"10.32674/JISE.V7I1.1061","DOIUrl":"https://doi.org/10.32674/JISE.V7I1.1061","url":null,"abstract":"This study aimed to construct structural equation model of students’ competence in mathematics through selected students profile variables. This study employed quantitative research design. The publicized PISA Mathematics Test was used to determine the competency of students in mathematics. The data was analyzed using Analysis of MOment Structures (AMOS). Findings revealed that structural model of students’ competence in applying mathematics in real world problems revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother’s work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can be used as guide in making programs in the classroom or curriculum in mathematics to develop students’ competency in mathematics.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77214306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Internationalization of higher education pushes for more intensive regional collaborations as well as student mobility. There are a plethora of studies exploring student mobility patterns, but research on the transformative potential of regional mobility networks is limited. As the most predominant regional network of universities in Southeast Asia, ASEAN (Association of South East Asian Nations) University Network (AUN) commits to boosting student mobility in the region, and thus, can be conceived to be a deliberative space capable of expanding student mobility. This chapter examines the role of AUN in promoting student mobility within the ASEAN region. Indonesia’s engagement is used as a point of entry to assess the extent of policies and programs in encouraging student mobility in the ASEAN region. It shows that AUN has established regional quality assurance and credit transfer systems to promote credit student mobility across AUN member universities. In this regard, the implementation of Indonesian qualification framework has reinforced AUN in the operationalization of credit transfer system across the member universities. Similarly, the existing Indonesian quality assurance body has strengthened AUN in bridging collaborations for student mobility. Thus, the current state of credit student mobility across AUN member universities is shaped by not only by AUN but also Indonesian and higher education institutional policies and systems related to student mobility reflecting the various levels of players in the ASEAN region.
{"title":"ASEAN University Network in Enhancing Student Mobility","authors":"Sri Soejatminah","doi":"10.32674/JISE.V7I1.1058","DOIUrl":"https://doi.org/10.32674/JISE.V7I1.1058","url":null,"abstract":"Internationalization of higher education pushes for more intensive regional collaborations as well as student mobility. There are a plethora of studies exploring student mobility patterns, but research on the transformative potential of regional mobility networks is limited. As the most predominant regional network of universities in Southeast Asia, ASEAN (Association of South East Asian Nations) University Network (AUN) commits to boosting student mobility in the region, and thus, can be conceived to be a deliberative space capable of expanding student mobility. This chapter examines the role of AUN in promoting student mobility within the ASEAN region. Indonesia’s engagement is used as a point of entry to assess the extent of policies and programs in encouraging student mobility in the ASEAN region. It shows that AUN has established regional quality assurance and credit transfer systems to promote credit student mobility across AUN member universities. In this regard, the implementation of Indonesian qualification framework has reinforced AUN in the operationalization of credit transfer system across the member universities. Similarly, the existing Indonesian quality assurance body has strengthened AUN in bridging collaborations for student mobility. Thus, the current state of credit student mobility across AUN member universities is shaped by not only by AUN but also Indonesian and higher education institutional policies and systems related to student mobility reflecting the various levels of players in the ASEAN region.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89773169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：