This quasi-experimental, mixed methods study examined the transfer of a well-established pedagogical strategy, Peer-Led Team Learning (PLTL), to an online workshop environment (cPLTL) in a general chemistry course at a research university in the Midwest. The null hypothesis guiding the study was that no substantive differences would emerge between the two workshop settings. Students in the PLTL (n ¼ 220) condition were more satisfied with their workshop and earned statistically significantly higher course grades, yet earned comparable standardized final exam scores. They also had lower incidence of students' earning D or F course grades or withdrawing from the course (DFW rates) than students in the cPLTL setting (n ¼ 175). Interviews with 10 peer leaders and 2 faculty members, as well as discourse analysis of workshop sessions, revealed more similarities than differences in the two conditions. The final exam scores and discourse analysis support the null hypothesis and use of both face-to-face and synchronous online peer-led workshops in early science courses. #
information before and after participating in university-sponsored career development activities, consisting of five seminars over two months or a two-month summer internship. Multiple regression analysis showed that neither self-exploration nor environmental exploration explained significant amounts of the variance in self-clarity, but the two exploration variables together explained significant variance in the amount of career-related information and career self-efficacy. Motivation had no effect on the outcome variables above and beyond career exploration. Finally, support from teachers, as opposed to peers or family, predicted the outcomes above and beyond career exploration. These findings indicate that, in the Chinese context, students would benefit from guidance during the process of career exploration and greater input from their teachers. (57 ref)-At a public research university, undergraduate students interested in careers in the life and health sciences participated in a year-long experiential learning program. The students worked as interns, spending 10 hours per week doing paid work for faculty and staff mentors in the life and health science graduate program or the affiliated hospital near campus. When the students' self-evaluations were compared at three different points through the year, they reported improvements at midyear in their application of classroom knowledge, use of methodologies, proficiency in appropriate practices, and knowledge of a topic area. By the end of the year, their self-evaluations improved over midyear in the ability to design solutions to problems, knowledge of a topic area, and progress toward internship goals. From the beginning to the end of the year, the students reported improvements in written communication, application of classroom knowledge, and knowledge of a topic area. The mentors perceived that the students gained in knowledge and confidence. Many of the students reported that the internship helped clarity their career decisions.
Next Generation @ IUPUI is an intensive one-year leadership program designed to develop the leadership potential of faculty of color. The program expands the pool of faculty who are ready to assume leadership positions. In addition to addressing higher education administration theories and trends, participants receive individualized coaching and mentoring to develop a broad network of peers.
Next Generation @ IUPUI is an intensive one‐year leadership program designed to develop the leadership potential of faculty of color. The program expands the pool of faculty who are ready to assume leadership positions. In addition to addressing higher education administration theories and trends, participants receive individualized coaching and mentoring to develop a broad network of peers.
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