Enhancing the Value of Professional Experience in Undergraduate Education: Implications for Academic and Career Counseling

Gault, Jack; Leach, Evan; Duey, Marc; Benzing, Ted

doi:10.1002/joec.12094

Cited by 3 publications

(1 citation statement)

References 8 publications

(11 reference statements)

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“…The items were generated based on our observations on the ongoing conversations among parents on social media in Indonesia so that they arguably captured their current concerns, which were unique to the pandemic situation within the Indonesian context. We used the top-two box score approach to convert the answers into binary items as we are more concerned with their agreements with each item in the questionnaire, an approach commonly used in past studies to evaluate attitudes toward public policy and service (e.g., Gault et al, 2018;Kotnik et al, 2020;Popovic et al, 2013). Reliability of the measurement items was measured by Cronbach's alpha that yielded a score of 0.75, which is considered acceptable in exploratory research such as in this study (Cortina, 1993;Taber, 2018).…”

Section: Attitudes Toward Lfhmentioning

confidence: 99%

Disengaged, Positive, or Negative: Parents’ Attitudes Toward Learning From Home Amid COVID-19 Pandemic

Pratama

Firmansyah

2021

J Child Fam Stud

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The COVID-19 pandemic has forced many countries to close their schools and to change their education system to adopt the learning from home (LFH) method, which arguably requires more direct involvement from parents to succeed. This study explored parent's attitudes toward LFH policy based on a survey of 261 participants from 16 provinces in Indonesia. Employing latent class analysis, we revealed three distinct groups of parents with unique compounds of attitudes toward LFH (i.e., disengaged, positive, and negative). Disengaged parents neither consider LFH useful, nor do they see it as demanding. In contrast, the other two groups of parents have quite the opposite views on the usefulness and demandingness of LFH. Further analysis using multinomial logistic regression revealed that older parents from low-income households tend to be disengaged while fathers of young children tend to have negative attitudes toward LFH. Interestingly, the ownership of a personal computer at home seems to be a key indicator of parents with positive attitudes toward LFH after controlling for other demographic factors. How the findings provide a firsthand insight on the existence of digital divide by highlighting the importance of access to personal computers at home is further discussed.

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Section: Attitudes Toward Lfhmentioning

confidence: 99%

Disengaged, Positive, or Negative: Parents’ Attitudes Toward Learning From Home Amid COVID-19 Pandemic

Pratama

Firmansyah

2021

J Child Fam Stud

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Protecting Our Students: Title IX, Sexual Harassment, and Internships

Odio

Keller

Shaw

2019

Sport Management Education Journal

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As internships are typically off-campus experiences with minimal supervision from educators, the legal role and responsibilities of educators in protecting and responding to such issues are not always clear, especially pertaining to the application of Title IX. Given the growing prevalence of internships in sport management, a historically male-dominated industry, the issue of sexual harassment is particularly important for this discipline. Through this article, the authors seek to provide the knowledge and perspective of 3 subject-matter experts speaking to legal and practical considerations regarding the design and implementation of sport management internships. Their collective perspective offers insights on following the law and preparing students for potentially hostile environments.

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Narrative World Building: Creative Applications for Gamification in Study Abroad

Lear

2024

Frontiers

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This study examined a cohort of 12 study abroad participants taking a course on video game topography and narrative in Salamanca, Spain, to determine how inhabiting and co-creating narrative worlds as part of the coursework might impact the experiences of the students inside and outside of the classroom as they engaged in mandated and optional cultural engagement activities, such as museum tours and excursions to historical sites. Students completed two gameful learning activities: 1) they co-created their own narrative game world in a group game proposal assignment drawing upon research from storytelling through game environments, and 2) they created independent digital journals of their experiences through the perspective of a gaming avatar chosen at the beginning of the course. Results from pre- and post-self-report surveys indicate that the game proposal assignment allowed students to develop stronger connections with one another while conducting research that gave them additional context for their cultural surroundings. However, those same students criticized participation in pre-defined environments or activities within the photo journal assignment that they perceived to lack authenticity. Future iterations of similar course designs should establish the course content and context as a foundation before enabling students to co-author the course’s game narrative. Assessment of learning outcomes beyond self-reports is also recommended. Abstract in Spanish Este estudio examinó a una cohorte de 12 estudiantes de intercambio estudiando una clase de topografía y narrativa de videojuegos en Salamanca, España, para determinar como habitar en y cocrear estos mundos basados en la narrativa, parte del trabajo de la clase, podría impactar la experiencia de los estudiantes dentro y fuera de la clase mientras participan en actividades culturales mandatorias y opcionales como visitas a museos y excursiones a lugares históricos. Los estudiantes completaron dos actividades de aprendizaje lúdicas: 1) cocrearon y presentaron una propuesta sobre su propio juego basado en la narrativa, gracias a investigación sobre la narración de historias condicionada por el entorno y 2) crearon diarios digitales independientes documentando sus experiencias desde la perspectiva del avatar creado para el juego y elegido al principio de la clase. Resultados de encuestas tomadas antes y después indican que trabajar en una propuesta sobre sus propios videojuegos permitió a los estudiantes desarrollar conexiones más fuertes entre ellos mientras hacían investigación que les ofreció contexto adicional de su entorno cultural. Aunque esos mismos estudiantes criticaron la participación en entornos predefinidos o actividades de la tarea del diario sobre los que sintieron falta de autenticidad. Futuras iteraciones de cursos diseñados similarmente deberían establecer el contenido y contexto del curso como base antes de permitir a los estudiantes coescribir la narrativa de juego de la clase. Asesoramiento de los resultados de aprendizaje más allá de encuestas es recomendado.

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Enhancing the Value of Professional Experience in Undergraduate Education: Implications for Academic and Career Counseling

Cited by 3 publications

References 8 publications

Disengaged, Positive, or Negative: Parents’ Attitudes Toward Learning From Home Amid COVID-19 Pandemic

Disengaged, Positive, or Negative: Parents’ Attitudes Toward Learning From Home Amid COVID-19 Pandemic

Protecting Our Students: Title IX, Sexual Harassment, and Internships

Narrative World Building: Creative Applications for Gamification in Study Abroad

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