Student Learning Communities: An Avenue to Academic Affairs and Student Affairs Partnerships at Historically Black Colleges and Universities

Kirby, Morgan D.; FitzGerald, F; Marable, Robin; Eason, Angel L.; Nicholson, Shareen; Arroyo, Andrew T.

doi:10.1002/ss.20317

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…Kezar and Lester ( 2009 ) suggest that a collaborative imperative still exists within the academy close to a century later, namely because “faculty in AA and practitioners in SA bring different areas of expertise to [an] issue” (LePeau, 2015 , p. 97). While challenging to do well, such relationships provide opportunities and benefits to faculty, staff, students, and the institution (Kezar & Lester, 2009 ; Kirby et al, 2019 ; Nesheim et al, 2007 ). AA-SA partnerships can take almost any form but are often specific programs to advance students’ growth personally and academically.…”

Section: Discussionmentioning

confidence: 99%

“18 is not a magic number”: Faculty Reflections on Student Development Theories in Creating Inclusive Classrooms

2021

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Inclusive classroom training typically focuses on course design, teaching strategies, and evaluation practices girded in best teaching practices. Our university has hosted inclusive classroom training for six years, but just recently began providing mandatory training in each of the university’s academic departments for teaching faculty (including term, tenure-track, tenured, and adjunct professors). The newness and relevancy of student development theories to faculty proved worthy of increased attention by our Center for Excellence in Learning and Teaching. Using qualitative assessment data from our institution's mandatory Inclusive Classroom Annual Training for faculty, we present findings that illustrate how instructors would benefit from cursory information on student development theories. Faculty reflections focused around three themes. First, it is essential for faculty to humanize teaching and learning by remembering to teach students and not just course content. Second, faculty could connect their new knowledge of student development theories to their pedagogies and specifically how it can promote inclusive classroom environments. Finally, participants shared vulnerabilities by interpreting their past, present, and future teaching through a lens of student development theories. Also provided are recommendations to enhance teaching development for faculty, teaching and learning centers, and student affairs educators centered on the importance of student development theories.

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Section: Discussionmentioning

confidence: 99%

“18 is not a magic number”: Faculty Reflections on Student Development Theories in Creating Inclusive Classrooms

2021

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“…The phenomenal spread of Wattpad's influence resulted in the information of communities that existed through online and digital means, including a Facebook group with the name "Wattpad Is Love Kulitan" or WPILK. This group is composed of members across the country who interact daily and conduct activities such as conventions, debates, and even tournaments which are solely based on their interest in literature (Kirby et al, 2019). This type of group that can also be referred to as "e-community" originated from the ubiquity of various types of social media for the reason that the users may have realized their capability of seamlessly connecting to other people with the aid of the internet and form circles that revolve around certain interests or goals (Beaton, 2015).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Wattpad E-Community: A Model-Based Virtual Collaboration

Malle

Velez

2023

IJRE

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This study conducted an Analysis of Wattpad E-Community: A Model-Based Virtual Collaboration. Specifically, it sought to answer the following: (1) What information can be obtained based on the analysis of Wattpad E-Community in terms of (a) strengths, (b) weakness, (c) opportunities, and (d) threats?; and (2) What program can be proposed based on the S.W.O.T analysis of Wattpad E-Community?. This descriptive-quantitative research collected data via survei which were analyzed and interpreted using Weighted Mean, ranking, and verbal descriptors. The SWOT analysis indicated that ideal platform, learning experience, and sociable environment are among the group’s strengths, whereas excessive liberty, technical difficulties, and exclusivity belong to its weaknesses. In addition, the discovered opportunities in the group include possibility to meet and learn from professionals/expert, development of online learning community, and potential feasibility in data gathering, while possibility to transfer to another e-community, cyber security hazards, and frequent power outages are considered as threats. Therefore, it is recommended to propose the implementation of Project VIBE (Virtual, Interactive, and Boundless Engagement), alongside the application of the improvements and revisions generated from the results of the SWOT Analysis.

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A Case Report of College Students’ Rating of a Shared Decision-Making Tool for Taking Antidepression Medication

Reis

2021

Journal of Patient Experience

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Forty-nine students enrolled at a medium size public university volunteered to review an interactive decision-making tool constructed to present the pros and cons of taking antidepression medication. The tool is built according to guidelines for shared decision-making with 7 educational sections followed by 4 queries on expectations about antidepressants, 3 key knowledge questions, and determination of readiness to take action. The most frequently cited reason for the content being helpful was improved understanding (78%) followed by increased personal confidence (37%) and helped me take action (14%). The most frequently cited reason for the content not being more helpful was already known information (74%) followed by not enough information (12%). The range of personal preferences underscores the complexity of motivations in responding to depressive symptoms. The prevalence of depression in the college population with a range of treatment options, limitations on resources, and new challenges mounted with the pandemic for campus life recommends further study of such tools.

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Student Learning Communities: An Avenue to Academic Affairs and Student Affairs Partnerships at Historically Black Colleges and Universities

Cited by 3 publications

References 8 publications

“18 is not a magic number”: Faculty Reflections on Student Development Theories in Creating Inclusive Classrooms

“18 is not a magic number”: Faculty Reflections on Student Development Theories in Creating Inclusive Classrooms

Analysis of Wattpad E-Community: A Model-Based Virtual Collaboration

A Case Report of College Students’ Rating of a Shared Decision-Making Tool for Taking Antidepression Medication

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