Student Empowerment Research Articles

A Study to Assess the Level of Student Empowerment and Explore the Challenges and Perceived Barriers among Undergraduate Nursing Students in a Selected College of Nursing

Student empowerment is the process in which the learner attains the ability to direct one’s own self and utilises it to make independent decisions which bring out the benefit to the individual as well as to the society. Student nurses are the future of the healthcare system, who need to be motivated to steer the wheels of learning. In this process of learning a teacher plays a vital role in inculcating the ability to choose and drive self-decision power. A cross sectional descriptive design was adopted to assess the level of empowerment, challenges and perceived barriers using purposive sampling technique. The study was performed in 1st and 2nd semester nursing students in 3rd and 4th year of College of Nursing AFMC. The study demonstrated no low level of empowerment while 5.83 percent were moderately empowered and 96.16 percent students were highly empowered, which is inconsistent with other studies, majority of which showed moderate level of empowerment. The reason behind high level of student empowerment can be that it was conducted in Category A, NAAC-accredited premier nursing institute. As the study showed high level of empowerment, further research is needed on a larger scale to assess level of empowerment and challenges faced in order to develop measures and strategies to enhance the level of empowerment among nurses. Such students show job satisfaction, productivity and high standards of nursing care.

Finding Homeplace within Indigenous Literatures: Honoring the Genealogical Legacies of bell hooks and Lee Maracle

AbstractThis article maps out a pedagogical juncture of bell hooks's feminist theory of homeplace (hooks 2007) and Indigenous maternal pedagogies as liberatory praxis through a journey with Indigenous women's literatures. I position this work as a response to the call to transform feminist theorizing through Indigenous philosophies as articulated in a recentHypatiaspecial issue (Bardwell-Jones and McLaren 2020, 2). The article documents hooks's theory of homeplace as a space of resistance and renewal and shares insights into Indigenous experiences of homeplace within historical and contemporary contexts of genocide, and the ongoing racialized and sexualized violence on Turtle Island. I discuss finding homeplace in Indigenous literatures by sharing a genealogy of Indigenous women's literatures as theorizing tools for engaging social change within academic spaces. To bring this work full circle, I offer Indigenous perspectives of homeplace, and the lessons gleaned from Indigenous women's literatures, as intentional work toward imagining Indigenous futurities. Indeed, connecting this work with liberatory pedagogical praxis imagines a site to establish homeplace in academic settings and empower students to engage in the kind of work that fosters and calls for safer homes, schools, and communities.

Student's Empowerment in Mathematics Classroom: Perception, Strategies, and States

Whatever the existing teaching-learning practices of mathematics education in our classroom, it is a time to escalate its effectiveness through sincere exploration of students’ empowerment. Empowering our students in mathematics classroom is a psychological, strategic and contingent to both mathematics’ teachers and students. This article argues that exploration of understanding of students’ empowerment, empowering strategies, and state of empowered mind are not fully studied yet. To capture the belief, understanding, perception, and practices of students’ empowerment in mathematics teaching and learning is the core concern of this paper. The secondary level mathematics teachers from the community schools of Kathmandu valley and mathematics educators were purposively selected. Descriptive exploration was made to discuss the information on three key focuses; perception of students’ empowerment, strategies for empowerment, and states of empowered students within the classroom premises. Opportunity of collaborative and cooperative engagement which accept the individual voice of students in the mathematics classroom is perceived as the strategies of students’ empowerment. Sufficient cognitive as well as affective actions that help to build the students’ strength in learning mathematics are the fundamental empowering strategies and the condition of happiness, satisfaction, and on task behaviour are the states of empowered students. Policy maker, academicians, and even the managers would take benefit from finding of this article. There are still many spaces to reduce the gap of existing and expecting strategies for students’ empowerment in the mathematics classroom.

How Business Students Use Online Faculty Evaluations and Business Faculty’s Perception of Their Students’ Usage

Student evaluations are an important aspect of business pedagogy. Social media-based evaluations, such as RateMyProfessors.com, empower students to evaluate faculty anonymously. A perusal of the literature indicates little to no prior research conducted on faculty perceptions of student usage of online evaluations. We posit that business students embody unique characteristics that influence their usage. We examine whether business students use RateMyProfessors.com in an ethical manner (i.e., honestly and without grade-related bias) and moderately (i.e., not only to rant or rave), whether gender differences exist in evaluations, and how confident students are in their evaluative abilities. We also posit that business faculty will understand how their students use online faculty evaluations. We summarize and discuss the empirical analysis of the hypotheses.

Skill Development of Students for Economic Empowerment

A study was conducted in College of Home Science, Department of Family Resource Management and Consumer Science organized skill development classes for the economic empowerment of the students. These classes are geared towards the needs of students in a particular context keeping in view their social needs, culture and geographic realities. The present study was carried out to enhance the economic empowerment of students of Kumarganj through skill development. A Total 124 respondents participated in the study. Primary data were collected through interview schedule. Results revealed that about 80 percent of the respondents improved their skills in functional and decorative crafts while 87 percent respondents contributed to family income. Following a skill development programme, 70% of respondents agreed that they had improved their leadership and communication skills. The findings indicated that organising students into self-help groups was a relevant strategy for empowering them, as poor students expressed a strong tendency to derive strength from being a member of the group. The intervention of Family Resource Management and consumer science had a positive impact on students' functional status. It was observed that there is a perfect fit between skills, resource available, technological options and marketing avenues.

The Impact of the Campus Teaching Program Batch 4 of Dongko 1 Public Middle School in Improving Students' Literacy and Numeracy Skills

The Covid 19 pandemic entered Indonesia from 2020, this resulted in children's study time at their respective homes and carried out online. This study aims to describe the impact of implementing the campus teaching program in improving the literacy and numeracy of students at SMPN 1 Dongko. The research method used is a qualitative method. The subjects of this study were students in class VIII D, which consisted of 30 students. Data collection was carried out using observation and documentation techniques. The benefits of the Campus Teaching program empower students to assist in administrative activities, technology adaptation and teaching and learning activities in schools. Especially schools that are in the 3T area (frontier, outermost, and lagging). The activities that the authors carry out in the Teaching Campus program are assisting with teaching, assisting with technology adaptation, and assisting with school administration. The teaching campus program implemented at Dongko 1 Public Middle School is very beneficial for the school and students. In addition, with the Teaching Campus program, students can add insight, friendships and experiences outside of college

School design and learning: a sociomaterial exploration in rural schools in Chile

ABSTRACT Drawing on a socio-materialist perspective, this study analyses connections between cultural contexts, the social situatedness of learning experiences and the material artefacts in rural Chilean schools. Our focus on different dimensions of design foregrounds the ways materials and places may act together with other elements to influence human thinking, learning and action. Results show that all the schools in the study met minimal standards on physical variables (temperature, air quality, lighting, noise and safety), and that in recent times, school designs emphasise a participatory design process, which includes community consultation, and where cultural and natural aspects of the surroundings are taken into account and prioritised. Given the richness of the natural landscape and culture observed in rural areas, this paper offers original insights into the ways that educators can explore the natural environment and indigenous culture to promote meaningful situated learning and empower students in rural schools.

Shared visions of animation: empowering creativity and innovation within tertiary education

ABSTRACT This paper presents an application of business leadership theory and do/be/feel goal modelling strategies to support the collective development of animated films. We examine how both approaches can work synergistically to foster intra-communication and the shared understanding of creative concepts within student teams. We take the position that these approaches have the capacity to positively impact the type of animation work produced within the tertiary education environment and ultimately empower students to be creative and innovative professionals beyond graduation.

The Influence of Project-based Learning to Empower Students’ Cognitive Abilities

This research aimed to describe the influence of project-based learning (PjBL) on the cognitive abilities of students. The research method used an experimental design. The samples were classified into two studies and collected in a non-randomized manner. The subjects were the students of the first semester in FKIP Universitas Muhammadiyah Surabaya who was programming Indonesian course. The research data was collected by using tests to test cognitive abilities or learning outcomes. The data was then analyzed descriptively, especially against the mean and its standard deviation. Before the statistical test, a check was carried out on the normality and uniformity of the data. The next step is the analysis of MANOVA. Based on the results of the discussion, it can be concluded that the value of F calculating cognitive ability was 21,836 with a significance level of 0.000. There was a significant influence of the project-based learning model on cognitive abilities between the experimental group and the control group. Therefore, Ho was rejected because there was an influence on students’ cognitive abilities or learning outcomes. Thus, the hypothesis of this research was proven. The results showed that there was an influence of project-based learning models on cognitive abilities, in this case student learning outcomes

PENERAPAN PRODUK GREEN ECONOMY PADA PROGRAM WIRAUSAHA MUDA BERBASIS RAMAH LINGKUNGAN DI MAN 2 PANGANDARAN

The Green Economy Implementation Program in the Environmentally Friendly Young Entrepreneurs Program at MAN 2 Pangandaran is a community service program (PKM) through empowerment for students that aims to develop an entrepreneurial spirit for groups of students through environmentally friendly products. Environmental issues to date have become an important concern for the whole world along with the many problems that threaten the human environment such as global warming, depletion of the ozone layer, air, water and soil pollution. The importance of implementing the green economy as a form of awareness for students at MAN 2 Pangandaran is increasingly being carried out as a long-term program. Schools can be a comfortable and dynamic vehicle and system for students to develop good knowing, good filling, and good acting about environmentally friendly programs. This PKM program is carried out on MAN 2 Pangandaran students who have good potential and skills. The implementation method developed in this program is an extension and training method including technical training and non-technical training (knowledge transfer, skills transfer and technology transfer). The results of environmentally friendly products produced by students are flower pots made of towels, plates made of wood/rattan (hoe), photo figures and pencil cases. Keyword: Green Economy, Entrepreneurship, Environmentally Friendly Program

Key tips to providing a psychologically safe learning environment in the clinical setting

Having psychological safety embedded in preceptorship relationships facilitates positive interpersonal and educational experiences for students. Psychological safety refers to a student’s belief as to whether or not it is safe for them to take interpersonal risks, such as asking questions, sharing an idea for improvement or speaking up to maintain patient safety. Having psychological safety leads to collaboration, positive student learning experiences and effective patient care. This article presents key guidelines for preceptors to provide a psychologically safe learning environment for their students. Guidelines fall under four categories 1) before meeting students, 2) first meeting students, 3) continued relationship with students, and 4) general rules. These guidelines are informed by current literature on psychological safety and preceptorship and the author's clinical expertise in nursing preceptorship. We conceptualise psychological safety in a nursing preceptorship for preceptors to denote the experience of inclusivity, empowerment, and well-being of students within the social, cultural and physical clinical learning environment. A crucial attribute to cultivating a psychologically safe environment involves being an accessible and approachable preceptor.

Solidarity in Time of a Pandemic: A Qualitative Study of Student Experiences of Power-Sharing and Collaboration During COVID-19

ABSTRACT Using an anti-oppressive lens, this Bachelor of Social Work (BSW) program intentionally introduced power sharing between students and faculty during the first semester of the COVID-19 pandemic. This study qualitatively examined the students’ response to this interpersonal intervention and found: (1) This experience helped all participants appreciate each person’s unique contribution, which was helpful in building their confidence in themselves and each other as developing social work professionals, (2) Students experienced a greater sense of closeness with all members of the group, and (3) Working together as equals helped students feel supported as they faced difficulties in their personal lives. Anti-oppressive pedagogical strategies focusing on the nature of the relationship may provide high levels of support and empowerment for students.

Compliance and Control: The Hidden Curriculum of Social-Emotional Learning

In this paper, we seek to critically address the enactment and impact of social-emotional learning (SEL) curriculum and implementation in early childhood and elementary (PK-5th) classrooms. Specifically, we argue that SEL, as frequently operationalized, is a dehumanizing process that seeks to assimilate non-dominant children into dominant ways of being while concurrently seeking to enforce compliance and normalize children to oppressive structures. SEL is often seen as a “nice” form of classroom management, perfect for a field dominated by “nice” white women who see their work as apolitical and neutral rather than political and rooted in the maintenance of white supremacy (Galman et al., 2010). As such, it makes sense that PK-5 contexts, deeply rooted in a “Just be Kind” sense of morality as opposed to one rooted in justice and student empowerment (Turner, 2019), turn to SEL programs as “fixers” of student behavior. But SEL programs are often anything but “nice.” Despite presenting as humanizing and kind, the focus on compliance makes it inherently dehumanizing.

Impact of the COVID-19 Pandemic on Mental Health and Lifestyle in Thai Occupational Therapy Students: A Mixed Method Study.

The impacts of the COVID-19 pandemic have led to global reports of hazards to mental health. However, reports regarding lifestyle changes due to the COVID-19 pandemic are lacking. Using a convergent mixed methods design, we conducted individual interviews with twelve occupational therapy students and interpreted the results by content analysis. We completed a survey of Thai Sensory Patterns Assessment (TSPA) concerning perspectives from occupational therapy students (n = 99). They identified two major themes: (i) adaptive responses were consistent with areas of occupation during the COVID-19 pandemic; (ii) multidimensional challenges were related to sensory patterns of purposeful and meaningful activities. The participants reported both positive and negative impacts of the COVID-19 pandemic on their lives. It had both positive and negative effects on the lifestyle of students affected by the COVID-19 pandemic. The positive effect was that most students learned better ways to protect and care for themselves. During the COVID-19 pandemic, occupational therapy students were most concerned about their online learning activities, economic problems, isolation from society, and lifestyle. The negative effects of this include stress, anxiety, loneliness, frustration, boredom, and exhaustion for occupational therapy students. As an impact of the COVID-19 pandemic, occupational therapy students adapted to new lifestyles and experienced mental health issues related to their studies, families, friends, economics, social climate, and future job opportunities. Educators may use the findings of this study to prevent negative impacts on mental health and promote academic achievement in the future, as well as general well-being, efficacy, and empowerment of students in the new normal post-COVID-19 pandemic era.

A Culturally Affirming Shared Leadership Framework

The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs.

Teacher authenticity in the college classroom: communicative and behavioral expressions of authentic instruction

ABSTRACT The purpose of the current investigation is to examine the self-reported messages and behaviors teachers enact to demonstrate their (in)authentic selves to students. Using a thematic analysis of open-ended survey responses from 51 collegiate instructors, results indicate that teachers demonstrate authenticity through openness and a growth mindset. Further, instructors were motivated to be authentic for four reasons: modeling humility, connection, student empowerment, and bringing course concepts to life. Instructors in the study were also asked about inauthentic communication, and revealed three behaviors they enact in this regard: strategic ambiguity, dishonesty, and displays of negative affect. Inauthentic communication was largely employed to maintain professionalism or because the instructor was uncomfortable with authentic communication on a given topic. The analysis also revealed a series of instructor outcomes for both authentic and inauthentic communication with students.

Playful Education Builds the Next Generation

Sports and play can be powerful motivators for learning and effective channels to empowerment for students at all levels.

Eight steps to facilitating more equitable education in undergraduate sciences

Pedagogical practices can influence students’ confidence and ability beliefs and affect their ambition to persevere in science. Given the continuing need to diversify science and retain students in scientific programmes, science education must be tailored to cater to the needs of varied student groups. Since early experience in university programmes can be decisive in determining students’ further academic and professional choices, pedagogies employed in undergraduate science courses can be particularly influential in supporting science careers. Undergraduate science instructors are therefore encouraged to consider their approaches to teaching and learning from a variety of perspectives that could help empower students from under-represented groups.

Teach Smarter, not Harder: A Call for Empowering EFL Teachers with Strategies to Activate Learner-Centeredness

Learner empowerment entails making them autonomous in both learning and living and this is also the fulcrum on which the post-pandemic educational paradigm rests. Teachers in the contemporary times are required to train their students on the strategies of lifelong learning and become self-learners. Therefore, this study aims to gauge the perceptions of 110 EFL teachers at Qassim University on their level of motivation and empowerment for their B.A students. The study also establishes correlation between motivation and student empowerment. A quantitative research design is applied here to achieve the goals of the study. A reliable and validated 20-close ended questionnaire items is administrated to the participants using Google Forms and precise data sought. The study results show that EFL teachers at Qassim University have a high positive perception in motivating their students to English learning with a total average of (M=4.11). Furthermore, the study also reported a high level of student empowerment with strategies of self-learning reaching (M=3.90, STD=.708). Finally, a strong and direct correlation was found between motivation and empowerment of Saudi EFL students, in which Pearson coefficient was computed at (.841) and the probability value (Sig.=.000). Accordingly, it is recommended that EFL teachers use active strategies which motive and empower their students to be centered in the learning process.

Unggul dan Bepretasi

The library is the most important part of an institution because the library is very far from the ancient system with now, so the use of this library is very urgent in the world of education in general and in the world of students in particular. With a library system that is used in a professional way, superior and outstanding students will be formed. This study focuses on how the model of student empowerment in reading, library management in increasing reading interest, supporting and inhibiting factors of library management in increasing students' interest in reading at MTs Salafiyah Syafi'iyah Bandung Diwek Jombang. This research is qualitative research. While the data collection techniques using observation, interviews, and documentation. The data analysis technique uses data reduction, data display, and data verification. The model of empowering students in reading at MTs Salafiyah Syafi'iyah Diwek Jombang can be simulated with several points, namely programming for reading, motivating, and coaching the reader. In the management of the library at MTs Salafiyah Syafi'iyah Diwek Jombang there are several things that are carried out as functions of management, namely planning, organizing, implementing, and supervising. The inhibiting factor for library management in increasing students' reading interest is that it can be influenced by several factors, namely management management is still not carried out optimally, collections of books or library materials have not been maximized, human resources or librarian staff, and facilities and infrastructure.