Student Scholarship Research Articles

Konstrukcija i validacija instrumenta za procenu stilova učenja SU-19

The aim of this study was to construct and validate a new instrument for assessing high-school students' learning styles. The instrument consists of 7 dimensions that measure a person's approach to learning through 52 items. A total of 801 pupils took part in the study, 160 of which were gifted scholarship students. Results confirm sound psychometric properties and validity of the scale. Exploratory factor analysis identified 7 factors that explain 46% of the total variance: Time management, Individuality, Relating ideas, Deep meaning, Strategies, Abstractness and Motivation. Confirmatory factor analysis confirms the basic factor structure while highlighting room for improvement. The scale significantly contributed to the prediction of general academic achievement and grades in specific subjects. Discriminant analysis demonstrated the instrument's ability to differentiate between gifted students and the general student population with an 82.4% success rate. We conclude that our instrument can be used to assess the learning styles of students and can serve as a useful tool for predicting individual academic achievement.

Graduate Nursing Student Scholarly Writing: Improving Writing Proficiency

Since 2011, enrollment in Doctor of Nursing Practice (DNP) and Doctor of Philosophy (Ph.D.) graduate nursing programs increased by almost 300%, suggesting that nursing had entered its “golden age.” This steep-growth trajectory reflects the concomitant growth in the number of doctoral programs, today exceeding 435 for the combined DNP and Ph.D. degrees. Unfortunately, the recent progress in advancing nurses in academic programs is hampered by a weakness in a competency crucial for nurses to complete their rigorous academic programs and disseminate research findings or evidence-based practice project interventions: academic writing proficiency. Since nursing curricula at the undergraduate level place lesser emphasis on the humanities, nursing students lack training in the liberal arts compendium of logic, grammar, and rhetoric necessary for effective and articulate communication and dissemination of knowledge in the field of nursing. Data generated from a recent national survey offers new perspectives on the pervasive problem of poor scholarly writing evidenced by students in graduate nursing programs: 97% of graduate papers contain grammatical errors, and only 13% of students demonstrate higher-order skills. While 81% of graduate program faculty ranked their own writing ability as “exceptional” or “highly proficient,” graduate faculty noted that 97% of the time, student papers evidenced numerous grammatical errors, such as flawed sentence structure, run-on sentences, punctuation errors, and ambiguous word choice. These data suggest that graduate nursing programs must pursue avenues to address student writing shortfalls. The authors opine that the absence of action suggests that graduate nursing programs may be in a dilemma that parallels the metaphor and urban legend of the boiled frog, wherein acceptance of an unacceptable change occurs gradually through minor, unimportant, and unnoticed increments. Aimed at addressing this dilemma, the authors discuss the potential value of offering a customized writing course to refresh and improve students’ basic writing mechanics. A sample curriculum focuses on critical thinking, clarity, and logical flow. Nursing academicians must acknowledge the drift to low writing performance in their students, advance proficiency in scholarly writing to the top of the graduate nursing education’s agenda, and prepare nurses to achieve in nursing’s “golden age.”

Entrepreneurship Management for Education Financing Management of Modern Islamic Boarding Schools

This research is to analyze the concept of entrepreneurship strategic planning, Implementation of entrepreneurship strategic in managing education financing, Evaluation of entrepreneurship strategic of Modern Islamic Boarding School. The contribution and impact of strategic entrepreneurship of Modern Islamic Boarding Schools in financing and developing education. This research method uses a qualitative approach. Data collection techniques using interviews, participant observation and documentation studies. The results of this study indicate that: (1). Planning by functioning the resources owned, by marketing products, through emotional and professional approaches, making financial projections, determining member investment capital, making production based on sales results (2). Implementation of the program, motivating teachers and staff by the leadership (3). Evalusai startegis entrepreneurship in Pondok Moderen every three months, annually with management supervision (4) The contribution and impact of strategic entrepreneurship on financing, the budget of all educational programs, facilities and facilities, human resource development, scholarships for students, the availability of cheap education.

Implementation of Educational Scholarship Programs at Amil Zakat Institutions in West Kalimantan: An Evaluation Study of the CIPP Model

Program evaluation is needed to improve the quality of education funding through scholarships for underprivileged students so they can continue quality education. This study aims to evaluate the implementation of educational funding through a scholarship program organized by the Amil Zakat Institute of the Great Mosque of Mujahiddin, West Kalimantan, by using the CIPP model, which consists of context, input, process, and product elements. Program evaluation is carried out through stages, interviews, observation, and documentation. The results obtained are a score of 92.86 and have the "very good" category. However, several improvements need to be made by educational units to improve quality in implementing inclusive education in mathematics learning. The improvements are the addition of special tutors (GPK) who can specifically handle students with a variety of special needs and the procurement of data provision regarding the continuity of inclusive education programs for learning mathematics at the next level and level. Thus, the CIPP evaluation model can be used to evaluate inclusive education programs in mathematics learning in junior high schools, which provide outputs in the form of final scores, categories, and recommendations for improvement.

Tensions between equity and elitism for local scholarship students in an international school

ABSTRACT Intercultural competence (IC), a desired outcome in many international schools, comprises the necessary knowledge, skills, and attitudes to effectively navigate intercultural situations. However, international schools are often elite institutions catering to affluent expatriates and host country nationals, thus aligning the development of IC to elite norms. This study explored the perspectives of six local scholarship students in a Central American international school, finding that these students have internalised this elitism as part of their IC development. This suggests that international schools could better serve the broader community by incorporating a critical stance towards IC that promotes equity without reinforcing elitism.

Community Based Participatory Research: A Ladder of Opportunity for Engaged Scholarship in Higher Education

Higher Education the world over is recognized as a driver of development in the knowledge based economy. It is believed that Higher Education benefits the economy through the formation of human capital and building a knowledge base that contributes to solving problems in society. However, voices of frustration about graduates being unable to relate theory to practice in different contexts raises questions about the quality of teaching and learning in Higher Education Institutions (HEI). Some reports have shown that graduates seem to leave HEI’ s disengaged, ill equipped, and unable to apply acquired university knowledge to real world problems. In addition, even though the mission of the university is inclusive of engagement among others, community engagement priority seems to be emphasized only on the part of faculty members and less so on students. This in part is a result of a curriculum that mainly promotes classroom based learning and the ivory tower mentality of HEI, which places the community in the periphery of knowledge and data production. This conceptual paper argues that in order for HEI’s to produce quality graduates, who are innovative and active citizens, a transformative teaching and learning scholarship that moves beyond “classroom-based theory” is necessary, more especially for students in applied fields of study such as community development. Borrowing from Nyerere’s educational philosophy, this paper posits that Community Based Participatory Research (CBPR), with its collaborative inquiry, social action and service learning, may provide a basis for engaged scholarship of teaching and learning that promotes engagement for higher education students in applied fields of study. Thus, by exploring the concepts of engaged scholarship and CBPR and the nuances that exist between them, this paper seeks to underscore the importance of CBPR and how it can contribute to engaged scholarship for students.

Psychological Distress During the Coronavirus Disease 2019 Pandemic and Associated Factors Among Undergraduate Students in Japan.

This cross-sectional study aimed to examine factors potentially associated with psychological distress among undergraduate students during the coronavirus disease 2019 pandemic in Japan. We analyzed data of 958 undergraduates (median age 20 y; 56.8% women) from a Web-based, self-administered questionnaire survey conducted from August to September 2020. Prevalence ratios (PRs) for psychological distress defined as 5 points or over of the Kessler Psychological Distress Scale (K6) were calculated by Poisson regression models. The proportion of psychological distress was 40.0%. In the mutually-adjusted model, the following were significantly associated with psychological distress: decreases in household income to 50-99% of the prepandemic amount compared with no change (PR = 1.48), newly experiencing unpaid wages compared with no experience (PR = 1.44), insufficient money to buy necessities compared with no shortage (PR = 1.45), receiving a student loan or scholarship compared with none (PR = 1.27), and communication 1 to 3 times a month compared with at least once a week (PR = 1.22). In contrast, school closure during the pandemic compared with no closure was inversely associated with psychological distress (PR = 0.78). Among undergraduate students in Japan, economic difficulties significantly predicted psychological distress.

სახელმწიფო სასწავლო გრანტის განაწილებისა და გამოყენების ანალიზი

სახელმწიფო სასწავლო გრანტის განაწილებისა და გამოყენების ანალიზი

We Deserve to Thrive

The summer of 2020 saw a racial justice awakening among predominantly white scholars. While this “awakening” or reckoning regarding the long-standing racism in society is welcomed and necessary, we must recognize the stark differences in how this work is felt and ultimately in how the work needs to be done by different groups in society. While BIPOC scholars worked to balance the need to process and recover, self-preserve, and advocate, white peers formed book clubs and posted black squares to their social media sites. This distinction describes the frustrating reality that many BIPOC scholars experience in the work of undoing racism. We bear the unrelenting burdens of being oppressed, fighting racism, and trying to survive in a society that does not value our inherent dignity and worth. For BIPOC doctoral students who simultaneously navigate the roles of being a student, peer, and instructor, these burdens are threefold. We are expected to do the invisible work of mentoring and holding space for fellow BIPOC students while also educating white students and faculty/administrators on racial justice issues and contending with faculty expectations. These burdens are exacerbated as we see anti-racism quickly go in vogue and then fall out of favor soon after. The aftermath: unfulfilled promises and commitments by self-proclaimed anti-racists, leaving BIPOC scholars to pick up the pieces and solely shoulder the never-ending work of anti-racism. There is a continued lack of sustained commitment to achieving racial equity across the board. The steps that have been taken are often characterized by quick fixes that fall short of the real work that will lead to a racially just, equitable and inclusive community. The purpose of this paper is to bring attention to the challenges within the academy experienced by BIPOC social work doctoral students. Drawing upon our experience with creating a BIPOC-centered support group at a predominantly white institution (PWI), we provide insight and recommendations on how colleagues and administrators alike can take action to hold space, bolster, and better support BIPOC doctoral student scholars by creating inclusive educational environments, offering tailored, concrete, and formal supports, and ultimately creating an anti-racist academic culture free from all forms of oppression.

Thinking theologically about student success: Higher education with a higher calling

Scholarly definitions of student success have become increasingly transactional and thereby reflect a specific form of modern utilitarianism. In this paper, we use a theological map to explore the terrain of contemporary student success scholarship and practice in an effort to re-imagine how the Christian faith might animate a vision of student success for scholar-practitioners. First, we review the current scholarly landscape, second, we show where it falls short. Third, we use the practical theological method to outline a theological vision of student success. Finally, we propose ways to bridge the gap between current practice and theological vision.

Attracting international students to a developing Asian country: Push–pull factors for a niche market, the case of a Vietnamese higher education institution

Student mobility has become a global phenomenon with an upward trend in the past two decades, and Asian countries are becoming important receiving countries. Such phenomenon has been increasingly investigated producing a growing body of literature on Asia-bound international student mobility. However, while some countries stand in the spotlight of international student scholarship, other lesser known destinations remain underrepresented. This article provides an exploratory effort to examine factors that attract international students to Vietnam, a country which has not been visible on international student mobility landscape as a receiving destination. The study employs push–pull factors framework and a mixed methods approach combining qualitative and quantitative methods (n = 94) to examine the push–pull factors that influence the decision of international students to choose Vietnam as the destination country and a Vietnamese higher education institution as host institution. Research findings show that major push factors include aspirations for new experiences, home country economic outlook and pessimistic job prospects at home. Regarding pull factors, at national level, bright economic prospect is the top pull factor attracting international students to a developing country like Vietnam, and at institutional level, the university’s reputation and its Vietnamese Studies and language programmes are the most important pull factors attracting international students to the university to study. Based on the research results, recommendations are proposed for higher education institutions in Vietnam and other developing Asian countries to attract international students with implications against the context of the ongoing COVID-19 pandemic.

Data Mining implementation on SMUN Scholarship recipient candidates using the C4.5 algorithm

This research is motivated by SMUN previously only providing scholarships for underprivileged students, while for students who excel, the method is not yet, therefore, research by implementing data mining with the C4.5 algorithm method so that in the future, if the scholarship program is for outstanding students already exists, then SMUN can immediately apply it. The sample data are 33 scholarship recipients with subjects that have been determined based on the report card scores of prospective scholarship recipients. The selection results for receiving scholarships to outstanding students so far have only been calculated in general terms, the possibility of incorrect results will cause losses for students who have good achievements. As a result, there are students who should get the scholarship rights and do not receive it. The problem of this research is how to make it easier to analyze students who need and are entitled to receive scholarships, how to make it easier to select and determine scholarship recipients. The research uses the C4.5 algorithm to overcome these problems. With the C4.5 algorithm, the percentage accuracy value can be calculated which is used to determine whether the student is entitled to receive a scholarship or not. The data collection technique in this study is to use student report cards. classification value in determining students who get scholarships with the highest accuracy of 81.81%. The accuracy value was obtained by experimenting with the testing process with the number of student data as many as 33 students. It is hoped that it will make it easier to receive scholarships for students who excel academically in school.

An Analysis of Underrepresented in Medicine Away Rotation Scholarships in Surgical Specialties.

Underrepresented in medicine (UIM) visiting student clerkship scholarships provide an opportunity for supporting diversity. Although these scholarships have become a popular initiative to recruit diverse surgical applicants, they have not been thoroughly analyzed regarding which programs offer scholarships and the characteristics of the scholarships. UIM scholarship opportunity disparities may exist depending on location, funding, reputation, and program size among different specialties. To describe the characteristics and prevalence of UIM visiting student scholarships by examining institutional and program websites for the surgical specialties. Using the Accreditation Council for Graduate Medical Education (ACGME) Accreditation Data System for 2021, residency training and diversity websites were identified and evaluated for the availability of UIM visiting student scholarships in July 2021. Eight surgical specialties were examined. Scholarships were categorized by how UIM was defined, the funding amount provided, and scholarship application requirements. We analyzed the association of the program's National Institutes of Health funding, size, type, region, reputation, and population density of the program's area via Doximity on scholarship availability using chi-square and multivariate analysis. Of the 1058 analyzed programs, 314 (29.7%) had a UIM visiting student scholarship. There were 4 different definitions of UIM used among the analyzed programs. The average scholarship amount offered was $1,852.25 ($500-$4,000). Depending on the specialty, different variables were associated with whether a program had a UIM scholarship. Currently, UIM scholarship offerings were variable between programs and surgical specialties.

MTT-S Student Fellowship and Scholarship Deadlines

MTT-S Student Fellowship and Scholarship Deadlines

A Collaborative Syllabus on Kinship: Feminist Theories of Race & Reproduction

This syllabus centers on the lived concept of kinship. We have developed this collaborative syllabus together in our Kin: Race & Reproduction graduate seminar as a living archive and demonstration of what can emerge from an intentional classroom experience. We are all graduate student scholars and have been able to cultivate a mode of kinship through meaningful discussions; our work and the syllabus we have put forth here is the product of our building community in this space. We view kinship not only as a theoretical concept but a praxis of care that when practiced in the classroom allows students to bring their whole selves into the space, forging meaningful relationships and an intimate engagement with the class readings and assignments. By this we mean to invite students to incorporate their personal experiences, whether it be regarding how they feel about the course materials or applying theory to their everyday lives. The articles and essays appearing before this syllabus are the product of this intentional engagement and kinship positionality. Through our collaboration, we aim to illustrate how kinship offers a way of navigating the world as an individual and within a community. Through our curated questions, selected readings, and our own experiences reflecting on these themes, our hope is for other students to grapple with the profound ways kinship and relationality shape our lives in both intimate and structural ways. In moving through the syllabus, we begin with large-scale forms of connection, focusing on ecological kinship and community, political structures governing kinship, and the theorizing of experiencing kinship as a spatial, temporal, and material phenomenon before moving into sections which ground these approaches through grounded explorations of intimacy, performance, familial construction, and resistance as opportunities through which to explore how kinship formations shape and inform the everyday, and what our understandings of kinship can mean for moving towards a more relational and communal mode of being-together. Each theme can be taught as a class on its own, as a sub-section in part of a larger syllabus or combined and extended based on what desire one has for a seminar learning outcome. We must emphasize that this syllabus is unbounded, as mentioned prior, because every theme is entangled in the broader, overall concept of Kinship.

Implementation and evaluation of a student scholarship program to increase care initiatives in rural pharmacies

IntroductionAvailability of patient care services in rural areas is often lacking, which can reduce access to care for patients living in these areas. Patient care within community pharmacies is vital to care access in rural areas, but expanding pharmacy services can often be challenging. Pharmacy students, especially those on advanced pharmacy practice experiences, are positioned to make an impact on sites. MethodsThe objective of this study was to describe the implementation, evaluation, and impact of a student scholarship program designed to increase patient care initiatives in rural community pharmacies.Scholarships were provided to students to expand patient care initiatives targeting chronic disease in select rural community pharmacies. Before and after participating in the scholarship program, students completed a survey assessing their perceived ability and confidence to initiate new patient care activities. In addition, patient care services provided by students were tracked and reported cumulatively. ResultsDuring the first year of implementation, 24 student scholarship rotations were completed. Throughout the 24 rotations, 369 patients were screened for prediabetes, 391 were screened for hypertension, and 552 patients were screened for immunizations. Of the 27 items presented in the survey, 20 items showed a mean statistically significant change indicating an increase in student confidence in leading, developing, and performing patient care activities. ConclusionsA student scholarship program designed to increase patient care initiatives in rural community pharmacies led to new patient care services in rural areas and increased student confidence in leading, developing, and expanding upon patient care activities.

Toward Metaliteracy and Transliteracy in the History Classroom: A Case Study Among Underserved Students

ABSTRACT In the last twenty years, scholars have reimagined information literacy to better address an overly saturated world of information and the growing participatory culture of Web 2.0. Outside of library and information science (LIS), researchers have promoted transliteracy—the intersection between information, visual, digital, and other literacies—to help students find and assess information. Within the LIS discipline, metaliteracy has provided a foundation to rethink information literacy frameworks, redefining students as creators who produce and share information. Relatively few studies exist, however, on how to leverage literacies in support of student digital scholarship projects. Likewise, digital humanities professors promote metaliteracy in the classroom, yet fewer scholars create digital humanities projects or write case studies about them outside of research institutions, prestigious private colleges, and larger, well-established public history programs. This case study examines a class project for a small undergraduate Introduction to Public History course at Texas A&M University–Corpus Christi (TAMU–CC), a regional university with a comparatively large population of historically underserved students. Working with one archivist, two librarians, and the professor, students established a digital home for the ongoing South Texas Stories oral history project. Through this project, students learned and practiced various aspects of primary source literacy, information literacy, visual literacy, and digital literacy. The authors argue that such digital projects promote both metaliteracy and transliteracy, offering students a holistic learning experience during which they can practice their skills and that these types of projects are feasible at all kinds of institutions, even those with largely historically underserved populations.

MTT-S Student Fellowship and Scholarship Deadlines

MTT-S Student Fellowship and Scholarship Deadlines

Retrospective study of medical student scholarship and career trajectory following a mentored preclinical cardiovascular summer research fellowship

ObjectivesDeveloping a preclinical training infrastructure for cardiovascular clinician-scientists is an academic workforce priority. The Cardiovascular Research Institute of Vermont developed a cardiovascular summer research fellowship (SRF), wherein medical student awardees...

Importance and challenges of science education in the development of Ilorin and its environ: Some policy implications

The study focused on the assessment of science education in Nigeria (Ilorin metropolis in particular), its importance to the conurbation development, challenges of science education in the area and some policy suggestions. The researcher observed political and economic issues as major challenges hindering the development of science education in Ilorin and it environ. One of the major policies is that all science subjects’ teachers should be exposed to necessary tools in order to enhance science teachings, and adequately trained on its utilization on regular basis so as to make teaching-learning more effective. Recommendations were suggested that science teachers should be employed based on merit, government and well-meaning people of the city should release fund into education especially science education to motivate its citizens to science education and more scholarship for the science students without political bargain among others.