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Descriptors:
Allied Health Occupations Education; College Students; Technology Uses in Education; Video Technology; Clinical Experience; Skill Development; Competence; Reflection; Instructional Effectiveness; Conventional Instruction; Student Attitudes; Learning Experience; Questionnaires

Abstract:
Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Help Seeking; Asians; Surveys; Statistical Analysis; Foreign Students; College Students; Student Attitudes; Qualitative Research; Counseling

Abstract:
Using a mixed-methods survey design that was predominantly quantitative, this study explored Asian international students' willingness to seek counseling. Participants were 177 Asian international students recruited from a U.S. Midwestern University. After controlling for attitudes toward psychological help-seeking and past counseling experience, academic stress was significantly and positively related to willingness to seek counseling for academic problems. Qualitative data were also collected using one open-ended question in the survey: "What comes into your mind when you think about 'counseling' or 'mental health counseling'?" The qualitative analyses revealed positive perceptions of counseling as well as a personal reluctance to seek counseling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Technology Integration; Instructional Design; Web 2.0 Technologies; Web Sites; College Instruction; College Students; Student Attitudes; Content Analysis; Juvenile Justice; Constructivism (Learning); Formative Evaluation; Conventional Instruction; Course Evaluation; Cooperative Learning

Abstract:
Current literature indicates an increased pedagogical value of technology integration in university coursework. One form of technology that encourages collaborative, online teaching and learning is a "wiki," an online application that allows participants to partner and direct a website. This article describes the design and formative evaluation of a semester-long wiki project that was conducted during three face-to-face juvenile justice courses. Upon completion, 61 students completed written, open-ended evaluations of the project with a focus on (a) the strengths of the project, (b) knowledge of the juvenile justice system gained through the project, and (c) suggestions to improve the overall effectiveness. NVIVO8 was used to code and analyze the results of their responses. Results indicate that the Juvenile Justice Wiki Project demonstrated a real-life (online) understanding of the juvenile justice system in a face-to-face meeting, a more comprehensive examination of the juvenile justice system compared to a more traditional book and lecture pedagogy, and a perceived value in the collaborative, constructivist approach. A formative evaluation indicates future structural and pedagogical project modifications according to student evaluations and perceptions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Student Attitudes; Classroom Environment; Second Language Learning; English Language Learners; Nursing Education; Community Colleges; College Students; Interviews; Phenomenology; Guidelines; Urban Areas; Power Structure; Qualitative Research; Inclusion; Educational Experience

Abstract:
This qualitative study explored the lived experiences of students as English language learners in the nursing classroom. Employing interpretive phenomenological methodology, participants at an urban community college in the Northeast engaged in open-ended interviews that yielded new understandings of everyday concerns that impacted their academic success. Four themes emerged and included the ways students made adjustments, overcame doubts, demonstrated determination, and co-created community in the college classroom. A critical theoretical framework applied during data analysis revealed student perceptions and experiences in the classroom environment as uneven and unequal. Students shared that some faculty fostered student learning while others did not. Traditional and monocultural practices, representing acts of power and dominance, thwarted learning and possibly contributed to lack of academic progress. Despite these challenges, participants also articulated examples of gains in learning. This study concludes with recommendations for faculty, administrators, students, and researchers for creating inclusive classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accuracy; Control Groups; Reading Comprehension; Cues; Concept Mapping; College Students; Metacognition; Correlation

Abstract:
The ability to monitor the status of one's own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as concept mapping or self-explaining). However, the question still remains as to which process, encoding or retrieving, causes the improvement of metacomprehension accuracy, and the findings of previous research on this matter have been inconsistent. This study examined whether college students' metacomprehension accuracy improves when they expect, at the time of reading, that they will explain the content later (active encoding) or when they actually generate an explanation (encoding plus active retrieving). In the experiments, college students read five texts. During reading, some students expected that they would generate explanations but did not actually generate them. In contrast, some students actually generated an explanation of the text after reading. All students then rated their comprehension of each text. Finally, they completed tests on the materials. Results of both studies revealed that metacomprehension accuracy, operationalized as the association between comprehension ratings and test performance, was greater for the group that actually generated explanations than for the expectancy or control groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Veterans; College Students; Academic Advising; Student Motivation; Career Development; Social Support Groups; Mental Health; Disabilities; Community Colleges

Abstract:
In one important way, student-veterans are like all other students. They need supportive relationships to achieve their academic goals. Serving these students well means learning their stories and helping them succeed. In the process, some of these people may change one's life. In this article, the author shares the touching stories of some of the many student-veterans she has served and provides a list of recommendations for those who share her commitment to this special population of students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Counseling; Values; Internet; Counselor Educators; Behavior Problems; Cultural Awareness; College Faculty; Counselor Training; Cultural Differences; College Students

Abstract:
Counseling faculty serve as gatekeepers to protect the public from trainees who demonstrate significant deficiencies in professional functioning. Two issues that have not been thoroughly examined are how different cultural values may intersect with the assessment of appropriate professional competencies and whether the multicultural environment of programs is considered when assessing potentially problematic students. The authors suggest a group systems intervention and provide implications and recommendations for counselor educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; College Instruction; College Students; Learner Engagement; Expectation; Student Experience; Class Activities; Group Activities; Course Content; Role Playing; Feedback (Response)

Abstract:
Many instructors have fallen into the syllabus habit of the first day, and students have come to expect nothing more. While reviewing the syllabus is important, it is not all that engaging for either the instructor or the students. In this article, the author establishes the pedagogical importance of the first day of class experience through the perspectives of instructor objectives and student expectations. Next, he provides the "Bistro 24" Activity ("Activity") built upon this foundation (with some help from Jack Bauer). Then, he sets forth the class methodology, including the learning objectives, teaching notes, and potential alternative uses of the Activity. He also provides an overview of student feedback about the Activity based on a student survey. Finally, he provides a conclusion that considers the success of the Activity based on its learning objectives. (Contains 1 table and 41 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Counseling Techniques; Mental Health Workers; Mental Health; Asian American Students; Immigration; Counseling Services; College Students; Suicide; Family Relationship; Marriage; Cultural Traits; Self Concept

Abstract:
The goal of this article is to provide information on the assessment and treatment of South Asian college students for mental health practitioners. We provide a brief historical review of the cultures from which these students come and the process of migration to the United States and also make recommendations for work with these students in the college counseling setting. Topics addressed include family dynamics, arranged marriage, ethnic identity development, and suicide. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Eating Disorders; Food; Self Esteem; College Students; Body Weight; Measurement; Eating Habits; Correlation; Sexuality; Behavior Patterns

Abstract:
This study investigated weighing and body-monitoring behaviors, as well as psychological and behavioral reactions to weighing, among female college students. Weighing and body monitoring were engaged in by the majority of participants. Participants changed food intake and exercise based on weight. About 63% reported that the scale number impacts their mood, and 50% and 48% indicated that it impacts their sexual comfort and self-esteem, respectively. Most did not perceive self-weighing to be harmful. College counselors should be aware that weighing and body monitoring are normative, with negative psychological outcomes associated with weighing for a substantive percentage of college women. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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