Browsing by Subject "post-secondary"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Animal-Assisted Interactions for College Student Mental Health and a Conceptual Model of Practice: A Three-Paper Dissertation(2021-08) Bailey, TanyaPeople have long found comfort and support by interacting and sharing their lives with animals, and from this interest has led to a specific modality in human healthcare called Animal-Assisted Interactions (AAI). One application of AAI in higher education has gained much attention in the past 10 years. University campuses are a setting where suicide is the second leading cause of death and where college student mental health is in crisis. However, a robust understanding of the development, implementation, and impact of these programs in relation to these immense challenges remains vastly understudied. The purpose of this dissertation is to explore campus-based AAI programs for college student mental health, and as a three-paper manuscript, the information is presented in a progressive fashion. In the first paper, I describe a scoping review study in which I map the literature on campus-based AAI programs for college student mental health. In the second paper, I present the findings from a repeated, six-year cross-sectional study for academic years 2014/15 through 2019/20 using a secondary analysis of existing data from a campus-based AAI program. In the third paper I define a conceptual model of practice that I developed called the PACE—Practitioner, Animal, Client, and Environment—Model for AAI to frame the way AAI programs are established and applied. The implications presented from this study can inform future practice, education, policy, and research in the fields of social work, college student development, and AAI.Item I CARE 2.0: Facilitating Online Learning in Higher Education(Association for the Advancement of Computing in Education (AACE), 2014) Kennedy, JolieHoffman & Ritchie’s (1998) I CARE model helps facilitators think about the way they design their online courses and interact with learners. The five-step model affords organization to a dynamic online environment, which is helpful for novice and seasoned online instructors and learners. The I CARE model is customized with constructivist approaches and integrated with contemporary social learning technologies in a weekly class agenda format. The instructor (I) introduces the content with a video and sets the context for the lesson. Learners (C) connect to their prior knowledge and (A) apply new knowledge through personalized active learning and authentic assessments. Students (R) reflect on the lesson topic. Learning is (E) extended through an evaluation of the experience or through a guided micro-blog activity. Theories, examples, and options for customization are discussed.Item Math Readiness of Incoming Students at Normandale Community College(2010-10-27) Wahlstrom, Kyla; Peterson, Kristin; Angermeyr, James; Biel, Shirley; Gust, Linda; Guelich, JulieMore than 70% of students who enrolled at Normandale Community College in 2009 tested into a remedial level math class. The high percentage of students testing into developmental math is a concern for several reasons. Because students must complete these remedial classes before continuing on with other degree program courses, it prolongs their degree program. It is also an additional cost to students as they must pay for these remedial courses like any other program course. Finally, according to Normandale Community College staff, 50% of the teaching being conducted in the math department at the college is currently focused on developmental mathematics. The staff time and resources spent on planning, preparing, and teaching remedial math courses could be redirected to college level courses or electives if the percentage of students needing remedial instruction decreased. The purpose of this study was to analyze student data to better understand the contributing factors to the high percentage of incoming students testing into remedial level math courses. CAREI researchers found statistically significant correlations between high school performance and MCA II test results, as well as with ACCUPLACER scores. Not surprisingly, the last course taken and the year it was taken are important factors. Full details are available in the report.