Active Involvement Analysis

The key to orienting their attention in the classroom is to make learning meaningful and relevant to their lives. At the same time, learning can be hindered if a student’s basic needs are not being satisfied. If students are in a position that they feel endangers their ability to fulfill their basic needs, it is likely that their learning will be compromised. During the adolescent years, the process of building self efficacy is accelerated. Therefore, it is essential that young people foster relationships with dependable mentors who can guide them and support them in their development.

If you are looking for a way to get involved on campus while making a great impact on students and campus life, this opportunity will benefit you.

Before reading Becoming a Learner: Realizing the Opportunity of Education by Matthew Sanders, I saw my personal role as a student in higher education to obtain an education degree so that I can start my career. I was frustrated with all the time and money that I had to take this summer semester to relearn unneeded formulas in Beginning Algebra, write numerous unnecessary essays in English Composition and memorize useless information in General Psychology as they are required core classes in the Education Assistant Program. I just wanted to be able to get into the classes that really mattered. Classes with interesting titles like: Individual Education Programs, Effective Teaching, Develop & Adapt the Curriculum, Behavioral Intervention & Classroom and similar ones that will prepare me to do my job as a teacher's assistant upon graduation.

As a student affairs practitioner I believe I am a cornerstone of the higher education experience. I have made it my mission to help students be the best version of themselves for the benefit of not only them, but of society at large. I work to help create not only educated students, but also engaged members of a global society.

Student engagement or the extents to which they participate in activities are key factors to the successful integration into college (Chickering & Gamson, 1987). In the publication, Seven principles of good practice for undergraduate education, Chickering and Gamson (1987) underscored seven categories of effective educational practises, which are student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and respect for diverse talents and ways of learning. The overall scores of studies over decades indicates that student engagement in activities benefit all types of students in different degree fields. The positive interaction with activities creates the needed outcome including grades, satisfaction, and persistence. These give the student the devotion to other educational purposeful activities.. As noted by Chickering and Reisser (1993): “living on campus has long been associated with persistence and student success”. Forest (1985) also performed a study about student academic ability and found that institutions that provided the most extensive orientation, activities and advising programs had higher graduation rates. Pascarella and Terenzini (2005) reported that students in residences with strong academic orientation towards academics generally

I currently attend a class at Northwest Vista College, which is two days of the week and is and seventy-five minutes long. This class is more difficult than any other class I have, yet I have higher success in this class than my others. I am more successful because I have more time to study for such class, and because I am exposed to more interaction with my teacher. Not only is there more study time, my teacher equally has time to prepare more effective lessons, and activities. As opposed to my normal high school schedule consisting of seven classes, around forty-five minutes each, five days a week. In which I struggle more with those classes as each day there is a new lesson taught,

So if we place our students in an environment that supports their efforts to learn we can conclude that our students will learn and actualize their potential. Studies in the health field have shown that when a person is in a socially supportive environment they are known to use positive methods to overcome undesirable situations. So, we can conclude that if a student is in a socially supportive environment and have a good teacher-student relationship then they too will use positive methods for succeeding in the classroom. It is believed by Abraham Maslow that everyone comes to a point of self-actualization, meaning that there is a need to develop all of one’s potential talents and capabilities (Snowman, J. (2015). But this can only be achieved in an environment where one can develop all of the lower “Hierarchy of Needs,” such as safety, belongingness and love, and esteem. Without the lower tiers being developed, one can not come to self-actualization. Only in a supportive classroom can this be

To conclude, Miami Dade College offers innumerable opportunities, not only to its valued students, but also to its employees. Miami Dade College is a family of change makers and enthusiasts who always aim for greatness. Miami Dade has been the catalyst in my synthesis as a competitive student who refuses to stand still and watch innovation from a distance. This school has taught me to embrace change and adapt to quickly changing situations, since that is what constitutes life. My life has been a chain of events that lead to bigger events, and my stay in the college has been the biggest event that culminated in the fusion of a hardworking, perseverant, competitive, indebted young person with the right tools to flourish. I’m successful because

Supporting the success for diverse students on campus is just the beginning to make their experience as equal to that of the white community. Without positive campus attitude and without the recognition of what diversity brings to a school and a classroom, the system would not thrive and those of a different ethnic background will not be inclined to attend. The conclusion to Espinosa’s, Gaertner, and Orfields article is that college and university leaders

Going to college and being in a university setting was the first time my perspectives and ideas were broadened. I was able to see the world outside my small suburb, and learned harsh realities, which I was sheltered from my whole life. Social justice advocate, Bryan Stevenson, expounds the idea of getting proximate to issues that one cares about. For me, getting proximate was accomplished by being on a university campus, and learning from the ideas of others, as well as new, first-hand experiences. As I was supported and encouraged in my growth at Loyola, I want to provide the same assistance for other students. Through my years I have excelled at organization and coordination, skills that I hope to apply in order to help students in a university setting. More so, I want to help support students who enter college, those who wish to expand their knowledge, viewpoints, and minds. Higher education would offer me a unique opportunity where I would be able to support students in their growth as a person, while offering encouragement and assistance to students throughout their college

For this paper, I decided to focus my attention on one population that I am potentially interested in working with, which are high school students. The first person I interviewed was a ninth-grade counselor at Alain Leroy Locke College Prepartory Academy. The second person I interviewed was a College Adviser, placed through USC, at Diego Rivera Learning Complex. While the first interview was conducted on site at Locke, the second interview was conducted on campus at USC. For both interviews, I came equipped with my questions already printed out and ready for me to write my interviewees responses down. In discussing the challenges that both the counselor and adviser experience in terms of learning, it is important to first understand the population of students that both professionals work with. While both schools are in South Los Angeles, Diego Rivera Learning Complex is a part of Los Angeles Unified School District (LAUSD), while Alain Leroy Locke is run by Green Dot Public Schools—even though it is still within LAUSD boundaries. Both schools have a primarily minority and low-income population.

On October 20, 2017, the Student Government Association (SGA) conducted a survey to students at the University of Mary Washington about President Paino’s draft of An Investment of Hope for the Future: A Strategic Vision for the University of Mary Washington. The purpose of the survey was to gather student feedback about Goal 1: Promoting the values of service and social justice, Goal 2: Reconstituting the liberal arts for the digital age, Goal 3: Immersing our students in applied, impactful learning experiences, Goal 4: Creating a diverse and inclusive community as an essential requirement for academic excellence and academic success, and the actions steps supporting each goal.

Student involvement has been identified in some cases as positive factor in African American male retention. Astin (2003) emphasized the psychological and behavioral dimensions of being involved on campus and underscored the importance of involvement to student retention and persistence. To contrast, Flowers (2006) found that Black men were less integrated academically and socially than their same race counterparts in four-year institutions, indicating a need to increase campus engagement for Black male community college students.

After working in and educational environment where the students are unemployed or underemployed, I went back to get a Psychology degree to see what made the students think and do as they did. Then after that, I wanted to obtain my masters in Adult Education, since I enjoyed facilitating adults for many years. I enrolled in Troy University in October, 2014. I chose curriculum and instruction because I wanted to become more equipped to effectively facilitate adults with the content that they need to learn. The more that I know about the subject, the better I will be to teach the students what they really need to learn on the topic. What makes me happy is when students enroll for the employment and job readiness course and come to class with the goal to help themselves. The show that they want to learn all that they can to better themselves by gaining more skills to enable them to better provide for their family. On the other hand, what makes me sad is when students enroll in the course because they are made to come and then once they come, they don’t try to get involved to better themselves, because they don’t want to be there to help themselves or their family in whatever situation they are currently in. I have a desire to be able to develop my very own curriculum of choice in the future. In the future, I would also like to move to another state and gain more experience with other cultures in an educational

My work in student affairs provides significant opportunity to contemplate, implement and assess initiatives related to student success and retention. My current research is connected to peer education and the 1st year experience and I have active and growing experience in the needs assessment and