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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Stewart, Paul B."). Showing records 1 – 3 of 3 total matches.

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Texas State University – San Marcos

1. Valverde-Poenie, Tereza Cristina. How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study.

Degree: PhD, Adult, Professional, and Community Education, 2015, Texas State University – San Marcos

Internationalization of higher education (HE) has become more of a requirement than an option for universities and colleges worldwide. Institutions of HE are tasked to prepare students as citizens of the globalized world. This requires students adjust to different cultural settings and to competition in the global market. Internationalization of HE involves the integration of an international/intercultural dimension into the teaching, research, and services of an institution. Brazil has recently initiated a program called Science Without Borders (SWB) that sends students to study overseas. The SWB program is increasing the presence of Brazilian undergraduate and graduate students in prominent universities worldwide and advancing internationalization in Brazil. The recent initiation of the SWB program came about from the awareness of the Brazilian government that to be competitive, it needed to rapidly modernize and internationalize its workforce and scholars in the area of science and technology. This program provided an opportunity to investigate a well-defined effort at internationalization in terms of the goals of the program, the experiences of the student participants, and the effectiveness of the internationalization practices of the host-institution. A qualitative interpretivist approach was used in this study to gain an in-depth understanding of the meaning SWB students gave to their experiences. A phenomenographic methodology was utilized to analyze the different ways these experiences were perceived. The participants that were interviewed included six Brazilian students from the SWB program as well as faculty, staff, and administrators at the host-institution. The findings revealed that the host-institution implemented a wide range of internationalization strategies and provided an academic environment that made it feasible for the SWB program and SWB students to meet their goals. Moreover, SWB students’ experiences with internationalization strategies were represented in these categories: coping with transition and integration abroad, enhancing expertise, improving employability, learning and living with English, cultivating intercultural skills, and improving science and internationalization at home. This study presents several implications for practice for universities, for the SWB program and students. Advisors/Committee Members: Coryell, Joellen E. (advisor), Ross-Gordon, Jovita M. (committee member), Leite, Franciso T. (committee member), Stewart, Paul B. (committee member).

Subjects/Keywords: Internationalization of Higher Education; International Students; STEM; Phenomenography; Science Without Borders; Ciencia Sem Fronteiras; Brazil; Study Abroad; Mobility Programs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Valverde-Poenie, T. C. (2015). How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6829

Chicago Manual of Style (16th Edition):

Valverde-Poenie, Tereza Cristina. “How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/6829.

MLA Handbook (7th Edition):

Valverde-Poenie, Tereza Cristina. “How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study.” 2015. Web. 08 Dec 2019.

Vancouver:

Valverde-Poenie TC. How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/6829.

Council of Science Editors:

Valverde-Poenie TC. How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/6829


Texas State University – San Marcos

2. White, Anthony L. Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation.

Degree: PhD, Adult, Professional, and Community Education, 2013, Texas State University – San Marcos

The present qualitative case study documents the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access to mentoring. The main research question guiding the study was: What are the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access to mentoring? The supporting questions included: (1) What does mentoring look like for undergraduate Black males? (2) What are their perceptions of mentoring relationships? (3) How do these mentoring relationships impact their collegiate experience? Data collection sources for this study were: individual interviews, artifacts identified by the participants, a focus group session, and field notes. Narrative analysis served as the method for data analysis as data were collected through stories and accounts of the individual and collective experiences of the study participants. To this end, this dissertation provides two chapters for study findings, chapter four and chapter five. Chapter four provides detailed insight into the personal background of the eight Black male undergraduate participants, what mentoring looks like for them, and their perceptions of mentoring relationships. Chapter five documents the participant’s access to various forms of capital and the experiential learning product of their participation in mentoring programs offered by the university. Study findings are presented in light of Kolb’s (1984) experiential learning theory and forms of capital as described in the work of Bourdieu (1986) and Yosso (2005) and consist of cultural capital, social capital, and navigational capital. Finally, the last chapter presents highlights of participants’ perceptions about mentoring, a suggested best practices model, tensions and challenges related to the study, implications for practice, and ideas future research. Advisors/Committee Members: Larrotta, Clarena (advisor), Oliver, John A. (committee member), Ross-Gordon, Jovita M. (committee member), Stewart, Paul B. (committee member).

Subjects/Keywords: Mentoring; Undergraduate Black Males; Experiential learning; Forms of capital; African American male college students; African American men – Education (Higher); African American college students – Social conditions; Mentoring in education – United States

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

White, A. L. (2013). Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4701

Chicago Manual of Style (16th Edition):

White, Anthony L. “Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/4701.

MLA Handbook (7th Edition):

White, Anthony L. “Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation.” 2013. Web. 08 Dec 2019.

Vancouver:

White AL. Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/4701.

Council of Science Editors:

White AL. Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4701


Texas State University – San Marcos

3. Ly, Monirith. Moral Meanings of Community Service Learning at Paññāsāstra University Of Cambodia.

Degree: PhD, Adult, Professional, and Community Education, 2013, Texas State University – San Marcos

This analytical case study sought to understand and build theories from Paññāsāstra University of Cambodia (PUC) educators’ visions in supporting and implementing community service learning (CSL), the moral meanings of CSL experiences for the participating undergraduate students, and the CSL experiences that facilitated the volunteers’ moral meaning-making. The study found that PUC educators’ shared purpose was the cultivation of students’ kindness to help needy Cambodian communities. Moreover, PUC CSL volunteers considered community service as an act of kindness, an act of solidarity and connectedness, and an act of social change through the cultivation of kindness in the hearts of their families, their peers, and the people they helped. Furthermore, PUC CSL cultivated in volunteers such Buddhist ethics as brahma-vihara (metta [goodwill], karuna [compassion], mudita [empathetic joy], and upekkha [equanimity]), caga (generosity), amisa-dana (donation), dhamma-dana (sharing knowledge and advice), pañca-sila (the five precepts), and kataññu (gratitude, especially to parents). Thus, CSL can help solve Cambodia’s societal problems of social inaction, violence, and corruption. The experiences that notably facilitated volunteers’ moral meaning-making were community didactic drama and such culturally symbolic actions as participation in kataññu (parental gratitude) ritual, elderly gratitude ritual, and collaborative cooking. Advisors/Committee Members: Brooks, Ann K. (advisor), Ross-Gordon, Jovita M. (committee member), Stewart, Paul B. (committee member), Renold, Leah M. (committee member), Wright, Wayne E. (committee member).

Subjects/Keywords: Service-learning; Cambodia; Buddhism; Moral; Service learning – Cambodia; Universities and colleges – Cambodia; Education – Philosophy; Education, Higher – Cambodia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ly, M. (2013). Moral Meanings of Community Service Learning at Paññāsāstra University Of Cambodia. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4699

Chicago Manual of Style (16th Edition):

Ly, Monirith. “Moral Meanings of Community Service Learning at Paññāsāstra University Of Cambodia.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/4699.

MLA Handbook (7th Edition):

Ly, Monirith. “Moral Meanings of Community Service Learning at Paññāsāstra University Of Cambodia.” 2013. Web. 08 Dec 2019.

Vancouver:

Ly M. Moral Meanings of Community Service Learning at Paññāsāstra University Of Cambodia. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/4699.

Council of Science Editors:

Ly M. Moral Meanings of Community Service Learning at Paññāsāstra University Of Cambodia. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4699

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