Location
Pattillo Student Center, 2nd Floor
Start Date
29-4-2015 10:00 AM
End Date
29-4-2015 4:00 PM
Description
This poster presents the results of a study of university students’ perceptions of educational training environments, which is typically limited to course evaluations. Relationships between program organization/structure, students’ perceptions, and cumulative GPA will be examined considering race and gender. Findings will enhance understanding about the impact of program variables. Packets (N = 227) , which included a consent form and a researcher-developed Training Environment Survey, were completed bi-annually by a random sampling of currently enrolled undergraduate (n = 140; 61.7%), graduate (n = 56; 24.7%), and doctoral-level (n = 31; 13.7%) university majors in programs housed within a Department of Human Services in a state institution located in the southern USA , having a total student population of approximately 13,000: Special Education, Deaf and Hard of Hearing, School Psychology, Vision Impairment, Orientation and Mobility, Rehabilitation Services, Counseling, Communication Disorders, and Speech and Language Pathology. The Training Environment Survey (TES) assessed students’ perceptions of: Faculty-Faculty Relationships, Faculty-Student Relationships, Student-Faculty Relationships, Student-Student Relationships and number of student services available (Policies). Twenty-four(23.8%) percent (n = 54) of the participants reported racial/ethnic minority status; 76.2% (n = 173) reported having White or racial/ethnic majority status; 94.2 % (n = 210) were female; and 5.8% (n = 13) were male; 1.8% (n = 4) did not specify; 12.8% (n = 29) identified as African American; 9.3% (n = 21) identified as Latino American; 1.3% (n = 3) identified as Asian American; and .4% (n = 1) identified as International Student status.
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Students’ Perceptions of the Training Environment: A Study of Race and Gender
Pattillo Student Center, 2nd Floor
This poster presents the results of a study of university students’ perceptions of educational training environments, which is typically limited to course evaluations. Relationships between program organization/structure, students’ perceptions, and cumulative GPA will be examined considering race and gender. Findings will enhance understanding about the impact of program variables. Packets (N = 227) , which included a consent form and a researcher-developed Training Environment Survey, were completed bi-annually by a random sampling of currently enrolled undergraduate (n = 140; 61.7%), graduate (n = 56; 24.7%), and doctoral-level (n = 31; 13.7%) university majors in programs housed within a Department of Human Services in a state institution located in the southern USA , having a total student population of approximately 13,000: Special Education, Deaf and Hard of Hearing, School Psychology, Vision Impairment, Orientation and Mobility, Rehabilitation Services, Counseling, Communication Disorders, and Speech and Language Pathology. The Training Environment Survey (TES) assessed students’ perceptions of: Faculty-Faculty Relationships, Faculty-Student Relationships, Student-Faculty Relationships, Student-Student Relationships and number of student services available (Policies). Twenty-four(23.8%) percent (n = 54) of the participants reported racial/ethnic minority status; 76.2% (n = 173) reported having White or racial/ethnic majority status; 94.2 % (n = 210) were female; and 5.8% (n = 13) were male; 1.8% (n = 4) did not specify; 12.8% (n = 29) identified as African American; 9.3% (n = 21) identified as Latino American; 1.3% (n = 3) identified as Asian American; and .4% (n = 1) identified as International Student status.