Event Title

What strategies can be incorporated in World Language curriculum to promote post-secondary empowerment for high school students?

Faculty Advisor

Leah Nillas

Graduation Year

2020

Location

Center for Natural Sciences

Start Date

4-4-2020 9:00 AM

End Date

4-4-2020 10:00 AM

Description

The concept of empowerment is often defined as the process of an individual becoming stronger, confident and especially in controlling one’s life and claiming one’s rights (Lexico, 2020). In K-12 education, there is an emphasis on ensuring that students are college and career ready by the time they graduate. However, for students who continue into higher education their needs are not always met by their university. In recent years, there is a direct connection between college retention and graduation rates. These factors include academic, faculty to student ratios and classroom settings. However, these may also include factors such as students from underrepresented groups (Millea, Wills, Elder, & Molina, 2018). These issues have become more pertinent in ensuring that K-12 educators are not solely preparing students academically, but also preparing them for the emotional demands of higher education. In this study, there is an examination of strategies that can be incorporated in a World Language classroom in order to promote empowerment amongst students. In addition, there will be a brief examination of how colleges have attempted to combat these differences in retention rates at their institutions.

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Apr 4th, 9:00 AM Apr 4th, 10:00 AM

What strategies can be incorporated in World Language curriculum to promote post-secondary empowerment for high school students?

Center for Natural Sciences

The concept of empowerment is often defined as the process of an individual becoming stronger, confident and especially in controlling one’s life and claiming one’s rights (Lexico, 2020). In K-12 education, there is an emphasis on ensuring that students are college and career ready by the time they graduate. However, for students who continue into higher education their needs are not always met by their university. In recent years, there is a direct connection between college retention and graduation rates. These factors include academic, faculty to student ratios and classroom settings. However, these may also include factors such as students from underrepresented groups (Millea, Wills, Elder, & Molina, 2018). These issues have become more pertinent in ensuring that K-12 educators are not solely preparing students academically, but also preparing them for the emotional demands of higher education. In this study, there is an examination of strategies that can be incorporated in a World Language classroom in order to promote empowerment amongst students. In addition, there will be a brief examination of how colleges have attempted to combat these differences in retention rates at their institutions.