Human development in a transitory program
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Human Development in a Transitory Program. By: Chandra Jones Sarah Khorramzadeh. Reason for this Project. We did this project to look at human growth as a student goes from high school to college. High School. College. Description of Project. Name of Organization: Summer Transition Program

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Human development in a transitory program

Human Development in a Transitory Program

By: Chandra Jones

Sarah Khorramzadeh


Reason for this project
Reason for this Project

  • We did this project to look at human growth as a student goes from high school to college

High School

College


Description of project
Description of Project

  • Name of Organization: Summer Transition Program

  • Location: University of West Georgia campus

  • Subject: Transitioning from High School

  • Grade Level: Graduating High School Students

  • Number of Students: approx. 80

  • Demographics: 3:1 females: males, African-American being the dominating race

  • Length of Observation: 15 hours


Description of project con t
Description of Project Con’t

  • The students within the program we observed are “at risk” high school graduates. These students take about three classes during the summer within this program. The Summer Transition program here at West Georgia is a new program for this summer. The program helps to prevent students from dropping out of college. The summer program enables the students to transition from high school to college, rather it be in the academic area or in the social area of college life.


What we observed
What We Observed

  • June 27: Educational Program

  • June 27: Social Program

  • June 28: Class UWG 1101

  • June 28: Scavenger Hunt

  • June 29: Study Session

  • July 2: Study Session


What we believed before this project
What We Believed Before this Project

  • Sarah: That this was going to be students with behavioral issues. That the students were not going to be successful in college. That the students would not have the drive to learn.

  • Chandra: That the students were going to be the upper 10% of their high schools. That the students were going to be the ones eager to start college right away.


Project findings
Project Findings

  • The first day of observation, students did not realize how to properly act in a higher learning environment. The high risk students were easily distracted and harder to get back on track and focus. However, by the last day of observations the students learned to pay attention and have respect to whoever was speaking or in charge.

  • Speakers needed to know what they were doing before they presented. Speakers had to have all materials at hand and ready. Speakers that did not have their materials and had longer transitional breaks did not keep the attention and momentum of the students.


Project findings cont d
Project Findings Cont’d

  • Students responded better when placed in smaller groups rather in one large group.

  • Students were “punished” on a college rule, meaning they were asked to leave the group if they were disrespectful.

  • The completion of the program is to receive “C”s or higher in all three classes for the summer program and to attend all academic programs such as seminars and supervised study sessions.


Theory
Theory

  • Theorist: Erik Erikson

  • Theory: Psychosocial Development

  • Description: Described psychological growth from infancy through old age, you can draw out instructional implications for every level of education. Portrays people as playing an active role in their own psychological development through their attempts to understand, organize, and integrate their everyday experiences. Highlights important role cultural goals, aspirations, expectations, requirements, and opportunities play in personal growth.


Stages involved in our observation
Stages Involved in our Observation

  • Identity vs. Role Confusion (12-18): Development of the roles and skills that will prepare adolescents to take a meaningful place in adult society.

  • Intimacy vs. Isolation (young adulthood): Establishing close and committed intimate relationships and partnerships with other people.


Comparing theory to observations
Comparing Theory to Observations

  • Students were between stages

  • Students were forming close relationships with each other during the program

  • Students were learning information that would help them make a decision about what they wanted to do with their future (taking a career aptitude test)


References
References

  • Snowman, Jack, R. R. McCown, and Robert F. Biehler. Psychology Applied to Teaching. Belmont, CA: Wadsworth, 2012. Print.

  • Harville, Jason. "Information About Summer Transition Program." Personal interview. 25 June 2012.

  • Identity development from adolescence to adulthood: An extension of theory and a review of research. Waterman, Alan S. Developmental Psychology, Vol 18(3), May 1982, 341-358. doi: 10.1037/0012-1649.18.3.341


References cont d
References Cont’d

  • Waterman, A. S. and Whitbourne, S. K. (1982), Androgyny and psychosocial development among college students and adults. Journal of Personality, 50: 121–133. doi: 10.1111/j.1467-6494.1982.tb01018.x


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