The experiences of returning students may be changed if we speak up.
This project tries to find out why undergraduates take educational breaks for more than a year and the differences in learning experiences before and after the breaks. The break itself can have multiple functions for returning students. There are also obstacles for returning students to engage in school activities and academic work after the break. I hope to change and improve the situation. I hope to hear your experiences and thoughts about the systems by speaking with returning students. This study will NOT delve into sensitive information.
Talk about potential obstacles with school officers; Project outcomes will be included in the final paper of a graduate-level qualitative research method class.
Length of commitment | Less than a semester; 0-2 months |
Start time | Anytime |
In-person, remote, or hybrid? | Remote Project |
Level of collaboration | Individual student project |
Benefits | $10 Gift Card |
Who is eligible | All undergraduate students |
Weiyi Ding
Graduate Student
Counseling, School, and Educational Psychology
Phone: (614) 432-0752
Email: weiyidin@buffalo.edu
Once you begin the digital badge series, you will have access to all the necessary activities and instructions. Your mentor has indicated they would like you to also complete the specific preparation activities below. Please reference this when you get to Step 2 of the Preparation Phase.
The specific preparation activities for this project will be customized through discussions between you and your project mentor. Please be sure to ask them for the instructions to complete the required preparation activities.
returning, gap, policies, educational break, counseling, school, and educational psychology