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Hee Jung Gong is a PhD candidate in the Institute of Higher Education (IHE) at the University of Georgia. Her research focuses on educational policy and practice regarding college access, choice and success, student learning and engagement, and STEM higher education. She holds a BA degree in Public Administration and an MA in Education (specializing in higher education). Additionally, she was awarded the AERA-NSF Dissertation Grant and Thomas G. Dyer Award, and now serves as a graduate editorial board member of the Journal of Student Affairs Research and Practice (JSARP) in NASPA.
This study is concerned with the central issues of community service engagement (CSE) in 21st century democratic societies around the world. To examine the factors influencing postsecondary education attainment’s relationship to CSE, this study utilized data from the Organization for Economic Co-operation and Development (OECD) countries using ordinary least square (OLS) and two-level hierarchical linear modeling (HLM) methods, including various factors for each country’s individual and country levels. The results show that attainment in postsecondary education at the individual level and investment and enrollments in tertiary education both have an influence on increasing CSE in 18 OECD countries. The present study is expected to contribute to an understanding of the relationship between postsecondary education and CSE across the world.
Hee Gong; Jung Hong. Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries. Education Sciences 2021, 11, 96 .
AMA StyleHee Gong, Jung Hong. Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries. Education Sciences. 2021; 11 (3):96.
Chicago/Turabian StyleHee Gong; Jung Hong. 2021. "Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries." Education Sciences 11, no. 3: 96.
This study explores how peer learning and teaching interactions in undergraduate STEM courses occurred through the “Peer-Learning Assistant” (PLA) model. This is one of the active learning strategies applied in a curricular setting, and also to find out the learning experiences for STEM students and PLAs from the PLA model. For this study, a qualitative method approach was applied, specifically a case study using the PLA model in a research-oriented university in the Southern region of the United States. Specifically, four STEM classes were observed, and 6 PLA students and 11 students who were served by the PLAs were interviewed. The findings reveal the characteristics of interactions between PLAs and students through PLA model varied by class design and style; however, PLAs and students achieved learning improvement through the same PLA model. The benefits of the PLA model and what should be performed for the model development are discussed.
Hee Jung Gong; Hyeri Park; Thomas Chase Hagood. Peer learning in STEM: a qualitative study of a student-oriented active learning intervention program. Interactive Learning Environments 2020, 1 -11.
AMA StyleHee Jung Gong, Hyeri Park, Thomas Chase Hagood. Peer learning in STEM: a qualitative study of a student-oriented active learning intervention program. Interactive Learning Environments. 2020; ():1-11.
Chicago/Turabian StyleHee Jung Gong; Hyeri Park; Thomas Chase Hagood. 2020. "Peer learning in STEM: a qualitative study of a student-oriented active learning intervention program." Interactive Learning Environments , no. : 1-11.