 Hello, welcome everyone. My name is Dr. Kelly Rotten. I am the assistant dean for research and education services here in the University Libraries and I am very pleased to introduce our first graduate research series speaker of the academic year. The graduate research series is a competitive opportunity for graduate students to share their research results and processes and hone their presentation skills while we get to learn more about their process and their research. Today's speaker, Umaru Abdule Baralabi, is a first- generation college student from the Republic of Benin, West Africa. He was awarded the Fulbright Scholarship in January 2016 to pursue his graduate education at Ohio University. He is currently a doctoral candidate in higher education. His research interests are around students thriving, appreciative approaches, and access, equity, and diversity issues in post-secondary education. He has been engaged in various multicultural student organizations both on and off campus. He's currently president of the Holmes Scholar National Council and the former president of the African Students Union and the Fulbright Scholar Association at Ohio University. He has received several awards and recognitions including the Outstanding Graduate Student Leader Award for a doctoral student and four first- place awards at last spring's Research Expo. Please join me in welcoming Umaru Abdule Baralabi as he shares his research on the practices and experiences that contribute to student thriving in a public university in Benin. Thank you so much for that wonderful introduction and thank you so much everyone for being here and to those who are online too. Thank you so much for joining us. I want to say a special thank you to the Ohio University Library for really what we do to support writers to the research and creative activities. We definitely do appreciate you. Today I'm going to be sharing some preliminary reasons about my dissertation research that is still in progress. It's a mixed method of dissertation but today I'm going to talk about the quantitative phase of my dissertation. So I'm going to be focusing on the first phase that you can see. I'm definitely interested in looking at experiences, so practices that contribute to student thriving in a public university in my home country. This is my agenda for today's presentation and talk. I'll be sharing a little bit of background and importance of my studies and then give an overview of the literature and some gaps and then talk a little bit about my conceptual framework and the purpose of research questions and what I, why is this study significant? So why am I adding to the purpose of the mentioned time in my design result and for any other organization because I'm still exploring the quality of things to be in some sort of significant of what solid recommendations I can give and then I will end by talking about library resources that I use in the process of my research and then open it for some discussion. And I'm going to try as much as I can to predict. I definitely do have a projection issue so if you're not here, please let me know so I can include you. Sometimes when I am really talking loud I feel like I'm getting up to go. So I have to internalize that so much. So a little bit of background and many prominent researchers are living recently with Africa and the Africa we want in 2016-3 have really emphasized high education and the strategic hat of education as a new opportunity for the continent to, you know, educate its local population to contribute to the transformative development of the continent. Over the years we've seen some increase in access to public education opportunities but students really still face new challenges and despite this increase really less or not much is known or known on how to support student thrive and also that many factors actually really explain that in particular in public education. This is a Francophone environment, it's a French weekend country, it's drastically different from African countries in terms of the higher education system. But so despite, you know, despite the new challenges that many some students definitely persist staying and try to succeed and I'm just curious about what will be in the team, what will help students succeed despite challenging learning environments sometimes. Right, and so I'm arguing here that in the new four for us to study and understand student thrive in the technical experiences and I'm also arguing that access to that Africa support is a lot of opportunity and that student success that not arrived by accident or by chance that it's just important that we, you know, if we increase access, just increase support and also see how students are doing in general. So a little bit of background in the overview of religiousness, I'm drawing from the student success, you know, I'm literally saying I want to just make sure that, and this is not in any particular order, but over the years definitely there have been different, you know, here we've got perspective that have studied with student success. So we had social perspective that really focused on, you know, academic and social integration and involvement that we've been to and asking how that affects student success. Then we have economics perspective that really focuses on price response model, cost-benefit analysis and then cultural perspective that also usually focus on challenges that make it difficult for historically or minor-sized student in post-secondary education. Institutional structures are also related to how policies, structures and anything you can that is related to the body of organization when a student affects students' behaviors or their individual attitude. And then the psychological perspective that I talk about individual and features or psychological characteristics and motivations and that has been an interim recently that really focuses on student success. And then ending up with really the conceptual framework that I'm using in theory, which is more of a spread-based approach to student success, and it's also based on the number of these perspectives. So it's integrated in HR. And it is not that there's something necessarily wrong with any of these perspectives, but they all have focused on specific aspects of student success and they have advanced our understanding on issues, factors, or processes, or experiences that contribute to student success. I'm using private because I'm interested in spread-based approaches and looking at what is walking, what can we leverage when our students are doing well, why are institutions doing well, and what best practices can we learn and let them take, you know, across institutions. So that's where I'm using private. So the private literates are really focused, particularly in the U.S. companies that focus on pathways, experiences that really, you know, help students succeed, and even though different populations, different student programs can have different pathways to drive in, there are four experiences or factors that have strong regardless of student body, whether it's sophomore, first year, transfer student, first year, grad student, these four predictors, these four predictors, technical sense of community, spirituality, composite involvement of student faculty interaction, have a strong influence on student driving, right. Also the gap that I found definitely private research has largely focused on this context, which definitely would have less implication on other contexts. What I'm adding here, really, I wanted to see a cross-cultural application of the private framework, but also pay attention to the specific realities of the context I'm studying. I, for this qualitative phase, I use a private quotient instrument I had to do with research or cross-cultural adaptation of instruments. I definitely don't talk much about it here, but if you're interested, I'm happy to talk a little bit about it at some point. And that process leads us a lot of me to make sure that instrument that was developed in this context is walking into something similar to mine, which, you know, were items that were not really relevant to the population that I studied. So I had to get, you know, some of those items and also run some new confirmation factor analysis to make sure that that instrument is measured, what is it supposed to measure. I've also, again, even though over the years in the context of Benin, like in many African countries, there's some increase in access to public high education opportunity, but particularly in Benin, there's also a lack of empirical research really about students' accessibility experience and educational and well-being experiences, and that's why I agree with what I'm doing. So the private framework, my, a conceptual framework that I'm using really is Shrine, and then Shrine, a Lordy Shrine, who really developed this theory, really, the way she framed it in the extents with student-academy socially and sexually engaged and enjoying the high education experience. That's what private means in this context. And private has three domains, and its domain is measured by one or two factors on the front ends of my graph, because as you can see that this, that academic drive in that sort is measured by two factors in engaged learning, academic determination, and that interpersonal private is measured through one factor positive perspective, and interpersonal private also is measured through two factors, social collectiveness and diverse citizenship. So I did put there, there's some major predictive of private, as I mentioned, there's so many of the major certainties that also some institutional feet and institutional reliability that are all, you know, to some extent dependent on student population, you know, can predict different things. I did add it to my conceptual framework, because to some extent it affects student-academy in general. So that's how I frame my study theory in terms of sustainability. My work, once again, is to identify activities, practices, or experiences that contribute to student-academy at a public university back in the name, and I focus on, I'll talk about the characteristics of my study a little bit, and since I'm focusing today on the first phase of my studies, which is really important to take this point, I asked two questions, some of them were impotences, but I asked two questions. The first is more descriptive question, where I'm really asking to an extroverted student, trying to base on those five factors that I just shared, and here, I am curious about, you know, those consistent private predictors, and how they work in the population that I work in, as I wanted to see how well or how what the relationship, I wanted to explore the relationship between composite involvement, psychological sense of community spirituality, faculty student interactions, and student-academy, how what's the relationship between those four predictors and student-academy? And this is because, again, like I said, even though different student-academy have different pathways to try this, these four predictors have been consistent in order to see that this own student, at least the decision that I'm doing is different. All right, what I hope many of us would have contributed at the time are complete, both the points and qualities, and hoping that at the institutional student level, this kind of really focuses on, you know, very good that are sensible both within the institution of a student that will allow more of a pragmatic way of intervention, where institutions get to see what is working, both on the student hand and what they also do well, so they can really focus on what is working, and in terms of policy, I'm hoping that since, you know, the framework that I'm using is mostly strength-based, but hoping that this can lead to some form of, you know, policy and student-centered program that are student-based, strength-based, and student-centered and strength-based program of policy to develop and work the outcome of this. HESAP as an organization is definitely a high-student, I mean, student affairs is not big in many of our companies, but there's definitely some form of it that is happening, right? And both with the transportation, the food services, and all those, there is an office of student affairs, but there is meaning of what's being done. I'm hoping that, you know, that this would give them, you know, some better knowledge of student education experience and the support that students need. I'm also hoping that by the time I complete these studies, I need a close consultation of the instrument, a private question instrument, I'm hoping to make, to validate the instrument in the French, you know, language that Francophone countries can use, but of course, they may have to adapt it to their own context, they may have to retest it based on their needs, but at least they have some way to start it, sort of, going back to yours, you know, so that's definitely what I think would be, I think, of all better, so what I'm doing. All right, this is, again, to give you guys attention, any of that, I'm doing an explanatory sequential mixed method, but today I'm just focusing on this phase of my study, that I've been talking about just this phase and how I collected the data and now penalized it and what came out, that's running today, so I'm not talking about a second integration phase, but I'm still working on this phase, definitely. So specifically, I'm moving on, you know, the first phase, some book has, there is a guide, I use, again, I use the trial and caution survey that has all the variables that I talked about, the question, the questions or statements that really speak to those questions, and I, it's an online survey that I, I did, from the book to the time of student helpful, the university back, I was able to send it to a student and I used five academic colleges, just to find why I decided to focus on five academic colleges, but I, I did use the survey and, for example, I focused on second and third year undergraduate student at a public university back in the native Frankfurt environment, bachelor's degree is three years, and I hope at least two of them will be able to progress from first to second year and have made some progress and I wanted to understand the experience here, here I have to be in the second year or final year to participate in the study. And, you know, kind of simple, class heuristics, there's a bit of diversity in the sample, but the five academic colleges that I, I use here, the College of Economics and Management, College of Social Sciences and College of Law and Multicultural Science, College of Humans, College of Humanities and Art and Communication, the reason why I focus on this in almost all Frankfurt African countries, public universities are to attract. There's fee paying and low fee paying, you know, fee paying are very selective and low fee paying are really leg selective, as long as you pass your baccalaureate in the Frankfurt Contest, which is a high school which is a high school living, you know, exam. Once you pass it, you have access to these colleges that have this low paying fee, you know, but it's still public, they're all public universities funded by sort of funders and the government, but they are different in terms of the way they select, though the most selective colleges either have to afford it, either have to afford it or have a high GPA from your high school living exam and what that is, what that is doing, see, what that is doing, what that is doing, for example, from my own experience, someone who, you know, I've been to the public school and I went through one of those, you know, leg selective, so at a stratified access of public high education, by reason, social economic status, and usually also gender, but what is really apparent to me and that is, I think, problematic is particularly that those who access that high paying or highly selective colleges, highly, highly selective colleges, they either come from households where both of their parents have attended college or they come from the southern part of the country where they have, you know, where they keep them low, high school or they can attend private high school that really allow them to go out, so therefore, if you live in the rural area or if you live in a part of the country where you can't afford, you know, to go to private school or you can't afford to, you know, to have a tutor, for example, at home who has no sense as how you end up in this, and there's the numbers also in classroom, for example, in all these five academic colleges, I do remember when I was doing my undergraduate, our first year, we were about 3,000 students that we demanded into three or four groups, and the 10th semester was last three years, and so there's some challenges related to being able to attend any of these colleges that, you know, that's one of the reasons why I selected these five academic colleges, and I've also seen many other students that really have started, when we started our first year, by the time we get to the third year, there was a lot of dropout in the people who were not convinced, no data to explain why people are dropping out, so I, you know, this, doing this research is both for me, it's just my curiosity to understand why those who stay, because those who are staying persistent and thriving, what is helping them thrive, and what, you know, what the institutions of the government or the Ministry of Higher Education and Science and Research Board can lead you to support or replicate that across the student body, particularly in this low-paying and best-selective academic colleges. I, for my first question, as I said, I just use some of this tick of analysis, and for the second question, it aligns itself simply to multiple media regression analysis for me since I've explored a relationship between one independent, one dependent variable and two or more independent variables. All right, so for the stickers, that's the same one I really, what I found when I wrote the stickers, that is on the five factors of, of five units you can see, and they rate themselves, you know, from one is a liter scale, from one to six, so that the maximum score, they can have a rate in the sixth and the movement is one. As you can see, the mid-score, or they, they did really well, very well, I think, on the mid-score for academic engagement, academic determination, diversity and policy, positive perspective, but with exception of social connectedness, which is also definitely more than half, a little bit more than, more than actually half a true, half a score, but they did, when I did some of the interviews, I, I did get, I got a little bit of why, because this is all about creating, creating and maintaining positive relationships, right, so they, either a student here, because they come from no income family, or they come from less structured, I mean, very structured high school, or coming into a public university where, which is very big, and they're just trying to find themselves, and many of them, a lot of it would lead to more certain relationships, they're focusing on academic integration, going into a new high university environment, so there is a lot definitely that I can say about this when I finish analyzing my quantitative data to speak to this aspect, why, why this is as low as this, but I think in terms of the rest of the factors, they're definitely trying to raise all of these factors, but what is explaining that they're certainly my cross-basional talk more about it. And in terms of the, I also wrote some descriptive statistics on the, my, my trajectory, so as you can see here, also the means core, the means, the means core here also, the lowest means core, I think it's faculty student interactions, and that saves a lot, that would save a lot, or we go to the regression analysis aspect of it, but I, again, based on this, based on this result, there is some form of thriving that is happening, and my explanatory phase of this study would shed more light in terms of how and why this thing, this, these factors are contributing to student thriving, but there's, there's a number, and so when I run the overall mode of regression mode of asynchronous with an adjusted ask level of 49.7% of student, right, of student thriving, as I come to know, can be explained collectively like this four variable, right, like this four, this four variable to get explained 49.7% of the vibration in student thriving level, and, but what we're taking individually is we can see with the P level, only faculty student interaction does not add anything significant to student thriving, and that, in a lot of ways, again, the interviews that I conduct as students talk a lot about, you know, what is affecting that relationship and why it might not be much needed. For someone who, for someone who has been through, I want to look at this finding is not surprising to me, given the class structure, the class size, and the lack of, you know, office hours, so any meaningful interaction between faculty and students, this is definitely not surprising to me, but again, I do have some, you know, based on my interview with students to find out what is the nature of the relationship with the faculty that help kind of shed light through, you know, sometimes this relationship is affected by culture, to some extent, which students talk about, and hopefully at times if you're penalizing my inquisitive data, I can speak more to that. But again, overall, like the regression model is significant, but particularly limited on the best factor, only part of the student interaction that's not adding to the significant but to the model, or to student private in general. So what am I saying here again, to what any of you want me to really make any solid recommendation without really analyzing my quantitative data, but I'm really even going back to my argument, that access without support is not an opportunity we are also arguing that something does not allow attention, so it has to be intentional. Since spirituality came, definitely as one of the strongest, as you can see, it's one of the strongest. Even when we go back here, spirituality has the mince core, their mince core spirituality is the highest, right. So it's one of the strongest, whatever it means to them, you know, in this context, Shravan talks about believing in something bigger, right, but when I talk to students, they did express what it's some, some, those who are Muslim, talks about Islam, those who are Christian, talks about, you know, sharing the doors and the difference in relation, and those who don't believe in anything, just talks about how whatever it is that they believe in, really supporting the health of Navigate difficult situations, or even when they pray, they feel the answer for this, there's a lot that is involved. So what I'm saying here, definitely, and in, in, for example, in, in like some of their countries, at least in Benin, I do, you know, have the expression between the state and, and, you know, institutions of worship, you know, so therefore there's no chance to almost own the university, the public university, don't allow that or, or campuses. I, you know, but students are saying this is important to them, right. So how do you deliver spirituality, the spirituality of the potential part where the students like it, right. Again, I would say also that faculty, I mean student, student involvement is also one of the characteristics of students that I am, when I spoke to a student, for example, we were exploring about the nature of their involvement. They talked about, a few talked about how participating in some student organization activities really help them integrate socially by approaching the need of student organization to know how any form of funding from the university to offer it, right. And they also, there's no any even like a centralized student, you know, building where intervention activities are happening in Africa. So I am, I think it is definitely important that the university is again, it's too early for me to make any something like a religion, but I think financially supporting this on the relation and reducing the form of structure for credibility, since this is important to see them invest in this, I think it's definitely not a bad idea. This is faculty student practice not, you know, relevant, but because any research, particularly in this part of the world, have shown the relevance of this in student integration. Again, particularly in class size making it difficult for faculty to have any way of interacting with students. And the lack of office hours or any advising are definitely things that are affecting also this relation. But I don't know how realistic it is with making a number of students in the classroom and, you say, I got faculty student ratio, I don't know how it is exactly to be. But I think, you know, having offices, staff, of having offices that are staff, particularly in the video, who can perhaps, in the first and second, you know, when there are big numbers who can help students perhaps with degree or with meditation or with some of basic advising. And my experience is also the how you're going to get your letter from the first 30th and then back with Jesus and then experience more meaningful interacting with my faculty with faculty when I was in my 30th, because we were either 50 or 100 in the classroom. So perhaps with really maybe early in the first and second year perhaps having an office in the conference that is in charge of some basic level of interaction with students in terms of advising for a research that our conference or because the university that has served a site for this institution is really, really nice. And it billows over 60,000 students, right? And so it's like, if that's how some of the campuses in but where and when, you know, at least, at least, at least on campus, 30, 35,000 students. And so it's so huge, if you're coming from a very structured high school environment and from a little place, it just makes them some time for people to use themselves in such an environment. So I've been again, like I said, an office that we at least support first and second year students might a third year again encourage faculty to have some meaningful advising with the, because this is office hours and academic advising are definitely non-existent, I think it was sort of a problem where I did this research that I also think that, you know, as an element of this, you know, my top base on some of the, some of and my final, I would say at least the three strongest predictors of thriving in my content with a session of faculty, faculty, student interaction after system with the current research. If anything, they confirm what we know to some extent, even in the points that I did in my research, but anytime I present this, I, in this point, as I've seen that the people shot, that faculty, student interaction is not adding anything significant. Unfortunately, it has not been the reasons why it is not. And I do hope that you know, I get opportunity to present this study, a particularly, you know, my dissertation when I've both phases to, I am in conversation with the minister of high educational scientific research to present this research and that university is also in leadership and willing to allow me to present this research to the university leadership and to some extent to the university community when I'm done. I, you know, I always say this job as, you know, research is to do this with a policy makers, but you do research and say this is what you've found and this is what you can do to improve this and so up to them if they decide to do, but I hope that this help influence the level of policies, you know, at the university level. So the resources that I use, I want to say that the use of the library really helped me make this out. I want to say that the total really was, then using the short videos of the university on the library website is very really helpful in terms of organizing my resources. For example, when I was looking for research on student successes, seeing how I categorized them on psychological aspect, I have folders that anytime I found something on the library website, I'll just, you know, pass it into the specific folder. It helped me organize my references and also my article based on themes. Now, I definitely very, very helpful in terms of finding books that are with, you know, peer institutions or that are limited. They were supplied in the library. So there's many books that I really needed, but I think too, to add in that there were limited copies of what I was able to get into a lot of things. And the library loan, a typical example here is when, before I collected my quality data, I was definitely because I did my interview in France. I was looking for something on cross-cultural data connection, cross-cultural and cross-language data connection. And I found a book that the library didn't have at the time. I don't think it's still here, but in July, we normally did possible for me to get that book and read it. And I read it on the Internet book that's specifically about, you know, that aspect of my research, how do you put data in a different language than a different language of how do you analyze that data? So the line of thought, I never knew it was something that was really impossible or just curious. Any of these reasons. And then I was confused about, you know, finding an article in the book and then I, as I get instant help, I click on it and send it to someone who responded. And I told them what I was looking for. And one, on one occasion, they sent me a link to it. I don't get it, but we need to find a book for you. And then I came in and picked it up. And I don't know if it's too good, if you remember, but any and when this, before I even settled on driving, I was definitely looking to do some, you know, strength paying approaches to this. And since I am actually doing a couple of times, you can do, you know, so you help me use that advanced feature of, you know, advanced search and a few times. So that was really helpful in terms of definitely finding out to do that advanced research or on the library website it can be existed sometime of frustration if you're not finding what you want. So you help me use it some combinations of, you know, keywords and that really helped me to get access to specific you know, resources that I went to, definitely, my topic that evolved and what it has evolved and what I really know. But I was able to use the same skills that you taught me to continue doing this. And I wanted to say thank you so much for the time that you opened up for any comments or questions you may have. I have a question. Sure. Since you ended to talk about library resources, did you use library tools to engage in French language research at all? And if so, how did that go? Was it frustrating? Was it, or did you not do that of magical? No, I didn't, but I know I like to mention the books that are most specifically on this front of the study, but in my quality phase, definitely in the book that I got from into a library known, the specific chapter that helps, that talks about adding that. And that chapter what they, he offers you the connected numbers in in Spanish, right? So they talked about the process, how they went about collecting that data and how they went about strategy. The strategies they use to analyze that data and report it, report the findings and then what they did, for example, that I found very creative is they did make sure that they use both Spanish and English. Like when they took a code, they first put it, then put it in, and then put it in Spanish and then they have a translation, a direct translation. But what was challenging for them is when they wanted to publish their research in traditional or conventional articles, like you, they had a lot of, they couldn't fit, they couldn't fit, that's the thing that they were looking for, so they had to put it in the book. But they resisted and said that, no, like someone has to do this and that, you know, we can't, we've collected this data in Spanish, we can't just translate it in English because that's in, we use a lot of essence and originality in translation, so we want to make sure at least you see what the official data looked like. And that's why they did patrols of provision they have in Spanish and they have some, you know, strategies that I find, I'm hoping to adapt to them in my data analysis, too. And it gives me some ideas and also we, perhaps at some point reflecting on what this experience makes to me in terms of collecting the cross-cultural and language data and analysis and put something out there also for people who might be interested in doing something similar, but that could probably be a starting point for them. And this speaks to also even the recent back home for me with challenges that we do all this, there's a lot of challenges in the recent back home, but someone has to do it, right? And we come, I think it's just important for me, I think though to accomplish something is someone from my part of the world going to do something and then found out that someone had done something and even encouraged them to do something, I think I've accomplished something because like we, they can build a mind to do theirs, I think for me to them to someone else would be the cause of us, right? And but it was definitely I didn't, there wasn't any, there were some literature that in terms of you know, student experience but student thriving there wasn't once in this literature we would have much education in my own context but I wanted to see what best practices that I do not need to use initially in my own context and that's why even the instrument I did the course course for adaptation assuming that I have to do back work, forward translation, back work translation, expert panel would use pilots in it round in confirmatory factor analysis to meet an item like academic advising or whatever it is that do not state-strapped experiences that are necessary it's not a totally new instrument but it is an instrument that is related to the course course when you adapt it to the almighty will and my hope degree is that probably something with a validation in confirmatory segmental information is to tell people that hey, this is available to friends if you want to use it this is a process and you can adapt it to your context and hope you would have a good degree to use something Thank you I think my first question was about the cross-culture adaptation and I think you also added that sort of point thinking first about the concept of spirituality and the US is like highly developed culture and stuff when I got here on what counts as spirituality back home on what counts as spirituality here So my question is now would your qualitative study allow for exploring other factors outside of the training? Yes, so I'm hoping that with the quality phase of my study in addition to what we know in this context what driving means to a student in this context I'm hoping that based on experiences of my participation they either confirm what driving means in this sense and also talk about what it means to them and hopefully some other factors will be heard as to what driving means that is too early I did definitely with these stuff that are really coming off that the research I did definitely means on my readings of what driving means particularly theoretically and then practically grounded in research there are a few stuff that are I want to prevent from returning those but there are a few stuff that are definitely immersive that I'm not necessarily taking into account that really not very different but then what it means to them what means my participation in that whole concept but I'm hoping that I can contribute to it I'm very curious and when I started this I was definitely hoping that the exponential phase of this study is the qualitative phase of the study where they'll uncover some of the factors that maybe you know didn't get in from this or for this different phase of my experience thank you we do have a couple questions from our online audience sure the first would be what factors influence your choice of sample size right so I talked about for example regression analysis for them for every predictor that is this is dependent on you know what you know effect size you use depending on the that's called that's what you want for regression for them what I what the the effect size for example what I what I did using a specific method in terms of that sample size I I look at my effect size and then I use a specific you know method that allows me to determine the number of predictor number of participant per predictor right but I didn't have more than I was based on that thing I had for independent variable and if we are looking at thriving with the five different soft skills that's nine so I was looking for about 30 per predictor 30 per factors I I think I needed about too many where I ended up having more than that in terms of that but if we also talking about my sample population I don't I say really what was particular about them was how they come from the dual track system right they with all this participant come from you know this low-paying and less selective and as someone who has been through that I I think my experience is pioneering the experiences I've seen there are times when I had class at eight I had to be there at six or five 30 so I can get a six in front to listen to the purpose so I I know there's a lot at least as someone who would be in two I know there's a a lot of challenges related to attending those but many of us have made it through the system but I'm just curious about just specific population that is making it what is special about them or what I mean like what is supporting them what is helping them I hope I there is a follow-up question in the qualitative data collection stage how many participants will the researcher interview and how will or did the researcher approach that process of drawing out participants for the qualitative data collection yeah so I did even though it's not the process of this for the decision I'm going to talk a little bit about it so I I didn't interview 20 20 people and because this is an exponentially sequential mixed method which means that I'm following a specific significant result and understand why it was made that my quote phase is mostly focusing on the predictors that were significant I wanted to understand based on student my participant experience why how are those contributing to the experience so I grounded my into my interview questions were around those three predictors but I also did ask some additional questions to explore the faculty to do an interaction in addition to the additional material for selecting my participant who also I look at the diversity in my that is gender expression and look at some of my first gen some of my first gen I also mentioned because my participant came from the 12th region of the country also made sure that there's some representations across that but my main focus are those those three predictors and if they're wondering how did I I used the same sample as a sub sample some people who filled my survey in the survey I there was a question there was a an item that tell them there will be a follow-up of the study that's for me to further explore the experiences if they're willing to participate they can either leave the they can leave their email to survive and contact them so what I did is after I after I analyzed my quantitative data I sent another I sent another round of email and also put a little bit of a specific phone number that said hey I'm ready to do this and you've indicated that you in the you would you would be available to participate in this and I would like to interview you about so so so so that's how I went about recruiting like I spent for for the part for a part of it yes Amar the Dr. Schreiner's instrument as you translated it have you talked to her about the translation did you get to any points where it was like you had difficulty finding translations from clear translations from English to French yeah there's actually none and there's no there's no I couldn't find any translation but I mean there was some practice in terms of how to translate instrument and one of the one of the one that I really had to was of course called to adaptation process but I did obtain her permission I talked to her about the process she's been very excited about the process that this is going to be available in different languages and different quantities of people and we talked we went back over about for some reason we didn't be able to participate in the process of that but I did explain the process to her and who I was hoping to use as for my extra panel the extra so doesn't mean just go back to the process how it really all happens so the former translation that's meant that the original instrument was translated from English to French but I use three independent translators two different translators who are whose first languages French but they have a good command of English language and their professional translators some are working with the UN they're all my peers we all had the trains of becoming the interpreter I also have a training in translations some of them are conference interpreters working with the UN or Epova so happy to meet you so the three of them I did I did my own translation to so there were four of us three of them did their independent translates we're not really even going and then when we hope on Zoom call to do what in this process is called extra panel reviews where we come together to look at the four translations and we went item by items and talk about it and everyone explaining the rationale behind why do translators so having a specific item in different ways and you know J.P.N.S.S.S.A.D.S. and agree on one translation all right so but that those that extra panel reviews I remember the first one it took us over a week because we have to do like an hour 30 or two hours sometimes I tell you on the fifth questions one hour is gone and I have to be flexible because I wasn't paying them they just friend who was supporting me they have to work with their speakers so sometimes just one hour sometimes two hours but it was a lengthy process right after that right after that I did what they call backward translation so that that sympathized translation the one that we agreed on the French translation I gave it I also found three other translators who are different than the one that I used for the forward translation those people have English at their first language and but they have a good comment of the French language because they are using those care language in their professional activities of translators or conferences in the written so they they took the the French translation and translated it back into English right when they did that we met again and did I also did the same we met and did a round of extra panel reviews and then I showed them the original English version from Shrine and say let's compare this and see any of these purposes there were sentences that were not the same but the meanings were really but we were not aiming for linear translation or having exactly the word and for conceptual understanding and also in the French language we also we also focus on current expressions that are expression that are really common at you know and in France for now 10 countries are particularly to be named as I mentioned also those who translated with me for the French first and also people who have experienced as a student or who have also been through a specific university so that's kind of the process and then pilot it I have to interview a few students and see if they have any difficulty understanding the items if they do what are the items what are the words that clear confusion and then I pilot the instrument that was some CFA the Cromback Alpha level 80 from 80 to 90 but pretty good definitely showing that the instrument is measuring where it's measured but I didn't find any existing translation but I found translation of other instrument that helped inform my process and I did share that with Dr. Shreina so she had an idea of the process and she did tell me what she's told me what items are really critical in the instrument that she's that she's she just wants to make sure that the meanings of those items which is a 35 first and five questions that speak to the five factors of try which was definitely very adamant then insistent that those should which I should pay attention to those because there are the main items on the instrument whatever comes to come play around those like the different predictors are there's certain things on the instrument that are important but not as important as the five factors of try themselves so I definitely did make sure that she understand the process and that and also that but she got to know about that one this is what I'm doing what I'm doing and I did share and I think she likes it and allowed me to before that was fantastic you learned so much before we give a final round of applause to thank Omar for this excellent contribution already to scholarship I'm super excited to see your finished work please join us on Friday when we welcome our next graduate research series presenter Faustina Mensa thank you for coming thanks to the online audience and thank you most of all thank you