ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Life Styles, Stressors and Health Status among a Predominantly African American On-Campus and Off-Campus Student Population
Author: Hicks, Terence
Date: 2013-00-00
Type: Journal Articles
Subjects: On Campus Students,Alcohol Abuse,Sexually Transmitted Diseases,Smoking,Health Behavior,Risk,Drug Abuse,Acquired Immunodeficiency Syndrome (AIDS),College Students,African American Students,Life Style,Stress Variables,Dating (Social),Sexuality,Mental Health,Quality of Life,Living Standards,Questionnaires,Self Evaluation (Individuals),Student Attitudes

Students who attend college and reside on campus often have to contend with social problems such as alcohol and drug abuse, HIV/AIDS infection, courtship, sex and marriage, home and family and other social-psychological issues while trying to maintain academically and matriculate to graduation. Earlier research from the 1995 National College Health Risk Behavior Survey [NCHRBS] suggested that many college students engage in health risk behaviors including binge drinking, cigarette smoking, drug use, and unsafe sexual practices that increase their likelihood of serious health problems (i.e., unintentional and intentional  injuries, unintended pregnancy, sexually transmitted diseases, HIV  infection) (Douglas, Collins, Warren, Kann, Gold, Clayton, Ross &amp; Kolbe,  1997). As a result of this dilemma, many health professionals have focused their efforts on the study of health issues and behaviors of college students  (Dinger &amp; Parsons, 1999; Page, Scanlan &amp; Gilbert, 1999; Perkins, Meilman,  Leichfiter, Cashin &amp; Presley, 1999; Siegel, Klein &amp; Roghmann, 1999;  Wechsler &amp; Dowdall, 1997). The purpose of this study was to conduct a baseline investigation of university students' health behaviors, self-rated health, mental health and quality of life (QOL). The authors used a quality of life questionnaire that gauged the college student's health status, lifestyle, mental health, and living conditions. The results of this questionnaire provided an important snapshot of the current lifestyles, college life stressors and health behaviors among on- and off-campus students at an institution in North Carolina.
College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies
Author: Lightweis, Susan K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Student Centered Curriculum,Teaching Methods,Educational Strategies,Higher Education,Instructional Effectiveness,Academic Achievement,Educational Practices,College Faculty

This essay addresses the success of differentiated instruction (DI) as a student-centered teaching strategy in grades K-12 and how it can be used in higher education. Most college instructors deliver instruction through lectures, a teacher-centered strategy. A review of research studies in higher education demonstrated students achieve higher academic success when DI is used. The author examines reasons why DI is not implemented in more college courses. The author explores other student-centered strategies to help students achieve academic success. Finally, the author discusses college instructors who promote various student-centered strategies to help learning and achievement for all students.
Emergence of the Canadian Research University
Author: Wormald, Megan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Research Universities,Graduate Study,Educational Finance,Financial Support,Undergraduate Study,Reputation,Recognition (Achievement),Global Approach,Literature Reviews

The emergence of a research university model in Canada has increased significantly over the past few decades. From institutions that focused primarily on education, universities are striving to become large, research-focused centres. These changes have brought increased prestige to universities, greater graduate education, and more funding options. However, with increased research intensity come potentially detrimental effects on undergraduate education, added stress on faculty, and significantly-increased facility costs. In Ontario, differentiation of higher education is becoming limited, impacting student access. This paper examines the literature to understand the positive and negative impacts of Canadian universities' expanded focus on research and development.
The Challenge of Finding Faculty Time for Applied Research Activities in Ontario Colleges
Author: Rosenkrantz, Otte
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Colleges,Teacher Role,Research Universities,Time Management,Faculty Workload,Research,Structured Interviews,Qualitative Research

The purpose of this study was to explore how the role of Ontario college faculty has evolved since the advent of the Post-Secondary Education Choice and Excellence Act of 2000 and the Colleges of Applied Arts and Technology Act of 2002 in terms of whether or not the decision to create a research culture at the colleges included making time available to the professoriate to engage in applied research activities.
Increasing FAFSA Completion Rates: Research, Policies and Practices
Author: Davidson, J. Cody
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Federal Aid,Financial Aid Applicants,College Students,Low Income Groups,Two Year College Students,Records (Forms),Debt (Financial),Financial Needs,Student Attitudes,State Policy,School Policy,State Programs,Urban Programs,Federal Programs,Surveys

Completing the Free Application for Federal Student Aid (FAFSA) is the first and most important step for students to receive their portion of the billions of grant aid dollars disbursed in federal student financial aid; however, every year many low income and community college students fail to complete the FAFSA. Over the past twenty years, surveys have shown four main reasons students do not complete the FAFSA: the complexity of the FAFSA, loan debt, &quot;other,&quot; and no financial need. This article reviews current efforts, policies and practices aimed at increasing FAFSA completion rates at the national, state, and local levels. It also shows that many of these efforts are not assessed or evaluated for effectiveness. Special attention on FAFSA completion practices are made for financial aid administrators at a community and local level that focus on personal one-to one assistance, which research has found to be the most effective means of increasing FAFSA completion rates.
A Broken Promise: Examining the Merit-Aid Policy and Implementation Gap in the Michigan Promise Scholarship
Author: Daun-Barnet, Nathan
Date: 2013-00-00
Type: Journal Articles
Subjects: Merit Scholarships,State Aid,Student Financial Aid,College Credits,State Policy,Educational Policy,Politics of Education,Program Design,Program Implementation,State Programs,Program Termination,Administrative Organization,Student Financial Aid Officers,College Students,Financial Problems,Case Studies

In 2006, Michigan changed their traditional merit award to a credit contingent program based upon successful completion of 60 college credits. The Michigan Promise Scholarship was crafted by state policymakers without input from the financial aid community. This case study suggests that the change in policy resulted in two unintended consequences: (1) an administrative burden for financial aid offices resulting from the award verification process; and (2) a financial burden for students during the year they are expected to be eligible for the award. The Scholarship was eliminated in 2011, but this case is illustrative for other states seeking to align financial aid with college completion.
Barriers to Need-Based Financial Aid: Predictors of Timely FAFSA Completion among Low-Income Students
Author: Feeney, Mary
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Barriers,Low Income Groups,College Students,Parent Financial Contribution,First Generation College Students,Academic Achievement,Parent Background,Educational Attainment,Records (Forms),State Aid,State Programs,Financial Aid Applicants,Regression (Statistics),Case Studies

Access to financial aid is dependent on a variety of factors, including the time of application; the earlier students apply for financial aid, the greater their access to institutional and often state resources. We use the Illinois Monetary Award Program (MAP) as a case for investigating the economic, social, and academic factors that affect application timeliness, and in turn, access to need-based financial aid. We analyze a stratified sample of 4,000 low-income students who completed the 2003-04 Free Application for Federal Student Aid (FAFSA) and assess the relationships between Expected Family Contribution (EFC), first-generation status, and academic performance in order to understand the likelihood that low-income students will complete the FAFSA in time to qualify for need-based financial aid. The findings indicate that there are significant differences in the timeliness of FAFSA completion among low-income students that could qualify for a MAP grant; students with a slightly higher EFC are more likely to complete the FAFSA in time to qualify for need-based aid. Additionally, students who had at least one parent who attended college and who had higher academic performance in high school are significantly more likely to complete the FAFSA before critical deadlines and qualify for need-based financial aid. We conclude with a discussion of the implications of these findings.
An Evaluation into the Views of Candidate Mathematics Teachers over &quot;Tablet Computers&quot; to be Applied in Secondary Schools
Author: Aksu, Hasan Hüseyin
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Handheld Devices,Mathematics Teachers,Questionnaires,Rating Scales,Statistical Analysis,Gender Differences,Mathematics Instruction,Computer Attitudes,Interpersonal Relationship,Teacher Student Relationship,Student Surveys,Measures (Individuals),Predictor Variables,Secondary School Mathematics,Secondary School Students

This study aims to investigate, in terms of different variables, the views of prospective Mathematics teachers on  tablet computers to be used in schools as an outcome of the Fatih Project, which was initiated by the Ministry of National Education. In the study, scanning model, one of the quantitative research methods, was used. In the  population of the study is involved 130 prospective Mathematics teachers who study Mathematics Education at  the Department of Primary Education, Faculty of Education, Giresun University in 2013 and 2014 Academic  Year. The data of the study were obtained with the usage of &quot;Tablet Pc Questionnaire Form&quot; developed by the  researcher himself and &quot;Computer Attitude Scale&quot; devised by Bindak and Celik (2006). The data obtained from  the study were analyzed with the tests known as percentage, frequency, single-factor Anova and Chi-square. The results indicated that there is a significant difference between prospective teachers' Computer Attitude Scores  and their tendency to supporting &quot;Tablet Computers&quot;. Similarly, prospective teachers' conditions of supporting  the usage of &quot;Tablet Pc Computer&quot; show significant differences in terms of computer-use frequency, while no  significant differences were found in terms of the case of the need to take in-service courses, the case of having a  classroom and computers, the time, frequency and objective of computer-use. However, in terms of gender, significant differences were found between prospective teachers' views. In addition, prospective teachers stated  that the usage of tablet-computers in Mathematics Course could provide you with two advantages. First,  Mathematics classes could become more enjoyable than it used to be through visuals and animations. Second,  the abstract concepts in Mathematics could become more understandable. However, the disadvantages stated by  prospective teachers are as follows: (1) The communication between Mathematics teachers and students could be reduced and, (2) social interaction between students might be reduced.
Changes to Federal Pell Grant Eligibility: The Effect of Policy and Program Changes on College Students at Public Institutions in Kentucky
Author: Davidson, Cody
Date: 2014-00-00
Type: Journal Articles
Subjects: Federal Aid,Student Financial Aid,Federal Programs,Eligibility,Change,Undergraduate Students,Two Year College Students,Public Colleges,Program Termination,Gender Differences,Racial Differences,Student Characteristics,Institutional Characteristics

Data from all 2010-2011 undergraduate students, who received a Pell Grant disbursement at Kentucky's two-year and four-year public institutions, were used to simulate the eligibility changes to the Pell Grant program in the Consolidated Appropriations Act of 2012 and from the termination of year-round Pell. Specifically, these changes: a) the number of semesters a student may receive a full-time Federal Pell Grant award reduced from 18 to 12, b) the income threshold for an automatic zero EFC reduced from $32,000 to $23,000, c) elimination of eligibility for students who would have received less than 10% of the maximum award, d) eligibility achieved based on passing an ability to benefit test or by completing six credit hours of postsecondary education, and e) the termination of year-round Pell affect students at two-year and four-year institutions differently. In general, more students at two-year institutions and racial minorities will be affected greatly by the Pell Grant changes. Opportunities and challenges for financial aid administrators are discussed in light of these changes and their subsequent affects.
Undergraduates with Employer-Sponsored Aid: Comparing Group Differences
Author: Faulk, Dagney G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Financial Aid,Student Employment,Fringe Benefits,Comparative Analysis,Differences,Student Characteristics,Socioeconomic Status,Academic Achievement,Income,Working Hours,Debt (Financial),Paying for College

Tuition assistance offered by employers is an understudied area of financial aid research. The purpose of this study is to compare the demographic, socioeconomic, academic and financial aid characteristics of college students who receive employer-sponsored financial aid with students who receive traditional financial aid (institutional, state, or federal) and those that receive no aid at public 4-year universities. Using the 2007-08 data from the undergraduate National Postsecondary Student Aid Study (NPSAS:08), we find that there are statistically significant differences between students who receive employer-sponsored aid and those who do not. Students receiving employer aid are older, are more likely to be married, have more children, and are more likely be a business or management major. Students receiving employer aid have higher earnings from work than students receiving traditional financial aid and students receiving no aid and higher total household income than students receiving traditional aid. In addition, the parents of students receiving employer aid are more likely to have only a high school diploma with no further education. Students receiving employer aid are also more likely to take out loans to finance their education than students with no aid but less likely than students with traditional aid.
Changes to the Student Loan Experience: Psychological Predictors and Outcomes
Author: Mueller, Thomas
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Debt (Financial),Loan Repayment,College Students,Student Experience,Student Attitudes,Student Surveys,Factor Analysis,Multiple Regression Analysis,Focus Groups

This study builds on the work of scholars who have explored psychological perceptions of the student loan experience. Survey analysis (&quot;N&quot; = 175) revealed a multidimensional model was developed through factor analysis and testing, which revealed four latent variables: &quot;Duress,&quot; &quot;Mandatory,&quot; &quot;Financial,&quot; and &quot;Success.&quot; Duress and Mandatory were found to be independent unique predictors of the student loan process. Though perceptions were not differentiated among groups, a predominant segment of respondents did not recall their loan interest rates or terms of repayment. Respondents acknowledged the availability of loans but did not correlate availability to the value of university degrees and future earning potential. A greater understanding of the psychology behind student loan procurement can assist student loan practitioners in creating better messaging and communication for this important consumer group.
Digital Citizenship
Author: Isman, Aytekin
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Citizenship,Measures (Individuals),Test Construction,Test Validity,Construct Validity,Factor Analysis,Factor Structure,Test Reliability,Undergraduate Students,Education Majors

Era in which we live is known and referred as digital age.In this age technology is rapidly changed and  developed. In light of these technological advances in 21st century, schools have the responsibility of training  &quot;digital citizen&quot; as well as a good citizen. Digital citizens must have extensive skills, knowledge, Internet and  technology access and schools must guide the students to be a digital citizens. Ribble and Bailey (2007)  described the digital citizens features in schools that need to have in nine touchpoints. Based on these points, this research is aimed to develop a scale about digital citizenship.
An Integrated Skills Approach Using Feature Movies in EFL at Tertiary Level
Author: Tuncay, Hidayet
Date: 2014-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Postsecondary Education,Films,Teaching Methods,Student Surveys,Likert Scales,College Students,Questionnaires,Measures (Individuals),Course Descriptions,Student Attitudes,Vocabulary Development,Language Fluency,Comprehension,Language Skills

This paper presents the results of a case study based on an integrated skills approach using feature movies  (DVDs) in EFL syllabi at the tertiary level. 100 students took part in the study and the data was collected  through a three - section survey questionnaire: demographic items, 18 likert scale questions and an open-ended  question. The data and results of the survey revealed that the integration of feature movies in the syllabus helped  students in several ways: (1) improve language competence by watching, listening and speaking, (2) understand  authentic language and culture, (3) increase fluency and integrated writing skill, (4) practice English for various  functions and purposes, (5) learn vocabulary and authentic expressions, (6) distinguish between artificial and  natural use of language, and (7) use the language in social exchanges and different interactional settings.  Finally, as for the pedagogical implications and drawbacks in the integration process of feature movies, some  relevant suggestions and recommendations are given.
Tablet PCs as Instructional Tools in English as a Foreign Language Education
Author: Savas, Perihan
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Handheld Devices,English (Second Language),Second Language Instruction,Instructional Effectiveness,Student Teacher Attitudes,Student Surveys,Likert Scales,Computer Literacy,Technology Uses in Education,Comparative Analysis

The main goal of the study presented in this paper was to investigate the perceptions of 40 pre-service English as a Foreign Language (EFL) teachers about the effectiveness of Tablet PCs as instructional tools in EFL classes. The study was conducted at a state university in Turkey and the data collection was mainly done via two questionnaires. Quantitative data analysis done on participants' responses revealed that the majority of pre-service ELF teachers regarded Tablet PCs as effective instructional tools in teaching most of the subcomponents of English. The paper discusses the results in detail with implications and suggestions for educators.
Service Learning for Medical Students: Program Development and Students' Reflections
Author: Yang, Shu-Huei
Date: 2014-01-00
Type: Journal Articles
Subjects: Service Learning,Medical Students,Program Development,Interdisciplinary Approach,Volunteers,Older Adults,Interpersonal Competence,Communication Skills,Self Efficacy,Skill Development,Medical Education,Teacher Student Relationship,Medical School Faculty,Residential Care,Foreign Countries,Interviews

We designed a cross-disciplinary interdepartmental volunteer program, which involved student participation in  &quot;community care teams for the elderly living alone.&quot; Our aim was to enhance communication between students and the elderly. Students were expected to meet and learn to get along with the elderly, to develop listening and communication skills, and learn to cooperate with student participants in other services. Students were required  to devote at least 14 hours per semester to this two-semester program. Between September 2008 and June 2009, 19 students (1st semester), 34 students (2nd semester), 7 students (both 1st and 2nd semesters), respectively, and 15  elderly participants became involved in the program. Students were divided into 15 groups (each with 2-4  students), and each group visited the assigned elderly person at least 6 times per semester. According to student accounts, these visits improved their interpersonal and communication skills and their ability to express concerns  with self-confidence. Our analysis of students' reflections found that early exposure to such community  experiences increases their capacity for self-reflection and teaches them how to show respect. The opportunity to  develop empathic communication skills with the elderly and learn to cooperate with faculty and colleagues can  be beneficial to students in their future medical practice and strengthen the quality of community care.
3-Dimensional and Interactive Istanbul University Virtual Laboratory Based on Active Learning Methods
Author: Ince, Elif
Date: 2014-01-00
Type: Reports - Research
Subjects: Foreign Countries,Virtual Classrooms,Laboratories,Interactive Video,Active Learning,Cooperative Learning,Computer Simulation,Science Experiments,College Freshmen,Student Attitudes,Student Surveys

The purpose of this study is to develop a 3-dimensional interactive multi-user and multi-admin IUVIRLAB featuring active learning methods and techniques for university students and to introduce the Virtual Laboratory of Istanbul University and to show effects of IUVIRLAB on students' attitudes on communication skills and IUVIRLAB. Although there are many computer simulations and virtual laboratory applications, the model introduced in this study has a unique characteristics in terms of being a 3-dimensional, interactive virtual laboratory that enables students to learn in cooperative groups, and is the first in its kind due to its qualities of enabling multi-admin. and multi-user operation, having a special software compatible to run on ipad, iphone, android and smart phone platforms, and having been designed on the basis of active learning approaches. A survey was used in order to determine the views of students about and students stated quite positive views about IUVIRLAB implementation.