ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives on University Student Engagement in England
Author: DuVivier, Roxanne
Date: 2019-02-00
Type: Journal Articles
Subjects: Student Attitudes,Learner Engagement,Foreign Countries,Student Needs,Student Experience,Undergraduate Students,Sense of Community,Occupational Aspiration,Social Behavior

While national quantitative research has been conducted that measured satisfaction and engagement of undergraduate students in England, fewer qualitative studies exist that focused on the needs of students and their perceptions of the totality of their university experiences. This study examined the multifaceted phenomena of student engagement in a non-US setting to explore student attitudes and needs that contribute to retention and engaged decisions at an English university. Findings suggested that US research has applicability in the English university context. As is the case in the US, English student engagement in academics and societies was affected by factors associated with stress, belonging, career aspirations, support, and social involvement.
Stress Management and Coping Strategies in Undergraduate Students at a Midwestern State University
Author: Scribner, Megan
Date: 2020-07-00
Type: Journal Articles
Subjects: Stress Management,Coping,Undergraduate Students,Nontraditional Students,Stress Variables,Mental Health,Student Attitudes,Psychological Patterns

This qualitative interview study explored the experiences in a purposive sample of nontraditional and traditional undergraduate students, examining their current stressors and how coping strategies to manage stress developed. The study used Schlossberg's (1995) transition theory in conceptualizing experiences with stress and Lazarus and Folkman's (1984) transactional theory of stress and coping in defining coping strategies. Four themes emerged indicating that participants used a variety of coping strategies towards maintaining or improving their mental health. Implications for practice are provided to facilitate increased understanding by student affairs professionals of undergraduate students' coping strategies and stress management.
A Hierarchy of Environmental Design for Latin* Men at PWIs
Author: Díaz, Hermen, III
Date: 2020-12-00
Type: Journal Articles
Subjects: College Students,Hispanic American Students,Males,Predominantly White Institutions,Cultural Centers,Sense of Community,Critical Race Theory,Educational Environment,Safety,Educational Facilities Design,Ethnography

To understand the transaction between the environment and students, this study examines a Latin* cultural center in facilitating community and sense of belonging for Latino men at a predominantly White institution (PWI). This study used critical race theory, specifically LatCrit to interrogate Strange and Banning's (2015) hierarchy of environmental design. Findings nuanced the understanding and experience of community, engagement and safety of Latino men within a racialized space at a PWI. Implications for practice are discussed to better understand how Latin* cultural center environments contribute to the behavior and experience of Latino men.
Campus Apartment Architecture Style and Likelihood to Graduate: An Exploratory Study at a Southern Public Liberal Arts University
Author: Wong, Newman Chun Wai
Date: 2020-07-00
Type: Journal Articles
Subjects: College Housing,Educational Facilities Design,Architecture,Graduation Rate,Liberal Arts,Public Colleges,Undergraduate Students,On Campus Students,Interpersonal Relationship,Multiple Regression Analysis,Predictor Variables,Student Characteristics,Institutional Characteristics

Because of increased opportunities for social interaction, undergraduate students living on campus are more likely to persist and graduate than their counterparts. Residence hall design also contributes to student interaction. This study explored the relationship between campus apartment design and graduation rates of a sophomore cohort attending a southern public liberal arts university. Initial findings indicated that students living in a communal apartment complex were more likely to graduate than those living in traditional complexes; a multivariate logistic regression found that the strongest predictors of graduation were race/ethnicity and semester credit hours earned. Implications and suggestions for future research were discussed.
Measuring Sustainable Communication in Education
Author: Stanescu, Mirona
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainability,Communication (Thought Transfer),Social Emotional Learning,Conflict,Cooperation,Conflict Resolution,Problem Solving,Reflection,Foreign Countries,Preservice Teachers,Teachers

Although aspects of sustainability in communication such as nonviolence are discussed from time to time, hardly any theoretical basement with an empirical validation can be found. In the broadest sense, sustainability refers to the ability to maintain or support a process continuously over time. This paper asks for the theoretical approach that helps to understand the challenges of teaching in schools of diverse societies (2) and explains some core aspects of the ongoing research on sustainability and communication (3). After that, this paper presents the research question this project tried to answer (4) and explains the used instruments, the data, and some of the most relevant outcomes of this study (5). Finally, some conclusions describe the opportunities and threats of sustainable communication for teacher education. The outcome of this paper is that a specific theory of sustainable communication is missing. Furthermore, the results of the empirical investigation show that intercultural communication, nonviolent communication, cooperation, problem solving and, reflection are statistically related as constructs and predictors of sustainable communication. Also, the teaching experience of the participants in the sample is a significant predictor of the sustainable communication.
Computers and Student Services: A Futuristic Perspective
Author: Wedemeyer, Richard H.
Date: 2018-05-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,College Students,Services,Budgets,Costs,Student Personnel Workers,Student Personnel Services,Enrollment Trends,College Admission,Marketing,College Freshmen,School Orientation,Academic Advising,Career Guidance,College Transfer Students,Job Placement

Many professionals in student services are currently looking for ways to increase the number of services and quality at a reduced cost. One alternative is more extensive use of modern technology. The search for computer applications in student services has intensified and will probably continue to do so because some of the trends are already apparent. One trend is the enrollment shift from full-time to part-time students. The full-time student (18-24 years old) will become quite rare during in late 1980's. With the substantial increase in part-time students, and a significant decline in full-time students, a larger number of students and a significant decline in full-time students, a large number of students will pay less tuition. Student's services will be provided to the larger population, but with a smaller budget. The shift toward older students will demand extending service hours plus offering different services to meet the older students' needs. This article was originally published in the &quot;CSPA Journal&quot; in 1984, providing a futuristic look at technology in student affairs practice.
Sexuality in Teaching--Good, Bad or Ugly? Lessons from a Collaborative Ethnographic Study
Author: Sárospataki, Barnabás
Date: 2022-00-00
Type: Journal Articles
Subjects: Sexuality,Social Attitudes,Moral Values,Power Structure,Gender Bias,Critical Theory,Feminism,Gender Issues,Teacher Student Relationship,Individual Characteristics,Masculinity,Teacher Behavior,Human Body,Humor,Ethics

Sexuality in education is often considered taboo, following a social attitude that perceives sexuality as dirty and ugly in the teacher-student relationship, not only if it implicates sexual relationships but erotic feelings or subtle sexual connotations, too. Studies tend to judge the issue more reflexively along with moral and pedagogical categories of right and wrong, good and bad. However, in our collaborative (auto)ethnographic research, we found that sexuality, in a broad sense, as an anthropological dimension, is inescapably present in pedagogical relations and teaching. Going beyond a moralising approach, we aim to analyse sexuality in teaching along the lines of critical (feminist) pedagogy and the ethics of care. In line with these perspectives, we also aim to provide practical implications for teachers on the subject. Our theoretical approach follows these two frameworks but still takes a focused and limited approach to sexuality by concentrating on its universal and performative aspects. Our analysis seeks to answer how sexuality in teaching can be judged as 'good' or 'bad'. Our study's novelty consists of exploring the topic in a broad sense and a complex approach combining pedagogical and ethical aspects. Methodologically, our reflection is based on two related auto/ethnographic projects running over several years. A key element of the inquiry was a continuous collaborative reflection in our dialogical field notes complemented by interviews and focus groups. In presenting our findings, we use vignettes to illustrate the complex dimensions of sexuality in teaching. We conclude that the 'good' and 'bad' factors of the presence of sexuality cannot be separated entirely. Teachers should move beyond a moralising and dismissive attitude to reflect (or even consciously integrate) the dimension of sexuality in their teaching. Still, they should constantly reflect on the power relations and oppressive factors inherent in sexuality.
Some Aspects of the Children-Friendly School with Holistic Approach
Author: Torgyik, Judit
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Holistic Approach,Interpersonal Relationship,Personality,Teacher Characteristics,Student Characteristics,Educational Quality,Student Needs,Teacher Role,Elementary Secondary Education

This paper reviews the characteristics of a good school, emphasising the role of human relationships in the learning process and how relationships can be developed. It highlights the importance of taking human needs into account at school and the importance of the teacher's personality in creating a quality classroom atmosphere and education. It concludes with the idea that a good school takes a holistic view of the child's personality and needs, and that teachers can provide for this.
People Look at You a Little Bit Differently: Self-Authorship and the Homegoing Experiences of First-Generation College Students of Color
Author: Boettcher, Michelle
Date: 2020-11-00
Type: Journal Articles
Subjects: First Generation College Students,Minority Group Students,Student Experience,Family Environment,Geographic Location,Student Empowerment,Individual Development,Identification (Psychology),Undergraduate Students,Reputation,Racial Identification,Racial Attitudes,Stereotypes,Social Attitudes,Ethnicity,Social Cognition

First-generation college (FGC) students represent 56% of college students in the United States (RTI International, 2019). Studies on the role FGC family in students' campus experiences by Covarrubias et al. (2015) along with Orbe's (2008) work on the role of culture in FGC identity development provide a foundation for understanding FGC experiences. The role of FGC self-authorship (Carpenter &amp; Peña, 2017) on campus also helps support FGC student success. Unexamined are FGC students' homegoing experiences in their communities of origin. This study helps fill a void in the literature about FGC students' experiences in their home communities through the voices of one important student demographic.
Teachers&apos; and Students&apos; Perceptions towards the Utilization of Formative Assessment Rubric for Supporting Students&apos; Learning of Organic Chemistry
Author: Nsabayezu, Ezechiel
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Secondary School Teachers,Secondary School Students,Organic Chemistry,Student Evaluation,Formative Evaluation,Scoring Rubrics,Science Instruction,Foreign Countries

This study aimed to investigate the use of formative assessment rubrics for supporting the learning of organic chemistry in secondary schools in Rwanda. A mixed research approach was used to collect and analyze data. The target population was 210 senior five chemistry students and 15 chemistry teachers. However, 140 senior five chemistry students and 10 senior five chemistry teachers were purposively selected to participate in the study. The qualitative data were obtained from the interview while quantitative data were obtained from the survey questionnaire. The qualitative data were analyzed by discourse and interpretive approaches while quantitative data were checked by descriptive statistics. The results of this study showed that from rubric formative assessment, students understood instructors' expectations and encouraged individual learning. The students' knowledge retention was also increased. The instructors mentioned that they were able to grade the students' tasks fast with the help of an analytic rubric and good formative feedback was availed to students on time. The students were satisfied with the use of the formative assessment rubric and they affirmed that they were motivated and engaged in learning organic chemistry. It was recommended that chemistry teachers should use rubrics during formative assessment in organic chemistry.
Which Role Shall I Perform? The Doctoral Experience of Women
Author: Vincent, Aviva
Date: 2020-11-00
Type: Journal Articles
Subjects: Doctoral Students,Females,Student Experience,Self Efficacy,Resilience (Psychology),Student Role,Expectation,Stress Variables,Mentors,Advocacy

Doctoral women experience disparities in self-efficacy, degree completion, and mental fatigue compared to men-identified colleagues. Women pursuing doctorates express hardships mirroring those reported in the 1970s. Applied qualitative methodology yielded emergent themes, contextualized by the frameworks of role theory and academic resilience theory. The experiences shared by the women in this study support that the expectations of women regarding the doctoral process do not align with the situational reality, specifically regarding imposter syndrome, mentorship, family-planning, financial support, and social expectations. Recommendations for departments and universities are provided to create a more just experience.
The Romanian Higher Educational System -- Before and after the Bologna Moment. Case Study of a Romanian University
Author: Puiu, Ramona
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Cooperation,International Cooperation,Student Mobility,Study Abroad,Educational Change,Educational Legislation,Scheduling,Undergraduate Students,Intellectual Disciplines,Universities,Case Studies,Social Change,Social Systems

The article represents part of a wider research initiative that aims to follow the main structural changes that happened within the Romanian universities determined by the implementation of the Bologna Process. The literature review consists in the description of the main turning points of the Romanian Higher Education System in the post-communist period, with two distinct subchapters: one that refers to the pre-Bologna period and one on the post-Bologna period until present day. We follow the main legislative changes and their effects on the Romanian Higher Education System, structural modifications, external influences, even on student number evolution. The second part of the paper is a quantitative analysis of the evolution of four selected bachelor programs from a Romanian University, starting ten years before the Bologna Process implementation until present day. Using document analysis, we follow two main parameters: the number of teaching hours for each program and the number of disciplines for each program. The aim of the research is to identify the changes that occurred within the selected programs in the investigated period, with emphasis on the Bologna Process implementation moment (2005). The data show that each of the programs selected had particularities on the evolutions of their curriculums, some differences can be noticed between pre and post Bologna periods. Due to the fact that all the bachelor programs were restructured after the Bologna moment into 6 semesters from 8 in all of the analyzed programs, we had expected to find clear decrease in the number of teaching hours per program and the number of disciplines per program, but, surprisingly, this was not a general tendency.
Rural Students&apos; College Choice and the Impact of Dual Enrollment Programs and College Cost
Author: Cain, Elise J.
Date: 2021-09-00
Type: Journal Articles
Subjects: Rural Areas,College Students,College Choice,Dual Enrollment,High School Students,Paying for College

This article explores the college-choice processes of two college students who graduated high school from rural areas in New York State. Hossler and Gallagher's (1987) three-stage model of the college-choice process was used as the theoretical framework for this study. To gain in-depth knowledge about students' predisposition, search, and choice stages, narrative inquiry was employed. This article specifically highlights how dual enrollment courses played key roles within the college-choice processes of these students. These findings suggest that there is a need for additional education about college costs and dual enrollment programs for rural students and their families.
All Opinions Matter: Q Pedagogy in an Environmental Health Science Class
Author: Rieber, Lloyd
Date: 2022-09-00
Type: Journal Articles
Subjects: Health Sciences,Q Methodology,Class Activities,Reflection,Group Discussion,College Instruction,Undergraduate Students,Introductory Courses,Instructional Effectiveness

This paper describes a study, in the form of multiple field tests, designed to help students in an environmental health science course express and understand the subjective perspectives that they and their classmates hold on important course topics. This study is part of a project using the Q sorting technique found in Q methodology as the basis for a classroom activity, an approach we term Q pedagogy. Q methodology is a research methodology designed to study people's subjectivity and was first formulated by William Stephenson in the 1930s. Results show that the Q pedagogy activity was effective in promoting individual reflection and group discussion among students in the class. Q pedagogy adapts the rich, mixed methods research approach of Q methodology for instruction to advance the Scholarship of Teaching and Learning (SoTL).
Conceptualizing the Campus Culture: The Significance of Cultural Artifacts
Author: Theroux, Ryan
Date: 2022-09-00
Type: Journal Articles
Subjects: School Culture,Colleges,Campuses,College Environment,College Choice,Cultural Traits

Cultural artifacts convey meanings and messages to members of a campus community that provide insights into the culture of a college. Artifacts may include physical, behavioral, or verbal phenomena that one identifies in the culture of an institution. While studies of culture on college campuses have been conducted through anthropological, organizational, and academic lenses, it is still unclear how cultural artifacts are categorized within higher education literature and why this may be important. Based on a review of literature from multiple disciplines and institutional examples, the authors present a categorization and conceptual framework of cultural artifacts found on college campuses. They consider the implications of artifacts conveying multiple meanings and how this may influence how students learn about the culture and their college choice.
Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness
Author: Gjerde, Kathy Paulson
Date: 2022-09-00
Type: Journal Articles
Subjects: Goal Orientation,Feedback (Response),Academic Achievement,Student Evaluation,College Students,Private Colleges,Tests,Student Improvement

In this study, we examine two student characteristics (goal orientation and feedback orientation) that might predispose students to use and benefit from two different types of feedback. Students receiving future-oriented feedback exhibited significantly greater improvement in their quiz scores compared to students receiving past-oriented feedback, although the degree was a function of both student goal and feedback orientation. Specifically, high learning-goal-orientation students had greater performance improvement when they received future-oriented feedback while high performance-prove-orientation students had greater improvement when they received past-oriented feedback. Students with a high active-feedback-seeking orientation improved more than other students, and students with a high passive-feedback-seeking orientation improved less when they received future-oriented feedback.
Positive Workplace Adaptations Made during the COVID-19 Pandemic in a Higher Education Setting
Author: Bishop, Joshua D.
Date: 2022-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Work Environment,Professional Personnel,Attitudes,Teleworking,Scheduling,Sustainability,School Personnel,Adjustment (to Environment),Individual Characteristics,Institutional Characteristics

This study describes what higher education professionals perceived as positive workplace adaptations in response to the COVID-19 pandemic. Two surveys were administered to groups of professionals in the field of higher education to obtain information about their perception of positive changes experienced in their work during COVID-19 pandemic. The results of this investigation describe positive changes including work from home options, schedule flexibility, and increased sustainability. While not ignoring the negative aspects of COVID-19, it was concluded that many professionals were able to create positive change within their institution for themselves and their students.
Developing a Healthy Masculinities Program on a University Campus
Author: Scott, David A.
Date: 2022-12-00
Type: Journal Articles
Subjects: College Students,Masculinity,Program Effectiveness,Foreign Countries,Identification (Psychology),Self Concept,Social Attitudes,Self Esteem,Consciousness Raising,Beliefs,Interpersonal Relationship,Sexuality,Power Structure

Amid increased concerns about mental health, sexual violence, and substance use among college students, college campuses are looking toward developing targeted programming to help counteract these concerning trends. This practitioner paper highlights the development and impacts of a program at a Canadian institution, which focuses on healthy masculinity and identity development. Although still in the early stages, the feedback and observations are indicative of the powerful potential of this type of programming to improve healthy masculinity on college campuses.