ethanporcaro/eric-fulltext-meta huggingface dataset:
Ivy League Experience: Increasing Care, Increasing Engagement
Author: Mata, Silvester G., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Personal Narratives,Foreign Students,Undergraduate Students,Mental Health,Wellness,School Orientation,Sense of Community,Faculty Advisers,Learning Experience,Educational Practices

The purpose of this personal narrative is to document initiatives that were designed and implemented to increase engagement and inclusivity for international students. The university campus of focus is a historically elite institution that enrolls one out of five international undergraduate students when compared to domestic peers. Initiatives focused on welcome events (i.e., orientation, campus tours, student panels) were implemented along with initiatives focused on student mental health and student wellness. Successful initiatives utilized campus resources such as university crisis and alert teams in addition to campus resources focused on counseling and student health.
Examining the Reliability and Validity of the &quot;Supports Intensity Scale-Children&apos;s Version&quot; in Children with Autism and Intellectual Disability
Author: Shogren, Karrie A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Children,Autism,Pervasive Developmental Disorders,Intellectual Disability,Measures (Individuals),Needs Assessment,Age Differences,Scores,Correlation

This study compared the reliability, validity, and measurement properties of the &quot;Supports Intensity Scale-Children's Version&quot; (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described.
Providing Culturally Relevant Services for International Black African Collegians in the United States: A Guide for Student Affairs Professionals
Author: Onyenekwu, Ifeyinwa Uchechi
Date: 2017-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Foreign Countries,Blacks,Foreign Students,Educational Experience,Student Personnel Workers,Higher Education,Student Diversity,Models,Misconceptions,Stereotypes,Racial Bias,Marketing,Money Management,Job Placement,Career Counseling,Guidelines,Cultural Awareness

The experience of international Black African collegians (IBAC) in U.S. higher education has not been adequately investigated, particularly as it relates to understanding the diversity within Black and international student populations. In this manuscript, I offer seven culturally relevant suggestions for student affairs professionals, all of which build on my professional experiences working with IBAC in student affairs as well as my research with Nigerian collegians in U.S. higher education.
The Role of Student Affairs in a New University in a Conflict Zone
Author: Sengupta, Enakshi
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Student Personnel Services,College Students,War,Terrorism,Student Needs,Foreign Countries,Extracurricular Activities,Academic Advising,College Environment,Mixed Methods Research,Questionnaires,Coding,Interaction,Role,Focus Groups,Student Participation,Semi Structured Interviews

Higher education necessitates an understanding that students cannot be confined to the classroom, as a large part of their curriculum comprises extracurricular activities to educate intellectually, in spirit, and body. As a result, community building, advising, and career development became a part of the traditional routine of student affairs. This article explores the role of student affairs in a newly formed university in a conflict zone ravaged by war and terrorism for decades. The data explored in this article reveals some interesting facts, which are different from that of the traditional student affairs manager. In this university, student affairs personnel are viewed as a &quot;job giver,&quot; someone who will arrange funds, bursaries, and scholarships in keeping with the war-ravaged economic scenario of the province in northern Iraq.
Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place
Author: Starr-Glass, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Student Personnel Services,Figurative Language,Outcomes of Education,Academic Achievement,Stereotypes,Social Integration,Cultural Capital,Labeling (of Persons),Foreign Countries,Self Concept,Private Colleges,Reputation,Institutional Characteristics,Undergraduate Students

On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students &quot;international&quot; may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students--irrespective of national origins--are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as &quot;international.&quot;
Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities
Author: Montgomery, Kerrie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Student Adjustment,Phenomenology,Guidelines,Cultural Awareness,Social Adjustment,Second Language Learning,English (Second Language),Orientation,Workshops,College Housing,Dormitories,Asian Culture,Language Proficiency,Student Attitudes,Cultural Differences,Interviews,Foreign Countries,Qualitative Research

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a). In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg's Transition Model (Schlossberg, Waters, &amp; Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified--academic, social/personal, and linguistic--and participants' preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.
Principal Score Methods: Assumptions, Extensions, and Practical Considerations
Author: Feller, Avi
Date: 2017-12-00
Type: Journal Articles
Subjects: Scores,Probability,Computation,Program Evaluation,Job Training,Early Childhood Education,Compliance (Psychology),Influences,Statistical Analysis

Researchers addressing posttreatment complications in randomized trials often turn to principal stratification to define relevant assumptions and quantities of interest. One approach for the subsequent estimation of causal effects in this framework is to use methods based on the &quot;principal score,&quot; the conditional probability of belonging to a certain principal stratum given covariates. These methods typically assume that stratum membership is as good as randomly assigned, given these covariates. We clarify the key assumption in this context, known as principal ignorability, and argue that versions of this assumption are quite strong in practice. We describe these concepts in terms of both one- and two-sided noncompliance and propose a novel approach for researchers to &quot;mix and match&quot; principal ignorability assumptions with alternative assumptions, such as the exclusion restriction. Finally, we apply these ideas to randomized evaluations of a job training program and an early childhood education program. Overall, applied researchers should acknowledge that principal score methods, while useful tools, rely on assumptions that are typically hard to justify in practice.
A Collaborative Programming and Outreach Model for International Student Support Offices
Author: Briggs, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Outreach Programs,Foreign Students,College Students,Student Recruitment,Enrollment Trends,Student Personnel Services,Academic Support Services,Student Needs,Program Descriptions,Program Development,Student Adjustment,Social Development

Increasing international student enrollment has been a key priority for many institutions of higher education in the United States. Such recruitment efforts, however, are often carried out without much consideration for providing sufficient support services to these students once they arrive to campus. This article proposes a model for structuring an international student support office to be successful at serving the academic, social and cultural needs of international students through a collaborative programming and outreach model with student affairs and other support service units on campus.
International Students&apos; Cocurricular Involvement at a University in South Africa
Author: Naik, Sapna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Barriers,Student Personnel Workers,Student Personnel Services,Statistical Analysis,Foreign Countries,College Students,Student Attitudes,Student Surveys,Educational Experience,Student Participation,Leadership Role,Student Leadership

Despite a growing body of literature on international student involvement, international students in the South African context have remained understudied. In this quantitative study, we examined international students' cocurricular involvement and associated learning and development in a South African university. Participants included 198 international students who completed the Student Experiences Survey (SES). We found international students were generally highly involved and reported benefits and barriers to their involvement as well as a strong sense of belonging. Recommendations to better integrate international students into the university by minimizing barriers and increasing opportunities and learning in involvement are included for student affairs practitioners.
Recurring Themes across Fractal Issues Facing International Students: A Thematic Analysis of 2016 Dissertations and Theses
Author: Bista, Krishna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Content Analysis,Doctoral Dissertations,Masters Theses,Databases,Search Engines,Acculturation,Writing Skills,Academic Ability,School Holding Power,Academic Persistence,Language Skills,Counseling,Cultural Awareness,Multicultural Education,Social Discrimination,Social Media,Technology Uses in Education,Online Courses,Self Concept,Student Recruitment,Teaching Assistants,Student Volunteers,Study Abroad,Careers,College Choice,Student Mobility,Community Colleges

This section shares recent dissertations and theses with the &quot;Journal of International Students&quot; readers. There were about 139 graduate dissertations and theses related to the issues and challenges of international students in 2016. The complete versions of these selected dissertations are available in the ProQuest, Michigan-based electronic publisher. ProQuest Dissertations &amp; Theses Global is the world's most comprehensive collection of dissertations and theses from around the world, spanning from 1743 to the present day. This database has found 17,164 results from 1922-2018 while searching the keywords &quot;international student&quot; in its search engine. Across the 139 dissertations that came out in 2016, the authors found about a dozen themes. The most common theme was acculturation, with 32 dissertations. Other themes in order of the frequency were writing/academic skills (16), retention (13), language (9), counseling (9), global awareness (8), social media technology and online education (6), discrimination (6), identity (7), recruitment (5), teaching assistants (4), community engagement (4), career (4), college choice and mobility trends (4), community college (3), and miscellaneous (9). This article provides a more detailed list of key ideas that were addressed in these various themes.
Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research
Author: Burt, Brian A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Blacks,Engineering Education,Graduate Students,Racial Factors,Racial Identification,Ethnicity,Cultural Influences,Educational Practices,Teaching Methods,Semi Structured Interviews,Coding,Student Experience,Racial Bias,Language Usage,Barriers,Student Characteristics,Student Attitudes

Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students' field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students' racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.
Exploring the Influence of Student Affairs on Adjustment and Adaptation for Indonesian Graduate Students
Author: Nguyen, David J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Graduate Students,Student Personnel Workers,Student Adjustment,Student Personnel Services,Foreign Students,Semi Structured Interviews,Stereotypes,Student Organizations,Cultural Background,Religious Cultural Groups,Educational Strategies,Academic Achievement,Counselor Role,International Education,Foreign Countries

This qualitative study explored the influence of student affairs on academic adjustment and adaptation for 10 Indonesian graduate students at a single campus. Semi-structured interviews explored student affairs' role in adaptation and transition to collegiate life in the United States. Analyses illuminated ways in which participants experienced disequilibrium attending U.S. institutions arising from pre-arrival constructed images of college life in the United States. Student affairs functional areas disrupted these stereotypes for students and devised strategies for Indonesian students to feel more welcomed and included. Study participants described the importance of culturally-relevant student organizations, inclusive environments, and religiously affiliated centers in their adjustment. The article concludes with practical implications for student affairs professionals and higher education institutions.
Shared University Governance: Faculty Perceptions on Involvement and Leadership
Author: Johnson, Adrianne L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Governance,Teacher Attitudes,College Faculty,Teacher Surveys,Teacher Leadership,Teacher Participation,Teacher Role,Group Dynamics,Committees,Role,Leadership Responsibility,Barriers,Change Strategies,Tenure,Nontenured Faculty,Mixed Methods Research

This article examines motivations for faculty involvement in shared governance. Faculty members at a mid-sized, Midwestern university were surveyed to assess reasons for serving and leading in the shared governance process. Five predominant themes were identified as affecting faculty participation in university governance. The five predominant themes were: (a) within group generic tension, (b) committee member role clarification, (c) the significance of leadership, (d) challenges of the independent professional, and (e) meaningful change and organizational success.
Dyslexia and the Need for Teacher Training: A Collaborative Three-Pronged Approach between a University and a Community Partner
Author: Mills, Jeremy R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Dyslexia,College School Cooperation,Partnerships in Education,Graduate Study,Faculty Development,Inservice Teacher Education,Tutoring,Training,Teacher Competencies,Specialists,Certification

An absent element in many education preparation programs is sufficient training on dyslexia and how to effectively remediate the disorder. Defining characteristics and remedial strategies for dyslexia have been established for decades but have not sufficiently become a part of teacher preparation programs, thus creating a gap in professional knowledge and skill. This article explores how one university and a community partner agency collaboratively developed a three-pronged approach to address the gap by developing a graduate-level certification program, a professional development series for in-service training, and a potential regional tutoring center to support students with dyslexia.
Advancing Accounting Research of Teaching Efficacy: Developing a Scale to Measure Student Attitudes toward Active Learning Experiences
Author: Burney, Laurie
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Active Learning,Test Construction,Test Validity,Teaching Methods,Critical Thinking,Problem Solving,Relevance (Education),Inquiry,Accounting,Experiential Learning,Student Surveys,College Students,Factor Analysis,College Faculty,Mixed Methods Research

Literature consistently documents a positive, direct effect of students' attitudes on learning (Lizzio, Wilson, &amp; Simons, 2002). Hence, accounting studies describing active learning activities often report student attitudes as evidence of efficacy (e.g., Matherly &amp; Burney, 2013), but rely on single-item instead of multi-item scales. This practice in accounting impedes evaluation of active learning activities or testing of empirical models. Thus, we (1) develop scales capturing students' attitudes, (2) use qualitative inquiry to validate our scales, and (3) empirically test our scales using Biggs' (1989) 3P Model. These scales will enable this stream to mature through more consistent constructs and sophisticated modeling.
Differential Item Functioning on a Measure of Perceptions of Preparation for Teachers, Teacher Candidates, and Program Personnel
Author: Donovan, Courtney
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Item Response Theory,Item Analysis,Test Items,Teacher Attitudes,Readiness,Preservice Teachers,Teacher Surveys,Teacher Education Programs,Program Effectiveness,Test Reliability,Knowledge Base for Teaching,Program Evaluation,Teacher Competencies,Goodness of Fit,Rating Scales,Scaling,Test Bias,Scores,Faculty Development

Core competencies essential for effective teaching were identified via a literature review and a review of standards for teacher education, and vetted by state groups with interests in teacher education. Survey items based on these competencies asked teacher candidates, graduates, and teacher education program faculty how well the program prepared teachers. The 41 items common to surveys of the three groups were submitted to Rasch analysis to determine dimensionality, scale use, targeting, reliability, and, of particular interest, invariance. Results suggested two dimensions were captured by the 41 items, entitled &quot;knowledge, skills and behavior in promoting student achievement,&quot; and &quot;resource use, academic language, and numeracy,&quot; with reliability of person separation of 0.94 and 0.73, respectively. Use of the 0-4 response scale was appropriate for both dimensions. Items were relatively easy to agree with for both scales, with person means of 1.24 and 0.57. Differential item functioning was found for respondent group and also for extent of program involvement but not for sex or for route to certification. The paper provides a discussion of implications of results for program evaluation.
Leadership and Storytelling: Promoting a Culture of Learning, Positive Change, and Community
Author: Aidman, Barry
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Transformational Leadership,Story Telling,Educational Change,Action Research,Intention,Leadership Training,Educational Improvement,Organizational Culture,Organizational Change,Graduate Students,Assignments,Student Surveys,Likert Scales,Student Attitudes,Reflection,Skill Development,Self Esteem,Lesson Plans,Communication Skills,Capacity Building

Educational leaders work in increasingly complex, high pressure environments with people who have diverse backgrounds, interests, and goals. To be effective, these leaders must understand the dynamic process of creating and managing culture and change. Stories have the potential to influence culture and to help people connect, develop genuine understanding, and unite around common purposes (Fisher, 1984; Guber, 2011a). This action research study explores the concept of intentionally using storytelling as a leadership strategy and examines the impact and effectiveness of assigning, creating, and sharing stories in graduate classes focused on educational leadership and school improvement.
The Influence of Incentive towards Their Motivation and Discipline (A Case Study at Rectorate of Andalas University, West Sumatera, Indonesia)
Author: Frengki
Date: 2017-00-00
Type: Journal Articles
Subjects: Incentives,Foreign Countries,Case Studies,Motivation,Employees,Discipline,Questionnaires,Statistical Analysis,Structural Equation Models,Employee Attitudes,Occupational Surveys

There are several ways that can be done to improve employee performance, among others, by motivating employees and improving work discipline. Increased motivation and discipline can be pursued by the provision of incentive. This study aims to analyze the influence of incentive on Andalas University's employee motivation and discipline and analyze their perceptions on that allowance. This research was conducted by survey using questionnaire toward 78 educational staffs with civil servant status at rectorate of Andalas University. Data were analyzed quantitatively using descriptive analysis and Structural Equation Modeling (SEM). The results showed that the educational staff perceives that the incentive is feasible, allowances are able to increase productivity and improve welfare. However, they still feel that the application of incentive is not fair yet because it is not based on the actual workload. Based on statistical test, it was found that the incentive had a statistically significant and positive influence on work motivation and employee discipline.