ethanporcaro/eric-fulltext-meta huggingface dataset:
Regular Farm Family Visits as an Approach to Community Engagement and Learning in Agricultural Higher Education: A Sri Lankan Experience
Author: Wijerathna, Madhavi
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Occupations,Service Learning,Experiential Learning,Undergraduate Students,Diaries,Student Attitudes,Family Environment,Higher Education,Foreign Countries,Preferences,School Community Relationship,Partnerships in Education

This study employed a mixed-methods approach to evaluate the regular farm family visits by undergraduate students of the Faculty of Agriculture, University of Peradeniya in Sri Lanka as a community engagement and learning approach. Data was collected using a questionnaire survey with the students (N = 145) and structured interviews with the host farm families (N = 40). The journals submitted by students on their learning experience were also examined as a qualitative measure. According to the results of the study, farm families have served as a &quot;social laboratory&quot; for the students, and both students and the community have benefited. Elements of community-based learning, experiential learning, service-learning, and problem-based learning were identified as the embedded characteristics of this learning approach. Identifying strengths and limitations would be important to improve this pedagogical method of community engagement and learning in agricultural higher education.
Academics to Serve the Communities: Examining the Hierarchical Structure of a Multidimensional Servant Leadership Model in Academia
Author: Ghasemy, Majid
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership,Models,Higher Education,School Community Relationship,College Faculty,Foreign Countries,Factor Structure,Hierarchical Linear Modeling,Validity

Although servant leadership is practiced in higher education (HE), most literature on servant leadership has utilized samples with diverse occupational backgrounds and applied single-level analytic approaches. Recognizing the association between servant leadership and community citizenship behavior, our study investigated the factorial validity of a well-developed multilevel servant leadership model, the SL-28, in the HE context. We grouped 1,864 lecturers from Malaysian institutions into 120 clusters, then estimated a seven-factor second-order servant leadership model at two levels using EQS. Results indicated that servant leadership in academic settings was a single-level five-factor second-order model rather than a hierarchical model. Of the seven hypothesized factors, empirical evidence was not found for two, &quot;emotional healing&quot; and &quot;putting subordinates first.&quot; We also investigated the model's consistency with the principles of servant leadership for HE to provide more insight. Finally, practical, theoretical, and methodological implications of the findings and future areas of research are provided.
A Town-Gown Collaboration to Reduce College Student Alcohol Misuse
Author: Curme, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: School Community Relationship,Alcohol Abuse,College Students,Psychological Patterns,Educational History,Data Use,Cooperation,Community Attitudes,Community Involvement,Community Problems,College Environment

The quality of the relationship between a university and its host community both reflects and helps determine the effectiveness of the work they jointly pursue. Through the single issue of partnering to reduce college student alcohol misuse, we examined the quality of town-gown relations using a well-established typology grounded in the marriage and family literature. In describing the evolution of town-gown relationships over the dual factors of effort and comfort, we explored the circumstances and conditions that helped to create a (presumably mutually desirable) &quot;harmonious&quot; town-gown relationship--one characterized by high levels of effort as well as high levels of comfort.
Critically Engaged in a Predominantly White Institution: The Power of a Critical Service-Learning Course to Cultivate a Social Justice Stance
Author: Shiller, Jessica
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Institutional Characteristics,Whites,Critical Theory,Service Learning,Social Justice,College Students,Racial Discrimination,Student Attitudes

This article examines how a particular set of critical pedagogical strategies was used in a critical service-learning course to shift student perspectives and serve community partners. A self-study of a critical service-learning course that asked university students at a predominantly White institution to serve in urban schools was performed to ascertain how effectively critical service-learning may have addressed the weaknesses in traditional service-learning by (1) dismantling hegemonic discourses White students bring to the classroom and (2) engaging in service that would address inequities present in urban schools. By examining 2 years of data from student assignments, interviews with community partners, and course evaluations, this article argues for the efficacity of several pedagogical tools that can contribute to shifting the perspectives of White students as well as students of color.
Learning to Increase Access to Higher Education in a New Latino Destination
Author: Ford, Katherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Education,Barriers,Hispanic Americans,Outreach Programs,Educational Opportunities,School Community Relationship,Intervention,Educational Finance,Cultural Influences,Parent School Relationship,English (Second Language),Second Language Learning,Second Language Instruction,Acculturation,Program Evaluation,Higher Education,Student Characteristics,Family Characteristics,Immigrants

Barriers to higher education persist among the Latino population across the United States. This project (IRB approval 18-001240), framed within the Engagement and Outreach Scholars Academy at East Carolina University, aimed to identify the obstacles to accessing higher education faced by the local Latino community and evaluate some ways to make higher education opportunities more accessible for Latino students. Although cultural barriers are low, lack of financial resources and knowledge should be in the center of an intervention.
Social Participation and Theoretical Content: Appropriation of Curricular Concepts in Service-Learning
Author: García-Romero, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Learning Processes,Knowledge Level,Specialization,Theory Practice Relationship,Higher Education,Foreign Countries,College Students,Curriculum,Educational Practices

In recent years, higher education has lost its monopoly on the transmission of specialized knowledge. In response, it has sought to expand its contribution to society in areas such as equipping students with practical skills and fostering social engagement. New pedagogical approaches such as service-learning emphasize the importance of these new directions. However, a question arises: In this context, what role should be played by specialized knowledge and its acquisition? It is generally accepted that theoretical learning should not take place in a parallel, self-contained universe, isolated from practical concerns and social commitment, and therefore we must examine how these processes interact. Accordingly, this article analyzes the content learning processes of students participating in service-learning experiences. The results obtained show a diversity in the roles that curricular concepts play, ranging from mere definitions oriented to evaluation, to tools for reflection and action in practice.
Sustainable Arts and Health: The Role of a University in Facilitating an Intergenerational, Interdisciplinary Community Arts Project
Author: Farrer, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,Health Education,School Community Relationship,Intergenerational Programs,Interdisciplinary Approach,Community Programs,Foreign Countries,Dance,Photography,Program Implementation

There is growing interest in the use of intergenerational practice in arts and health to support psychological well-being and community cohesion. However, little research has addressed the facilitation of such projects, or how higher education institutions can support them. Here we examine the role of the University of Bedfordshire in Generations Dancing, an 11-week dance and photography project for older adults and young people in Bedford. Focus groups were conducted with the older adults, young people, artists, independent living centre leaders, and schoolteachers involved. Inductive content analysis highlighted the university's role in brokering between community sectors, promoting the project, and offering resources. These factors appeared to play a significant part in enabling the project to develop beyond what smaller organizations working independently might have achieved, and in facilitating a sustainable model for its perpetuation.
A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching
Author: Truscott, Diane
Date: 2022-07-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Cultural Awareness,Generalization,Academic Achievement,Teaching Methods,Preservice Teachers,Teacher Certification,Teacher Education Programs,Teacher Characteristics,Student Attitudes,Diversity,Urban Education,English Language Learners,Kindergarten,Elementary Secondary Education,Language of Instruction,Incidence

The study tests the proposition that pedagogical orientations foster domain-specific teacher dispositions. Nineteen preservice teachers in an urban teacher certification program emphasizing culturally relevant teaching (CRT) were interviewed at the completion of all coursework and teaching experiences in diverse, urban classrooms. Dispositional statements (n = 405) were used in a comparative analysis that included cross-tabs chi-square statistics and contingency tables. The study found that teaching dispositions associated with two CRT domains, academic success and cultural competence, were prevalent, whereas dispositions associated with the critical consciousness domain were minimal. Interrelatedness was found for teacher dispositions associated with respect for diversity, authenticity, and generalizability.
Students with Anxiety Disorders: Self-Advocacy, Daily Life Activities, and Meaningfulness of the College Experience
Author: Hasman, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety Disorders,Self Advocacy,Student Experience,Students with Disabilities,College Students,Student Attitudes,Daily Living Skills

Students with disabilities are attending college in increasing numbers (Kim &amp; Lee, 2016); consequently, academic, disability, and counseling resources directed toward full participation in the college experience are strained. To access support resources, college students must assume the responsibility of disclosing their disability and seek assistance without help from parents or teachers (Evans et al., 2017; McCarthy, 2007). Seeking assistance requires knowledge of resources and effective communication skills. Communication, especially the ability to advocate for self, is an essential, yet often a challenging skill for the student with a disability (Daly-Cano et al., 2015). Self-advocacy requires conveying needs and wants to achieve academic success and engagement in the college environment (Stodden et al., 2003). The purpose of this qualitative phenomenological descriptive inquiry was twofold: to understand how college students with an anxiety disorder perceive self-advocacy and second, to understand how self-advocacy influences their daily life activities related to the college experience. The results revealed that although self-advocacy was difficult to learn and master, students recognized the value of self-advocating. As students learned to self-advocate, they experienced more success responding to challenges. Further, students identified the most daunting daily life activities to navigate within the college environment as health management, education participation, communication management, social participation, and sleep participation. Study participants included a criterion purposive sampling of 10 college students. Eight students identified as female and two identified as male. The students ranged in age from 19-31years old. They were diagnosed with an anxiety disorder, had disclosed their disability, and were registered with disability services.
Animals on Campus: A Look at HUD&apos;s Advised Process and Student Outcomes (Practice Brief)
Author: Poindexter, Lauren E.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Animals,Students with Disabilities,Student Experience,Interpersonal Competence,Mental Health,Student Needs,Therapy,Emotional Response,Coping,Values,College Housing

This study examined one Midwestern university's emotional support animal (ESA) population and asked the question, &quot;Are ESAs effective in the context of higher education given the academic and social demands of a student?&quot; The number of ESA requests has increased in recent years as more students considered an ESA to help regulate emotions. This study began as a means to review our process and measure student outcomes with data gathered by surveys sent to 122 current and former students with an ESA. The survey utilized a five-point Likert Scale and open-ended questions to gather responses. Twenty-one students started the survey with 18 completing it. The survey was designed with questions that measured participants' academic experience, interpersonal skills, intrapersonal skills, and mental health, in addition to open-ended questions related to these four key areas. The results of the survey were largely positive in the four key areas. This university utilized an ESA request process advised by Housing and Urban Development.
Examination of Extended Time Use among Postsecondary Students with Non-Apparent Disabilities
Author: Lindstrom, Will
Date: 2021-00-00
Type: Journal Articles
Subjects: Time on Task,Students with Disabilities,Academic Accommodations (Disabilities),Undergraduate Students,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Mental Disorders,Use Studies,Testing

The study investigated the amount of extended time (ET) used by postsecondary students with learning disabilities, attention-deficit/hyperactivity disorder (ADHD), and psychological disorders granted a 50% ET accommodation (i.e., time and one-half). Extended time used was evaluated by disability type, including comorbid presentations, and year in school. The sample was composed of 2,227 undergraduate course tests taken with ET. ADHD was the most common disability, and the majority of tests (75%) were taken by upperclassmen. The average amount of time used on tests taken with ET was well below the amount granted, and no pattern emerged to suggest a connection between disability type and amount of time used. Further, tests taken by individuals with multiple disabilities generally did not require greater amounts of ET than tests taken by individuals with single disabilities. Implications and recommendations regarding disability service access and ET as an accommodation are discussed.
Graduate Service-Learning Experiences and Career Preparation: An Exploration of Student Perceptions
Author: Roe, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Service Learning,Student Experience,Career Readiness,Student Attitudes,Adult Education

This dissertation overview summarizes a study exploring the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Using Knowles' adult learning theory as the theoretical framework and interpretive phenomenological analysis (IPA) as a qualitative method of inquiry, analysis of semistructured interviews from six recent graduates of a media advocacy master's degree program found that graduate students perceive service-learning as a supportive experience for their own career preparation. Findings from this study can help faculty and graduate educators conceptualize and implement service-learning experiences, informed by adult learning theory, by aligning them with graduate students' own professional goals and outcomes. [Note: The issue number (2) shown on page 1 of the full text is incorrect. This article was published in v25 n4 2021.]
Rural 3.0: A Case Study of University-Community Engagement through Rural Service-Learning in Croatia
Author: Preradovic, Nives Mikelic
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,Service Learning,College Students,Barriers,Nongovernmental Organizations,School Community Relationship,Entrepreneurship,Program Effectiveness,Partnerships in Education,Student Attitudes

As part of the project Rural 3.0: Service-Learning for the Rural Development--RURASL (https://rural.ffzg.unizg.hr/), to ascertain the needs and gaps relevant to implementing service-learning in rural Croatia, we surveyed three target groups: university students, rural community organizations, and potential service-learning beneficiaries. We discovered three main challenges: &quot;insufficient human capacities,&quot; attributable mostly to &quot;difficulty in obtaining funding,&quot; which &quot;hinders development and implementation of new service-learning projects.&quot; Croatian local action groups (LAGs) and rural NGOs were found supportive of rural service-learning. The older population recognizes a great opportunity to get support for basic living needs, and the younger population shows a great interest in engaging university students in improving the tourist and cultural sector. Higher education institutions' implementation of innovative service-learning will improve the quality of education for sustainable development and promote university--community partnerships in rural areas.
Invisible Chronic Illness in Female College Students
Author: Barber, Danielle
Date: 2021-00-00
Type: Journal Articles
Subjects: Chronic Illness,Females,College Students,Student Experience,Student Attitudes,Social Behavior,Disabilities,Student Adjustment

This study examined how female students negotiate the experience of college while living with an invisible chronic illness. Four research questions were explored. Quantitative data, through the use of online surveys, were collected from 105 female students living with a chronic illness enrolled at a medium-sized university in the Southwestern U.S. Results indicated that the majority of participants view their illness as a serious condition that has impacted their life. The majority of respondents reported that they feel capable of completing college, obtaining a job, and view themselves as a person of worth; however, nearly all respondents reported they have avoided social situations in college because of their chronic illness. The majority of participants indicated they accept their chronic illness diagnosis and about half reported that they engage in healthy coping behaviors. We discuss implications of the findings for administrators and disability support services and suggest additional research.
Measuring Inclusive Instruction at German Universities: Extending Validity Evidence
Author: Lombardi, Allison
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Access to Education,College Faculty,Teacher Attitudes,Translation,German,Test Construction,Test Validity,Factor Analysis

Promoting the use of inclusive instruction based on the tenets of Universal Design has occurred in the United States over the past three decades. In this study, a validated measure of university faculty attitudes toward inclusive instruction was translated from English to German and administered to a sample of faculty at a German institution. Responses (n=589) were subjected to an exploratory and confirmatory factor analysis in order to validate the translated items. The exploratory factor analysis yielded seven factors, which were very similar to the English version of the measure. The confirmatory factor analysis indicated the seven-factor solution showed acceptable model fit. Implications are discussed for universities both in the United States and abroad.
Setting Students up for Success: Academic Skills before and after Participation in 2-4-8, a Proactive Advising Model for Students with Disabilities
Author: Rothwell, Caitlin A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Skill Development,Program Effectiveness,Students with Disabilities,Academic Advising,College Students,Test Wiseness,Self Advocacy,Time Management,Academic Support Services

Disability support (DS) offices provide accommodations for and serve qualified students with disabilities. The overall number of students with disabilities in higher education is increasing, creating a need for high-impact, effective support. Proactive advising is a method of support that provides college students tools for success before crises occur. Most proactive advising for students with disabilities focuses on a narrow population (e.g., students with ADHD or learning disabilities). However, DS offices serve a diverse array of diagnoses. 2-4-8 is a proactive advising model in which all students with documented disabilities meet individually with a DS staff member at least three times in the fall semester to ensure that accommodations, supports, and skills necessary for success in higher education are in place. This study was a preliminary investigation of perceived academic skills before and after participation in 2-4-8. Initial findings indicate that self-reported organization, time management, professor communication, and studying were significantly improved through 2-4-8, and that perceptions of test taking, self-advocacy, and meeting deadlines were slightly, though non-significantly, improved. This study provides promising evidence that 2-4-8 could be a useful resource to provide proactive, quality support that meets the diverse needs of college students with disabilities.
Why They Come and Go: Comparing Special Education and General Education Students in Cyber Schools
Author: Beck, Dennis
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Regular and Special Education Relationship,Special Education,Virtual Schools,Students with Disabilities,Charter Schools,School Choice,Parent Attitudes

Considerable published research explores drivers of parent choice for in-person schools, but few studies have addressed reasons for attending full-time cyber schools, and how student characteristics affect those reasons; hence, this study's unique contribution. Here we use a large national dataset (n= 95,259) to test whether students with disabilities differ in stated reasons for attending a multistate cyber charter school network. Using linear probability models, we find that parents of children with disabilities are relatively more likely than others to cite academic, bullying, and health concerns as driving their choice of schools. Interestingly, parents of children with disabilities offered more reasons for leaving their prior schools than reasons that attracted them to the online school. Also, students with disabilities whose parents cited academic reasons for enrollment in the cyber school were less likely to persist in the school the next year. Implications are discussed, including the relevance of accessibility challenges for online students with disabilities attempting to access online tools and instructional materials. Future research suggestions focus on the importance of collaboration for all stakeholders of online students with disabilities.