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Examines the relationships between five components of students′quality of learning experience (resources, content, learningflexibility, student‐faculty contact, and…
Examines the relationships between five components of students′ quality of learning experience (resources, content, learning flexibility, student‐faculty contact, and involvement) and four criteria of college outcomes (students′ satisfaction with their college experience, perceived performance in college, commitment to their college and students′ grades). The major findings of this study indicate that students′ involvement and learning flexibility are the dominant predictors of all four students′ college outcomes, whereas resources and content are the weakest predictors. In addition, quality of learning experience indicators are effective predictors of students′ satisfaction with their college experience (R⊃2 = 0.27) and grades (R⊃2 = 0.20). Discusses the implications of these findings.
This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature…
This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in transition to and from the institution.
Library science databases and online sources were reviewed for relevant information.
Community colleges are addressing the needs of their various student populations in a variety of ways.
The role of the community college library is underrepresented in the literature. This review provides more information about the unique role that community colleges fill in the higher education ecosystem.
College students and their alcohol use have been the subject of numerous studies over the last three decades and have received an increasing amount of attention (Engs…
College students and their alcohol use have been the subject of numerous studies over the last three decades and have received an increasing amount of attention (Engs, 1977; Hanson and Engs, 1984; Gadaleto and Anderson, 1986; Downs, 1987; Thompson and Wilsnack, 1987; Janosik and Anderson, 1989; Tryon, 1992). Studies on student alcohol use began appearing in the literature in the mid‐1970's (Penn, 1974; Rouse and Ewing, 1978; Newton, 1978). Subsequent studies (Scheller‐Gilkey, Gomberg, and Clay, 1979; Heritage, 1979; O'Connell and Patterson, 1989) have documented consistently high levels of alcohol consumption and a serious abuse problem on college campuses. Although some studies (Condon and Carman, 1986; Hanson and Engs, 1986) indicate that overall consumption has reached a plateau, Gonzalez (1986) reported that 89% of male students and 86% of female students surveyed drank alcohol, and many suffered from alcohol related problems. Further, both recent survey data (Eigen, 1991) and participant‐observer studies (Moffatt, 1989) suggest that collegiate drinking is a very serious health concern. Moffatt found that to a great extent college students' lives revolved around the acquisition and consumption of alcohol and constituted students' favourite collective activity. Surveys revealed that no other population group in the United States has a more serious drinking problem than does the college student population (Gonzalez, 1986). Both men and women drink more as they progress through the college, and those who drink more also experience more alcohol‐related problems (Gonzalez, 1989).
Academic franchising has provided opportunities for many thousands of students who would otherwise have been excluded from higher education. Yet, despite the continued…
Academic franchising has provided opportunities for many thousands of students who would otherwise have been excluded from higher education. Yet, despite the continued presence of franchised courses, the approach has been, as far as possible, to make them fit in alongside traditional courses. Reports some of the work carried out by CERLIM at the University of Central Lancashire during the two‐year Library Support for Franchised Courses in Higher Education project, which was part‐funded by the British Library. Notes the differences in provision between college and university libraries and examines the student experience within this context. Identifies weakness in provision and describes the students’ coping strategies. Presents the practical implications of this work as suggestions to library managers for improving practice in the college and university libraries.
At this year's National Union of Students' Technical College Conference an NUS vice‐president, Mr Albert Swindlehurst, suggested that the age of technical college entrants be raised to 18. Such a move, so ran his argument, would put an end to teaching staff over‐ruling the students' unions in colleges where the students were very young, and would remove the present inhibitions on social life caused by the lack of bars where students could gather in convivial fraternities.
The purpose of this study is to examine social media use and its impacts on first generation students by answering the two questions: how do FGS use social media on college…
The purpose of this study is to examine social media use and its impacts on first generation students by answering the two questions: how do FGS use social media on college campuses, compared to their peers? How does the use of social media affect their academic experiences?
This qualitative study adopted social capital theory as a sensitizing framework for understanding the social media (SM) use and the resources valued by first-generation students (FGS) and used a revealed causal mapping method to analyze the narratives of 96 informants to identify key constructs and linkages on SM use and perceived outcomes.
The revealed causal mapping (RCM) analysis revealed nine key constructs that shaped the SM use and academic experience of FGS and their peers. The linkages among the nine constructs: three types of social capital (bridging, family bonding and friend bonding), three types of SM use (social, cognitive and hedonic) and three outcomes (academic support, emotional support and distraction to work) were different between FGS and their peers. Among FGS, SM use and perceptions differed by gender.
Leveraging social media is critical for universities to enhance FGS persistence, yet knowledge remains limited. This study showed FGS differed from their counterparts in the SM use and perceptions. Among FGS, the SM use and perceptions differed by gender. The research contributions are: (1) SM technology can empower FGS by building social capital, impacting their academic experiences and psychological well-being and (2) the intersection of gender and student generation status is worth investigation. This paper enriches FGS research by proposing a model of SM use and social capital.
This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter…
This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary school in the Midwestern region of the United States. The chapter considers issues of African American male persistence and achievement and how they are impacted by school culture. Specifically, the author discusses how school culture can help shape these students’ educational experiences and aspirations. Using student narratives as the guide, a description of how Du Bois Academy successfully engaged these African American male students is provided. The students articulated three critical components of school culture that positively shaped their high achievement and engagement: (a) sense of self, (b) promotion of excellence, and (c) community building. The student narratives provided a frame for promoting positive school culture that enhances the educational experiences and academic aspirations of African American male students.
The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta…
The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008; Polite, 1994; Taliaferro & DeCuir-Gunby, 2008; Uwah, McMahon, & Furlow, 2008; Wimberly, 2002; Yun & Kurlaender, 2004). Several factors related to school racial composition and perceived school support (Yun & Kurlaender, 2004), school relationships (Wimberly, 2002), gaps in exposure to college preparatory and advanced placement curriculums (Taliaferro & DeCuir-Gunby, 2008), teacher perceptions (Barber & Torney-Purta, 2008), and structural inequalities (Polite, 1994) have been identified as variables that significantly impact the opportunities for African-American children to be exposed to the types of interpersonal relationships and educational experiences necessary for preparing them to succeed in postsecondary education.
Widely viewed and supported as entertainment, we still know relatively little about the postsecondary experiences about college student-athletes especially when compared…
Widely viewed and supported as entertainment, we still know relatively little about the postsecondary experiences about college student-athletes especially when compared to other student populations. As such, this chapter contributes to that literature by first reviewing what we already know about Black female student-athletes as a unique population in the postsecondary environment who face challenges that differ from their Black male and White female counterparts. Second, this chapter expands the literature by analyzing data from original research conducted by the authors that focus on the academic, athletic, and campus climate experiences of these students.