Promoting Civic-Mindedness Among College Students Through Community Involvement

2013 ◽  
Author(s):  
Keri Weed
Keyword(s):  
College Students ◽  
Community Involvement ◽  
Civic Mindedness

The Role of Mentoring in Promoting Civic Engagement

2017 ◽  
pp. 36-41
Keyword(s):  
College Students ◽  
Civic Engagement ◽  
First Year ◽  
Civic Action ◽  
First Year Of College ◽  
Civic Mindedness

This chapter examines the concerns and challenges that most college millennials face in today's technology-savvy society. Existing research indicates that college students are having interactions both inside and outside of their respective campus environs that are influencing their civic-mindedness and shaping their engagement in civic action. The role of faculty is to assist students' understanding and reflecting upon their civic engagement and how to document and share their contributions, plans and questions with others and themselves. Faculty instructors are transparent with their students around their own approaches and challenges in the area of civic engagement. As a result, students learn strategies and approaches that may be useful after they finish their first year of college and plan for continued engagement over their time in college and beyond.

Support for community policing in India and the US: an exploratory study among college students

2014 ◽  
Vol 37 (1) ◽  
pp. 3-29 ◽  
Author(s):  
Eric Lambert ◽  
Yuning Wu ◽  
Shanhe Jiang ◽  
Karuppannan Jaishankar ◽  
Sudershan Pasupuleti ◽  
...  
Keyword(s):  
College Students ◽  
Community Involvement ◽  
Community Policing ◽  
Crime Control ◽  
Public Support ◽  
Negative Association ◽  
Content Type ◽  
The Us ◽  
The Usa ◽  
Compare And Contrast

Purpose – While there is a growing body of studies on the people's views of community policing, there have been a very few cross-national studies. The purpose of this paper is to compare and contrast students’ views on community policing from India and the USA. Design/methodology/approach – The data were from a survey from a total of 434 Indian and 484 US college students. Findings – Punitive orientation had a significant effect on attitudes toward community policing, but was related to an increase in the support in India and reduction of support in the USA. Among the Indian respondents, concern for crime and support for aggressive policing had positive associations with support for community policing, and police involvement in the community had a negative association. Among the US respondents, age, educational level, and perceptions of police effectiveness had positive associations with support for community policing, and holding a punitive orientation had a negative association. Originality/value – This study represents the attempt to examine Indian perceptions of community policing empirically. Uncovering factors that affect public support for community policing can provide useful references for police administrators to develop policies and practices that encourage more active community involvement in crime control.

Tapping into the assets of first-generation students during times of transition

2020 ◽  
Vol 121 (7/8) ◽  
pp. 611-618
Author(s):  
Africa S. Hands
Keyword(s):  
College Students ◽  
Goal Orientation ◽  
First Generation ◽  
Academic Resilience ◽  
First Generation College Students ◽  
Content Type ◽  
Cultural Wealth ◽  
First Generation College ◽  
Civic Mindedness ◽  
Support Students

Purpose This paper aims to present research on the assets of first-generation college students and offer asset-based practices that can be implemented to support students during emergency transitions. Design/methodology/approach This paper reviews the literature related to first-generation college students and cultural wealth and then details practices for implementation by librarians working to enhance the transition to online learning for this student group. Findings The author identified in the literature six assets of first-generation college students: reflexivity, optimism, academic resilience, goal-orientation, civic-mindedness and proactivity. These assets coupled with Yosso’s concept of community cultural wealth provide a frame of reference for examining and implementing services and programs to enhance the educational experience of first-generation college students during emergency transitions. Originality/value Whereas existing literature on first-generation college students assumes a deficit lens, this paper puts forth the cultural assets of this population that may be leveraged by librarians. Student assets are positioned alongside forms of capital that also may be utilized to guide the work of librarians.

scholarly journals Library Lovers Build Community Relations

2021 ◽  
Author(s):  
Ayse Yuksel-Durukan
Keyword(s):  
College Students ◽  
Community Involvement ◽  
School Library ◽  
Decision Makers ◽  
Community Relations ◽  
Volunteer Work ◽  
Primary School Students ◽  
School Students ◽  
Social Competencies ◽  
To Come

Community Involvement Projects in Turkey are volunteer work by students while a faculty member acts as an advisor. A group of Robert College students initiated a project that was to develop a library in another school. Working at RC library made them familiar with all the necessary fields of the profession. They arranged lists of activities for the primary school students like reading or creating stories from pictures. The exercises they tried in their own library, the planning and correspondence they used with other institutions made our students aware of the network around them, developing their social competencies. All learned to work in teams, collaborating with other schools. They became decision makers in selecting sources for a school library. They empathized with other students who had no libraries. Not everything went well, but when problems arose they were able to come to a resolution. It was learning, sharing and teaching with fun.

scholarly journals The Development of Civic-Mindedness in College Students

2021 ◽  
pp. 54-64
Author(s):  
Е.Ю. Плотникова
Keyword(s):  
College Students ◽  
Individual Characteristics ◽  
Value Orientations ◽  
First Year ◽  
Emotional Empathy ◽  
First Year Students ◽  
Rokeach Value Survey ◽  
Questionnaire Measure ◽  
Heterogeneous Classrooms ◽  
Civic Mindedness

В статье рассмотрена актуальная проблема формирования гражданской позиции у обучающихся гетерогенных групп в колледже. Представлены результаты опытно-экспериментальной работы по формированию гражданской позиции обучающихся гетерогенных групп в колледже. Сформулированы цель и гипотеза; описаны критерии и показатели сформированности гражданской позиции обучающихся в возрасте 15–19 лет (когнитивный, мотивационно-ценностный и деятельностный); организация и этапы экспериментальной работы. Методики диагностики гражданской позиции (бланковый тест М. Рокича «Ценностные ориентации», опросник А. Мехрабиена, Н. Эпштейна «Способность к эмпатии», анкета Е. Н. Титовой, Т. А. Мирошиной) позволили выявить доминирующие ценностные ориентации, уровень эмпатии обучающихся колледжа и степень осознания ими сущности гражданской позиции. Описана теоретическая модель формирования гражданской позиции у обучающихся гетерогенных групп колледжа, на основе которой создана авторская программа «Моя страна», стимулирующая развитие этой позиции. Дана краткая характеристика программы, предполагающей взаимодействие педагогов с разновозрастной группой первокурсников 15–19 лет с учетом индивидуально-личностных особенностей обучающихся и социальных условий их воспитания, в частности социального благополучия/неблагополучия семей. Описаны результаты проверки авторской программы, экспериментально подтверждающие ее эффективность. The article treats an urgent issue associated with the development of civic-mindedness in college students in heterogeneous classrooms. The article accounts for the aim and the hypothesis of the research, describes the criteria that can be used to assess the levels of civic-mindedness development in 15-19-year olds (cognitive, motivational, value-based, and activity-based), focuses on the organization and stages of experimental work. The methods of assessing civic-mindedness (the Rokeach Value Survey, the Mehrabian Questionnaire, the Epstein Questionnaire Measure of Emotional Empathy, the Titova and Miroshina Questionnaire) enable the author to single out dominant value orientations, the level of emotional empathy in college students, the level of their civic-mindedness. The author of the article describes a theoretical model of civic-mindedness development in college students in heterogeneous classrooms and presents her own course “My Country” aimed at the development of civic-mindedness in students. The article describes the My Country course, which presupposes teachers’ interaction with 15-19-year old first-year students. It is expected that teachers should take into account their students’ individual characteristics and personality traits, their social backgrounds, the level of their family wellbeing. The article describes the results of the course elaborated by the author, and provides experimental evidence that the course is efficient.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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