Exploring Perceptions of Age Friendliness Across Different Campus Constituent Groups

Abstract College campuses are typically considered as environments for adults ages 18-24, even though campuses are comprised of faculty, staff, students, and lifelong learners of all ages. Each group may experience the campus environment differently due to their differing roles. Faculty, staff and students from 21 participating designated Age Friendly Universities across the country answered survey questions on age friendliness, AFU awareness, and on campus practice items. Crosstab analyses show that constituent groups are equally aware of their university as an AFU (6% of each group). Students perceived their university as more age friendly (M=3.47, SD=0.73) compared to faculty and staff, the latter having the lowest perceived friendliness (M=3.27, SD=0.63). Specific age friendly practices show that staff members had markedly different perceptions of the institution’s age friendly practices. AFUs need to consider higher education environments as workplaces as well as learning centers to make policies age friendly for all groups.

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“It’ll Grow Organically and Naturally": The Reciprocal Relationship between Student Groups and Disability Studies on College Campuses

Disability Studies Quarterly ◽

10.18061/dsq.v34i2.4253 ◽

2014 ◽

Vol 34 (2) ◽

Author(s):

Allegra Stout ◽

Ariel Schwartz

Keyword(s):

Higher Education ◽

Disability Studies ◽

Undergraduate Student ◽

Undergraduate Education ◽

Colleges And Universities ◽

College Campuses ◽

Reciprocal Relationship ◽

Student Groups ◽

Reciprocal Relationships ◽

Faculty And Staff

Although few colleges and universities offer undergraduate disability studies curricula, our own experiences suggest that higher education settings provide opportunities for students to engage with and act upon disability studies theories and concepts. To learn more about the interactions between undergraduate student groups and disability studies, we interviewed students and faculty on three campuses. We found that students not only access disability studies theory through both formal and informal means, but that they also actively engage with it to develop their understandings of disability and interpret their experiences. Additionally, student groups educate their campus communities by advocating for the inclusion of disability studies in curricula, sharing their perspectives in the classroom, and hosting events related to disability studies. Through these activities, often in collaboration with faculty and staff, students forge reciprocal relationships between their activism and the field of disability studies. Keywords: Student groups, activism, advocacy, narrative, undergraduate education

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Big Brother Goes to School

Techné: Research in Philosophy and Technology ◽

10.5840/techne2021226135 ◽

2021 ◽

Vol 25 (1) ◽

pp. 162-183

Author(s):

Ryan Jenkins ◽

Zachary I. Rentz ◽

Keith Abney ◽

Keyword(s):

Higher Education ◽

College Campuses ◽

Big Brother ◽

Ethical Guidance ◽

History Of ◽

Faculty And Staff

Few sectors are more affected by COVID-19 than higher education. There is growing recognition that reopening the densely populated communities of higher education will require surveillance technologies, but many of these technologies pose threats to the privacy of the very students, faculty, and staff they are meant to protect. The authors have a history of working with our institution’s governing bodies to provide ethical guidance on the use of technologies, especially including those with significant implications for privacy. Here, we draw on that experience to provide guidelines for using surveillance technologies to reopen college campuses safely and responsibly, even under the specter of covid. We aim to generalize our recommendations, so they are sensitive to the practical realities and constraints that universities face.

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Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

JCSCORE ◽

10.15763/issn.2642-2387.2015.1.2.54-85 ◽

2018 ◽

Vol 1 (2) ◽

pp. 54-85

Author(s):

Victoria K. Malaney ◽

Kendra Danowski

Keyword(s):

Higher Education ◽

Student Affairs ◽

Leadership Skills ◽

Student Organizations ◽

Mixed Race ◽

College Campuses ◽

Institutional Practices ◽

Working Through

This paper presents an overview of multiracial student organizing and organizations on college campuses. The authors address common challenges that multiracial student organizations face in higher education, how student affairs staff can challenge institutional practices that perpetuate monoracism, and how to support and empower mixed race students to effectively develop strong leadership skills. Several recommendations for working through political and administrative hurdles are also provided.

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1. Controversial Speakers, Moral Disagreements, and the Middlebury Moment

Philosophy and Theory in Higher Education ◽

10.3726/ptihe.2019.02.01 ◽

2019 ◽

Vol 1 (2) ◽

pp. 1-27

Author(s):

Ashley Floyd Kuntz

Keyword(s):

Higher Education ◽

Free Speech ◽

Moral Epistemology ◽

Democratic Society ◽

College Campuses ◽

Institutions Of Higher Education ◽

Student Protests ◽

Free Inquiry ◽

The Right

Abstract Student protests have developed on campuses throughout the country in response to controversial speakers. Overwhelmingly, these protests have been framed as conflicts over the right to free speech and the importance of free inquiry on college campuses. This essay reframes conflicts like these as moral disagreements over the role of individuals and institutions in producing and disseminating knowledge that supports or undermines justice within a pluralistic, democratic society. Using the specific case of Charles Murray’s visit to Middlebury College in spring 2017 and drawing insight from social moral epistemology, the essay aims to clarify the moral concerns at stake in clashes over controversial speakers and to identify possibilities to advance the moral aims of institutions of higher education in response to such events.

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Latina College Students: Issues and Challenges for the 21st Century

NASPA Journal ◽

10.2202/0027-6014.1111 ◽

2000 ◽

Vol 37 (3) ◽

Cited By ~ 35

Author(s):

Adele Lozano Rodriguez ◽

Florence Guido-DiBrito ◽

Vasti Torres ◽

Donna Talbot

Keyword(s):

Higher Education ◽

Financial Aid ◽

21St Century ◽

Academic Support ◽

Academic Affairs ◽

Campus Environment ◽

Latina College Students ◽

College And University ◽

Effective Strategies ◽

Success In Higher Education

A neglected yet increasing student population in higher education at the threshold of the 21st Century, Latina college and university students face distinct challenged and barriers to participation. This manuscript explores various Latina student issues - including "labeling," barriers, and factors contributing to success - and examines effective strategies for student and academic affairs administrators to support Latina success in higher education (ie, financial aid, academic support, social/cultural support, and campus environment).

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Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

The Australian Educational Researcher ◽

10.1007/s13384-021-00438-8 ◽

2021 ◽

Author(s):

Rachel Forsyth ◽

Claire Hamshire ◽

Danny Fontaine-Rainen ◽

Leza Soldaat

Keyword(s):

Higher Education ◽

South Africa ◽

First Generation ◽

Teaching Practice ◽

First Generation Students ◽

Staff Perceptions ◽

Staff Members ◽

Diversity And Inclusion ◽

University Life ◽

The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

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The Formulation of Epidemic Prevention Work of COVID-19 for Colleges and Universities: Priorities and Recommendations

Sustainability ◽

10.3390/su13042081 ◽

2021 ◽

Vol 13 (4) ◽

pp. 2081

Author(s):

Wan-Chi Jackie Hsu ◽

Huai-Wei Lo ◽

Chin-Cheng Yang

Keyword(s):

Disease Transmission ◽

Colleges And Universities ◽

College Campuses ◽

Prevention Measures ◽

Campus Environment ◽

Overseas Students ◽

Entry Points ◽

The World ◽

Criteria Weights ◽

Multiple Experts

As the Coronavirus disease 2019 (COVID-19) epidemic spreads all over the world, governments of various countries are actively adopting epidemic prevention measures to curb the spread of the disease. However, colleges and universities are one of the most likely places for cluster infections. The main reason is that college students have frequent social activities, and many students come from different countries, which may very likely cause college campuses to be entry points of disease transmission. Therefore, this study proposes a framework of epidemic prevention work, and further explores the importance and priority of epidemic prevention works. First of all, 32 persons in charge of epidemic prevention from various universities in Taiwan were invited to jointly formulate a campus epidemic prevention framework and determined 5 dimensions and 36 epidemic prevention works/measures/criteria. Next, Bayesian best worst method (BWM) was used to generate a set of optimal group criteria weights. This method can not only integrate the opinions of multiple experts, but also effectively reduce the complexity of expert interviews to obtain more reliable results. The results show that the five most important measures for campus epidemic prevention are the establishment of a campus epidemic prevention organization, comprehensive disinfection of the campus environment, maintenance of indoor ventilation, proper isolation of contacts with confirmed cases, and management of immigration regulations for overseas students. This study provides colleges and universities around the world to formulate anti-epidemic measures to effectively reduce the probability of COVID-19 transmission on campuses to protect students’ right to education.

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Social Class and Wellbeing among Staff and Students in Higher Education Settings: Mapping the Problem and Exploring Underlying Mechanisms

10.31234/osf.io/f7wmt ◽

2021 ◽

Author(s):

Isla Dougall ◽

Mario Weick ◽

Milica Vasiljevic

Keyword(s):

Higher Education ◽

Social Class ◽

Social Factors ◽

Unique Contribution ◽

Staff Members ◽

Class Differences ◽

High Social Class ◽

Lower Social Class ◽

Underlying Mechanisms ◽

The Relationship

Within Higher Education (HE), lower social class staff and students often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent to which low and high social class individuals feel respected (i.e., status), in control (i.e., autonomy), and connected with others (i.e., inclusion). However, to our knowledge, there has been no research that has investigated these factors within HE settings. Furthermore, inclusion, status and autonomy are correlated, yet little is known about how these factors contribute to wellbeing simultaneously, and independently, of one another. To fill these gaps, we report the results of two studies; firstly with HE students (Study 1; N = 305), and secondly with HE staff (Study 2; N = 261). Consistently across studies, reports of poor wellbeing were relatively common and more than twice as prevalent amongst lower social class staff and students compared to higher social class staff and students. Inclusion, status and autonomy each made a unique contribution and accounted for the relationship between social class and wellbeing (fully amongst students, and partially amongst staff members). These relationships held across various operationalisations of social class and when examining a range of facets of wellbeing. Social class along with inclusion, status and autonomy explained a substantial 40% of the variance in wellbeing. The present research contributes to the literature exploring how social class intersects with social factors to impact the wellbeing of staff and students within HE.

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Campus Sexual Violence and Title IX: What is the Role of Restorative Justice Now?

Feminist Criminology ◽

10.1177/15570851211062643 ◽

2021 ◽

pp. 155708512110626

Author(s):

Shauntey James ◽

Melanie D. Hetzel-Riggin

Keyword(s):

Higher Education ◽

Distributive Justice ◽

Sexual Violence ◽

Restorative Justice ◽

Title Ix ◽

Sexual Misconduct ◽

College Campuses ◽

Institutions Of Higher Education ◽

Advantages And Disadvantages

Institutions of Higher Education (IHEs) have used restorative justice (RJ) to address sexual misconduct on college campuses under Title IX. In 2020, Title IX guidance was codified. The application of RJ under the new policy may create procedural and distributive justice issues. This article (1) defines the new policy; (2) explores suitability of RJ to sexual misconduct and specifically yellow zone behavior under the new policy; (3) discusses justice for the various stakeholders under the guise of advantages and disadvantages; and (4) makes recommendations to strengthen the choice of either implementing or not implementing restorative justice.

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Non-Burdensome Process: An Argument in Support of Reframing What Constitutes Necessary Disability Documentation

Learning Disabilities A Multidisciplinary Journal ◽

10.18666/ldmj-2021-v26-i2-11112 ◽

2021 ◽

Vol 26 (2) ◽

Author(s):

Jamie Axelrod ◽

Adam Meyer ◽

Julie Alexander ◽

Enjie Hall ◽

Kristie Orr

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

First Language ◽

College Campuses ◽

Third Party ◽

Higher Education Access ◽

Education Access ◽

Work Settings ◽

Disability Accommodation ◽

Disability Documentation

Institutions of higher education and their respective disability offices have been challenged with determining how to apply the 2008 Americans with Disabilities Act Amendments Act (ADAAA) in our present-day work settings. Prior to the amendments, third-party documentation was considered essential almost to the point of being non-negotiable in need for most disability offices to facilitate accommodations for disabled students (The authors have made an intentional choice to utilize identity-first language to challenge negative connotations associated with the term disability and highlight the role that inaccessible systems and environments play in disabling people). The ADAAA questioned this mindset. Students with disabilities often found (and still find) themselves burdened financially and procedurally by disability offices requiring documentation to the point where students may not receive the access they truly need. Furthermore, college campuses are increasingly focusing on the limitations of the environment and not the person. As a result of this evolution, the Association on Higher Education and Disability (AHEAD) offered a new framework in 2012 describing how to define documentation. For professionals in the higher education disability field and for those invested in this work, it is critical to grasp the evolving understanding of what constitutes documentation and necessary information to make disability accommodation decisions. Otherwise, disabiled students may be further excluded from higher education access.

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