The Influence of Campus Recreation beyond the Gym

2011 ◽  
Vol 35 (2) ◽  
pp. 174-181 ◽  
Author(s):  
Alexandra Henchy
Keyword(s):  
Continuing Education ◽  
Student Retention ◽  
Undergraduate Students ◽  
Student Voice ◽  
College Campuses ◽  
Social Benefits ◽  
Campus Recreation ◽  
Impact Study ◽  
Education Students ◽  
Recreation Impact

Increasing student retention is an important issue on college campuses. Researchers have found that nonacademic aspects of campus such as campus recreation can positively influence students' lives (Belch, Gebel, & Maas, 2001; Lindsey & Sessoms, 2006). The purpose of this study was to examine some ways in which participation in campus recreation positively influenced students' lives. After receiving IRB approval, students were randomly selected to complete the campus recreation survey. The survey was based on the NIRSA/Student Voice Campus Recreation Impact Study survey. Of the students who answered the demographic questions, 45% were graduate/professional/continuing education students and 55% were undergraduate students; 43% were male, 56% were female, and < 1% transgender; and the majority of the sample was White (78%). The results showed that students reported a variety of benefits including health and social benefits from their participation in campus recreation facilities and programs.

The Perceived Benefits of Participating in Campus Recreation Programs and Facilities: A Comparison between Undergraduate and Graduate Students

2013 ◽  
Vol 37 (2) ◽  
pp. 97-105 ◽  
Author(s):  
Alexandra Henchy
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Positive Influence ◽  
Social Benefits ◽  
Campus Recreation ◽  
Perceived Benefits ◽  
Impact Study ◽  
Recreation Facilities ◽  
The University ◽  
Recreation Impact

Both researchers and administrators are interested in factors that influence student success. The purpose of this study was to compare undergraduate and graduate students on the perceived benefits they received from participating in campus recreation facilities and programs. Students were randomly selected to complete the campus recreation survey, which was based upon the NIRSA/Student Voice Campus Recreation Impact Study survey. Of the students who answered the demographic questions, 35% were graduate students and 65% were undergraduate students; 43% were male and 57% were female; and the majority of the sample was White (68%). The results showed that participation in campus recreation had an influence on undergraduate and graduate students' decisions to attend and continue to attend the university. Participating in campus recreation facilities and programs had a positive influence on a variety of aspects of both undergraduate and graduate students' lives; students reported academic, health, and social benefits.

scholarly journals Differences In Selection Criteria Among Traditional Students, Adult Continuing Education Students And Graduate Students

2009 ◽  
Vol 2 (5) ◽  
pp. 15-24
Author(s):  
Kurt Schimmel ◽  
Mark Eschenfelder ◽  
John Clark ◽  
Gayle Marco ◽  
Stanko Racic
Keyword(s):  
Graduate Students ◽  
Continuing Education ◽  
Undergraduate Students ◽  
Selection Criteria ◽  
A Priori ◽  
Traditional Students ◽  
College Selection ◽  
Education Students ◽  
Adult Continuing Education

This paper examines college selection cues and criteria differences among three important segments of students. These segments were traditional undergraduate students, adult continuing education students and graduate students. There were significant differences among the a-priori defined segments.

Hearing Vocation Differently

2018 ◽  
Keyword(s):  
Undergraduate Students ◽  
Affective Learning ◽  
College Campuses ◽  
Deep Roots ◽  
Academic Field ◽  
Multiple Voices ◽  
Faith Traditions ◽  
Future Direction ◽  
The Relationship

Colleges and universities have begun using the language of vocation and calling to help undergraduates think about the future direction of their lives. This language has been employed in both secular and religious contexts, but it has deep roots in a specific theological tradition. Given the increasingly multi-faith context of undergraduate life, many have asked whether this originally Christian terminology can truly become a new vocabulary for higher education. This volume’s 13 contributing scholars identify with a wide variety of faith traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. Some claim more than one tradition; others would claim none. Rather than seeking to “translate” Christian language into other perspectives, they reflect on various facets of vocation from the standpoint of their own traditions. Both individually and collectively, they seek to expand the range of vocational reflection and discernment well beyond its traditional Christian origins, addressing themes such as religious pluralism and difference, the importance of multiple voices, the role of affective learning, the relationship between process and result, and the development of an integrated life. The authors recognize that all undergraduate students—regardless of their academic field, religious background, or demographic identity—need to make space for reflection, to overcome obstacles to vocational discernment, and to consider the significance of their own narratives, beliefs, and practices. Accomplishing these goals will require college campuses to reimagine their curricular and co-curricular programming in order to support their students’ interfaith reflections on issues of meaning and purpose, as well as personal identity.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

scholarly journals An Analysis of Knowledge in STEM: Solving Algebraic Problems

2020 ◽  
Vol 16 (2) ◽  
pp. 131
Author(s):  
Teoh Sian Hoon ◽  
Parmjit Singh Aperar Singh ◽  
Cheong Tau Han ◽  
Nurul Akmal Md Nasir ◽  
Nor Syazwani Mohd Rasid ◽  
...  
Keyword(s):  
Error Analysis ◽  
Undergraduate Students ◽  
Positive Attitude ◽  
Qualitative Approach ◽  
Undergraduate Mathematics Education ◽  
Education Students ◽  
Science Technology ◽  
And Mathematics ◽  
Main Component ◽  
Analysis Of Knowledge

This study was conducted to assess the students’ level of abilities in solving algebraic word problems which is a main component in Science, Technology, Engineering and Mathematics (STEM). It also aims to determine the students’ difficulties in solving these problems by using Newman’s Model of Error Analysis (NMEA). Furthermore, this study was conducted to investigate the attitudes of undergraduate students towards STEM and its relationship to the achievement of the test. The instruments are a test on algebraic problems and a set of questionnaire on attitudes towards STEM. The test which was validated by an expert from a university was adopted and adapted from a problem solving source. The test contained questions from one of the main areas of algebra which focused on two parts namely algebraic knowledge (AK) and algebraic knowledge in the context of science (AKCS).  There were a total of 63 undergraduate mathematics education students who took part in this study. This study was carried out using the mixed-methods qualitative approach. The result showed that the majority of the students have a low level of algebraic knowledge as well as algebraic knowledge in the context of science. For the attitude towards STEM, findings displayed that the majority of the students were interested and gave positive attitude towards STEM. Keywords: algebraic knowledge (AK), algebraic knowledge in the context of science (AKCS), Newman’s Model of Error Analysis (NMEA), attitudes towards STEM

Business Creation Based on Entrepreneurial Potential, Students' Characteristics and Gender

2016 ◽  
pp. 782-804
Author(s):  
Orlando Lima Rua
Keyword(s):  
Undergraduate Students ◽  
Methodological Approach ◽  
Female Gender ◽  
The Other ◽  
Male Students ◽  
Joint Analysis ◽  
Education Students ◽  
Entrepreneurial Characteristics ◽  
Business Creation ◽  
And Gender

The main goal of this article is the joint analysis of the dimensions of the entrepreneurial potential, students' entrepreneurial characteristics and gender of the Portuguese Polytechnic higher education students. For this purpose, we use a quantitative methodological approach, having applied a questionnaire to a sample of students enrolled in the entrepreneurship curricular unit of the School of Accounting and Administration (ISCAP), of the Polytechnic of Porto. Based on data collection from 227 undergraduate students in entrepreneurship from Portugal, the results allow us to conclude that personal desirability and students' entrepreneurial characteristics positively enhances the intention to start a business. On the other hand, perceived difficulties negatively enhances that intention. Finally, we've confirmed that the male students are more associated with intentions to start a business than female gender.

Campus Sexual Violence Victims with Disabilities: Disclosure and Help Seeking

2020 ◽  
pp. 088626052096714
Author(s):  
Anne Kirkner ◽  
Sara-Beth Plummer ◽  
Patricia A. Findley ◽  
Sarah McMahon
Keyword(s):  
Sexual Violence ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Campus Climate ◽  
Help Seeking ◽  
College Campuses ◽  
Chi Square ◽  
Victim Services ◽  
Sources Of Support ◽  
The University

Undergraduate students with disabilities represent an important population on college campuses. Yet the incidence of sexual violence and disclosing/reporting of sexual violence among this population is understudied. This exploratory and largely descriptive study uses an intersectional framework to understand the sexual victimization of undergraduate students with disabilities at a large Mid-Atlantic academic institution. The sample consisted of students who completed a sexual violence module ( N = 2,929) as part of a larger campus climate survey. Students with disabilities comprised a smaller sample within this group ( n = 177) and descriptive and chi-square results from both groups of students are reported. Students with disabilities had a statistically significant higher likelihood of sexual violence victimization before coming to campus and while at the university, with much higher rates for precollege victimization than students with no disabilities. Disclosure rates were not different for students across the two groups, though students with disabilities were more likely to utilize formal sources of support, such as campus Title IX offices and mental health services. This study shows support for a strengths-based approach that recognizes that students with disabilities may be more likely to reach out to campus resources. The findings of the study also underscore the need for culturally relevant victim services for students with disabilities. An evaluation of the culture of a university and its environment of openness, sharing, community, and protection (or lack thereof) can be a key point for future approaches to sexual violence on campus.

scholarly journals The Relationship Between Campus Recreation Facility Use and Retention for First-Time Undergraduate Students

2020 ◽  
pp. 152102512092134 ◽  
Author(s):  
Sera J. Zegre ◽  
Rodney P. Hughes ◽  
Andrew M. Darling ◽  
Craig R. Decker
Keyword(s):  
Undergraduate Students ◽  
Family Characteristics ◽  
Campus Recreation ◽  
Full Time ◽  
Academic Goals ◽  
Student Records ◽  
Academic Preparedness ◽  
First Year Retention ◽  
First Time ◽  
The Relationship

This study examines the relationship between campus recreation facility access and first-year retention of full-time, first-time undergraduate students at a public university for 2014–2015 through 2016–2017. Authors examine differences between facility users and nonusers by pairing facility swipe card data with student records. Statistical analysis includes logistic regression and matching approaches, controlling for student demographics, academic preparedness, academic goals, family characteristics, and various environmental factors. Results show a positive and significant relationship between recreation facility use and retention, including 7.1 to 8.4 percentage points higher retention for users versus nonusers, holding other variables constant. Subsample analysis suggests the relationship between recreation facility use and retention differs across student subgroups. Key study contributions include linking card swipe data on facility usage with extensive student records, clearly defining facility users and nonusers, and introducing a new robustness check based on assignment of students to residence halls different distances from recreation facilities.

Development and Content of Socio-Technological Instructional Modules

1980 ◽  
Vol 9 (2) ◽  
pp. 123-148
Author(s):  
Thomas T. Liao
Keyword(s):  
College Students ◽  
Continuing Education ◽  
Engineering Students ◽  
Background Information ◽  
Technological Problem ◽  
Education Students ◽  
Support Materials ◽  
Student Reading ◽  
Visual Materials

This paper reports on an NSF-supported project to develop Socio-Technological Instructional Modules for use with college students. Each module or case study focuses on a particular national socio-technological problem of current and future importance. The modules were field-tested with freshmen engineering students as well as nonengineering undergraduates and continuing education students in technology and society courses. To satisfy these audiences, each module consists of a Student Reading which provides basic background information for all students. The Instructors' Guide, besides providing suggestions for using support materials such as audio-visual materials and computer programs, contains engineering or technical extensions and sociological extensions.

Sign in / Sign up

Export Citation Format

Share Document