scholarly journals Does the Degree of Campus "Wiredness" Matter?

2001 ◽  
Vol 9 ◽  
pp. 49 ◽  
Author(s):  
Shouping Hu ◽  
George D. Kuh
Keyword(s):  
Information Technology ◽  
College Student ◽  
Student Experience ◽  
Traditional Students ◽  
Colleges And Universities ◽  
Educational Practices ◽  
Men Students ◽  
Frequency Of Use ◽  
Non Traditional Students ◽  
Experience Questionnaire

Responses to the College Student Experience Questionnaire 4th Edition from 18,844 students at 71 colleges and universities were analyzed to determine if the presence of computing and information technology influenced the frequency of use of various forms of technology and other educational resources and the exposure to good educational practices. Undergraduates attending "more wired" campuses as determined by the 1998 and 1999 Yahoo! Most Wired Campus survey more frequently used computing and information technology and reported higher levels of engagement in good educational practices than their counterparts at less wired institutions. Non-traditional students benefited less than traditional students, but both women and men students benefited comparably from campus "wiredness."

Tactics and strategies to survive ‘student engagement’, or joining the Soil Society and other stories

2018 ◽  
Vol 11 (1) ◽  
pp. 109-130
Author(s):  
Jacqui Close
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Social Class ◽  
Performance Indicators ◽  
Student Experience ◽  
Traditional Students ◽  
Identity Work ◽  
Widening Participation ◽  
University Life ◽  
Non Traditional Students

In the U.K., ‘student engagement’, and the related ‘student experience’, are increasingly measured, interpreted and then marketed to students as a basis on which to choose the ‘best’ place for their higher education. This article summarises and reflects on presentations from five panel members at a conference on their experience of university life after that choice had been made. The panel included non-traditional students who embodied some of the characteristics (such as age, social class and ethnicity) that have become performance indicators in relation to widening participation and engagement in higher education. This article captures how students themselves understand a concept that occupies such a prominent, if contested, position in contemporary higher education. This analysis invites one to take a closer look at the identity work necessary for students to thrive (and for some just to survive) at university against a backdrop that tends to homogenise both ‘experience’ and ‘student’.

There Goes the Grading Curve: The Development of the Attitudes toward Non-Traditional Students Scale

2002 ◽  
Vol 4 (3) ◽  
pp. 257-269
Author(s):  
Mark A. Whatley ◽  
Allison B. Bos ◽  
David A. Kennedy ◽  
Melissa L. Smith ◽  
Wendy L. Woods
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Traditional Students ◽  
Colleges And Universities ◽  
Full Time ◽  
Traditional Student ◽  
Two Factors ◽  
Positive Statements ◽  
Non Traditional Students ◽  
Negative Statements

The purpose of this study was to develop an instrument allowing the assessment of attitudes toward non-traditional students. A non-traditional student is defined as a person for whom going to school is not his or her full-time job. One hundred forty-eight undergraduates completed a 75 item survey assessing their attitudes toward non-traditional students. The data were subjected to an exploratory factor analysis that revealed the presence of two factors. The first factor consisted of primarily positive statements and accounted for 14.9% of the variance. The second factor consisted of negative statements and accounted for 8.97% of the variance. Implications for colleges and universities are discussed.

scholarly journals 192 Meeting Industry Needs and Changing Dynamics of Equine Students

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 23-23
Author(s):  
Leslie Janecka
Keyword(s):  
Undergraduate Student ◽  
Traditional Students ◽  
Colleges And Universities ◽  
Agriculture Students ◽  
Rural Background ◽  
The Past ◽  
Non Traditional Students ◽  
Using Data ◽  
Industry Needs ◽  
Equine Industry

Abstract Over the past twenty years, the “typical” equine student has drastically changed. Today’s equine and agriculture students now come from a more urban, rather than rural background, which presents a challenge to the traditional equine programs where research and horse husbandry were the norm. Equine programs at colleges and universities have had to change in order to accommodate these non-traditional students; however, industry needs, especially as it relates to the horse as a production animal have not changed. The challenge therefore is to bring together what the industry needs with the available talent “the students” and what colleges and universities can offer with ever increasing limited budgets. Using data from twenty years of applicants (>1000) to the Kentucky Equine Management Internship program, we compared today’s equine student to those of five, ten and twenty years ago to demonstrate the changing dynamics and evolution of today’s equine undergraduate student. We also examined transcripts of these equine interns to assess what courses the students are actually taking. The needs of the modern equine production farm were also analyzed in so that recommendations can be made as to the sustainability of equine programs to meet the needs of the equine industry going forward.

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