scholarly journals Highlighting Heritage:

2020 ◽  
Vol 1 (1) ◽  
pp. 50-65
Author(s):  
Kara Flynn ◽  
Marianne R. Williams
Keyword(s):  
Student Engagement ◽  
Relationship Building ◽  
University Of Arkansas ◽  
Student Groups ◽  
Campus Organizations ◽  
Library Resources ◽  
Library Program ◽  
Planning Implementation ◽  
Multicultural Center ◽  
The University

In an effort to reach students in a new way and increase the visibility of library resources and services, a pop-up library program was piloted at the University of Arkansas in collaboration with the University of Arkansas’ Multicultural Center. This article discusses the planning, implementation, and outcomes of the program. The authors also offer changes they would pursue in future pop-up libraries to further enhance student engagement and relationship-building with both student groups and campus organizations.

scholarly journals Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto

2019 ◽  
Vol 11 (2) ◽  
pp. 530 ◽  
Author(s):  
Rashad Brugmann ◽  
Nicolas Côté ◽  
Nathan Postma ◽  
Emily Shaw ◽  
Danielle Pal ◽  
...  
Keyword(s):  
Student Engagement ◽  
Keyword Search ◽  
Faculty Members ◽  
Engaged Learning ◽  
Student Knowledge ◽  
Student Groups ◽  
Course Content ◽  
University Of Toronto ◽  
Development Goals ◽  
The University

The Expanded Student Engagement Project (ESE) has developed three comprehensive inventories which aim to increase student knowledge of sustainability-related course content and increase student engagement in on- and off-campus, curricular, and non-curricular sustainability projects at the University of Toronto (U of T). The first is a sustainability course inventory (SCI) generated using keyword search based on the UN Sustainable Development Goals (SDGs). This is the first SCI that has been based on the SDGs. The inventory identified 2022 unique sustainability courses and found that SDG 13 had the greatest representation and SDG 6 had the least. The second inventory is a community-engaged learning (CEL) sustainability inventory which found 154 sustainability-focused CEL courses and identified 86 faculty members who teach sustainability CEL. Finally, an inventory of sustainability co-curricular and extracurricular opportunities revealed that U of T has 67 sustainability-focused student groups and identified 263 sustainability-focused opportunities. These inventories are an important foundation for future initiatives to increase student engagement in sustainability on campus and in the community. The ESE will integrate this data into U of T’s course management system and use the inventories to develop a new sustainability pathways program.

Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students

2021 ◽  
pp. 074355842110069
Author(s):  
Mariah Kornbluh ◽  
Sherry Bell ◽  
Kristin Vierra ◽  
Zachary Herrnstadt
Keyword(s):  
Student Engagement ◽  
Identity Development ◽  
School Engagement ◽  
First Generation ◽  
Development Theory ◽  
Late Adolescent ◽  
Black African ◽  
Qualitative Focus Groups ◽  
Multicultural Center ◽  
Adolescent Identity Development

This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants ( n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students’ perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

scholarly journals Google Scholar Users and User Behaviors: An Exploratory Study

2011 ◽  
Vol 72 (4) ◽  
pp. 316-330 ◽  
Author(s):  
Gail Herrera
Keyword(s):  
Exploratory Study ◽  
Web Site ◽  
Google Scholar ◽  
University Of Mississippi ◽  
Interlibrary Loan ◽  
User Behaviors ◽  
Library Resources ◽  
The University ◽  
Existing Data

The University of Mississippi Library created a profile to provide linking from Google Scholar (GS) to library resources in 2005. Although Google Scholar does not provide usage statistics for institutions, use of Google Scholar is clearly evident in looking at library link resolver logs. The purpose of this project is to examine users of Google Scholar with existing data from interlibrary loan transactions and library Web site click-through logs and analytics. Questions about user status and discipline, as well as behaviors related to use of other library resources, are explored.

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