Campus Environments for Gay, Lesbian, and Bisexual Students at Southeastern Institutions of Higher Education

NASPA Journal ◽  
1998 ◽  
Vol 36 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Tina K. McRee ◽  
Diane L. Cooper
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Campus Climate ◽  
Academic Support ◽  
Student Organizations ◽  
Institutions Of Higher Education ◽  
Regional Survey ◽  
And Bisexual

The authors report findings of a regional survey project which assessed the current support services provided to gay, lesbian, and bisexual students and student organizations at NASPA Region III institutions. Campus climate for gay, lesbian, and bisexual students was also assessed based on academic support and resources provided to student organizations, along wth data on bias-related incidents and institutional non-discrimination statements.

scholarly journals Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa

2019 ◽  
Vol 14 (3) ◽  
pp. 376-393
Author(s):  
David Jeffery ◽  
David Johnson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Support Services ◽  
Student Support Services ◽  
Academic Support ◽  
Student Support ◽  
Ethnographic Study ◽  
Educational Institutions ◽  
Unexpected Finding ◽  
Participation In Higher Education

This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.

scholarly journals Compliance with Policies and Guidelines on Student Affairs and Services

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Dexter Paul D. Dioso
Keyword(s):  
Higher Education ◽  
Quality Of Service ◽  
Student Affairs ◽  
Support Services ◽  
Academic Support ◽  
Development Program ◽  
Management Development ◽  
Significant Difference ◽  
Positive Learning Environment

This mixed methods sequential explanatory research examined the extent of compliance with the Policies and Guidelines on Student Affairs and Services.  The instrument was adapted from the framework of the Philippine Commission on Higher Education CMO 9, series of 2013.  The results revealed a high extent of compliance where the provisions of Student Affairs and Services are complied moderately extensive and are functioning well. There was no significant difference in the assessments between the implementers and recipients. Student affairs and services addressed the needs and interests of the students through the quality of service delivery and the opportunities to develop their academic and extra-curricular interests. They provided opportunities for the conduct of activities, discipline, and other services that promote a positive learning environment and the formation of values. The result of the study was the basis for the Management Development Program to attain the best quality of academic support services.

Campus Climate and the Theory of Gender Performativity

2019 ◽  
pp. 226-242
Author(s):  
Aaron Samuel Zimmerman ◽  
Andrew S. Herridge
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Institutions Of Higher Education ◽  
Gender Performativity ◽  
Social Construct ◽  
Experimental Performance ◽  
Recruitment Methods ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Measurement Tools

The objective of this chapter is to outline the theory of gender performativity and to discuss its implications for researchers and policymakers in higher education. This chapter will examine the manner in which the measurement tools and recruitment methods utilized by research in higher education may serve to reinforce particular ontological assumptions about gender. If institutions of higher education aspire to serve their diverse student populations as inclusively as possible, it may be valuable for researchers and policymakers to consider the notion that gender is a social construct that is continually open to experimental performance.

Bibliographical Analysis of Artificial Intelligence Learning in Higher Education

2021 ◽  
pp. 36-52
Author(s):  
Mohammed Ali ◽  
Mohammed Kayed Abdel-Haq
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Adaptive Systems ◽  
Quantitative Methods ◽  
Intelligent Tutoring ◽  
Academic Support ◽  
Empirical Studies ◽  
Tutoring Systems ◽  
Assessment And Evaluation ◽  
Administrative Services

This chapter provides an overview of research on AI applications in higher education using a systematic review approach. There were 146 articles included for further analysis, based on explicit inclusion and exclusion criteria. The findings show that Computer Science and STEM make up the majority of disciplines involved in AI education literature and that quantitative methods were the most frequently used in empirical studies. Four areas of AI education applications in academic support services and institutional and administrative services were revealed, including profiling and prediction, assessment and evaluation, adaptive systems and personalisation, and intelligent tutoring systems. This chapter reflects on the challenges and risks of AI education, the lack of association between theoretical pedagogical perspectives, and the need for additional exploration of pedagogical, ethical, social, cultural, and economic dimensions of AI education.

Disability Support Services in Higher Education: An Extension of the Rehabilitation Process

1996 ◽  
Vol 27 (3) ◽  
pp. 54-59 ◽  
Author(s):  
Annemarie Carroll ◽  
Claudia E. Johnson Bown
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Support Services ◽  
Rehabilitation Counseling ◽  
Academic Support ◽  
Academic Support Services ◽  
Rehabilitation Process ◽  
Disability Support Services ◽  
Disability Support ◽  
Comprehensive Services

In recent years, the number of students in higher education who are requesting services, from university offices of Disability Support Services (DSS) has increased dramatically, While surveys suggest that the majority of DSS offices are providing academic support services to their students with disabilities, these services, while necessary, are not sufficient to address the needs of these students in a holistic fashion. This article will discuss ways in which the philosophy of rehabilitation counseling can be utilized to assist the DSS office in providing more comprehensive services, with the goal of increasing the students' functioning to the highest level possible in all areas of their lives. Through adherence to this philosophy, the DSS office can become an effective extension of the rehabilitation process to students with disabilities.

White Institutional Presence: The Impact of Whiteness on Campus Climate

2010 ◽  
Vol 80 (4) ◽  
pp. 464-490 ◽  
Author(s):  
Diane Lynn Gusa
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Cultural Practices ◽  
Institutions Of Higher Education ◽  
Predominately White Institutions ◽  
Predominately White ◽  
Cultural Ideology ◽  
Higher Education Retention ◽  
Education Retention ◽  
The Impact

In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology,Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement,and White blindness.

scholarly journals IMPROVING STUDENT GUIDANCE PROGRAMMES AT LATVIA ’ S INSTITUTIONS OF HIGHER EDUCATION

2015 ◽  
Vol 1 ◽  
pp. 285
Author(s):  
Agita Šmitiņa
Keyword(s):  
Higher Education ◽  
Support System ◽  
Support Services ◽  
Higher Education Institutions ◽  
Guidance System ◽  
Institutions Of Higher Education ◽  
Research Project ◽  
Systematic Analysis ◽  
Individual Level ◽  
Student Guidance

The aim of this study is to outline possibilities to improve and develop the student guidance system at Latvia’s higher education institutions, linking these to the main principles of management sciences. Certain problems and weaknesses related to the existing student guidance and support system at Latvian universities have been analysed. The results of a research project aimed at determining the needs of students of guidance showed that the services are very much appreciated among them. The author of this paper offers a series of suggestions and recommendations as to improve student guidance and support services at Latvia’s institutions of higher education. With an eye toward improving these systems, the author proposes the implementation of systematic analysis of the student guidance system, as well as implementation of the results at the national, institutional and individual level.

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