Stability of Assistance Needed in Learning by the Student Body of an Adult College

1983 ◽  
Vol 53 (1) ◽  
pp. 93-94
Author(s):  
David E. Suddick ◽  
Lee F. Owens ◽  
Burton A. Collins
Keyword(s):  
Master's Level ◽  
Student Body ◽  
Student Groups ◽  
Learning Assistance ◽  
Entering Students ◽  
Continuing Students ◽  
Level Student ◽  
Over Time

Needs for learning assistance of an adult upper-division Master's level student body were found to be stable over time and similar for continuing and entering students. The findings were based upon three student groups: 994 continuing students sampled in 1980, 1061 continuing students sampled in 1982, and 333 newly admitted students sampled in 1982. The percentage of degree-seeking students in each year was 37% in 1980 and 52% in 1982. These groups were representative of the student body, and there was minimum overlap of the 1980 and 1982 groups of continuing students.

scholarly journals Addressing Common Concerns about Online Student Ratings of Instruction: A Research-Informed Approach

2017 ◽  
Vol 46 (4) ◽  
pp. 115-131
Author(s):  
Laura R. Winer ◽  
Lina Di Genova ◽  
Andre Costopoulos ◽  
Kristen Cardoso
Keyword(s):  
Student Ratings ◽  
Student Body ◽  
Online Student ◽  
Student Responses ◽  
Student Ratings Of Instruction ◽  
Student Academic Performance ◽  
Final Exams ◽  
Academic Units ◽  
Canadian Research ◽  
Over Time

Concerns over the usefulness and validity of student ratings of instruction (SRI) have continued to grow with online processes. This paper presents seven common and persistent concerns identified and tested during the development and implementation of a revised SRI policy at a Canadian research-intensive university. These concerns include bias due to insufficient sample size, student academic performance, polarized student responses, disciplinary differences, class size, punishment of rigorous instructor standards, and timing of final exams. We analyzed SRI responses from two mandatory Likert scale questions related to the course and instructor, both of which were consistent over time and across all academic units at our institution. The results show that overall participation in online SRIs is representative of the student body, with academically stronger students responding at a higher rate, and the SRIs, themselves, providing evidence that may moderate worries about the concerns.   

Building Creative Scientists in the Classroom Laboratory: Applications for Animal Behavior Experiments

2011 ◽  
Vol 73 (4) ◽  
pp. 228-231 ◽  
Author(s):  
Justin R. Lamanna ◽  
Perri K. Eason
Keyword(s):  
Animal Behavior ◽  
Student Groups ◽  
Students First ◽  
Laboratory Teaching ◽  
Reasoning Skills ◽  
Classroom Laboratory ◽  
Level Student

In this animal behavior laboratory, designed to promote a discovery-based approach to laboratory teaching, students first observe the study organism, which gives them the opportunity to decide what behaviors interest them. They work collaboratively to develop their own hypotheses, which can range from simple to complex depending on the course's level. Student groups then design and run experiments to test their hypotheses. At the end of the exercise, the groups present their results to their peers, who are given time to ask questions. This kind of flexible, student-led exercise develops students' reasoning skills and ability to think creatively.

Self-reported school demands and psychosomatic problems among adolescents – changes in the association between 1988 and 2011?

2017 ◽  
Vol 47 (2) ◽  
pp. 174-181 ◽  
Author(s):  
Karina Nygren ◽  
Curt Hagquist
Keyword(s):  
Multinomial Logistic Regression ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Student Groups ◽  
Individual Level ◽  
Psychosomatic Problems ◽  
Data Collections ◽  
The Impact ◽  
The Relationship ◽  
Over Time

Aims: The aim of the present study was to examine changes over time in the relationship between self-reported school demands and psychosomatic problems, also considering the impact of student influence and teacher support. Methods: Data from a cross-sectional study (Young in Värmland) including eight data collections (1988–2011) among Swedish students aged 15–16 were used ( n = 20,115). Analyses with multinomial logistic regression and descriptive statistics were applied. Results: Between 1988 and 2011, the proportions of students with a higher degree of psychosomatic problems increased, as did the proportion of students experiencing school demands that were too high. Finer-level analyses based on stratification of student groups did not show any associations at the aggregated level between increases of school demands and psychosomatic problems. Similarly, individual level analyses showed that the strength of the association between school demands and psychosomatic problems was not affected by year of investigation. Conclusions: Changes in school demands over time could not explain the increasing trend in psychosomatic problems among adolescents. Since the relationship between school demands and psychosomatic problems is strong across time, there is, however, a continued need for school-based interventions. More studies are required to gain further understanding of adolescent mental health from a trend perspective.

scholarly journals University Students’ Demotivation in Learning Second Languages

2020 ◽  
Vol 1 ◽  
pp. 28-53
Author(s):  
Giuseppe D'Orazzi
Keyword(s):  
Second Language ◽  
University Students ◽  
Early Stage ◽  
Douglas Fir ◽  
Levels Of Analysis ◽  
Second Languages ◽  
Continuing Students ◽  
One Year ◽  
Over Time ◽  
Australian Universities

Prior studies report a tendency of university students in Australia to quit their beginner level second language (L2) courses at an early stage (Martín et al., 2016; Nettelbeck et al., 2007). Demotivational patterns are meta-analyzed to understand what hampers the interest in learning French, German, Italian and Spanish of continuing students, discontinuing students, and quitters over one year of studies at Australian universities. Such a distinction across categories of students is offered in line with Martín et al.’s (2016) research. Demotivators are structured on three levels of analysis drawing on Gruba et al.’s (2016) and The Douglas Fir Group’s (2016) frameworks, which encapsulate three levels of analysis, specifically micro, meso and macro. Findings suggest that beginner L2 students in Australia are demotivated by all three levels of analysis in very dynamic and interchangeable ways. Students were found to concurrently experience very different degrees of demotivation over time.

scholarly journals Informing Young Girls about the Risk of HPV Infection in Developing Cervical Cancer and Preventing

2022 ◽  
Vol 5 (1) ◽  
pp. 9
Author(s):  
Genta Nallbani ◽  
Lindita Agolli
Keyword(s):  
Cervical Cancer ◽  
Sexually Transmitted Infection ◽  
Hpv Infection ◽  
Master's Level ◽  
Transmitted Infection ◽  
Sexually Transmitted ◽  
Young Girls ◽  
Awareness Campaigns ◽  
History Of ◽  
Level Student

This study aims to provide detailed information about HPV as a widespread sexually transmitted infection, which is considered one of the most important factors in the occurrence of cervical cancer in young girls,emphasizing the connection between infection.Participants were 126 randomly choosed young girls at the master's level student at Sport University of Tirana.Date were collected using a questionnaire investigating risk factors as well as knowledge on this sexually transmitted infection of HPV where through a descriptive and informative letter which was distributed to all girls participating in this study.From this study it was observed that a significant number of them were aware of the virus and ways of transmission 81 girls (64.28%),of which 22 girls (17.46%) had in hearing that it was a sexually transmitted virus, 11 girls (8.73%) had read that this virus could cause cervical cancer, 9 (7.14%) of whom had heard of an HPV-related vaccine,while 3 of them (2.39) refused to complete this questionnaire.From the data collected in this study it was noticed that information and awareness campaigns should be carried out immediately for this age group as the most at risk in relation to sexually transmitted infections and in particular HPV,enabling in this form the ability to care more specifically for their health thus preventing very dangerous pathologies such as cervical cancer.However for this aspiration to be realized,in practice requires a greater understanding on the part of these young girls of the natural history of early HPV infection and its role in creating cervical epithelial abnormalities.

scholarly journals A Semester-long Student-directed Research Project Involving Enzyme Immunoassay: Appropriate for Immunology, Endocrinology, or Neuroscience Courses

2007 ◽  
Vol 6 (4) ◽  
pp. 332-342 ◽  
Author(s):  
Sharon Ramos Goyette ◽  
Jane DeLuca
Keyword(s):  
Immune Function ◽  
Salivary Cortisol ◽  
Group Project ◽  
Research Project ◽  
Student Groups ◽  
Enzyme Immunoassays ◽  
Designed Experiment ◽  
Directed Research ◽  
The Relationship ◽  
Over Time

The following project aimed at promoting integrated and long-lasting learning is described for an Immunology course, but it may be adapted to other disciplines. Students were asked to develop and carry out a research project to examine the relationship between immune function and stress. The experiments were required to include the assessment of salivary cortisol and salivary IgA (sIgA) with enzyme immunoassays. All other aspects of the experiments were developed by student groups with appropriate guidance from the instructor. Data are presented for one group project that assessed the effect of music on cortisol and sIgA. Overall levels of sIgA and cortisol were consistent with reported values. Students found a significant decrease in cortisol over time. Additionally, there was a trend that supported the overall student hypothesis regarding the effect of stress and immune function. Compared with the same Immunology course that included an instructor-designed experiment using enzyme immunoassays for cortisol and sIgA, several assessments (e.g., final grades and comments on student evaluations) show that overall learning seemed to be much better in the course with the student-directed research project.

Using Primary Sources to Achieve Pedagogical Goals in Sociology and Political Science at the Brooklyn College Archives

Collections ◽  
2019 ◽  
Vol 15 (2-3) ◽  
pp. 190-211
Author(s):  
Colleen Bradley-Sanders
Keyword(s):  
New York ◽  
Political Science ◽  
Liberal Arts ◽  
Brooklyn College ◽  
Lessons Learned ◽  
Primary Sources ◽  
Student Body ◽  
Student Groups ◽  
University Archives ◽  
Pedagogical Goals

This article considers archival collections as a teaching tool by sociology and political science faculty at Brooklyn College, a senior college of the City University of New York known for its diverse student body and broad range of degree programs from liberal arts to business and science. Since 2012, the papers of a sociologist, an activist, campus student groups, and a boxing enthusiast have been utilized by faculty for their courses with varying goals and expectations. The author examines why classes were brought to the Archives, the pedagogical goals of the professors, what sorts of assignments came from the introduction to primary sources, and also discusses how successful class visits were created and the factors that were common to less successful uses of the archival resources. Next steps with respect to improving and expanding the use of the Archives by faculty are noted, as are the benefits to the students, faculty members and the Archives. The lessons learned by the archival staff are not unique to Brooklyn College and may be of interest to other college and university archives.

scholarly journals Are Economists Different, and If So, Why?

1991 ◽  
Vol 5 (2) ◽  
pp. 171-177 ◽  
Author(s):  
John R Carter ◽  
Michael D Irons
Keyword(s):  
Graduate Students ◽  
Public Economics ◽  
Free Riding ◽  
Economic Incentives ◽  
Behavioral Difference ◽  
Student Groups ◽  
Economics Students ◽  
Self Interest ◽  
Interest Model ◽  
Over Time

Do economists behave differently from noneconomists? Some evidence suggests they do. In a well-known 1981 study in the Journal of Public Economics, Gerald Marwell and Ruth E. Ames found that free riding was significantly greater among a group of economics graduate students than among other student groups in their experiments. Marwell and Ames offered two conjectures for why economics students might in fact behave differently. First, students who are particularly concerned with economic incentives might self-select into economics. In addition, or alternatively, economics students might adapt their behavior over time to the basic axioms of the theories they study. These conjectures may be called respectively the selection and learning hypotheses. In this paper we explore whether Marwell and Ames' result is robust—whether economists are indeed different. In particular, we use a simple ultimatum bargaining experiment to test whether economics students behave more in accordance with predictions of the rational/self-interest model of economics. Finding that a behavioral difference does exist, we then conduct tests to discriminate between the selection and learning hypotheses.

The Effects of Gentrification on Neighborhood Public Schools

2013 ◽  
Vol 12 (3) ◽  
pp. 238-259 ◽  
Author(s):  
Micere Keels ◽  
Julia Burdick–Will ◽  
Sara Keene
Keyword(s):  
Public Schools ◽  
First Grade ◽  
The United States ◽  
School Level ◽  
Individual Student ◽  
Student Body ◽  
Relative Growth ◽  
Socioeconomic Changes ◽  
The Individual ◽  
Level Student

Gentrification is generally associated with improvements in neighborhood amenities, but we know little about whether the improvements extend to public schools. Using administrative data (from spring 1993 to spring 2004) from the third largest school district in the United States, we examine the relationships between gentrification and school–level student math and reading achievement, and whether changes in the composition of the student body account for any changes in achievement. After testing several alternative specifications of gentrification, we find that, in Chicago, gentrification has little effect on neighborhood public schools. Neighborhood public schools experience essentially no aggregate academic benefit from the socioeconomic changes occurring around them. Furthermore, they may even experience marginal harm, as the neighborhood skews toward higher income residents. For the individual student, starting first grade in a school located in a gentrifying neighborhood has no association with the relative growth rate of their test scores over their elementary school years.

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