Examining the Inclusivity of Parent and Family College Orientations

Within higher education, students’ parents and families are representative of more diverse family configurations (Redding, Murphy, & Sheley, 2011) with multiple forms of involvement and engagement. Inclusive programming for college students’ families creates an environment for a range of opportunities to further strengthen familial relationships that are known to contribute to enhanced college transition and success for students (Carney-Hall, 2008; Kiyama & Harper, 2015).

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Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

Higher Education Studies ◽

10.5539/hes.v9n4p33 ◽

2019 ◽

Vol 9 (4) ◽

pp. 33

Author(s):

Patricia A. Lowe

Keyword(s):

Higher Education ◽

College Students ◽

Test Anxiety ◽

Factor Structure ◽

Validity Evidence ◽

Factor Analyses ◽

Education Students ◽

Invariance Testing ◽

Males And Females ◽

Anxiety Questionnaire

Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.

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Interpreting Rural Students’ Stories of Access to a Flagship University

The Rural Educator ◽

10.35608/ruraled.v40i1.530 ◽

2019 ◽

Vol 40 (1) ◽

Author(s):

Anna-Margaret Goldman

Keyword(s):

Higher Education ◽

College Students ◽

Family Support ◽

Rural Students ◽

Education Students ◽

Digital Stories ◽

Computer Based ◽

Flagship University ◽

Rural College ◽

Persistence Factors

Access has been an ongoing issue for rural students. In this study, I examined factors that have been proven barriers and supports for rural students. Rural college students who were part of the TRiO program at a flagship university shared barriers and supports to access higher education. Students talked about their college journeys by telling digital stories, using computer-based tools to create narratives. On-campus resources, family support, finding a place to belong in college, and self-efficacy proved to be important access and persistence factors for students.

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Teach Me In The Way I Learn: Education And The Internet Generation

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v4i4.1613 ◽

2011 ◽

Vol 4 (4) ◽

Cited By ~ 1

Author(s):

Russell Baker ◽

Erika Matulich ◽

Raymond Papp

Keyword(s):

Higher Education ◽

College Students ◽

Learning Styles ◽

20Th Century ◽

The Internet ◽

Education Students ◽

Traditional Lectures ◽

Mp3 Players ◽

The Way

College students learn differently than their professors. This disconnect between learning styles is not a new problem, however the problem has been magnified by the technology driven environment which exists in contemporary higher education. Students who grew up using computers and Playstations while surfing MySpace blogs and listening to their MP3 players are frequently neither receptive to traditional lectures nor able to relate to examples based on 20th century technologies. Numerous tools and technologies, however, can be used effectively to teach college students. This paper discusses several methods of addressing this disconnect through both pedagogical technique and classroom technologies.

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