scholarly journals Special Consideration in Post-Secondary Institutions: Trends at a Canadian University

2015 ◽  
Vol 45 (4) ◽  
pp. 261-282
Author(s):  
Joelle Zimmermann ◽  
Stuart B Kamenetsky ◽  
Syb Pongracic
Keyword(s):  
Economic Status ◽  
Demographic Variables ◽  
Special Consideration ◽  
Full Time ◽  
Grade Point ◽  
Post Secondary ◽  
Request Rate ◽  
Part Time ◽  
University Officials ◽  
Course Difficulty

This study examined trends in the practice of granting special consideration for missed tests and late papers in colleges and universities. We analyzed a database of 4,183 special consideration requests at a large Canadian university between 1998 and 2008. Results show a growing rate of requests per enrolment between 2001 and 2007. Although university officials and faculty are concerned that request making is excessive, an in-depth investigation of request making by the number of requests per student, request rate by course difficulty, grade point average, and illness-related work absences in the general population fails to support suspicions of dishonest behaviour. Furthermore, demographic variables—aside from part-time versus full-time student status, and to a lesser degree socio-economic status—do not distinguish students who made frequent requests from those who made few. We discuss potential explanations for the increase in requests for special consideration.  

scholarly journals Critical Thinking and Its Relevant Factors among Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 23
Author(s):  
Hou Yongmei
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Economic Status ◽  
Personal Characteristics ◽  
General Information ◽  
Full Time ◽  
Part Time ◽  
Four Levels ◽  
Thinking Disposition ◽  
Relevant Factors

To explore the present status of Critical thinking and its relevant factors among undergraduates.A stratified random sampling was used to select 1013 undergraduates from 7 full-time colleges in Guangdong province. They were investigated with California Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and a Self-Compiled Personal General Information Questionnaire. ⑴ The total score of CTDI-CV was (254.16±38.80). The undergraduates in the four levels of critical thinking of comprehensive strong, relatively strong, contradictory scope and serious opposition accounted for 1.78%, 5.31%, 87.4% and 5.51% of this group, respectively. (2) Multiple stepwise linear regression showed that the total score of CTDI-CV was positively correlated with the following 10 factors such as grade, family economic status, part-time experience, the teaching method used most commonly, like reading logic books, like reading reviews or essays, father’s warmth, mother’s warmth, openness and responsibility (β=.142 to .701，all P<.05). The following 5 factors such as father’s negation, father’s overprotection, mother’s negation, mother’s overprotection and neuroticism were negatively correlated with the total score of CTDI-CV (β=-.381 to -. 616, all P < 0.05). The overall level of critical thinking among undergraduates is relatively low. College Students' critical thinking may be related to many factors such as family rearing, school education and personal characteristics.

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

2020 ◽  
pp. 152102512091269
Author(s):  
Lynn M. Boettler ◽  
Ruth A. Goldfine ◽  
Don W. Leech ◽  
Gerald R. (Jerry) Siegrist
Keyword(s):  
Academic Performance ◽  
Learning Community ◽  
Grade Point Average ◽  
Retention Rate ◽  
Analysis Of Covariance ◽  
First Year ◽  
Full Time ◽  
Grade Point ◽  
Part Time ◽  
First Year Seminars

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention.

scholarly journals Using administrative data to examine mental health service use among post-secondary students in Alberta, Canada

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Navjot Lamba ◽  
Robert Jagodzinski
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Service ◽  
Health Services ◽  
Secondary Students ◽  
Service Use ◽  
Full Time ◽  
Post Secondary ◽  
Part Time ◽  
Post Secondary Students

IntroductionPoor mental health among post-secondary students has been on the rise, and as such, has become a growing concern for the Alberta government. Alberta’s major post-secondary institutions have emphasized the need for evidence that would improve mental health supports for students troubled by mental health issues. Objectives and ApproachResponding to the need for evidence, the Child and Youth Data Laboratory profiled the socio-demographic characteristics (sex, socio-economic status, etc) of students who used mental health services between 2005/06 and 2010/11. In addition, using linked administrative data from a range of government programs, the profiles provide new data on the program involvement of post-secondary students who used mental health services, including educational achievement in high school, high cost health service use, the presence of chronic conditions, injury diagnoses, disability status, justice system involvement, income support, and type of mental health condition. ResultsOver the study period, 7% (~6,000) of post-secondary students received mental health services. Of those, between 11 and 13% were high cost health service users, ~20% received an injury diagnosis, and ~15% had a chronic condition. These proportions were higher compared to the proportions among students who did not receive mental health services. Rates of income support service use, corrections involvement, and students with disabilities were higher compared to students not receiving mental health services. A greater proportion of Canadian students (between 6.5% and 7.1%) compared to non-Canadian students (between 3.4% and 4.1%) received mental health services. In 2010/11, a greater proportion of part-time compared to full-time students were diagnosed with an anxiety disorder (3.4%, part-time; 2.3% full-time) or depression (4.0% part-time; 2.3% full-time). Conclusion/ImplicationsEvidence produced from linked administrative data offers a unique understanding of students who use mental health services, particularly in terms of their government program involvement. This new evidence can be used, for example, to determine if mental health service needs are different for Canadian versus non-Canadian students, or for full-time versus part-time students.

STUDENTS' SELF-REPORTS OF HELP-SEEKING: THE IMPACT OF PSYCHOLOGICAL PROBLEMS, STRESS, AND DEMOGRAPHIC VARIABLES ON UTILIZATION OF FORMAL AND INFORMAL SUPPORT

1999 ◽  
Vol 27 (2) ◽  
pp. 109-128 ◽  
Author(s):  
J. M. Oliver ◽  
Cynthia K. S. Reed ◽  
Barry M. Katz ◽  
James A. Haugh
Keyword(s):  
Alcohol Abuse ◽  
Help Seeking ◽  
International Student ◽  
Demographic Variables ◽  
Psychological Problems ◽  
Full Time ◽  
Midwestern University ◽  
Self Reports ◽  
Part Time ◽  
The Impact

Undergraduates (N = 248) at a private, midsize, Midwestern university provided self-reports of their psychological problems; stress; demographic variables; and people to whom they talked when they had problems. Help sources ranged from natural to formal support. Three patterns of psychological problems emerged: internalized distress; alcohol abuse; and dysfunctional eating. Demographic variables included, but were not limited to; gender, age, class, international student status, ethnicity, major, religion, residence, and parental income. Neither levels of psychological problems nor stress had much relation to self-reported talking, although internalized distress predicted talking to a counselor. Many demographic variables, particularly gender, international student status, ethnicity, full-time versus part-time status, and major, predicted talking to help sources. Females acknowledged talking more frequently, but genders showed the same preferences for help sources. Results raise issues of helping students, particularly those with alcohol abuse or eating problems, through either arenas or personnel which are nontraditional.

An assessment of grower perceptions and factors influencing adoption of IPM in commercial cranberry production

2007 ◽  
Vol 22 (2) ◽  
pp. 134-144 ◽  
Author(s):  
G. Blake ◽  
H.A. Sandler ◽  
W. Coli ◽  
D.M. Pober ◽  
C. Coggins
Keyword(s):  
Response Rate ◽  
Common Factor ◽  
Economic Benefits ◽  
Demographic Variables ◽  
Environmental Benefits ◽  
Farm Size ◽  
Work Status ◽  
Full Time ◽  
Part Time ◽  
Research And Education

AbstractA survey was developed and distributed to the Massachusetts cranberry grower community in 1999 to identify biological, educational, social and political barriers to the adoption of available integrated pest management (IPM) practices. The response rate for the 450 growers who received the survey was 54%. Approximately 80% of respondents claimed to practice IPM frequently and 16% identified themselves as occasional practitioners. Most growers practiced IPM because they agreed with IPM philosophy (80%) and believed it had environmental benefits (73%). Ninety-two percent agreed that more IPM-related research and education programs would encourage them to adopt practices they are not currently using. A significant percentage of respondents used multiple IPM component practices, with practices involving monitoring and detection of pests along with judicious use of pesticides being most common. Factor analysis was used to condense 104 potential responses to 22 factors, which were then used as predictors with six demographic variables (IPM adoption, education level, age, experience, farm size and work status). Demographic factors influenced a grower's tendency to incorporate IPM into routine farm activities. Full-time, highly experienced growers in charge of large operations tended frequently to use more IPM practices than less experienced growers who worked part-time and managed smaller farms. A large proportion of respondents agreed that IPM can reduce pesticide residues in food (92%) and the environment (96%), and can help to preserve beneficial insects (96%). Although many growers held the perception that IPM can pose measurable economic risk (and subsequently act as a barrier to adoption), growers appeared to feel less strongly about the economic benefits than potential environmental ones.

scholarly journals A COMPARISON OF THE TEACHING PRACTICES OF NOVICE EDUCATORS IN ENGINEERING AND OTHER POST-SECONDARY DISCIPLINES

2020 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Student Engagement ◽  
Skill Acquisition ◽  
Teaching Practices ◽  
Worked Examples ◽  
Full Time ◽  
Post Secondary ◽  
Education Experience ◽  
Part Time ◽  
Faculty Surveys ◽  
Novice Educators

There is a perception in higher education that engineering educators teach differently than those in other disciplines. Surveys of student engagement consistently rank the undergraduate engineering experience lowest among ten disciplines, as do faculty surveys of student engagement. These results suggest there is opportunity and need to improve the engineering education experience.  This research sets out to identify differences in the teaching practices of beginning engineering educators from those in other disciplines. Using the Dreyfus and Dreyfus model of skill acquisition as a framework, this study examines institutional data collected during four consecutive terms of mandatory teaching observations of new full-time and selected part-time instructors.  Descriptive statistics found that the performance of novice educators in engineering-related disciplines did rank lowest overall compared to all other disciplines. This analysis also found that there is little difference in the teaching practices of novice engineering educators from those of their more experienced colleagues. Thematic analysis found that traditional engineering classroom practices such as lecture and worked examples are common, and could be enhanced by including opportunities for meaningful active learning.  These results can inform both engineering educators and those responsible for their educational development about the common teaching practices of novice instructors and will be useful in shaping the professional development opportunities offered to engineering educators. 

scholarly journals The Effects of Gender and Parental Education on Participation Within Post-Secondary Education in the 1970s and 1980s

1989 ◽  
Vol 19 (1) ◽  
pp. 49-62
Author(s):  
Neil Guppy ◽  
Krishna Pendakur
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Parental Education ◽  
Family Background ◽  
Full Time ◽  
Post Secondary Education ◽  
Factors Affecting ◽  
Post Secondary ◽  
Part Time ◽  
The Impact

Knowledge of factors affecting access to post-secondary education is growing, but we know much less about influences shaping patterns of study within higher education. This paper explores the impact of gender and parental education on student decisions to study part-time or full-time, to choose college or university, and to enroll in different fields of study. These issues are examined using representative national samples of Canadian students from 1974-75 and 1983-84. We demonstrate that both gender and family education play decisive roles in influencing patterns of participation in higher education and that the effects of family background differ significantly between women and men.

Job Status and Employees' Responses: Effects of Demographic Characteristics

1984 ◽  
Vol 55 (1) ◽  
pp. 323-328 ◽  
Author(s):  
Alan J. Dubinsky ◽  
Steven J. Skinner
Keyword(s):  
Job Satisfaction ◽  
Work Motivation ◽  
Demographic Variables ◽  
Demographic Characteristics ◽  
Full Time ◽  
Job Tenure ◽  
Job Status ◽  
Task Identity ◽  
Part Time ◽  
Rated Performance

Differences in attitudinal responses of part-time and full-time employees have been described in prior investigations which, however, generally did not control statistically for demographic variables. Some researchers contend that the results may be spurious. This paper reports differences between 74 part-time and 83 full-time retail department store employees' role perceptions, general job satisfaction, internal work motivation, organizational commitment, task perceptions, and self-rated performance. Differences, assessed while controlling for age, sex, job tenure, and education, suggest that job status is related to employees' variety, autonomy, task-identity, and self-rated performance when controls for demographic variables are appropriate.

scholarly journals Alternative and independent: The universe of technology-related “bootcamps”

2019 ◽  
Author(s):  
Caren A Arbeit ◽  
Alexander Bentz ◽  
Emily Forrest Cataldi ◽  
Herschel Sanders
Keyword(s):  
Public Discourse ◽  
Mode Of Delivery ◽  
The United States ◽  
Workforce Training ◽  
Full Time ◽  
Skilled Workers ◽  
Post Secondary ◽  
Part Time ◽  
The Universe ◽  
Classification Structure

In recent years, nontraditional workforce training programs have proliferated inside and outside of traditional post-secondary institutions. A subset of these programs, bootcamps, advertise high job placement rates and have been hailed by policymakers as key to training skilled workers. However, few formal data exist on the number, types, prices, location, or other descriptive details of program offerings. We fill this void by studying the universe of bootcamp programs offered as of June 30, 2017. In this report, we discuss the attributes of the 1,010 technology-related programs offered in the United States, Canada, and online. We find more diversity among bootcamp providers and programs than would be expected from public discourse. This primarily relates to the mode of delivery (online vs. in person), intensity (part time/full time), cost, and program types. Based on the data we collected, we present a classification structure for bootcamps focused on five distinct program types.

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