scholarly journals Keeping the faith: The university experience and apostasy

2020 ◽  
Vol 50 (2) ◽  
pp. 54-70
Author(s):  
J. Paul Grayson
Keyword(s):  
Liberal Arts ◽  
College Experience ◽  
Student Body ◽  
Post Secondary ◽  
Religious Identification ◽  
Christian Students ◽  
Large Numbers ◽  
University Experience ◽  
The University ◽  
The Impact

In 1963, Glendon College, York University, located in Toronto Canada, admitted mainly Christian students of European origin to a small liberal arts program. Fifty years later the College remained small with a continuing, but less embracive, commitment to the liberal arts; however, the student body included large numbers of young adults who professed religions other than Christianity and came from backgrounds other than European.Within this context, this article focuses on the impact of the Glendon College experience on students’ religious identification and participation in religious services. Overall, I find that in the mid-sixties the College experience contributed to changes in the religious identification of students. By contrast, a half-century later, students’ post-secondary experiences were of little consequence for religiosity. One possible explanation for differences in the College effect is that because of the current racial and religious diversity of Toronto, students are more likely than in the past to confront their religious identities in high school.Keywords: liberal arts, religiosity, change, university experience.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Growing a University’s Technological Infrastructure

2011 ◽  
pp. 86-99
Author(s):  
Stephen R. Rodriguez
Keyword(s):  
Higher Learning ◽  
Maturity Model ◽  
Student Body ◽  
Technological Infrastructure ◽  
Administrative Services ◽  
Planning Models ◽  
Institutions Of Higher Learning ◽  
Strategic Plans ◽  
The University ◽  
The Impact

This chapter considers concepts, planning models, and related processes associated with infrastructure growth at institutions of higher learning. The author offers various definitions of infrastructure, describes an infrastructure maturity model, and discusses strategies and models for related strategic planning. In addition, the chapter provides portions of actual strategic plans related to infrastructure. The chapter closes with a description of how the author’s home institution has grown its technological infrastructure in order to provide required administrative services, communications, and instruction to a growing student body engaged in an expanding curriculum. The impact of infrastructure growth on the university community is also discussed.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

scholarly journals Making the mission visible: altmetrics and nontraditional publishing

2017 ◽  
Vol 33 (4) ◽  
pp. 294-304 ◽  
Author(s):  
Jennifer L. Bonnet ◽  
Marisa Méndez-Brady
Keyword(s):  
Community Outreach ◽  
Journal Articles ◽  
Content Type ◽  
Post Secondary ◽  
Scholarly Output ◽  
Scholarly Impact ◽  
Traditional Scholarship ◽  
The University ◽  
The Impact

PurposeWhereas traditional book and journal publishing remain the gold standard for many post-secondary institutions, nontraditional publishing is just as prolific at the flagship university in Maine. The university has strong land and sea grant missions that drive a broad research agenda, with an emphasis on community outreach and engagement. However, the impact of researchers’ contributions outside of academe is unlikely to be accurately reflected in promotion, tenure or review processes. Thus, the authors designed a series of altmetrics workshops aimed at seeding conversations around novel ways to track the impact of researchers’ diverse scholarly and creative outputs. Design/methodology/approachThis paper presents a case study of the instructional approach taken at the University of Maine library to facilitate discussions of alternative impact assessments that reach beyond traditional publications. FindingsEvaluations revealed an increased awareness of, and interest in, impact tracking tools that capture both traditional scholarship, like journal articles, and nontraditional scholarly and creative outputs, such as videos, podcasts and newsletters. The authors learned that altmetrics provides an entry point into a broader conversation about scholarly impact, and was best received by those whose scholarly output is not always captured by traditional metrics. Practical implications Scholars are equipped with novel methods for describing the value of their work and discovering a broader audience for their research. Future initiatives will target the needs identified through initial conversations around altmetrics. Originality/valueAltmetrics workshops provide spaces to explore the potential for new tools that capture a range of previously unconsidered measures of impact, and to discuss the implications of those measures.

scholarly journals The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Laura E Mullins ◽  
Jennifer Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
World Health ◽  
Online Classroom ◽  
Global Pandemic ◽  
University Experience ◽  
The University ◽  
The Impact

Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement. 

scholarly journals Entrepreneurial Pathways in Art

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Kaisu Tuominiemi ◽  
Scott Benzenberg
Keyword(s):  
Art World ◽  
Art Students ◽  
Art Programs ◽  
Post Secondary ◽  
Arts Programs ◽  
University Level ◽  
Studio Practices ◽  
And Performance ◽  
The University ◽  
The Impact

Art programs at the university level are often designed in a studio-based model where the curriculum objective is “high-levels of disciplinary expertise” (Hong, Essig, & Bridgstock, 2012). These programs graduate artists who, while highly proficient in creation and performance, must navigate a career market which is limited and highly competitive.  This studio model is shifting. Many arts programs at the university level are now beginning to incorporate courses which help artists as they navigate the business of the art world, but these types of interventions still neglect opportunities to fully harness artistic skillsets of art students. Arts Entrepreneurship is an emerging discipline in post-secondary education. This discipline aims address the needs of the artist while also recognizing the unique habits of mind the artist might bring into enterprise. The scope of this discipline extends beyond studio practices by considering and measuring the impact of an artists’ work. “The unique mission of arts programs and therefore a unique of arts entrepreneurship education and a defining aspect of its signature pedagogy is the practice of making art work in and for the real world” (Hong, Essig, & Bridgstock, 2012). In this discipline, artists extend the scope of their “work” beyond creation and towards practices which can future sustain an artistic venture. Arts Entrepreneurship therefore seeks to graduate artists who are able to consider and measure the scope of external impacts. The proposal here seeks to address the need of graduates in art education to pursue meaningful employment while also generating new potentials the artist’s role in wider society.

On-Campus Animal-Assisted Therapy Events

2018 ◽  
Vol 26 (6) ◽  
pp. 616-632
Author(s):  
Alisa D. McArthur ◽  
Corinne Syrnyk
Keyword(s):  
Secondary Students ◽  
Liberal Arts ◽  
Animal Assisted Therapy ◽  
Future Research ◽  
Advocacy Group ◽  
Post Secondary ◽  
Liberal Arts Institution ◽  
Before And After ◽  
Final Exams ◽  
The Impact

Abstract Post-secondary students are experiencing more stress than ever before. In an attempt to help alleviate some of this stress, animal-assisted therapy (AAT) events were held on the campus of a small liberal arts institution just prior to final exams in the Fall and Winter terms. All students were invited to mingle with dogs and handlers from a local AAT advocacy group. In Study 1, students were surveyed following the events held in the Fall and Winter and self-reported an improved mood as a result of the events as well as being extremely satisfied with the experience. Similarly, Study 2, held in the subsequent Fall, replicated the findings from Study 1. In addition, the Brief Mood Inspection Scale, administered before and after the event, found students’ mood improved on all three subscales. The implications for future research to fully assess the impact of such events on students are discussed.

Increasing Minority Student Enrollment in Counselor Education

2009 ◽  
Vol 23 (3) ◽  
pp. 183-192
Author(s):  
Mona C. Robinson ◽  
Denise Lewis ◽  
DeAnna Henderson ◽  
Carl R. Flowers
Keyword(s):  
Counselor Education ◽  
Race And Ethnicity ◽  
Minority Student ◽  
Student Enrollment ◽  
Education Student ◽  
Education Programs ◽  
Student Body ◽  
Retention Model ◽  
Post Secondary ◽  
The Impact

Counselor education programs across the country often fail to attract, enroll and graduate students in proportion that reflects the diversity of the nation. As our country's demography changes, the impact of race and ethnicity within the client-counselor relationship is likely to have greater importance and, as such, counselor education programs must ensure a diverse group of students and graduates. Accordingly, counseling programs must recruit, retain and graduate minority students. This article reviews information concerning (a) the increasing diversity within the country and, in particular, student enrollment in post-secondary educational programs; (b) the importance of having a diverse counselor education student body; and (c), a minority student recruitment and retention model currently being used by a Council on Rehabilitation Education (CORE) accredited program.

Adapting Planning Education to Changing Student Demands

1988 ◽  
Vol 8 (1) ◽  
pp. 19-23
Author(s):  
James F. Foerster ◽  
George C. Hemmens
Keyword(s):  
Degree Programs ◽  
Full Time ◽  
Student Needs ◽  
Student Body ◽  
University Of Illinois ◽  
Part Time Students ◽  
Part Time ◽  
The University ◽  
Student Demands ◽  
The Impact

The planning curriculum established at the University of Illinois at Chicago (UIC) in 1973 was designed to serve the needs of full-time students. Since then many changes have occurred both in the curriculum and in the composition of the student body, and now degree programs are jointly offered to both full-time and part-time students. This paper focuses upon program changes instituted over time in response to a changing student clientele, the impact of these changes on graduation rates, and suggestions for responding to changing student needs.

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