From Research to Action

2017 ◽  
Author(s):  
Suzanna Klaf ◽  
Katherine Kaufka Walts
Keyword(s):  
Financial Aid ◽  
Undergraduate Students ◽  
Online Survey ◽  
Colleges And Universities ◽  
Campus Ministry ◽  
Research Partnership ◽  
Staff Members ◽  
Institutional Responses ◽  
Key Staff

This chapter explores institutional responses to undocumented undergraduate students from the perspective of staff. Data from 110 key staff members (employed in admissions, financial aid, student services, campus ministry, and so on) from across all twenty-eight institutions were collected through an online survey, were analyzed, and presented in this chapter. The first section highlights the results of the survey and interviews conducted with staff at Jesuit colleges and universities. The second section presents a five-part case study of Loyola University Chicago initiatives. These initiatives were informed by the engagement of Loyola University Chicago in the research partnership, the results of which are presented, and the dissemination of the Ford-funded report composed in collaboration with Fairfield University and Santa Clara University.

scholarly journals Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning

2019 ◽  
Author(s):  
John Stoszkowski ◽  
Liam McCarthy
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Research Study ◽  
Approaches To Learning ◽  
Study Data ◽  
Learning Potential ◽  
Approach To Learning ◽  
Learning And Teaching

Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As part of a larger research study, data were collected at two UK universities, using an online survey that was intended to elicit their perceptions and experiences of a module designed using heutagogical principles. Results indicate that foundational knowledge, skills and attitude are a requirement for, and an outcome of, heutagogical learning. Potential implications for the use of heutagogical approaches to learning and teaching are discussed.

scholarly journals A cross-sectional analysis of demographic and behavioral risk factors of SARS-CoV-2 antibody positivity among a sample of U.S. college students

2021 ◽  
Author(s):  
Sina Kianersi ◽  
Christina Ludema ◽  
Jonathan T. Macy ◽  
Edlin Garcia ◽  
Chen Chen ◽  
...  
Keyword(s):  
Risk Factors ◽  
Undergraduate Students ◽  
Online Survey ◽  
Control Strategies ◽  
The United States ◽  
Romantic Partners ◽  
Colleges And Universities ◽  
Behavioral Risk ◽  
Drinking Alcohol ◽  
Cross Sectional

AbstractBackgroundColleges and universities across the United States are developing and implementing data-driven prevention and containment measures against severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection. Identifying risk factors for SARS-CoV-2 seropositivity could help to direct these efforts.ObjectiveTo estimate the associations between demographic factors and social behaviors and SARS-CoV-2 seropositivity and self-reported positive SARS-CoV-2 diagnostic test.MethodsIn September 2020, we randomly sampled Indiana University Bloomington (IUB) undergraduate students. Participants completed a cross-sectional, online survey about demographics, SARS-CoV-2 testing history, relationship status, and risk behaviors. Additionally, during a subsequent appointment, participants were tested for SARS-CoV-2 antibodies using a fingerstick procedure and SARS-CoV-2 IgM/IgG rapid assay kit. We used unadjusted modified Poisson regression models to evaluate the associations between predictors of both SARS-CoV-2 seropositivity and self-reported positive SARS-CoV-2 infection history.ResultsOverall, 1,076 students were included in the serological testing analysis, and 1,239 students were included in the SARS-CoV-2 infection history analysis. Current seroprevalence of SARS-CoV-2 was 4.6% (95% CI: 3.3%, 5.8%). Prevalence of self-reported SARS-CoV-2 infection history was 10.3% (95% CI: 8.6%, 12.0%). Greek membership, having multiple romantic partners, knowing someone in one’s immediate environment with SARS-CoV-2 infection, drinking alcohol more than 1 day per week, and hanging out with more than 4 people when drinking alcohol increased both the likelihood of seropositivity and SARS-CoV-2 infection history.ConclusionOur findings have implications for American colleges and universities and could be used to inform SARS-C0V-2 prevention and control strategies on such campuses.

scholarly journals The Experience of Online Marking and the Future Development of Online Marking Practice

2012 ◽  
Vol 3 (6) ◽  
Author(s):  
Sandra Rankin ◽  
James Demetre
Keyword(s):  
Online Survey ◽  
Social Care ◽  
Response Rate ◽  
Teaching Staff ◽  
Storage Space ◽  
Staff Members ◽  
The University ◽  
Limited Period

This case study describes a snapshot of the use and the perceptions of online marking (OM) via Turnitin within the School of Health & Social Care at the University of Greenwich. A small online survey was made available to teaching staff for a limited period of three weeks. The purpose of the survey was to informally review how staff felt about using online marking (OM) compared to paper marking. Those staff members who had already used online marking were invited to respond to three quantitative and two qualitative questions about their online marking preferences. A 28% response rate indicated that those who used online marking identified several positive aspects of OM such as handling less paper, the need for less storage space and increased quality of feedback to students.

scholarly journals Understanding and supporting safe walking with purpose among people living with dementia in extra care, retirement and domestic housing

2020 ◽  
Vol 23 (2) ◽  
pp. 37-48
Author(s):  
Julia Barrett ◽  
Simon Evans ◽  
Vanessa Pritchard-Wilkes
Keyword(s):  
Online Survey ◽  
Care Staff ◽  
Content Type ◽  
Staff Members ◽  
Culture Of Care ◽  
Scoping Literature Review ◽  
Study Sites ◽  
The Uk ◽  
Retirement Housing

Purpose The purpose this paper is to explore walking with purpose in extra care, retirement and domestic housing settings to better understand and support people living with dementia in these settings, develop recommendations and inform practice. Design/methodology/approach A mixed-methods study was used: scoping literature review; online survey of extra care and retirement housing managers in the UK; case studies involving interviews with staff and family carers (n = 14) of ten individuals who engaged in walking with purpose in the different housing settings. Findings Although residents who walk with purpose constitute a minority (0–2 residents), managing walking with purpose can be challenging and time consuming. Distraction or redirection was the most common response. Other strategies included identifying the resident’s motivations and accommodating their wishes or walking with them. Culture of care, staff training and dementia-friendly design are keys to effective support for safe walking with purpose. Responses to walking with purpose in the domestic housing settings have raised serious deprivation of liberty issues. Research limitations/implications This study had a number of limitations. The completed survey questionnaires represent a self-selected sample of extra care and retirement housing settings, and responses are based on the perceptions of the staff members completing the survey. There were a relatively small number of case study sites (three extra care housing and three retirement housing), and it was not possible to interview family members for all of the residents who walked with purpose. Originality/value This study provides unique data on walking with purpose in extra care and retirement housing setting in the UK.

College Disability Service Office Staff Members’ Autism Attitudes and Knowledge

2021 ◽  
pp. 074193252199946
Author(s):  
So Yoon Kim
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
The United States ◽  
Staff Members ◽  
Autistic People ◽  
Average Annual Cost ◽  
Attitudes And Knowledge ◽  
Underlying Mechanisms ◽  
Quality Of Contact

Disability support office (DSO) staff are responsible for providing appropriate support for an increasing population of autistic undergraduate students. A total of 153 DSO staff members in higher education institutions in the United States completed an online survey on their autism attitudes and knowledge, previous contact with autistic people, and demographic characteristics. Multiple regressions were conducted to investigate which variables uniquely predict their attitudes and knowledge. Quality of contact and education level predicted openness toward autism. Quality and quantity of contact, knowledge, and public versus private status of institutions predicted social distance toward autistic individuals. Finally, quality of contact, school size, and average annual cost predicted their knowledge. The underlying mechanisms between institutional variables and autism attitudes and knowledge need to be explored. Understanding what kinds of institutional supports and context-appropriate training should be provided to promote collaborative relationships between DSO staff and autistic students is a promising avenue for future studies.

Institutional narratives of the shift to media literacy: Interviewing New Zealand’s Office of Film and Literature Classification

2021 ◽  
Author(s):  
Claire Henry
Keyword(s):  
Media Literacy ◽  
Staff Members ◽  
Media Regulation ◽  
The Face ◽  
Contemporary Media ◽  
Key Staff ◽  
A Site ◽  
Film And Literature ◽  
Core Classification

This article presents a case study of media literacy deployment in contemporary media regulation through interviews with New Zealand’s Chief Censor and other key staff members in the Office of Film and Literature Classification. The interviews offer an account of how media literacy came to be adopted as a prominent strategy within their policy remit. This article explores how the institutional narrative reconciles their media literacy approaches and core classification work, finding four key discursive and practical strategies: integrating, expanding, reconceptualizing and reasserting relevance. The analysis also reveals how the standpoint of media as a site of potential harm shapes the meaning of media literacy in this institutional context. This case study provides insight into the utility of media literacy for contemporary media regulation, examining how a classification agency navigates change and continuity in the face of a challenging and rapidly evolving media landscape.

Does Dispositional Mindfulness Predict the Development of Grit?

2018 ◽  
Vol 39 (2) ◽  
pp. 76-87 ◽  
Author(s):  
Buaphrao Raphiphatthana ◽  
Paul Jose ◽  
Karen Salmon
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Self Report ◽  
Dispositional Mindfulness ◽  
Cross Sectional ◽  
Report Data ◽  
Self Report Data ◽  
Acting With Awareness ◽  
Mindfulness Facets

Abstract. Grit, that is, perseverance and passion for long-term goals, is a novel construct that has gained attention in recent years ( Duckworth, Peterson, Matthews, & Kelly, 2007 ). To date, little research has been performed with the goal of identifying the antecedents of grit. Thus, in order to fill this gap in the literature, self-report data were collected to examine whether mindfulness, a mindset of being-in-the-present in a nonjudgmental way, plays a role in fostering grittiness. Three hundred and forty-three undergraduate students completed an online survey once in a cross-sectional study, and of these, 74 students completed the survey again 4.5 months later. Although the cross-sectional analyses identified a number of positive associations between mindfulness and grit, the longitudinal analysis revealed that the mindfulness facets of acting with awareness and non-judging were the most important positive predictors of grit 4.5 months later. This set of findings offers implications for future grit interventions.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

scholarly journals Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry

Prospects ◽  
2021 ◽  
Author(s):  
Suzanne Lischer ◽  
Netkey Safi ◽  
Cheryl Dickson
Keyword(s):  
Mental Health ◽  
Health Status ◽  
University Students ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Online Survey ◽  
Current Situation ◽  
Distance Teaching ◽  
Learning Conditions ◽  
Support Students

AbstractThe disruption caused by Covid-19 in the educational sector may last longer than originally predicted. To better understand the current situation, this article analyses the mental health status of university students during the pandemic and investigates the learning conditions needed to support students. The sample included 557 undergraduate students who took part in an online survey. Overall, the students reported coping well during lockdown but indicated that lecturers were challenged by distance teaching, which created some stress for the students.

Comparing respondents who passed versus failed an Instructional Manipulation Check: A case study about support for climate change policies

2021 ◽  
Vol 63 (4) ◽  
pp. 408-415
Author(s):  
Maria Rubio Juan ◽  
Melanie Revilla
Keyword(s):  
Climate Change ◽  
External Validity ◽  
Structural Equation ◽  
Online Survey ◽  
Equation Modeling ◽  
Manipulation Check ◽  
Climate Change Policies ◽  
Instructional Manipulation ◽  
Using Data

The presence of satisficers among survey respondents threatens survey data quality. To identify such respondents, Oppenheimer et al. developed the Instructional Manipulation Check (IMC), which has been used as a tool to exclude observations from the analyses. However, this practice has raised concerns regarding its effects on the external validity and the substantive conclusions of studies excluding respondents who fail an IMC. Thus, more research on the differences between respondents who pass versus fail an IMC regarding sociodemographic and attitudinal variables is needed. This study compares respondents who passed versus failed an IMC both for descriptive and causal analyses based on structural equation modeling (SEM) using data from an online survey implemented in Spain in 2019. These data were analyzed by Rubio Juan and Revilla without taking into account the results of the IMC. We find that those who passed the IMC do differ significantly from those who failed for two sociodemographic and five attitudinal variables, out of 18 variables compared. Moreover, in terms of substantive conclusions, differences between those who passed and failed the IMC vary depending on the specific variables under study.

Sign in / Sign up

Export Citation Format

Share Document