An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

<p style="text-align: justify;">The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.</p>

Ethnocentrism and University Students in Ethiopia (1995–2018)

Since 1995 and until it apparently eased with the coming of Prime Minister Abiy Ahmed, ethnicity has become the dogmatic principle of the country for its social and political policies. Consequently, it has permeated through university campuses and affected relationships among students belonging to different ethnic groups. This study makes a micro-sociological ethnographic description and analysis of different “sites” of student interactions in curricular activities such as in classroom learning, extracurricular activities such as sporting, and service deliveries such as common residential compounds and dining halls at Addis Ababa University’s Main Campus.

Acoustical Environment Studies in the Modern Urban University Campuses

The quality of the acoustic environments at Xi’an Jiatong-Liverpool University (XJTLU) and Soochow University (Dushuhu Campus, SUDC) in Suzhou City were investigated in the present work through real-time noise level measurements and questionnaire surveys. Before commencing the measurements and surveys, these two campuses’ sound sources were summarized and classified into four categories through on-site observation: human-made, machinery, living creatures, and natural physical sounds. For the zones near the main traffic road, with a high volume of crowds and surrounded by a park, sound from road vehicles, humans talking, and birds/insects were selected by the interviewees as the major sound sources, respectively. Only zone 3 (near to a park) at XJTLU could be classified as A zone (noise level < 55 dBA) with an excellent quality acoustical environment. All other zones had either good or average quality acoustical environments, except zone 1 (near to main traffic road) at XJTLU, with a fair-quality acoustical environment.

Containment of a multi-index B.1.1.7 outbreak on a university campus through a genomically-informed public health response

The first cluster of SARS-CoV-2 cases with lineage B.1.1.7 in the state of Michigan was identified through intensive university-led surveillance sampling and targeted sequencing. A collaborative investigation and response was conducted by the local and state health departments, and the campus and athletic medicine COVID-19 response teams, using S-gene target failure screening and rapid genomic sequencing to inform containment strategies. A total of 50 cases of B.1.1.7-lineage SARS-CoV-2 were identified in this outbreak, which was due to three coincident introductions of B.1.1.7-lineage SARS-CoV-2, all of which were genetically distinct from lineages which later circulated in the broader community. This investigation demonstrates the successful implementation of a genomically-informed outbreak response which can be extended to university campuses and other settings at high risk for rapid emergence of new variants.

Indigenous Student Experience in Higher Education

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

Conducting Consequential Research

This article examines the value undergraduate research adds to writing centers in their role as anchor institutions within English and across college and university campuses. It focuses on a pilot project conducted by a team of mentored peer tutors who researched the accessibility of writing at Marquette University. Their successes and failures show how, beyond research findings, undergraduate research experience can be consequential for practitioners and their communities.

University campuses in Russia: architectural and urban development typology

The purpose of the present study is to develop a typology of university campuses reflecting all their diversity. The main attention is paid to the peculiarities of the location of the university campuses relative to the settlements, as well as their spatial planning arrangement. In general, depending on the spatial planning arrangement, three types of university campuses are defined and analyzed, namely, dispersed, dissected, and compact (local). The features of university complexes located in the metropolitan areas, largest, and large cities, as well as in medium and small cities, and outside of large settlements in the suburban area have been determined depending on the location of campuses relative to settlements. Besides, the authors have identified the ways of spatial planning development of existing university complexes and justified improving the spatial planning arrangement of university campuses. In general, four ways of the spatial development of existing universities are identified: purchasing facilities in the adjacent territory to expand the existing campus; placing the necessary additional facilities in the adjacent and other areas of the city, that is, integrating into the urban environment; creating an additional campus in a remote territory (often in the suburbs); and moving all or part of the university facilities to a new campus with a full-fledged infrastructure in another area of the city or suburb. The article provides examples of university campuses (complexes) in Russian cities for all the types considered, provided with the attached graphic schemes.