Exploring Perceptions of Age Friendliness Across Different Campus Constituent Groups

College campuses are typically considered as environments for adults ages 18-24, even though campuses are comprised of faculty, staff, students, and lifelong learners of all ages. Each group may experience the campus environment differently due to their differing roles. Faculty, staff and students from 21 participating designated Age Friendly Universities across the country answered survey questions on age friendliness, AFU awareness, and on campus practice items. Crosstab analyses show that constituent groups are equally aware of their university as an AFU (6% of each group). Students perceived their university as more age friendly (M=3.47, SD=0.73) compared to faculty and staff, the latter having the lowest perceived friendliness (M=3.27, SD=0.63). Specific age friendly practices show that staff members had markedly different perceptions of the institution’s age friendly practices. AFUs need to consider higher education environments as workplaces as well as learning centers to make policies age friendly for all groups.

COVID-19 and Age-Friendliness in Higher Education

During the COVID-19 pandemic, universities have changed to an online or hybrid format. These changes provide the opportunity for universities to be more accessible for all individuals. However, the logistics of university life during a pandemic has exposed significant and potentially enduring challenges and opportunities for designing and maintaining an Age-Friendly University. This study investigates perceptions of students, faculty, and staff in the lens of an age friendly university during the COVID-19 pandemic. This study draws on qualitative and quantitative data from over 10,000 faculty, staff, students, and life-long learners from 26 universities. Five items were asked to constituent groups about their perceptions on their university’s response to COVID-19. Overall, students had the poorest average perception of satisfaction with their university’s overall response to the pandemic, with 62% satisfied compared to 74% and 73% of faculty and staff, respectively. Further, 77% of faculty think the university’s response to continuing education accommodated their needs, compared to 69% of students. Respondents from private universities reported more positive satisfaction than respondents from public universities (M=4.23, SD=0.94; t(df=7405)=6.805, p<.001). Qualitative data suggest that older students and faculty needed more technological assistance during this transition to primarily online learning to keep older members involved in the community. Older staff felt that they were more likely to be furloughed and were the group most likely to not have a choice in working on or off campus.

Staying Calm and Well in the Midst of the COVID-19 Storm: One University's Longitudinal Outcomes Evaluation of a Mental Health and Well-Being Webinar Series

Background: As the COVID-19 pandemic began, wellness leadership at a large Mid-west public university anticipated an increase in mental health problems among faculty and staff. A two-part weekly webinar series entitled "Staying Calm and Well in the Midst of the COVID-19 Storm" was launched to assist faculty and staff in coping with stressful issues related to the pandemic and enhancing their well-being. This series provided the university community with evidence-based knowledge, skills, and resources to enhance their ability in taking good self-care.Aim: To assess participant mental health outcomes during the two-part mental health and well-being educational webinar series over time.Methods: A longitudinal outcomes evaluation was conducted. Evaluation data was obtained from the participants via an anonymous post-webinar survey, which included questions from the Patient-Health Questionnaire-4 (PHQ-4) to assess symptoms of anxiety and depression. The first series was conducted over the course of 8 weeks and the second series took place over 7 weeks. Descriptive statistics were used to assess responses to the PHQ-4 over time to evaluate outcomes of the webinar series. An open-ended question also asked participants about the 2 to 3 biggest concerns and worries they had at that moment. Results: The average amount of survey responses received were 1,470.25 (SD = ± 240.3) for Series One and 926.4 (SD = ± 164.3) for Series Two. Ninety-five percent of participants put the skills they learned during both series into practice. When participants reported experiencing anxiety or depressive symptoms, they most frequently reported experiencing them several days a week. The number of participants reporting no depressive or anxiety symptoms increased as the webinar series progressed over time. The types of concerns and worries reported varied across time.Conclusion: The Staying Calm and Well During the COVID-19 Pandemic webinar participants had a reduction in symptoms associated with anxiety and depression after completing the series.

PENGARUH TINGKAT RELIGIUSITAS DAN MEDIA PROMOSI TERHADAP PENGETAHUAN TENTANG BANK SYARIAH PADA TENAGA PENGAJAR DAN STAF DI SD NEGERI KECAMATAN SUKARESMI

ABSTRAKPenelitian ini dilatarbelakangi oleh kurangnya pengetahuan tenaga pengajar dan staf di SD Negeri Kecamatan Sukaresmi tentang bank syariah, dari hasil pra survei terhadap tenaga pengajar dan staf menunjukkan bahwa mereka memiliki pengetahuan yang minim tentang bank syariah, terlebih lagi berpendapat bahwa dalam implementasinya bank syariah sama saja dengan bank konvensional. Penelitian ini bertujuan untuk mengetahui, seberapa besar pengaruh Tingkat Religiusitas pengetahuan staf dan guru tentang bank syaiah, seberapa besar pengaruh Media Promosi terhadap pengetahuan staf dan guru tentang bank syariah, dan seberapa besar pengaruh Tingkat Religiusitas dan Media Promosi secara simultan terhadap Pengetahuan tenaga pengajar dan staf di SD Negeri Kecamatan Sukaresmi. Metode dalam penelitian ini menggunakan pendekatan kuantitatif, dengan teknik pengumpulan simple random sampling dengan total sampel sebanyak 90 orang responden dengan menggunakan analisis regresi berganda. Hasil penelitian ini menyimpulkan bahwa Tingkat Religiusitas berpengaruh negativ dan signifikan terhadap Pengetahuan, hal ini dibuktikan dengan hasil uji t (parsial) Variabel Tingkat Religiusitas di peroleh > sebesar 0,331 > 1,991 sedangkan untuk nilai signifikansinya sebesar 0,519 > 0,05. Maka dapat disimpulkan Tingkat Religiusitas berpengaruh tidak signifikan terhadap Pengetahuan tenaga pengajar dan staf SD Negeri Kecamatan Sukaresmi. Variabel Media Promosi berpengaruh positif dan signifikan terhadap Pengetahuan, hal ini dibuktikan dengan hasil uji t (parsial) diperoleh > sebesar 6,243 > 1,991, sedangkan untuk nilai signifikansinya sebesar 0,000 < 0,05. Maka dapat disimpulkan Media Promosi berpengaruh positif dan signifikan terhadap Pengetahuan. Berdasarkan hasil uji f (simultan) dapat disimpulkan bahwa Tingkat Religiusitas dan Media Promosi berpengaruh positif dan signifikan terhadap Pengetahuan. Hasil uji F (simultan) diperoleh nilai dan sebesar 19,487 > 3,10 sedangkan nilai signifikansinya 0,000<0,05. Selanjutnya berdasarkan nilai koefisien determinasi (), besarnya pengaruh variabel Tingkat Religiusitas dan Media Promosi berpengaruh positif dan signifikan terhadap Pengetahuan sebesar 30,93%, dan sisanya 69,07% di pengaruhi oleh faktor lain diluar variabel yang diteliti dalam penelitian ini. AbstrackThis This research is motivated by the lack of knowledge of faculty and staff at SD Negeri Sukaresmi subdistrict about sharia banks, from the results of pre suvei conducted by researchers to faculty and staff shows that they have minimal knowledge about sharia banks, moreover some people also argue that in its implementation sharia banks are the same as conventional banks. This study aims to find out; 1) how much religiosity level of knowledge of staff and teachers about syaiah bank; 2) how much influence of Promotional Media on staff and teacher knowledge about sharia banks; 3) how much influence the Level of Religiosity and Promotional Media simultaneously on the knowledge of teachers and staff in sd Negeri Sukaresmi Subdistrict. The method in this study uses a quantitative approach, with the technique of collecting samples in this study using simple random sampling with a total sample of 90 respondents using multiple regression analysis. The results of this study concluded that. Religiosity level has a negativ and significant effect on Knowledge, this is evidenced by the results of the test t (partial) Variable Level religiosity obtained > of 0.331 > 1,991 while for the value of significance of 0.519 > 0.05. So, it can be concluded that the Level of Religiosity has an insignificant effect on the knowledge of teachers and staff of SD Negeri Sukaresmi Subdistrict. Promotional Media Variables have a positive and significant effect on Knowledge, this is evidenced by the results of the t (partial) test obtained > of 6,243 > 1,991 while for its significance value of 0.000 < 0.05. Then it can be concluded that The Promotional Media has a positive and significant effect on Knowledge. Based on the results of the f test (simultaneous) it can be concluded that the Level of Religiosity and Promotional Media have a positive and significant effect on Knowledge. The F test result (simultaneous) was obtained by the value and amounted to 19,487 > 3.10 while the significance value was 0.000<0.05. Furthermore, based on the value of the coefficient of determination (), the magnitude of the influence of the variable Level of Religiosity and Promotional Media has a positive and significant effect on Knowledge by 30.93% and the remaining 69.07% is influenced by other factors beyond the variables studied in this study.

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”

PurposeThe purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.Design/methodology/approachThis exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.FindingsThe data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.Originality/valueThis study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.