Reporting Unwanted Sexual Behaviour at a Post-Secondary Institution: Student Understandings of Campus Policy

The Ontario government recently mandated all universities and colleges in Ontario, Canada to create a sexual violence policy that involves student input. Using a small commuter university in southwestern Ontario as a case study, this article examined student perceptions of an existing university sexual violence policy. More specifically, we conducted online qualitative research with seventeen students using an open-ended inductive, exploratory instrument. We asked students to read and define aspects of their university’s sexual violence policy in their own words. The objective of this research was to examine if students adequately comprehended the language of the policy, how to report, who to report to, feel safe reporting, and whether or not they find the reporting process supportive of their needs. Also discussed are student recommendations for what they would like to see in university sexual violence policies.

Critical Reflections of College Sophomores About Preparation and Persistence During Their Freshman Year

The purpose of this study was to explore the needs and experiences of college freshman with the hope of informing universities how to improve freshman preparation and persistence. Focusing on students at a public "metro-commuter" university, this qualitative study extends previous research on the topic. Using participatory research methodology, this study utilized dialogues to explore the critical reflections of students who have successfully completed their freshman year. This study found that during the preenrollment phase, it is critical that students and their families experience programs and services that educate students about the transition to college, increase students' commitment to the institution, and help students develop realistic expectations for college. Several factors were found to contribute to college freshman persistence including support for social and academic integration, academic engagement, fostering student development, and promoting internal locus of control. The author argues that preenrollment programs must be viewed as critical to student success, and should be mandatory and carried out utilizing current students who are trained in issues of transition. He concludes that more programs are needed throughout the first year to help students develop social support networks.

Geographical Assessment of Low-Carbon Transportation Modes: A Case Study from a Commuter University

This case study examines the geographic variation in students’ low-carbon transportation (LCT) modes to a commuter university campus. Three major goals are accomplished from this research: (1) identifying commuting zones for the bicycling, walking, and transit mode choice for UNCG students; (2) understanding whether the real vs. perception of space can be predictive to mode choice; and (3) understanding the relative importance of demographic, psychological, and logistic factors on students’ mode choice, using a suite of variables developed in multiple fields. Our analyses support the assertion that various physical, demographic, and psychological dimensions influence LCT mode choice. While the presence of sidewalks is conducive to walking, the distance, either perceived or actual, within 1.61 km from UNCG is the most important factor for walking mode share. The bicycling commute is not associated with either the distance or presence of bicycle lanes, while transit ridership most likely increases if students live >8 km from the UNCG campus with the nearest bus stop within 1 km from home. Given the limited bicycle lanes in Greensboro, students who commute to campus by bicycle are resilient to unfavorable bicycle conditions by sharing the road with cars and adjusting their travel routes. Our findings also concur with previous studies showing that bicycle commuters are disproportionately represented by self-identified whites while bus riders are disproportionately comprised of self-identified non-whites. Our analyses support Greensboro’s current planning and policy emphasis on low-carbon travel behaviors via equitable and safe transit-oriented multi-modal infrastructures, and suggest that UNCG should utilize its influence to advocate and further facilitate these ongoing efforts.

‘I’ve Learned to Love What’s Going to Pay Me’: A Culture of Despair in Higher Education during a Time of Insecurity

Based on 153 interviews at a mid-sized, commuter university, this article examines the disjuncture between students and alumni on the one hand, and faculty, academic staff and administrators on the other in their perceptions of the challenges facing students who graduate during the Great Recession. Findings reveal a culture of despair in response to economic insecurity for students and graduates: they pursued degrees primarily for a workplace credential, were fearful about the future, and experienced and expressed uncertainty in their post-college plans. While university employees were sympathetic to student problems, only a small number of faculty, staff and administrators viewed student despair as resulting from large-scale structural problems. Instead, the majority of faculty and all of the administrators and academic staff emphasized the need for an individualized response to the social problem of the Great Recession.

The Relationship Between Grades and Academic Program Satisfaction Over Four Years of Study

It is frequently assumed that the student experience, and, by implication, student program satisfaction, improves over the course of a university education. A four-year panel study of students at a large commuter university indicates some improvements in assessments of professor performance and GPA between first and fourth year; however, satisfaction with academic programs remains more or less the same across all four years of study. Structural equation modelling was employed to estimate the relationships among professor performance, GPA, and program satisfaction within, and between, each of the four years of study. Contrary to expectations based on some conventional models, it was found that students' assessments of professors were not affected by GPA; conversely, professor performance had little impact on GPA. By contrast, student satisfaction was related to both GPA and professor performance. The greatest predictor of students' program satisfaction, however, was neither GPA nor professor performance, but program satisfaction in the previous year. This finding suggests that underlying personality characteristics likely are more responsible for expressions of program satisfaction than either GPA or professor performance.