College student development

While a large group of students enroll in graduate studies in Canada every year, more than half do not reach degree completion (Elgar, 2003; Baird, 1990). This article highlights recent graduates’ experiences of their doctoral studies, including the dissertation process. A questionnaire was applied to 15 institutions of higher education, representing all regions of Canada. A total of 53 questionnaires were returned and analyzed. Findings indicated that doctoral students found several challenges to program completion including funding, interactions with faculty, and the writing of the dissertation. Participants also noted that the Canadian Academy provided them with quality experiences, if not at times, rocky ones. An overview is provided of structures and processes that supported and hindered students’ doctoral studies as outlined by Gardner’s (2009) conceptual framework of doctoral student identity development.

As the health care needs of the lesbian, gay, bisexual, and transgender (LGBT) population become increasingly important, health care professionals require appropriate academic and clinical training in preparation for the increased demand for culturally competent care. Nurses are of particular interest, as they are the core direct caregivers in many health care settings. This article explores the national climate around LGBT individuals and their related health needs. Educators and administrators who work with future nurses should strive to ensure they foster the development of knowledgeable practitioners who will be able to implement best practices in LGBT patient care. Attention should be paid to providing students with diverse clinical placements, access to LGBT interest groups, and clear expectations for LGBT-sensitive nursing care plans and course outcomes selection that promote cultural competence. Recommendations for nursing education and curricular reform are discussed.

This history simulation follows a unit on the Rwanda genocide in 1994. Students work as a small group team of the United Nations to begin the process to rebuild the country. Before the work can begin, the team must understand the short- and long-term barriers created by the history forces that fostered the genocide. Understanding these history forces presents alternative history narratives that will impede or support change to occur. With the short time frame for the learning activity, the small group will begin to explore the complexity of beginning the healing process for a nation ravaged by this tragic event. A comprehensive reconstruction plan will be required to begin the process of rebuilding a country and a people. The simulation receives approval by the students. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 30 over the past six years.

Knowing that our MBTI test personality type results will see us through college and well beyond, we can now step into the world of the eight letters of MBTI Type and what MBTI Types and pairs correlate to what specific areas of studies, and eventually majors. An MBTI “pair” refers to taking half or two letters out of your 4-letter MBTI Type and studying them uniquely from your entire Type. This manner of study has been met with great success and validity.

Introduction: Why a Book about Learning-through-Serving? Chapter 1: What Is Service-Learning? Chapter 2: Building and Maintaining Community Partnerships Chapter 3: Becoming Community - Moving from I to We Chapter 4: Groups are Fun, Groups are Not Fun - Teamwork for the Common Good Chapter 5: Creating Cultural Connections - Navigating Difference, Investigating Power, Unpacking Privilege Chapter 6: Reflection in Action--The Learning-Doing Relationship Chapter 7: Failure with the Best of Intentions--When Things Go Wrong Chapter 8: Expanding Horizons--New Views of Course Concepts Chapter 9: Beyond a Grade--Are We Making a Difference? The Benefits and Challenges of Evaluating Learning-through-Serving Chapter 10: Looking Back, Looking Forward--Where Do You Go from Here?

Besides being the main currency of the United States, the American dollar is used as the standard unit of currency in international markets for commodities such as gold and petroleum (the latter, sometimes called petrocurrency is the source of the term petrodollar). Some non-U.S. companies dealing in globalize markets, such as Airbus, list their prices in dollars. The U.S. dollar is the world's foremost reserve currency.

It comes as no surprise that the students we serve are experiencing heightened levels of stress and anxiety. Liu and colleague’s (2019) research “point to an urgent need for service utilization strategies, especially among racial/ethnic, sexual, or gender minorities. Campuses must consider student experiences to mitigate stress during this developmental period” (p.1) is a call that can’t be ignored.  Many campus leaders are seeking to implement specific ways to heighten students’ sense of belonging and safety as well as reduce their stress and anxiety in- and out-of- the classroom.  Recent research from a number of scholars such as Kang and colleagues (2018), Magyari (2016), Treleaven (2018), and Rothschild (2017) illustrate that mindful compassion practices show promising effects in alleviating stress and anxiety, however they can also potentially have negative impact on mental health and wellbeing when implemented without a heightened awareness of well-researched trauma informed practices.
What follows are a few of the trauma-informed mindful compassion practices that you may consider implementing in your in-and out-of-classroom learning and development opportunities.

55 Undergraduate seniors at a residential liberal-arts college reflected on their experiences attending on-campus cultural events. These focus groups were transcribed, coded, and analyzed using a grounded theory-derived approach to understand how these events shaped their college experience. The resulting communication artifact revealed a variety of student outcomes tied to on-campus cultural event attendance. The findings have implications for the design, implementation, and assessment of academic and co-curricular programming, particularly in terms of articulating the purpose of such programming and enlisting faculty in its delivery. Author Note The authors would like to acknowledge the support of the James J. Lakso Center for the Scholarship of Teaching and Learning at Juniata College. In addition to financial support, the ongoing feedback from the Lakso SoTL community was instrumental in the shaping of this project. I T IS STANDARD PRACTICE FOR COLLEGES AND UNIVERSITIES to provide an active program of on-campus cultural events such as lectures, musical and theatrical performances, and art exhibition openings. Collectively across campuses, millions of dollars are spent annually to pay speakers and performers, construct and maintain expensive performance facilities, and organize and advertise these events. With a common mission for colleges and universities to develop students into well-rounded, intellectually curious, and engaged citizens (Javinar, 2000; King, et al., 2007), it is not surprising that these programs and events are a valued fundamental component of the co-curriculum or "other curriculum, " the activities outside of the classroom experience that promotes student learning and development (Kuh, 1995). These on-campus cultural events also serve as a core element of the intellectual and cultural identity of the campus, providing a range of opportunities, through a social forum, to engage with new or differing views or novel artistic experiences. Little research, however, has explored how attendance at these events affects the college student experience and how they may contribute to their holistic development. On-Campus Cultural Events On-campus cultural events (hereafter OCCEs) include the scholarly lectures, artistic performances, exhibition openings, or similar out-of-class opportunities to engage with arts-, sciences-, and humanities-related endeavors, primarily in the role of audience member. OCCE programs are designed to draw all members of the campus community (e.g., students, faculty, staff) as well as members of the local community. Accordingly, they present a unique opportunity to integrate as well as facilitate aspects of participants' intellectual, academic, and social development.

Using a narratological framework, we examined how gender roles and stereotypes affect experiences of transgender and gender-nonconforming college students. Six participants were interviewed about navigating their gender identity throughout college and adulthood. Four themes emerged: gendered attributes, within-group differences, identity development, and experiences in counseling. Themes are discussed in light of humanistic literature, and implications are discussed.

The study tour to Jamaica has been somewhat of an eye opener for me. Being a final year International Relations student, I have always held the view that having international exposure to various cultures, practices and networking is important for anyone who wishes to make a major impact on the international arena. My study tour to Jamaica gave me the opportunity to interact firsthand with the Jamaicans and appreciate their culture, food, and hospitality. During the tour, I was able to visit the Jamaica's Parliament and observe a sitting between the Public Accounts Committee and the Special Select Committee. I had also attended various lectures at the University of the West Indies, Mona Campus with my fellow third and final year International Relations colleagues of that University. What I find interesting in Jamaica, is the fact that the Island have a rich history dating back from pre-colonialism right up to post independence. While I was there I also took the time to speak with some of the locals and was inquiring about the major issues affecting the Island. I was informed by multiple persons on various occasions that Jamaica experiences a class issue dating back from colonial era right up present. A lot of poor families were able to escape a life of poverty through sacrifices and education according to one of our Chauffer. There is a wide gap between the rich and the poor and what is amazing is that e.g. In Beverly Hills, which is way up the mountains, they are lots of wealthy people living in mansions and driving luxury vehicles there but down in the valleys they

This article describes a program that combines meaningful community-based experiential learning for collegiate students with leadership-based mentoring, delivered either face-to-face or virtually, that helps K–12 students see college as an option for their future. The CAMP (Collegiate Achievement Mentoring Program) model is a partnership between institutions of higher education and K–12 schools, in which collegiate student mentors are paired with children in high-poverty K–12 schools to improve leadership and career-readiness skills for collegiate mentors and leadership and college-readiness skills for mentees. The CAMP model has positively impacted the academic and social outcomes of more than 1,500 student mentors and mentees in four states. This article describes the genesis, development, process, and outcomes of the CAMP Osprey program at the University of North Florida as a model for other educational institutions to replicate and adapt to meet the needs of their students. The ...

Terciptanya pendidikan yang sesuai dengan amanah undang-undang adalah suatu hal yang harus dibangun dengan kerjakeras dan kerjasama semua elemen penting dalam sistem pendidikan nasional Indonesia saat ini. Sistem pendidikan yang baik tercipta ketika sekolah dipimpin oleh kepala sekolah yang kompeten dan kreatif, juga mereka yang mampu membina hubungan yang baik dengan guru-guru di sekolah tersebut. Selain itu guru-guru dengan kepribadian dan kompetensi yang sesuai akan mendukung terciptanya suasana belajar yang baik dan mendorong siswanya untuk aktif berprestasi dan menjadikan mereka pribadi yang baik. Penelitian ini bertujuan untuk memberikan informasi yang jelas mengenai pentingnya kolaborasi diantara elemen-elemen penunjang pendidikan tersebut. Studi ini menggunakan metodologi campuran studi kasus, kuesioner terbuka, dan analisis statistik deskriptif terhadap 173 subjek yang terdiri dari dua orang kepala sekolah, 43 orang guru, dan 130 orang siswa. Hasil dari studi kasus menjelaskan tentang bagaimana peran kepala sekolah sangat penting dalam membentuk karakter dan performa sekolah, terutama berkaitan dengan gaya kepemimpinan dan kreativitas mereka. Sedangkan analisis terhadap kuesioner terbuka mengkategorikan bahwa siswa mengharapkan untuk menjadi guru idaman adalah mereka yang mampu menjadi partner, mereka yang memunyai kompetensi, dan mereka yang berpengalaman. Peran kepala sekolah, keberadaan seorang guru yang mumpuni, dan kesamaan persepsi siswa dengan sekolah mereka akan menghasilkan satu kolaborasi yang saling mendukung satu dengan yang lainnya.

The following is a sample template that you might use to help your students to track their own progress throughout your course. Our goal is to help our students to be as successful as they can and providing them with an assignment tracking sheet such as this is considered best practice according to current course development rubrics (click here to see a comparison table of some standard rubrics). In essence, you will list all of the required assignment that students will need to complete in order to successfully finish your course. Listing these assignments out can also help us to evaluate the assignments that we are requiring. For more guidance on choosing assignments for your class, click here to see the pedagogies, strategies, and activities checklist.

Building on an ethnographic study of American Muslim undergraduate women at two universities in Washington, D.C., I examine undergraduate Muslim women’s construction of gendered discourses. Stereotypes feed into both majority and minority constructions of Muslim women’s gendered identities. I highlight Muslim women’s resistance to and adoption of such stereotypes as they construct various modalities of interaction with men on cam- pus. [higher education, gender, Muslim women, ethnography, sexuality]

Fraternities and sororities commonly organize themed social functions. Unfortunately, many of these functions have themes that are racially or sexually derogatory. The belief is that these themes are “just for fun” and there isn’t any intent to harm or offend anyone. This session reviews examples of inappropriate party themes and provides suggestions on creating more inclusive and welcoming environments in fraternities and sororities.

As a college student, it is important for you to know how you best learn and in what setting you best process academic information. College student's MBTI® test personality type differ in behavior,  and each college student's Myers-Briggs Type Indicator® Type differs as much in learning style.

Explore the University. Engage with people. Empower yourself. Chart you expedition at Hopkins. In this freshman-only course, students will explore Hopkins' academic resources and opportunities to integrate their academic, career, and personal goals for college and beyond. Students will be exposed to topics including learning strategies, academic planning, and campus culture. Students will develop a personalized plan for success and make some new friends.

This quantitative study examined the role of mentoring on 332 Hispanic graduate students' sense of belonging and academic self-efficacy. The results found that mentored Hispanic graduate students reported significantly higher levels of sense of belonging and academic self-efficacy than unmentored students. A hierarchical regression found 24% of the variance in academic self-efficacy was accounted for by mentoring and sense of belonging. Implications for practice and future research are discussed. Resumen Este estudio cuantitativo examinó el papel de mentoría en trescientos treinta y dos estudiantes hispanos de postgrado-en cuanto a su sentido de pertenencia y eficacia académica propia. Los resultados encontrados señalan que estudiantes hispanos de postgrado que experimentaron mentoría reportaron niveles significativamente más altos del sentido de pertenencia y de eficacia académica propia comparados con los estudiantes sin mentoría.

Authors examine how interrogating hegemonic gender roles can enhance recruitment, training, and engagement practices for residence life staff in leadership positions. Under specific focus are issues of gendered expectations of the men as paraprofessional role, dynamics in supervision, recruitment and training of staff, and bystander intervention in the residential community.

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