About Campus: Enriching the Student Learning Experience最新文献

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Special Issue on Historically Black Colleges and Universities, Part One 历史上的黑人学院和大学特刊,第一部分
About Campus: Enriching the Student Learning Experience Pub Date : 2021-07-01 DOI: 10.1177/10864822211029421
R. Gildersleeve
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引用次数: 0
Often Imitated, Never Duplicated: Voices of HBCUs 经常被模仿,从不复制:hbcu的声音
About Campus: Enriching the Student Learning Experience Pub Date : 2021-07-01 DOI: 10.1177/10864822211029422
Kellie L. Dixon, Rehshetta Wells
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引用次数: 0
Implementing Alternative Spring Break at HBCUs Nationwide 在全国HBCUs实施替代春假
About Campus: Enriching the Student Learning Experience Pub Date : 2021-07-01 DOI: 10.1177/10864822211030613
Aeryel Williams
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引用次数: 0
This Is How We Do It: Promising Practices for Implementing an Institutional Transformation Initiative at HBCUs 我们就是这样做的:在HBCUs实施制度转型倡议的有希望的实践
About Campus: Enriching the Student Learning Experience Pub Date : 2021-07-01 DOI: 10.1177/10864822211030618
Deshawn Preston, Brittny A. James, Latoya Owens, Nadrea R. Njoku
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引用次数: 1
Following a Semester in the Life of a Single Mother at a California Community College 在加州社区大学一个学期的单身母亲的生活
About Campus: Enriching the Student Learning Experience Pub Date : 2021-05-01 DOI: 10.1177/1086482220971279
Autumn R. Green
{"title":"Following a Semester in the Life of a Single Mother at a California Community College","authors":"Autumn R. Green","doi":"10.1177/1086482220971279","DOIUrl":"https://doi.org/10.1177/1086482220971279","url":null,"abstract":"L ONG BEACH, CALIFORNIA: At the February 2019 Achieving the Dream convening, Dr. Jill Biden, former second lady and professor at Northern Virginia Community College, announced the Community College Women Succeed Initiative: a new effort by the Biden Foundation to impact college graduation for returning students and single mothers. “For the women who are willing to give their all, who are willing to fight for their future that they want and that they deserve, we can do more,” Dr. Biden declared. Dr. Biden is right; we must do more. As a sociologist studying low-income families seeking betterment through higher education, I know these women and their fight for the future well. I have followed their lives as a professor, program director, and ethnographer in multiple programs supporting college access and success for single-parents. I have interviewed them on their campuses, and collected journals documenting their day-to-day trials and triumphs. Today I collaborate with student parent researchers to study challenges faced by single-parent students and best practices for supporting their success.","PeriodicalId":427376,"journal":{"name":"About Campus: Enriching the Student Learning Experience","volume":"515 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116206158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Meeting the Needs of Generation Z College Students through Out-of-Class Interactions 通过课外互动满足Z一代大学生的需求
About Campus: Enriching the Student Learning Experience Pub Date : 2021-05-01 DOI: 10.1177/1086482220971272
Kirsten M. Weber, Halle Keim
{"title":"Meeting the Needs of Generation Z College Students through Out-of-Class Interactions","authors":"Kirsten M. Weber, Halle Keim","doi":"10.1177/1086482220971272","DOIUrl":"https://doi.org/10.1177/1086482220971272","url":null,"abstract":"BECAUSE OF THE LEARNING needs of Generation Z (Gen Z) college students, those born between the mid-1990s to the late-2000s, we explore how professor-student interactions can be used to drive student success. Face-to-face lectures have served as the backbone to university instruction for decades and in the 2000s were joined by online, hybrid, and MOOC (massive open online course) instructional designs. Yet instructors such as Paul Corrigan (2013) and Teresa Sarrica (2018), who published their thoughts in The Atlantic and on their educationfocused blog, respectively, questioned if these are the most effective instructional methods for all students. Sources, such as Elizabeth Cameron and Marisa Pagnattaro’s (2017) original research published in Journal of Legal Studies Education (2017), Sophia Sanchez’s (2016) article published in Inside Higher Education, and Elina Loveland’s (2017) review in the Journal of College Admission all argued that specific characteristics differentiate Gen Z students from prior generations. In particular, they suggested Gen Z students possess the urge to multitask, shorter attention spans, the drive for instant satisfaction, the desire for collaborative learning, a preference for professor-student interactions based on real relationships, and learning that is practical and relevant to their future careers. These factors create challenges to effective learning when traditional lecture and online formats are used in isolation. Therefore, this article aims to highlight the needs of Gen Z students and clarify how out-of-class student-faculty interactions fulfill those learning needs, which ultimately drive success. Because of our interests in the benefits of how one-onone out-of-class student-faculty interactions could be used to accommodate the needs of Gen Z college students, Kirsten surveyed students (N 1⁄4 59) who recently completed an undergraduate-level research methods and academic writing class she taught. In the five sections of the class I was the instructor for, I required the students to meet out-of-class with me individually three times to discuss successive drafts of a paper they were writing for the course. The meetings were in my office and usually lasted 10 to 15 minutes. In addition to discussing drafts of their papers, I also made it a point to personalize our interactions by connecting with each of them through casual conversation. After the semester ended, I contacted the students in the sections I taught and asked them to complete quantitative and qualitative survey questions aimed at gathering reflections about their experiences with the required out-of-class meetings withme. In the section that","PeriodicalId":427376,"journal":{"name":"About Campus: Enriching the Student Learning Experience","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131027408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Education beyond the Classroom 课堂之外的教育
About Campus: Enriching the Student Learning Experience Pub Date : 2021-05-01 DOI: 10.1177/10864822211012168
R. Gildersleeve
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引用次数: 0
Modeling Mutuality through Critical Service-Learning for Graduate Students Studying Higher Education 基于批判性服务学习的高等教育研究生相互关系建模
About Campus: Enriching the Student Learning Experience Pub Date : 2021-05-01 DOI: 10.1177/1086482220971267
Jemilia S. Davis, Audrey J. Jaeger, Marsha B. Pharr
{"title":"Modeling Mutuality through Critical Service-Learning for Graduate Students Studying Higher Education","authors":"Jemilia S. Davis, Audrey J. Jaeger, Marsha B. Pharr","doi":"10.1177/1086482220971267","DOIUrl":"https://doi.org/10.1177/1086482220971267","url":null,"abstract":"DIFFICULT TIMES IN OUR WORLD often elevate the inequities that plague the fabric of our societies. Education is not exempt, and in facing the pandemic, it is critical for individuals inside the systems that perpetuate inequity to take a stand. In an ideal world, faculty, staff, and administrators work in higher education to hold their institutions accountable for creating an environment where inequities persist, yet few administrators have been socialized in a profession that explicitly values social justice and inclusion as a professional competency (American College Personnel Association [ACPA] & National Association of Student Personnel Administrators [NASPA], 2015). Student affairs professionals represent this small margin of individuals on campus who are positioned to transform campus climates with a professional expectation to effectively practice from an equity-minded lens (Malcom-Piqueux & Bensimon, 2017). Students preparing for these roles in their graduate programs must be prepared to address matters of social justice especially with their increasingly diverse student population that is motivated to speak out about issues important to them. Student affairs preparatory programs begin to address professional competencies throughout graduate coursework. Embedding critical servicelearning projects in student affairs preparatory programs can facilitate meaningful opportunities for dialogue, reflection, and practice to prepare graduate students for enacting social justice values in their future professional roles. At North Carolina State University (NC State), first-year master’s students in the Higher Education Administration program enroll in the Foundations of Higher Education & Student Affairs (EAC 540) course that provides an introduction to the field of higher education and student affairs administration, including the historical and philosophical foundations of the field, changes and trends in the college student population over time, challenges that face practitioners, and professional ethics and standards. The course is grounded in a social justice theoretical framework and involves a critical service-learning component that partners with NC State’s TRIO Programs. Partnering with TRIO Programs was a natural fit given the program’s commitment to postsecondary access and success for underserved populations as the course sought to highlight issues, concerns, and needs of diverse student populations through history. Federal TRIO Programs were","PeriodicalId":427376,"journal":{"name":"About Campus: Enriching the Student Learning Experience","volume":"2 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132223843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-Regulated Learning and Student Life 自主学习与学生生活
About Campus: Enriching the Student Learning Experience Pub Date : 2021-05-01 DOI: 10.1177/1086482220971270
Vladislav Korostyshevskiy
{"title":"Self-Regulated Learning and Student Life","authors":"Vladislav Korostyshevskiy","doi":"10.1177/1086482220971270","DOIUrl":"https://doi.org/10.1177/1086482220971270","url":null,"abstract":"A FRIEND OF MINE once mentioned that his daughter, who was 10 years old at the time, kept receiving poor grades at school, mostly Cs. Her highest grades were for physical education, and even they were Bs. My friend’s explanation was that he and his wife were low-achieving students and that their daughter’s grades were genetically predetermined. His concern piqued my interest. Another time when I visited him, his daughter was playing with a hamster. He asked her whether she had done her homework. The girl looked down and mumbled, “No.” “Go and do your homework,” my friend told her. She stood up and slowly went to her room. Half an hour later, I asked my friend to check what his daughter was doing. He went upstairs to his daughter’s room and came back gloomy. “Is she studying?” I asked him. She’s sitting at her desk with an open textbook in front of her and staring at the wall, absentmindedly.” “So, what did you do?” “I told her to study!” “Can you ask her to come down with her textbook?” I asked him. Without saying a word, he left and soon came back with his daughter, who looked puzzled and alarmed. I asked to read one paragraph from her textbook. “Just one? Okay,” the girl replied and began reading silently. In about 40 seconds, she said that she had finished. “Can you tell me what you’ve just read?” I asked her. The girl looked at me for a second and replied, “Hold on.” She then began reading the paragraph, again. “She’s now actively reading, purposely looking for information” (Hinckley et al., 2012), I told her dad. Once she finished reading, she told me what he had just read in her own words (Karbalaei & Rajyashree, 2010; Malone & Mastropieri, 1991). “Whenever you can,” I told her dad, “have her do her homework next to you, so she would tell you in her own words what she’s reading, paragraph by paragraph” (Morrow, 1989). The girl looked at me with the eyes of someone who had just been betrayed. “What’s so good about it,” I explained to her, “you will need to read your homework only once, and then you will remember it” (King, 1992). Admittedly, neither my friend nor his daughter looked happy with my suggestion, but I could not come up with a better solution. When I visited them a few months later, my friend’s wife whispered something to her daughter, and the girl ran over to me and handed her report card. The lowest grade was 91 percent—and it was for physical education! Her academic improvement showed that the girl needed only monitoring of her learning process that summarization provides and that her parents are able to offer her just the right degree and type of support that she needs for successful outcome in her schoolwork, but the same techniques may not work as well with students. Studies have shown that parental involvement plays an important role in their children’s academic success (Castro et al., 2015), but the problem is that many parents do not know how to help their children and often end up creating additional and unnecessary str","PeriodicalId":427376,"journal":{"name":"About Campus: Enriching the Student Learning Experience","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125286849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Making the Strange, Familiar: Co-Supervision and Effective Partnership 变陌生为熟悉:共同监督与有效伙伴关系
About Campus: Enriching the Student Learning Experience Pub Date : 2021-05-01 DOI: 10.1177/1086482220971275
Erin Coiley, Stephen Henninger
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引用次数: 0
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