Journal of college and character最新文献

{"title":"The Problems of Panoptic Invigilation Programs as Evidence of Cheating","authors":"C. Christine Fair","doi":"10.1080/2194587x.2023.2257335","DOIUrl":"https://doi.org/10.1080/2194587x.2023.2257335","url":null,"abstract":"AbstractThe demand for online invigilation programs had dramatically increased due to the expansion of online learning; however, demand was further galvanized by the COVID-19 pandemic. Unfortunately, there are many technical and ethical problems with these programs that cannot be easily mitigated. Notably, they are beset by several inherent racial, gender, neuro-normative, and socio-economic biases, which means that people of color, women, neuro-divergent, and less affluent students will be more likely to be accused of cheating. While these issues have received increasing attention, a minimal amount of focus has been given to the legitimacy of these programs’ key indicator of academic malfeasance: ocular motility. The reliance upon eye movements to identify potential academic dishonesty is problematic because ocular motility is fundamental to cognitive processes such as information recall and creative thought. Given that the consequences of finding a student in violation of honor code strictures can have devastating impacts on a student’s career and given that these impacts do not affect all students equally, institutions and instructors that have adopted these panoptic surveillance programs should heavily consider the limitations of these programs, the dangerous biases that are built into them and their deployment, and the cascade of inequitable outcomes they may help propagate. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsC. Christine FairC. Christine Fair (ccf33@georgetown.edu) is a professor in the Security Studies Program within Georgetown University’s Edmund A. Walsh School of Foreign Service.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135949803","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}

{"title":"Magick Circles in Ivy: A Phenomenological Content Analysis of Pagan College Student Organizations","authors":"Gordon Wilson Maples","doi":"10.1080/2194587x.2023.2257336","DOIUrl":"https://doi.org/10.1080/2194587x.2023.2257336","url":null,"abstract":"AbstractThis study examines documents from 23 Pagan college student organizations recognized at universities across the United States. These documents were analyzed for information they contained about the explicit missions and purposes for Pagan college student clubs, and how those articulations align with in-group or out-group foci in accordance with social identity theory (SIT) and social categorization theory (SCT). Findings indicate an overall slight emphasis toward in-group mission foci, and the strong influence of anti-Pagan social stigma throughout the documents. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGordon Wilson MaplesGordon Maples (gordon.maples@gmail.com) is a higher education scholar who studies religious accommodation policies and leadership communications. He is currently a qualitative research project manager with the Odum Institute at UNC-Chapel Hill.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135949802","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}

{"title":"Extracurricular Involvement as a Predictor of Bystander Intervention to Prevent Interpersonal Violence","authors":"Kristin Kenneavy","doi":"10.1080/2194587x.2023.2257324","DOIUrl":"https://doi.org/10.1080/2194587x.2023.2257324","url":null,"abstract":"AbstractNonconsensual sexual activity remains a prominent and troubling aspect of undergraduate student life at U.S. colleges and universities. Past research revealed that 23.6% of female undergraduate students, and 5.8% of male undergrads, had experienced nonconsensual sexual contact. Given the scope of the problem, identifying groups of students inclined to intervene to prevent violence is crucial. This research examines whether students who participate in extracurricular activities on campus are more likely to have heard of antiviolence prevention efforts, and to be willing to intervene in two types of scenarios” those that involve emergent situations and those that involve attempting to change cultural norms that support violence. Greek-affiliated students and student athletes are included as special cases of extracurricular involvement. Data are drawn from a random cluster sample of students at a college in the Northeastern United States. Results demonstrated that students involved in extracurricular activities were more likely to have heard about campus antiviolence campaigns but were not necessarily more likely to intervene to prevent violence. However, students involved in multiple extracurricular activities were significantly more likely than their noninvolved peers to intend to intervene. Greek-affiliated males and male athletes were no less likely to intervene than were other involved males and were more likely to say that they would intervene in emergent situations. Regression analyses revealed that students with more marginalized identities (students of color and those coming from low-income backgrounds) were more likely to intervene in ways that disrupt prevailing cultural norms around violence, as were males who were in extracurricular activities (excluding Greek-affiliated males and male athletes). Educators can use this information to tailor their antiviolence programming to groups of students who are involved on campus. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsKristin KenneavyKristin Kenneavy (kkenneav@ramapo.edu) is an associate professor of sociology at Ramapo College of New Jersey, where she convenes the sociology major and the civic and community leadership minor.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135949806","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}

{"title":"Experiencing Place for Experiential Learning","authors":"Kalyani Unkule","doi":"10.1080/2194587x.2023.2257329","DOIUrl":"https://doi.org/10.1080/2194587x.2023.2257329","url":null,"abstract":"AbstractExperiential learning continues to be a valued outcome of international educational mobility. However, underlying this proposition are unexamined or uncritical assumptions about the nature of learning, its relationship to experience, and how place mediates between the two. A fuller, more grounded, specification of experiential learning is more than an exercise in conceptual clarity. Rather, it holds the promise of accessing one’s abilities as a learner in ways hitherto unimagined, especially when found through relational engagement with place. Drawing on Kryder’s work, the article first outlines how experiencing place (re)familiarizes us with our inherent abilities of perception and cognition. Subsequently, it draws on the symbolism of the Pemako or mountain of hidden teachings to thoroughly explore the many facets of treasure discovery as a learning paradigm conducive to experiencing place and tapping into its perennial wisdom. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsKalyani UnkuleKalyani Unkule (kalyani.u7@gmail.com) is associate professor at O.P. Jindal Global University in India. Her research complements her practice in intercultural dialogue and impact-driven projects in higher education internationalization and spiritual learning.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135949805","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}

{"title":"Teaching the What, Why, and How of Academic Integrity: Naturalistic Evidence From College Classrooms","authors":"Talia Waltzer, Carmelle Bareket-Shavit, Audun Dahl","doi":"10.1080/2194587X.2023.2224575","DOIUrl":"https://doi.org/10.1080/2194587X.2023.2224575","url":null,"abstract":"Abstract To refrain from cheating, students need to adopt an array of discipline-specific standards of academic integrity. The high rates of cheating in college show evidence that many undergraduates fall short of these standards. Little research has examined how instructors teach academic integrity, leaving gaps in our knowledge about how academic integrity develops. To examine how instructors teach academic integrity, this article reports on two studies of college courses. Researchers attended lectures and collected course materials for classes in the social sciences (N = 56, Study 1) and engineering (N = 5, Study 2) and coded all content for discussions of cheating. Instructors rarely discussed or defined academic integrity. Explanations of why students should avoid cheating were infrequent and typically referenced punishment. Consequently, many students misremembered class academic integrity policies. This research suggests that many students do not receive the instruction needed to learn academic integrity.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"24 1","pages":"261 - 284"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41495934","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}

{"title":"Encountering the Religious Other at a Public University: Student Development Through Reflection and Discussion","authors":"Karin deJonge-Kannan, A. Lyon","doi":"10.1080/2194587X.2023.2224574","DOIUrl":"https://doi.org/10.1080/2194587X.2023.2224574","url":null,"abstract":"Abstract Although it has been established that U.S. students typically enter college unprepared to engage in interreligious conversations, it is unclear whether and to what extent a university course focused on the sociolinguistics of religion equips students to feel better prepared for such conversations. Therefore, this study employs an exploratory case study approach in the context of a public university’s undergraduate course on the sociolinguistics of religion. For the course, students read journal articles, watched documentaries, wrote reflections, and discussed their views with classmates. To assess changes in students’ self- perceived preparedness for interreligious conversations, data from a beginning-of-semester survey are compared with end-of-semester interviews and reflection papers. At the end of the semester, students reported new insights regarding their prior lack of knowledge and awareness, their perceptions of the Other, the possibility of holy envy, and their orientation toward religious truth claims.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"24 1","pages":"238 - 260"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44577752","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}

{"title":"Mentoring, Life Purpose, and Well-Being in First-Generation College Students: Impact of Life Purpose Mentoring by Faculty","authors":"Christina Stratton, C. Miller-Perrin","doi":"10.1080/2194587X.2023.2224572","DOIUrl":"https://doi.org/10.1080/2194587X.2023.2224572","url":null,"abstract":"Abstract The current study investigated the value of faculty mentoring among first-generation college students (FGCS). We examined mentored FGCS in general, and, more specifically, the impact of levels of quality of faculty mentoring on ratings of life purpose, perceived well-being, and perceived well-being subscales. We hypothesized that faculty-mentored FGCS would demonstrate greater perceived well-being and general life purpose than nonmentored FGCS. We also hypothesized that FGCS who reported high-quality faculty mentoring would demonstrate a greater sense of life purpose and perceived well-being than FGCS who received low-quality mentoring or no mentoring. Group comparisons based on mentoring quality indicated significant differences. Findings point to the value of programs that aim to increase the quality of faculty mentoring for FGCS, as well as the importance of future research examining specific subscales of well-being such as intellectual and spiritual well-being.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"24 1","pages":"217 - 237"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44972581","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}

{"title":"What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching","authors":"Kent Andersen","doi":"10.1080/2194587X.2023.2224578","DOIUrl":"https://doi.org/10.1080/2194587X.2023.2224578","url":null,"abstract":"Abstract Based on a study of over 300 faculty from diverse institutions and disciplines, What Inclusive Instructors Do articulates the mind-set and strategies for designing, facilitating, and assessing learning experiences and creating inclusive learning environments—approaches that can apply equally to co-curricular learning contexts. The book includes definitions of key terms, summary of literature relevant to the study findings, and specific recommendations for developing and sustaining a culture of inclusion, whether in a classroom, student life setting, or any related learning environment. The book and the included reflection questions would serve well as a community read for all educators with ongoing commitments to diversity, equity, and inclusion.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"24 1","pages":"300 - 302"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42128549","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}

{"title":"University Chaplaincy as Relational Presence: Navigating Understandings of Good and Effective Chaplaincy in UK Universities","authors":"Kristin Aune, Lucy Peacock, M. Guest, Jeremy Law","doi":"10.1080/2194587X.2023.2224573","DOIUrl":"https://doi.org/10.1080/2194587X.2023.2224573","url":null,"abstract":"Abstract Chaplains are embedded in the culture and life of many universities and are a key part of university support for religious students. Yet university chaplaincy has rarely been researched by social scientists. This article explores the role of chaplains and chaplaincy in universities in the United Kingdom (UK), investigating understandings of what makes for good and effective chaplaincy among the different groups involved or working with chaplains. Case study research in five universities, comprising interviews with chaplains, university managers and representatives from religious bodies, and a survey of students, reveals an approach to chaplaincy upon which many participants agree, based around a combination of relational skills and presence. Conceptualizing this as relational presence, the authors argue that relational presence reflects the UK’s three-dimensional religious landscape, where religion is regarded as “vicarious,” and reflects the values of young people who attend universities.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"24 1","pages":"197 - 216"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49234132","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}

{"title":"On the Use of Questionable Anti-Hazing Messaging","authors":"A. Cimino","doi":"10.1080/2194587X.2023.2231100","DOIUrl":"https://doi.org/10.1080/2194587X.2023.2231100","url":null,"abstract":"Abstract Some collegiate anti-hazing programs are employing anti-hazing messaging that consists of exaggerated, misleading, or dubious claims. These claims are typically phrased in a way that is either a poor representation of the overall state of the research literature on hazing or oversells the findings from a single study. The failure to prioritize veracity in student messaging around hazing is problematic and needs to end.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"24 1","pages":"293 - 299"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43535975","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}