Showing papers in "College student journal in 2003"

Understanding the Collegiate Experience for Asian International Students at a Midwestern Research University

Abstract: The Asian international student population in American universities is presently greater than 10% (Institute for International Education, 1999). As a result, student affairs practitioners and other university personnel must recognize factors that may impact the transition process for Asian international students and the role of student development during their collegiate experience. This study used interviews and focus groups to determine: (1) their level of student development; and (2) their experience transitioning through an American Midwestern Research University (MRU). Seven factors were identified that influence the development of Asian international students at MRU: choice, adjustment, communication, learning, participation, external pressures of family, and traditional values. A conceptual model is developed from the findings to help depict the collegiate experience for Asian international students. ********** Asian international students compose more than 10% of enrollments at institutions of higher education in the United States; they are primarily enrolled at research universities (Institute for International Education, 1999). Students from other countries are an important constituency for colleges and universities due to the added cultural richness they bring to the academy (Tan, 1994). American institutions have developed support services (e.g., Office of International Affairs) to assist international students with a variety of special needs ranging from adjusting to the academic requirements of American institutions, to dealing with cultural factors of being submerged in new societal settings. Operating from the paradigm that human development takes place within a social context, the purpose of this study is to understand variables that impact the collegiate experience Asian international students with am emphasis on student development and the transition process. This study was conducted at Midwestern Research University (MRU) and examined the relationship of such transitions with select student development theories. Research related to diverse student populations (e.g., students of color, students with disabilities, and international students) has the potential to provide the academy with a sound understanding of the transition process that these students face and the impact it has on their development (Sodowsky & Lai, 1997). In order to achieve an increased understanding of this issue, one must explore: (1) the socialization of Asian international students; (2) the concerns and feelings of Asian international students; (3) the acculturation to the campus environment; (4) preferences of student services for Asian international students; and (5) the role of educational achievement for Asian international students. Review of the Literature This literature review provides its readers with more information about the background, concerns, and feelings of Asian international students, which subsequently impact the collegiate experience. In addition, areas of interest included socialization, acculturation, and educational achievement. Socialization Over the last two decades, the racial diversity of students in higher education has changed significantly (Fleming, 1984). According to Uba (1994), Asian international students in traditionally White colleges and universities encounter difficulty when attempting to acculturate. Many students from minority groups have reported that they have not felt welcomed and have been treated like uninvited guests in a strange land (Tan, 1994). Astin (1984) stressed the critical role of student involvement in student development. His basic premise was that for student learning and growth to take place, students need to actively engage in their environment. Levels of involvement for Asian international students are different (Uba, 1994). Asian international students rarely endorse emotional or social issues but seem to be more concerned with academic and career issues, because these problem areas are more role-salient to their traditions, beliefs, and cultural values (Kitano & Daniels, 1990). …

Credit Card Attitudes and Behaviors of College Students

Abstract: Henry, Weber, and Yarbrough (2001), writing in this Journal, reported that many college students are living on the verge of a financial crisis. The purpose of this study was to further consider this assertion by examining college students' credit card use behavior and attitudes. A concurrent purpose was to test the factors associated with students' attitude toward credit cards. It was determined that, using a sample of 242 undergraduate and graduate students from a southwestern state university, Ethnic/racial background, academic level, credit card ownership, parents' credit card use, money ethic, and locus of control were associated with college students' credit card attitudes. Henry et al.'s assertion that students are vulnerable to a financial crisis was confirmed. ********** College students' use of credit cards has recently received increased visibility throughout the media (Hayhoe, 2002). Henry, Weber, and Yarbrough (2001), writing in this Journal, concluded that in addition to credit problems many students do not have a written budget, and of those who do have a budget few young people actually use it. They determined that university students "are vulnerable to financial crisis" (p. 246). The staggering number of credit cards in circulation exemplifies this crisis, as does the number of cards carried by the average student. Currently, there are 1.3 billion credit cards in circulation, which, when averaged, equals about 12 cards per household (Sullivan, Warren, & Westbrook, 2000). The growth of credit cards on college campuses has tended to minor the credit saturation found in the general public (Xiao, Noring, & Anderson, 1995). More than a decade ago Churaman (1988) reported on college students' use of consumer credit. It was during this period that the banking industry began permeating the student credit card market in the late 1980's (Manning, 2000). Churaman reported that in 1985-86 over half of all college students had bank credit cards. This figure has been on the rise as some 70% of all undergraduates at four-year colleges have at least one credit card today. The increased number and type of credit cards on university campuses has seen an explosive level of growth in the past decade, with most credit card companies targeting college students. What remains still unanswered is what effect credit card circulation among college students has had on the financial attitudes, behaviors, and outcomes of young Americans. The purpose of this paper is to extend the research originally reported by Henry et al. (2001) by reporting findings from a study that was designed to examine college students' credit card use behavior and identify the factors associated with credit attitudes. This research also identifies the factors related to college students' attitudes toward credit cards. Attitude toward credit was assumed to be explained with demographic characteristics, socioeconomic characteristics, background factors, and psychological factors. Methodology A survey data collection method was used. Questionnaires were distributed to randomly selected classes offered in the College of Human Sciences of one large university in a southwestern state. From the total of 250 questionnaires that were distributed, 242 questionnaires were returned. The survey instrument included questions regarding debit card usage, credit card usage, attitudes toward credit, financial knowledge, demographic characteristics, and other personal finance attitude and behavior. Attitude toward credit was measured with nine questions adapted from a study by Awh and Waters (1974). Each item was measured with a 4-point Likert-type-type scale that ranged from strongly agree (4) to strongly disagree (1). A summated index was created for use in the multivariate analyses. Those who had higher scores on the attitude toward credit scale were assumed to have a more positive credit attitude. …

Attitudes of Pre-Service Teachers towards Persons with Disabilities: Predictions for the Success of Inclusion

Abstract: The purpose of this study is to explore pre-service teachers' attitudes towards individuals with disabilities as a predictor for including them in the regular classroom. Before the implementation of any special education programs for students with disabilities within the public schools, it is important to determine the attitudes of educators and administrators towards individuals with disabilities, The study uses a demographic survey and the Attitudes Towards Disabled Persons (ATDP) scale to assess the attitudes of Arab preservice educators towards persons with disabilities. The results indicated that the overall attitudes of educators towards persons with disabilities were negative. ********** The passage of the Handicapped Law of 1993 in Jordan was the first step towards guarantying the rights of persons with disabilities. The law emphasized that individuals with disabilities are entitled to equal education, training, work, and care (Ministry of Education, 1998). In the United Arab Emirates (UAE) however, until now there are no Laws that are geared specifically towards persons with disabilities. Yet, in the UAE constitution there are several sections that address the needs of persons with disabilities. Section 16, for example emphasized the issue of rehabilitating and caring for persons with disabilities. Section 25 also dictates that all individuals are equal. In addition the Law of the Ministry of Work calls for the establishment of centers and institutions for persons with disabilities (United Arab Emirates, 1993; Alsharegah Government, 1994). Legislation can enforce the provisions of educational opportunities in terms of physical access, but it is difficult to enforce acceptance. Therefore, much attention should be given to the attitudinal barriers that restrict students from having full access to the educational system (Jones, 1984). Attitudes of persons with disabilities and its importance has been long recognized (Antonak, 1980). The literature has revealed that one of the most important predictors of successful integrating of students with disabilities in the regular classroom is the attitudes of general education teachers (Coates, 1989; Semmel, Abernathy, Butera, L Bacon & Schultz, 1991). Results of studies by Barton (1992) and Wilczenski (1993) indicated that attitudes held by both regular and special educators towards students with disabilities determine the success or the failure of inclusion. If educators hold a positive attitude towards persons with disabilities this allows and encourages the establishment of policies that guaranties the students rights to be educated in regular classrooms, whereas negative attitude towards persons with disabilities in all aspects limits their opportunities to be integrated in regular classrooms (Altman, 1981; Jamieson, 1984). Most of the studies conducted on the integration of students with disabilities in regular education classrooms found that teachers have negative attitudes (D'Alonzo & Ledon, 1992). Because attitudes are essential in the success of educating students with disabilities in regular education classrooms, pre-service programs should emphasize and concentrate on enhancing teachers attitudes towards inclusion (Kauffmann & Hallahan, 1981; Turnbull & Schultz, 1979). However, some researchers (e.g., Murphy, 1996; Conte, 1994; and Wilczenski, 1992) believe that the preparation programs for regular classroom teachers for inclusion are ineffective at both the pre-service level and the in-service level. Attitudes and the ability to teach students with disabilities in regular classrooms is a learned process and is greatly influenced by the amount of contact teachers have with persons with disabilities (Smith, Price and Marsh, 1986). According to Shoho, Katims, and Wilks (1997), if teachers gain more knowledge about including students with disabilities and how their learning needs can be addressed, they may have less negative attitudes about inclusion. …

Factors Influencing the College Selection Process of Student-Athletes: Are Their Factors Similar to Non-Athletes

Abstract: Recruitment is a vital component for any college or university. Recruiting top student-athletes is even more strategic due to the potential increase in undergraduate admissions and booster donations that a championship season may bring. While much research has been conducted related to the factors influencing the choice of college, there is limited research focusing on college choice factors of student-athletes. Additionally, a majority of the research focusing on college choice factors of student-athletes does not address those student-athletes at top Division I-A institutions. The present study sought to determine if the factors that influence the college choice of high level students-athletes was different than research results focusing on non-athletes. The findings of this study suggest that, although student-athletes have different factors that influence college choice, non-athletic related factors as just as important as athletic related factors. These findings are valuable to the successful recruitment of student-athletes and may mean the difference between successful and unseccessful athletic programs. ********** The students entering institutions of higher education today are much different than those of previous generations (Abrahamson, 2000). Often called Generation Y, Baby Boomers II, and Millennials, this group has often been described as ambitious, precocious, stressed, wayward, and indifferent (Newton, 2000). Additionally, these people have been characterized as being exposed to greater "grown-up" activity and less experienced in exercising discipline and decision making (Newton, 2000). As this generation makes decisions about attending college, and ultimately what college to attend, they consider factors much differently than previous generations. It is imperative that those involved in the recruitment process understand both the factors that are most influential in selecting an institution and the methodology utilized by college bound students in their search process. Previous studies have attempted to determine what factors have the greatest influence on students' college choice. Spies (1978) found that academic reputation of the institution was more important than financial considerations. More recently, Sevier (1993) studied college-bound high school juniors and reported that availability of desired major and total cost of attending college were the most important factors. Galotti and Mark (1994) noted that parents/guardians, friends, and guidance center materials were rated as most important in the college search process. Most recently, Hu and Hossler (2000) found that students were most influenced by family input and finance-related factors. Intercollegiate Athletics The transformation of college athletics over the past 30 years into a multi-billion dollar, internationally recognized business has changed the focus of intercollegiate athletic departments. Budget minded administrators have realized that a winning team can provide an effective means of advertising their institutions and securing much needed additional funding (Davies, 1994). Many Division I-A college basketball and football programs generate 20-to-30 million dollars annually in revenue (Fulks, 2000). Not surprisingly, success within an athletic department can positively impact the institution's overall reputation and ultimately lead to higher numbers and caliber of undergraduate applications. Over the past twenty years championship teams in football and basketball have led to increases in undergraduate admission applications for the years following the championship (Toma and Cross, 1998). In addition, winning teams bring notoriety, which allows greater selectivity in admissions but also stimulates booster donations to the athletic department and the university as a whole (Zimbalist, 1999). With the impact winning athletic teams have on a university it is not surprising that the pressure to produce winning teams is enormous. …

Barriers to persistence among African American intercollegiate athletes: a literature review of non-cognitive variables

Abstract: For many universities which sponsor intercollegiate athletics programs, it is a constant battle to maintain the balance between academic success and competitive success There is a great deal of criticism and discussion both on and off college campuses regarding the low graduation rates of athletes, particularly African American males competing in the sports of football and basketball In response, the NCAA implemented legislation that focused on the academic progress of the student athletes Additionally, individual institutions hasten to implement academic and student service programs aimed at improving the graduation rates of athletes on their campuses Unfortunately, these programs are often initiated without gaining an understanding of the student population they are designed to serve Understanding the variables affecting persistence in a particular student population, at a particular institution is the first step in developing retention programs There are many variables that affect persistence in college students The variables are typically categorized as either cognitive (intellectual) or non-cognitive (attitudinal or motivational) The purpose of this article is to heighten the reader's awareness about the role non-cognitive variables may play in persistence among African American student athletes ********** University administrators and faculty across the country are working to enhance persistence and graduation rates at their respective institutions Certain subgroups of the student population prove to be more challenging than others; for example; nontraditional older students, students under prepared for higher education, learning disabled, first generation college students, and minority students The subgroup of intercollegiate athletes and even more specific, African American male athletes may fall into one or more of these categories The graduation rates for African American men participating in the revenue producing sports of National Collegiate Athletic Association (NCAA) Division I football and basketball have historically been low Although the graduation rates for this group of athletes have improved over the past several years, they are still lower than their white teammates The NCAA has taken steps aimed at improving educational persistence and graduation rates for athletes in its member institutions The measures have a limited affect and cannot stand alone to improve persistence of individual athletes at individual institutions To be effective, programming and intervention strategies must be founded on a basic understanding of the characteristics of the institution as well as the characteristics of the student or subgroups of students Many variables affect a student's decision to remain or leave college Variables that affect persistence are generally categorized as cognitive (intellectual), non-cognitive (motivational) and environmental Environmental variables are further broken down into internal or institutional and external variables (Astin, 1975; Tinto, 1993) The variables act together to influence persistence, unfortunately, research efforts and programming efforts historically focus on the cognitive aspects Although the focus of this literature review is the non-cognitive variables associated with persistence, it may benefit the reader to become familiar with some of the mandates imposed on college athletes that focus on cognitive aspects Cognitive Variables Affecting Persistence Traditionally, academic success and persistence are measured in terms of cognitive dimensions such as scores on standardized tests, GPA, grades and graduation rates Institutions routinely assess persistence by evaluating graduation rate Annually, the NCAA requires all member institutions to report graduation rates of student athletes Although the data is conservative since it only encapsulates students who enter institutions as freshman and who receive athletic aid, it is useful to demonstrate the significance of the problem in African American student athletes (NCAA 2001, table 1) …

How Important Are the First Few Weeks of College? the Long Term Effects of Initial College Experiences

Abstract: This study sought to examine whether college students' initial experiences, specifically experiences during the first few weeks of college, could be linked to degree completion. The study focused on a cohort of first year students at a mid-size, four year public university. Three types of initial experiences were included in the model-employment, initial social adjustment and initial academic adjustment. Initial social adjustment was linked to higher probabilities of degree completion, even when pre-entry characteristics and educational commitment were included in the model. The findings suggest that universities should continue to focus attention on social activities and social adjustment as soon as students arrive on campus. ********** The move from high school to college can present a major challenge to students trying to make the transition. "While many students soon adjust, others have great difficulty in separating themselves from past associations and/or in adjusting to the academic and social life of the college." (Tinto, 1993, p. 163). Levitz and Noel said "The freshman's most critical transition period occurs during the first two to six weeks" (1989, p.66). Similarly, Pascarella and Terenzini emphasized the importance of the first few weeks. They suggested that "the initial encounters with the institution and its people can have profound effects on subsequent levels of involvement and aspirations for intellectual achievement" (1992, p.4). Upcraft and Gardner suggested that a particularly important factor for freshman students is "establishing close friends, especially during the first month of enrollment" (1989, p. 10). Thus, researchers and practitioners have emphasized the importance of a student's initial experiences on campus and suggested that these experiences might play a critical role in a student's future success. Previous research about the transition to college has not focused on the initial college experiences of large populations, i.e., the first few weeks of college. A number of studies have focused on the transition of particular sub populations, such as minority students, first generation students, and at risk students (e.g., Choy, Horn, Nunez, C Hurtado & Carter, 1997). Other studies have focused on concerns that high school students have about the college transition (e.g., Birnie-Lefcovitch, 2000; Paul & Kelleher, 1995; Zuker, 1997). Also, research has looked at first semester experiences or first year experiences and linked them with retention to the sophomore year (e.g. Allen & Nelson, 1989; Berger, 1997; Berger & Braxton, 1998; Berger & Milem 1999; Milem & Berger, 1997). These studies focused on issues of involvement, social integration, and institutional commitment but none focused specifically on the initial transition period. Nor did these studies investigate impacts beyond the sophomore year. Other studies have looked at the relationship between adaptation to college and family relationships (e.g., Feenstra, Banyard, Rines, & Hopkins, 2001; Wintre & Sugar, 2000). Overall, what has been largely overlooked in the research is the potential importance of initial college experiences and the impact these experiences may have on long-term outcomes. Therefore, this study sought to investigate the relationship between students' initial experiences in college and students' degree completions. Methodology Sample This study focused on a cohort of first time freshman students at one predominantly residential Midwest public university. The students matriculated in fall 1996. During the third week of their first semester on campus, all of the students in the cohort received a survey. Of the 3,829 freshman students, 2,554 students returned useable survey responses, creating an overall response rate of 67 percent. Dependent variable The dependent variable (BA) in this study was whether a student had earned a Bachelor's degree at the institution within five years of matriculation. …

The effects of academic environment and background characteristics on student satisfaction and performance: the case of South Carolina State University's School of Business

Abstract: In the increasingly competitive markets for high quality students entering colleges or universities, this article examines and evaluates factors affecting student behavior and performance at a historically black college or university such as South Carolina State University. Specifically, the study seeks to determine the impact of academic climate, background and social environment on student performance and satisfaction. A five-point scale was used to address student preferences and satisfaction with academic programs and various services. The Chi-square tests and Likelihood ratio test statistics reveal that satisfaction with academic environment and services as well as the precedent high school achievements are significantly correlated with college performance. The probability distribution of college majors, the adequacy of library services, and the out-of-class experiences are also significantly associated with positive college outcomes. I. Introduction The education profession has experienced significant changes and revisions of curriculum and program requirements in the past decade. The changes brought new educational challenges and opportunities. Although some colleges experienced enrollment declines from time to time, most postsecondary enrollments have notably increased in all parts of the country and every community (Associated Press, 1998). Educational standards are continuously revised and often raised while competition for high-achieving students has intensified (Hu & Hossler, 2000; McPherson & Shapiro, 1998). The initiatives are intended to meet challenges stemming from increased demand for educational reforms and new programs. Indeed, the key to enhanced learning is the creation of an environment that encourages students to pursue educational activities in-and-outside classrooms (Graham and Gisi, 2000). Thus, at South Carolina State University (SCSU) School of Business, professional development programs, internship programs, and an office of student services have been created, integrated, and structured to attract, retain, and help students in their professional and academic development. In the increasingly competitive markets for high quality students entering colleges or universities, there is a need to identify and evaluate the effects of the factors affecting decisions to attend a particular college or university, performance and satisfaction in college. Such factors include the family socioeconomic background, student academic achievement, and the educational achievements of both parents. These factors create a learning environment that affects positive college outcomes and performance (Kuh and Hu, 2001a). Furthermore, the level of education and the social status of parents are perceived as factors that foster a socio-cultural background conducive to positive college experience and learning. Since students are in a unique position to provide an assessment of their choice of college or university, their educational expectations, duties, responsibilities, and their performance a survey of such students is in order. The purpose of this study is twofold. First, this study is intended to address factors affecting college outcomes at a historically black college or university (HBCU). The results are expected to contribute to the body of knowledge of the impacts of socio-economic and environmental factors on positive college outcomes for the underrepresented segment of the higher education population. This research study includes a survey of intervening factors such as socioeconomic, demographic, and environmental variables used to evaluate the impact of these factors on college choice and performance. Second, while previous studies have generally addressed and evaluated specific impacts of selected factors affecting college learning and experiences in mostly white institutions (Kuh& Hu, 200la; Terenzini, Pascarella & Blimling, 1996), little effort has been devoted to learning college outcomes and factors correlated to success at HBCU's and/or other minority institutions. …

College Students and Academic Dishonesty

Abstract: Students at a medium-size state university in the Southeast were surveyed regarding their attitudes and behaviors about learning. Three hundred and forty-five students (52.8 percent) indicated they had never committed any acts of academic dishonesty. Students who possessed an "academic ethic" were less likely to commit acts of academic dishonesty and earned higher grade point averages. A variety of factors including sex, grade point average, race, social class, fraternity/sorority membership, major, paid employment, and those variables associated with the academic ethic were assessed for their influence on academic dishonesty. The higher one's classification the more likely one would engage in acts of academic dishonesty. The more students watch television and the more they participate in student clubs or groups the more likely they are to commit acts of academic dishonesty. The implications of the findings are discussed. ********** Academic dishonesty is an issue which has garnished national attention and it is considered a serious problem among college students (Maramark and Maline 1993:3; McCabe and Trevino 1997:379). Shane Spiller and Deborah F. Crown (1995:763) acknowledge that there is little comparable longitudinal research on academic dishonesty and they challenge the assumption that cheating has increased over the years. Based on one measure of academic dishonesty they found no support for the claim that cheating has increased, although they readily admit other forms of academic dishonesty may be increasing. Individual characteristics such as age, sex, grade point average, social class, extracurricular activities, etc., and contextual (situational/institutional) characteristics such as fraternity or sorority membership, faculty support for academic integrity, peer opinions, etc. are linked with academic dishonesty. Donald L. McCabe and Linda Klebe Trevino (1997:391) found that "peer-related contextual factors" had the most influence on whether a student would commit an act of academic dishonesty. Stephen Davis et al. (1992:19) attribute a "diminishing sense of academic integrity" as a major factor influencing cheating, while Miguel Roig and Lauren DeTommaso (1995:691) identify procrastination as a major cause of academic dishonesty. The statistics regarding academic dishonesty are disheartening. Fifty-four percent of students at a small state university in the Southwest admitted cheating on either exams, quizzes, and assignments (Haines et al. 1986:345). Eighty-two percent of students at a large state university in the Midwest cheated at some point in their college career (Stern and Havlicek 1986:136). Eighty-six percent of students at a large Southern university cheated on either exams, papers, or homework assignments (Michaels and Miethe 1989:876). Bernard E. Whitley, Jr. (1998:238) reviewed 107 studies related to cheating among college students and found an average of 70.4 percent of students had cheated, 43.1 percent had cheated on examinations, 40.9 percent had cheated on homework assignments, and 47 percent had plagiarized. Fifty-one percent of students majoring in criminal justice at a medium-size state university in the South had committed some type of academic misconduct (Coston and Jenks 1998:241). Among sociology students at the University of Oklahoma, 83 percent committed at least one act of academic dishonesty (Cochran et al. 1999:94). Potential remedies for academic dishonesty are few. Erica B. Stern and Larry Havlicek (1986:140) found that students and faculty favored smaller classes and closer monitoring during exams. Neither group believed that an honor code or trust system would reduce cheating on examinations. Part of the problem may be in the way faculty deal with cases of academic dishonesty. Faculty tend to deal with incidents of academic dishonesty on a one to one basis rather than referring cases to the University Office of Judicial Affairs. This practice occurs even at institutions with honor codes (McCabe 1993:654). …

Impulsivity and Academic Achievement in College Students

Abstract: Impulsivity is a wide-ranging trait, affecting multiple areas of one's life, including education. The educational process is a long-term, goal-oriented undertaking, which could be undermined by an impulsive tendency to act on immediate demands. Research in children with attention deficit hyperactive disorder (ADHD) demonstrates that impulsivity reduces educational achievement, even after adjustments for IQ are made. This study examined the relationship in adults enrolled in an undergraduate college course using the Barratt Impulsiveness Scale (BIS-11) and exam grades. An inverse relationship was demonstrated between academic grades and the BIS-11 total and factor scores, supporting previous research done in children. The neurobiological underpinnings of this relationship are tentative, but anatomical studies suggest a role for prefrontal-subcortical circuits that mediate self-control. ********** Impulsivity could be defined as a tendency to act hastily on one's urges or on environmental demands. It connotes a shortsighted approach to situations, placing importance on immediate results, often at the expense of future accomplishments. Thus, impulsivity is typically antithetical to long-term, goal-oriented behaviors. It is a common feature of many psychiatric conditions, including bipolar disorder, suicide, attention deficit hyperactive disorder (ADHD), borderline personality disorder, and conduct disorder (van Heerigan, 2001, Chretien and Persinger, 2000, American Psychiatric Association, 2000; Swann et al., 2001). Impulsivity is a wide-ranging personality trait, impacting upon several domains of an individual's functioning, e.g. cognitive, behavioral, social, and emotional. The pursuit of higher education is a long-term, goal-oriented behavior, in which both the long-term rewards (occupational opportunities, salary, prestige) and short-term rewards (grades) tend to be delayed. Thus, a tendency toward impulsivity would be anticipated to hinder academic performance by influencing multiple contributing factors. For example, greater impulse control would allow an individual to remain focused in lectures or studying sessions, where distractions with more immediate appeal are present. College students in particular have a variety of demands made on their time from a variety of sources, including academic, occupational, social, and recreational. Even within the context of learning and studying, greater impulse control would allow an individual to take a more strategic than haphazard approach to tasks. Several studies have examined the relationship between impulsivity and academic achievement in children with attention deficit hyperactive disorder (ADHD). Children rated high on impulsivity have been demonstrated to achieve lower grades than their peers with low impulsivity ratings (Merrell and Tymms, 2001). This relationship has been found with objective measures of impulsivity as well, including verbal impulsivity (e.g. Meade, 1981). Further, impulsivity is consistently associated with lower grades and achievement scores, even when IQ is partialled out (Meade, 1981; Miyakawa, 2001). Little appears to have been done in this regard in the adult-age and college population. However, one study has demonstrated that the Executive Process Questionnaire, which measures metacognitive executive skills, related positively to college students' grade point averages (Hall, 2001). Thus, this study sought to examine self-ratings of impulsivity in relation to objective academic performance in college-level students. Methods Participants The participants were 27 undergraduate students (18 female, 9 male) enrolled in a physiological psychology class, taught by one of the authors (M.S.). The course was an elective that counted as credit toward a bachelor's degree. The students ranged in age from 19 to 42 years (mean 24.96 [+ or -] 5.3 years) and had between 12 and 16 years of education completed (mean 14. …

Optimism and stress: an African-American college student perspective

Abstract: The purpose of this study was to examine the role of life event stress on African-American college students as a function of optimism. One hundred and six African-American college students attending a Historically Black College participated in this study. After obtaining informed consent, all participants were administered the questionnaire package (Student Stress Scale, Perceived Stress, Life Orientation Test, and demographics). As expected, individuals who scored high on measures of optimism reported significantly less perceived stress than their pessimistic counterparts. Underclassman reported more academic stress than upperclassman. These findings suggest that future studies should examine the role of optimism and other "buffer of stress" variables within the context of an African-American population. ********** Introduction Although the experience of stress has been shown to influence general well being, individual differences exist with regard to this phenomenon. Lazarus and Folkman (1984) have conceptualized life stress as a person-environment transaction. This model incorporates individual differences with respect to the perception of threat, desirability, personal resources, ability to cope, and response options (Dohrenwend and Dohrenwend, 1984). For example, racial and ethnic differences have been found among adolescents with regard to life stress exposure, the appraisal of negative impact of life stress, and coping resources (Prelow and Guarnaccia, 1997). Furthermore, these differences were not related to family socioeconomic status. Within the last decade, researchers have begun to investigate a host of positive psychological factors (e.g., optimism, spirituality, social support) that have been shown to influence general well-being. In particular, optimism is linked to desirable outcomes such as good morale, achievement, improved health, and coping with adversity (e.g., Chang, 1996; Caver, Pozo, Harris, Noriega, Scheier, Robinson, Ketcham, Moffat, and Clark, 1993; Lin and Peterson, 1990). For example, Borawski, Kinney, and Kahana (1996) found that elderly adults who were more optimistic about their health were less likely to die within the 3-year study period. Moreover, Aspinwall and Taylor (1992) reported that optimism predicted adjustment to the first semester of college, independent of other variables such as locus of control and self-esteem. According to Scheier and Carver (1987), dispositional optimism refers to the degree to which an individual holds positive expectancies for their future. More specifically, individuals who believe that the desired goal is attainable will overcome adversity to reach that goal. These individuals, in turn, expect a positive outcome from their effort and are properly called optimists. Pessimists are people who tend to hold more negative expectations, and their desired goals are viewed as unattainable. Thus, they will cease striving in the face of adversity. According to Tiger (1979), optimism is predicated on what an individual regards as desirable. Thus optimism, conceptualized as individual differences, may influence the cognitive appraisal of an event as stressful (Peterson, 2000). To our knowledge, empirical studies examining the association between dispositional optimism and stress within a college population of African-American students are sparse. Most of the published research in this area has been based largely on Euro-American college samples (Graham, 1992). For example, Scheier and Carver (1992) conducted a study on adaptation to college life. They measured a number of outcome variables including optimism and perceived stress. These researchers found that optimists became significantly less stressed, depressed and lonely over time compared to their pessimistic counterparts. It is well documented that Africian American students are more likely to drop out of college than their nonminority counterparts (e. …

The Relationship between Achievement Goal Orientation and Coping Style: Traditional vs. Nontraditional College Students

Abstract: Do traditional and nontraditional college students cope differently with stress? Is there a relationship between type of coping style and achievement goal orientation? Participants were administered questionnaires that measured both achievement goal orientation and coping style Results suggest that there is a relationship between student status, academic goal orientation, and type of coping style utilized Specifically, nontraditional college students more often endorsed learning goals and utilized task-oriented coping, in addition to exhibiting a wider repertoire of coping behaviors than did the younger traditional college students Implications for these findings are further explored in an attempt to outline the role of achievement goals, coping styles, and grade point average in relation to the two groups ********** Dweck and Leggett (1988) argue that there are two distinct behavioral patterns that can contribute to students' achievement goal orientations Learning goals are characterized as the most positive approach, and generally include a desire to increase competence and continually improve oneself A learning orientation results in the most adaptive responses, such as increased effort to solve a problem or more perseverance when confronted with a difficult situation (Roedel, Schraw, & Plake, 1994) Conversely, a performance goal orientation is likely to reflect maladaptive responses, and is characterized by a focus on outcome and a desire to avoid negative feedback This orientation often leads to increased anxiety and an inability to persist when faced with obstacles (Eppler & Harju, 1997) Previous research has investigated the impact of achievement goal orientations on academic success in elementary school children (Eppler & Harju, 1997; Dweck, 1896), yet little research has been aimed at the assessment of college-aged students One of the few studies to address the effects of goal orientations on achievement at the collegiate level found that students with a strong learning goal orientation were more apt to succeed in an introductory science course than were students with a relatively weak learning goal orientation (Roedel & Schraw, 1995) According to Dweck and Leggett (1988), performance goals have been correlated with the avoidance of learning opportunities and deterioration of academic performance Investigations on these two types of goals have demonstrated that the most favorable outcome entails an equal balance between both learning and performance goals (Dweck & Leggett, 1988) Another study to investigate achievement motivation goals in college students in relation to academic performance found that nontraditional college students endorsed a learning goal orientation significantly more than did traditional college students (Eppler & Harju, 1997) They also discovered that the older the nontraditional student was, the more frequently they adopted learning goals and were more committed to them than their younger traditional peers Stress and academic performance are omnipresent issues in college students' lives A recent increase in the number of nontraditional college students has raised the possibility that traditional and nontraditional college students utilize different coping styles when confronted with stressful situations Endler and Parker (1990a) argue that people develop distinct styles of coping when responding to stressful situations Coping style, as most commonly referred to in the literature, is the typical manner in which an individual will confront a stressful situation Pertinent to the present study is the suggestion that academic performance and achievement goals might be related to an individual's style of coping One study in particular investigated the significance of achievement and the appraisal of stressful events as predictors of coping (Santiago-Rivera, Bernstein & Gard, 1995) Their data supported the assumption that those who consider achievement important also tend to evaluate more events as challenging and use more task-oriented coping strategies that ultimately reversed the negative effects of stress (Santiago-Rivera et al …

An Investigation of First-Year College Student's Psychological Sense of Community on Campus

Abstract: This study examines various personological and experiential factors as they relate to first-year college students' Psychological Sense of Community (PSC). More specifically, this longitudinal study examines how PSC develops over time and how that development relates to individual personality traits as well as student involvement and participation in various campus activities and organizations. The study included 120 participants who completed a battery of questionnaires at the beginning and end of an academic school year. Results showed that contrary to prediction students' overall PSC did not increase over the course of the academic year. However, this finding was moderated by two factors; 1) the individual personality trait of extroversion/introversion and 2) students' level of campus participation. The implications of these and other findings are discussed in relation to college and university communities. ********** In the time since Sarason wrote The psychological sense of community: Prospects for a community psychology in 1974, PSC has been studied in a variety of contexts. Many of these studies conceptualize PSC as a product of specific environments or certain characteristics of those environments. For example, PSC has been examined at both the city/town and neighborhood levels, (Ahlbrant and Cunningham, 1979; Brodsky, O'Campo & Aronson, 1999; Davidson & Cotter, 1986; Glynn, 1981; Kingston, Mitchell, Florin and Stevenson, 1999; Prezza, Amici, Roberti & Tedeschi, 2001, Prezza & Costantini, 1998; Sagy, Stem, Krakover, 1996). Zaff & Devlin (1998) examined PSC in the context of a retirement community. In addition, the workplace has also been proposed as a frame of reference for PSC. Findings indicate that PSC can be experienced in the workplace and that it can benefit employees in a number of ways including increased feelings of security, stronger self-concept, self-respect and coping abilities (Klein & D'Aunno, 1986; Pretty & McCarthy, 1991). Burroughs & Eby (1998) found that employees with a high need for affiliation scored higher on measures of PSC at work. PSC has also been examined in academic contexts (Abrahamowicz, 1988; Boudreau & Kromrey, 1994; Cruz, 1987; Dowaliby, Garrison, & Dagel, 1993; Easthope, 1975; Gass, 1990; Hill, Shaw and Devlin, 1999; Hunt & Rentz, 1994; Murguia, Padilla, & Pavel, 1991; Pascarella, 1986; Ragle & Krone, 1985; Royal & Rossi, 1999; Russel & Thompson, 1987; Spitzberg, 1992; Stoecker, Pascarella, & Wolfle, 1988; Young, Backer & Rogers, 1989; Young & Rogers, 1991). Pretty (1990) examined the relationship of PSC to social climate characteristics and found evidence that PSC is related to undergraduates' interpersonal networks and support. Related to this, Pretty, Andrews, and Collett (1994) found a significant negative correlation between school sense of community and loneliness. Other studies have examined the relationship between PSC and social predispositions (Davidson, Cotter, & Stovall, 1991), subjective well being (Davidson & Cotter, 1991), and student burnout (McCarthy, Pretty, & Catano, 1990). The current study was based on previous research by Lounsbury and DeNeui (1995,1996) who found that; 1) PSC was significantly negatively related to institution size, 2) extroverted students had higher PSC scores than introverted students, 3) students living on-campus reported higher PSC scores than those living off-campus, 4) students involved in Greek organizations reported higher PSC than non-Greek and 5) out-of-state students reported higher PSC than in-state students. The present research further examines how students' personality traits and participation in campus organizations and activities moderate the development of PSC during the first year of college. Specifically, because participants were incoming freshman with little or no connections to the school and hence little or no sense of community, it was predicted that students' PSC would increase over the course of the academic year. …

Homesickness in socially anxious first year college students

Abstract: First year college students took part in a retrospective study exploring factors that may make individuals susceptible to prolonged homesickness. Students responded to a number of questionnaires asking them to first reflect back on how they were feeling during the first two weeks of the semester, and then on how they were feeling currently during the fifth through seventh week. The effects of social anxiety and social support were evaluated as predictors of homesickness. The effect of social anxiety is only a fair predictor of homesickness, but is a better predictor of level of social support at college, which, in turn, is a good predictor of homesickness. Directions for further research are discussed. ********** The transition to university life is often looked upon as a positive event. However, the changes that result can at times be stressful for the student, as he or she leaves existing sources of social support behind. Commonly, this stress creates feelings of homesickness and the intense desire to return home. While initial feelings of homesickness are obviously common for most, if not all, new students, prolonged feelings often prove to be problematic. Burt (1993) showed that persistent feelings of homesickness can lead to a lack of concentration and ability to perform, along with absent-mindedness and cognitive failures. Thus, homesickness in college students is an issue that must be taken seriously, for it can influence one's level of success in adapting to their new lives as collegians. Fisher and Hood (1987) examined the relationship between homesickness and a number of demographic and personal characteristics of first year college students. Their findings showed that there were no sex differences in the reports of homesickness, and that homesickness is largely independent of age. Furthermore, their results indicated that those students who reported high levels of homesickness had a tendency to view their home environments in positive terms, suggesting that when they had positive experiences in the past, it made it harder for them to leave their homes behind. Finally, their results indicated that, "homesick individuals had greater psychological disturbances particularly manifest in raised obsessionality scores, somatic symptoms reporting, and depression" (p.438). In a second study, Fisher and Hood (1988) found that those first year college students who exhibit signs of insecurity and poor social skills prior to entering university life have a greater tendency to exhibit signs of homesickness during the sixth week of their first term. Finally, Fisher and Hood (1988, p. 316) found that "homesick individuals reported greater perceived stress in association with all residential moves than their non-homesick counterparts." Using the work of Fisher and Hood as a guide, other researchers explored factors that may make an individual susceptible to homesickness. For example, Kazantzis and Flett (1998) focused on family cohesion as a determinant of homesickness in first year college students. Their findings showed that family cohesion and dependency were significant predictors of the occurrence of homesickness. Upon further analysis of their findings, they also suggested that homesickness might in fact be a "positive affirmation of the importance of family relationships" (p. 200). As seen above, some studies have focused on determining what factors influence homesickness in adolescents. Other studies (e.g., LaGreca & Lopez, 1998) have focused on social anxiety among adolescents. Using the Social Anxiety Scale for Adolescents (SASA, LaGreca & Stone, 1993) to measure social anxiety, the Social Support Scale for Children and Adolescents (SSSCA, Harter, 1985), to measure social support, and the Self-Perception Profile for Adolescents (SPPA, Harter, 1988) to measure adolescents' perceptions of competence, LaGreca and Lopez examined social anxiety in adolescents. …

Do Psychology and Biology Majors Differ in Their Study Processes and Learning Styles

Abstract: This study investigated the differences in learning styles of psychology (n = 87) and biology (n = 92) majors, using the Biggs, Kember, and Leung's (2001) two-factor Revised Study Process Questionnaire (R-SPQ-2F). Significant differences between the two majors were found on the subscales of Deep Approach, Deep Motive and Deep Strategy, but not on the subscales of Surface Approach, Surface Motive and Surface Strategy. This suggests that psychology majors use more Deep Approach techniques while studying than their cohort group of biology majors. There was no significant differences between upper and lower level students in learning styles. Continued research into this area may provide a better understanding of why some students struggle in certain courses, while they excel in others. Also, this type of research may be used by advisors as they assist students in selecting a major that will compliment their learning style, as well as potentially helping students transition between different types of academic disciplines. ********** With today's modern technologies, biological researchers are constantly revealing new insights into how our brain operates. Therefore, it is crucial that students in the psychological field develop an understanding of the underlying biological mechanisms and principles that play such an important role in psychological health, diseases and disorders. However, many of today's psychology majors find the biology courses that they are required to take far more difficult and demanding than the courses that focus on theoretical psychology. It is not unusual to hear students complain about the vast amounts of memorization that is required in an anatomy and physiology course. A corollary of this is that it is also common to hear biology majors say that although the psychology course they are required to take to fulfill a core requirement is interesting, they find that studying for the test and predicting test questions is difficult and sometimes elusive. This leads one to wonder if there are fundamental differences in the learning styles that psychology and biology majors use and how these differences underscore their approaches to their courses. Many studies have investigated what types of learning styles are utilized by students in different majors. For example, Misra (1998) found that Arts, Science, Fine Arts and Management majors each fell within entirely different learning style characteristics. Zakrajesk, Johnson, and Walker (1984) took a more discrete approach and used Kolb's LSI to study the learning styles of two closely related majors, physical education and dance. Their study found that both majors exhibited similar learning style characteristics on Kolb's LSI. However, Biberman and Buchanan (1986) contest that overgeneralizations may be made when students are all lumped into one category. Biberman and Buchanan surveyed students who were accounting, economics/finance, management, and marketing majors who are all classified under the universal grouping of the business school. Their results suggest that only the economics/finance majors scored as Kolb would have predicted, whereas the accounting students scored similarly to science majors, and management and marketing majors scored in the same range as the humanities and applied majors. Stewart and Felicetti (1992) like Biberman and Buchanon (1986) looked at the individual majors that are assumed under the general category of "business." Using the Gregoric model, they too found distinct differences in the learning styles preferred by each of the majors within the business taxonomy. In addition, Stewart and Felicetti (1992) found a contrast between learning styles of upper division and lower division students. Matthews (1991) applied the Canfield model to compare the learning styles of education majors to those of students majoring in mathematics, humanities, business, science and social science. …

Data driven decision making

Abstract: Information for making curricular decisions come from many sources. One model being that measurable data might secure needed content for determining sequence in the curriculum. Wide access to computer technology and within a testing philosophy, information might well be incorporated from printouts to determine future courses of action. Individual differences need to be provided for in designing the curriculum. The question arises, "Should information come completely from objective sources in making these decisions?" What about daily classroom work of pupils? Daily work of pupils reveals subjective information from the following sources: written work, oral experiences including discussions, quality projects completed, attitudes indicated by pupils such as volunteering to do extra work, and being exceptionally good listeners, among others. There, no doubt, could be a harmony between the objective and subjective facets to make quality decisions pertaining to pupil progress. ********** Much is written on state standards and high expectations for pupils to achieve. The major curriculum area to receive attention here is reading, since all pupils on the third grade level are to be able to read 3rd grade materials, according to the Elementary and Secondary Education (ESEA) act of 2002. The objectives are to be determined on the state level such as under the supervision of the state department of education. With all pupils in a state being tested in grades three through eight, beginning with the 2005-2006 school year, according to the Elementary and Secondary Education Act, machine scoring is necessary. Data from computer point outs may then provide information for decision making pertaining to teaching pupils. Data driven decisions will be compared with pupils/teachers deciding the scope and sequence of reading instruction, as indicated in portfolio development (See Education Week, January 10, 2002). Scope in the Teaching of Reading Scope answers the question, "What should be taught in reading?" The written objectives on the state level then answers the question pertaining to what is to be taught in the reading curriculum. The results pertain to objectives which are available to classroom teachers and provide the scope or breadth of content/skills to be taught. Tests to measure pupil achievement are also written on the state level. To be of good quality, tests need to be valid. Teachers then need to teach what is written in the state mandated set of objectives. Little leeway is provided for teacher selection of objectives if the state mandated ends are numerous in number and are required teaching for pupil attainment. In addition to validity, the tests need to measure consistently or in a reliable manner. In pilot studies made of the state mandated tests, reliability figures need to be high, be it test/retest, split half, and/or alternative forms. If pupil A for example, measures on the seventieth percentile the first time and the twentieth percentile the second time on the same state mandated test, confusing results are in evidence! The reader of the test data from the printout has little or nothing to go by when attempting to notice a pupil's achievement. Certainly, on a test, there should be consistent test results from pupil A and others when test/retest reliability is in evidence. If data from tests are to be used in decision making, then valid and reliable tests need to be written and in the offing (Ediger, 2002, 44-49). Which decisions will need to be made from data driven test results? If pupils are tested annually in grades 3-8, then data from grade three will determine if the pupil is to be promoted to grade four, and for successive grades. The test then is to measure if the pupil in grade three, for example, has met grade level requirements. If not, he/she may be required to be tutored before/after school, attend summer school, and/or repeat the grade. So far, the mandates have not been that specific, but the chances are there will be tightening up of state mandated standards for pupils to achieve. …

Cooperative Learning in Higher Education: Undergraduate Student Reflections on Group Examinations for Group Grades

Abstract: The purpose of the study is to share the reflections from 140 university seniors who have participated in cooperative written examinations for group grades. Reflections are clustered by themes as identified from the 140 students' comments using Van Manen's `hermeneutic phenomonological' approach which is how the direct statements of individuals to describe a common shared experience add to the affective understanding of the event. The experience is examined and defined through reflections of the participants based on their experiences. Students participated in group examinations for group grades, thus allowing them to experience the full implication of positive interdependence within a cooperative learning setting. Following their first experience of writing a cooperative examination in groups students reflect on their initial cooperative examination experience. Introduction Cooperative learning has been studied for over 100 years, but little is known specifically about group examinations and group grades in higher education. This paper presents the perceptions of 140 university seniors regarding group grading practices in their secondary methods course in the School of Education. A clustering of their comments through reflections high-light the experience from the students' point of view. One issue in group grading controversy is the fairness of having all members of a group receive the same reward. The perception is that an individual working alone and receiving an individual grade is more fair, but the evidence of research studies does not support this belief (Johnson & Johnson, 1996). Deutsch demonstrated that before a task was performed, subjects generally perceive a competitive reward system as fairest, but that after a task is completed, a cooperative reward system in which all group members receive the same reward, was viewed as fairest (Deutsch, 1979). Hwong, Caswell, Johnson and Johnson (1992) found that college students studying within cooperative learning groups in which all group members received the same grade perceived the grading system to be fairer than did college students working independently. Opponents to the use of group grades stress that grades should only reflect the individual performance of the student receiving the grade (Ledlow, 1994). The Study The purpose of the study is to share the reflections from 140 university seniors from secondary methods classes in the School of Education who have participated in cooperative written examinations for group grades. The student reflections have been clustered into themes and later connected with current research on cooperative learning. Within the secondary methods course, one topic studied is assessment of student work which includes group grades in cooperative learning. To achieve practical application of this concept students participate in group examinations for group grades, thus allowing students to experience the full implication of positive interdependence within cooperative learning. Following their first experience of writing a cooperative examination in groups of three and before they received their group grades, students were asked to reflect on their initial cooperative examination experience. Reflections were clustered by themes as identified from the 140 students' comments. The eight clusters were 1) feelings of support and/or reinforcement; 2) feeling relaxed and/or confident; 3) partners knew the material; 4) deeper understanding of material; 5) not wanting to let their team down; 6) feelings of stress; 7) concern if their partners will prepare as carefully as they had; and 8) expressing opinions about their group. Review of the Literature Cooperative learning in college classes has its roots in the theories of social interdependence, cognitive-development, and behavioral learning. Some research provides exceptionally strong evidence that cooperative learning results in greater effort to achieve, more positive interpersonal relationships, and greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, & Holubec, 1994). …

Constructivism and Elementary Preservice Science Teacher Preparation: Knowledge to Application

Abstract: This investigation examined the impact of the constructivist learning model on elementary preservice teachers' beliefs in reference to their constructivist knowledge and the practical application of this knowledge. During the 2000-2001 academic year, 511 student teachers completed a "Student Attributes" questionnaire administered by their respective university supervisor. Ninety "Student Attributes" forms were randomly selected for data analysis. The Pearson product-moment correlation (Pearson r) was the relational measurement utilized to determine if there was a statistical correlation between constructivist knowledge and application beliefs. The correlation coefficient for the data between student teachers' beliefs towards constructivist knowledge and application was a high positive relationship of .76 (r = .76. As the student teachers' knowledge of constructivism increased, their belief that they would be "able to apply constructivist principles in the classroom learning situation" tended to increase. This correlation coefficient, r = .76, is considered to be a relatively high positive measure of the strength of the relationship. The high correlation, then, assumes that the more knowledgeable student teachers are in regards to constructivism, the more likely they will be able to apply constructivist principles in the classroom. Introduction "While various reform efforts may focus initially on different parts of the science ... education system, e.g., curriculum, assessment, or in-service teacher education, there is a consensus that having a well-prepared teaching force is essential for effective science ... education" (Weiss, 2001, p. 7). There is a widely known concern that elementary science education is lacking in areas that will equip preservice teachers to effectively teach science to elementary students once they enter their chosen profession. The reasoning behind the concern stems from the dismal results reflected in national and international science performance assessments from elementary and secondary students in the United States. Also, based on survey data collected in 1993 and 2000 funded by the National Science Foundation with a probability sample of approximately 6,000 teachers throughout the United States, in self-contained classes, grades 1-6, an average of only about half an hour per day (28 minutes in 1993 and 27 minutes in 2000) was spent on science instruction compared to almost an hour per day (52 minutes in 1993 and 60 minutes in 2000) on mathematics instruction and roughly 70 minutes in 1993 and over 105 minutes in 2000 on reading/language arts instruction (Weiss, Matti, & Smith, 1994; Weiss, Banilower, McMahon, & Smith, 2001). Arguments supporting the need for science education in elementary schools have been based on the desire to develop in students the knowledge, reasoning, and problem solving skills required for a rapidly changing and technologically based society (American Association for the Advancement of Science, 1993; National Science Teachers Association, 1996). Theoretical Background A theoretical / conceptual framework establishes the shared vision for a teacher preparation program's efforts in preparing educators to work in P-12 schools. The constructivist learning model serves as the theoretical / conceptual framework for all teacher preparation programs at the higher education institution studied in this paper. Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators for P-12 classrooms. At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning. Since this institution and numerous others throughout the country adhere to the constructivist learning model and its various components, it is being promoted as the theoretical / conceptual framework and guiding principle for teacher education. Therefore, this paper utilizes the theoretical framework of the constructivist learning model and explores its ramifications for teacher preparation. …

Persistence in higher education and its relationship to other personality variables.

Abstract: A variety of personality variables can be theoretically connected to academic success in school at any age. Among these, persistence seems to be a central characteristic. In this study two questionnaires were administered to 181 Israeli college students who entered a four year teachers' college: (1) Persistence Scale in School (PSS); (2) The 16 Personality Factor Inventory (16PF). After four years of college the students were divided into the following two groups: those who completed their degree (PG-Persisting Group), and those who did not complete their degree (NGP-Non-Persisting Group). Comparison of the two groups showed that the PG group had a higher grade point average (GPA) than did the NPG. No other differences were found among the various demographic and personality variables used in the study. However, a significant interaction was found between the level of persistence and the GPA, indicating that the relationship between persistence and grades is not simple. The authors discuss the results and try to elucidate several variables that can explain persistence during university-level studies. ********** A large increase in research into academic persistence has been recorded in recent years resulting in hundreds of new entries in the ERIC listings. Many of these are longitudinal studies dealing with minorities. Unfortunately, there is neither agreement on the definition of academic persistence, nor on the method used to assess academic persistence, which varies from study to study. Many of these studies define academic persistence as the ability of students to graduate from a program. It seems that a large number of these studies were aimed at predicting academic persistence in order to reduce the dropout rate from school, college, or a university. The prediction of academic persistence was achieved by assessing many demographic and program related variables; only a few studies tried to assess personality variables of the students involved in the studies, and that is the goal of the present study. Tinto (1987) has a well-known theory based on a longitudinal model for student attrition. Trying to explain persistence in higher education, Tinto (1989) claimed that "over the last 15 years, the most consistent finding has been that positive interaction with faculty members has a direct bearing on whether students persist to earn a degree" (p. B2). Townsend, McNerny, and Arnold (1993) categorized research concerning transfer and degree completion rates into the following three types: (1) student-centered explanations--dealing mainly with academic and personal characteristics; (2) institutional-centered explanations--dealing with academic cultural practices, and cooperation; and (3) societal analyses--dealing with economic and political factors. A different approach was taken by Gerdes and Mallinckrodt (1994) when they identified the following three areas that influence college attrition: (a) academic adjustment; (b) social adjustment; and (c) personal or emotional adjustment. Before describing the present study, a brief review of the literature will examine the following three areas, they seem to the authors as more appropriate to the topic: (a) academic variables; (b) non-academic school related variables; and (c) personality variables. Academic Variables Consistent findings across many studies show significant correlations between academic persistence and grade point average-GPA (Cejda & Rewey, 1998; Dubey, 1982; Mukherjee, 1974; Graham & Hughes, 1994; Pigge & Marso, 1992). More specifically, Ammons (1971) found that only the first semester GPA was the best predictor of persistence in junior college, while Steward & Jackson (1990) found similar results for black students after the first year. Other academic factors, but not grade related, were found by Wessell, Engle & Smidchens (1978) who claimed that students who made relatively early decisions of educational goals persisted more in school as compared to those who delayed their academic planning. …

Checklist for Quality Online Instruction: Outcomes for Learners, the Professor and the Institution

Abstract: The purposes of this paper are to examine the evolution of online instruction and to describe the outcomes to tools made in relation to the learners, instructor and department at a midsize university. Multiple differences are identified with online instruction compared to resident instruction. First, the learner populations are more diverse. Second, their familiarity with the use of computers and WebCT[R] varied significantly. Third, the traditional triangular interaction of instructor, learner, and content is more complicated with the introduction of technology, software, and, communication complicated the teaching environment. The application of twenty-four tools as they related to the learner, professor, content, technology, software, and communication resulted in the enhancement of teaching methods in online and resident instruction. The outcomes of quality of online instruction through the use of tools resulted in benefiting the learner, professor, and department at a midsize university. ********** The majority of two- and four-year college and universities across the United States are developing and delivering online courses (Davey, 1998). Many learners take core requirements at community colleges that transfer to an accredited four-year university after their sophomore year. Online courses offer learners supplemental courses in preparation for attending a university. Online learning provides a diverse group of people the opportunity to participate in higher education (Davey, 1998). The background of online learners may vary significantly among resident classroom learners, professionals in the community, and professionals who travel for their jobs. Resident instruction classroom learners may take a course online for a variety of reasons including a busy work schedule, time conflicts, and closed on-campus course due to full enrollment. Professionals anywhere may take an online course to strengthen their skills and/or build their portfolios. The purpose of this paper is to describe tools that assisted in establishing high quality online instruction of a Merchandising Certificate Series (MCS) at Colarado State University (CSU) (http://www.learn.colostate.edu/csun/). In addition to the typical triangular interaction in resident classroom instruction among the learner, instructor and content, online courses have two sets of interacting triangles. The first triangle consists of the learner, instructor, and content. The second triangle consists of technology, software and methods of communication (Hanna, Glowacki, Dudka & Concericao-Runleee, 2000) (see figure 1). This triangle represents the interaction that makes online learning a quality educational experience. A secondary purpose of the paper is to describe the positive outcomes for online learners, the instructor of a MCS, and the academic unit at a midsize university for using online education. [FIGURE 1 OMITTED] Most users of personal computers at one time or another (some more than others) will accidentally sabotage their online efforts by pressing the wrong computer key. This errant keystroke may, make the day seem like the worst day of the course, thereby also sabotaging the desire to take another online course in the future. In order to minimize such days, activities were built into the online courses in the MCS that 1) taught learners how to become proficient in using the technology, 2) allowed for human error while accepting responsibility for one's actions, and 3) provided encouragement to continue this course and other online courses. According to the Theory of Planned Behavior (Ajzen, 1985), consumers "perceived ease or difficulty of performing a behavior is essential to whether or not the behavior will be carded out". It may be assumed that learners who are familiar with online courses or at least comfortable with using the Internet with be more prone to and eager to study via online curriculum. …

Assessing Student Learning Outcomes: An Investigation of the Relationship among Feedback Measures

Abstract: The goal of the present study was to examine the relationship among the various measures of feedback on male and female students' perception of the feedback process. The findings indicated that male students perceived their professors as giving more critical feedback than female students. ********** The past thirty years of feedback research has identified a number of constructs related to instructional development in service and academic organizations (Bourhis & Allen, 1998). Constructs such as source of feedback (Greller, 1980), recipient of feedback (Brinko, 1993; Clark & Bergstrom, 1983), content of feedback (Murray, 1987), mode of feedback (Ilgen, Fisher, & Taylor, 1979), and occasion of feedback (Brinko, 1993) have contributed to the process of feedback as an evaluative practice. Even though majority of literature has focused on student evaluative feedback of teachers' instructional performances (Cohen & Herr, 1980), extant literature revealed that relatively few studies have focused on teacher feedback of students' performances (Griffee, 1996). Organizational behavior, education, sociology, and cognitive psychology scholars contended that effective feedback is beneficial to individuals' professional development (Nelson & Quick, 2000). The practice of effective feedback on performance evaluations was critical to the academic success of college students (Griffee, 1996). With this in mind, college professors shared feedback to help students improve their performances and study habits. Additionally, professor-student social interactions tended to influence the enactment of the kind of feedback (e.g., positive, negative, neutral, accurate, concrete, descriptive, focused, etc.) students received from their professors. In defining feedback, the authors draw on one definitions. First, feedback is "the pathway that completes two-way communication" (Nelson & Quick, 2000, p. 250) from professor to student. Feedback occurs when the professor (source) provides the student (receiver) with a response to an assignment (message). Given this definition, the authors examined the relationship among the various measures of feedback. Feedback Research Source of Feedback (Who): Source of feedback may be faculty members who make evaluative judgments of student performances. An examination of the literature in education and psychology on effects of feedback generally focused on feedback from one source. More recently, education researchers have focused their attention on several sources of feedback (Brinko, 1993). For example, scholars and practitioners suggest that feedback is effective when the source is a criterion-referenced measurement that provides students with behavioral objectives that incorporate technology (e.g., e-mail, Website lectures) into various assignments (Bourhis & Allen, 1998). Recipient of Feedback (Who): The recipient of feedback is most effective when it is viewed as two-way communication. Communication and organizational behavior instructors believe that feedback is more effective when students proactively seek feedback from their professors to improve their performances (Crant, 2000). Mode of Feedback (How): Mode of feedback can be effective when conveyed in a variety of modes. It can be structured or unstructured (Brinko, 1993). It can be conveyed through the use of technology (e.g., e-mail, Website lectures) where students are required to engage the learning process. Content of Feedback (What): Content is the most critical component of the feedback process. Feedback is more effective when it is concrete, specific, focused, and descriptive. For example, in small group settings, faculty can help students with specific issues when their oral performances are videotaped. Occasion of Feedback (When): Feedback is more effective when it is given soon after a performance. For example, if a student presents an oral assignment and the professor provides critical feedback soon after that performance, the feedback will be more effective, timely, and necessary to help students change their self-perception and behavior resulting from the performance. …

Academic achievement and quality of overseas study among Taiwanese students in the United States

Abstract: Using a multidimensional model and a longitudinal design, the study examined academic performance and quality of overseas study in a group of 155 Taiwanese graduate students at approximately one year after arriving in the United States The international students' academic performance was significantly predicted by better English writing skills and pursuit of an engineering degree, while the quality of their overseas study was predicted by more relationships with Americans, fewer problems with loneliness, and majoring in engineering or social sciences and humanities Implications for programs that may enhance their academic performance and quality of overall study are discussed ********** As the world continues to shrink, the number of people engaged in cross-cultural living continues to rise One major group consists of international students who travel abroad seeking advanced knowledge and skills in a chosen field About half a million international students are currently studying in the United States (Institute of International Education, 1997) Among the five top localities sending students, three are ethnically Chinese: the People's Republic of China, Hong Kong, and Taiwan (World Journal, 1999) Whether these students choose to remain permanently in the United States or to return to their country of origin upon graduation, their experience of studying overseas will significantly impact their lives in general, and their careers in particular Yet, very little recent research has examined how international students are faring in the United States The current longitudinal study focuses on Taiwanese Chinese students, and tests a multidimensional model in predicting both objective academic performance, and subjective quality of their overseas study The study of international students is important for several reasons First is their sheer size In addition to those studying in the United States, there are approximately another half million international students worldwide (Institute of International Education, 1997; Page, 1990) Currently, there are about 31,000 Taiwanese students in the United States, ranking fifth in size compared to students from other nations (World Journal, 1999) At the time this longitudinal study was launched in 1988, they comprised the largest group of international students in the United States (26, 660 or 75%, Institute of International Education, 1989) Some early research examined Taiwanese students in the United States (notably Klein, Miller, & Alexander, 1971, 1980) However, a significant amount of time has passed since its publication In the interim, Taiwan has joined the ranks of industrialized nations (and become more westernized) and the United States is evolving into an increasingly ethnically and culturally diverse country As such, the experience of Taiwanese students in the United States two to three decades ago may no longer hold They are also of special interest, as many remain upon completing their studies (Chang, 1988), making a significant contribution to the growing Chinese American population Second, this investigation is significant as it is one of very few studies on cross-cultural living and international students that uses a longitudinal design Such a design allows for the examination of how earlier (both pre-departure and post-arrival) characteristics predict academic performance and quality of overseas study at a later point in time, and moves beyond mere correlation The identification of these characteristics holds important implications for early interventions aimed at facilitating successful overseas study and living Third, by utilizing a multidimensional model to examine academic achievement and quality of overseas study, this investigation more fully captures the student's overall experience, and allows the identification of factors that may predict one but not the other For instance, the student's engagement with the American community (as measured by association with native Americans) is likely to be particularly salient for an overall positive experience, even if it does not directly predict academic achievement …

Perceptions of Racism on Campus

Abstract: This study examined students' perceptions of racial discrimination in classrooms, on campus, and in contacts with instructors at a Southern university. Survey questionnaires were administered in an 8% proportionate stratified random sample of classes. The ANOVA findings support conclusions from numerous other racism studies that universities are not immune to racism. ********** Despite the tremendous strides resulting from civil rights legislation, racism remains one of the most pressing social problems in the US (Jackson & Solis, 1995). No setting is immune and college campuses have found themselves embroiled in the discussion. Racial issues are significant in all aspects of campus life including admissions, curriculum, sports, social interaction, and residence halls (Altbach, 1991). Hate crimes have been prominent on university campuses for the last two decades but vary widely in their targets and severity (cf. Downey & Stage, 1999 for a complete discussion). In recent years, attempts to curtail racially discriminatory activities have focused largely on speech codes to limit inflammatory presentations (Altman, 1993) but these attempts have not been well received (Gunther, 1995). Studies of racial tolerance on college campuses have met with mixed results. While Smith, Roberts, and Smith (1997) found the majority of students' attitudes to be incompatible with modern racism, earlier studies indicated an increase in White students' prejudices (e.g., McCormack, 1995; Phenice & Griffore, 1994). Focusing on the concept of modern racism or "new racism," Kent (1996) asserted that colleges and universities can no longer "pretend to offer a refuge from the swirling antagonisms of a highly racialized society" (p. 45). Citing the unpublished work of Hewitt and Seymour (1991), Biasco, Goodwin, and Vitale (2001) indicated that the new or "subtle racism" is "expressed covertly by non-minority students through behaviors of avoidance" (p. 524). Additionally, most minority students are aware of this "subtle racism," perceiving it from both White faculty members and White students. Research into the nature of race relations on campus indicates that the university is a microcosm of society and faces the same problems as society at large (Kent, 1996). Incidents at Stanford University, Arizona State University, The University of Mississippi, and other campuses warn that colleges are not immune to racial unrest. FBI statistics from 1998 noted 250 reported incidents of hate crimes on college campuses (McGrew, 2000). In a report entitled "Hate Goes to School" researchers at the Southern Poverty Law Center, which monitors hate events and groups, conclude that these numbers "vastly underrepresents the real level" of hatred on campus, and estimate that crimes or bias incidents occur weekly (Intelligence Reports, 2000, p. 8). The racially intolerant campus climate has many consequences. As Altbach (1991) notes, "White students remain liberal in their attitudes about race relations, although there seems to be an undercurrent of resentment against affirmative action and other special programs for minorities" (p. 4). Ethnic minority students are often alienated from Whites. In a study at a small public university in California, Loo and Rolison (1986) found that minority students were significantly more likely than Whites to be socially isolated and less likely to feel that the university reflected their values. These differences were explained by the pressure on minority students to acquire the culturally dominant White, middle-class values of the campus, as well as the fact that only a small percentage of the student body was an ethnic minority. Suen (1983) found that Black students not only scored higher on alienation scales, but also were more likely to drop out than were White students. Restricted social interaction between members of different racial groups is thought to be predictive of the overall lack of communication and feelings of distrust between groups. …

Obsessional-compulsive complaints and academic performance in college students

Abstract: Obsessive-compulsive features contribute to academic failure in children and adolescents. Yet, only limited research of such features and academic performance has been conducted with college students. This study examined how obsessive-compulsive complaints, as measured by the Maudsley Obsessional-Compulsive Inventory. ([MOCI] Hodgson & Rachman, 1977), related to academic performance in a college student sample (N = 56). Analyses involved correlation, regression, and group comparisons. Students who indicated a higher level of obsessive-compulsive complaints earned a significantly lower course grade, despite having enrolled in fewer credit hours. Obsessive-compulsive complaints predicted course grades independent of credit hours. Such complaints were elevated significantly among non-Caucasian respondents. The MOCI may be of utility in predicting academic difficulty. Implications for intervention and future research are addressed. ********** Students who experience symptoms of obsessive-compulsive disorders (APA, DSM-IV-TR, 2000) may show a decline in their academic performance. The majority of studies that refer to this have involved grade-school children or adolescents (Adams, Waas, March, & Smith 1994; Clarizio, 1991; McGough, Speier, & Cantwell, 1993). Obsessive-compulsive features in youth "contribute significantly to school failure" (Parker & Stewart, 1994, p. 563). Such features persist, and present similarly, in adulthood (DSM-IV-TR, 2000; Swedo & Rapoport, 1989; Vanin, 1990). In fact, 18 to 24-year-olds who are also single or unemployed are at highest risk for obsessive-compulsive disorder ([OCD] Karno, Golding, Sorenson, & Burnham, 1988). It follows that obsessive-compulsive symptoms would contribute to poor academic performance in college students, just as these do in youth. Yet, despite the incidence of obsessive-compulsive symptoms in college students (Frost, Sher, & Geen, 1986; Sher, Martin, Raskin, & Perrigo, 1991; Sternberger, 1993), only limited research of those symptoms and academic performance has been conducted with college samples. This is surprising considering that college students, when compared with students in primary grades, are met with ever-greater academic responsibilities. A limited number of previous studies may have implications for the phenomena described above, but have not specifically or systematically addressed it. For example, college students who engaged in compulsive checking behavior believed they studied material they in fact had not (Rubenstein, Peynircioglu, Chambless, & Pigott, 1993). Certain case studies note the potential for obsessive-compulsive university students to experience academic difficulties (Oldham & Morris, 1995). For example, one student wrote each page of her thesis 15 to 20 times over in an attempt to perfect it (Hughes & Campbell, 1991). Another student's dissertation was several years past due despite that he "organized" hundreds of related articles, and made "to do" lists (Durand & Barlow, 1997). Implications of these studies indicate the need for further research. Nevertheless, a thorough literature review reveals that an investigation of obsessive-compulsive complaints (as measured by the Maudsley Obsessional-Compulsive Inventory [MOCI]; Hodgson & Rachman, 1977) and academic performance among college students has not been completed. Examples of obsessive-compulsive complaints include checking and repeating behavior, the feeling that carefully executed tasks are not quite right, over-attention to detail, and failure to complete necessary tasks (Hodgson & Rachman). The questions this study addresses are (a) How might obsessive-compulsive complaints relate to academic performance in a college student sample? (b) Is it possible to predict course grades based on MOCI scores? (c) Might other variables (i.e., course load and study habit) account for an association between obsessive-compulsive complaints and course grades? …

College students' interest in their major

Abstract: The goal of the present study was to assess college students' interest in their major and to determine whether interest played a role in why they selected that major. The sample included 144 education majors and 151 business majors at a small liberal arts college. Students were asked about their general interest in their major and also their interest for learning education and business vocabulary words. All measures demonstrated converging evidence that students had interest in their own major and that they were interested in learning their own majors' vocabulary. Even first year students who had declared their majors reported greater interest and favored learning words from their own majors over another major. Students in both areas rated interest as one of the top three reasons they selected their major. ********** Anyone who has taught college students has fielded the "is this on the exam?" question. Often faculty wonder: Are college students really interested in their major? One could argue that declaring a college major may not necessarily reflect a college student's interest in the area. Perhaps students choose college majors for other reasons (e.g., money) rather than interest in the subject area. Moreover, many colleges force students to declare a major earlier in their academic career than some students would prefer to do so. The present study examined the level of interest students who were majoring in education, business, economics, and accounting had in their college majors, and whether that interest varied as a function of their year in school. Whether or not students are interested in their major is not a moot point because interest plays an important role in the acquisition of knowledge. Bergin (1999) claims there is "a reciprocal relation between knowledge of a domain and interest in the domain" (p. 92) and explains that interest may drive knowledge acquisition which then continues to fuel interest. Hidi and Anderson (1992) suggest that individuals who have more interest in an area probably pay more attention to information that is to be learned. There are different types of interest, some of which may be more important for knowledge acquisition. For example, Hidi (1990) differentiated personal, individual interest from situational interest. Whereas personal, individual interest takes a longer time to develop and affects a person's knowledge and values over time, situational interest appears more suddenly and as a result of something in the environment. Situational interest is thought to have only short-term impact, whereas personal interest is believed to fuel one's pursuit of knowledge toward the development of expertise. The present study involved students' personal interest rather than situational interest. Alexander (1997) proposed a Model of Domain Learning (MDL) to explain the nature of academic learning. The MDL suggests that there are three stages of learning during which the interrelations of knowledge, memory, and interest change. According to Alexander, Kulikowich, and Schulze (1994) as the individual progresses through the three stages of knowledge (i.e., the acclimation period, the competency stage, and the expert stage), interest becomes less situational, and domain knowledge becomes more highly structured and cohesive. Alexander (1997) claimed that situational interest was the primary motivator during the acclimation stage, but that with increasing expertise situational interest becomes less important and personal interest takes on a greater role. This model would suggest that there would be a significant difference between students' stated level of interest in their major depending on whether students were in the initial stages of course preparation for their major, or they were in the later stages. As they pursue their major, students complete a number of courses, so that by their senior year they would have progressed to the expert stage of knowledge. …

Retention implications of a relationship between age and GPA

Abstract: The purpose of this study was to identify the extent to which age and GPA are related among 158 students attending community college. The resulting positive correlation was .33 and statistically significant at the .0001 alpha level. It was concluded that a significant positive relationship exists between age and GPA. Retention implications for a convenience sample are discussed according to a Coordinated Program Studies Model. ********** Although some students enter college around age 18, others choose to enter or return in their 30s and beyond (Haggen, 2000). Since 1970, the number of students over 25 years of age entering American higher education institutions has increased from 28% to 44% (U.S. Department of Education, 1996). The postponement of one's collegiate experience warrants an awareness of the age-related characteristics of students. Middle-aged females represent the fastest growing segment of the American post-secondary student population (National Center for Educational Statistics, 1995). Johnson, Schwartz, and Bower (2000) found age-related health concerns to be important stress factors among community college women. Moreover, "adult women would benefit from interventions by college staff and faculty members to help them manage these stresses and to increase their chances for successful completion of their programs" (p. 294). Community college students are becoming increasingly diverse. According to Bishop-Clark & Lynch, "age hetero-geneity creates a unique atmosphere for learning" (1998, p. 21). Their study concluded that community college students and faculty prefer mixed-age classroom experiences. Gustentine & Keim (1996) found significant age differences among community college students on learning style. Traditionally aged students processed information through reflective observation, while nontraditionally aged students processed information through active experimentation. Age was found by Gonzenback (1993) to be a factor affecting community college students' decisions to continue their education beyond the associates' degree. Chi-square test of independence showed no dependence on GPA. "Grade point average (GPA) is one widely accepted means of determining academic success and the degree to which students have learned what they are expected to learn" (McAloon, 1994, p. 13). In a survey of university students who began their academic career on a community college campus, Carlin (2001) found that transfer students did not differ significantly in GPA from students who began freshman studies at a major university. Carlin concluded that "community colleges are a good investment for most adult students who wish to pursue a baccalaureate degree" (2001, p. 169). Alcohol-related academic problems tend to be less apparent at non-residential community colleges than on residential university campuses (McAloon, 1994). Data further revealed that the more frequently a community college student reported drinking, the more likely they were to also report a lower GPA. The characteristics of age and GPA exist to some extent among all students. The purpose of this study was to identify the extent to which age and GPA are related among community college students. Data concerning the relationship between age and GPA are sparse. This may be the first study to investigate the relationship between age and GPA among community college students. Design This study investigates the extent to which the variables of age and GPA are related among 158 students attending community college. According to Ary, Jacobs, and Razavieh, "[t]he possibility of the existence of relationships between variables is a reasonable question to investigate in educational research" (1985, p. 329). Due to its focus on relationship, this study is correlational in nature. "Correlational research methods help to clarify relationships and patterns of relationships among variables" (Ary, Jacobs & Razavieh, 1996, p. …

From the Southern Hemisphere to the Rural South: A Mauritian Student's Version of "Coming to America"

Abstract: International students entering the subculture of an American university face a variety of difficulties they are often unprepared to overcome. This case study focuses on an international student's experiences as he undertakes his academic journey at a rural southern university. Implications for student affairs personnel are presented, especially as they apply to the post 9/11 higher education setting. ********** According to the Open Doors Report published annually by the Institute of International Education, foreign students comprised more than a half a million of the nearly 14 million students enrolled in American colleges and universities during the 1999-2000 academic year. The number of foreign students has increased dramatically over the past few decades, including a substantial increase in the number of students attending community colleges (Davis, 2000). International students entering the subculture of an American university face a variety of difficulties they are often unprepared to overcome. Students are confronted with an environment where the first language, culture, system of education, laws and lifestyle are very different from those of their homelands (Pearson & Sheehan, 1995). These differences coupled with the stress of leaving home make adaptation to the American culture a formidable task (Zimmerman, 1995). Difficulty in communication is one area that is particularly troubling for students when English is a second language. Not only does language impact academic success, but it also permeates every other aspect of a student's life. A student may experience social alienation as a result of communication problems and a lower quality of communication, especially in initial encounters (Hubbert, Guerrero, & Gudykunst, 1999). Some of the recurrent complaints by foreign students occur when they attempt to understand housing procedures, organize paperwork, and become familiar with registration and enrollment schedules. There is an imperative need for students to become familiar with the overall structure of the American university system (Pederson, 1991). Changes in technology and ready access to the World Wide Web have increased the visibility of more universities as options for international students (Desruisseaux, 1997). As theses students apply and are accepted at smaller regional universities, personnel of these universities are evaluating whether the needs of all international students are being adequately addressed. This occurs more or less effectively depending on such factors as the size and location of the college or university, the extent of the training of personnel to assist students in making the transition into the system, and whether or not specific offices and programs have been developed to address the unique needs of foreign students. The following narrative describes the experience of one such international student. The Arrival A nineteen-year-old international student from Mauritius arrives in America to attend a small southern university. The university dates to 1884, and is located in a small southern town with a rich historical heritage. It is his first visit to the United States and he arrives after a 22-hour trip ending in an unfamiliar city and state. On his first day at the university, Haneesh (pseudonym), in an attempt to be understood by university officials, repeatedly requested to speak to a faculty member from India at each office he visited--Registrar, Admissions, Housing and the Academic Department. Dr. Kay, (pseudonym) well known on campus, is from India and on a day in June she received seven calls with regard to Haneesh. The next day the housing director called Dr. Kay at home as she was leaving her office. "You have to stop by the housing office on your way to work. It is an emergency. There is an international student here who insists he would like to speak to somebody from India, and you are the only Indian I know who is in town. …

Differences in Learning Styles of College Students Attending Similar Universities in Different Geographic Locations

Abstract: This study investigated differences in learning styles between students at similar universities located in geographically distinct locations using Schemeck, Ribich and Ramanaiah's (1977) Inventory of Learning Processes (ILP). Students at the midwestern university scored significantly higher than the students at the western university on both the Deep Processing and Methodical Study subscales of the ILP. In addition, male students at both institutions scored significantly higher on the Deep. Processing subscale and significantly lower on the Methodical Study subscale than female students. These findings indicate the importance of continued investigation into differences that exist with respect to learning styles, such as gender, within institutions, and between institutions, and what may initially cause these differences. In addition, these results indicate the importance of validating findings with respect to learning styles at another similar institution. ********** Previous research (Gadzella, Stephens, & Baloglu, 2002; Kozminsky & Kaufman, 1992; Miller, Always, & McKinley, 1987; Schmeck, Ribich, & Ramanaiah, 1977) indicates that success at the college level is highly influenced by an individual's learning style. Further studies have aimed to delineate differences in the learning styles of particular populations of students. The majority of these studies have focused on identifying potential differences in the learning styles employed by students of different genders (Kozminsky & Kaufman, 1992; Miller et al., 1987; Miller, Finley, & McKinley, 1990; Schmeck & Ribich, 1978; Schmeck et al., 1977; Verma, 1994), ethnicity (Gadzella, Masten, & Huang, 1999; Matthews, 1994), majors (Biberman & Buchanan, 1986; Gadzella & Masten, 1998; Matthews, 1994; Skogsberg & Clump, 2003; Stewart & Felicetti, 1992), upper or lower divisional standing (Skogsberg & Clump, 2003; Stewart & Felicetti, 1992) and university type (Reading-Brown & Hayden, 1989). However, many of these studies have contradictory findings. Could these incongruous findings be due to the fact that the research has been conducted at universities with dissimilar populations? Could there be an effect due to the university's academic orientation, or the geographic location of the university itself?. The present study seeks to gain insight into these factors by comparing the learning styles of students attending two universities of similar size and Carnegie classification, but in distinct geographic locations. A considerable amount of literature indicates that the learning styles Schmeck et al.'s (197) Inventory of Learning Processes measures relate to academic achievement when it is measured by the diverse factors of GPA, college entrance exams, or course grades (Albaili, 1993; 1994; Bartling, 1988; Gadzella, Ginther, & Williamson, 1987; Gadzella et al., 2002; Kozminsky & Kaufman, 1992; Miller et al., 1987; Miller et al., 1990; Schmeck & Grove, 1979; Watkins & Hattie, 1981; Watkins, Hattie, & Astilla, 1983; Westman, 1993). Dissension between studies begins to appear when the learning styles of students of discrete populations are investigated. During the development of the ILP, Schmeck et al. (1977) did not find significant differences between the learning styles of male and female students, which is consistent with what other researchers have found (Kozminsky & Kaufman, 1992; Miller et al., 1987; Schmeck & Ribich, 1978; Verma, 1994). More recently, however, Miller et al. (1990) conducted a comparison of the learning styles between males and females using the same instrument and found that there were indeed significant differences between the genders. In this study, Miller and his associates found that males scored significantly higher on the Deep Processing subscale, and females scored significantly higher on the Methodical Study subscale. Furthermore, Matthews (1994) using Canfield's Learning Styles Inventory (LSI) also found significant differences in the learning styles of males and females, even when the samples were limited to discrete disciplines such as math, business, social sciences and education. …

A Study of University Classroom Strategies Aimed at Increasing Spiritual Health

Abstract: Although commonly asserted to be the core of health, spirituality is a relatively unexplored area. The authors of this study proposed the research question: can spiritual health be enhanced through a planned educational intervention? This study examined the malleability of spirituality among students at a southwestern university, using a quasi-experimental study with pre- and post-analyses of a treatment group and two comparison groups. The hypothesis stated that university students who received a spiritual health intervention based on Seaward's (1994, 1997) description would exhibit higher levels of spirituality as measured by the Spirituality Assessment Scale. A one-way ANOVA procedure revealed a statistically significant difference between the three groups, with the treatment group demonstrating the highest levels of spiritual health. If, indeed, spirituality is at the core of one's health, the implications for promoting health are significant. This study suggests that individuals can take an active, primary role in personal healing. ********** Historically, spirituality and spiritual wellbeing were largely ignored in Western medical practice. Classified as non-empirical by the medical community, the very nature of spirituality, in that it is transcendent and cannot be discerned through the five senses, labeled it an inappropriate subject for Western medical concern. (1) Recently however, this perspective has begun to change. Inspired by the World Health Organization's decision to redefine health as "a state of complete physical, mental and social wellbeing," (2) researchers and clinicians began to include spiritual wellbeing in their definitions of health. Spirituality formed the core of the holistic health movement by the 1970s. Although originated and championed by church leaders, the spiritual dimension of health was quickly adopted and supported by many secular leaders and researchers in the health and medical fields. (3-7) Osman and Russell (1979) ushered health professionals along the spiritual health path with the statement, "... the time now has come to accept the spiritual as an important aspect of individual and corporate life and a legitimate dimension of wellbeing." (8) Recent research supports the connection between spirituality and health. (9-12) Schafer's (1997) study of the relationship between religiosity/spirituality and personal distress among college students found those students with a clear sense of meaning and direction reported lower personal distress. Adams, Bezner, Drabbs, Zambarano, and Steinhardt (2000) examined the association between spirituality and perceived wellness among college students. They found the indices of life purpose, optimism and sense of coherence was positively related to perceived overall wellness. Due, in part to the outcomes of these studies, there has been increased attention to include spirituality in not only the preparation of health educators but also within the fields of Counseling and Medicine. (11,12) The spiritual health movement has been fueled by the idea that individuals can take an active, primary role in personal healing and that spiritual wellbeing plays a critical role in this process. (5, 13-15) Indeed, reports of classroom models for promoting health through increasing spirituality have recently emerged. (16-18) Should spiritual wellbeing have the power to heal and promote health, research has yet to show persuasive evidence of whether this vital component of wellness can actually be enhanced through planned intervention. Compounding this dilemma is the fact that a standard, operational definition of spirituality and spiritual wellbeing has yet to be agreed upon. In light of these challenges, the authors of this study proposed the following research question--can spiritual health be enhanced through a planned educational intervention? The assumption inherent in this question is that spirituality is flexible and can be exercised and improved with conscious effort. …

Increasing Student Participation in Self Governance: A Comparison of Graduate and Undergraduate Student Perceptions

Abstract: Student participation in self-governance activities has a strong historical foundation in even the earliest forms of higher education. This participation has evolved greatly to situations of students displaying real power in institutional behavior. Undergraduate and graduate students, however, view their role as institutional decision-making participants differently, often based on the idea that their expectations and purposes for enrollment differ. This case study employed a survey of students in a particular program and provided an initial profiling of some of those differences, focusing on how undergraduate and graduate students see opportunities for building more involvement. ********** There is a long history of student involvement in making decisions for colleges and universities, dating to the earliest beginnings of higher education and the formation of student nations at Bologna (Lucas, 1994). From those institutional beginnings, student empowerment has steadily eroded and has been reshaped by the evolution of higher education as a business-enterprise. With the notable exception of the academic freedom movement of the early-1970s, students have been assigned roles in institutional life, rather than being empowered to assume a role in decision making. Schlesinger and Baldridge (1982) particularly noted that prior to the academic freedom movement, all formal power for decision making was firmly, formally, and legally vested in boards of trustees, and that any departure from that model has been based on boards voluntarily relinquishing control and granting constituencies, such as students, access and opportunities for involvement. Through activism, though, students get more attention, more respect, and ultimately more power. Kerr (1991) has continued to argue that students have not fully utilized the procedural power vested to them over 30 years ago. The fault has not been entirely the students, though. Schlesinger and Baldridge (1982) noted that the culture of valuing a career directedness, increasing apathy toward social causes among the general public, and increased state control of education have all eroded student participation in governance. Giroux and Myrsiades (2001) provided a forum to highlight the re-cast vision of student participation in institutional life, and they noted specifically that the high costs of college and the directedness of education to the ends of vocationalism create a class of indentured students who by necessity must focus on degree completion and use of the degree as a tool for entry into the world of work. Student participation in institutional governance can take on many different forms and fulfill many different purposes. Participation in governance can placate the need to speak out, it can improve the level of acceptance of a decision on campus, and it can allow students the opportunity to openly challenge administrators and faculty. In a broad sense, student involvement in institutional governance provides a system of checks and balances with administrators and faculty. The extent that they are empowered through these decisions, though, is largely impacted by the extent of their participation (Kerr, 1991). The extent of student participation is derived by a number of factors, certainly including commitment to the institution, motivation for involvement, institutional culture, community expectations, and for traditional college students, issues such as parental precedent and student socialization. Class standing and enrollment in certain majors can also make a difference. Student involvement in campus governance has evolved into two clear sets of expectations: traditional areas of student entitlement, such as in activity oversight, student organization oversight and funding, etc., and increasingly in mediating working conditions. This later set of expectations are largely tied to graduate student assistantship efforts to organize and seek representation and 'protection' in some settings through collective bargaining units. …

A Method for Measuring Student Study Time and Preliminary Results

Abstract: A method is described to measure the amount of time that students in a college course devote to the course outside the classroom. With confidentiality assured, 17 students in an intermediate-level psychology course recorded daily on an index card the amount of time spent on the course. Preliminary data are presented on the mean number of study hours per student per week, mean number of study hours per week as a function of number of weeks into the semester, correlations between study time and scores on examinations, and comparisons between the results derived using this method and those found through students' semester-end course-evaluation estimates. ********** College instructors have easy access to data at the two extremities of the educational process--what is presented and assigned at the one end, and student performance on examinations at the other. However, less is known about the intermediate steps--how students learn course material. A good deal of research has been devoted to investigating the cognitive strategies students use in studying (Pressley et al 1998) and how these strategies are related to academic performance (King 1992; Winnie & Hadwin 1998). Brown and Holtzman (1967) developed the Survey of Study Habits and Attitudes, and Thomas et al (1993) developed the Study Activity Questionnaire to assess cognitive activities students engage in while studying (e.g., relating an idea from one reading to an idea from another). Scores on these instruments have been found to correlate with academic performance (Bol et al 1999). Despite these advances in our understanding of the qualitative processes underlying student studying, not much is known about a more basic datum, namely how much time students actually devote to studying outside the classroom. Currently the most common source for information on this comes from student course-evaluation forms, filled out at the end of the semester, that sometimes include a question on students' estimation of how many hours per week they spend on the course. These data may not be reliable for two reasons. First, students cannot be expected to recall at the end of a semester the number of study hours from the beginning of the semester, and second, even if they remember, students cannot be expected to average accurately over 10 to 15 data points (Chambers 1992). Nevertheless, researchers have used the method of asking students to estimate study time despite its shortcomings (Oosterbeek 1995; Parer and Benson 1989) because of its relative simplicity. A more sophisticated method, but one that is harder to implement, is to ask students to keep daily diaries of the time spent on course study (Entwistle and Entwistle 1970; La Palio 1981). Because reports are recorded continuously, the two problems of recall and averaging mentioned above are eliminated. In one particularly well designed study, Cerrito and Levi (1999) asked 239 students in mathematics courses to keep a detailed daily diary of study time for all courses for one week. Taking this approach a step further, Kember (1995) had 34 students keep daily hourly records of all activities engaged in for one week in the middle of the semester. One shortcoming of the Cerrito and Levi (1999) and the Kember (1995) studies is that the dimes were kept for only one week. It is highly likely that student study behavior changes over the course of the semester, influenced by the scheduling of examinations and other assignments. Therefore, the present study implemented the diary method throughout the semester to track this variation, and it correlated the results with student performance and with data derived from other methods to measure student study time. Subjects The subjects were the 5 male and 19 female students registered for Psychology 250, Psychoanalysis, in the 1999 Spring term at Wheaton College. The course, taught by the author of this study, was an intermediate-level undergraduate elective course, with a prerequisite of introductory psychology, meeting for three hours per week. …