scholarly journals Social media and the first-year student at a private liberal arts college

2018 ◽  
Author(s):  
Sarah Deagle
Keyword(s):  
Social Media ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
First Year ◽  
First Year Student

scholarly journals The effectiveness of the Bringing in the Bystander™ program among first-year students at a religiously-affiliated liberal arts college

2018 ◽  
Vol 6 (2) ◽  
pp. 511-525 ◽  
Author(s):  
Elizabeth M. Inman ◽  
Stephenie R. Chaudoir ◽  
Paul R. Galvinhill ◽  
Ann M. Sheehy
Keyword(s):  
Self Efficacy ◽  
Liberal Arts ◽  
Survey Design ◽  
Liberal Arts College ◽  
Rape Myth Acceptance ◽  
Rape Myth ◽  
First Year ◽  
Median Income ◽  
First Year Students ◽  
Myth Acceptance

To address sexual assault, many universities are implementing Bringing in the Bystander™ (BitB) training, a prevention program that aims to improve participants’ bystander self-efficacy and reduce rape myth acceptance. Although growing evidence supports the efficacy of BitB, data primarily have been amassed at one large public university, the University of New Hampshire, limiting the generalizability of intervention effectiveness. To address this gap, we made modifications to training structure and assessed BitB effectiveness among first-year students at a private Jesuit Catholic liberal arts college in Massachusetts. Using a within-subjects pre-/post-test survey design, we found that students’ (N = 164) bystander self-efficacy significantly increased and rape myth acceptance significantly decreased following training. Results indicate that BitB implementation is feasible and effective on a new campus despite modest modifications to training delivery and despite differences in religious affiliation, median income, and class size between the two campuses.

scholarly journals An Exploration On The Differences In Emotional Intelligence Of First Year Students Examined Across Disciplines Within The School Of Business In A Liberal Arts College

2011 ◽  
Vol 2 (4) ◽  
pp. 47 ◽  
Author(s):  
Karen K. Yarrish ◽  
Mark D. Law
Keyword(s):  
Emotional Intelligence ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Self Control ◽  
First Year ◽  
Next Generation ◽  
Business Professionals ◽  
First Year Students ◽  
Area Of Interest

In preparing the next generation of business professionals, educators need to take seriously the responsibility of empowering students with tools to assist them in their pursuits.  One area of interest is Emotional Intelligence.  Emotional Intelligence determines how students exercise self-control, zeal and persistence, and the ability to motivate themselves.  The purpose of the study is two-fold with respect to Emotional Intelligence.  First, the researchers will explore the differences of emotional intelligence examined by students’ discipline within the school of business in a liberal arts college.  Secondly, the researchers will analyze the implications for educators, administrators, researchers, and other interested parties.  Findings, conclusions, and recommendations will be presented.

Decolonizing Global Learning and Internationalization

2021 ◽  
pp. 133-148
Author(s):  
Gundolf Graml ◽  
Elaine Meyer-Lee ◽  
Janelle S. Peifer
Keyword(s):  
Liberal Arts ◽  
Liberal Arts College ◽  
Integrated Approach ◽  
Multiple Identities ◽  
Lessons Learned ◽  
First Year ◽  
Global Learning ◽  
Human Scale ◽  
Local Impacts ◽  
And Migration

The implications and challenges of critical, responsible internationalization are central to the global learning aspect of Agnes Scott College's SUMMIT initiative, a reinvention of the curriculum and co-curriculars. Partly due to the human-scale size of a small liberal arts college, it has been able to take an unusually bold and integrated approach to internationalization, which includes providing faculty-led global immersion to every student but from a unique angle. This chapter will outline an approach to global learning that centers a critical focus on colonialism/imperialism/diaspora in its curriculum, including in its required, first-year interdisciplinary Journeys course; co-curriculars on the local impacts of globalization and migration; and assessment and research. This approach also manifests in taking into account the intersectional effect of students' multiple identities on these issues. The authors will share sample learning outcomes, activities, assignments, and faculty development strategies, as well as lessons learned for decolonizing global learning.

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