scholarly journals Code-switching Between English and Russian with Russian Heritage Speakers, Born and Raised in Russian-speaking Families in the USA

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Deliya Kuleshova
Keyword(s):  
Code Switching ◽  
Future Research ◽  
First Year ◽  
Heritage Speakers ◽  
First Year Students ◽  
Midwestern University ◽  
The Usa ◽  
The U.S

Code-switching is one of the major areas in the field of Bilingualism. Code-switching describes the processes of switching between languages among those who know and speak more than one language. This article will analyze the code-switching between Russian and English in Russian heritage speakers. They are first year students at a large Midwestern university, born in the U.S. to Russian-speaking parents. They have been taking university Russian classes for two semesters. The students were asked to record two five-minute dialogues with their parents who also speak Russian and English. There was neither instruction to use solely Russian, nor the use of English was prohibited. The goal of the research was to count and analyze the instances of code-switching between Russian and English, and prove or reject the hypothesis that there would be fewer code-switching instances in the dialogue devoted to a family holiday versus the dialogue devoted to university classes. The dialogue topics were furnished beforehand, however, no preparation was asked. The speech was asked to be spontaneous and natural. The findings proved the hypothesis that code-switching instances in the first dialogue were less frequent, so the students were mainly using only one language - Russian - without switching to English very often. The second dialogue revealed more code-switching instances as was initially supposed. Conclusions and directions for future research are presented.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Katja Fleischmann
Keyword(s):  
Design Education ◽  
Virtual Classroom ◽  
Future Research ◽  
First Year ◽  
First Year Students ◽  
Art And Design ◽  
Face To Face ◽  
Online Design ◽  
Studio Practice ◽  
Is Design

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

scholarly journals Who Are Their Leaders? College Students Perceptions of and Engagement with Campus Leaders and Administrators

2021 ◽  
Vol 11 (3) ◽  
pp. 43
Author(s):  
Stephanie Rizzo ◽  
Dana J. Tribble ◽  
Louis S. Nadelson
Keyword(s):  
College Students ◽  
Campus Climate ◽  
Online Survey ◽  
Future Research ◽  
First Year ◽  
Exploratory Research ◽  
Cross Sectional ◽  
First Year Students ◽  
Campus Leaders ◽  
Campus Administrators

College students’ interactions with campus leaders is critical to their success, particularly in situations of distress. Yet, little is known about college students’ knowledge, perceptions, and identification of campus administrators, faculty members, and staff as leaders and their interactions with these campus leaders. To fill the gap in the literature, we applied a cross-sectional methodology to gather a combination of quantitative and qualitative data using an online survey. We had 60 first-year students participate in our exploratory research by fully completing our survey. We found that students identified their advisors as leaders on campus. We also found most of our participants avoided campus administrators in fear of judgment, intimidation, and feelings of anxiety. Our results have implications for campus leadership, college administrators, student retention, and campus climate. Following our results, we discuss implications for practice and offer additional recommendations for future research.

scholarly journals Elements of Engagement for Successful Learning

2014 ◽  
Author(s):  
Amy Schweinle ◽  
Marcy Reisetter ◽  
Valerie Stokes
Keyword(s):  
Student Engagement ◽  
Sense Of Self ◽  
Life Goals ◽  
First Year ◽  
First Year Students ◽  
University Environment ◽  
Midwestern University ◽  
Interpretive Approach ◽  
The Individual ◽  
Positive Engagement

In this research we sought to understand student practices, beliefs, and behaviors that led to positive engagement on campus. More specifically, we studied student engagement as a function of the individual within the contexts of classroom and university environment using a basic interpretive approach. First year students from a medium-sized, public, Midwestern university participated in interviews on engagement, the classroom, university, and community contexts. Results suggest that both personality and a sense of self influence students' levels of engagement. Students who had identified life goals and who sought related activities and relationships made greater use of university resources and felt more engaged. We propose ways in which instructors and universities can make simple changes that may help enhance the experience of all students.

scholarly journals The Effect of Sleepaway Camp Attendance on College Homesickness

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Liora Tuchman ◽  
Ida Williams
Keyword(s):  
Online Survey ◽  
Positive Impact ◽  
College Experience ◽  
Text Message ◽  
Future Research ◽  
First Year ◽  
Minimal Effect ◽  
First Year Students ◽  
University Of Florida ◽  
The University

The purpose of this study was to examine if going to sleepaway camp before the age of 16 was a factor that reduced levels of homesickness in first-year students at the University of Florida. In this study, the researcher sent out an online survey to first-year students at the University of Florida through social media, email, and text message. The questions asked the participants about both college and camp experience and asked the participants if they attended sleepaway camp before the age of 16. The results show going to sleepaway camp had a minimal effect on homesickness levels in first-year students at the University of Florida, but attending sleepaway camp had a positive impact on “college experience.” These findings provide implications for future research by showing factors of the camp experience that help in the college experience. Ultimately, discovering if there is a connection in attending sleepaway camp and a positive camp experience will not only help the students themselves but also the camp community and parents of children who attend sleepaway camp.

scholarly journals Phishing and Cybercrime Risks in a University Student Community

2019 ◽  
Vol 2 (1) ◽  
pp. 4-23
Author(s):  
Roderic Broadhurst ◽  
Katie Skinner ◽  
Nicholas Sifniotis ◽  
Bryan Matamoros-Macias ◽  
Yuguang Ipsen
Keyword(s):  
Personal Information ◽  
Social Engineering ◽  
Future Research ◽  
First Year ◽  
First Year Students ◽  
Internet Safety ◽  
Student Community ◽  
Before And After ◽  
Quasi Experimental ◽  
Orientation Week

In an exploratory quasi-experimental observational study, 138 participants recruited during a university orientation week were exposed to social engineering directives in the form of fake email or phishing attacks over several months in 2017. These email attacks attempted to elicit personal information from participants or entice them into clicking links which may have been compromised in a real-world setting. The study aimed to determine the risks of cybercrime for students by observing their responses to social engineering and exploring attitudes to cybercrime risks before and after the phishing phase. Three types of scam emails were distributed that varied in the degree of individualization: generic, tailored, and targeted or ‘spear.’ To differentiate participants on the basis of cybercrime awareness, participants in a ‘Hunter’ condition were primed throughout the study to remain vigilant to all scams, while participants in a ‘Passive’ condition received no such instruction. The study explored the influence of scam type, cybercrime awareness, gender, IT competence, and perceived Internet safety on susceptibility to email scams. Contrary to the hypotheses, none of these factors were associated with scam susceptibility. Although, tailored and individually crafted email scams were more likely to induce engagement than generic scams. Analysis of all the variables showed that international students and first year students were deceived by significantly more scams than domestic students and later year students. A Generalized Linear Model (GLM) analysis was undertaken to further explore the role of all the variables of interest and the results were consistent with the descriptive findings showing that student status (domestic compared to international) and year of study (first year student compared to students in second, third and later years of study) had a higher association to the risk of scam deception. Implications and future research directions are discussed.

scholarly journals Implementing first-year assessment principles: An analysis of selected scholarly literature

2018 ◽  
Vol 9 (2) ◽  
pp. 25-38
Author(s):  
Theda Thomas
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Current Literature ◽  
Future Research ◽  
First Year ◽  
Assessment Practices ◽  
First Year Students ◽  
Academic Transition ◽  
Scholarly Literature ◽  
Assessment Tasks

Assessment plays an important role in students’ learning as students often frame their learning around their assessment tasks. Well-designed assessment can be used to facilitate first-year students making their social and academic transition to university. In 2009, Professor David Nicol prepared a framework for first-year assessment practices that included 12 principles. In this study, these principles were revisited and used to analyse papers from 2013 to 2016 in the journals: ‘Assessment & Evaluation in Higher Education’, ‘The International Journal of First Year in Higher Education’ and ‘Student Success’. The purpose of the study was to determine how current literature addresses Nicol’s first-year assessment principles, whether there were any issues in implementing them and whether anything new is emerging in the field. Based on this analysis, proposals are made for modifying the principles and recommendations are made for future research.

scholarly journals Tests of Social Dominance on Charitable Intent Towards Minorities

2021 ◽  
Author(s):  
◽  
Zacchaeus Bastion
Keyword(s):  
Social Dominance ◽  
Factor Model ◽  
Social Dominance Orientation ◽  
Support Service ◽  
Future Research ◽  
First Year ◽  
Social Hierarchies ◽  
First Year Students ◽  
Antisocial Attitudes ◽  
The One

<p>This thesis investigates the hypothesis that the design of adverts for charitable causes may be unintentionally priming viewers in Social Dominance Orientation (SDO: Pratto, Sidanius, Stallworth, & Malle, 1994). Huang and Liu (2005) found evidence that presenting people with material that makes social hierarchies salient can temporarily increase a person's level of SDO. As many charities make differences in social hierarchy salient as part of their advertisement campaigns, it is possible that such advertisements may unintentionally prime the SDO of viewers. Given prior research that indicates that high SDO is correlated with antisocial attitudes (Sibley & Duckitt, 2010), such priming may be reducing the likelihood that viewers would donate towards the charitable cause. First, a pre-test was conducted to test the psychometric structure and reliability of the SDO7 (Ho, et al., in print) and the Counter Dominance Orientation measure (CDO: Pratto et al., 2012). Confirmatory factor analysis of each measure found a four-factor model of SDO and a two-factor model of CDO. Subsequently, 139 first-year students of psychology were used to test the previously-mentioned hypothesis. Participants were asked to critically evaluate one of two adverts for a student support service, with the one in the experimental condition being for a service for Māori and Pacifica students. The intent of this advert was to prime viewers on SDO. Afterwards, they engaged in a hypothetical public goods game where a portion of the money pool would go towards the service the advert was for. If the hypothesis was correct, participants who were primed on SDO would be less willing to contribute towards a cause that supported minorities, but the data did not support this. Implications and potential future research, both for the new measures and the hypothesis are explored.</p>

scholarly journals Tests of Social Dominance on Charitable Intent Towards Minorities

2021 ◽  
Author(s):  
◽  
Zacchaeus Bastion
Keyword(s):  
Social Dominance ◽  
Factor Model ◽  
Social Dominance Orientation ◽  
Support Service ◽  
Future Research ◽  
First Year ◽  
Social Hierarchies ◽  
First Year Students ◽  
Antisocial Attitudes ◽  
The One

<p>This thesis investigates the hypothesis that the design of adverts for charitable causes may be unintentionally priming viewers in Social Dominance Orientation (SDO: Pratto, Sidanius, Stallworth, & Malle, 1994). Huang and Liu (2005) found evidence that presenting people with material that makes social hierarchies salient can temporarily increase a person's level of SDO. As many charities make differences in social hierarchy salient as part of their advertisement campaigns, it is possible that such advertisements may unintentionally prime the SDO of viewers. Given prior research that indicates that high SDO is correlated with antisocial attitudes (Sibley & Duckitt, 2010), such priming may be reducing the likelihood that viewers would donate towards the charitable cause. First, a pre-test was conducted to test the psychometric structure and reliability of the SDO7 (Ho, et al., in print) and the Counter Dominance Orientation measure (CDO: Pratto et al., 2012). Confirmatory factor analysis of each measure found a four-factor model of SDO and a two-factor model of CDO. Subsequently, 139 first-year students of psychology were used to test the previously-mentioned hypothesis. Participants were asked to critically evaluate one of two adverts for a student support service, with the one in the experimental condition being for a service for Māori and Pacifica students. The intent of this advert was to prime viewers on SDO. Afterwards, they engaged in a hypothetical public goods game where a portion of the money pool would go towards the service the advert was for. If the hypothesis was correct, participants who were primed on SDO would be less willing to contribute towards a cause that supported minorities, but the data did not support this. Implications and potential future research, both for the new measures and the hypothesis are explored.</p>

scholarly journals Are Course Withdrawals a Useful Student Success Strategy?

2020 ◽  
Vol 40 (1) ◽  
pp. 80-93
Author(s):  
Patrick Akos ◽  
Scott James
Keyword(s):  
Student Success ◽  
Contextual Factors ◽  
Future Research ◽  
First Year ◽  
Academic Advisors ◽  
Negative Consequences ◽  
Significant Cost ◽  
First Year Students ◽  
Second Year

Course withdrawals have significant cost and curricular implications for both students and institutions. Yet within the retention literature, little is known about the context or impact of course withdrawals. This study examines course withdrawals of first year students from a sample of nine universities. Data reveal that demographic and contextual factors differentially influence the use of course withdrawals. Further, these data suggest that course withdrawals have negative consequences for second year retention, with nuanced significance when compared to making grades of D or F. We discuss implications for academic advisors, retention specialists, and faculty leaders, as well as policy and future research considerations.

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