scholarly journals Tech Prep Student Activities At A Post Secondary Institution

2020 ◽  
Author(s):  
Russell A. Aubrey ◽  
Dennis O. Owen ◽  
Jack Beasley
Keyword(s):  
Tech Prep ◽  
Student Activities ◽  
Post Secondary ◽  
Post Secondary Institution

scholarly journals Risk and protective factors for anxiety impacting academic performance in post-secondary students

2020 ◽  
Vol 50 (2) ◽  
pp. 71-88
Author(s):  
Konrad T. Lisnyj ◽  
Regan Russell ◽  
Andrew Papadopoulos
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Protective Factors ◽  
Secondary Students ◽  
Protective Factor ◽  
Risk And Protective Factors ◽  
Survey Study ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Significant Factors

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

Physical health status of music students in a post-secondary institution: A cross-sectional study

Work ◽  
2021 ◽  
pp. 1-10
Author(s):  
Allen Ying-Lun Chang ◽  
Hannah Boone ◽  
Phil Gold
Keyword(s):  
Physical Health ◽  
Cross Sectional Study ◽  
Music Students ◽  
Professional Musicians ◽  
Cross Sectional ◽  
Post Secondary ◽  
Physical Injuries ◽  
Post Secondary Institution ◽  
Mcgill University ◽  
Sectional Analysis

BACKGROUND: Musicians’ health is an essential field of healthcare that is specifically tailored to the needs of musicians, which encompasses multiple facets of health. OBJECTIVE: The research seeks to determine the prevalence of physical injuries in music students and musicians, and to identify possible causes. METHODS: A previously unvalidated 42-item survey was distributed to music students, non-music students, and professional musicians. The questions addressed demographics, physical health, mental health, medication use, and interest in musicians’ health. The study was conducted from Fall semester 2017 to Winter semester 2019 at McGill University, with analysis completed in August 2019. RESULTS: A total of 585 complete responses were obtained. Music students (35%) had higher prevalence of physical injuries than non-music students (18%), and professional musicians had the highest prevalence (56%). Multiple factors dictate the prevalence of physical injuries among musicians, including gender, age, program of enrollment, and instrument of choice. Of note, daily duration of practice was not one of these factors. CONCLUSIONS: Several factors were identified through this cross-sectional analysis to be associated with musicians’ physical injuries. These findings can serve as a foundation through which physicians and post-secondary institutions may implement changes to better enhance the physical health of musicians. It also cast doubts on previous assumptions associated with physical injury of musicians.

Post-Secondary Institution Level and Control: Effect on Women’s Proportion of Entrepreneurship Degrees

2020 ◽  
pp. 251512742096043
Author(s):  
Desarae Mueller-Fichepain ◽  
Cheryl McConnell ◽  
Myles P. Gartland
Keyword(s):  
Postsecondary Education ◽  
Repeated Measures ◽  
High Growth ◽  
Growth Potential ◽  
Control Effect ◽  
Post Secondary ◽  
Gender Biases ◽  
Post Secondary Institution ◽  
Human And Social Capital ◽  
And Control

This study examines the influence U.S. college/university level (2-year/4-year) and control (public/private) have on the female-awarded proportion of their entrepreneurship degrees and certificates (EDCs). It also examines trends over a decade, 2006-2016. Integrated Postsecondary Education Data System (IPEDS) data on U.S. institutions awarding Classification of Instructional Programs (CIP) 52.07 (Entrepreneurship and Small Business degrees/certificates) in 2006, 2011, and/or 2016 is analyzed using ANOVA/ANCOVA/repeated measures methods. Surprisingly, even with the growing focus on female entrepreneurship, results did not show significant increases in the female-awarded proportion of EDCs over the ten years. Closer examination of 2016 data shows 2-year public institutions confer a significantly larger percentage of their EDCs to women compared to both 4-year public and private institutions providing evidence that institution level and control influence the proportion and suggesting that 4-year institutions may still be gendered in terms of entrepreneurship. Entrepreneurship education has been empirically shown to augment entrepreneurial human and social capital, which is of key importance in entrepreneurship, particularly high-growth potential female businesses. For this reason, these results have important implications for post-secondary institution leaders and entrepreneurship educators, and serves as a call to action to pro-actively assess their environments and curriculum for potential gender biases. Suggestions provided.

scholarly journals The Not-So-Easy Road of Overseas Study: Life like an Outsider

2015 ◽  
Vol 5 (4) ◽  
pp. 541-544
Author(s):  
Yolanda Palmer
Keyword(s):  
Community Of Practice ◽  
Graduate Student ◽  
Student Experience ◽  
Social Challenges ◽  
Post Secondary ◽  
International Graduate ◽  
Post Secondary Institution ◽  
International Graduate Student ◽  
New Community ◽  
Study Overseas

Contemplating my graduate student experience overseas, I constantly viewed myself as an isolate, one who did not belong in the new community of practice. I encountered numerous lingua-cultural, academic and social challenges which led to my lack of community and belonging. This paper is a reflection of my experiences as an international graduate student in a Canadian university. Through this reflection, I explore some of my most potent experiences and how these influenced me as I sojourned through the not-so-easy road of study overseas. This paper also describes the processes I used that enabled me to successfully maneuver and negotiate my journey on the not-so easy-road of studying in a post-secondary institution overseas.

scholarly journals uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

2018 ◽  
Vol 9 ◽  
pp. 51-75
Author(s):  
Jessica Durepos
Keyword(s):  
Undergraduate Students ◽  
French Immersion ◽  
Student Experiences ◽  
Language And Culture ◽  
Post Secondary ◽  
Immersion Education ◽  
Post Secondary Institution ◽  
Premier Cycle ◽  
Il Y A ◽  
K 12

An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.

scholarly journals Promoting a culture of openness: Institutional open access policy development and evaluation at a Canadian university

2021 ◽  
Vol 16 (1) ◽  
pp. 1-23
Author(s):  
Alison J. Moore ◽  
Jennifer Zerkee ◽  
Kate Shuttleworth ◽  
Rebecca Dowson ◽  
Gwen Bird
Keyword(s):  
Open Access ◽  
Policy Development ◽  
Canadian Universities ◽  
Post Secondary ◽  
Access Policy ◽  
Post Secondary Institution ◽  
Solid Foundation ◽  
Future Policy ◽  
Simon Fraser University ◽  
Soar Strengths

Institutional open access (OA) policies can act as a solid foundation on which to build university-wide support for open access. This is the first paper to reflect on the entire process of developing, implementing, and reviewing an institutional open access policy at a Canadian post-secondary institution. Simon Fraser University (SFU) is one of a few Canadian universities with an institutional open access policy. As a leader in open access, SFU is well positioned to share observations of our experiences in the first three years of our OA policy. Throughout this paper, we reflect on the role that the policy plays in the broader culture of openness at SFU and on the OA resources and supports provided to SFU researchers. Other institutions may find our observations and adoption of the SOAR (strengths, opportunities, aspirations, results) appreciative inquiry framework useful as they explore future policy development or review and work to promote a culture of open access within their university community. 

scholarly journals Perceptions of Access and Disability Services in Relation to Implementation and Usage of Assistive Technology in a Post-Secondary Institution

2020 ◽  
Author(s):  
Sarah Ahmed ◽  
Melissa Avila ◽  
Stephanie Bruns ◽  
Anne Kaczkowsli ◽  
Kaitlyn McMullin ◽  
...  
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Student Outcomes ◽  
Disability Services ◽  
Post Secondary ◽  
Education Literature ◽  
Post Secondary Institution ◽  
Faculty Feedback

While existing research explores the use of AT in higher education, literature is lacking regarding students' and faculty feedback on AT and disability services. Further research is required to determine how to enhance implementation and reception of accommodations students receive from disability services at post-secondary institutions based on combined feedback from students and faculty. This study aims to provide better insight on the experiences of both students and faculty on their usage and guidance in accommodations provided. This includes assistive technology and aiding disability services in enhancing their delivery to achieve the most meaningful and effective student outcomes in academia.

scholarly journals “Good People with Good Intentions”: Deconstructing A Post-Secondary Institution’s Sexual Violence Policy Construction

2021 ◽  
pp. 2-16
Author(s):  
Irene Shankar ◽  
D. Scharie Tavcer
Keyword(s):  
Sexual Violence ◽  
Service Providers ◽  
Structural Violence ◽  
Post Secondary ◽  
Institutional Risk ◽  
Good People ◽  
Sexualized Violence ◽  
Post Secondary Institution ◽  
Program Construction ◽  
Integrate Research

This exploratory study investigates the bodies tasked with constructing sexual violence policies within a post-secondary institution (PSI). Our findings indicate that allocated committees prioritize institutional risk management, normalize confusion, and most members have little or no understanding of the intersectionality of violence. These findings contextualize PSI's failure to address structural violence.  Our recommendations urge PSIs to include subject experts, consult with existing service providers, and integrate research on the intersectionality of sexualized violence within their policy and program construction.

scholarly journals Working for a Living Wage Around the Ivory Tower

2018 ◽  
Vol 48 (1) ◽  
pp. 22-38
Author(s):  
Andrew Stevens
Keyword(s):  
Living Wage ◽  
Full Time ◽  
Ivory Tower ◽  
Post Secondary ◽  
Physical Plant ◽  
Employment Conditions ◽  
Higher Education Quality ◽  
Post Secondary Institution ◽  
Using Data ◽  
The University

Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled “non-full-time instructors” (Field, Jones, Stephenson, & Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova & Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.  

scholarly journals Analysing Maltese Biology Examination Questions according to Cognitive Complexity

2020 ◽  
Vol 2 (4) ◽  
pp. 32-41
Author(s):  
Carmel Azzopardi ◽  
Marthese Azzopardi
Keyword(s):  
Cognitive Skills ◽  
Cognitive Complexity ◽  
Higher Order ◽  
Research Data ◽  
Assessment Tools ◽  
Post Secondary ◽  
National Examination ◽  
Content Analysis Method ◽  
Cognitive Levels ◽  
Post Secondary Institution

This paper presents an analysis of Maltese Advanced Biology examination comprehension questions according to cognitive complexity. The research data consisted of 239 questions from 20 Summer examinations: 10 National and 10 at a public post-secondary Institution between 2010 and 2019. In this research, a qualitative approach and theory-driven content analysis method using Bloom’s Revised Taxonomy of Cognitive Objectives were employed. The 121 Institution and 118 National examination questions were placed in two categories: higher-order cognitive skills (HOCS) comprising Remembering, Understanding and Applying and lower-order cognitive skills (LOCS) comprising Analysing, Evaluating and Creating on the basis of earlier research. Data was given with tables as percentage. This research was guided by the following two questions: What kinds of cognitive skills and knowledge do Maltese Advanced Biology comprehension examination questions require? What is the proportion of marks being awarded to the different cognitive levels? In the National examination questions were allocated to five of the cognitive categories while less, four, in the Institution. Over a 10-year period, the majority of the questions (91.6% in Institution; 81.6% in National) required LOCS. In both types of examination, the highest percentage of questions were in the Remembering objective (53% in Institution; 48% in National), followed by Understanding (31.84% in Institution; 22% in National) and finally Applying (6% in Institution; 11% in National). The study highlighted that the Analysing objective was absent in every comprehension and the Creating category was represented by a mere1% in the National examination. The investigation was extended to determine the marks allocated to the different cognitive levels. The majority of the marks, (92.0% in Institution; 81.7% in National examinations) belonged to the LOCS, being allocated mostly in the Remembering and Understanding objectives. The research indicates that the examinations were overall, not cognitively demanding, but the National one was more intellectually challenging for a number of reasons, including a larger percentage of questions and marks categorised as HOCS. The Bloom’s Revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing biology summative assessment tools. All three higher-order cognitive skills categories should be more evenly presented in future biology examinations.

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