Know Your Campus Resources

2015 ◽  
Author(s):  
Jonathan D. McGough ◽  
Joseph F. Murray
Keyword(s):  
Campus Resources

Campus Resources for Gaining Student Fieldwork Experiences

2003 ◽  
Vol 44 (4) ◽  
pp. 29-30
Author(s):  
Kate Patch ◽  
Stacey Hockett Sherlock
Keyword(s):  
Campus Resources

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

scholarly journals Scaling up a CMS tier-3 site with campus resources and a 100 Gb/s network connection: what could go wrong?

2017 ◽  
Vol 898 ◽  
pp. 082041
Author(s):  
Matthias Wolf ◽  
Anna Woodard ◽  
Wenzhao Li ◽  
Kenyi Hurtado Anampa ◽  
Benjamin Tovar ◽  
...  
Keyword(s):  
Scaling Up ◽  
Network Connection ◽  
Campus Resources ◽  
Tier 3

scholarly journals Ivy League Experience: Increasing Care, Increasing Engagement

2017 ◽  
Vol 7 (4) ◽  
pp. 1104-1112
Author(s):  
Silvester G. Mata, Jr.
Keyword(s):  
Mental Health ◽  
International Students ◽  
Undergraduate Students ◽  
Personal Narrative ◽  
Student Health ◽  
University Campus ◽  
Ivy League ◽  
Student Wellness ◽  
Campus Resources ◽  
The University

The purpose of this personal narrative is to document initiatives that were designed and implemented to increase engagement and inclusivity for international students. The university campus of focus is a historically elite institution that enrolls one out of five international undergraduate students when compared to domestic peers. Initiatives focused on welcome events (i.e., orientation, campus tours, student panels) were implemented along with initiatives focused on student mental health and student wellness. Successful initiatives utilized campus resources such as university crisis and alert teams in addition to campus resources focused on counseling and student health.

scholarly journals Assignment Research Calculator: Designing and implementing a customized product to reach your students

2009 ◽  
Vol 70 (8) ◽  
pp. 456-468
Author(s):  
Monica Fusich ◽  
Jane Magee ◽  
Elisabeth A. Thomas
Keyword(s):  
Open Source ◽  
California State University ◽  
State University ◽  
University Of Minnesota ◽  
Research Project ◽  
Open Source Tool ◽  
Outreach Services ◽  
Campus Resources ◽  
The University ◽  
Free Open Source

The original Assignment Calculator from the University of Minnesota is a free open-source tool which helps students manage time and organize the steps of a research project.1 It provides a schedule and timeline for each step, and includes tips and outside links to more information. The head of instruction and outreach services in the Henry Madden Library recognized the value of this popular tool, but felt we could expand on its potential for students and faculty here at California State University-Fresno. We accomplished this by tailoring it to our own library and campus resources, staff and services, thus making it . . .

scholarly journals Risk Factors for Food Insecurity in Undergraduate Students at a Rural Liberal Arts Institution (P04-050-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Emily Heying ◽  
Emma Backes
Keyword(s):  
Risk Factors ◽  
Food Security ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Liberal Arts ◽  
Rural Setting ◽  
Food Security Status ◽  
Liberal Arts Institution ◽  
Campus Resources

Abstract Objectives The objective of this study was to determine the prevalence of food insecurity and accompanying risk factors among undergraduate students at a private liberal-arts institution in a rural setting. Methods A cross-sectional research design was used to analyze the food security status and potential risk factors of undergraduate students. Participants completed an online survey distributed via email. The USDA Six-item Household Food Security Module was used to assess food security status. The perceived stress scale (PSS) assessed perceived stress levels. Participants were also asked about demographics, employment status, living situation, and on or off campus dining options. Results 532 respondents met the criteria for the study (14.5% of total undergraduate enrollment). 35% of female participants (n = 335) and 47% of male participants (n = 197) from the total sample were considered food insecure at some time during the semester. 3rd/4thyear students were more likely to be food insecure than 1st/2nd year students (P = 0.03). Factors that increased risk for food insecurity were: being a student of color, first-generation, working more than 16 hours per week, higher levels of perceived stress, and having a meal-plan that did not provide unlimited access to on-campus dining, Conclusions Food insecurity was prevalent in at least one third of participants at an undergraduate liberal arts institution in a rural community. Institutions in rural communities need to further explore the root of food insecurity to alleviate potential hunger and malnutrition, as these students often depend on on-campus resources due to lack of off-campus resources in the near vicinity. Funding Sources This study was funded through a “Becoming Community” grant to the College of Saint Benedict and Saint John's University provided by the Carnegie Mellon Foundation.

Factors Associated With and Barriers to Disclosure of a Sexual Assault to Formal On-Campus Resources Among College Students

2019 ◽  
pp. 107780121988917 ◽  
Author(s):  
Annelise Mennicke ◽  
Jessamyn Bowling ◽  
Jill Gromer ◽  
Clare Ryan
Keyword(s):  
College Students ◽  
Sexual Assault ◽  
White Women ◽  
College Campuses ◽  
Social Characteristics ◽  
Factors Associated ◽  
Campus Organizations ◽  
Campus Resources ◽  
Disclosure Responses ◽  
The Individual

Sexual assault on college campuses occurs at high rates, but disclosure to formal on-campus resources remains low. This study used a mixed methodological survey to explore demographic and social characteristics of students who formally reported their assaults and those who did not and examined barriers to formal disclosure. Responses revealed that students who disclosed to formal on-campus resources suffered frequent polyvictimization, had high rates of physical and emotional consequences, and were mostly White women involved in campus organizations. Barriers to formal resource utilization were identified at the individual, interpersonal, organizational, and community levels.

Sign in / Sign up

Export Citation Format

Share Document