The college student and his problems,

Why go to college?--The choice of a college.--The selection of a course.--The fateful first year.--Fraternities.--Athletics.--Other college enterprises.--Electives.--The choice of life-work.--A few last words.--Appendix: Expenses.

The student's manual : designed, by specific directions, to aid in forming and strengthening the intellectual and moral character and habits of the student /

Mode of access: Internet.

Student in dorm room, 1980

On verso: Laoura Verklan (Daybook, image #10)

Student boating party

On verso: Augusta H. Dunfee - Sunday - June 21st '91. My mother, Augusta Durfee Flinterman, is in back boat with black parasol! Katherine Durfee Hayt (not a graduate) and Dr. Homes Safford are in front boat.

U of M Lantern Night: student march

In photo: Women carrying sign reading "Sorosis"

The Happy Side of the Soldier's Life

Student Aviators at the ground school at Princeton, NJ singing "Over There" over here. The boys have plenty of opportunities to exercise their vocal cords.

A student reverie; an album of Saxony days (Freiberg near Dresden)

Freiberg the city.--Freiberg mines.--Freiberg royal mining academy.--Freiberg life.

Is the association between late-life morbidity and disability attenuated over time? : Exploring the dynamic equilibrium of morbidity hypothesis

Context: There is evidence suggesting that the prevalence of disability in late life has declined over time while the prevalence of disabling chronic diseases has increased. The dynamic equilibrium of morbidity hypothesis suggests that these seemingly contradictory trends are due to the attenuation of the morbidity-disability link over time. The aim of this study was to empirically test this assumption.Methods: Data were drawn from three repeated cross-sections of SWEOLD, a population-based survey among the Swedish men and women ages 77 and older. Logistic regression models were fitted to assess the trends in the prevalence of Activities of Daily Living (ADL) disability, Instrumental ADL (IADL) disability, and selected groups of chronic conditions. The changes in the associations between chronic conditions and disabilities were examined in both multiplicative and additive models.Results: Between 1992 and 2011, the odds of ADL disability significantly declined among women whereas the odds of IADL disability significantly declined among men. During the same period, the prevalence of most chronic morbidities including multimorbidity went up. Significant attenuations of the morbidity-disability associations were found for cardiovascular diseases, metabolic disorders, poor lung function, psychological distress, and multimorbidity.Conclusion: In agreement with the dynamic equilibrium hypothesis, this study concludes that the associations between chronic conditions and disability among the Swedish older adults have largely waned over time.

Depression in the aftermath of eviction : A one-year follow-up study of a disruptive housing life event

Eviction from housing is an institutionalized social process affecting millions in the western world, but very little is understood about its impact on people’s lives. Guided by George Brown and Tirril Harris’s landmark sociological research on disruptive life events, together with evidence that home is an important ‘place’, this study aims to contribute to an understanding of eviction’s fallout by considering depression as a potential outcome. Taking advantage of unique data on all evictions in Sweden and linking to longitudinal registers, this study seeks to determine whether working-age adults facing imminent eviction in 2009 had a greater risk of depression in the following year compared, using penalized maximum likelihood logistic regressions, to a control group randomly drawn from the Swedish population. Results indicate that imminent eviction is significantly associated with subsequent depression, even accounting for a range of social, economic, geographic and behavioral characteristics. Contrary to expectations, the findings are not robust for gender differences. Recent mental illness is the only control variable significantly moderating the association of interest, which remains significant regardless of illness history. The results provide grounds for treating eviction as a disruptive life event in its own right.

Illuminating Inner Life : A Comparison of Virginia Woolf's To the Lighthouse and Arthur Schnitzler's Fräulein Else

In the early 20th century, authors increasingly experimented with literary techniques striving towards two common aims: to illumine the inner life of their protagonists and to diverge from conventional forms of literary representations of reality. This shared endeavour was sparked by changes in society: industrialisation, developments in psychology, and the gradual decay of empires, such as the Victorian (1837–1901) and the Austro-Hungarian (1867–1918). Those developments yielded a sense of uncertainty and disorientation, which led to a so-called “turn [inwards]” in the arts (Micale 2). In this context, this essay examines Virginia Woolf’s (1882–1941) development of her literary technique by comparing To the Lighthouse (1927), written in free indirect discourse, with Arthur Schnitzler’s (1862–1932) Fräulein Else (1924), written in interior monologue. Instead of applying Freud’s theories of consciousness, I will demonstrate how empiricist psychology informed and partly helped shape the two narrative techniques by referring to Ernst Mach’s (1838–1916) idea of the unstable self, and William James’ (1842–1910) concept of the stream of consciousness. Furthermore, I will show that there is a continuous progression of literary ideas from Schnitzler’s Viennese fin-de-siècle connected to impressionism, towards Woolf’s Bloomsbury aesthetics connected to Paul Cézanne’s post-impressionist logic of sensations. In addition to that, I address how the women’s movement, starting in the end of the 19th century, inspired Woolf and Schnitzler to utilise their techniques as a means of revealing women’s restricted position in society. Methodologically, I will analyse the two novels’ narrative techniques applying close reading and by that point out their differences and similarities in connection to the above-mentioned theories as well as the two author’s literary approaches. I argue that this comparison demonstrates that modernist literary techniques of representing interiority evolved from interior monologue towards free indirect discourse. This progression also implicates that modernism can be seen as a continuum reaching back to the fin-de-siècle and culminating in the 1920s. 

Life with sheepdogs:alternative metaphorical models of the doctoral research process revisited

The doctoral research process is the entry path for the academic profession. Traditionally it is explained by reference to another professional entry path, the industrial apprenticeship. Revisiting a paper and discussion originally held at the Marketing Education Group conference in 1991, we explore the implications and limitations of this metaphorical model, suggest alternatives and consider the interaction between student characteristics and supervisory approach. Through this process we offer marketing academics a vast range of unflattering metaphors to employ in describing themselves, their students, their supervisors and their colleagues.

Cracking capitalist realism: the new student movement and its post-capitalist politics

There is much talk of =the crisis‘ in higher education, often expressed in fatalistic narratives about the (im)possibility of critical resistance or alternatives to the deepening domination of neoliberal rationality and capitalist power throughout social life. But how precisely are we to make sense of this situation? In what ways is it experienced? And what knowledges and practices may help us to respond? These questions form the basis for a series of explorations of the history and character of this crisis, the particular historical conjuncture that we occupy today, and the different types of theoretical analysis and political response it seems to be engendering. Our talk will explore the tensions between readings of the situation as a paralyzing experience of domination, loss and impossibility, on the one hand, and radical transformation and the opening of future possibilities, on the other. We will finally consider what implications new forms of political theory being created in the new student movements have for reconceptualising praxis in higher education today, and perhaps for a wider imagination of post-capitalist politics.

Volunteering for success:mentoring as a form of student volunteering

Previous studies into student volunteering have shown how formally organized volunteering activities have social, economic and practical benefits for student volunteers and the recipients of their volunteerism (Egerton, 2002; Vernon & Foster, 2002); moreover student volunteering provides the means by which undergraduates are able to acquire and hone transferable skills sought by employers following graduation (Eldridge & Wilson, 2003; Norris et al, 2006). Within the UK Higher Education Sector, a popular mechanism for accessing volunteering is through formally organized student mentoring programmes whereby more ‘senior’ students volunteer to mentor less experienced undergraduates through a particular phase of their academic careers, including the transition from school or college to university. The value of student mentoring as a pedagogical tool within Higher Education is reflected in the literature (see for example, Bargh & Schul, 1980, Hartman,1990, Woodd, 1997). However, from a volunteering perspective, one of the key issues relates to the generally accepted conceptualisation of volunteering as a formally organized activity, that is un-coerced and for which there is no payment (Davis Smith, 1992, 1998; Sheard, 1995). Although the majority of student mentoring programs discussed in the paper are unpaid and voluntary in nature, in a small number of institutions some of the mentoring programs offered to students provide a minimum wage for mentors. From an ethical perspective, such payments may cause difficulties when considering potential mentors’ motivations and reasons for participating in the program. Additionally, institutions usually only have one or two paid mentoring programs running alongside several voluntary programmes – sometimes resulting in an over-subscription for places as paid mentors to the detriment of unpaid programs. Furthermore, from an institutional perspective, student mentoring presents a set of particular ethical problems reflecting issues around ‘matching’ mentors and mentees in terms of gender, race, ethnicity and religion. This is found to be the case in some ‘targeted’ mentoring programs whereby a particular demographic group of students are offered access to mentoring in an attempt to improve their chances of academic success. This paper provides a comparative analysis of the experiences and perceptions of mentors and mentees participating in a wide-range of different mentoring programs. It also analyzes the institutional challenges and benefits associated with managing large scale student volunteering programs. In doing so the paper adds to third sector literature by critiquing the distinctive issues surrounding student volunteering and by discussing, in-depth, the management of large groups of student volunteers. From a public policy perspective, the economic, educational, vocational and social outcomes of student volunteering make this an important subject meriting investigation. Little is known about the mentoring experiences of student volunteers with regards to the ‘added value’ of participating in campus-based volunteering activities. Furthermore, in light of the current economic downturn, by drawing attention to the contribution that student volunteering plays in equipping undergraduates with transferable ‘employability’ related skills and competencies (Andrews & Higson, 2008), this paper makes an important contribution to current educational and political debates. In addition to providing the opportunity for students to acquire key transferable skills, the findings suggest that mentoring encourages students to volunteer in other areas of university and community life. The paper concludes by arguing that student mentoring provides a valuable learning experience for student volunteer mentors and for the student and pupil mentees with whom they are placed.

Bringing engineering education to life – an empirical approach to learning and teaching

Learning and teaching approaches to engineering are generally perceived to be difficult and academically challenging. Such challenges are reflected in high levels of student attrition and failure. In addressing this issue, a unique approach to engineering education has been developed by the paper authors. This approach, which is suitable for undergraduate and postgraduate levels, brings together pedagogic and engineering epistemologies in an empirically grounded framework. It is underpinned by three distinctive concepts: Relationships, Variety & Synergy. Based upon research, the R + V + S approach to Engineering Education provides a learning and teaching strategy, which in enhancing the student experience, increases retention and positively impacts student success [S2]. Based on the study findings, this paper shows how, by designing engineering education around the concepts of Relationships, Variety and Synergy, the student learning experience becomes one that is academically challenging yet beneficial to both students and engineering educators. The challenge is to widen and test the approach in other areas of engineering education, before going on to investigate the value of the approach in other disciplines.

Bringing engineering education to life:an empirical approach

This paper focuses upon the argument that the role played by the engineering profession within today's society has changed markedly over the past several years from providing the foundations for contemporary life to leading societal change and becoming one of the key driver's of future social development. Coining the term 'Engineering-Sociology' this paper contributes to engineering education and engineering education research by proposing a new paradigm upon which future engineering education programmes and engineering education research might build. Developed out of an approach to learning and teaching practice, Engineering-Sociology encapsulates both traditional and applied approaches to engineering education and engineering education research. It suggests that in order to meet future challenges there is a need to bring together what are generally perceived to be two diametrically opposed paradigms, namely engineering and sociology. Building on contemporary theoretical and pedagogical arguments in engineering education research, the paper concludes that by encouraging engineering educators to 'think differently', Engineering-Sociology can provide an approach to learning and teaching that both enhances the student experience and meets the changing needs of society.