Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college. Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students. Results of a 2 X 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students. This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning.

Student Independent Projects Environmental Studies 2011: The Humber River Basin Human Values Project: Designing a Sampling Strategy for a Pilot Survey in the Corner Brook Area

Sustainability can be indicated by a number of factors. Populations need to be aged evenly, ensuring a healthy equilibrium. Job opportunities must be numerous and of wide varieties to balance incomes from different employment sectors. Regions must also sustain vital natural resources in the area which are directly related to a place being self-sustaining. These indicators prove to be true, especially in Newfoundland, where people have struggled to remain in the small traditional communities that they consider being there 'home.' The population of Corner Brook and the surrounding areas can be stratified according to the values people hold to their special place. Even though people in western Newfoundland hold strong ties to their home, some parts of the region even though people in western Newfoundland hold strong ties to their home, some parts of the region struggle with employment, low incomes, out-migration, and dependency on declining natural resources. The aim of this paper is to present the process of designing a sample strategy for a human values pilot survey conducted in the city of Corner Brook. It will present a theoretical background over the period 2002-2006 to be used for sampling strategy.

Student Independent Projects Environmental Studies 2007: Redesigning the Corner Brook Waterfront

In recent decades, urban planning has seen a rise in waterfront revitalization. This is important concerning Corner Brook, where the possible permanent closure of the Mill would have devastating consequences for the surrounding area. Corner Brook is located on the West Coast of Newfoundland, Canada, and has a population of 20,083 (WWW.statcan.ca, 2007). Corner Brook Pulp and Paper Ltd. (CBP&P) dominates the local economy and is located on the city's waterfront. With the realization that the heart of any city is the waterfront, if there is one present, many cities started revitalization trend in order to bring life back to the community and restore the local economy (Robertson, 1999). In the past, waterfronts were dominated with industry, shipping, and the navy. Today, the focus has shifted to leisure, recreation, tourism, and residential and commercial activity. Along with economic factors, the visual aspect of the waterfront is also Important (Albrecht, Bode, & Evers, 2003; Hoffman, 1999). Although this trend started out larger cities, such as Toronto, it has now spread to smaller centers, similar to the size of Corner Brook (Hoyle, 2000). What differs between the various sizes of the cities is what the main focus of the waterfront will be following the revitalization. With the tourism economy making a strong foothold in Newfoundland, the waterfront would provide the possibility to extend it even further. Yet, the most important aspects of the new waterfront will be to ensure environmentally safe measures (Slocombe, 1993) and making sure that as many jobs as possible will be generated. The generation of new jobs is especially important considering the loss of the Mill, which has provided the city and surrounding area with paying employment.

Guidance counselor and student

Inscriptions: Verso: [stamped] Credit must be given to Leinwand from Monkmeyer Press Photo Service]

Guidance counselor and student

Inscriptions: Verso: [stamped] Credit must be given to Leinwand from Monkmeyer Press Photo Service]

The 2011 student movement on the Chilean press: What Pluralism in the digital press?

This article presents results of two research projects that explored the coverage of the Student Movement 2011 carried out by two chains of newspaper of Chile: El Mercurio S.A.P and Diarios Mi Voz, in three regions of the country. These press chains correspond to paper and digital press, respectively. In this research, we analyze information and photographs allowed to establish changes in journalistic practices as well as similarities in the ways of representing the student movement.

Student Loan Repayment & Incentive Programs

Brochure highlighting common Student Loan Forgiveness/Repayment and Incentive programs available from the State of Iowa and federal governments. Areas highlighted include programs in education, health care, legal and public service/government employment. Brochure also answers common questions about Loan Forgiveness/Repayment and Incentive programs. Product code: IC-INCENTIVE, Rev. date: 7/16

Jisc CAN case study: Student Digital Ambassadors for Digital Literacy at London School of Economics

Student Digital Ambassadors for Digital Literacy at London School of Economics case study. Student Ambassadors for Digital Literacy (SADL) is a programme coordinated by Learning Technology and Innovation and LSE Library and open to LSE undergraduate students. It has been running since 2013, when it started as a pilot in two academic departments. LSE is a specialist social science institution, research led with a relatively small undergraduate population (approximately 4500 students). Students study across the social sciences in quantitative subjects such as economics, maths and statistics, and qualitative subjects such as social policy, international history and anthropology. The student population is highly international and LSE has an excellent rating for graduate employment. LSE Students Union offer support and promote SADL which aims to develop students digital literacies, but provides an opportunity to understand more about what their needs might be.

The influence of nursing student characteristics on performance in the Quebec licensing exam.

This study examines whether certain academic, demographic or psychosocial characteristics of students can be indicators of future success on the Provincial Nursing Licensing exam. A cohort of 42 third year Nursing students was the study sample. Data were collected using a self-reporting questionnaire, academic marks, and graduate interviews. Academic variables that were studied included: first year nursing marks, college biology marks, final year nursing marks, and literacy level. Demographic variables that were studied included : age, gender, socioeconomic status and level of life responsabilities, academic motivation (hours spent studying) and hours worked at unrelated employment. Lastly, psychosocial variables that were studied included: test taking anxiety, stress and overall confidence level in terms of success on the upcoming exam. A comparison was then undertaken between the two groups-students that passed and students that failed the Licensing exam on their first sitting-with respect to specific student characteristics. The conceptual framework for this study is based on Leinbach and Jenkin's model of the correlation of milestones to momentum points in the educational experience. Results of this study suggest that exam anxiety and content review in the months that follow graduation seem to affect exam performance. Also, certain demographic characteristics such as age and financial strain seemed to be good indicators of future success.||Résumé : Cette étude tente d'établir si certaines caractéristiques liées aux études ainsi que des caractéristiques démographiques ou psychosociales des étudiantes et des étudiants peuvent être indicatives du succès futur à l'examen professionnel provincial d'admission à la profession infirmière. Une cohorte de 42 étudiantes et étudiants de troisième année en sciences infirmières formait l'échantillon de l'étude. Les données ont été recueillies au moyen d'un questionnaire d'autoévaluation, des résultats scolaires et d'entrevues avec les infirmières et infirmiers gradués. Les variables liées aux études examinées ont été les résultats de la première année d'études en sciences infirmières, les résultats en biologie au collégial, les résultats de la dernière année d'études en sciences infirmières et le niveau de littératie. Les variables démographiques étudiées ont été l'âge, le sexe, le statut socioéconomique, le niveau de responsabilités sociales, la motivation dans les études (les heures passées à étudier) et les heures consacrées à un travail non lié aux études. Enfin, les variables psychosociales examinées ont été l'anxiété devant l'examen, le stress et le niveau général de confiance quant à la réussite de l'examen à venir. Une comparaison des deux groupes d'étudiantes et d'étudiants, soit ceux qui ont réussi l'examen et ceux qui l'ont échoué à leur première tentative, a ensuite été faite en tenant compte des caractéristiques particulières à chacun. Le cadre conceptuel de cette étude repose sur le modèle de la corrélation entre les jalons (milestones) et les accomplissements (momentum points) dans l'expérience des études de Leinbach and Jenkin. Les résultats de cette étude laissent entendre que l'anxiété devant l'examen et la révision de la matière dans les mois suivant l'obtention du diplôme semblent avoir un effet sur le rendement à l'examen. Aussi, certaines caractéristiques démographiques comme l'âge et les difficultés financières semblaient être indicatifs du succès futur.