Summary of a research report on Financing of college and university student permanent housing,

Mode of access: Internet.

Balancing expectations in engineering education:enhancing student experiences through empirical research - a comparative analysis

This paper draws upon the findings of an empirical study comparing the expectations and concerns of engineering students with students enrolled on business and management programs. It argues that whilst the two groups of students have very similar expectations, motivations and concerns before their start their studies, once at university, engineering students are twice as likely to drop-out than are their compatriots in business studies. Drawing upon the study findings, recommendations are made as to what might be done to counteract this. The conclusion argues that there is a need for more in-depth research to be conducted in this area in order to identify the reasons behind the different attrition rates and to further enhance engineering undergraduate experience.

Professionalism and quality in European business courses:utilising research to enhance student learning and promote employability - a pan-European study

This..paper provides a comparative analysis of Quality Management and standards in four European countries, (the UK, Austria, Slovenia and Romania) and in doing so addresses the gap in academic knowledge about how the introduction and implementation of Quality Management Strategies can both facilitate and enhance student learning within Universities.

The effect of mentoring electronic mail on student achievement and attitudes in a graduate course in educational research

This exploratory study of a classroom with mentoring and neutral e-mail was conducted in a public commuter state university in South Florida between January 1996 and April 1996. Sixteen males and 83 females from four graduate level educational research classes participated in the study.^ Two main hypotheses were tested. Hypothesis One was that those students receiving mentoring e-mail messages would score significantly higher on an instrument measuring attitude toward educational research (ATERS) than those not receiving mentoring e-mail messages. Hypothesis Two was that those students receiving mentoring e-mail would score significantly higher on objective exams covering the educational research material than those not receiving mentoring e-mail.^ Results of factorial analyses of variance showed no significant differences between the treatment groups in achievement or in attitudes toward educational research. Introverts had lower attitudes and lower final exam grades in both groups, although introverts in the mentored group scored higher than those introverts in the neutral group.^ A t test of the means of total response to e-mail from the researcher showed a significant difference between the mentored and neutral e-mail groups. Introverts responded more often than extraverts in both groups.^ Teacher effect was significant in determining class response to e-mail messages. Responses were most frequent in the researcher's classes.^ Qualitative analyses of the e-mail and course evaluation survey and of the content of e-mail messages received by the researcher were then grouped into basic themes and discussed.^ A qualitative analysis of an e-mail and course evaluation survey revealed that students from both the neutral and mentoring e-mail groups appreciated teacher feedback. A qualitative analysis of the mentoring and neutral e-mail replies divided the responses into those pertaining to the class, such as test and research paper questions, and more personal items, such as problems in the class and personal happenings.^ At this point in time, e-mail is not a standard way of communicating in classes in the college of education at this university. As this technology tool of communication becomes more popular, it is anticipated that replications of this study will be warranted. ^

Ph.D. student Greg Koch describe his research to the 2009 Midterm Review panel at TS/Ph-3

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Ph.D. graduate student, Shelby Servais and REU, Julio Pachon conducted collaborative research in the wetland mesocosms during summer 2013.

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