Relevant bibliographies by topics / College student behavior

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'College student behavior'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "College student behavior"

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Cole, James S., and Ali Korkmaz. "Estimating college student behavior frequencies." Journal of Applied Research in Higher Education 5, no. 1 (April 19, 2013): 58–71. http://dx.doi.org/10.1108/17581181311310270.

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LeBlanc, Cary J. "Characteristics Shaping College Student Organizational Citizenship Behavior." American Journal of Business Education (AJBE) 7, no. 2 (March 28, 2014): 99–108. http://dx.doi.org/10.19030/ajbe.v7i2.8468.

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This study explored the concept of Organizational Citizenship Behavior (OCB) in relation to undergraduate college students. The extensive research on OCB within traditional work environments indicates that while workers who demonstrate OCB usually receive more favorable performance evaluations, those behaviors also help build community and culture within the organization. This study expands the extant research by examining OCB of college students, where very few studies exist. For this research 490 undergraduate students completed an online survey, where we looked to identify correlations between OCB and four variables: gender, year in school, religious practice, and major. The statistically significant correlation between three of these variables and OCB will help faculty and student life staff identify and encourage OCB in their students. It will also help students be more successful in school, help prepare them for careers, while also enriching the college community.
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Ellenbogen, Stephen, Durand Jacobs, Jeffrey Derevensky, Rina Gupta, and Tom Paskus. "Gambling Behavior Among College Student-Athletes." Journal of Applied Sport Psychology 20, no. 3 (July 18, 2008): 349–62. http://dx.doi.org/10.1080/10413200802056685.

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Thomas, Ryan L. "Systems for Guiding College Student Behavior." NASPA Journal 25, no. 1 (July 1, 1987): 54–61. http://dx.doi.org/10.1080/00220973.1987.11072029.

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Davidson, Curt, and Alan Ewert. "College Student Commitment and Outdoor Orientation Programming." Journal of Experiential Education 43, no. 3 (June 1, 2020): 299–316. http://dx.doi.org/10.1177/1053825920923709.

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Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.
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Meng, Hai Liang. "Research on College Student Low-Carbon Consumption Behavior." Advanced Materials Research 1073-1076 (December 2014): 2553–56. http://dx.doi.org/10.4028/www.scientific.net/amr.1073-1076.2553.

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Low-carbon consumption plays an extremely important role in low-carbon economy, and the low-carbon consumption behavior of college students is very important. This paper learned the status and problems of college student low-carbon consumption via questionnaire, analyzed the causes and proposed the countermeasures and suggestions.
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Darolia, Rajeev. "Messengers of Bad News or Bad Apples? Student Debt and College Accountability." Education Finance and Policy 10, no. 2 (April 2015): 277–99. http://dx.doi.org/10.1162/edfp_a_00161.

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Student loan debt and defaults have been steadily rising, igniting public worry about the associated public and private risks. This has led to controversial regulatory attempts to curb defaults by holding colleges, particularly those in the for-profit sector, increasingly accountable for the student loan repayment behavior of their students. Such efforts endeavor to protect taxpayers against the misuse of public money used to encourage college enrollment and to safeguard students against potentially risky human capital investments. Recent policy proposals penalize colleges for students’ poor repayment performance, raising questions about institutions’ power to influence this behavior. Many of the schools at risk of not meeting student loan default measures also disproportionately enroll low-income, nontraditional, and financially independent students. Policy makers therefore face the challenge of promoting the efficient use of public funds and protecting students while also encouraging access to higher education.
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Montgomery, Robert L., and Frances M. Haemmerlie. "Undergraduate Adjustment to College, Drinking Behavior, and Fraternity Membership1." Psychological Reports 73, no. 3_part_1 (December 1993): 801–2. http://dx.doi.org/10.1177/00332941930733pt113.

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This study examined the relationship between adjustment to college as measured by Baker and Siryk's 1986 Student Adaptation to College Questionnaire, drinking patterns, and various aspects of student life (e.g., fraternity or sorority membership). A total of 114 students participated. Pearson product-moment correlations indicated several significant relationships.
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Dunleavy, Katie Neary, Matthew M. Martin, Maria Brann, Melanie Booth-Butterfield, Scott A. Myers, and Keith Weber. "Student Nagging Behavior in the College Classroom." Communication Education 57, no. 1 (January 2008): 1–19. http://dx.doi.org/10.1080/03634520701678679.

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Liu, Haobing, Yanmin Zhu, Tianzi Zang, Yanan Xu, Jiadi Yu, and Feilong Tang. "Jointly Modeling Heterogeneous Student Behaviors and Interactions among Multiple Prediction Tasks." ACM Transactions on Knowledge Discovery from Data 16, no. 1 (July 3, 2021): 1–24. http://dx.doi.org/10.1145/3458023.

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Prediction tasks about students have practical significance for both student and college. Making multiple predictions about students is an important part of a smart campus. For instance, predicting whether a student will fail to graduate can alert the student affairs office to take predictive measures to help the student improve his/her academic performance. With the development of information technology in colleges, we can collect digital footprints that encode heterogeneous behaviors continuously. In this article, we focus on modeling heterogeneous behaviors and making multiple predictions together, since some prediction tasks are related and learning the model for a specific task may have the data sparsity problem. To this end, we propose a variant of Long-Short Term Memory (LSTM) and a soft-attention mechanism. The proposed LSTM is able to learn the student profile-aware representation from heterogeneous behavior sequences. The proposed soft-attention mechanism can dynamically learn different importance degrees of different days for every student. In this way, heterogeneous behaviors can be well modeled. In order to model interactions among multiple prediction tasks, we propose a co-attention mechanism based unit. With the help of the stacked units, we can explicitly control the knowledge transfer among multiple tasks. We design three motivating behavior prediction tasks based on a real-world dataset collected from a college. Qualitative and quantitative experiments on the three prediction tasks have demonstrated the effectiveness of our model.
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Dissertations / Theses on the topic "College student behavior"

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Guin, Autumn Hope. "Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?" NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.
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Blaser, Lisa Malan. "The impact of a university wellness requirement on student nutrition and physical activity behavior /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd735.pdf.

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Wharton, Barbara Ingling. "First-year student financial behavior and academic success." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174680607.

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Davis, Charlotte d. "Exploring the bases of organizational culture within college student organizations /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125219938.

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Williams, Kevin W. "College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/366262.

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Educational Leadership
Ed.D.
High profile behavioral problems have motivated a national call for accountability by colleges and universities to better manage these issues to maintain safe and supportive campus communities. The current literature supports the use of the student conduct process as the main student behavioral intervention, but limited research has been published that examine the outcomes associated with the process. This study examines the experiences of students who participated in the conduct process and influence on their learning and future behaviors. The study also compares the experiences of students to the expressed outcomes of the professionals who administer the process. This study utilizes a qualitative research design to provide a reflective understanding of administrators’ desired outcomes pertaining to the conduct process and students’ experiences and meaning-making after participating in the same process. The study exams students’ perceptions of learning and ways future behaviors are influenced due to participating in the conduct process. This study takes place at a large four-year public urban institution located in the Northeast and includes interviews with students who participated in the student conduct process between August 2012 and September 2014 and of administrators that oversee the disciplinary proceedings at the same university. The findings from this study reveal similarities and differences between administrators and students that may provide useful in exploring ways to further prevent disciplinary issues and support students when behaviors occur beyond what is already being offered. Additionally, findings demonstrate that learning is occurring, which students attribute to interactions with administrators, active sanctions involving peer interactions, and learning to critically think through future decisions before making them. Furthermore, students’ claims that the conduct process is educational aligns with responses shared by administrators, but are not fully substantiated, due to a lack of formal outcomes and assessment measures that could validate the overall effectiveness of the conduct process.
Temple University--Theses
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Tankersley-Bankhead, Elizabeth A. Townsend Barbara K. Donaldson Joe F. "Student lobbyists' behavior and its perceived influence on state-level public higher education legislation a case study /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7008.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara Townsend and Dr. Joe F. Donaldson. Vita. Includes bibliographical references.
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White, Mallary L. "Nonrelationship sex and the college student population." Kansas State University, 2013. http://hdl.handle.net/2097/15595.

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Master of Science
Department of Family Studies and Human Services
Karen Myers-Bowman
Nonrelationship sex is quite common on college campuses despite the number of risks involved. This report provides a review of the nonrelationship sex research literature and focuses on definitions, prevalence, predictive factors and influences, potential negative outcomes, and gender differences surrounding nonrelationship sex. The Nonrelationship Sex Emphasis Checklist (NSEC) was created for college sex educators in response to this review. This report provides an evaluation of the Sexual Health Awareness Peer Educators program at Kansas State University using the NSEC and a general curriculum assessment. Based on this evaluation, recommendations are given for SHAPE. Recommendations for future programming and research also are given.
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Lu, Yifu. "College Students' E-Coupon Search Behavior: A Theory of Planned Behavior Perspective." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398916048.

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Hamill, Bridget. "College-Going Behaviors: Are there School Effects for the Rural Student?" Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82956.

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This study considered the school effects of college going behavior for rural students. Of interest were the effects of location and college-going culture within a given school. The research questions asked, included: 1. What are the effects of rural school location and college-going culture on public high school graduation? 2. What are the effects of rural school location and college-going culture on college enrollment? 3. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on the control structure of the college program enrolled? 4. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on type of college program enrolled (two-year vs. four-year)? 5. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on full-time vs. part-time enrollment? The study used data from the HSLS:09 survey. The data was analyzed using Hierarchical Generalized Linear Modeling. This study found that the odds of attending college decreased 18.7% for rural students. There was also a 4.8% decrease in the odds of college enrollment by students from majority White high schools. School's with high mean GPA's were more likely to have students graduate from high school, enroll in college, and attend 4-year institutions. High rates of school problems negatively affected students and demonstrated decreased odds of high school graduation and college enrollment. The role of counselors had demonstrated effects on students. Schools with counseling offices that focused a high number of hours on college counseling increase the odds their students graduate would from high school and attend a 4-year institution. Students attending high schools with a college counselor dedicated to college applications were 4.30 times more likely to attend a not-for-profit institution than a for-profit institution.
Ph. D.
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Moore, Lindsey Kathryn. "Family dynamics and students' characteristics as predictors of undergraduate college student adjustment." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5258/.

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The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.
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Books on the topic "College student behavior"

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ERIC Clearinghouse on Higher Education. and Association for the Study of Higher Education., eds. College choice: Understanding student enrollment behavior. Washington, DC: School of Education and Human Development, George Washington University, 1990.

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Perspectives on college student suicide. Amityville, N.Y: Baywood Pub. Co., 1994.

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Understanding and preventing college student suicide. Springfield, Ill: Charles C. Thomas, 2011.

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Rathus, Spencer A. AIDS: Whatevery student needs to know. 2nd ed. Fort Worth: Harcourt Brace College Publishers, 1994.

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Rathus, Spencer A. AIDS-- what every student needs to know. 2nd ed. Fort Worth: Harcourt Brace College Publishers, 1994.

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Rathus, Spencer A. AIDS-- what every student needs to know. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1993.

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Gillespie, Maggie. Factors affecting student persistence: A longitudinal study. Iowa City, Iowa: American College Testing Program, 1992.

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Gillespie, Maggie. Factors affecting student persistence: A longitudinal study. Iowa City, Iowa: American College Testing Program, 1992.

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Sex and the university: Celebrity, controversy, and a student journalism revolution. New Brunswick, N.J: Rutgers University Press, 2010.

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Reimold, Daniel. Sex and the university: Celebrity, controversy, and a student journalism revolution. New Brunswick, N.J: Rutgers University Press, 2010.

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Book chapters on the topic "College student behavior"

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Blimling, Gregory S., and John H. Schuh. "How Biological and Psychological Development Influence Student Learning and Behavior." In Student Learning in College Residence Halls, 29–58. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210795.ch2.

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Eisenberg, Daniel, Sarah Ketchen Lipson, Peter Ceglarek, Adam Kern, and Megan Vivian Phillips. "College Student Mental Health." In Promoting Behavioral Health and Reducing Risk Among College Students, 75–86. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-5.

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Chun-yan, Yan, and Shi Xiao-ping. "Research on College Student Group Travel Behaviour." In Information and Business Intelligence, 323–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29087-9_50.

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Rabow, Jerome, Carole A. Neuman, Ronald K. Watts, and Anthony C. R. Hernandez. "Alcohol-Related Hazardous Behavior among College Students." In Recent Developments in Alcoholism, 439–50. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-1684-6_19.

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Kilmer, Jason R. "Marijuana Use by College Students." In Promoting Behavioral Health and Reducing Risk Among College Students, 49–60. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-3.

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Hultgren, Brittney A., Jessica R. Canning, and Mary E. Larimer. "Prevalence of Drinking by College Students." In Promoting Behavioral Health and Reducing Risk Among College Students, 23–48. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-2.

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Levin, John S. "Strategies and Actions of Community Colleges, and Their Behaviors, in Accommodating Nontraditional Students." In Nontraditional Students and Community Colleges, 137–61. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607286_7.

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Yang, Zhifeng, Mao Zhu, Xiangxing Shen, and Wei Wang. "Web-Based E-learning Behaviors of College Students Study." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 154–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_28.

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Martin, Jessica L., and Rena Pazienza. "Nonmedical Use of Prescription Drugs by College Students." In Promoting Behavioral Health and Reducing Risk Among College Students, 61–74. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-4.

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Zhang, Qi, Haseeb Kazi, and Sat Gupta. "Modeling Risky Sexual Behavior Among College Students: Predictors of STD." In Collaborative Mathematics and Statistics Research, 75–79. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11125-4_8.

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Conference papers on the topic "College student behavior"

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Su-Hui, Ge, Bai Cheng-Jie, and Wan Quan. "Hadoop-based college student behavior warning decision system." In 2018 IEEE 3rd International Conference on Big Data Analysis (ICBDA). IEEE, 2018. http://dx.doi.org/10.1109/icbda.2018.8367680.

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Zogheib, Bashar. "A REGRESSION BASED ANALYSIS OF MIDDLE EASTERN COLLEGE STUDENT CHEATING BEHAVIOR." In 29th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.029.034.

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Merida, Sarita Candra, and Rika Fitriyana. "Analysis on College Student Who Use Gadget, Basic for Behavior Intervention Plan." In Proceedings of the International Conference on Psychology and Communication 2018 (ICPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpc-18.2019.9.

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San Pedro, Maria O. Z., Ryan S. Baker, Neil T. Heffernan, and Jaclyn L. Ocumpaugh. "Exploring college major choice and middle school student behavior, affect and learning." In LAK '15: the 5th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2723576.2723610.

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Hu, Yanan, and Xiaotian Han. "THE ASSOCIATION BETWEEN STUDENT ENGAGEMENT AND CREATIVITY OF UNDERGRADUATES IN CHINA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end012.

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The purpose of the study aimed to: (a) determine to what extent undergraduates expect their college courses; (b) measure the degree to what extent what degree undergraduates engage in their college courses; (c) measure the degree to what extent undergraduate feel their capability of creativity; and (d) examine the degree to which student engagement and their creativity are associated. The study applied a non-experimental, correlational design and used survey responses from 431 randomly selected undergraduates to address the research questions. The findings are as follows. First, the majority of the students have high expectation on their courses and they put feedback as their first priority. Second, most of the Chinese students still attach great importance to their homework. However, the low percentage in reflection shows that the students still lack the habit of doing self-reflection. Third, Chinese undergraduates have fair creativity ability and the students scored their creativity on behavior highest and the creativity on knowledge system lowest. Fourth, student engagement has a positive relation to their creativity on knowledge system, creativity on behaviors, creativity on personalities and creativity on innovative thinking. Among which, the students’ enhanced engagement has a most direct impact on their creativity on behaviors.
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Huang, Tzu-Yang, and Chih-Hsiung Ku. "THE PUBLIC UNDERSTANDING OF EMERGING TECHNOLOGY IN EAST TAIWAN AREA: AN EXAMPLE OF NANOTECHNOLOGY." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.71.

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The purpose of the research was to understand the public’s social Image of emerging technology—nanotechnology. Furthermore, the differences among different major students and the decision-making style in “self-evaluation and other-evaluation” were analyzed too. In this research, the social image was defined by three phases, “general image of nanotechnology”, “business decision behavior of nanotechnology”, and “free recall of nanotechnology”. The research instrument was a self-designed questionnaire “college student’ social image of nanotechnology”. The participants were 256 college students selected using convenience sampling from one university in the east Taiwan area. The main findings were: (1) Students tended to agree that nanotechnology is better than other general-tech. (2) The college students believed that they have more rational attitude and behavior to make decision than others. (3) Most college students’ association related "nanotechnology image" with "high tech" in thinking. Keywords: nanotechnology image, public understanding, social image.
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Tyagi, Pawan. "Positive Intelligence Education for Unleashing Student Potential." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-12032.

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Abstract Student attitude towards learning is strongly dependent on the hidden traits and habits they develop during the growing up period. Based on circumstances many students live in an individualistic mindset and perceive rather permanent misconceptions about the surrounding and opportunities. This paper focuses on providing positive intelligence training to college student to equip them with the necessary knowledge to not only unleash their talent but also to enable other students to give the highest performance. This paper focuses on an experiment under which 22 students in the senior level design of energy system course were exposed to the fundamental aspects of positive intelligence. Every student was tasked to demonstrate the depth of understanding about the positive intelligence and then apply it to group members to understand the strength and weakness. Most of the students expressed satisfaction that they were able to understand their attitude and behavior that they found as an impediment in their progress. After positive intelligence training, several students exhibited an increased maturity level and many students expressed higher degree of empathy towards their team members.
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Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.

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The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills necessary to be successful in future employment to real-world problems that address life support and sustainable living issues; (2) to strengthen the 2+2+2 pathways between community colleges and four-year institutions; (3) provide professional development opportunities for community college faculty; (4) implement strategies to recruit and retain a diverse population of students interested in STEM disciplines; and (5) develop multi-media curriculum modules using contextual or problem-based-case-based learning (PBCL). The project has instituted interdisciplinary teams of community college and university students who are initiated into the program with intensive instruction and project planning and management, leadership, teamwork, and behavioral diversity using DISC behavioral analysis profiles during an intense three-week period during the winter intersession. In addition to the initial training, student participants must commit to working approximately 250 hours during their school year for which they are working on their respective team-based projects. As part of their hours, they must meet as a full team a minimum of twice each month. Participating students are currently mentored by two and four-year faculty and industry representatives. So far, the research has been conducted during the summer months and the academic year on life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, such as the CT’s Children’s Medical Center, and industry partners such as Hamilton Sundstrand and Kaman Aerospace. As a result of these research projects, the community college and four-year faculty are implementing real-world life support and sustainable living projects and collaboratively are writing multi-media Project-Based-Case Based Learning modules, which incorporate technology and science skill standards. The Problem-Based-Case-Based multi-media modules are being piloted at the CT College of Technology’s community colleges and universities.
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Jang, Hee-jung, and Sun-yeun Hong. "Contraception Behavior in College Students." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.128.25.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Reports on the topic "College student behavior"

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Sujay, Rachna. Premarital sexual behaviour among unmarried college students of Gujarat, India. Population Council, 2009. http://dx.doi.org/10.31899/rh5.1022.

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Lippman, Julia, and L. Monique Ward. Associations Between Stalking Myth Endorsement and Unwanted Pursuit Behaviors Among College Students. Institute for Social Research, University of Michigan, 2013. http://dx.doi.org/10.7826/isr-um.05.3020.0001.

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Su, Jin, Kittichai Watchravesringkan, and Maria Gil. Sustainable Clothing: An Update on US College Student's Perceptions and Ethical Behavior. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-420.

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Vasan, Akhila. Films and TV: Viewing patterns and influence on behaviours of college students. Population Council, 2010. http://dx.doi.org/10.31899/pgy2.1045.

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Yoo, Jeong-Ju, and Hye-Young Kim. Influences of Parental Attachment and Life Satisfaction on Social Tanning Behaviors among College Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-820.

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Wendt, Staci. Self-Efficacy and Drinking with Friends: An Investigation into the Drinking Behaviors of Japanese College Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.293.

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Durik, Amanda, Steven McGee, Linda Huber, and Jennifer Duck. The Cat is Alive and Well: Curiosity Motivates Exploration for High Interest Learners. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.1.

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Two studies were conducted to examine how individual interest predicts interactions with domain content and subsequent free-choice exploration. Particular focus was on learners’ acquisition of knowledge and identification of content that triggered curiosity. College student participants reported their individual interest, learned about a topic in ecology (Study 1, N = 85) and astronomy (Study 2, N = 184), responded to prompts for memory of the learning content and curiosity questions, and then had the opportunity to explore additional content related to the topic. In both studies individual interest interacted with whether students’ curiosity was triggered by particular content. In academic domains, individual interest in conjunction with curiosity may be the best predictor of continued behavioral exploration. The results are discussed in the context of the four-phase model of interest development.
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