Relevant bibliographies by topics / Student Activism

Contents

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

Academic literature on the topic 'Student Activism'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Student Activism"

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Dhingra, Neil, and Joel D. Miller. "Dependent Rational Activists: Disability, Student Activism, and Special Education." Research Articles 28, no. 2 (October 25, 2021): 110–28. http://dx.doi.org/10.7202/1082919ar.

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Historians of student activism have rarely focused on students with disabilities, while educational historians who study students with disabilities have focused on legal reforms, not activism. We present a philosophical argument for an inclusive definition of student activism that can take place within legal and bureaucratic processes in which students act collaboratively with parents or guardians. Drawing on the new disability history and critical disability studies, we first argue that such activism is necessary because those processes routinely involve the conceptual objectification, silencing, and invisibilization of disabled people. Further, we argue that activism is necessary to shift individualized education plan (IEP) meetings from bargaining to collective deliberations for the common good. Finally, following Alasdair MacIntyre, we argue that activism, legal and otherwise, may involve families acting collaboratively, because parents and others can become attentive to the rational reflections of those with disabilities.
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Altbach, Philip G., and Robert Cohen. "American Student Activism." Journal of Higher Education 61, no. 1 (January 1990): 32–49. http://dx.doi.org/10.1080/00221546.1990.11775090.

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Dube, Bekithemba, and Baldwin Hove. "What Now for the Zimbabwean Student Demonstrator? Online Activism and Its Challenges for University Students in A COVID-19 Lockdown." International Journal of Higher Education 11, no. 2 (October 8, 2021): 100. http://dx.doi.org/10.5430/ijhe.v11n2p100.

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University student activism is generally characterized by protests and demonstrations by students who are reacting to social, political, and economic challenges. The COVID-19 pandemic revolutionized university student activism, and closed the geographical space for protests and demonstrations. The pandemic locked students out of the university campus, thus, rendering the traditional strategies of mass protests and demonstrations impossible. The COVID-19-induced lockdowns made it difficult, if not impossible, to mobilise for on-campus demonstrations and protests. It seems the pandemic is the last nail in the coffin of on-campus student protests. This theoretical paper uses a collective behaviour framework to explain the evolution of student activism in Zimbabwe, from the traditional on-campus politics to virtual activism. It discusses the challenges associated with cybernetic activism. The paper argues that, despite challenges, Zimbabwean university student activists need to migrate to a new world of digital technology and online activism. In the migration to online activism, students activists face a plethora of challenges. On top of the already existing obstacles, activists face new operational challenges related to trying to mobilise a constituency that has relocated to cyberspace. Student activists utilize the existing digital infrastructure to advance their politics, in spite of a hostile state security system and harsh economic environment, and other operational challenges.
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Christensen, M. Candace, and Alexis V. Arczynski. "Fostering Student Activism: Barriers, Sharing, and Dialectics." World Journal of Social Science Research 1, no. 2 (January 2, 2015): 151. http://dx.doi.org/10.22158/wjssr.v1n2p151.

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The present study was an exploratory investigation of interviews with six college students who participated in the development and implementation of a theatre-based sexual assault prevention intervention. We investigated how these students experienced their involvement in activism within the context of developing and presenting a sexual assault prevention program. The research revealed common themes: each student experienced fears about participating in activism or identifying as an activist, had strong desires to share knowledge about sexual assault prevention with their community, and viewed their individual activist identities within a complex understanding of what it meant to be activists. These themes helped us to develop implications for future research and educational practices to support activist identity development.
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Ruiz, Berenice Andaluz, Kai-Wei Cheng, B. Cheree Copeland Terrell, Kevin A. Lewis, Maxwell C. Mattern, and Anthony M. Wright. "For us, by us: Exploring constructions of student activism and university support." Higher Education Politics & Economics 3, no. 2 (December 1, 2017): 239–60. http://dx.doi.org/10.32674/hepe.v3i2.11.

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Across the country, identity-based activist movements have impacted the mobilization of student activists on college campuses. This article focuses on students’ construction of activism and their perceptions of support from administration, faculty, and staff. The researchers employed a constructivist framework and revealed four domains highlighting student’s experiences with activism on campus. Our recommendations describe ways campus stakeholders can better support student efforts for social change.
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Gong, Anson. "“New Voices”?: Student Activism and Students of Color." Amerasia Journal 15, no. 1 (January 1989): 311–17. http://dx.doi.org/10.17953/amer.15.1.h100582142032388.

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Taha, Diane, Sally O. Hastings, and Elizabeth M. Minei. "Shaping Student Activists: Discursive Sensemaking of Activism and Participation Research." Journal of the Scholarship of Teaching and Learning 15, no. 6 (December 27, 2015): 1–15. http://dx.doi.org/10.14434/josotl.v15i6.13820.

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As social media becomes a more potent force in society, particularly for younger generations, the role in activism has been contested. This qualitative study examines 35 interviews with students regarding their perceptions of the use of social media in social change, their perceptions of activists, and their level of self-identification as an activist. Data suggest that students use media to engage in offline participation in activist causes, because offline presents a “safe” place to begin their involvement. Findings also point to the unified pejorative connotations of the term “activist”, yet also demonstrate ways that students transform the negative stereotype of activists in a way that creates a more positive image of activists. Most participants in the study were able to see sufficient positive characteristics in behaviors they associated with activism to prompt the students to identify themselves as “activists” or “aspiring activists”. We offer 3 practical recommendations for teachers who seek to increase service learning vis a vis activism in their classrooms.
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Koen, Charlton, Mlungisi Cele, and Arial Libhaber. "Student activism and student exclusions in South Africa." International Journal of Educational Development 26, no. 4 (July 2006): 404–14. http://dx.doi.org/10.1016/j.ijedudev.2005.09.009.

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Wasserstrom, Jeffrey N. "Scholarship on Shanghai Student Activism." Chinese Studies in History 27, no. 1-2 (October 1993): 13–21. http://dx.doi.org/10.2753/csh0009-463327010213.

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Altbach, Philip G. "Perspectives on Student Political Activism." Comparative Education 25, no. 1 (January 1989): 97–110. http://dx.doi.org/10.1080/0305006890250110.

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Dissertations / Theses on the topic "Student Activism"

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Rodgers, Jessica. "Australian queer student activists' media representations of queer." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41528/1/Jessica_Rodgers_Thesis.pdf.

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Queer student activists are a visible aspect of Australian tertiary communities. Institutionally there are a number of organisations and tools representing and serving gay, lesbian, bisexual, transgender, intersex and ‘otherwise queer identifying’ (GLBTIQ) students. ‘Queer’ is a contentious term with meanings ranging from a complex deconstructive academic theory to a term for ‘gay’. Despite the institutional applications, the definition remains unclear and under debate. In this thesis I examine queer student activists’ production of print media, a previously under-researched area. In queer communities, print media provides crucial grounding for a model of queer. Central to identity formation and activism, this media is a site of textuality for the construction and circulation of discourses of queer student media. Thus, I investigate the various ways Australian queer student activists construct queer, queer identity, and queer activism in their print media. I use discourse analysis, participant observation and semi-structured interviews to enable a thorough investigation of both the process and the products of queer student media. My findings demonstrate that queer student activists’ politics are grounded in a range of ideologies drawing from Marxism, Feminism, Gay Liberation, Anti-assimilation and Queer Theory. Grounded in queer theoretical perspectives of performativity this research makes relatively new links between Queer Theory and Media Studies in its study of the production contexts of queer student media. In doing so, I show how the university context informs student articulations of queer, proving the necessity to locate research within its social-cultural setting. My research reveals that, much like Queer Theory, these representations of queer are rich with paradox. I argue that queer student activists are actually theorising queer. I call for a reconceptualisation of Queer Theory and question the current barriers between who is considered a ‘theorist’ of queer and who is an ‘activist’. If we can think about ‘theory’ as encompassing the work of activists, what implications might this have for politics and analysis?
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Suarez, Ashley R. "Activist anthropology : an ethnography of Asian American student activism at Oberlin College." Oberlin College Honors Theses / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1334944597.

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Stokes, Sarah. "Paris and Mexico City : 1968 student activism." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560489.

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This thesis investigates the mass student movements in Paris and Mexico City in 1968. Many parts of the world experienced activism of this nature in 1968, yet scholars debate whether this was coincidental or part of a genuinely global movement. Most studies of such activism have focussed either on one country or on nations that belonged to the same region and/or were at the same level of economic development. France and Mexico were on different continents and economically and culturally distinct. Exploring the student movements in their respective capitals offers the possibility of shedding light on the global phenomenon of 1968 from a fresh perspective. The thesis adopts both a comparative and a transnational approach. The comparative approach establishes what the two movements had in common, where they diverged, and why. It contrasts their internal policies and structures with how they were presented publicly, analysing the groupings, leadership structures, role of professors, participation of foreigners, flyers, posters, icons and mass marches that constituted the two activisms. It concludes that in underlying character there were many parallels between the two. Moreover, both movements faced a similar four-stage government response: confrontation, negotiation, repression and reconciliation. The thesis also examines the degree to which the two movements were transnational in terms of their collaboration and interaction. It finds that both experienced the same cycle of international, national and transnational activism. Many students in France and Mexico were politicised for the first time through their involvement in international campaigns over issues such as Vietnam. During the phase of mass activism, however, both movements focussed mainly on national concerns. With the decline of mass activism, students from both countries began to interact together on a broader scale and a transnational dimension to the student movement became apparent.
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Oestrich, Charlotte Rose. "Student Speech Rights: The Ideological Influences of Narrative in Student Activism." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594906015520059.

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Rosas, Marisela. "College student activism: an exploration of learning outcomes." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.

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Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The existing literature, therefore, is reflective of these civic engagement involvements and outcomes. Little research is conducted on another form of civic engagement, activism. The existing literature on student activism focuses on the student activists of the 1960s. This study intends to address the gaps in the literature related to activism. Specifically, the purpose of this study was to identify the learning outcomes associated with student participation in activism Data from the Higher Education Research Institute's surveys, the 1999 Student Information Form (SIF) and the 2003 College Student Survey (CSS), were used in this study. Multiple regression, along with logistic regression, were used. The results of this study provide some noteworthy findings that improve our understanding of activism and its effect on the learning outcomes of undergraduate students. In addition, this study provides a number of implications for student affairs practice and future research. Student activism has a long and rich history in our colleges and universities and will continue to have a place in our institutions of higher learning. This study reveals that activism is an active part of students' learning experiences while in college. This study supports the notion that (a) learning outcomes are associated with involvement in college student activism, (b) involvements do make a difference, (c) faculty and peer relationships matter, (d) curricular and co-curricular experiences, and (d) gender and ethnicity in activism is worth exploring The examination of specific learning outcomes associated with activism provides student affairs professionals and higher education research and policy-makers a better understanding of what students gain from their activism. In addition, the results of this study contribute to the body of knowledge on the role of college involvements in developing an action-oriented citizen.
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Schalk, Samantha Dawn. "When Students Take Action: How and Why to Engage in College Student Activism." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208968417.

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Johnson, Wendy Christine. "Preparing to appear : a case study of student activism." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7707.

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This study is an attempt to understand how it is that high school students come to participate as democratic citizens in the public sphere. A great deal of time and effort goes into providing students with the opportunity to participate in making decisions that affect their education and their lives in schools. Student Voice is the term often used to describe those attempts. In most cases, a small minority of students participate and most of the decisions that students are involved in relate to planning events, fund raising activities or serving on Student Councils. The provincial government has attempted to provide an opportunity for student voices to be heard through School Planning Councils. Each high school in the province is required to have a student representative on the School Planning Council whose mandate is to set goals for improvement in student achievement. Students participate, usually at the request of the principal, but their influence is limited. How is it then that students come to be involved in influencing decisions that directly affect their education? This study is an attempt to find out. This is a qualitative case study of a group of high school students who became involved in campaign to prevent their high school from being reconfigured into a middle school. Their campaign spanned a period often months and included presentations to the Board of Education, letters to the editor, protests, and appearances on radio and television. As a participant observer, I kept notes of all the activities that students were involved in. Through focus groups and interviews, I tried to gain a better understanding of why students decided to get involved and how they made decisions about what actions they wanted to take. What I learned was that the students valued their school and wanted to engage in a dialogue with trustees about what was important to them. When the trustees used the power of their position to attempt to silence the students, the students decided to take their concerns to the broader community, to participate in the public sphere. They engaged in dialogue and planned activities in private. When they were ready, they ventured into the public sphere. They were unable to influence the trustees' final decision, but they garnered a great deal of community support. They learned that communicative action generated a power of its own that made an impact on what came to be discussed in the public sphere. The findings of this research study will be useful to educators willing to support students in their attempts to be involved in the democratic process either in their classrooms, schools or the wider community. Creating private spaces for this kind of dialogue is a challenge for all of us in public education.
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Biddix, James Patrick. "The power of "ESTUDENTPROTEST" a study of electronically-enhanced student activism /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2006. http://etd.umsl.edu/r1361.

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Ntloedibe, Frans Selekane. "Student activism: a comparative analysis between the Student Nonviolent Coordinating Committee (SNCC) and the Student South African Student Organization ( SASO) 1960-1977." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/3351.

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The main aim of this study is to make comprehensible the actual interactions or connections between the Student Nonviolent Coordinating Committee (SNCC) and the South African Student Organization (SASO) in their black freedom struggle between 1960-1977.The primary focus is on how broadly similar conceptualizations of black liberation by black students were modified or reinterpreted to suit local circumstances, and what occurred when similar ideologies were acted upon under conditions that were in some ways very different. There were cross-cultural links and mutual awareness between the freedom struggle of students in the United States and South Africa. For instance, in their condemnation of apartheid policy in South Africa during 1962, SNCC activists were confronting white power on behalf of black South Africans. In the same vein, SASO activists were inspired by the history of SNCC freedom struggle in the United States. They even employed SNCC and its Black Power language in their formulation of policies and ideology. This ideological congruence between SNCC and SASO manifested itself in a number of instances. First, students in both organizations confronted comparable questions on the methods to be used in their freedom struggle. The alternative in both cases was nonviolent resistance to challenge the status quo, and a revolutionary violence to overthrow the system. Although this similarity, per se, does not tell the whole story, evidence by SASO activists conclusively proves that SASO's moral idealism was largely influenced by SNCC. This is not, however, to suggest that SASO was a carbon copy of SNCC; yet the profound effect of SNCC and its Black Power variant on SASO’s particular language and slant must be recognized and acknowledged if the developments of the 1970s are to be understood in the total context of the black south African intellectual struggle. Another issue that arose in the context of students' discussions was the role of whites in the black struggle. In South Africa, this took place under the rubric of Black Consciousness; in the United States it was espoused under the slogan of Black power. How all these common ideological and tactical issues were debated and finally resolved, and how the theoretical and practical results of these deliberations affected the historical trajectory of the respective student struggles, is the main concern of this study.
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Roosth, Joshua. "UNIVERSITY LEADERSHIP IN SUSTAINABILITY AND CAMPUS-BASED ENVIRONMENTAL ACTIVISM." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3963.

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This thesis examines the development of environmental sustainability on 194 of the wealthiest colleges and universities in the United States and Canada. Campus-based environmental organization membership data, organizational profiles, participant observation, and sustainability grades (from the Sustainable Endowment Institutes College Sustainability Report Cards 2009) are used to examine the relationship between campus-based environmental organizations and sustainability of higher educational institutions. Linear regression is used to analyze the overall university sustainability grades as an outcome variable. Overall university sustainability grades are impacted by campus-based environmental activism social movement organizations, high endowment per student, the age of the university, and the presence of state renewable portfolio standards. My findings suggest that the Sustainable Endowment Institute s College Sustainability Report Card might be improved by including indicators of greenhouse gas reports and interdisciplinary courses on sustainability.
M.A.
Department of Sociology
Sciences
Applied Sociology MA
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Books on the topic "Student Activism"

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Ara, Shawkat. Ideology and student activism. Rajshahi: University of Rajshahi, 1988.

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G, Altbach Philip, ed. Student political activism: An international reference handbook. New York: Greenwood Press, 1989.

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Student activism in Malaysia: Crucible, mirror, sideshow. Singapore: NUS Press, 2011.

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British student activism in the long sixties. New York: Routledge, 2012.

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Garikai, Kajau, ed. Voice of the voiceless: Student activism in Zimbabwe. Harare, Zimbabwe: Silveira House, 2010.

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Weiss, Meredith L. Student activism in Malaysia: Crucible, mirror, sideshow. Singapore: NUS Press, 2011.

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New voices: Student activism in the '80s and '90s. Boston, MA: South End Press, 1988.

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Aspinall, Edward, and Meredith L. Weiss. Student activism in Asia: Between protest and powerlessness. Minneapolis: University of Minnesota Press, 2012.

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G, Altbach Philip. Student Political Activism: An International Reference Handbook. Westport, CT, USA: Greenwood Press, 1989.

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Chamberlain, Pam. Deliberate differences: Progressive and conservative campus activism in the United States. Somerville, MA: Political Research Associates, 2004.

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Book chapters on the topic "Student Activism"

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White, Chloe, and Nicole A. Taylor. "Student Activism: Student Nonviolent Coordination Committee (SNCC)." In Unsung Legacies of Educators and Events in African American Education, 97–101. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90128-2_15.

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Furman, Kali. "Student Activism and Institutional Change." In Transformative Approaches to Social Justice Education, 2–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003091998-2.

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Jones, Debbie, and Tracey Sagar. "The Student Sex Work Project: Methods, Ethics, and Activism." In Student Sex Work, 15–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07777-7_2.

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Frankenstein, Marilyn. "Studying Culture Jamming to Inspire Student Activism." In Critical Voices in Teacher Education, 151–68. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3974-1_11.

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"The student experience." In Activism in Jordan. Bloomsbury Academic, 2015. http://dx.doi.org/10.5040/9781350218031.ch-003.

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"Jewish Student Activism." In The Radical Writings of Jack Nusan Porter, 89–97. Academic Studies Press, 2020. http://dx.doi.org/10.2307/j.ctv1z3hkwt.18.

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"Teaching Student Activism." In Taking Back the Academy!, 25–38. Routledge, 2004. http://dx.doi.org/10.4324/9780203339589-5.

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Frykenberg, Appy. "After Student Activism." In Queer, Trans, and Intersectional Theory in Educational Practice, 162–78. Routledge, 2019. http://dx.doi.org/10.4324/9780367816469-10.

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Linder, Chris, Stephen John Quaye, Alex C. Lange, Meg E. Evans, and Terah J. Stewart. "Student Activism as Labor." In Identity-Based Student Activism, 97–111. Routledge, 2019. http://dx.doi.org/10.4324/9780429060588-7.

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Linder, Chris, Stephen John Quaye, Alex C. Lange, Meg E. Evans, and Terah J. Stewart. "Afterword." In Identity-Based Student Activism, 144–46. Routledge, 2019. http://dx.doi.org/10.4324/9780429060588-10.

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Conference papers on the topic "Student Activism"

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Zilvinskis, John. "Measuring Institutional Effects on Student Activism." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437506.

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Durako Fisher, Lori. "Making Sense of Student Affairs Practitioners' Work With Student Activism: A Narrative Inquiry." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574817.

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Macias, Luis. "Bate-Papo~Testimonio: Theories and Praxis From Undocumented Student Activism." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888978.

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Qureshi, Tazeen, Shabeb Al Rumaihi, Hessa Al Thani, Fatma Al Ahbaby, Suad Ashimi, Shaikha Mansoor Rajah, Mujtaba Taimoor Karimi, Yousef Zakaria Hamdi, and Jawaher Al Sulaiti. "Criminalizing Domestic Violence in Qatar: A Case Study of Student Activism." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.hbsp3330.

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Krimbill, Elisabeth. "Student Activism in the Digital Age: Social Justice and School Walkouts." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578935.

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Pickup, Austin. "Historical Ontology and Critical Inquiry: A Historical-Material Analysis of School Shootings and Student Activism." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436178.

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Soslau, Elizabeth. "Service-Learning as Activism: Teachers Learn to Shift Power and Make Space for Student Voice." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680698.

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Fúnez-Flores, Jairo I. "A Critical Ethnography of University Student Activism in Post-Coup Honduras: Collective Identities, Knowledges, and Practices of Resistance." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584889.

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Hernandez, Ebelia. "The Taco Bell Incident: A Critical Race Theory Historical Analysis of Institutionalized Racism and Latina/o/x Student Activism." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1568903.

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Lavrinoviča, Beata. "School Gardening: What is Current Trend about?" In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.51.

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There is plenty of research on school gardening practices reflecting the positive effects of garden-based learning on the development of elementary school students, which are mainly based on short-term gardening program implementation and assessment. However, theoretical research of school gardening is still not shaped well, as the distribution of research activities is unequal and the concept itself is still considered being innovative. A review of scientific literature and documents has been done to define what the school gardening concept really means and what are the spatial and functional domains of it. The review has touched on historical aspects of the school gardening movement’s rise at the beginning of the 20th century in the U.S., as the country considered being at the frontiers of the current trend. Differences in defining school gardening priorities were identified, pointing out the variety of functional domains of school gardening activities developed during the century. Currently, school gardening is characterized by its role in improving students’ learning and achievements, environmental attitudes, health and food behaviours, intrapersonal skills and emotional wellbeing, and social bonds. Also, as the term “school gardening” itself refers to a specific place-based setting, its spatial domain was inspected and redefined according to the variety of current garden-based learning practices. The review allowed to define school gardening as a school-run and community-supported tool for student engagement with school curriculum, civic activism, healthy lifestyle, and development of intrapersonal and social skills through experiential, experimental, transdisciplinary, collaborative, and self-directed learning.
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Reports on the topic "Student Activism"

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Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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Charles H.F. Davis I I I, Charles H. F. Davis I. I. I. Exploring alternative and activist new media in contemporary college student activism. Experiment, October 2013. http://dx.doi.org/10.18258/1391.

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3

Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Free Speech, Student Activism, and Social Media: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306628.

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Panchenko, Liubov F., Andrii O. Khomiak, and Andrey V. Pikilnyak. Using Twitter in Ukrainian sociology majors training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3863.

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The article deals with the problem of using cloud technologies in the training of sociology students in Ukraine. The popularity of Twitter in Ukraine is analyzed. The possibilities of using Twitter as a learning tool in classroom are discussed. List of recommended tweeters, including Ukrainian resources as well as resources related to population censuses is proposed. The article offers examples of student activities for Social Statistics and Demographics courses. The article demonstrates that new forms of student’s activity related to data analysis introduced by academics and practitioners (building art objects and storytelling based on data; shared data collection by citizens through mobile devices, “play with data” modern data visualization services) can be realized with Twitter resources and can help overcome the barriers that arise while studying quantitative methods.
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Zhang, Yanni. Dietary and Physical Activity Acculturation and Weight Status in Chinese College Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3117.

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Nagy, Anna, Quinn Murphy, Kathleen Swenson, Robin Ingalls, and Shoumita Dasgupta. Capture your DNA in a Necklace: A Hands On Genetics Activity for Students. Waltham, MA: Brandeis University Materials Research Science Engineering Center, 2019. http://dx.doi.org/10.26812/scilinkreports.34.

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Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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McCann, Michael. Introducing Students to Risk Diversification: Adapting a class activity to the online learning environment. Bristol, UK: The Economics Network, October 2020. http://dx.doi.org/10.53593/n3350a.

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