Relevant bibliographies by topics / Student life - college guides

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

Academic literature on the topic 'Student life - college guides'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "Student life - college guides"

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Chen, Jinmiao. "Research on the Professionalization and Professionalization Construction Path of College Counselor Team." Academic Journal of Management and Social Sciences 5, no. 1 (November 5, 2023): 185–88. http://dx.doi.org/10.54097/ajmss.v5i1.14076.

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According to the document spirit of the Ministry of Education's "Regulations on the construction of counselors in colleges and universities", college counselors are the organizers, implementors, guides and guides of ideological and political education of college students. College counselors shoulder the responsibility of teaching and educating people, teaching students to deal with people, training students to endure hardships, experience students' perseverance, shape noble moral sentiments, guide them to establish a correct world outlook, outlook on life and values, and promote students' all-round development. Lead students to learn new ideas, new thoughts and new strategies, guide students to practice core socialist values, and help students strengthen their confidence in the path, theory, system and culture of socialism with Chinese characteristics. Counselors should grasp students' ideological dynamics, behavioral conditions, public opinion management and supervision, and guide students to deal with specific problems in ideological understanding, career planning, value orientation, study and life, career selection and friends. This paper takes Guangzhou Huashang Vocational College as an example to explore the effective way to realize the relevant construction.
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Ai, Shui. "Intervention Algorithm for College Students' Psychological Problems Based on Decision Tree." Journal of Electrical Systems 20, no. 6s (April 29, 2024): 1904–14. http://dx.doi.org/10.52783/jes.3106.

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College students often face a variety of psychological problems due to the transition to higher education, academic pressure, social challenges, and lifestyle changes. Common psychological issues among college students include stress, anxiety, depression, loneliness, and adjustment difficulties. These problems can significantly impact students' academic performance, overall well-being, and quality of life. Factors such as academic workload, financial stress, relationship issues, and homesickness can exacerbate psychological distress among college students. This paper presents an innovative approach to addressing college student mental health challenges through the integration of a Recommender System with Psychometric Data Analytics (RC-PDA). With rising concerns about the psychological well-being of college students, there is a growing need for personalized and targeted interventions to support their mental health needs. RC-PDA offers a novel solution by harnessing psychometric data and decision tree algorithms to provide personalized assessments and interventions tailored to individual student profiles. Through the analysis of psychometric data, RC-PDA accurately predicts student well-being levels and guides the implementation of interventions aimed at alleviating stress and promoting mental health. This paper discusses the methodology and findings of a study that evaluates the effectiveness of RC-PDA in supporting college student mental health. Through the analysis of psychometric data, RC-PDA accurately predicts student well-being levels with an average accuracy of 85% and guides the implementation of interventions aimed at alleviating stress and promoting mental health. This paper discusses the methodology and findings of a study that evaluates the effectiveness of RC-PDA in supporting college student mental health. Results demonstrate the utility of RC-PDA in predicting student well-being levels and reducing stress levels by an average of 20% through targeted interventions.
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Huerta, Adrian H., Cecilia Rios-Aguilar, and Daisy Ramirez. "“I Had to Figure It Out”: A Case Study of How Community College Student Parents of Color Navigate College and Careers." Community College Review 50, no. 2 (January 26, 2022): 193–218. http://dx.doi.org/10.1177/00915521211061425.

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Objective: Community colleges, which can lead students to job opportunities and well-paying careers, are one of the main entry points to higher education for student parents. We use a conceptual framework that bridges career capital and community cultural wealth to understand student parents’ college and career trajectories. This study asks (a) How do student parents of color navigate community college? (b) How do student parents of color make educational and career decisions?, and (c) What, if any, institutional resources do student parents of color utilize to learn about career planning and workforce transition resources at their campus? Method: This qualitative case study draws from individual and focus group interviews with 67 student parents of color to better understand how they tap into their cultural knowledge and lived experiences to navigate college and make career decisions. Results: Data speaks to (a) student parents’ difficulty maneuvering life as a college student and parent; and (b) the importance of students’ familial and institutional support networks as they seek college and career information. Contributions: We hope these findings will encourage community colleges to (re)consider their current practices relating to the student parent population which includes identifying and tracking student parents, implementing guided pathways with their unique needs in mind, communicating services offered to student parents, and creating a more welcoming environment for students and their families.
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K B, Sarmila. "Student Career Guidance using Spring Boot." International Journal of Recent Technology and Engineering (IJRTE) 11, no. 2 (July 30, 2022): 7–10. http://dx.doi.org/10.35940/ijrte.a7027.0711222.

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The process of choosing a career requires not only familiarity but a certain amount of vision about what one finds meaningful. Decision-making at its core is the process we use to reach important choices after completing higher studies. The main idea of our project is to guide the students who are completing their schooling and getting into their college education. It is vital to take time and consider exactly what one wants. Choosing the right institution to start our career includes parameters like Perspective, Internship opportunities, Safety, Academic support, Campus life, Placement records, Location, cost, and so on. After a survey on determining career satisfaction and identifying factors that are most significant in choosing colleges, we have planned to guide the students by developing an application using Spring BootJSP, MySQL, and JVM, where everyone would get answers to their questions. This application includes college details (placement details, number of seats available during counselling) separated by the respective district. The additional advantage is that we have also provided an option to generate feedback about each college by the alumni, which will be more helpful. This application suits all branches of students (Medical students, Engineering, and Arts students). Users can sort the college by their respective district and provide the required Branch. After giving the necessary details, one can get the information regarding the desired college.
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Chen, Zichu. "Research on the Reformation and Innovation of College Student Council Work in the New Media Environment." Education Reform and Development 6, no. 6 (July 12, 2024): 70–75. http://dx.doi.org/10.26689/erd.v6i6.7553.

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Promoting the work of the college student council aims to strengthen the ideological and political education of college students and guide them to establish correct values. Universities should exert great importance on the transformation of work content and methods in the new media environment, continuously innovate work concepts, and adopt work models that are suitable for the development needs and laws of contemporary college students to guide them to learn advanced ideas and face various challenges from life, learning, and even future work. Based on this, this article first analyzes the impact of new media on the work of college student councils, and the innovative ideas it brings. Then, it summarizes relevant work experience and proposes feasible reformation and innovation paths for college council work.
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Reed, Jared, and Janice Friedel. "Community Leaders' Perceptions of the Small, Rural Community College Contributing to Quality of life in a Rural Community." Theory & Practice in Rural Education 12, no. 1 (June 21, 2022): 65–82. http://dx.doi.org/10.3776/tpre.2022.v12n1p65-82.

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This phenomenological study investigated community leaders’ perceptions of the small, rural community college contributing to quality of life. Guided by the Community Capitals Framework (Flora & Flora, 2013), six focus group interviews were conducted across three communities in the Midwest that included 39 participants selected through key informant sampling. The study found that community leaders perceive the small rural community college contributing to quality of life through three major themes: a) providing access and opportunity, b) economic and workforce development, and c) partnerships. Findings suggest that small, rural community colleges contribute to quality of life by increasing human and social capital through the themes. Implications for practice include increasing student support services resources at community colleges, increasing service learning through partnerships, and developing a framework for self-assessment to further develop the small, rural community college understanding of its impact on developing human capital and social capitals.
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Boumlik, Habiba, Reem Jaafar, and Ian Alberts. "Interdisciplinary Connections Across the Curriculum: Fostering Collaborations between Freshman and Capstone Students Through Peer-Review Assignments." International Journal of Higher Education 7, no. 5 (September 26, 2018): 61. http://dx.doi.org/10.5430/ijhe.v7n5p61.

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Cultivating interdisciplinary connections between freshman and capstone students epitomizes a novel pedagogical approach to deepen student understanding of the learning process in a Community College environment. Within such a context, this article focuses on the outcomes of a two-semester collaborative effort that aims to establish and strengthen interactions between students at opposite ends of the academic spectrum. The work discussed focuses on an initiative in which capstone students in their culminating college class are supported in using their educational experiences to guide their first-year peers as they make the transition to college life. After discussing the creation and implementation of scaffolded collaborative assignments in which capstone students peer-reviewed freshman students work, the paper analyzes the impact of the research on student understanding of the learning process, the outcomes of self-reflection activities, student integration of knowledge and skills from diverse sources and the quality of their work in the peer-review endeavor.
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Williams, Alvin J., and Ben Oumlil. "College student financial capability." International Journal of Bank Marketing 33, no. 5 (July 6, 2015): 637–53. http://dx.doi.org/10.1108/ijbm-06-2014-0081.

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Purpose – The reviewed literature emphasized that the student loan debt issues have a lot of connections to the economy. This conclusion is in support with broader evidence that high student debt levels are a drag on economic growth. Additionally, disadvantaged and other vulnerable groups, including students, are more likely to be excluded from the formal, regulated financial sector and not be able to take advantage of mainstream financial service providers (e.g. lack access to credit, insurance, and other formal financial services). Among the primary reasons cited for this financial exclusion has to do with a lack of understanding or familiarity with traditional financial services. The aim of this paper is to look at alternate approaches in promoting financial literacy to manage the huge private debt burden facing this important segment of the population. The purpose of this paper is to advance a model of college students’ financial capabilities enhancement to partially alleviate some of the problems related to deficits in financial knowledge among this population. The integrative model provides a framework to be operationalized by institutional decision-makers and policymakers at all levels. The model can be adapted to fit unique institutional circumstances and culture. Successful implementation of the model has the potential to enhance the quality of financial health among college students and young adults. Design/methodology/approach – The manuscript’s aim is to advance a model of college students’ financial capabilities in an effort to prevent their financial exclusion. The proposed model provides a framework to be operationalized by institutional decision-making processes. The model offers six distinct, but inter-related components – antecedent variables, program design and implementation, delivery modalities, program content, behavioral outcomes, and measurement and assessment. Findings – The underlying raison d’etre for the model is to offer a comprehensive, inclusive, across-the-board roadmap to guide universities, and other organizations in conceptualizing, planning, organizing, implementing, and assessing financial education-related systems and processes designed to enhance the long-term financial choices and behaviors of students. Through careful consideration of each of the phases of the model, decision-makers at all levels and all types of organizations should have a stronger grasp of the depth and breadth of actions required to effect the desired changes in students’ financial behavior. Research limitations/implications – As with any paper there are limitations. The paper is conceptual and lacks data to test some of the linkages. Future research efforts should posit specific propositions to be tested based on the linkages offered in the model. Given the nature of the research theme, there is considerable benefit from taking a case-based approach to future research to offer more in-depth analyses of student financial literacy deficits across different situations and types, student markets, and educational institutions. The current research could also benefit from a stronger cross-cultural focus. While huge college student debt is probably more burdensome in the USA, it is helpful to get input from students in countries that lack a tradition of heavy borrowing to pay for college costs. Researching debt management trends across cultures should provide useful micro- and macro-economic data for policymakers and others. Practical implications – The paper introduces a model of college students’ financial capabilities enhancement and financial exclusion’s prevention that offers one avenue to partially remedy the direct and indirect ills perpetrated and perpetuated by insufficient financial knowledge among young adults, especially the college segment (i.e. to promote financial inclusion and financial exclusion’s prevention). The model provides a comprehensive and integrative path for college administrators and others to consider when designing programs to enhance the overall financial knowledge acumen and savvy of college students. Specifically, the model discusses antecedent variables, program design and implementation, delivery modalities, program content, behavioral outcomes, and measure and evaluation options. Social implications – There is considerable concern among students, parents, marketers, and public policymakers regarding deficiencies in financial knowledge and capabilities among the young adult population. Students have massive student loan debt, collectively, and there is a multifaceted clarion call to develop integrative solutions to this daunting scenario. The paper discusses the gravity and consequences of financial literacy deficits among college students and some associated solutions. Originality/value – The model offers six distinct, but inter-related components – antecedent variables, program design and implementation, delivery modalities, program content, behavioral outcomes, and measurement and assessment. The model is posited as an “intervention strategy” capable of strengthening the capacity of young college adults to make informed financial decisions, thus impacting their quality of life over the long run. In particular the model offers a form of empowerment to this consumer segment. As stated, the underlying raison d’etre for the model is to offer a comprehensive, inclusive, across-the-board roadmap to guide universities and other organizations in conceptualizing, planning, organizing, implementing, and assessing financial education-related systems and processes designed to enhance the long-term financial choices and behaviors of students. Through careful consideration of each of the phases of the model, decision-makers at all levels and all types of organizations should have a stronger grasp of the depth and breadth of actions required to effect the desired changes in students’ financial behavior.
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Tobolowsky, Barbara F., Bradley E. Cox, and Vivechkanand S. Chunoo. "Bridging the Cultural Gap: Relationships Between Programmatic Offerings and First-Generation Student Benchmarks." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (November 23, 2017): 273–97. http://dx.doi.org/10.1177/1521025117742377.

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Inherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the experience and outcomes for first-year first-generation college students. These policies were (a) residential life or campus support staff who are available and knowledgeable, (b) faculty who attend faculty orientation that includes information about first-year student experiences, and (c) faculty who attend first-year student orientation or attend first-year conferences or workshops. However, policies we might naturally expect to have been useful (e.g., information dissemination to parents, early alert intervention initiatives) showed no statistical significance. The article concludes with implications and recommendations.
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Mbah, Ruth Endam. "Theoretical Framework in Student Debt Research: Linking Economic, Finance and Education Theories to Student Debt Literature." Advances in Social Sciences Research Journal 9, no. 2 (February 23, 2022): 228–39. http://dx.doi.org/10.14738/assrj.92.11761.

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There has been a growing interest in student debt research in recent years among researchers and graduate students. Student loan has become a popular means of financing the increasing cost of higher education among millennia, thus spurring the rising interest of researchers in this area. However, the availability of established theories related to the student debt topic is limited. The purpose of this study is to add to the limited literature of theories in student debt scholarship. This study links two economic theories, four finance theories, and two education theories to student debt literature. The economic theories (human capital theory and life cycle Model) emphasize the role of student loans in fostering investment in human capital and its impact on future consumption. This study also examines four debt repayment models (the debt snowball model, the balance-matching model, the debt avalanche model, and the debt consolidation model) suggested by various financial advisors on debt repayments, which postulate four distinct strategies on how debtors can settle their loans. The education theories (Tinto student departure model and John Bean’s explanatory theory of student retention model) highlight the importance of student retention at colleges to ensure college completion, which in turn increases the chances of getting a job; thus, guaranteeing loan repayment. These theories will serve as a theoretical framework guide to researchers, especially graduate students who are working on their thesis or dissertation on the student loan debt topic.
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Dissertations / Theses on the topic "Student life - college guides"

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Cartwright, Pamela LeeAnn. "The effects of emotional intelligence and self-esteem on undergraduate college student academic involvement and career orientation." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/636.

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This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities. Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.
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Fleming, Teresa M. "Adjustment to college life." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722227.

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Social support has been identified as an important mediator aiding adaptation during major life transitions such as matriculation in college. In the present study two models were proposed to predict social network development from measures of previous social support and individual characteristics collected prior to students' matriculation. It was hypothesized that initiation skills and previous social relationship patterns would predict the quantitative development of the students' new social support networks while negative affectivity and social relationship patterns would predict satisfaction with the forming network.The models were tested using path analysis techniques. Model I was supported. Initiation skills and relationship patterns both had significant direct effects on network size; while initiation skills also had a meaningful indirect effect on size through its effects on relationship patterns. Model II was not supported by the data. Network satisfaction was not meaningfully influenced by negative affect but was affected by initiation skills and by social relationship patterns. Changes in the characteristics of the network over time were also observed and considered. The results clarify the process through which new social networks develop and have implications for college-based intervention programs.
Department of Psychological Science
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Rose, Corey. "A guide for helping churches and other ministries establish intentional community living situations for college-age believers." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p002-0809.

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Bell, Nathan T. "An analysis of religious faith in NCAA Division III student-athletes and non student-athletes." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371684.

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The purpose of this study was to assess the strength of religious faith in student-athletes and non student-athletes attending a religiously-practicing and a non religiously-practicing NCAA Division III institution. Participants were recruited from two NCAA Division III institutions in the Midwest (N = 375). Specifically, participants attended either Institution A (n = 201), a religiously-practicing, or Institution B (n = 174), a non religiously-practicing, NCAA Division III institution. Each participant completed a demographic assessment and the Santa Clara Strength of Religious Faith Questionnaire.A 2 X 2 X 2 (Gender X Current Athletic Participation X Institution Attended) ANOVA was employed to determine if significant differences existed in strength of religious faith between students at the two aforementioned institutions. Students attending Institution A displayed higher strength of religious faith than students attending Institution B. Also, a significant interaction indicated non student-athletes attending Institution A reported higher strength of religious faith than students-athletes attending Institution A. In addition, student-athletes attending Institution B were not significantly different in respect to strength of religious faith when compared to non student-athletes attending Institution B. Finally, females indicated higher strength of religious faith than males. This study has provided additional evidence for the impact of religion in the lives of intercollegiate student-athletes and non student-athletes.
School of Physical Education, Sport, and Exercise Science
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Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.

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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
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Cardona, Laura A. "Conceptualizing Quality of College Life." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699982/.

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The objectives of this study were to mathematically model the quality of college life (QCL) concept and to study the associations between attachment style, emotion regulation abilities, psychological needs fulfillment and QCL via structural equation modeling. Data was collected from 507 undergraduate students (men = 178, women = 329; age M = 21.78 years, SD = 4.37). This data was used to provide evidence for the validity of the College Adjustment Scales (CAS) as a measure of quality of college life. The CAS demonstrated good convergent validity with the World Health Organization Quality of Life measure (WHOQOL), Subjective Well-being and Psychological Well-being Scales. Results: Students who were insecurely attached were as likely to feel adequate in their academic and professional endeavors as securely attached students. However, insecurely attached students had lower QCL levels, lower fulfillment of psychological needs and more emotion regulation difficulties than securely attached students. The results also indicated that Anxious Attachment and Avoidant Attachment were positively and strongly associated. Nonetheless, Anxious Attachment and Avoidant Attachment affected QCL through different mechanism. Emotion regulation mediated the path between Anxious Attachment and QCL while the fulfillment of psychological needs mediated the path between Avoidant Attachment and QCL. The fulfillment of psychological needs also mediated the path between emotion regulation and QCL. The described pattern of results was found for three separate models representing 1) the student’s attachment with their romantic partner, 2) best friend and 3) mother. Additionally, the study’s findings suggest a change in primary attachment figure during the college years. Emotion regulation, the fulfillment of psychological needs and QCL were all affected more strongly by the student’s attachment style with their romantic partner and best friend compared to their attachment style with their parents.
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Creste, Isabelle Therese. "An Exploration of Overparenting and College Student Ability to Manage the Stress Associated with College Life." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch159761752981716.

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Hurst, Jennifer R. "Does physical disabilty truly create impairment in adjustment to college life?" Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4529.

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Barton, Alison L. "College Student Success: How Universities Can Impact Outcomes." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3435.

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Pettay, Robert Francis. "Health behaviors and life satisfaction in college students." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/669.

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Books on the topic "Student life - college guides"

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Chance, Fox Ashley, ed. Success strategies for college & life. 4th ed. Dubuque, Iowa: Kendall/Hunt Pub., 2008.

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S, Feldman Robert. P.O.W.E.R. learning and your life: Essentials of student success. New York, NY: McGraw-Hill, 2011.

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S, Feldman Robert. P.O.W.E.R. learning and your life: Essentials of student success. New York, NY: McGraw-Hill, 2011.

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Welcome to the time of your life!: 21 lessons for the 21st century. Corvallis, Or: Viaticum Press, 2010.

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1929-, Schlossberg Nancy K., and Chickering Arthur W. 1927-, eds. Getting the most out of college. Upper Saddle River, N.J: Prentice Hall, 2002.

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Doug, Toft, and Mancina Dean, eds. Becoming a master student concise. Boston, MA: Wadsworth, Cengage Learning, 2012.

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Paula, Miller, and Buchanan Paul 1959-, eds. Campus voices: A student-to student guide to college life. Ventura, Calif: Regal Books, 2009.

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1929-, Schlossberg Nancy K., ed. How to get the most out of college. Boston: Allyn and Bacon, 1995.

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Cynthia, Ierardo, ed. College unzipped: An all-access, backstage pass into college life, from all-nighters and exam nail biters to tuition fees and getting your degree. New York, NY: Kaplan Pub., 2007.

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Rob, Gilbert. How to have fun without failing out: 430 tips from a college professor. Deerfield Beach, Fla: Health Communications, 2007.

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Book chapters on the topic "Student life - college guides"

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Blimling, Gregory S., and John H. Schuh. "Managing Student Life in Residence Halls to Support Student Learning." In Student Learning in College Residence Halls, 231–55. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210795.ch8.

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Chaouche, Sabine. "College Life and the Local Economy." In Student Consumer Culture in Nineteenth-Century Oxford, 35–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46387-8_2.

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Blimling, Gregory S., and John H. Schuh. "Assessing and Improving Residence Life Programs." In Student Learning in College Residence Halls, 257–74. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210795.ch9.

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Marshall, Sarah M., and Anne M. Hornak. "Student Government Cases." In A Day in the Life of a College Student Leader, 51–68. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442738-4.

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Blimling, Gregory S., and John H. Schuh. "Selecting and Developing Residence Life Staff to Advance Student Learning." In Student Learning in College Residence Halls, 135–78. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210795.ch5.

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Vuokila-Oikkonen, Päivi, and Sakari Kainulainen. "College Student Quality of Life and Social Capital." In Encyclopedia of Quality of Life and Well-Being Research, 1003–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_439.

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Vuokila-Oikkonen, Päivi, and Sakari Kainulainen. "College Student Quality of Life and Social Capital." In Encyclopedia of Quality of Life and Well-Being Research, 1109–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_439.

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Marshall, Sarah M., and Anne M. Hornak. "Advice for Student Leaders." In A Day in the Life of a College Student Leader, 207–11. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442738-12.

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Marshall, Sarah M., and Anne M. Hornak. "Greek Life Cases." In A Day in the Life of a College Student Leader, 69–97. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442738-5.

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Hollins, Thomas N. "Student Life and Student Engagement Programs and Services in the Community College." In Handbook for Student Affairs in Community Colleges, 218–38. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445050-15.

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Conference papers on the topic "Student life - college guides"

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Al-Naimi, Hend, Bassant Elkattan, Hiba Mohammed, Laila Shafei, Marwa Elshazly, and Alla El-Awaisi. "Pharmacy Student Leaders’ Perspectives on the Impact of COVID-19 on their Learning: SWOC Analysis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0309.

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The COVID-19 pandemic has caused disruptions in many aspects of life across the globe including education provision. This pandemic led to major and rapid restructuring of curricula and assessments as student suddenly moved to unfamiliar learning environment. Active involvement of students in the education process and curricula reform is encouraged. This paper aimed to explore pharmacy student leaders’ perspectives related to their learning during COVID-19 pandemic in terms of strengths, weakness, opportunities, challenges and recommendations to move forward. A meeting with pharmacy student leaders was convened. Each student leader individually reflected on their experiences using a structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework which was then used to guide discussion. Each student then rated anonymously the importance and the probability of the themes to come up with overall score. Online learning came with both negative and positive aspects from the students’ point of view. Despite the efforts that were made by the college and students to adapt to the new educational system, there were drawbacks that affected the quality of the education. Pharmacy programs need to implement strategies within their programs about disaster preparedness and build student resilience and wellbeing.
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Mercader-Trejo, Flora. "Practice In The Industry as a Mean of Social Integration of Metrologists." In NCSL International Workshop & Symposium. NCSL International, 2015. http://dx.doi.org/10.51843/wsproceedings.2015.16.

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Polytechnic University of Santa Rosa Jáuregui (UPSRJ) is a Mexican public institution where a new generation of metrologists is finishing the second year of studies leading to a bachelor degree as Industrial Metrology Engineers. The curriculum of the undergraduate program is based on the development of skills and to achieve this goal, the curriculum aims to develop two halftime stays at the end of the first and second year of study. Finally, the students complete their studies by a 600 hours full time third stay in the productive sector. The objective of practices is that students apply the skills acquired in school integrating theory and practice by case-based learning. The stay is performed under real-life conditions inside a company or in a research center or within a testing and calibration laboratory. The condition is that students develop short projects related to what they learned in college in the field of metrology and quality. During each stay, a university professor and a technical advisor belonging to the company guide the student. The professor will conduct the evaluation of the stay jointly by his counterpart in the company taking into account performance criteria previously defined. As part of the evidence of this process, the student will submit a report of the project results. This paper is a reflection of the results obtained through the experience of the students after the end of the second period of practical in-company. This practice ensures skilled metrologists with real-life training, but also facilitates the young people's transition into the labor market. This training strategy is a way to facilitate the social integration of the new generation in the workplace.
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Tyagi, Pawan, Wondwosen Demisse, Marzieh Savadkoohi, and Takele Gemeda. "Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23845.

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Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.
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Hastuti, Rahmah, and Yohanes Budiarto. "College Student Perception to College Quality of Life: A Constructivist Grounded Theory Study." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.101.

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Sun, Ju. "Chinese College Student Internet Use and Its Impact on Their Health and Life." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5363261.

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Mileji, Pauline. "E-Learning amidst Covid-19 for the Visually Impaired Students at Kwame Nkrumah University – Kabwe, Zambia: Absolute or a Discriminatory Outlook." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1250.

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The main purpose of this study was to assess e-learning amidst Covid-19 for the visually impaired students at Kwame Nkrumah University. The population for the study involved a total number of thirty-five students from Kwame Nkrumah University who provided complete information regarding the survey. A physical and an online survey were conducted on different social platforms like student WhatsApp groups and Zoom from 10th May to 8 July 2021 to collect data. This research took a qualitative approach. Data was analysed using thematic analysis. Interview guide and unstructured questionnaires were used to collect data. The main findings were that during the quarantine period, around 5% of visually impaired learners were involved in e-learning. Most of the learners used android mobile for attending e-learning lessons. Further, the study revealed that students were facing various problems relating to failure to pay 50% of the fees as a condition to access online e-learning lectures, not having smart phones which have voice prompts or better still smart phones specifically for the visually impaired persons, poor internet connectivity and unfavorable study environment at home. Students from remote areas of Zambia and those with completely no gadgets were the most affected in terms of accessibility to the e-learning platform. As a result of the many challenges the visually impaired students are still facing during this period of e-learning amid covid19, this study recommends to Kwame Nkrumah University management to devise a flexible education system that will be inclusive in terms of accessibility and will enforce the skill for employability and productivity.
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Sagrario Resurreccion Simbulan, Maria. "Social Networking – Boon or Bane? Student’s Perception of the Role Social Networking Plays in Helping (or Hindering) Learning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3767.

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Aim/Purpose: The study focuses on how 107 third and fourth year college students use social networking sites to communicate, to coordinate activities, and to collaborate with family members, classmates, and friends. Background This research study looks at the students’ social networking site usage patterns, their frequency of use, online social behavior as well as awareness of risks relating to privacy and unsolicited attention from strangers. Methodology: This study used a questionnaire to elicit business management students’ perception of social networking’s impact on learning, on relationships with peers, and on the development of critical social and business skills. Contribution: This research study seeks to explore students’ perception of the importance of social networking sites in their lives as students. This offers an insight to how the respondents use social networking sites, who they interact with on these sites, and how it impacts their family life and academic life. Findings: The study finds that overall, the impact of social networking among these respondents has been positive though it has yet to help all of the students to find a balance between their personal and academic lives. Recommendations for Practitioners: Studying the social networking usage behavior of students can help teachers assist and guide them, even beyond class hours, on academic, personal, and career matters. Impact on Society: While focused on a very small sample of third and fourth year students in the Philippines, the study hopes to offer parents, elders, faculty, and school administrators an insight into the impacts of social networking sites on the lives of students, and to present possible ways to help these young people cope with the pressures of living in a networked, totally connected, 24/7 world. Future Research: Instances and responses to cyberbullying; the possibility of self-harm or feelings of isolation stemming from unrestricted social networking site use; the role of self-discipline in limiting use of social networking sites during school days.
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Duan, Chang, Xiaobo Peng, Tianyun Yuan, Bugrahan Yalvac, Antonia Ketsetzi, Ebony Lai Hing, Deniz Eseryel, and T. Fulya Eyupoglu. "Promoting Life-Long Learning Skills in CAD Using the Peer-Generated Screencast Tutorials." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71891.

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To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasi-experimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other’s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude survey, an exit project survey, and a CAD modeling exam were used as the study instruments. A total of 147 students participated in this study over three years. Findings indicated that female and first generation college students in the experimental group performed better than their peers in the control group in the CAD modeling exam. Our student-centered instruction was more affective on female students’ and first generation college students’ skills and knowledge than male students’ and not-first generation college students’ skills and knowledge.
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Albu, Adriana, Mihaela Vlada, Adina Nechita, and Florin Dima. "FREE TIME AND SOCIAL RELATIONSHIPS IN A GROUP OF STUDENTS FROM TWO HIGH SCHOOLS IN BOTOSANI COUNTY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end014.

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Introduction: it is necessary to assess the way students spend their free time in the final years of high school due to the poor results that have appeared recently in the baccalaureate exams. Methods: the study was carried out using a group of 202 students from the 11th and 12th grades from a National College (117 pupils) and a High School (85 pupils) from the city of Dorohoi, Botosani County. The young people filled in a questionnaire with questions about leisure activities and social relationships. The results were processed using Pearson's chi-squared test. Results and discussions: The time allocated daily for physical activity is mostly 15-30 minutes (23.76%) with significant differences between the two schools (p˂0.05). The time spent watching TV is mostly 0.5-1 hours (35.64%) with insignificant differences between grades (p>0.05). Most students (44.05%) do not sit at the computer, the calculated differences being statistically insignificant (p>0.05). When looking at social relationships we take into account friends, where in the majority of cases (32.4%) students have „one” true friend. This is a usual result because in this period of the adolescent's life the role the group of friends plays decreases, with significant differences between school years (p˂0.05). In their free time, they go out into town, mostly 2-3 evenings per week (28.71%), but there are also 31.68% negative answers. Parents are less concerned about school activity (“never” answers – 34.15%) with significant differences between grades (p˂0.01). Parents are also less concerned with the way their children spend their free time (“never” answers – 34.65%) with significant differences between school years (p˂0.05). Conclusions: there is a series of situations that guide us towards a modest concern for the future, both from students and their parents.
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Dongjie, Xu, and Ye Junnan. "Instructional design and practice of installation art based on Steam-Obe concept." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004228.

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The digital wave triggered by new technology has changed the traditional way of life. Digital media art, as the most cutting-edge part of contemporary art, has been gradually followed up with professional creation courses related to digital media in colleges and universities. Interactive device art creation course is an important practical course for digital media art major. Seek innovation points in multi-media platforms and conduct independent interdisciplinary creation, so as to learn interactive installation art creation in digital media art.At present, there are still some problems in the design of interactive device art creation course, which are mainly reflected in the following aspects:1. The teaching system is not comprehensive enough. The comprehensiveness and pioneering nature of interactive installation art make it require higher and more comprehensive professional quality of students. However, the current teaching system has problems such as single curriculum, lack of interdisciplinary integration and lack of special training.2. Lack of project management awareness. In the practical teaching of interactive installation art creation, due to the comprehensiveness and diversity of the course, students often need to organize a team to complete it. However, due to the lack of project management awareness, students are difficult to lack effective organization and management of complex projects such as interdisciplinary practice and media integration.3. The assessment and evaluation system is not comprehensive enough. The current curriculum assessment and evaluation system lacks an incentive mechanism for innovation, attaches too much importance to the training of new media art talents, and fails to assess the quality of students' innovation ability quantitatively. As a result, students have problems such as stylized creation and weak innovation consciousness, and a more perfect assessment mechanism for new media art education.In view of the above problems, by analyzing the concept of OBE and STEAM, the content and process of experimental teaching are optimized, and an online and offline experimental teaching mode of interactive installation art that integrates OBE and STEAM is constructed. This model includes two modules of basic theory and experiment, and the course development and evaluation system based on STEAM concept.Combining OBE mode with STEAM concept, the change of teaching mode pays more attention to improving students' comprehensive quality fundamentally, and attaches importance to students' learning and development. In teaching, "student-teacher-problem" should be the center. Students are given learning tasks or problems, and teachers help students with academic practice, thinking and exploration in the process of guidance, so as to achieve the purpose of understanding new knowledge.The concrete practice of the construction of the teaching model integrating the concepts of OBE and STEAM is as follows:1. Establish a teaching knowledge system based on STEAM concept, and cultivate the ability of artistic creation with STEAM concept.2. Student-centered. Student-centered is the core idea of OBE model. The STEAM concept emphasizes the nature of practice and supports students' active, independent and socialized learning by promoting their comprehensive quality.3. Project-based learning. Through project-guided learning, problem-oriented, specific open-ended questions are put forward so that students can explore answers, master methods, broaden their thinking and improve their practical ability, so as to ultimately enable students to independently develop innovative project works.4. Establish a course assessment system and works evaluation system based on the STEAM concept, and improve the overall evaluation of students' course performance and professional creation.At present, East China University of Science and Technology has successfully carried out online and offline hybrid experimental course teaching by integrating the concepts of OBE and STEAM. Students watch MOOC videos recorded by teachers through the school's online learning platform, learn the creation process of installation art online, and conduct concentrated experiments in offline basic experimental courses. In the project practice module, students gave full play to their thinking and made plans. After prototype testing and optimization, many excellent assignments were finally produced, and students got good results.The digital media Art major of East China University of Science and Technology was selected for practical verification. Through course assessment and teaching evaluation, this teaching mode has achieved good results, which can improve students' learning engagement, improve students' design innovation literacy, cross-media innovation literacy, and enhance students' learning experience and teaching satisfaction. It provides a reference for the teaching reform of interactive installation art.
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Reports on the topic "Student life - college guides"

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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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