Relevant bibliographies by topics / Universities and colleges Universities and colleges Students Educational sociology

Contents

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

Academic literature on the topic 'Universities and colleges Universities and colleges Students Educational sociology'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Universities and colleges Universities and colleges Students Educational sociology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Universities and colleges Universities and colleges Students Educational sociology"

1

Clayton, Kristen A. "Biracial Identity Development at Historically White and Historically Black Colleges and Universities." Sociology of Education 93, no. 3 (May 25, 2020): 238–55. http://dx.doi.org/10.1177/0038040720926163.

Full text
Abstract:
This study explores the relationship between biracial identity development and college context. I draw on interviews with 49 black-white biracial first- and second-year students attending historically black colleges/universities (HBCUs) or historically white colleges/universities (HWCUs) and follow-up interviews with the same students at the end of college to explore how and why their racial identities changed over time. Most participants experienced racial identity change over the course of the study, and this change was most often in the direction of a strengthened black identity for both HBCU and HWCU students. An increasing understanding of racism led students at both institutional types to develop stronger black identities. The processes that led to this heightened awareness of racism, however, differed across institutions. Reflected appraisals (HBCU students’ impression that their peers included and accepted them as black and HWCU students’ impression that their white peers excluded and labeled them as nonwhite) also played a role in students’ strengthening black identities, as did increased contact with black peers (especially for HBCU students). This article describes the implications of biracial identity development for biracial students’ psychosocial well-being, campus social adjustment, and college persistence.
APA, Harvard, Vancouver, ISO, and other styles
2

Schudde, Lauren, Huriya Jabbar, and Catherine Hartman. "How Political and Ecological Contexts Shape Community College Transfer." Sociology of Education 94, no. 1 (August 31, 2020): 65–83. http://dx.doi.org/10.1177/0038040720954817.

Full text
Abstract:
Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.
APA, Harvard, Vancouver, ISO, and other styles
3

Kuperberg, Arielle, and Joseph E. Padgett. "The role of culture in explaining college students’ selection into hookups, dates, and long-term romantic relationships." Journal of Social and Personal Relationships 33, no. 8 (July 8, 2016): 1070–96. http://dx.doi.org/10.1177/0265407515616876.

Full text
Abstract:
We analyze the Online College Social Life Survey, a survey collected between 2005 and 2011 of students ( N = 22,454) at 22 U.S. colleges and universities and estimate whether students hooked up, dated, formed long-term romantic relationships, or did not form relationships while in college and their desire for these relationship opportunities. Students have equal rates of hooking up and dating. Men are more likely than women to have dated and hooked up and less likely to have formed a long-term relationship, although they are more likely to wish there were more opportunities to form long-term relationships. An examination of intimate partnering by sexual orientation, race, religious attendance, and Greek culture reveals distinct pattern that can be explained by cultural norms.
APA, Harvard, Vancouver, ISO, and other styles
4

Custer, Lindsay, and Anne Tuominen. "Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students." Teaching Sociology 45, no. 4 (November 16, 2016): 347–57. http://dx.doi.org/10.1177/0092055x16679488.

Full text
Abstract:
Increasing college students’ exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called “internationalization at home” initiatives, where students interact with people from cultures outside their own while remaining on their home campuses, offers new options. In this article, we describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United States and two universities in Japan. We show through our assessment of the students’ experiences that a well-coordinated, carefully crafted, technology-enhanced internationalization at home activity has the potential to offer important global learning opportunities and intercultural competency development for sociology students who may otherwise lack the means to participate in study abroad.
APA, Harvard, Vancouver, ISO, and other styles
5

Strayhorn, Terrell L. "Modeling the Determinants of College Readiness for Historically Underrepresented Students at 4-Year Colleges and Universities." American Behavioral Scientist 58, no. 8 (December 17, 2013): 972–93. http://dx.doi.org/10.1177/0002764213515230.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dallinger, Carolyn. "Achieving a Global Mind-set at Home: Student Engagement with Immigrant Children." Teaching Sociology 45, no. 4 (August 23, 2017): 358–67. http://dx.doi.org/10.1177/0092055x17726574.

Full text
Abstract:
Developing a global mind-set in college students is a goal of many colleges and universities. Most often this goal is met by encouraging students to study abroad. This article explains how a service learning student engagement program at home achieves this goal by pairing Introduction to Sociology students with young immigrant children in a weekly formal mentoring relationship. Research on the program shows that students develop new perspectives about immigrant issues and that students report a reduction of their level of prejudice against immigrants coming from around the globe. Quantitative outcomes assessed on a Likert prejudice scale support service learning participants’ reports of lower prejudice levels than those in a control group. This teaching method has significant implications for providing opportunities to students from all socioeconomic backgrounds to engage in service learning, achieving global mind-sets at home.
APA, Harvard, Vancouver, ISO, and other styles
7

Furuta, Jared. "Rationalization and Student/School Personhood in U.S. College Admissions: The Rise of Test-optional Policies, 1987 to 2015." Sociology of Education 90, no. 3 (June 9, 2017): 236–54. http://dx.doi.org/10.1177/0038040717713583.

Full text
Abstract:
This article examines the rise of ‘‘test-optional’’ college admissions policies since the 1990s. I argue that the rationalization of college admissions policies after World War II contributed to the rise of ‘‘meritocratic’’ stratification (in policy) and standardized tests, like the SAT, but it also led to the expansion and legitimation of the roles of student and school personhood in the admissions process. Schools more committed to enlarged conceptions of student personhood are more likely to adopt a test-optional policy, in order to recruit students who fit the distinctive characteristics of their school identity. To test the argument, I use a comprehensive data set of 1,640 colleges and universities in the United States and discrete-time event history models from 1987 to 2015. I also assess alternative arguments that emphasize economic or prestige-driven motives. Liberal arts colleges and schools committed to several dimensions of student personhood are more likely to adopt test-optional policies, net of other factors.
APA, Harvard, Vancouver, ISO, and other styles
8

Alon, Sigal, and Marta Tienda. "Assessing the “Mismatch” Hypothesis: Differences in College Graduation Rates by Institutional Selectivity." Sociology of Education 78, no. 4 (October 2005): 294–315. http://dx.doi.org/10.1177/003804070507800402.

Full text
Abstract:
This article evaluates the “mismatch” hypothesis, advocated by opponents of affirmative action, which predicts lower graduation rates for minority students who attend selective postsecondary institutions than for those who attend colleges and universities where their academic credentials are better matched to the institutional average. Using two nationally representative longitudinal surveys and a unique survey of students who were enrolled at selective and highly selective institutions, the authors tested the mismatch hypothesis by implementing a robust methodology that jointly considered enrollment in and graduation from selective institutions as interrelated outcomes. The findings do not support the “mismatch” hypothesis for black and Hispanic (as well as white and Asian) students who attended college during 1980s and early 1990s.
APA, Harvard, Vancouver, ISO, and other styles
9

Nettles, Michael T. "History of Testing in the United States: Higher Education." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 38–55. http://dx.doi.org/10.1177/0002716219847139.

Full text
Abstract:
Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution’s unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.
APA, Harvard, Vancouver, ISO, and other styles
10

Uecker, Jeremy E. "Social context and sexual intercourse among first-year students at selective colleges and universities in the United States." Social Science Research 52 (July 2015): 59–71. http://dx.doi.org/10.1016/j.ssresearch.2015.01.005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Universities and colleges Universities and colleges Students Educational sociology"

1

Bundy, Rosemary G. "Identity Development and Student Involvement of African-american Undergraduate Students at Historically White Colleges and Universities in Southern Appalachia." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2887.

Full text
Abstract:
This study of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, East Tennessee State University, Appalachian State University, and University of North Carolina at Asheville was conducted to determine students' stages of identity development, level of involvement in campus activities, and demographic characteristics within historically White Southern Appalachian colleges and universities, both public and independent. Three research questions were answered by analyzing 21 null hypotheses using the t-test and the chi square test. Hypotheses were tested at the.05 level of significance. Data collected in this study revealed that the students' perceptions of identity development and their level of involvement at historically White public or independent colleges and universities in Southern Appalachia were more similar than different. Comparative analyses sought differences in public and independent student differences in identity development, involvement, and characteristics of African American students at public and independent colleges and universities. Few statistically significant differences were found in the demographic characteristics, stages of identity development, and level of involvement. A comparative analysis of African American undergraduates at independent colleges and universities revealed significant differences in the level of involvement and demographic characteristics. Public universities enrolled more females and their students had more pre-college cultural experiences than independent students. Students enrolled in public universities were significantly less involved in sports than independent students. Specific demographic characteristics did not affect college choices. Data in this study indicated a need for improving the programs, activities, and services available to African American undergraduates attending historically White colleges and universities in Southern Appalachia. Several recommendations were made. Institutional and programmatic strategies were outlined to improve identity development and involvement of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, University of North Carolina at Asheville, East Tennessee State University, and Appalachian State University.
APA, Harvard, Vancouver, ISO, and other styles
2

Pogue, James Hugh. "A comparative analysis of graduation rates of African American students at historically Black colleges and universities and predominantly White institutions." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290001.

Full text
Abstract:
Retention, persistence and graduation rates are not new issues in higher education. Early research by Tinto (1975), Bean (1980), and Pascarella (1980) illustrated the importance of retention and the different methods by which it can be analyzed. These theories, although widely cited and read, account for less than 30% of the variance in departure rates (Astin, 1993). Much of the retention research on African American students has focused on utilizing dominant retention theories to investigate Predominantly White Institutions (PWIs) and Historically Black Colleges and Universities (HBCUs) in attempts to explain or explore the relationship between these students and the institutions (Cabrera, Nora et al., 1999; Person, 1990; Person and Christensen, 1996). The purpose of this study is to push the boundaries of the understanding of African American student retention. The expansion of these boundaries is accomplished in three ways: (1) providing institutions information to help facilitate the graduation of African American students, (2) providing a cross-sectional analysis of demographic characteristics of students at Historically Black Colleges and Universities versus Predominantly White Institutions, and (3) offering new perspectives on retention of African American students utilizing the institution as the unit of analysis. The goals of this project were accomplished by utilizing African American student culture as a lens for viewing the results of this research, a current retention model applied to African American students from a unique set of matched institutions.
APA, Harvard, Vancouver, ISO, and other styles
3

Praeg, Leonhard. ""Morality and authority in existential praxis"." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007593.

Full text
Abstract:
In this study I am concerned with understanding how the emergence of participatory or, broadly understood, existential approaches to education has shifted the nature of the student/lecturer relationship. Historically, the difference was represented through the in loco parentis trope which contains implicit understandings as to the nature of the lecturer's authority and the ethical parameters of the relationship. With the emergence of more participatory approaches this relationship and its constitutive elements have to be re-imagined. In the first chapter I place this enquiry in the contemporary context in which the very identity of the university is changing as a result of massification and the accountability regime. In the second chapter I look at bell hooks' pedagogy as an example of such a participatory approach to education at higher education institutions. I describe her practice as a deconstructive pedagogy that is as powerful as it is because of the operation of a difference constitutive of it. In the third chapter I ask whether representing this difference in terms of the pre-modern master/apprentice offers a useful response to the questions raised by an existential praxis.
APA, Harvard, Vancouver, ISO, and other styles
4

Burdsall, Tina Dawn Lillian. "Do I Really Belong Here? : The Effects of Difference in Paths Through Higher Education on Graduate Student Perception on Legitimacy." PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/2926.

Full text
Abstract:
Why do some master's level students feel confident in completing their programs and some do not? Why do some feel connected to their department and some do not? Why do some feel legitimate as graduate students and some do not? This research proposes that there may be differences in how master's students understand the graduate student role based on whether they went directly from high-school through their bachelor's to their master's, or if they took time off between their bachelor's and master's program. This thesis used in-depth interviews with twelve second-year master's students at Portland State University to explore these questions: six with students who had a linear trajectory through higher education and six with students who had a break after completing their bachelor's and before returning for their master's (broken trajectory students). Students from both groups began their programs with questions about their ability to perform at a master's level. Broken trajectory students were more likely to have thought through their chances of success and entered their programs 'knowing' that they would successfully co~plete the programs even when they questioned their academic abilities. Students from both groups overall felt a progressive increase in feelings of connection to their departments. The linear trajectory students entered their programs with some established feelings of connection with other graduate students. The broken trajectory students did not have these established connections, but desired connection with other serious students. Overall, students from both groups experienced increased feelings of legitimacy as graduate students, but the criteria by which they judged their legitimacy differed between groups. Linear trajectory students used academic ability as a primary measure of legitimacy, where broken trajectory students used having a clear understanding of why they were in graduate school as the standard to determine whether they "belonged in college." The two groups also differed in the source of their student role standard: broken trajectory students used professors as their role reference group, whereas the linear trajectory students used peers and undergraduate students. This thesis closes with a discussion of the implications of this research for theory, programs, and current models of persistence.
APA, Harvard, Vancouver, ISO, and other styles
5

Garcia-McMillian, Darilis. "Latino student perceptions of college experiences at Historically Black Colleges and Universities." Thesis, Hampton University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629576.

Full text
Abstract:

This study examined Latino student college experiences at Historically Black Colleges and Universities (HBCUs). Black enrollment at HBCUs has been decreasing and, as a result, HBCUs are turning to non-Black students to make up the enrollment deficit. One group sought after by some HBCUs is Latino students. Comprising 15.2% of the population in the United States, Latinos are the largest minority group and these numbers are expected to grow another 29% by 2050. Five undergraduate students at two HBCUs were interviewed for this qualitative study. Findings revealed five themes from participants' college experiences—campus involvement, cultural integration, faculty involvement, family support, and financing of college education. Administrators in academic affairs, enrollment management, and student affairs can consider the study's findings in order to plan Latino student initiatives. A challenge in American higher education has been the Latino educational pipeline; as such, this study is significant because it expands research on Latino college experiences at HBCUs.

APA, Harvard, Vancouver, ISO, and other styles
6

Zimdars, Anna. "Challenges to meritocracy? : a study of the social mechanisms in student selection and attainment at the University of Oxford." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:0e9cf555-a921-4134-baf4-ce7114795f36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

October, Heidi. "Interaksie binne ‘n heteroseksuele studentegemeenskap : ervarings en persepsies van ‘n geselekteerde groep homo- en biseksuele studente." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2237.

Full text
Abstract:
Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006.
Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.
APA, Harvard, Vancouver, ISO, and other styles
8

Roberts, Danny H. "Targeting potentiial [sic] donors from the ranks of non-traditional and traditional students at the undergraduate and graduate levels : a comparative analysis for institutional development /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962556.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Michael, Joseph. "Determinants and Effects of Student Involvement at Elite Colleges and Universities in the United States." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725246.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Saunders, Charles Turner. "Native American Tribal Colleges and Universities: Issues and Problems Impacting Students in the Achievement of Educational Goals." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1319501868.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Universities and colleges Universities and colleges Students Educational sociology"

1

Gao, Lan. Impacts of cultural capital on student college choice process in China. Lanham: Lexington Books, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lynam, Suzanne M. Working-class students & third-level education in Ireland: A study of the difficulties facing 'working-class' students. Dublin: University College Dublin, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bull, Joanna. Blueprint for computer-assisted assessment. 4th ed. [S.l.]: CAA Centre, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bull, Joanna. Blueprint for computer-assisted assessment. London: RoutledgeFalmer, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bull, Joanna. Blueprint for computer-assisted assessment: Final version, December 2001. Luton: Computer-assisted Assessment Centre, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bull, Joanna. A Blueprint for Computer-assisted Assessment. London: Taylor & Francis Inc, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1965-, McKenna Colleen, ed. Blueprint for computer-assisted assessment. London: RoutledgeFalmer, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ian, Carter. Ancient cultures of conceit: British university fiction in the post-war years. London: Routledge, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Roderick, Gordon Wynne. Universities: The pursuit of bread, knowledge and freedom. Swansea: University College of Swansea, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ancient cultures of conceit: British university fiction in the post-war years. London: Routledge, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Universities and colleges Universities and colleges Students Educational sociology"

1

Jones, Patrice W. Glenn, and Elizabeth K. Davenport. "Teacher Education Preparation at Historically Black Colleges and Universities." In Fostering Collaborations Between African American Communities and Educational Institutions, 134–54. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1181-7.ch007.

Full text
Abstract:
Teacher education preparation programs provide the nation with its teachers. Education major and teacher shortages have been recorded and demonstrate a potential deficit between the number of American students and certified teachers, particularly with regard to Black American students and teachers. A further deficiency is noted among Black American teacher candidates who attend historically Black colleges and universities (HBCUs). Thus, this chapter (1) identifies the historical evolution of African American teachers, (2) examines the role of teacher education preparation programs at historically Black colleges and universities, and (3) highlights the significance of community-based strategies to improve student interest in HBCU teacher education preparation programs.
APA, Harvard, Vancouver, ISO, and other styles
2

Grimley, Matthew. "You Got an Ology?" In Welfare and Social Policy in Britain Since 1870, 178–94. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833048.003.0010.

Full text
Abstract:
In the decades after the Second World War, sociology was a vogue subject in British universities, eclipsing more traditional disciplines such as history and political philosophy. New departments sprang up in the expanding universities. Academics in other subjects reacted in different ways, some embracing sociology in the hope that some of its cachet would rub off on them, others denouncing it for not being a real subject. By the 1970s, though, the fortunes of sociology were dramatically reversed, as radical sociologists clashed with their more empirical colleagues, and were blamed by the press for inciting student protest. The radical sociologist became a folk devil, epitomized by Malcolm Bradbury’s The History Man (1975), and was particularly demonized by the supporters of Margaret Thatcher. The Thatcher governments attempted to reduce sociology’s funding in higher education, but they found it harder to reverse its more diffusive influence over other disciplines and popular culture as a whole.
APA, Harvard, Vancouver, ISO, and other styles
3

Giuseffi, Frank G. "Exploring the Delphi Report's Critical Thinking Framework for Military School Educationists." In Advances in Educational Marketing, Administration, and Leadership, 265–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch012.

Full text
Abstract:
This chapter advances the argument that military colleges and universities should infuse and implement critical thinking in learning experiences to explore and develop values, character traits, and leadership skills in students (cadets). The chapter first surveys the literature concerning critical thinking, drawing from historical, philosophical, psychological, and educational evidence. The chapter then elucidates the Delphi Report's findings about CT and contends that military school educationists use the report as a guide for instructional strategies and educational experiences with students (cadets). By embracing the fundamentals of critical thinking through several perspectives and leveraging the elements of CT identified in the Delphi Report, military colleges and universities can initiate a renewed interest in leveraging the advantages of CT in their courses, offering students opportunities to become capable officers, productive citizens, and moral people.
APA, Harvard, Vancouver, ISO, and other styles
4

Strayhorn, Terrell L. "Sense of Belonging and Student Success at Historically Black Colleges and Universities." In Advances in Higher Education and Professional Development, 32–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch003.

Full text
Abstract:
The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.
APA, Harvard, Vancouver, ISO, and other styles
5

Frijhoff, Willem. "Colleges and their alternatives in the educational strategy of early modern Dutch Catholics." In College Communities Abroad. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995140.003.0003.

Full text
Abstract:
Like other Catholic communities in Protestant jurisdictions, the Dutch had their own early modern collegial network. The early modern Dutch state is commonly known as a Protestant bulwark from which the Catholics were by and large expelled. However, due to the efforts of the Catholic Reformation and the reluctance of many Dutch to embrace Calvinism in its orthodox variety, Dutch Catholicism managed to survive on a rather large scale, though often with a particular colour marked by lay power and imbued with Jansenism, a rigid variety of Catholic theology rather similar to orthodox Calvinism. Whereas Catholic elementary education continued to be provided in private schools, Catholic colleges and universities, as public institutions, were not allowed in the Dutch Republic. During two centuries Dutch Catholics, at least the militant among them, had to go abroad for their secondary and higher education. Foreign colleges played a major role in their education and intellectual debates: the Dutch colleges of Cologne, Dole, Douai and Rome remained faithful to the Old Church, whereas those of close-by Louvain were the breeding-ground of Jansenism. Significant numbers of Dutch students went to other Catholic universities, at Reims in France, at Pont-à-Mousson in Lorraine, or at different German universities. The Jansenist schism of 1723 led to the creation of the Old Catholic Church with its own college at home, at Amersfoort, tolerated by the Dutch authorities. The scale of the Catholic communities posed a multi-confessional challenge for the Dutch. This was overcome by a high level of official connivance, permitting the tacit creation of Catholic teaching institutions on a private basis, including some small colleges, and the organization of Catholic confraternities at the public universities. Similarly, the Calvinist ‘regents’ mostly closed their eyes to the stream of Catholic students towards foreign colleges in spite of their repeated interdiction by the States-General. This essay will look at four educational strategies adopted by Dutch Catholics to ensure their survival as a confessional community.
APA, Harvard, Vancouver, ISO, and other styles
6

Evans, Sue C. "Blended Instruction." In Online Course Management, 1319–34. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch069.

Full text
Abstract:
Universities and colleges offering degrees at the associate and bachelor's levels are facing many changes such as the ages of their student populations, the degrees being sought, amount of time dedicated to university studies, and the technology applied toward these educational pursuits. As more and more nontraditional-age students pursue degrees of higher education, universities are being required to reflect on the special characteristics and needs of these students and to make adjustments in their course scheduling as well as many of their student-support related services. In addition to offering evening and weekend courses for the nontraditional, part-time student, many universities are examining and introducing additional delivery modes for their course offerings. Online course delivery has made paramount changes in the operations within the halls of colleges and universities, but blended or hybrid courses are also finding success both for the college/university student populations and many institutions of higher education.
APA, Harvard, Vancouver, ISO, and other styles
7

Evans, Sue C. "Blended Instruction." In Practical Applications and Experiences in K-20 Blended Learning Environments, 28–42. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch003.

Full text
Abstract:
Universities and colleges offering degrees at the associate and bachelor’s levels are facing many changes such as the ages of their student populations, the degrees being sought, amount of time dedicated to university studies, and the technology applied toward these educational pursuits. As more and more nontraditional-age students pursue degrees of higher education, universities are being required to reflect on the special characteristics and needs of these students and to make adjustments in their course scheduling as well as many of their student-support related services. In addition to offering evening and weekend courses for the nontraditional, part-time student, many universities are examining and introducing additional delivery modes for their course offerings. Online course delivery has made paramount changes in the operations within the halls of colleges and universities, but blended or hybrid courses are also finding success both for the college/university student populations and many institutions of higher education.
APA, Harvard, Vancouver, ISO, and other styles
8

Mohamad, Shafi, and Syed Farhan Akbari. "The Global Pandemic and Challenges for Tertiary Education in Malaysia." In Advances in Educational Marketing, Administration, and Leadership, 204–18. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch012.

Full text
Abstract:
The global pandemic and subsequent series of movement control orders (MCOs) imposed by the Malaysian government have severely impacted the tertiary education sector comprising both public and private universities in Malaysia. Private colleges and universities in Malaysia now face increased financial pressures as enrolments of students have either been cancelled outright or deferred. Whilst full-time employees in the tertiary education sector face additional pressures to handle these disruptions, contractual staff members face the risk of unemployment resulting from the non-renewal of their existing teaching contracts. Even if some of these classes can be moved online, challenges remain; for example, scientific research and classes that require physical access to laboratories for the conduct of experiments will be impacted.
APA, Harvard, Vancouver, ISO, and other styles
9

Jones, Nory B., and Christian Graham. "Practices and Tools in Online Course Delivery." In Learning Management Systems and Instructional Design, 288–302. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3930-0.ch015.

Full text
Abstract:
Education continues to evolve to meet changing educational needs, budgetary pressures, and evolving lifestyles of different students. Distance and online education has become a greater force in the portfolio of products offered by colleges and universities. This chapter reviews recent trends in the courses and methods of delivery offered to meet the changing needs of students.
APA, Harvard, Vancouver, ISO, and other styles
10

Bonneau, Dorea D., and Margaret M. Cramer. "Online Courses Accessible to College Students With Disabilities." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 937–48. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch058.

Full text
Abstract:
More students can attend colleges and universities from a distance due to broader access and technological advances. Therefore, facilitators are facing the challenge of providing more accommodations and modifications to nontraditional students. The provision of these special services, which have traditionally been provided by special educators, are receiving limited attention. Special educators are educated to make these adjustments on an individual basis in the elementary and secondary levels. However, this has not been the traditional role of the university professor. With today's mass enrollments in online courses, procedures for providing accommodations to all students have become a significant challenge. This chapter will review research on online course design and implementation to address the needs of students with disabilities.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Universities and colleges Universities and colleges Students Educational sociology"

1

"An Empirical Study on the Physique Health Status of Minority College Students in Yunnan Universities——Based on the Analysis of Physical Test Data of some Colleges and Universities." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000979.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

"Analysis and Research on College Students’ Selection Motives of Public Martial Art Course in Colleges and Universities." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71139.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

"In the Course of Ideological and Political Theory in Colleges and Universities A study on the Path of College Students' Honesty Education." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000691.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"A Study on the Influence of Martial Art’ entry into Colleges and Universities on the Employment Concepts of Students from Physical Education Department." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71138.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Research on the Innovation of Vocational Students' Accomplishment in Geography Major in Normal Colleges and Universities——A Case Study of Geography Education Major of Aba Teachers University." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71153.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tubaishat, Abdallah, Azzedine Lansari, and Akram Al-Rawi. "E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3341.

Full text
Abstract:
Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.
APA, Harvard, Vancouver, ISO, and other styles
7

Li, Yeena, Bin Li, Kin Cheung, and Hilda Tsang. "Contributing factors to academic achievements: from community college to university in Hong Kong." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11182.

Full text
Abstract:
Academic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students’ learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong’s universities. The study aims at exploring the relationship between transfer students’ approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring from community colleges to an university in Hong Kong. Students’ approaches to learning and perceptions of the teaching-learning environment were measured using the HowULearn questionnaire. Analyses were carried out using factor analysis, Pearson correlation and linear regression. The results confirmed positive relations between students’ perceptions, approaches and achievement. Students studying in an organised manner achieved better academic performance, whereas those using a surface approach poor performance. Others might also adopt an intermediate approach to learning. The results indicate that promoting awarenesses of choosing and using appropriate learning approaches is important for fostering academic success among students.
APA, Harvard, Vancouver, ISO, and other styles
8

Hentea, Mariana. "A Perspective on Achieving Information Security Awareness." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2855.

Full text
Abstract:
The guidelines “Towards a Culture of Security” emphasize a culture of security in all aspects of information systems, from designing and planning through to everyday use, and among all participants, from government down through business to consumers. In response to national needs, Information Security education has become a priority for many educational institutions in US for the past years. More universities and colleges have established courses or specialized programs to teach Information Security skills to students enrolled in degrees related to computers such as computer information systems, computer engineering, and computer science. However, there are aspects of the security education model that need attention. This paper discusses these issues including changes to improve security awareness education. Through close coordination between faculty, industry, government agencies, and universities, the critical education of future graduates, Information Technology professionals, Information Security professionals, and public can be accelerated.
APA, Harvard, Vancouver, ISO, and other styles
9

Liao, Y. Gene. "Development of a Teaching Laboratory for Electric Energy Storage Systems." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87949.

Full text
Abstract:
Several universities and colleges recently have offered courses and certificate programs for training students and returning engineers in advanced energy storage, particularly in electric energy storage technology. However, few integrated advanced energy storage laboratories have been established for educational purposes. This paper presents the design, development and implementation of an interactive and computer-controlled test system for four different electric energy storage devices (electro-mechanical flywheel, electro-chemical batteries, supercapacitor and pumped hydroelectric) that serve as a teaching-aid. These units provide hands-on experience for students with multidisciplinary backgrounds who are enrolled in the advanced energy storage courses. The developed teaching-aid not only enhances the advanced energy storage training and education, but also inspires students’ interest in the green movement of renewable energy.
APA, Harvard, Vancouver, ISO, and other styles
10

Marshall, John, Max Shtein, and Karl Daubmann. "Smartsurfaces: A Multidisciplinary, Hands -on Think Tank." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.5.

Full text
Abstract:
New design practices are emerging that span multiple traditional disciplinary boundaries. As these new models of practice manifest, new pedagogies also become necessary, often challenging both existing educational models and institutional constraints as a result. Gibbons, et al1 questioned the adequacy of traditional disciplinary structures within universities in the context of broader social, technological and economic contexts. The Association of American Colleges and Universities have argued that universities need to change their practices to develop students as “…integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions.”2 The National Academies have recommended, “…students should seek out interdisciplinary experiences, such as courses at the interfaces of traditional disciplines…”3 and that “…schools introduce interdisciplinary learning in the undergraduate environment, rather than having it as an exclusive feature of the graduate programs.”4 As indicated above, there has been much calling for cross-disciplinarity in education but to date there has been little investigation on the impact of cross-disciplinary courses on learning, especially in comparison to teaching that is more discipline-specific. For educators a central question arises: How do we prepare students to be extra-disciplinary thinkers and doers with “habits of mind”5 that prepare them to make the sort of hybrid responses that complex performance problems demand?
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Universities and colleges Universities and colleges Students Educational sociology' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography