Post-Secondary Education

The problem and the aim of the study. Most undergraduate students at last year of university have anxiety to seek for the future job. Looking for job and moving to new chapter of their life is often accompanied by anxiousness and generates psychological stress. The purpose of this paper is to indicate the role of university, specialization and employment expectation in decreasing the students’ anxiousness.
Research methods. The main method of this research is quantitative approach by using surveys. Data were collected by surveying of 400 students at the last year of university distributed under three categories: medical science, natural science and social studies in Yogyakarta city, Indonesia. Purposive sampling was used to select students based on their specialization of study. Regression path analysis was employed to examine the role of university, specialization and possibility of employment on decreasing the students’ anxiety in finding suitable job.
Results. The Results indicate that university has no direct role in helping students get job but has indirect impact on shaping students’ knowledge, skills and self-confidence to prepare them for future job and this leads to negative and significant impact on students’ anxiousness with (β = -.138 and -.260; p < 0,01) respectively. Specialization has negative and significant impact (β = -.207, -.198; p < 0,01) for medical and natural science students and low negative and significant (β = -.018; p < 0,01) for social science students on their anxiety. Finally, employment expectation for most of the students was fair and has positive impact on their anxiety (β = .012, .090 and .124; p < 0,05) respectively.
Conclusion. This research revealed the increasing impact of Covid-19 pandemic to the students’ anxiety due to continuous influence of the virus during the 2020. Theoretical, social and practical implications have been discussed as part of this research as well.

This brief explores ways policy levers can be utilized to better support students from foster care who are attending college in the time of COVID-19 by examining three studies and applying lessons learned to federal policy development and implementation.

An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular.

This is a talk I presented at a UBC conference aimed at changing the conversation about sexual assault on university campuses. I aim to take up ways that Indigenous approaches to consent, self-determination and healing from intergenerational trauma and ongoing colonial violence can be integrated into anti-violence work on campus. The talk will be also soon be released as an EMMA Talks podcast.

Scant research examines the barriers Black queer youth face in accessing postsecondary education, and how these barriers are both similar to and different from Black youth who identify as heterosexual and/or cisgender. Additionally, much of the literature on Black youth who are sex and gender minorities, and who may identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual or pansexual (LGBTQIAP) focuses on the experiences of cisgender young Black men who identify as gay, bisexual, and, in some cases, same-gender loving. In this chapter the authors report the findings of interviews and focus groups with a less well known population of Black queer youth: Black queer and trans young women (BQTYW). The purpose of the study was to explore BQTYW who are newcomers to Canada and their life experiences “back home” in their countries of origins as well as their experiences since migrating and attending Canadian elementary and/or secondary schools.

This article discusses the qualitative portion of a larger mixed method intervention study that examined the effects of literature circles (peer-led small group discussion of an assigned reading) on the reading achievement of college students in developmental courses. An experimental design was used to measure the effectiveness of the researcher-developed intervention, and grounded theory was employed to analyze reading attitude, reading motivation, response to participation in a literature circle, and textual engagement. Thirty-seven college students in required reading courses participated in the five-week study. Quantitative analysis revealed that literature circle participants outperformed their control group counterparts on all measures of comprehension, and qualitative analysis revealed that literature circles increased depth of textual engagement and provided opportunities for discourse, collaboration, and social interaction. These findings, supported by a strong theoretical base, suggest that literature circles would be an effective addition to a post-secondary developmental reading curriculum. " With book reports, I just think too much about it. I can't think of what to say, but when we talk about it [in literature circles] and hear other people's stories, it helps me bring out mine. "

This study used a mixed methods approach to identify influences leading to online student retention and engagement in online education.  The student stakeholders at the Social Work Academic Group Online Center were both surveyed and interviewed to discover their level of engagement at the university to determine the university’s engagement with students of the online center.  Clark and Estes’s (2008) framework was implemented to determine the knowledge, motivation, and organizational influences of online student engagement in online education.  The findings of the study indicated that student stakeholders had limited knowledge of online programs prior to enrollment at the SWAGOC.  However, students of the study reported that the curriculum was engaging and interesting which positively affect student engagement and ultimately retention.  While many students felt that the cost of tuition was high for the program quality, the students still desired to complete the program regardless of cost.  The findings of this study suggested that there is a need to increase student engagement in the online environment to increase connectedness to the school.  Furthermore, organizational support was imbalanced as support tools were directed for on-campus students.  On-campus students comprised 34% of the school, while 66% of the school was comprised of online students.  This imbalance of resources created a shortage of support services for online students leading to disengagement and lowering student retention.

An April 2020, updated version of the DELES Bibliography for researchers to use for literature reviews. For DELES licensing, please go here: https://www.mindgarden.com/347-distance-education-learning-environments-survey

English, Spanish, Portuguese, and Turkish versions are available.

The purpose of this research was to examine the role of tuition fees and their impact on university enrolment in Ontario. The study sought to answer whether or not an increase in tuition fees would deter university students from persistence. In this context, persistence signified “the continual pursue of a student in a degree program leading toward the completion of the program and therefore being award a degree in the student’s field of study” (King, 2004). Although existing empirical results are mixed, the general argument is that post-secondary education (PSE) participants are discouraged to remain enrolled in university when hikes in tuition fees are introduced. With this said, the findings vary with the degree of the participants’ sensitivity to tuition fee hikes. The hypothesis for this study was that in reaction to tuition fee hikes, students who mainly rely on government or student loans, or their own income, would seek to earn more income or reallocate their funds towards tuition while cutting back on their regular expenses. The hypothesis was that there would be an observed effect of tuition hikes on students and their behaviour, but that the effect would not involve discouragement or discontinuation from their university studies. The research participants were offered a variety of reaction options to an increase in tuition fees. This selection ranged from reallocation of funds (whereby the student would cut down on living or extra expenses to pay for tuition) to terminating studies (whereby the student would quit university as a result of the increase in tuition fees).

This article examines the 2002 film Real Women Have Curves, as a case study in the life of a young Mexican American and the challenges she faces living with her family in the United States. The case study can serve as a microcosmic view of the universal issues facing other young Latinas who immigrate to the United States. Many Hispanics come to the United States each year. In fact, Hispanics are the fastest growing minorities and expected to become 15 percent of the population by 2020. The large groups of Latino immigrants in the United States have created greater acceptance in mainstream culture. However, the experiences of Latinas are different and have unique challenges such as the following: maintaining collectivist family relationships in an individualistic society, negotiating the traditional roles of the Hispanic family in a culture that embraces different ideas about relationships, sex and marriage, and struggling with their own self-image when they are forced to see their body shape through the narrow lens of their new dominant culture.

College algebra has been ignored in previous math research studies even if it is the first official college level math for most students in their total educational programs.  The lack of research has created a significant gap in knowledge on the application of graphic calculators and role of this technological tool in the college math curriculum and classroom.  College algebra students face the one of the highest failure rates in the U.S. The purpose of this literature review was to explore the impact graphic calculators had on college students’ final grade.  Specifically, the researcher focused on the effect of graphic calculators on student performance, motivation, and satisfaction.  The theoretical framework comprised of two prongs: constructivist theory and technology-assisted instruction theory.  Using these two theories, the researcher reviewed and discussed the theoretical based literature and the evidence-based literature on constructivist approaches to learning that lend to improved student performance, student motivation, and student satisfaction.  The researcher then reviewed and discussed the theoretical based literature and the evidence-based literature on technology-assisted approaches to learning in general that lend to improved student performance, student motivation, and student satisfaction. The researcher concluded the review with a discussion of the evidence-based literature focused on the use of the graphic calculator and its application in the math classroom in particular.

This study tested the conceptual framework of school counseling college-going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student-counselor contact for collegecareer counseling prior to 12th grade, college and career readiness activities, and constraints) to high school seniors' college decisions (i.e., student-counselor contact for college admissions counseling in 12th grade, student-counselor contact for financial aid counseling in 12th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors' expectations and priorities, student-counselor contact for college-career counseling prior to 12th grade, college application and financial aid help, and college information and Free Application for Federal Student Aid meetings were positively related while caseload was negatively related to students' college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

This article asks how post-secondary education and scholarship can facilitate critical and engaged reclamations of Metis knowledge through critical intellectual and experiential engagement. First, it explores dominant representations of Metis political and cultural experience in historical perspective, and considers these implications for Metis students and communities. The examination identifies a problem that we address by envisioning models of engaged pedagogy, based on the insights from bell hooks, which draw upon a particular stream of thought in Michel Foucault’s later work. It concludes with a discussion of the possibilities of decolonizing representations of Metis history and politics, through the exploration of relational land- and community-based pedagogies.

In this study, we identify tensions that arise between blackness and
Latinidad as AfroLatinx students negotiate identity and belonging on campus. Furthermore, we explore the unique cultural and historical contexts of Latinidad and their connection to what we term anti-AfroLatinidad – beliefs, practices, and behaviors that communicate a deliberate rejection of AfroLatinidad that manifest in personal relationships and are upheld by society at large. Findings include AfroLatinx students actively reject negative orientations about blackness and finding empowerment through their AfroLatinidad. Two major findings emerged: Rejecting black: Experiences with Anti-AfroLatinidad and Rejecting Back: Asserting AfroLatinidad.

Respond to each numbered item in the short list here as either True or False for you. A “True” response may identify a potential area for training. Reflect on whether an item identifies a problem or issue in the way you manage your anger. Anger requires boundaries, and a moral value (e.g. OK or not OK) can be assigned to ways of expressing anger.

Although musicological scholarship has expanded in recent decades to include critical theories and diverse repertoire, post-secondary music history curricula largely continue to disseminate a Eurocentric canon of composers and works presented within an evolutionary historical narrative. This article places questions of curricular revision in the current context of calls for educational reform through decolonization initiatives. Beginning with an exploration of what decolonizing education might mean, I then investigate the impact that the European colonial project might have had on the standard music history curriculum, uncovering an embedded teleological progression that supports European exceptionalism and culture superiority. A first step in decolonizing music history teaching, therefore, must be to make the historiographical foundations of what we are teaching transparent through contextualizing Western art music history within a critical, global framework.

If the contents of this book are true, there can be no doubt about the meaning of life. Understanding the meaning of life is the human quest and forms a foundation for psychological well-being. The purpose of religious and philosophical systems is to provide or explore a comprehensive meaning of life including values and beliefs often taken for granted by socialized individuals. A clearer understanding of these values and beliefs, and assisting individuals to engage in this process of clarification, can help to form a foundation for mental health and can be accurately described as Meaning Therapy. The presentation given here is intended to introduce the values and beliefs given by Jesus of Nazareth, and his earliest followers, who is arguably the most influential Meaning Therapist in human history. Simply reading this content in its entirety (and related links), will define your positive identity and positive feelings about yourself and others if you choose. The results include hope for the future, values for healthy living, and support to face challenges and losses common to humanity.

Budgets are always about choices, and that principle has inspired alternative budgeting exercises in Canada for over two decades. This year’s Alberta Alternative Budget was written in collaboration with individuals in the nonprofit sector, labour movement and advocacy sector. It provides a wish list of spending initiatives, along with a plan to finance them.

This material is for a course in Psychology or Social Work. The major paradigms of one’s life are essential to one’s personal identity. Your paradigms may be a combination of those listed and others that are not listed. One may live out of a paradigm without awareness, and once the paradigms are identified, one can modify them as desired and even create new ones, such as this one: The Paradigm Paradigm.

With the push by government and business leaders for greater emphasis on STEM education at all grade levels, STEM leaders (i.e., educational leadership and teacher leaders) are challenged to pioneer integrative praxes that prepare students for success in a scientifically and technologically driven society. Additionally, these STEM leaders must transverse the barriers of developing transformative educational experiences that involve diverse stakeholders. This study utilized a modified Delphi technique to investigate what STEM leader skills, competencies, and qualities are identified as critical by STEM professionals within integrative STEM education. Findings are presented for the following seven themes: mission and culture, equity and social responsibility, infrastructure and programming, curriculum and instruction, professional growth, evaluation and assessment, and extended learning. These findings may inform the development of courses and programs that prepare or provide professional development for STEM leaders.

There is a currently a growing literature investigating the relationship between tuition fee rates and access to post-secondary education. This paper is an analytical review of several existing empirical works that address this relationship. The paper is organized into 3 sections. The first section introduces the existing literature to be examined, and is organized by the studies’ respective geographical locations with the first subsection examining the impact of university tuition fees in Germany—prior to the abolishment of tuition fees in every German state in 2014. The second subsection will consider the relationship between tuition fees and applicants to the MBA program at the global level. The third and final category of this literature review will investigate Canadian tuition fees and enrolment rates. This final section concludes this paper, with a few recommendations for further research.

There is a need to better understand the types of natural environments that different individuals and groups find mental health promoting. In this exploratory qualitative study, twelve university students were invited to photographically document a natural place that they considered beneficial to their mental health. Thematic analysis of photographs and follow-up in-depth interviews revealed that students prefer natural places that are familiar, contain a variety of natural elements (especially mature trees and some form of water), and are separate from the context of everyday campus life (distanced from both the built and social campus environment). Overall, study findings demonstrate the importance of acknowledging symbolic and social factors when assessing the potential mental health benefits of natural places for different groups and individuals.

Students pursuing post-secondary education should never face discrimination, harassment, or exclusion
on their campuses. Yet on many Ontario university campuses, Two Spirit and LGBTQ+ students face such realities and are marginalized because of who they are. In some cases, these students become the targets of deliberate, hate-motivated actions, and in other instances, the blame lies in ignorance or apathy. It is OUSA’s hope that the recommendations provided in this paper will contribute to improving access to and safety in postsecondary education for Two Spirit and LGBTQ+ students.

During the eighth week of the Fall 2019 semester, 1100 Humber College students did not attend regular classes. Instead they participated in a four day long conference consisting of sessions, jams, and hackathons related to play, wellness, experimentation, community, and technology. This research project attempted to answer the question as to was this a good use of time and resources. Feedback from students overwhelmingly indicated that their experience during this week was beneficial and this event is worth repeating.