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The cultural identity and transitions of a Third Culture Kid (TCK) is often a matter of discussion and debate. The purpose of this phenomenological study is to understand the factors that influence the identity and the cross-cultural transitions of university-level TCKs, with a specific focus on Missionary Kids (MKs). The study involved semi-structured interviews of seven undergraduate university students, over the age of 18 and currently involved in the university's Missionary Kid Scholarship program. Results revealed several key themes including identity, community, and friendship expectations that influenced the transition process. Participants generally displayed a positive transition, and the findings provide insight into ways that schools and organizations may help the cross-cultural transition of MKs.

Heavy alcohol drinking is a major, preventable problem that adversely impacts the physical and mental health of US young adults. Studies seeking drinking risk factors typically focus on young adults who enrolled in 4-year residential college programs (4YCP) even though most high school graduates join the workforce, military, or community colleges. We examined 106 of these understudied young adults (USYA) and 453 4YCPs from the National Consortium on Alcohol and NeuroDevelopment in Adolescence (NCANDA) by longitudinally following their drinking patterns for 8 years from adolescence to young adulthood. All participants were no-to-low drinkers during high school. Whereas 4YCP individuals were more likely to initiate heavy drinking during college years, USYA participants did so later. Using mental health metrics recorded during high school, machine learning forecasted individual-level risk for initiating heavy drinking after leaving high school. The risk factors differed between demographically matched USYA and 4YCP individuals and between sexes. Predictors for USYA drinkers were sexual abuse, physical abuse for girls, and extraversion for boys, whereas 4YCP drinkers were predicted by the ability to recognize facial emotion and, for boys, greater openness. Thus, alcohol prevention programs need to give special consideration to those joining the workforce, military, or community colleges, who make up the majority of this age group.

In my dissertation, I capitalize on two youth-focused supplements to the Panel Study of Income Dynamics (PSID) to examine the gendered digital divide in the transition to adulthood. In the introductory chapter, I begin by bridging scholarship on digital inequalities and the life course to underscore how gender differences in technology may shape young people's pathways to adulthood, including their development of intimate relationships and educational trajectories. In the first empirical chapter, Chapter 2, I set the stage for an investigation of technology use in the transition to adulthood by exploring the social and contextual factors shaping young adults’ technology use through original latent class typologies. Results uncover three latent classes of technology use: High Social Users, Digital Workers, and Less Digitally Engaged. I then demonstrate how latent class membership is shaped by gender and key developmental transitions in schooling, work, and family. In Chapter 3, I build on these findings to explore how latent classes of technology use (described in Chapter 2) predict sex and singlehood in the transition to adulthood. I find that young men who are High Social Users report more frequent sexual intercourse and are less likely to be single than their Less Digitally Engaged counterparts. Women, however, do not see the same intimate returns to their technology use. I argue that gender differences may be explained by men’s long-standing privilege in the young adult hookup culture. Finally, in Chapter 4, I follow a cohort of digital youth from adolescence into young adulthood to investigate whether adolescent technology use predicts future college enrollment. Using methods of latent class analysis, I show that the tech typologies of boys–but not girls–are positively associated with educational trajectories in young adulthood. I argue that this pattern is consistent with boys' greater digital capital–or their ability to translate technology use and skills into

La stratégie est un élément revêtant une importance indéniable dans la réussite et la survie des organisations qui doivent souvent affronter des enjeux variés et faire face à des changements. N’échappant pas à cette réalité, les collèges québécois sont des établissements d’enseignement supérieur qui misent sur l’élaboration et la mise en pratique d’une planification stratégique. Nous trouvions donc pertinent de nous pencher sur les manières par lesquelles les membres d’un collège arrivent à attribuer un sens à leurs actions en regard d’aspects stratégiques organisationnels. Avec ce mémoire, nous tentons d’expliquer comment des membres en arrivent à attribuer du sens à l’adéquation entre les actions et la stratégie organisationnelle. Pour y arriver, nous avons mené des entretiens semi-dirigés et avons analysé comment les membres parlent, rétrospectivement, des processus d’attribution de sens vécus individuellement et collectivement. Notre étude nous permet de mieux comprendre le rôle de la communication et sur les procédés menant à justifier des actions en regard des objectifs et orientations formelles., Strategy is an undeniably important element in the success and survival of organizations, which are often faced with a variety of challenges and changes. Quebec's colleges are no exception to this reality, as they are among the institutions of higher learning that focus on the development and implementation of strategic planning. We therefore felt it pertinent to examine the ways in which college members are able to attribute meaning to their actions with regard to strategic organizational aspects. With this dissertation, we attempt to explain how members come to attribute meaning to the fit between actions and organizational strategy. To achieve this, we conducted semi-structured interviews and analyzed how members talk, in retrospect, about the meaning-attribution processes experienced individually and collectively. Our study enables us to gain a better understanding of the role of communication and the processes involved in justifying actions in relation to formal objectives and orientations.

Hormonal cycles play an essential role in the development and maturation of young boys and girls into men and women. As teenagers enter their late teens and early twenties, their hormonal cycles are primarily responsible for functions related to fertility and hormone production. During this period of time, these men and women are often in their collegiate years. Overall, the college experience is enjoyable for many students, but it can also be a very stressful time due to a difficult class load and the students’ need to balance their academic, social, and personal lives. Recent studies have analyzed the effects that hormonal cycles and stress levels have on college students. However, it is important to note the differences between genders. The education system is often divided into daily and seasonal sections, with the average school day occurring daily and semesters occurring somewhat seasonally. With this knowledge, it is evident that the college experience aligns with the male hormonal cycle. Nothing about the education system caters to the monthly hormonal cycle of females. As a result, I conducted a study to determine if there is an impact of reading comprehension and mood on academic productivity in female college students. My results demonstrated that there was no difference in reading comprehension or mood levels based on phase of the female hormonal cycle and stress. Even though I did not find any statistically significant results, it is still important to consider how to level the playing field. Therefore, I propose methods, such as exercising, increasing Vitamin D intake, and practicing methods of mindfulness, that women can utilize in their daily lives to accommodate for hormonal fluctuations.

Student retention is a persistent dilemma in higher education because it is how student success is measured. Universities invest resources in retaining vulnerable populations and provide additional support measures because they are most at risk of dropping out. The premise of this study is that students who enter college without a major are considered vulnerable, as they are highly prone to drop out. Numerous studies have found that entering college with an “unknown/undecided” status negatively impacts retention, well-being, and motivation due to a lack of clearly defined educational goals. However, students and families often lack adequate information about the importance of declaring before entering college, as well as the costs, difficulties, and benefits of each major. A university education will likely be one of the student's largest financial endeavors. Families put much effort into where to send their child and how to pay for it without giving as much attention to why they are going to college in the first place. Starting college without a plan has grave financial and motivational consequences. Finding the right fit major is a proactive and intentional process; therefore, early intervention for undecided students is critical. This study will use a quantitative design to analyze archival data to determine the impact of pre-major coaching on retention. The aim is to compare students who have received pre-major coaching with those who have not on the following variables: time to declaration of a major, number of major changes, and progress toward graduation.

The purpose of this phenomenological study was to discover the college graduate experience of a junior officer who decided to finish their bachelor’s degree despite any temptation to drop out of school; participants were selected from a midwestern military installation. The guiding theory of this study was Duckworth’s grit theory; the study related to her theory by examining participants’ passion and perseverance and their relation to the motivation in the context of choice to finish the goal of graduating from college and commissioning as an officer in the U.S. Army. This qualitative design used a hermeneutic phenomenological approach; data collection consisted of an interview, a letter to their former self, and a focus group. The participants were all junior military officers who leaned heavily on their family values and school standards, and each had established goals to match their plans; their chosen institution was culture-driven, cared for the wellbeing of the individual, and constantly worked to change the student’s outlook. The study revealed that these one-time students expected both their college and military training to be a difficult lifestyle, but all were set to make the sacrifice and enrolled in school with the intention of joining the military. Each step of the study aimed to help participants clarify background information, bring to light behaviors, and help recall past events. The central research question addressed the experience of the participant's decision to push through their trials; the study described how motives affected them and what drove them despite the challenge. It also revealed the power of connection and the need for belonging in the context of community.

Emerging adulthood is a critical developmental period, especially for identity– the development of our sense of who we are internally and relative to others. This research sought to investigate one understudied aspect of identity development: political identity. Five questions guided this research: first, is political identity related to broader identity development? Second, does political identity development differ based on political ideology (liberal, moderate, conservative)? Third, do individuals’ self-identified political turning point events differ based on political ideology? Fourth, how is political identity development related to political turning point narratives? Fifth, how does meaning making interact with political identity development and political ideology? Participants (18-25 years; N = 174) from the Montana University System completed an online survey composed of the Dimensions of Identity Development Scale, political ideology assessment, political Dimensions of Identity Development Scale, political turning point narrative, a well-being measure (WHO-5), and a demographic questionnaire. This study sought to fill the gap in political identity development literature by refining our understanding of identity development, particularly political identity development, in emerging adulthood for college-going adults. First, the data revealed small but notable differences between political ideology and political turning points, specifically that liberals are more likely to have political turning points in the political arena and that conservatives and moderates are more likely to have a political turning point in an educational context. Second, liberals and conservatives were more strongly committed to their political identities than moderates. Third, although the development of political identity and general identity were strongly related, political identity development appeared to occur on an accelerated timeline relative to general identity development. Fi

For many individuals, researching and finding a college to attend is a wonderful experience. Many students explore college and take multiple courses, but do not finish their intended degree. Past and current studies have identified factors and reasons to why students dropout from college. Two well-known theories include A.W. Astin’s student involvement theory (1984) and Tinto’s (1993) model of college student attrition. The purpose of this study was to identify factors amongst students who graduated and students who did not graduate from a two-year computer degree program. The data derived from the collective stories of those who had experienced it. This qualitative study had a research method that was exploratory in nature. The epistemology component falls under subjectivism as the meaning resides in the students who experienced it. This phenomenological study interviewed seven individuals and investigated the personal educational journeys of four computer program graduates and three computer program non-completers. Prospective participants were emailed to gain interest in the study, and seven participants were recruited using purposeful sampling. After interviewing the individuals, the researcher took the semi-structured data and structured it into codes, themes, and patterns for analysis. This study aimed to find factors of college student success and attrition from non-completers. A sense of belonging and an understanding the purpose of being in college were important factors that were revealed by the participants.

Recuperation means “regaining something lost or taken” and this has been the main focus of my thesis – essentially reclaiming discarded bricks and educating future bricklayers to work with reclaimed materials. How can the status of craftsmanship be raised through architecture and the processes of crafts be made visible? What opportunities can our current brick stock pose and can derelict buildings be seen as a material bank? My proposal is a bricklaying ”folkhögskola” in Henriksbergshamnen, southwest of central Stockholm, parts laid brick by brick by the students themselves in collaboration with local carpenters. The college campus juts out on the shoreline, complementing existing buildings and revives the site as a handicrafts center in the region. A brick college will teach future masons to work with reclaimed bricks and educate visitors on the possibilites of the brick and its working hands. Further up from the waterfront, a brick recuperation operation collect, clean and carefully inspect donated bricks that have been discarded as construction waste.

Recuperation means “regaining something lost or taken” and this has been the main focus of my thesis – essentially reclaiming discarded bricks and educating future bricklayers to work with reclaimed materials. How can the status of craftsmanship be raised through architecture and the processes of crafts be made visible? What opportunities can our current brick stock pose and can derelict buildings be seen as a material bank? My proposal is a bricklaying ”folkhögskola” in Henriksbergshamnen, southwest of central Stockholm, parts laid brick by brick by the students themselves in collaboration with local carpenters. The college campus juts out on the shoreline, complementing existing buildings and revives the site as a handicrafts center in the region. A brick college will teach future masons to work with reclaimed bricks and educate visitors on the possibilites of the brick and its working hands. Further up from the waterfront, a brick recuperation operation collect, clean and carefully inspect donated bricks that have been discarded as construction waste.

Background: Postsecondary education institutions, where hundreds of millions of people work and study globally, are a key setting for retail food environment interventions. Objective: We aimed to synthesize the evidence for the effectiveness of retail food environment interventions in improving the healthiness of dietary behavior of students and staff in postsecondary education settings. Methods: Academic databases were searched for randomized controlled trials (RCTs) and quasi-experimental studies published until August 2023. Studies were eligible if they assessed the impact of a retail food environment intervention on healthiness of dietary behavior (purchases or consumption) in students or staff in postsecondary education settings and targeted one of the following food environment elements: placement, price, product, or promotion. Business-related outcomes (total sales, profit, or revenue) were included as secondary outcomes. Findings were synthesized in narrative form, organized by retail food environment element. Where comparable dietary outcome data were available from ≥10 interventions, findings were pooled using random effects meta-analysis. Results: Of 10,126 studies initially identified, 55 (76% quasi-experimental) were included, describing 71 separate interventions (n = 49 single-element and n = 22 multi-element). Two-thirds (n = 47, 66%) of interventions (n = 32 single-element and n = 15 multi-element) demonstrated significant improvements in dietary behavior. Single-element interventions targeting placement (n = 1) and price (n = 3) improved dietary behavior. Most (n = 9/10, 90%) interventions targeting product availability or convenience (product element) improved dietary behavior, while n = 19/35 (54%) targeting promotion did. Pooled findings from 12 interventions reporting changes in energy content demonstrated a significant decrease in purchased or consumed energy (-7.9%; 95% confidence interval: -10.3%, -5.6%). Almost all interventions (n = 11/12, REGISTRY: PROSPERO (International Prospective Register of Systematic Reviews, URL: https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=295836; registration number CRD42022295836).

The present study aims to analyze the Social and Environmental Responsibility actions in a higher education institution (HEI), through a case study in a University Center located in the Municipality of Guarulhos, State of São Paulo. In this way, we used the ISE B3 Version 2020 Assessment Model applied to the HEI of interest through a form built and made available on an electronic address. With the objective of evaluating the environmental perception of the IES respondents, a descriptive study of the information collected was contemplated , which includes setting up the database and tables with absolute numbers. As a result, we highlight the possibilities of new contributions on university socio-environmental responsibility. It was observed that the analyzed HEI obtained a score of 75.15 out of a total of 100 possible points in relation to the applied index. As it is a private HEI and serves only one of the axes worked by ISE B3 (2022), it is possible to infer that, currently, the HEI studied presents good results in socio-environmental issues. After this reflection,the HEI's socio-environmental responsibility shows not only concepts, but strategies and its engagement with all stakeholders, highlighting the HEI's values ​​and practices, appropriate to the reality and respected parameters, as is the ISE B3. It is noteworthy that the other indicator that is already being strategically developed is the human capital of the institution and its surroundings through the adoption of Human and Organizational Development indicators. It was noted that this analysis was based on a case study, however it also applies to any HEI that has a look at socio-environmental issues.In addition, making use of the ISE B3 gradually, as a reference of which possibilities or scores institutions can adopt and implement, will depend on the policies and strategies of each institution. The results, which can be achieved, contribute to understanding as well as the potential of institutions, in ord, O presente estudo analisou as ações de Responsabilidade Socioambiental em uma Instituição de ensino superior (IES), no Município de Guarulhos, Estado de São Paulo. Para tanto, utilizamos o Modelo de Avaliação ISE B3 Versão 2020 aplicada a IES de interesse por meio de formulário construído e disponibilizado em endereço eletrônico. Com objetivo de avaliar a percepção ambiental dos respondentes do IES foi realizado estudo descritivo das informações coletadas, que contempla montagem do banco de dados e tabelas com números absolutos. Como resultado, destacamos as possibilidades de novas contribuições sobre responsabilidade socioambiental. Observou-se que a IES analisada obteve um escore de 75,15 de um total de 100 pontos possíveis com relação ao índice aplicado. Por se tratar de uma IES de capital fechado e de atender apenas um dos eixos trabalhados pela ISE B3 (2022), é possível inferir que, atualmente, a IES apresenta bons resultados nas questões socioambientais. Partindo dessas reflexões, a responsabilidade socioambiental da IES evidencia não apenas conceitos, mas sim estratégias e o seu engajamento para com todos os stakeholders, ressaltando os valores e práticas da IES, adequados à realidade e parâmetros respeitados, como é a ISE B3. Destaca-se que outro indicador que já está em processo de desenvolvimento de forma estratégica é o capital humano, da instituição e ao entorno por meio de adoção de indicadores de Desenvolvimento Humano e Organizacional. Fazer uso do ISE B3 de forma gradativa, dependerá das políticas e estratégias de cada instituição. Os resultados, que poderão ser alcançados, colaboram para compreensão bem como o potencial das instituições, a fim de contribuir de forma estratégica para o desenvolvimento socioambiental.

The present study aims to analyze the Social and Environmental Responsibility actions in a higher education institution (HEI), through a case study in a University Center located in the Municipality of Guarulhos, State of São Paulo. In this way, we used the ISE B3 Version 2020 Assessment Model applied to the HEI of interest through a form built and made available on an electronic address. With the objective of evaluating the environmental perception of the IES respondents, a descriptive study of the information collected was contemplated , which includes setting up the database and tables with absolute numbers. As a result, we highlight the possibilities of new contributions on university socio-environmental responsibility. It was observed that the analyzed HEI obtained a score of 75.15 out of a total of 100 possible points in relation to the applied index. As it is a private HEI and serves only one of the axes worked by ISE B3 (2022), it is possible to infer that, currently, the HEI studied presents good results in socio-environmental issues. After this reflection,the HEI's socio-environmental responsibility shows not only concepts, but strategies and its engagement with all stakeholders, highlighting the HEI's values ​​and practices, appropriate to the reality and respected parameters, as is the ISE B3. It is noteworthy that the other indicator that is already being strategically developed is the human capital of the institution and its surroundings through the adoption of Human and Organizational Development indicators. It was noted that this analysis was based on a case study, however it also applies to any HEI that has a look at socio-environmental issues.In addition, making use of the ISE B3 gradually, as a reference of which possibilities or scores institutions can adopt and implement, will depend on the policies and strategies of each institution. The results, which can be achieved, contribute to understanding as well as the potential of institutions, in ord, O presente estudo analisou as ações de Responsabilidade Socioambiental em uma Instituição de ensino superior (IES), no Município de Guarulhos, Estado de São Paulo. Para tanto, utilizamos o Modelo de Avaliação ISE B3 Versão 2020 aplicada a IES de interesse por meio de formulário construído e disponibilizado em endereço eletrônico. Com objetivo de avaliar a percepção ambiental dos respondentes do IES foi realizado estudo descritivo das informações coletadas, que contempla montagem do banco de dados e tabelas com números absolutos. Como resultado, destacamos as possibilidades de novas contribuições sobre responsabilidade socioambiental. Observou-se que a IES analisada obteve um escore de 75,15 de um total de 100 pontos possíveis com relação ao índice aplicado. Por se tratar de uma IES de capital fechado e de atender apenas um dos eixos trabalhados pela ISE B3 (2022), é possível inferir que, atualmente, a IES apresenta bons resultados nas questões socioambientais. Partindo dessas reflexões, a responsabilidade socioambiental da IES evidencia não apenas conceitos, mas sim estratégias e o seu engajamento para com todos os stakeholders, ressaltando os valores e práticas da IES, adequados à realidade e parâmetros respeitados, como é a ISE B3. Destaca-se que outro indicador que já está em processo de desenvolvimento de forma estratégica é o capital humano, da instituição e ao entorno por meio de adoção de indicadores de Desenvolvimento Humano e Organizacional. Fazer uso do ISE B3 de forma gradativa, dependerá das políticas e estratégias de cada instituição. Os resultados, que poderão ser alcançados, colaboram para compreensão bem como o potencial das instituições, a fim de contribuir de forma estratégica para o desenvolvimento socioambiental.

Examined in this investigation were the percentages of Hispanic boys who were college ready or not college ready as a function of the district’s rural setting for three consecutive school years (i.e., 2016-2017, 2017-2018, and 2018-2019). Descriptive statistics were calculated for all three rural school district types combined and then separately for the three rural school districts (i.e., Rural Remote, Rural Distant, and Rural Fringe). With respect to this investigation, 41% of Hispanic boys met a College, Career, and Military Readiness indicator in mathematics. All three rural school district types had positive trends or negligent changes over the three consecutive school years for Hispanic boys who met a College, Career, and Military Readiness indicator in mathematics. More than a third, 34.36%, of Hispanic boys from rural distant school districts met a college readiness indicator in mathematics. Similar percentages were present for Hispanic boys in rural remote school districts, 35.74%, and for Hispanic boys in rural fringe school districts, 36.01%. However, approximately two-thirds of Hispanic boys did not meet a college readiness indicator in mathematics in any of the three rural district type settings over three consecutive years. As such, educational leaders are encouraged to expand their efforts in this area, along with evaluating the efficacy of their current strategies.

Examined in this investigation were the percentages of Hispanic boys who were college ready or not college ready as a function of the district’s rural setting for three consecutive school years (i.e., 2016-2017, 2017-2018, and 2018-2019). Descriptive statistics were calculated for all three rural school district types combined and then separately for the three rural school districts (i.e., Rural Remote, Rural Distant, and Rural Fringe). With respect to this investigation, 41% of Hispanic boys met a College, Career, and Military Readiness indicator in mathematics. All three rural school district types had positive trends or negligent changes over the three consecutive school years for Hispanic boys who met a College, Career, and Military Readiness indicator in mathematics. More than a third, 34.36%, of Hispanic boys from rural distant school districts met a college readiness indicator in mathematics. Similar percentages were present for Hispanic boys in rural remote school districts, 35.74%, and for Hispanic boys in rural fringe school districts, 36.01%. However, approximately two-thirds of Hispanic boys did not meet a college readiness indicator in mathematics in any of the three rural district type settings over three consecutive years. As such, educational leaders are encouraged to expand their efforts in this area, along with evaluating the efficacy of their current strategies.

The Challenges of Minoritized Contingent Faculty in Higher Education offers a probing and unvarnished look at the employment challenges of these faculty members in four-year institutions. With dramatic shifts in the faculty workforce and nearly three-quarters of instructional positions in United States institutions now off the tenure track, contingent faculty have become the essential, frontline workers of higher education. Remarkably little research attention has focused on the experiences of minoritized contingent faculty in this new academic underclass. Based on in-depth interviews coupled with extensive research, the book highlights the double marginalization that can occur due to secondary employment status in the academic hierarchy, and the exclusion resulting from the intersectionality of nondominant social identities including race and ethnicity, gender, sexual orientation, gender identity, and disability. As the first-person narratives reveal, these faculty often struggle for acceptance, recognition, and rewards in the day-to-day academic environment, and they can face devaluation of their contributions. As a pragmatic and concrete resource, this book offers proactive workforce strategies and key structural and policy recommendations that will assist academic and administrative leaders, including presidents, provosts, department chairs, and chief diversity officers, in building more inclusive working conditions for contingent faculty., https://docs.lib.purdue.edu/navigatingcareershighered/1002/thumbnail.jpg

The main objective was to determine the incidence of synchronous and asynchronous tools on teaching performance in times of the COVID 19 pandemic. The quantitative research of a basic substantive type, of a non-experimental, correlational, multivariable design, had the participation of 27 teachers, whom They were evaluated using three instruments built on the basis of the three variables, dimensions, and corresponding indicators. There is a significant incidence of synchronous and asynchronous tools in teaching performance in times of the COVID 19 pandemic of the Faculty of Pedagogy and Physical Culture of the UNE-EGyV, 2021. (F = 7,819 and p-value (sig.) equal to zero, is less than a  = 0.05 (5%), also according to the correlation of Pearson's r = 0.628 (X1*Y) high positive and Pearson's r = 0.613 (X2*Y) high positive)., El objetivo principal fue Determinar la incidencia de las herramientas sincrónicas y asincrónicas en el desempeño docente en tiempo de pandemia COVID 19. La investigación cuantitativa de tipo básica sustantiva, de diseño no experimental, correlacional, multivariable contó con la participación de 27 docentes, a quienes se les evaluó mediante tres instrumentos construidos en base a las tres variables, dimensiones e indicadores correspondientes. Existe incidencia significativa de las herramientas sincrónicas y asincrónicas en el desempeño docente en tiempo de pandemia COVID 19 de la Facultad de Pedagogía y Cultura Física de la UNE-EGyV, 2021. (F = 7,819 y p-value (sig.) igual a cero, es menor de a  = 0,05 (5%), asimismo según la correlación de r de Pearson = 0,628 (X1*Y) positiva alta y r de Pearson = 0,613 (X2*Y) positiva alta).

The main objective was to determine the incidence of synchronous and asynchronous tools on teaching performance in times of the COVID 19 pandemic. The quantitative research of a basic substantive type, of a non-experimental, correlational, multivariable design, had the participation of 27 teachers, whom They were evaluated using three instruments built on the basis of the three variables, dimensions, and corresponding indicators. There is a significant incidence of synchronous and asynchronous tools in teaching performance in times of the COVID 19 pandemic of the Faculty of Pedagogy and Physical Culture of the UNE-EGyV, 2021. (F = 7,819 and p-value (sig.) equal to zero, is less than a  = 0.05 (5%), also according to the correlation of Pearson's r = 0.628 (X1*Y) high positive and Pearson's r = 0.613 (X2*Y) high positive)., El objetivo principal fue Determinar la incidencia de las herramientas sincrónicas y asincrónicas en el desempeño docente en tiempo de pandemia COVID 19. La investigación cuantitativa de tipo básica sustantiva, de diseño no experimental, correlacional, multivariable contó con la participación de 27 docentes, a quienes se les evaluó mediante tres instrumentos construidos en base a las tres variables, dimensiones e indicadores correspondientes. Existe incidencia significativa de las herramientas sincrónicas y asincrónicas en el desempeño docente en tiempo de pandemia COVID 19 de la Facultad de Pedagogía y Cultura Física de la UNE-EGyV, 2021. (F = 7,819 y p-value (sig.) igual a cero, es menor de a  = 0,05 (5%), asimismo según la correlación de r de Pearson = 0,628 (X1*Y) positiva alta y r de Pearson = 0,613 (X2*Y) positiva alta).

The main objective was to determine the incidence of synchronous and asynchronous tools on teaching performance in times of the COVID 19 pandemic. The quantitative research of a basic substantive type, of a non-experimental, correlational, multivariable design, had the participation of 27 teachers, whom They were evaluated using three instruments built on the basis of the three variables, dimensions, and corresponding indicators. There is a significant incidence of synchronous and asynchronous tools in teaching performance in times of the COVID 19 pandemic of the Faculty of Pedagogy and Physical Culture of the UNE-EGyV, 2021. (F = 7,819 and p-value (sig.) equal to zero, is less than a  = 0.05 (5%), also according to the correlation of Pearson's r = 0.628 (X1*Y) high positive and Pearson's r = 0.613 (X2*Y) high positive)., El objetivo principal fue Determinar la incidencia de las herramientas sincrónicas y asincrónicas en el desempeño docente en tiempo de pandemia COVID 19. La investigación cuantitativa de tipo básica sustantiva, de diseño no experimental, correlacional, multivariable contó con la participación de 27 docentes, a quienes se les evaluó mediante tres instrumentos construidos en base a las tres variables, dimensiones e indicadores correspondientes. Existe incidencia significativa de las herramientas sincrónicas y asincrónicas en el desempeño docente en tiempo de pandemia COVID 19 de la Facultad de Pedagogía y Cultura Física de la UNE-EGyV, 2021. (F = 7,819 y p-value (sig.) igual a cero, es menor de a  = 0,05 (5%), asimismo según la correlación de r de Pearson = 0,628 (X1*Y) positiva alta y r de Pearson = 0,613 (X2*Y) positiva alta).

Denna strukturerade litteraturstudie undersöker vilka verktyg och tekniker relaterade tillartificiell intelligens (AI) som kan understödja lärare genom att överta repetitiva ochtidskrävande administrativa uppgifter som ligger utanför den direkta interaktionen mellanlärare och student. Genom att granska tillgänglig forskning inom detta område kartläggervi dessa. Denna kartläggning följs sedan av en diskussion om resultatet och potentialen iden senaste tekniken samt en fingervisning om var ytterligare forskning kan ta vid. För att kartlägga befintlig forskning i ämnet har denna litteraturstudie genomförts medutgångspunkt i en generell kurs uppdelad i tre faser: före, under och efter. På grund avden potentiella omfattningen av detta område undersökte vi ett fall per fas, respektivekursdesign, rättning och kursutvärdering. Litteraturstudien är begränsad till högre utbild-ningsinstitutioner såsom universitet och högskolor. Våra resultat visar att majoriteten av de AI-verktyg och -tekniker som används inomdessa tre områden är baserade på naturlig språkbearbetning (NLP) och neurala nätverk.Vi fann att det finns en större mängd forskning inom rättning jämfört med kursdesign ochkursutvärdering, och att forskningen inom alla dessa områden ökar över tiden. Vi noterardock en brist på forskning som undersöker den praktiska användningen av dessa verktygoch tekniker av lärare., This structured literature study examines which tools and technologies related to artificialintelligence (AI) that can support teachers by replacing repetitive and time-consumingadministrative tasks that are outside of the direct interaction between teacher and student. By reviewing available research in this field, we map these findings. This is then followedby a discussion of the results and potential of the latest technology, as well as an indicationof where further research can take place.To map existing research on the subject, this literature study has been conducted basedon a general course divided into three phases: before, during, and after. Due to the po-tential size of this area, we investigated only one case per each phase, respektively coursedesign, grading and course evaluation. The literature study is limited to higher educationinstitutions such as universities and colleges. Our results shows that the majority of AI techniques and tools used in these three areasare based on natural language processing (NLP) and neural networks. We found that thereis a greater amount of research focused on grading compared to course design and courseevaluation, and that research in all these areas is increasing over time. However, we note alack of research investigating the practical usage of these tools and techniques by teachers.

Background: Alcohol-related sexual consequences are common in college students. A newly developed 41-item Alcohol-Related Sexual Consequences Scale has recently been evaluated in at-risk young adults in the U.S. The current study aims to validate the Scale in Swedish college students. Methods: The occurrence of alcohol-related sexual consequences was assessed by birth gender, relationship status, gender identity/sexual orientation, and age. Negative binomial regression was used to assess convergent and divergent validity. Results: On average, 5.4 (SD 5.1) alcohol-related sexual consequences were experienced past three months. Greater scores were reported in singles, LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning), and younger students. All sex-related covariates showed robust associations with alcohol-related sexual consequences while most alcohol-related covariates were not associated (e.g., convergent validity). All alcohol-related covariates showed robust associations with alcohol consequences while most sex-related covariates were not associated (e.g., divergent validity). In the full model predicting alcohol-related sexual consequences, being a woman, single, and younger were identified as independent predictors. Conclusions: This newly developed scale assessing alcohol-related sexual consequences could be used in both epidemiological studies and intervention studies targeting at-risk students.

We conducted a prospective, randomized two-arm, parallel group, and open label trial to investigate whether the use of LINE would increase HPV vaccine intention among not completely vaccinated university students. In June 2020, we recruited students aged between 18 and 35 years from four universities in Japan. Among the 357 enrollees (female, 53%), 178 and 179 participants were randomized into the LINE and Mail groups, respectively. At baseline, within three years, vaccine intention was observed in 40% vs. 42% of participants, respectively. At the first intervention, which provided similar PDF leaflets about HPV vaccine and cervical cancer prevention, there was no significant difference in vaccine intention between the two groups. However, at the second intervention of LINE-assisted knowledge intervention for 5 days per week for 7 weeks, the LINE group had a higher proportion of vaccine intention than the no intervention group (66% vs. 44%, OR: 2.62, 95% confidence interval (CI): 1.59-4.35) in per-protocol analysis. The significance remained in the intention-to-treat analysis of multiply imputed datasets. Although LINE did not directly increase HPV vaccine intention compared to conventional posts, the LINE-assisted provision of information was effective in improving HPV vaccine intention among Japanese university and college students.

Background: Alcohol-related sexual consequences are common in college students. A newly developed 41-item Alcohol-Related Sexual Consequences Scale has recently been evaluated in at-risk young adults in the U.S. The current study aims to validate the Scale in Swedish college students. Methods: The occurrence of alcohol-related sexual consequences was assessed by birth gender, relationship status, gender identity/sexual orientation, and age. Negative binomial regression was used to assess convergent and divergent validity. Results: On average, 5.4 (SD 5.1) alcohol-related sexual consequences were experienced past three months. Greater scores were reported in singles, LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning), and younger students. All sex-related covariates showed robust associations with alcohol-related sexual consequences while most alcohol-related covariates were not associated (e.g., convergent validity). All alcohol-related covariates showed robust associations with alcohol consequences while most sex-related covariates were not associated (e.g., divergent validity). In the full model predicting alcohol-related sexual consequences, being a woman, single, and younger were identified as independent predictors. Conclusions: This newly developed scale assessing alcohol-related sexual consequences could be used in both epidemiological studies and intervention studies targeting at-risk students.

Denna strukturerade litteraturstudie undersöker vilka verktyg och tekniker relaterade tillartificiell intelligens (AI) som kan understödja lärare genom att överta repetitiva ochtidskrävande administrativa uppgifter som ligger utanför den direkta interaktionen mellanlärare och student. Genom att granska tillgänglig forskning inom detta område kartläggervi dessa. Denna kartläggning följs sedan av en diskussion om resultatet och potentialen iden senaste tekniken samt en fingervisning om var ytterligare forskning kan ta vid. För att kartlägga befintlig forskning i ämnet har denna litteraturstudie genomförts medutgångspunkt i en generell kurs uppdelad i tre faser: före, under och efter. På grund avden potentiella omfattningen av detta område undersökte vi ett fall per fas, respektivekursdesign, rättning och kursutvärdering. Litteraturstudien är begränsad till högre utbild-ningsinstitutioner såsom universitet och högskolor. Våra resultat visar att majoriteten av de AI-verktyg och -tekniker som används inomdessa tre områden är baserade på naturlig språkbearbetning (NLP) och neurala nätverk.Vi fann att det finns en större mängd forskning inom rättning jämfört med kursdesign ochkursutvärdering, och att forskningen inom alla dessa områden ökar över tiden. Vi noterardock en brist på forskning som undersöker den praktiska användningen av dessa verktygoch tekniker av lärare., This structured literature study examines which tools and technologies related to artificialintelligence (AI) that can support teachers by replacing repetitive and time-consumingadministrative tasks that are outside of the direct interaction between teacher and student. By reviewing available research in this field, we map these findings. This is then followedby a discussion of the results and potential of the latest technology, as well as an indicationof where further research can take place.To map existing research on the subject, this literature study has been conducted basedon a general course divided into three phases: before, during, and after. Due to the po-tential size of this area, we investigated only one case per each phase, respektively coursedesign, grading and course evaluation. The literature study is limited to higher educationinstitutions such as universities and colleges. Our results shows that the majority of AI techniques and tools used in these three areasare based on natural language processing (NLP) and neural networks. We found that thereis a greater amount of research focused on grading compared to course design and courseevaluation, and that research in all these areas is increasing over time. However, we note alack of research investigating the practical usage of these tools and techniques by teachers.

There are numerous widely recognized advantages to pursuing post-secondary education. Yet colleges offer students different resources and educational experiences, which may introduce inequality in the returns to college enrollment. This dissertation uses nationally representative data from the Educational Longitudinal Study (ELS:2002) and the 1997 cohort of the National Longitudinal Survey of Youth (NLSY97) to examine the effects of initial post-secondary enrollment decisions on three early adult outcomes: bachelor’s degree completion, economic disadvantage, and marriage. In Chapter 2, I use the ELS to ask how enrolling in broad-access four-year colleges, which have minimally or non-selective admissions policies, affects students' likelihood of degree completion relative to community college or more selective options. I find that attending a broad-access four-year college instead of a community college or a more selective college alters a student's chances of completing their degree in the expected direction and that mid-SES, Black, and Hispanic students face particularly large degree completion losses from attending a broad-access four-year college rather than a more selective four-year college. Chapter 3 uses NLSY97 data to investigate whether enrollment in a broad-access college offers more protection against economic disadvantage relative to community college or non-college options, or less protection relative to more-selective college enrollment. I find that, conditional on college enrollment, institutional variation has modest effects on poverty and low-wage work via differential bachelor’s degree completion. In contrast, I find more substantial effects relative to no college, demonstrating the importance of any college entry in preventing economic hardship and the pivotal role of bachelor's degree completion. In Chapter 4, I examine the relationship between an individual’s initial college enrollment, their overall likelihood of marriage, and the education of

As high school and undergraduate students navigate the complex landscape of college and career choices, they often encounter overwhelming amounts of digital information, leading to difficulty in making informed decisions. Deciding on a college and applying can be a daunting multi-step process, that has proven to incite stress and anxiety in high school students. Moreover, obtaining a degree does not guarantee job search preparation and can result in many students working in careers irrelevant to their field of study. To address these problems, this thesis project developed Pathways, an interactive college and career exploration website designed to engage and assist students in their search process. The website provides a space-themed, interactive interface to help users discover potential majors and explore different career paths that align with their interests and goals.The project team incorporated feedback from stakeholders in the education field and usability testing to develop Pathways. The website was built using modern web development technologies, including React and P5.js. The project also involved creating and curating a college and career information database and developing a categorization system to match majors with relevant jobs.The project results indicate that Pathways can potentially improve high school and undergraduate students' college and career exploration experience. Initial user testing showed that users found the website engaging, informative, and helpful in their search process. Ongoing evaluation and refinement of the website will be necessary to ensure its continued effectiveness and usability.

Significant human gut microbiome changes during adolescence suggest that microbial community evolution occurs throughout important developmental periods including the transition to college, a typical life phase of weight gain. In this observational longitudinal study of 139 college freshmen living in on-campus dormitories, we tracked changes in the gut microbiome via 16S amplicon sequencing and body weight across a single academic year. Participants were grouped by weight change categories of gain (WG), loss (WL), and maintenance (WM). Upon assessment of the community structure, unweighted and weighted UniFrac metrics revealed significant shifts with substantial variation explained by individual effects within weight change categories. Genera that positively contributed to these associations with weight change included Bacteroides, Blautia, and Bifidobacterium in WG participants and Prevotella and Faecalibacterium in WL and WM participants. Moreover, the Prevotella/Bacteroides ratio was significantly different by weight change category, with WL participants displaying an increased ratio. Importantly, these genera did not display co-dominance nor ease of transition between Prevotella- and Bacteroides-dominated states. We further assessed the overall taxonomic variation, noting the increased stability of the WL compared to the WG microbiome. Finally, we found 30 latent community structures within the microbiome with significant associations with waist circumference, sleep, and dietary factors, with alcohol consumption chief among them. Our findings highlight the high level of individual variation and the importance of initial gut microbiome community structure in college students during a period of major lifestyle changes. Further work is needed to confirm these findings and explore mechanistic relationships between gut microbes and weight change in free-living individuals.

Food insecurity (FI) is associated with many adverse outcomes in college students. The Supplemental Nutrition Assistance Program (SNAP, known as CalFresh in California) has been observed to alleviate FI; however, on college campuses, the benefits of food assistance programs are not well understood. This study investigated whether college students benefit from CalFresh participation. It was hypothesized that students would experience increased FI over time and that CalFresh participation would moderate the effect of FI on grade point average (GPA). A comprehensive FI and CalFresh questionnaires were distributed during the 2020-2021 academic year to 849 students. The chi-square test of independence assessed differences between FI and student factors. A Friedman test assessed differences in FI during the three quarters. Moderation analysis assessed whether CalFresh participation moderated FI's effect on GPA. Differences were observed among food security scores in Winter 2021 (median = 1.69) and Fall 2020 (median = 2.14; p = 0.013) and Spring 2020 (median = 2.17; p = 0.009). In the moderation model, the interaction of FI score and CalFresh participation was positively correlated with GPA (B = 0.11; p = 0.002). These results indicate that SNAP/CalFresh participation was particularly beneficial for mitigating the negative effects of FI on GPA. Given these benefits, encouraging SNAP/CalFresh enrollment should be a priority for university administrators.

Food insecurity is a global phenomenon which impacts a variety of social, economic, and life-stage groups. One such group affected by food insecurity is college students, who tend to experience food insecurity at a prevalence which exceeds the average of their local communities. The impacts of food insecurity in this population are multifaceted and have implications for their college experience and beyond. Food insecurity has been observed to have negative effects on college student academic performance, physical health, and mental health. This review explores the impacts of and solutions for food insecurity in this population globally, with particular emphasis on the United States, and specifically California.

While research exists surrounding trumpet pedagogy and utilizing duets in piano and string lessons, no studies currently focus on teachers’ perceptions of employing duets in private college trumpet lessons. Teacher perception is important because of the significant amount of trumpet duet literature available for teachers to implement as part of their curriculum to improve the dexterity and musicianship of their students. Ensemble skills, articulation, phrasing, style, transposition, and the introduction of piccolo trumpet and trumpets in other keys are important skills at all levels of trumpet performance. Trumpet teachers may utilize duets as a facet of their curriculum to teach performance skills. This experiential qualitative survey study seeks to determine teacher perceptions of the effectiveness of duets in private trumpet lessons and perceptions of duets as an enjoyable component of the college trumpet lesson curriculum. The researcher sought data from teacher participants representing the nineteen South Carolina colleges and universities offering trumpet lessons as part of their curriculum. The research findings can also be applicable to teachers of other wind instruments interested in integrating duets into their private teaching. The study also includes an examination of current trumpet duet literature for students of various levels and may benefit collegiate trumpet teachers searching for additional repertoire or pedagogical material for their students.

Las investigaciones que estudian la homofobia en el sistema educativo son cada año más numerosas, en parte por el reconocimiento legal que las personas Lesbianas, Gays, Bisexuales y Transexuales han ido adquiriendo en los últimos tiempos, fruto de años de luchas y reivindicaciones. En este ar culo se presenta un meta-análisis de las diferentes investigaciones que han analizado la homofobia en las aulas universitarias. Para su elaboración, se llevó a cabo una revisión de las investigaciones realizadas a este respecto, a nivel nacional e internacional, mediante una búsqueda bibliográfica en bases de datos. Dada la escasez de investigaciones publicadas en torno al tema, se consideró pertinente usar únicamente como indicador la palabra “homophobia”, estableciendo como requisito que el mencionado indicador estuviera en el título o el resumen del artículo. Igualmente fueron analizadas las referencias bibliográficas citadas en cada uno de los artículos encontrados. Los resultados permiten establecer una panorámica sobre los aspectos más estudiados en relación a la homofobia en las aulas universitarias. Se discute finalmente, en función de los datos encontrados, la permanencia de trabajar la diversidad afectivo-sexual y la prevención de la homofobia desde los centros universitarios, las diferentes maneras de hacerlo y la importancia que tiene el profesorado universitario en este aspecto relacionado con el sexismo, la atención a la diversidad, la equidad y la inclusión educativa., The research exploring homophobia in educa on are becoming more numerous year, partly for legal recogni on that the Lesbian, Gay, Bisexual and Transgender have gained in recent mes , the result of years of struggles and demands. This ar cle presents a meta- analysis of di erent studies that have analyzed homophobia in university classrooms is presented. Its prepara on was carried out a review of research carried out in this respect at na onal and interna onal level through a literature search in databases. Given the paucity of published research on the topic , it was considered appropriate to use only as an indicator the word “homophobia“, establishing a requirement that the indicator was men oned in the tle or abstract of the ar cle. They also analyzed the references cited in each of the items found . The results indicate an overview of the most studied aspects concerning homophobia in university classrooms. The relevance of working with sexual diversity and preven on of homophobia from university centers , di erent ways of doing and the importance of university teachers in this aspect are nally discussed, based on the data found, the sexism, a en on to diversity, equity and inclusive educa on., Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

English language is considered the core of success in Pakistani education system. The most important task of English teachers at college level in Pakistan is to develop competence and better understanding of English language in students. However, curriculum overload is the biggest hurdle in enhancing language proficiency because it keeps teachers and students under pressure. J.B McDonald elucidates curriculum as a fount of quality teaching and better learning experience for students by identifying an apt syllabus and assessing their learning outcomes. This paper looks into the causes and consequences of curriculum overload on English teachers at college level in particular and on students in general. This study helps in understanding the issue through teachers and students’ point of view. Data were collected through questionnaires based on close and open-ended questions. These questionnaires were filled by the English teachers and students of public and private colleges of Faisalabad city. Macdonald's Model has been adapted to understand the role of curriculum in education. He takes curriculum as a social and cognitive system for proper planning and instruction in academia. This study recommends certain measures to overcome the overload of curriculum on teachers and students. It will open new vistas of research, as less work has been done in this regard, particularly at college level.

In the current context, the development of competencies in university students is essential, which allows them to face environmental problems, especially those associated with their field of academic action, critical thinking being essential, which implies conceptualizing, analyzing and making the right decisions. On the other hand, metacognition leads students to be aware of their potential, having the ability to self-regulate their learning. The article aims to determine the relationship between critical thinking and metacognition in times of pandemic in university students of the first cycle of the Faculty of Medicine of a private university in Lima-Peru, with the participation of a selected group of 135 students. Basic research was applied, with a descriptive-explanatory level and correlational design. The results show that there is a significant relationship between critical thinking and metacognition with an r=, 729, which means a medium positive correlation; Therefore, the university must train teachers in the management of different strategies in order to develop critical thinking and metacognition in students. It is concluded on the importance of critical thinking to promote a quality, reflective and transformative education, which links university theoretical knowledge with the daily activities of individuals., En el contexto actual, resulta imprescindible el desarrollo de competencias en los estudiantes universitarios, que les permita afrontar problemas del entorno, en especial aquellos asociados a su campo de acción académica, siendo indispensable el pensamiento crítico, que implica conceptualizar, analizar y tomar decisiones acertadas. Por otra parte, la metacognición conduce a los educandos a ser conscientes de sus potencialidades, teniendo capacidad de autorregular su aprendizaje. El artículo tiene como objetivo determinar la relación del pensamiento crítico y metacognición en tiempos de pandemia en estudiantes universitarios del primer ciclo de la Facultad de Medicina de una universidad privada de Lima-Perú, participando un grupo seleccionado de 135 estudiantes. Se aplicó la investigación básica, con nivel descriptivo-explicativo y diseño correlacional. Los resultados evidencian que existe una relación significativa entre el pensamiento crítico y la metacognición con un r=, 729, que significa correlación positiva media; por lo que la universidad debe capacitar a los docentes en el manejo de diferentes estrategias a fin de desarrollar en los estudiantes el pensamiento crítico y la metacognición. Se concluye en la importancia del pensamiento crítico para promover una educación de calidad, reflexiva y transformadora, que vincula el conocimiento teórico universitario con las actividades cotidianas de los individuos.

The purpose of the university is to train the individual from a humanistic, scientific and technological perspective, considering the realities and needs of society. For this, it is necessary to encourage research throughout the training process of university students, who at the end of their studies must present a thesis to obtain the academic title; However, when preparing the thesis, perception and attitude play a very important role, therefore, the objective of the research was to determine the relationship between perception and attitude towards the preparation of thesis by 112 undergraduate students of the language specialty of a Peruvian public university, who responded to two surveys on perception and attitude in the preparation of theses. The investigative work focused on a quantitative approach, of a non-experimental, correlational design. The results showed that the statistical test of the Chi square was significant, concluding that there is a relationship between attitude and perception to produce theses at the undergraduate level., O propósito da universidade é formar o indivíduo numa perspectiva humanística, científica e tecnológica, considerando as realidades e necessidades da sociedade. Para isso, é preciso estimular a pesquisa ao longo do processo de formação dos universitários, que ao final dos estudos devem apresentar uma tese para obtenção do título acadêmico; No entanto, ao preparar a tese, a percepção e a atitude desempenham um papel muito importante, portanto, o objetivo da pesquisa foi determinar a relação entre a percepção e a atitude em relação à preparação da tese por 112 alunos de graduação da especialidade de linguagem de uma universidade pública peruana , que responderam a duas pesquisas sobre percepção e atitude na elaboração de teses. O trabalho investigativo incidiu numa abordagem quantitativa, de desenho não experimental e correlacional. Os resultados mostraram que o teste estatístico do qui-quadrado foi significativo, concluindo que existe relação entre atitude e percepção para a produção de teses em nível de graduação., La universidad tiene como finalidad formar al individuo desde una perspectiva humanística, científica y tecnológica considerando las realidades y necesidades propias de la sociedad. Para ello, es necesario incentivar la investigación en todo el proceso formativo de los universitarios, que al concluir los estudios deben presentar una tesis para la obtención del título académico; sin embargo, al momento de elaborar la tesis la percepción y la actitud juegan un rol muy importante, por ello, el objetivo de la investigación fue determinar la relación entre la percepción y la actitud hacia la elaboración de tesis por 112 estudiantes de pregrado de la especialidad de idiomas de una universidad pública peruana, quienes respondieron a dos encuestas sobre percepción y actitud en la elaboración de las tesis. El trabajo investigativo se centró en un enfoque cuantitativo, de diseño no experimental, correlacional. Los resultados demostraron que la prueba estadística del Chi cuadrado fue significativa, concluyendo que existe relación entre actitud y percepción para la producción de tesis a nivel de pregrado.

This dissertation examines the motives, experiences, and perspectives of journalism faculty members at colleges and universities who have invented, developed, and led innovative experiential learning collaborations in their programs. Through qualitative interviews and constructivist grounded theory, this study finds that journalism educators are launching specific types of collaborative projects in response to ongoing and emerging problems in journalism. This dissertation offers a typology of ideal-type j-school collaborations, and a new conceptualization of collaboration as a strategy for democratic stewarding in journalism education.

In the current context, the development of competencies in university students is essential, which allows them to face environmental problems, especially those associated with their field of academic action, critical thinking being essential, which implies conceptualizing, analyzing and making the right decisions. On the other hand, metacognition leads students to be aware of their potential, having the ability to self-regulate their learning. The article aims to determine the relationship between critical thinking and metacognition in times of pandemic in university students of the first cycle of the Faculty of Medicine of a private university in Lima-Peru, with the participation of a selected group of 135 students. Basic research was applied, with a descriptive-explanatory level and correlational design. The results show that there is a significant relationship between critical thinking and metacognition with an r=, 729, which means a medium positive correlation; Therefore, the university must train teachers in the management of different strategies in order to develop critical thinking and metacognition in students. It is concluded on the importance of critical thinking to promote a quality, reflective and transformative education, which links university theoretical knowledge with the daily activities of individuals., En el contexto actual, resulta imprescindible el desarrollo de competencias en los estudiantes universitarios, que les permita afrontar problemas del entorno, en especial aquellos asociados a su campo de acción académica, siendo indispensable el pensamiento crítico, que implica conceptualizar, analizar y tomar decisiones acertadas. Por otra parte, la metacognición conduce a los educandos a ser conscientes de sus potencialidades, teniendo capacidad de autorregular su aprendizaje. El artículo tiene como objetivo determinar la relación del pensamiento crítico y metacognición en tiempos de pandemia en estudiantes universitarios del primer ciclo de la Facultad de Medicina de una universidad privada de Lima-Perú, participando un grupo seleccionado de 135 estudiantes. Se aplicó la investigación básica, con nivel descriptivo-explicativo y diseño correlacional. Los resultados evidencian que existe una relación significativa entre el pensamiento crítico y la metacognición con un r=, 729, que significa correlación positiva media; por lo que la universidad debe capacitar a los docentes en el manejo de diferentes estrategias a fin de desarrollar en los estudiantes el pensamiento crítico y la metacognición. Se concluye en la importancia del pensamiento crítico para promover una educación de calidad, reflexiva y transformadora, que vincula el conocimiento teórico universitario con las actividades cotidianas de los individuos.

The purpose of this interpretive phenomenological study was to explore academic librarians’ lack of experiential learning in teaching college freshmen information literacy skills in four-year higher education institutions across the United States. The central research question was – “what challenges do academic librarians experience in teaching information literacy skills?” – Twelve academic librarians who were involved in teaching college freshmen information literacy skills were examined on the phenomenon. Three different data collection methods used were questionnaire, letter writing and interviews. The theory that guided this study was Kolb’s experiential learning. Kolb’s experiential learning theory emphasized the process of learning in which knowledge is created through the transformation of experience. Thematic and modified Van Kaam methods were used for data analyses which revealed five themes, and two outliers. In addition to the study findings, limitations, implications for stakeholders, and recommendations for future research were presented.

Desde hace aproximadamente una década se ha constatado un aumento en el número de estudiantes con discapacidad matriculado en las universidades españolas. Esto ha generado un interés por investigar variables como la autoeficacia y las motivaciones académicas de los estudiantes por sus estudios de cara a potenciar su éxito académico. Este estudio pretende detectar la existencia de perfiles de autoeficacia académica en función de la relevancia de cada dimensión de autoeficacia en un grupo de estudiantes universitarios con movilidad reducida. A su vez, pretende explorar si sus metas académicas difieren en base al perfil de autoeficacia académica obtenido. Participaron 82 estudiantes con movilidad reducida de dos universidades de la provincia de Alicante. La Escala de conductas académicas (EACA, 2016) y el Cuestionario de metas académicas (CMA, 1991), fueron administrados a una muestra de 92 estudiantes universitarios con movilidad reducida. El rango de edad fue 18 a 40 años (M = 22.56; DT = 4.89). El método quick cluster analysis identificó tres agrupaciones de autoeficacia académica: un perfil de alta autoeficacia académica, un perfil de baja autoeficacia y un tercer grupo alto en Atención y Excelencia y bajo en Comunicación. A su vez, los ANOVAS indicaron diferencias estadísticamente significativas en las metas académicas de los estudiantes en función de los perfiles de autoeficacia académica. Estos resultados revelan lo importante que es profundizar en la autoeficacia de los estudiantes con el fin de potenciar las metas motivacionales de aprendizaje entre estudiantes con movilidad reducida., For about a decade there has been an increase in the number of students with disabilities enrolled in Spanish universities. This has generated an interest in investigating variables such as self-efficacy and the academic motivations of students for their studies in order to enhance their academic success. This study attempts to identify the existence of possible academic self-efficacy profiles based on the relevance of each self-efficacy dimension in a group of university students with functional diversity. At the same time, try to explore if their academic goals differ based on the academic self-efficacy profile obtained. 92 students with functional diversity from two universities in the province of Alicante participated. The Academic Behavior Scale (EACA, 2016) and the Academic Goal Questionnaire (CMA, 1991) were administered to a sample of 82 university students with motor disability. The age range was from 18 to 40 years (M = 22.56; SD = 4.89). The quick cluster analysis method identified three groups of academic self-efficacy: a high academic self-efficacy profile, a low self-efficacy profile, and a third group with high concentrations in Attention and Excellence and low in Communication. In turn, the ANOVAs indicated statistically significant differences in the academic goals of the students based on the profiles of academic self-efficacy. These results reveal how important it is to deepen students' self-efficacy in order to enhance motivational learning goals among students with functional diversity.

Aims: Commencing university presents particular challenges for young adults with diabetes. This integrative literature review aimed to synthesise the research exploring the experiences and support needs of university students with diabetes. Methods: Medline, CINAHL, PsychInfo and EMBASE databases were searched for quantitative and qualitative studies, among undergraduate and postgraduate students with type 1 or type 2 diabetes conducted in the university setting. Two reviewers independently screened titles, abstracts and full-text articles. Data were analysed thematically and synthesised narratively utilising the ecological model as a framework for interpreting findings and making recommendations. Results: We identified 25 eligible papers (20 studies) utilising various methods: individual interview, focus group, survey, online forum. Four themes were identified: barriers to self-care (e.g. lack of structure and routine); living with diabetes as a student; identity, stigma and disclosure; and strategies for managing diabetes at university. Students in the early years at university, recently diagnosed or moved away from home, reported more self-care difficulties, yet few accessed university support services. Risky alcohol-related behaviours, perceived stigma and reluctance to disclose diabetes inhibited optimal diabetes management. Conclusion: Despite the heterogeneity of studies, consistent themes related to diabetes self-care difficulties and risky behaviours were reported by young adults with diabetes transitioning to university life. No effective interventions to support students with diabetes were identified in this setting. Multilevel approaches to support students to balance the competing demands of study and diabetes self-care are needed, particularly in the early years of university life.

Aims: Commencing university presents particular challenges for young adults with diabetes. This integrative literature review aimed to synthesise the research exploring the experiences and support needs of university students with diabetes. Methods: Medline, CINAHL, PsychInfo and EMBASE databases were searched for quantitative and qualitative studies, among undergraduate and postgraduate students with type 1 or type 2 diabetes conducted in the university setting. Two reviewers independently screened titles, abstracts and full-text articles. Data were analysed thematically and synthesised narratively utilising the ecological model as a framework for interpreting findings and making recommendations. Results: We identified 25 eligible papers (20 studies) utilising various methods: individual interview, focus group, survey, online forum. Four themes were identified: barriers to self-care (e.g. lack of structure and routine); living with diabetes as a student; identity, stigma and disclosure; and strategies for managing diabetes at university. Students in the early years at university, recently diagnosed or moved away from home, reported more self-care difficulties, yet few accessed university support services. Risky alcohol-related behaviours, perceived stigma and reluctance to disclose diabetes inhibited optimal diabetes management. Conclusion: Despite the heterogeneity of studies, consistent themes related to diabetes self-care difficulties and risky behaviours were reported by young adults with diabetes transitioning to university life. No effective interventions to support students with diabetes were identified in this setting. Multilevel approaches to support students to balance the competing demands of study and diabetes self-care are needed, particularly in the early years of university life.

BACKGROUND: Ethno-racial differences in psychosis risk are documented; however, there is less research on whether these differences extend to sub-threshold psychotic experiences, and whether there is significant variation within ethno-racial categories.METHODS: We analyzed data from the National Latino and Asian American Survey (NLAAS) and the National Survey of American Life (NSAL). Using multivariable logistic regression, we examined the association between race/ethnicity and lifetime psychotic experiences among Latino, Asian, and Black adults in the general population, adjusting for gender, age, nativity, education level, income level, employment status, and everyday discrimination.RESULTS: Puerto Ricans, Cubans, and other Hispanics had greater odds of lifetime psychotic experiences when compared with Mexicans, though differences diminished when adjusting for covariates. Filipino and other Asians had greater odds of lifetime psychotic experiences when compared with Chinese, though again, differences diminished when adjusting for covariates. Among Black Americans, there were no significant ethnic subgroup differences.CONCLUSION: Ethno-racial differences extend across the psychosis continuum. There are nuanced health profiles across and within ethno-racial categories. Differences may be attributable to differences in experiences living in the US, underscoring the need for community-specific interventions.

English language is considered the core of success in Pakistani education system. The most important task of English teachers at college level in Pakistan is to develop competence and better understanding of English language in students. However, curriculum overload is the biggest hurdle in enhancing language proficiency because it keeps teachers and students under pressure. J.B McDonald elucidates curriculum as a fount of quality teaching and better learning experience for students by identifying an apt syllabus and assessing their learning outcomes. This paper looks into the causes and consequences of curriculum overload on English teachers at college level in particular and on students in general. This study helps in understanding the issue through teachers and students’ point of view. Data were collected through questionnaires based on close and open-ended questions. These questionnaires were filled by the English teachers and students of public and private colleges of Faisalabad city. Macdonald's Model has been adapted to understand the role of curriculum in education. He takes curriculum as a social and cognitive system for proper planning and instruction in academia. This study recommends certain measures to overcome the overload of curriculum on teachers and students. It will open new vistas of research as less work has been done in this regard particularly at college level. &nbsp

English language is considered the core of success in Pakistani education system. The most important task of English teachers at college level in Pakistan is to develop competence and better understanding of English language in students. However, curriculum overload is the biggest hurdle in enhancing language proficiency because it keeps teachers and students under pressure. J.B McDonald elucidates curriculum as a fount of quality teaching and better learning experience for students by identifying an apt syllabus and assessing their learning outcomes. This paper looks into the causes and consequences of curriculum overload on English teachers at college level in particular and on students in general. This study helps in understanding the issue through teachers and students’ point of view. Data were collected through questionnaires based on close and open-ended questions. These questionnaires were filled by the English teachers and students of public and private colleges of Faisalabad city. Macdonald's Model has been adapted to understand the role of curriculum in education. He takes curriculum as a social and cognitive system for proper planning and instruction in academia. This study recommends certain measures to overcome the overload of curriculum on teachers and students. It will open new vistas of research as less work has been done in this regard particularly at college level. &nbsp

English language is considered the core of success in Pakistani education system. The most important task of English teachers at college level in Pakistan is to develop competence and better understanding of English language in students. However, curriculum overload is the biggest hurdle in enhancing language proficiency because it keeps teachers and students under pressure. J.B McDonald elucidates curriculum as a fount of quality teaching and better learning experience for students by identifying an apt syllabus and assessing their learning outcomes. This paper looks into the causes and consequences of curriculum overload on English teachers at college level in particular and on students in general. This study helps in understanding the issue through teachers and students’ point of view. Data were collected through questionnaires based on close and open-ended questions. These questionnaires were filled by the English teachers and students of public and private colleges of Faisalabad city. Macdonald's Model has been adapted to understand the role of curriculum in education. He takes curriculum as a social and cognitive system for proper planning and instruction in academia. This study recommends certain measures to overcome the overload of curriculum on teachers and students. It will open new vistas of research as less work has been done in this regard particularly at college level. &nbsp

English language is considered the core of success in Pakistani education system. The most important task of English teachers at college level in Pakistan is to develop competence and better understanding of English language in students. However, curriculum overload is the biggest hurdle in enhancing language proficiency because it keeps teachers and students under pressure. J.B McDonald elucidates curriculum as a fount of quality teaching and better learning experience for students by identifying an apt syllabus and assessing their learning outcomes. This paper looks into the causes and consequences of curriculum overload on English teachers at college level in particular and on students in general. This study helps in understanding the issue through teachers and students’ point of view. Data were collected through questionnaires based on close and open-ended questions. These questionnaires were filled by the English teachers and students of public and private colleges of Faisalabad city. Macdonald's Model has been adapted to understand the role of curriculum in education. He takes curriculum as a social and cognitive system for proper planning and instruction in academia. This study recommends certain measures to overcome the overload of curriculum on teachers and students. It will open new vistas of research as less work has been done in this regard particularly at college level. &nbsp

English language is considered the core of success in Pakistani education system. The most important task of English teachers at college level in Pakistan is to develop competence and better understanding of English language in students. However, curriculum overload is the biggest hurdle in enhancing language proficiency because it keeps teachers and students under pressure. J.B McDonald elucidates curriculum as a fount of quality teaching and better learning experience for students by identifying an apt syllabus and assessing their learning outcomes. This paper looks into the causes and consequences of curriculum overload on English teachers at college level in particular and on students in general. This study helps in understanding the issue through teachers and students’ point of view. Data were collected through questionnaires based on close and open-ended questions. These questionnaires were filled by the English teachers and students of public and private colleges of Faisalabad city. Macdonald's Model has been adapted to understand the role of curriculum in education. He takes curriculum as a social and cognitive system for proper planning and instruction in academia. This study recommends certain measures to overcome the overload of curriculum on teachers and students. It will open new vistas of research as less work has been done in this regard particularly at college level. &nbsp

The mental health of higher education students is a constant concern, and the pandemic situation caused by COVID-19 has intensified this concern. The social measures imposed to control and minimize the disease have led, among other things, to the reconfiguration of higher education students' academic life habits, which has naturally altered their emotional balance, mental health, and substance abuse. This cross-sectional, descriptive, and correlational study assesses the influence of higher education students' personal characteristics on their (self-reported) use of addictive substances (alcohol, tobacco, drugs, and pharmaceutical drugs) before and during their first compulsory confinement in Portugal, as well as its relationship with mental health. An online questionnaire was applied between 15 April and 20 May 2020, to students from various study cycles of higher education institutions in one region of Portugal (northern area of Alentejo), which included the Mental Health Inventory in its reduced version (MHI-5) and questions (constructed by the authors) on personal characterization and on the use of addictive substances before and during confinement. The convenience sample included 329 mostly female health care students between the ages of 18 and 24. In our results, we found a statistically significant decrease in tobacco, alcohol, and drug use; however, there was an increase in tobacco use among older students and an increase in anxiolytic use among students with higher academic achievement and among students who exhibited more active social behavior in the period prior to confinement. Students who took anxiolytics during confinement had higher MHI-5 scores and students who used the most addictive substances during confinement had lower MHI-5 scores than the other s