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Over the past decade, international or migrant faculty researchers have explored the work roles, academic experiences, and identities of this community, while a new body of research has begun to draw on insights from migration studies to investigate to what extent and how they are integrated on campus. This paper seeks to extend these discussions by considering on-campus support for international faculty, their integration into the host society, and the relationship between these factors. Focusing on Japan and drawing on both a quantitative survey and qualitative interviews of recipients of the prestigious Japan Society for the Promotion of Science (JSPS) Post-Doctoral Fellowship, this study reveals that on-campus support is associated with higher levels of integration in Japanese society, but there are notable deficiencies in the linguistic and social support offered by universities. These findings indicate that universities seeking to attract and retain international talent should initially invest in language learning support services and reflect on the intermediary role they play between international faculty members and the local community. [ABSTRACT FROM AUTHOR]

Focusing on North American and European countries, previous studies have documented how heteronormativity operates in higher education institutions, but little is known about the degree to which these results reflect the Western context and the ways in which campus heteronormativity operates in other countries. To help answer these questions, the present study examined the implications of national contexts for campus heteronormativity while focusing on Japan as an example. The analysis of in-depth interview data showed that a large majority of Japanese lesbian, gay, bisexual, and queer (LGBQ) students described their institutions as unfriendly or hostile to them. Their explanations highlighted peer relationships as a site for heteronormativity, which manifested in straight peers' gossip about LGBQ students, outing attempts, and use of LGBQ kyaras in their group interactions. These patterns of peer interactions indicated influences of a social discourse in Japan that defined same-sex sexuality as a private matter as well as an interaction rule that distinguished between private feelings and public performances. The results were compared to a previous US study based on an equivalent design. Overall, the results underscored the importance of national contexts for understanding heteronormativity in higher education institutions. [ABSTRACT FROM AUTHOR]

Background and aims: During the COVID-19 lockdown, problematic Internet use (PIU) has become a serious issue among residential college students, who remain physically isolated from off-campus society. This study constructs an integrated model to investigate the influencing mechanisms of internal locus of control (LOC) and objective peer effects. Methods: Residential college students (n 5 494) were surveyed from a single department of a Chinese university. An item from the World Value Survey was employed to measure internal LOC, while objective peer effects were assessed via friends' mutual nominations. Finally, PIU was measured using Young's Internet Addiction Tests, while a social network analysis and logit regression were combined to estimate various factors' effects on PIU. Results: In our sample, the prevalence rate of PIU was 30.6%, and while internal LOC was a protective factor for PIU, its protective role was diluted when exposed to a peer environment with high PIU prevalence. Furthermore, indegree performed contrasting roles on PIU under various network conditions. It acted as a protective factor when exposed to a low prevalence of PIU in a peer environment; however, it became a risk factor when PIU peers were prevalent. Lastly, the protective efficacy of betweenness was activated when individuals had more than one PIU friend. Discussion and conclusions: Further intervention studies focusing on individuals with a weak internal LOC are recommended during the lockdown. Additionally, interventions that consider the network structures carefully, may enhance the prevention of PIU. [ABSTRACT FROM AUTHOR]

Although the engagement with on-campus services among Southeast Asian Americans (SEAAs) at 4-year universities and colleges have been documented, there is limited understanding of their use of on-campus services in the community college setting. Data from the Community College Success Measure (CCSM) were analyzed to examine 605 SEAA community college students' engagement with different types of on-campus services and how engagement vary by background demographic characteristics. Findings from this study suggest that use of on-campus services at community colleges for SEAA students varied by service area, ethnicity, gender, and nativity. Implications are provided for how community college institutions and student affairs practitioners can ensure SEAA students are equitably served by on-campus services. [ABSTRACT FROM AUTHOR]

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This study investigated the experiences of self-identified Latina/o students at a flagship state university. From a university-provided list of self-identified Latina/o undergraduate students, 117 responded to an online survey and 10 elected to participate in follow-up interviews. Students were asked about their participation in on-campus student clubs and organizations as well as interactions with faculty and staff. Nora's student engagement model framed the qualitative exploration of three emerging themes, students' levels of engagement in student organizations, their perceptions of levels of faculty support and accessibility, and their views about faculty and staff's understandings of the unique and diverse roles of Latina/o students. Implications for university administrators, faculty, and staff are discussed. [ABSTRACT FROM AUTHOR]

Blended learning refers to a method of teaching and learning in which some form of online learning is used in addition to the traditional on-campus/face-to-face learning experience in an integrated manner. Postgraduate Applied Statistics programs at Swinburne University of Technology, Australia adopted the blended learning paradigm almost a decade ago to accommodate an increasingly diverse student population. This paradigm allows for flexibility in design approaches, and accommodates the range of blended learning capabilities and experience of teachers and learners. The blended learning design adopted in these programs has involved the thoughtful integration of learning and teaching approaches in both on-campus, face-to-face and online/virtual learning environments by utilising the benefits of each of these environments. These programs focus on designing learning interactions across formal teaching spaces, informal learning spaces and online learning and teaching spaces. This flexible approach has been well accepted among both online and on-campus students. This paper describes the medium impact blended learning model adopted in these courses and the feedback received from students during recent study periods. The authors make the case that implementation of a successful blended learning model can enhance students' learning experience for a mixed cohort of participants. [ABSTRACT FROM AUTHOR]

As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants. [ABSTRACT FROM AUTHOR]

Although student integration theory, a sociologically-based model, has been the dominant explanation for student drop-out from colleges for over 40 years, it has received only mixed empirical support in residential colleges and less in non-residential colleges. Psychological theories of active choice and behavior change offer an alternative explanation for drop-out. In research at a non-residential UK university, structural equation modeling was used in two separate studies to compare a model of student dropout based on student integration theory with a psychological model based on the theory of planned behavior (TPB). In the first study ( N  = 633), a model including TPB variables and two key student integration theory variables (academic integration, and social integration) showed good fit to the data, Although all three TPB variables predicted intention to quit, neither of the two student integration theory variables did so. The TPB variables explained over 60% of the variance in student's intention to voluntarily withdraw from college before completing their studies, and intention to withdraw was associated with actual dropout behavior. In the second study ( N  = 180), using alternative measures of student integration theory factors, a model including both student integration theory and TPB variables had acceptable fit, and over 70% of the variance in intention to quit was explained. But only the TPB variables predicted intention to quit significantly. The benefits of adopting a process-based psychological explanation to student retention are discussed. [ABSTRACT FROM AUTHOR]

Although other disciplines have explored sound as more than oral language, music, or noise, educational scholarship exploring everyday soundscapes still has room to grow. In this article, a team of transdisciplinary scholars from education, writing and rhetoric, and ethnomusicology explore new possibilities for sound in research and teaching by examining a cross-course assignment grounded in the sonic experiences of a residential, living-learning college community. Through examining student-produced compositions, we introduce a number of relevant insights into the relationships between space, community, and a pedagogy of aurality. [ABSTRACT FROM AUTHOR]

This study employed an exploratory, mixed methods design to investigate the impact of visual representations when used as reflection on students' perceptions of a graduate level Research Methods in Agriculture class. Qualitative data suggested visual reflections were well received by students. Six themes were identified: novelty of visual reflections, visual reflections were a positive addition to the class, visual reflections had a positive impact on students' course performance, visual reflections had a positive impact on students' management of their stress, visual reflections had a positive impact on student-instructor connectedness, and visual reflections had a positive impact on student-student connectedness. However, there were no statistically significant differences in students' perceptions of the instructor's verbal immediacy, affective learning, or academic stress between those that engaged in visual reflections and those that did not. Although the quantitative findings of this study were not significant, the qualitative findings suggest visual representations can provide a well-received method of reflection for students. [ABSTRACT FROM AUTHOR]

Youth in residential settings have significant trauma histories, and staff are challenged by traumatic stress reactions and youth behaviors. We describe the process of developing, implementing, and evaluating a trauma-informed care program focused heavily on workforce development within a youth residential treatment center and accompanying special needs school. The 3-year program included a needs assessment, leadership buy-in, train-the-trainer model, reflective practice groups, staff incentives, and evaluation. Over 100 staff participated in the (voluntary) trainings, 60 participated in reflective practice groups, and 51 met the requirements to receive an hourly pay raise incentive. Using bivariate correlations, the results from the staff surveys (n = 178) demonstrated that self-reported trauma knowledge and skills, but not felt safety or job satisfaction, were significantly correlated with “dose” of staff participation in trainings and reflective practice groups. In addition, there was a 22% reduction in critical incidents over the study period, although there were minimal changes in staff retention. [ABSTRACT FROM AUTHOR]

LIVING-LEARNING PROGRAMS (LLPs), also known as learning communities, offer students a shared academic focus within a residential community; thus, LLPs are considered ideal contexts for student learning. In 1994, Zeller highlighted Washington State University as an example of how learning communities can successfully incorporate faculty, students, and student affairs practitioners/departments into collaborative learning environments. This study provides an overview of changes that have occurred in the creation and implementation of LLPs during the past two decades. Using the University of Nebraska-Lincoln as a case study, this paper illustrates the growth and adaptation of LLPs over the years. Implications and innovations for practice and research are also offered for application to other institutions. [ABSTRACT FROM AUTHOR]

Home and the transition to adulthood are related temporal and spatial constructs. Building upon Kenyon’s [1999. “A home from home: Students’ transitional experience of home.” InIdeal homes? Social change and domestic life, edited by T. Chapman, 84–95. New York: Routledge] categorization of physical, social, personal, and temporal elements of home for college students, we analyze survey responses from 256 students at a 4-year U.S. residential college in order to uncover how perceptions of home-like spaces change as students move from pre-college homes, through on- and off-campus home spaces, and toward imagined future homes. Our quantitative findings show that the four home elements matter differently across time and type of home, supported by qualitative findings wherein students articulate how they conceptualize similarities and differences between the different home spaces. This study adds to ongoing conceptualizations of the transition to adulthood as placed (for four-year residential college students especially), and as fluid and multilayered in terms of social actors’ views of their past, present, and imagined future homes and accompanying identity transitions. [ABSTRACT FROM PUBLISHER]

Purpose The paper aims to examine the current state of on-campus student housing, emerging student needs and forecast possible scenarios for the student housing market by the year 2030.Design/methodology/approach This paper describes Houston Framework Foresight Method.Findings The percentage of students that are traditional college-age, those most interested in living on campus, is becoming smaller. Increasingly, the markets of growth for colleges and universities is found by engaging students at a distance. Additionally, even students that live within commuting distance to campus often attend classes by virtual means and improved delivery technologies will only make this option more attractive. Many on-campus housing strategic plans contain buildings that meet the needs of the students of today not the students of tomorrow. By assessing the impact of the key trends, administrators can make better choices for their campus.Research limitations/implications Recommendations are based on a combination of the best available research and analysis and is not intended to act as a predictor of the future. This paper presents only one of many possible futures that were developed based on recognized forecasting methods.Originality/value This paper presents a recommended response for administrators to consider when approaching student housing projects over the next decade. [ABSTRACT FROM AUTHOR]

On-campus students are requesting online course options, and campuses are increasingly providing online sections of core courses, with a common offering involving online science lectures accompanied by on-campus lab courses. However, low course completion rates by on-campus students in online courses have become an area of concern. This study seeks to identify factors associated with unsuccessful online course completion and withdrawal by investigating course completion rates in an online physics lecture course. The authors use eight years of data (N = 3032) to establish lecture course completion patterns then compare these patterns with three semesters (N = 940) of a hybrid course combining online lecture with face-to-face laboratories. Deviations from established patterns are identified and student characteristics which are uniquely associated with unsuccessful course completion and withdrawal in online sections are isoloated. Differences in rates of students repeating the class, lower rates of repeating student completion in online sections, and early disengagement by repeating students are found to be important. Results imply the need for early course interventions and/or potential policies regarding repeating students. [ABSTRACT FROM AUTHOR]

Whether we are building on a knowledge network of who and what has come before or are showing the gaps and spaces that our work fills, citing sources is at the core of intellectual work. For The Writing Center Journal (WCJ), a previous study found that 81% of works cited appeared only once, and the remaining set of references refer largely to insider sources, limiting the field's uptake in research and scholarship outside of writing center studies. This follow-up survey and interview study investigates more closely the social scene of citation and finds that in a field as relatively young as writing center studies, WCJ authors' allegiances to any particular body of knowledge do not necessarily overlap, thus precluding true disciplinary formation. Still, writing centers might represent anti-disciplinary spaces in their practices, their research, and their core beliefs, offering potential collaborations with other on-campus partners outside of disciplinary structures. Knowledge making in writing centers, then, potentially offers a new model of academic and collaborative work, one that represents the values writing centers have long embodied. [ABSTRACT FROM AUTHOR]

While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of IRP participants with a control group. The results showed the roommate-pairing program had a positive impact on the residential experience of international students. These findings suggest physical environment and structured support are critical factors in the satisfaction and success of international students. This research can inform the practice of Residence Life professionals and aid in the establishment of effective support programs. [ABSTRACT FROM AUTHOR]

As university business practices move toward international or global extensions, more and more colleges and universities are considering locating their teacher training programs in off-campus school-based locations. In this positional paper, the author examines the pedagogical effectiveness of off-campus school-based teacher education programs. Results suggest that off-campus school-based programs provide teacher candidates real life, real time opportunities to experience the everyday routine of a neighborhood school, community and students. Benefits include (1) Teacher candidates can benefit from the unofficial curriculum that can make learning meaningful; (2) Teacher candidates are able to experience multiple perspectives of a professional and working school; and (3) Mature teacher candidates are given the opportunity to enroll and complete the teacher training program given the flexibility of school based location and schedule. The author posits that off-campus teacher training programs might have more advantages for the teacher candidate than on-campus programs. [ABSTRACT FROM AUTHOR]

Background: The traditional focus of residency training programs has been on the development of clinical and surgical skills. The expectation has been that nonclinical skills, including professional development, will be learned in an informal manner rather than through formal teaching.Methods: After recognizing the absence of formal teaching on professional development in the residency curriculum, we developed a symposium to specifically address this omission. Topics included applying for fellowships, military promotions, overseas assignments, moonlighting, board certification, time management, lifelong orthopaedic learning, and finding a job after the military. Residents were surveyed before and after the symposium to determine the overall usefulness and value of the individual topics.Results: All participating residents reported that they would recommend the symposium to other residents. The course received a mean overall rating of 4.64 (range, 4-5) on a on a scale from 1 (poor) to 5 points (excellent). High ratings were received for course usefulness, content, and relevance to future practice.Conclusions: A formal professional development program to address topics that are relevant to practice and learning should be integrated into an orthopaedic surgery residency curriculum. [ABSTRACT FROM AUTHOR]

Young people's heavy alcohol use has been widely linked to their "drinking cultures.'' Recent scholarly commentary, however, suggests that prevailing conceptualizations of drinking culture, including those in "public health-oriented'' research, tend to oversimplify the complexities involved. This article contributes to the conceptual clarification and development of young people's "drinking cultures.' 'We provide a case study of a highly publicized example--that of Australian university residential college students. The case study focuses on the role of residential college policy and management in students' alcohol use, examining how they represent, understand, and address it. Adopting a qualitative approach, we identify and analyze key themes from college policy documents and minimally structured interviews with college management related to students' alcohol use. Our analysis is informed by two key existing works on the subject. The first is a sociological framework theorizing young people's heavy drinking as a "culture of intoxication,'' which is embedded in and shaped by broader social forces, especially those linked to a "neoliberal social order.'' The second draws on findings from a previously published study on student drinking in university residential colleges that identified the significant role of institutional "micro-processes'' for shaping alcohol use in university residential colleges. In understanding the specific character of students' drinking in Australian university residential colleges, however, we also draw on sociological--specifically neo-institutionalist--approaches to organizations, proposing that Australian college policy and management related to students' drinking do not operate simply as regulatory influences. Rather, they are organizational processes integral to residential college students' drinking cultures and their making. Accordingly, college alcohol policy and management of students' drinking, as they have prevailed in this Australian context, offer limited opportunities for minimizing harmful drinking. [ABSTRACT FROM AUTHOR]

The article talks about the history of female students' dormitory life at Purdue University in West Lafayette, Indiana. Topics discussed include a reprint of the handbook and supplementary documents mailed to female students on campus standards by which they would have to live, the ideals of young adult womanhood before the Second World War, and Purdue's attempt to provide women opportunities beyond marriage and motherhood.

Undergraduate research is a growing component of agricultural communications programs across the nation. Students draw upon their constructed experiences with research to assign the level of personal significance in their own lives and future career aspirations. This qualitative exploratory analysis investigated the experiences of four undergraduate students majoring in agricultural communications at a Mid-Western Land Grant University as they completed an on-campus undergraduate research class or experience. Participants identified research had a positive impact on the field of agricultural communications, but only the students who participated in a small, self-guided research class had a positive viewpoint toward research. All participants identified undergraduate research projects as beneficial and mentioned a desire to be recognized for their work by presenting at small-scale, on-campus research events. This study was guided by the experiential learning theory and recommends research mentors provide a positive emotional experience throughout the research process in order to allow students to construct positive associations and meanings to research. [ABSTRACT FROM AUTHOR]

This article reports on research on antecedents of first-year male students’ experiences of senior male students’ aggression in residences at a university in South Africa. Fourteen purposefully selected first-year male student residents (black = 14%; coloured = 7%; white = 79%) voluntarily participated. Their ages ranged between 18 and 21 years. Data were on their perceived precursors to aggression and violence that were collected using photo-narratives (written) and photo-narrative-elicitation-interviews. The data were analysed by means of Interpretative Phenomenological Analysis (IPA). Three themes emerged which indicate that precursors to aggression and violence included physical and verbal aggression in the form of hitting, shoving around, pushing and shouting, swearing, taunting others, and nasty comments. Social aggression involves acts of bullying, exertion of power, modelling dominant behaviour in which perpetrators defend their status, or signal exclusion of others. The survivors experienced pressure to conform to fellow residents’ practices, norms and behaviour in the hope that they would gain acceptance into the in-group. [ABSTRACT FROM PUBLISHER]

Students living in residential college settings may face particular challenges following the termination of romantic relationships, such as the possibility of frequent contact with former romantic partners. This study assessed predictors of distress following breakups among students enrolled in a small, residential liberal arts college. Students who had experienced the termination of a romantic relationship in the past year reported characteristics of their relationship and the level of distress they experienced in the two week period following the breakup. Female students and students who did not initiate termination of the romantic relationship reported significantly greater distress. Relationship length was also positively associated with breakup distress. Students whose former partners were fellow students did not report greater distress than students whose former partners were not enrolled at the school. As developing intimate relationships is a key challenge of early adulthood, it is important to understand factors related to the experience of emotional distress when romantic relationships end. [ABSTRACT FROM AUTHOR]

Purpose The majority of research on energy feedback has been conducted in residential households; in this study, the authors aim to examine the effectiveness of similar initiatives in a college environment. The our goal was to see how much additional electricity savings could be induced using feedback beyond average savings achieved by goal-setting and to provide students information on how to conserve.Design/methodology/approach All participants set goals related to personal environmental behavior and received electricity-saving tips. Half of the participants were exposed to real-time, group-level, ambient and direct feedback of electric use for their dormitory floor through an iPad display. The control group received no feedback.Findings The group that received the real-time feedback reduced its consumption, whereas the control group did not. The feedback group’s change in consumption was significantly greater than the control group’s. The results are discussed in the context of injunctive norms, reminders, ambient feedback and numerical feedback, as well as the theory of planned behavior.Research limitations/implications Further research could test for long-term effects, whether the interventions applied in this study would be effective in other university contexts and whether the interventions would influence other environmental habits apart from electricity consumption on campuses.Originality/value This is one of the first energy feedback studies to demonstrate the effectiveness of group-level data, let alone specifically in a college dormitory and has implications for influencing conservation behavior of residential college students worldwide. [ABSTRACT FROM AUTHOR]

EMPLOYMENT CAN ENHANCE LEARNING for many college students, and on-campus jobs provide unique opportunities for this experience. The resident advisor position is one on-campus position offering the potential for learning experiences. This qualitative study highlights learning noted by 78 resident advisors at a large research institution during a two-year study. Five primary learning outcomes that were salient for the participants are shared along with implications for attending to resident advisor learning. The researchers wish to acknowledge the work of Kristyn Bochniak and Jennifer Leon in the literature and data collection for this project. [ABSTRACT FROM AUTHOR]

THE EXPERIENCES OF NATIVE STUDENTS in campus housing has had limited attention in scholarship, which restricts cultural understanding and opportunities to create inclusive living environments. College and university housing is well positioned to create a positive living environment for students. We raise concerns on how higher education institutions may inhibit Native students and their worldviews through common practices such as the resident assistant carousel interview. Using the insights of a study published by Kirkness and Barnhardt in the Journal of Amerian Indian Education in 1991, we apply the Four Rs that represent issues faced by Native students--respect, relevance, reciprocity, and responsibility--in order to make relevant the cultural significance of place, community, and spirituality among Native students that can be applied to college housing. Our examples include the naming of Wassaja Hall at the University of Illinois at Urbana-Champaign; the O'odham Ki: living-learning wing at the University of Arizona; and the smudging policy at South Dakota State University. A careful explanation of the meaning of land, Indigenous knowledge, and Indigenous ways of being is provided in order to help strengthen practices and improve the housing experiences for Native students. [ABSTRACT FROM AUTHOR]

STRENGTHS-BASED APPROACHES ARE EXPANDING in higher education; however, little is known about the impacts of these approaches in housing and residence life settings. The purpose of this study was to examine the associations between first-year students' strengths interactions in housing and their engagement and retention. The results suggest that first-year students who had strengths-based discussions with community advisors and also participated in strengths-based programming in housing had significantly higher engagement and retention than did their peers. [ABSTRACT FROM AUTHOR]

LONELINESS IS AN ISSUE that is ubiquitous across college and university campuses. Studies have shown that students who utilize campus counseling services report loneliness as one of the most common issues for which they seek counseling. Although loneliness has been studied in the social sciences, little attention has been paid to predictors of loneliness on college and university campuses. This study used the UCLA Loneliness Scale to investigate the role that perceived social support, roommate status, gender, and year in college play in self-reported loneliness. Results suggest that students who reported greater social support from their families were lonelier than students who reported less family support. Conversely, students who reported greater social support from friends and significant others were less lonely than students who reported less support from friends and significant others. In addition, males reported being lonelier than their female counterparts. Finally, students who did not have roommates reported being lonelier than those who had roommates. Implications of this study for residence halls and higher education are discussed. [ABSTRACT FROM AUTHOR]

First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community influenced their leadership mindset using hierarchical and systemic thinking preferences. Utilizing a pre-test and post-test methodology, significant differences for hierarchical thinking were not found; however, significant differences for systemic thinking were found. At the end of the program year, students had larger systemic scores than when they started the program, but their hierarchical thinking scores remain fairly steady. Findings indicated that participation in a leadership-themed living-learning community influenced students' leadership mindsets. [ABSTRACT FROM AUTHOR]

Theological distance education is frequently criticised on the grounds that it is not formationally equivalent to on-campus provision. This study presents the findings of primary research into the formational experiences of ten on-campus and ten distance education students studying the same undergraduate theology or ministry degree programme at Laidlaw College, a theological education provider in New Zealand. Analysis of interviews finds clear evidence of formational activity and transformative learning across both student groups. Distance respondents had stronger ecclesial connections than on-campus ones, and an equivalent transformative experience. Findings suggest that the context of church fellowship provides a suitable formational context for theological distance education. [ABSTRACT FROM PUBLISHER]

Leaders of higher education value student engagement because of its measured effects on student outcomes such as retention and academic success. To increase engagement, institutions implement measures such as livinglearning programs, which combine the residential experience with an academic focus (Arboleda, Wang, Shelley, & Whalen, 2003; Zhao & Kuh, 2004). Institutions also employ residential colleges based on the early structures of Oxford and Cambridge (O'Hara, 2012; Ryan, 2001). To encourage and measure engagement, some residential colleges utilize a variant of a points system, which tracks attendance at community events and other forms of involvement. A points system is (a) a measure of the physical involvement of students (which activities they take part in) and (b) a potentially motivating factor for involvement. There are potential benefits and drawbacks to a points system. It is possible that students who desire to earn rewards or avoid punishments associated with a points system will experience increased extrinsic motivation, leading to psychological engagement as a by-product of their physical participation. However, it is unclear whether such a system can effectively benefit intrinsic motivation in addition to measuring physical participation (Deci & Ryan, 2002). [ABSTRACT FROM AUTHOR]

The study employed documentary analysis approach to describe on-campus living experiences of Filipino university students. Data sets were extracted from mixed methods study on happiness among Filipino university students. Findings indicate the following: 1) positive emotions about on-campus living, 2) negative emotions about on-campus living, 3) feelings about off-campus living arrangements among dormitory residents, and 4) factors contributing to happiness among on-campus student residents. [ABSTRACT FROM AUTHOR]

This article reports adult students' (N = 632) perceptions of long-functioning academic learning teams in accelerated online and on-campus business cohort groups in six constructs: attraction to team, performance expectation alignment, workload distribution, intra-team conflict, preference for teamwork, and impact on learning. Comparisons between students in online and on-campus programs revealed, regardless of degree or delivery model, a majority of adult students preferred individual work and did not believe teams positively affected their learning. These perspectives were more distinct among students in online programs. [ABSTRACT FROM AUTHOR]