Search

This article traces the development of four narratives of financial assistance for Australian university students – to encourage excellence; to meet public need; to build the stock of human capital; and as universal provision – and their effect on the development of a fifth narrative, centred on the Higher Education Contribution Scheme (HECS). Financial support schemes have been provided by governments, industry, philanthropic and religious groups, or a combination of these. These narratives reflect deep-seated ideas about the meaning and value of education, and the emphasis placed on public or private benefits. This article shows how these narratives have affected access to university and who has attended. It shows the influence of student support schemes in shaping higher education in Australia. [ABSTRACT FROM AUTHOR]

In 2020, thousands of international students found themselves stranded in Sydney, Australia, with the suspension of international travel and closure of borders. While many lost their livelihoods due to lockdowns, the Australian government excluded international students and other temporary visa holders from all forms of income support and disaster relief—resulting in food and housing insecurity and social isolation. This article describes and analyses the forms of mutual aid and support that international students organised to address their situation. In providing an account of their efforts, we consider them as forms of care infrastructure and draw particular attention to the institutional relationships that were involved: interfaces with faith, community and labour organising; confrontations with state agencies and the higher education sector; and institutionalisation into a formalised and state‐funded community organising initiative—the Oz International Student Hub. We examine the evolution of these relationships as responses to a series of strategic dilemmas, as students sought simultaneously to care for one another and to confront the forces that produced their precarity and isolation. And we draw out a series of lessons we can learn from their efforts about how mutual aid can avoid the pitfalls of charity and state welfare, while institutionalising more durable political spaces that do not have to be invented anew with each fresh crisis. [ABSTRACT FROM AUTHOR]

This article discusses the challenges faced by school counselors and admission professionals due to the rollout of the new FAFSA form. The FAFSA had limited open windows, technical issues caused delays and lockouts, and student records were delayed. National College Decision Day has been postponed and first-year students have not committed to a school yet. The article also highlights the difficulties faced by low- and middle-income families and the efforts made by counselors to provide resources and guidance. St. Edward's University in Texas created a website similar to the FAFSA to provide preliminary offers based on accurate financial information, while the University of Richmond in Virginia used the CSS Profile for non-federal aid and made contingency plans. The delays have put pressure on financial aid professionals and may lead to families withdrawing or depositing at multiple schools. [Extracted from the article]

The complex health demands of society emphasize the need for future health professionals to gain a deeper understanding of social determinants of health (SDOH) and provide meaningful health outcomes. Seventeen undergraduate and graduate students enrolled in a cross-listed public health elective course in Winter 2020 completed a remote application-based course project. This project was conducted to expand students' comprehension of SDOH as underlying factors contributing to health disparities and inequities. It also sought to increase their awareness of tools and resources in the community to aid populations in overcoming determinants. Last, it aimed to provide them with experience applying population health concepts and enhancing their research skills. The course project utilized a real-world application approach as it consisted of students (1) developing a Detroit-focused community resource guide, (2) creating a related resource map, and (3) composing two manuscripts on the course project and learning experience. Students' deliverables included a developed community resource guide and related interactive map and the construction of the manuscripts on the project and their learning experience, which was separated into two manuscripts. Students completed a journal reflection, which was used to assess their learning experience. Students' journal reflections were examined using NVivo12 to identify the six themes in their learning experience. The project effectively met the course learning outcomes while aiding students in recognizing Detroit's health disparities and the influence of SDOH. It also provided students with deliverables. [ABSTRACT FROM AUTHOR]

We used social construction theory to investigate the mechanisms and boundary conditions that underlie the relationship between perception of financial aid and social-giving-back behavior in the context of students in need who receive financial aid at China's universities. The results of a time-lagged field survey with 436 students indicated that their perception of financial aid was positively related to their social-giving-back behavior, and that self-concept mediated this relationship. Furthermore, when the students perceived that financial support was intended for their benefit, this strengthened the relationship between their perception of financial aid and self-concept, which, in turn, reinforced the indirect effect of perception of financial aid on students' giving-back behavior through their self-concept. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Students' relations with postindependence Ghanaian military regimes have generally been portrayed as positive, yet comparative analysis of the relational dynamics across regime types—military and civilian—is inadequate. This article addresses this knowledge gap using a historical content analytic approach based on original archival and interview data. We argue that strategic and group interests ambiguously influenced students' entanglement with military and civilian governments, though revolutions initially attracted more support because of their populist political ideologies and development aspirations. This fluctuating pattern of relations, which birthed Ghana's Fourth Republic, implies that students were concerned mainly with national development beyond ideologically oriented regime leanings. The article thus modifies the predominant scholarly view of African youth, which holds that students have aided or been predisposed to nondemocratic governance and political instability. [ABSTRACT FROM AUTHOR]

We propose a novel nonparametric Bayesian item response theory model that estimates clusters at the question level, while simultaneously allowing for heterogeneity at the examinee level under each question cluster, characterized by a mixture of binomial distributions. The main contribution of this work is threefold. First, we present our new model and demonstrate that it is identifiable under a set of conditions. Second, we show that our model can correctly identify question‐level clusters asymptotically, and the parameters of interest that measure the proficiency of examinees in solving certain questions can be estimated at a n rate (up to a log term). Third, we present a tractable sampling algorithm to obtain valid posterior samples from our proposed model. Compared to the existing methods, our model manages to reveal the multi‐dimensionality of the examinees' proficiency level in handling different types of questions parsimoniously by imposing a nested clustering structure. The proposed model is evaluated via a series of simulations as well as apply it to an English proficiency assessment data set. This data analysis example nicely illustrates how our model can be used by test makers to distinguish different types of students and aid in the design of future tests. [ABSTRACT FROM AUTHOR]

Reflecting the ongoing public concern about strategic behavior among colleges, we develop a game-theoretic higher education model with peer effects to examine the equilibrium market response to changes in state and federal student aid. In addition to establishing perfect equilibrium existence, we find that state and federal student aid programs are vulnerable to equilibrium effects that conflict with the intended impact of policy instruments. For instance, even when college objectives are devoid of selfish intent, strict increases in state and federal student aid can induce decreased student access to higher education or even increased financial strain from college enrollment. [ABSTRACT FROM AUTHOR]

Background: Undergraduate students consistently struggle with mastering concepts related to thermodynamics. Prior work has shown that haptic technology and intensive hands‐on workshops help improve learning outcomes relative to traditional lecture‐based thermodynamics instruction. The current study takes a more feasible approach to improving thermal understanding by incorporating simple mechanical objects into individual problem‐solving exercises. Purpose/Hypotheses: This study tests the impact of simple mechanical objects on learning outcomes (specifically, problem‐solving performance and conceptual understanding) for third‐year undergraduate engineering students in a thermodynamics course across a semester. Design/Method: During the semester, 119 engineering students in two sections of an undergraduate thermodynamics course completed three 15‐min, self‐guided problem‐solving tasks, one section without and the other with a simple and relevant physical object. Performance on the tasks and improvements in thermodynamics comprehension (measured via Thermal and Transport Concept Inventory scores) were compared between the two sections. Results: Students who had a simple, relevant object available to solve three thermodynamics problems consistently outperformed their counterparts without objects, although only to statistical significance when examining the simple effects for the third problem. At the end of the semester, students who had completed the tasks with the objects displayed significantly greater improvements in thermodynamics comprehension than their peers without the relevant object. Higher mechanical aptitude facilitated the beneficial effect of object availability on comprehension improvements. Conclusion: Findings suggest that the incorporation of simple mechanical objects into active learning exercises in thermodynamics curricula could facilitate student learning in thermodynamics and potentially other abstract domains. [ABSTRACT FROM AUTHOR]

The 2011 Budget Control Act eliminated the in-school interest subsidy for graduate and professional students borrowing under the Stafford Loan Program. As a result, starting on July 1, 2012, graduate and professional students borrowing Stafford Loans became responsible for the interest accruing during their in-school deferment period. This study assesses the effect of this de-subsidization on students' compositional attributes (e.g. gender, ethnicity, income), borrowing behaviors (e.g. extensity or participation in and intensity or magnitude of borrowing), total annual amounts borrowed, sources of lenders, and anticipatory effects (i.e., changes in borrowing behaviors based on the knowledge of policy change before this policy was implemented). To address this goal, we relied on repeated cross-sectional data drawn from three iterations of the National Postsecondary Student Aid Study. We found evidence of compositional changes that signaled a reduction of white and an increase of first-generation in college for graduate students. We found no evidence of declines in student loan participation; however, we found anticipatory effects with about 45,000 (6%) graduate and professional students maxing out their allowed Stafford amounts before July 2012, a strategy that allowed graduate students continuing graduate school enrollment to be grandfathered this subsidy into the new policy era. Although debt burden increased by 3.86% post-policy, effect heterogeneity tests indicated that law students decreased their total debt amounts by 18.8%, with 83% of this reduction resulting from borrowing less from Stafford loans. [ABSTRACT FROM AUTHOR]

Using data from four waves of the National Postsecondary Student Aid Study (NPSAS) in 2004, 2008, 2012, and 2016, this study examines the effect of the PGIB on veterans' student loans. Results indicate that the PGIB has significantly affected veteran students' borrowing behavior, with an average $1,100 reduction in Stafford Loans. Veteran students attending for-profit institutions experience a larger loan decrease than their peers at public and private nonprofit institutions. In addition, loan reductions have occurred mainly at the extensive margin. The decrease in student loans is relatively small compared to the increase in veterans' education benefits under the PGIB, partly due to a rise in the cost of attendance after the implementation of the PGIB, driven by a higher proportion of veteran students attending for-profit institutions. Finally, loan reductions vary across veteran students. [ABSTRACT FROM AUTHOR]

During a series of irregular visits to Inhaca Island, Mozambique in the years 1982-1987, J.H.C. Walenkamp, often aided by students and staff of the Faculty of Biology in Maputo, made extensive collections of littoral and infralittoral invertebrates. Among the extensive collections of Brachyura, several caridean shrimps were encountered, upon which we herein report. Cuapetes cf. ensifrons is recorded from Mozambique for the first time. [ABSTRACT FROM AUTHOR]

H.A. Guízar's book, "The École Royale Militaire: Noble Education, Institutional Innovation, and Royal Charity, 1750–1788," provides a comprehensive account of the Parisian École Royale Militaire (ERM). Guízar argues that the school should be seen as an Enlightenment project, influenced by French philosophes and part of a broader culture of improvement and reform. The ERM aimed to improve the French army by providing professional training for students and to rehabilitate the French nobility by offering education and assistance to young men from noble families. Despite facing criticisms and challenges, the ERM was historically significant and contributed to the modernization of education in France. Guízar's book also sheds light on the French nobility, the culture of improvement and reform, and political struggles in 18th-century France. [Extracted from the article]

Online knowledge distillation breaks the pre-determined strong and weak teacher-student models, it provides a new way of thinking about knowledge distillation. However, the current online methods often use the Logits-based prediction distribution, and the features containing rich semantic information are rarely used. Even if the feature-based methods are used, they only operate on the last layer of the network, without further exploring the representation knowledge of the middle layer feature map. To address the above issues, we propose an innovative feature early fusion and reconstruction (FEFR) method for online knowledge distillation which entails four essential components: multi-scale feature extraction and intermediate layer feature early fusion, reconstruction of features, dual-attention and overall fusion module in this paper. We propose early fusion by "sum" operation for feature matrices between different layers and advance fusion to improve the feature map representation. In order to enhance the communication ability between groups to obtain features, the features were reconstructed. We create a dual-attention to enhance the critical channel and spatial regions adaptively in order to collect more accurate information. The previously processed feature maps are combined and fused using feature fusion, which also aids in student models training. A study of the network architectures of CIFAR-10, CIFAR-100, CINIC-10 and ImageNet 2012 shows that FEFR provides more useful characterization knowledge for refinement and improves accuracy by about 0.5% compared to other methods. [ABSTRACT FROM AUTHOR]

The financial aid process extends beyond once a student submits the Free Application for Federal Student Aid (FAFSA) application. Scholars have found that the financial aid process can be cumbersome, especially for minoritized students. What is unclear in the literature are the additional hurdles students encounter to obtain financial aid. I conducted interviews with community college students and financial aid staff at an urban community college to better understand these difficulties in the process. I employed critical race policy analysis and whiteness as property to contextualize how financial aid is structured to deter Students of Color from accessing financial aid benefits. The findings allude to communication issues between financial aid staff and students, and students seeking assistance with their financial aid from other campus departments. [ABSTRACT FROM AUTHOR]

Becoming HOPEless in the 2-year sector addresses the question: what happens when a state-wide policy removes merit-based financial aid from low-income students making satisfactory academic progress? To assess the magnitude of this HOPEless effect, we compared credits attempted, attained, and persistence and graduation indicators of HOPEless students against the outcomes of their not targeted/affected peers. Relying on multiple quasi-experimental analytic techniques (difference in differences [DD], DD in differences, Fuzzy regression discontinuity, and multi-treatment propensity score weighting), two mutually exclusive analytic samples (one longitudinal and one cross-sectional), and over one million observations across four academic years (2009–2010 to 2012–2013), we consistently found that HOPEless students realized worse outcomes and even persisted fewer terms/semesters than students on academic probation. The State saved about $150 million in lottery money (largely funded by lower-income households) but did so at the expense of 665,192 credit hours that would have been attained by HOPEless (low-income) students. [ABSTRACT FROM AUTHOR]

The article emphasizes the need to incorporate student voices in the college admission process, highlighting findings from a Harris Poll survey. Topics include student perspectives on the perception of being the right candidate for colleges, the simplification of the application process, and the importance of diversity in the college environment. It suggests ways institutions can better align with student perspectives and personalize the admission process.

The article discusses a Harvard University undergraduate lecture course called "An American Way of War: Technology and Warfare." The course explores the development of military technologies by Americans and their impact on the United States and the world. In the 2022-2023 academic year, the course focused on food, allowing students to sample soldiers' and sailors' cuisine throughout history. The course aims to challenge students to use a variety of learning materials to answer key questions about military technology in American history, while also exploring the lives of people who created and encountered military technologies. The article emphasizes the importance of everyday material culture and the hidden demands and unseen consequences of industrialized warfare. [Extracted from the article]

How do legal scholars decide what to write about? I hope that most of us try to write about what interests us or what benefits society. In this article though, I suggest that more insidious influences chill and warm our interest in research topics. I reflect on some sources of these chilling and warming effects in my own research environment – specifically, the implicit intimidation of power and the pressure to increase publications. I never imagined that I could simultaneously be such a coward and opportunist. I also look to insights from psychology, sociology and other fields to understand how these influences affect us and how we might manage them. I suggest though that we not be too hard on ourselves, especially if our choices are at their foundation compatible with our personal values and those of the greater scholarly enterprise. [ABSTRACT FROM AUTHOR]

The Free Application for Federal Student Aid (FAFSA) is the primary gatekeeper to secure financial aid for college. The federal government instituted two changes to the process in 2017, commonly known as "prior-prior year" FAFSA: (1) an earlier start date that lengthens the filing period and (2) the ability to use completed taxes from the prior calendar year. This paper uses descriptive statistics to examine resulting changes in application filing behavior in California. Students submitted their FAFSA substantially earlier and refiling rates increased among independent students in the policy year. Although these changes may have reduced the burden of applying, the earlier submissions did not appear to substantially alter state aid receipt or postsecondary attendance. [ABSTRACT FROM AUTHOR]

Keywords: Students of color; first-year seminars; retention; academic achievement; Hispanic-Serving Institution EN Students of color first-year seminars retention academic achievement Hispanic-Serving Institution 1457 1474 18 08/23/23 20230901 NES 230901 Introduction Urban public universities play a critical role in the higher education missions of access and success of historically underrepresented and economically disadvantaged populations. In their model of student success, Terenzini and Reason ([108]) theorized similarly that the phenomenon of student success could be explained through the relationships - albeit not necessarily in a linear manner (Reason, [83], [84]) - of various discretely clustered factors ranging from student-level characteristics and individual student experiences to organizational ones (including the institutional practices). Stewart ([101]) further called for more research that does not compare students of color with White students but instead explores student success within the group of students of colors, which we follow in this study. In the following section, we present our conceptual framework by reviewing theoretical propositions in the student-environment interaction theories, the role of student characteristics and pre-college factors in student success outcomes, and research on the effects of FYSs. Moreover, as Cabrera ([9]) found, a university's transition from a PWI to an HSI prompts White students' affective responses to the institutional narrative on Whiteness and masculinity, which in turn may affect Hispanic male students' psychological well-being and internationalization of unfair comparisons of their academic performance and experiences to other students (Gloria et al., [37]; Perez II, [77]). [Extracted from the article]

Notwithstanding the advantages of incorporating Augmented Reality (AR) in education, AR's concrete uses as compared to other technologies are not fully recognised. Moreover, many of the existing studies have neglected to examine the impact of pedagogy and its corresponding instructional models, whilst implementing AR in teaching and learning. In leveraging the affordances of AR, an inquiry-based learning framework, referred to as QIMS, was proposed in this study. A learning package was developed on the topic of plant reproduction for primary 5 students (aged 11–12) based on the QIMS framework. Using a quasi-experimental approach, this study evaluated three conditions (AR and QIMS; QIMS; Non-AR and Non-QIMS) for a series of science lessons in a primary school. 117 students took part in this study. The quantitative results showed that although there was no statistically significant difference in students' academic performance when AR was used, students' self-directed learning and creative thinking skills increased significantly after partaking in the QIMS inquiry-based lessons. The usage of AR and QIMS had a significant effect in increasing students' critical thinking and knowledge creation efficacy skills. Moreover, in view of students' academic outcomes, the integration of QIMS and AR proved to be more beneficial to low-progress students. Qualitative analysis of the interview data from teachers and students aids in accounting for the quantitative results and indicate productive implementation strategies. The findings of this study will guide the design of future AR interventions, by providing insights for both researchers and practitioners on how to integrate and implement AR with pedagogical approaches. [ABSTRACT FROM AUTHOR]

In addition to allowing high school students to accumulate college credits before arriving on campus, DE programs also have the potential to reduce students' time to degree, total college costs, and eventual level of student loan debt ([2]; [22]; [29]; [36]; [40]). Given that taking DE courses may deter students of color from incurring student loan debt, equal access to DE courses carries important implications for conversations regarding how to reduce student loan debt. i Literature Review In 2010, over 75% of public high schools and nearly half of colleges and universities reported that students enrolled in DE courses on their respective campuses ([73]; [106]), and the number of DE students continues to increase over time ([56]). Keywords: dual enrollment; propensity score models; student loan EN dual enrollment propensity score models student loan 1241 1276 36 06/07/23 20230701 NES 230701 Introduction Dual enrollment (DE) programs allow high school students to take college coursework and simultaneously earn both high school and college credit. For example, students who participated in DE courses in Kentucky earned an average of 7.8 college credits from those courses before their high school graduation ([69]), but this number greatly varies across states and over time ([88]; [109]). [Extracted from the article]

President Truman asked the 1947 Commission on Higher Education to consider ways to expand educational opportunities to all Americans. The commission responded in Volume II of HEAD, a progressive document that recommended substantial federal support for higher education, particularly in the form of student aid. The American Council on Education (ACE) represented higher education in the commission's deliberations and had a powerful role in shaping education policy development between 1947 and 1972. Its position on federal funding for student aid was shaped by institutional autonomy, institutional diversity, and a weakening relationship between higher education and national goals, which made it difficult to navigate tensions between quantity and quality and between consumer and associational accountability. Ultimately, while the ACE played a central role in shaping Volume II, it did not lobby effectively for federal student aid funding for 25 years after its publication. The result was expanded access in a modern system that has fallen short of the progressive promise of the Truman commission. [ABSTRACT FROM AUTHOR]

A program called mechanism of the week was created for use within a third-year mechanical engineering course, machine dynamics, to improve the student engagement and interest in the course content as well as to help aid student understanding of the course concepts. This program was implemented across three semesters, including some virtual sessions, and evaluated using a student feedback survey. The results of this survey indicated strong student support of the program. In addition to this particular application, the general principles of this program could be applied to other courses and disciplines to gain the same overall benefit. [ABSTRACT FROM AUTHOR]

This article discusses the growth and importance of urban community colleges. It highlights the unique challenges and opportunities that these institutions face, such as high population density, limited resources, and competition from other colleges and universities. The article also explores various aspects of urban community colleges, including workforce development, governance, leadership, student experiences, financial aid, transportation, adaptive leadership during the COVID-19 pandemic, and the intersection of urban activism and community colleges. The authors emphasize the need for more research and data on urban community colleges to inform policymaking and improve the quality of education provided by these institutions. [Extracted from the article]

Medical students report high levels of psychological distress compared to the general population, yet they also underutilize mental health services. Our Mindfulness‐Based Art Workshops (MBAW) combine two established, formal interventions: (a) Mindfulness‐Based Stress Reduction, an 8‐week group series teaching mindfulness practices, shown to reduce self‐reported measures of stress, and (b) art therapy, the use of art exercises guided by certified therapists, shown to reduce stress and anxiety in hospitalized patients and students. The goal of our study was to determine if a peer‐led, virtual workshop series designed specifically for and by medical students may be a feasible and effective method of adapting these models to improve student well‐being. We hypothesized that virtual, medical student led MBAW are effective in reducing measures of stress, anxiety, and depression in medical students and improving well‐being scores. In 2020, 24 University of Maryland School of Medicine first‐ and second‐year medical students were randomized to either the MBAW or no‐intervention control group. Primary outcomes included (a) short‐term change in State Trait Anxiety Inventory (STAI) scores and (b) difference in the perceived stress scores between intervention and control group immediately after, and 2, 4, and 6 weeks after a 6‐session intervention. At specific time points, participants completed questionnaires, which included STAI and National Institutes of Health (NIH) Toolbox Perceived Stress survey. We compared the percentage of intervention participants who had clinically significant anxiety before and after MBAW for each session using a generalized estimating equations methodology and compared change from baseline scores between intervention and control groups using a mixed‐effects model for repeated measures analysis. In the intervention group, post‐MBAW STAI scores decreased by 16.2 (p =.0001), 5 (p =.1544), 13.7 (p =.0002), 13.6 (p =.0006), 12.1 (p =.0009), and 11.9 (p =.0011) points after sessions 1, 2, 3, 4, 5, and 6, respectively. Intervention group perceived stress scores decreased from baseline by 5.9 (p =.07) and 4.7 (p =.09) points more than the control group immediately after, and 2 weeks after the 6‐session intervention. MBAW sessions are effective at significantly reducing short‐term anxiety, and a 6‐session MBAW workshop intervention shows trends toward decreasing levels of perceived stress lasting 2 weeks following the intervention, although these findings were not statistically significant. Future studies should evaluate a larger population to confirm the positive findings of this pilot study, which we hope will encourage medical schools to consider integrating and supporting such programs as a method of addressing the urgent need to aid student well‐being, within logistical, time, and cost constraints of students and administrators. Practitionar points: Mindfulness‐based art workshops (MBAW) significantly reduce State Trait Anxiety Inventory‐State scores in medical studentsPeer‐led, virtual MBAW are well tolerated by students and come at minimal economic and logistical cost to medical school administrationMBAW is a feasible and effective tool to reduce anxiety in medical students [ABSTRACT FROM AUTHOR]

The U.S. Constitution protects myriad, often intertwined, individual rights. Sometimes, protected fundamental rights collide, yet the Constitution lacks a methodology to resolve such clashes. Indeed, an internal tension exists even within the rights included in the First Amendment, as whenever the government acts to protect Free Exercise it advances religion. Rather than adopt a methodology that respects and considers all constitutional rights at issue in instances when constitutional rights are in collision, the Court has embraced Free Exercise Exceptionalism ("FEE"), a doctrine pursuant to which the Court elevates Free Exercise above all rights, including the prohibition expressed in the Establishment Clause. This FEE is evident in recent rulings. In the 2020 Espinoza v. Montana Department of Revenue case, the Court ruled that the no-aid provision of tuition assistance programs for parents who enroll children in religious schools discriminated based on religious status rather than religious use. The Court, using a strict scrutiny standard, changed the question from whether a state may choose to fund religious activity to whether it must. A forceful dissent decried the majority opinion for holding for the first time, that the Constitution requires the government to provide funds directly to a church. Two years later, Carson expanded Espinoza 's holding by mandating the funding of religious activities and institutions where such funding is available to nonsectarian institutions. Another forceful dissent emphasized that prohibiting a state from excluding religious schools from participating in a state tuition program made available to secular schools effects a violation of the Free Exercise Clause of the First Amendment and the breakdown of the separation of church and state. As evidenced in Carson, the consequence is hugely problematic in that the now-state-funded religious institutions, rather than be bound by general nondiscrimination laws, will be free to openly discriminate against students, staff, teachers, and parents alike. This Article proposes a new paradigm to resolve tensions and conflicts in constitutional rights that takes account of and seeks to preserve alt constitutional values. Awakening the law is a multilayered process that seeks to find justice in complex legal conflicts: it is an ongoing process that requires buy-in from all affected constituencies. The resolution of constitutional tensions requires consideration of all interests involved in a constitutional conflict. The embrace of the proposed awakened paradigm, informed by established human rights norms and the First Amendment's own history, allows for the recognition, exposure, deliberation, and resolution of the injustices effected by FEE. "I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should 'make no law respecting an establishment of religion, or prohibiting the free exercise thereof,' thus building a wall of separation between Church & State. "The challenge for those who want to protect religious liberty in the United States, Europe and other similar places is to convince people who are not religious that religious liberty is worth special protection. [ABSTRACT FROM AUTHOR]

In this article, I will do two things: (1) synthesize existing literature exploring critical methodological frameworks that center race and hip-hop in educational contexts; and (2) propose future considerations for research for research, and introduce a new qualitative methodology called mixtaping. The aim of this article is to contribute to a growing body of scholarship supporting the decolonization of methodological practices, by framing minoritized voices – which are in this case, Black men in higher education, who identify as hip-hop artists – as both the subject of research and the producers of new knowledge. [ABSTRACT FROM AUTHOR]

This study examines the effects of undergraduate financing on subsequent advanced degree attainment in a context characterized by a shift away from traditional grant aid programs and toward widespread student loans. Using data from the National Survey of College Graduates, 2SLS Lewbel method regressions estimate the effects of having received undergraduate grant aid and having student loan debt on the chances of attaining an advanced degree during the next ten years. Results suggest a large positive influence of receiving undergraduate grant aid on advanced degree attainment (+8.5%), thus boosting higher education attainment far beyond only an undergraduate degree across college graduation cohorts between 1986 and 2007. Conversely, having loan debt upon college graduation affected the chances of advanced degree attainment negatively. The increased reliance on loans during undergraduate studies coincided with its long-term (or "spillover") effect on advanced degree attainment being null in the late 1980s to a substantive deficit of more than 4 percentage—points from the 2000s onward. Counterfactual projection models suggest that loan-taking after the 1992 Higher Education Act suppressed the number of advanced degree holders in the US labor market and will continue to do so given current undergraduate financing patterns. [ABSTRACT FROM AUTHOR]

Through an ethnography of college life in India, I examine the role of social ties in navigating the inequities of university life. I analyze the socialities of sharing knowledge and resources among disadvantaged students, which I call "infrastructures of sociality." "Infrastructure" designates here two things: first, the role of the university's infrastructure—its physical spaces and organizational routines—in enabling social ties; and second, the fact that these social ties literally function as infrastructure, in that they make university life possible for disadvantaged students, especially in the context of institutional neglect. I therefore advance Bourdieusian scholarship that views social ties among disadvantaged students as merely lacking in social capital, arguing instead that these ties constitute a form of non‐dominant social capital that is analytically distinct and powerful in its own right. Yet, I suggest that these social ties are a double‐edged sword: while the intensive mutual aid of disadvantaged students makes university participation possible, it nonetheless rests on exclusion from more privileged social groups. Thus, despite mitigating exclusion from the university, infrastructures of sociality also inadvertently participate in the reproduction of inequality, by reinforcing exclusion from the elite cultural and social resources circulating among privileged students. [ABSTRACT FROM AUTHOR]

What barriers to compliance do research administrators face at liberal arts colleges and predominantly undergraduate institutions? What solutions can be offered to overcome these challenges? All academic institutions that receive government funding must abide by the same federally imposed rules and regulations for financial assistance, whether for student aid or sponsored projects. However, universally imposed grant requirements are fundamentally flawed because they assume that all colleges and universities operate with similar structures. Liberal arts colleges and predominantly undergraduate institutions must meet the same grant requirements imposed on larger institutions, but research administrators at these establishments often lack the infrastructure and institutional investment to effectively manage compliance. The existing literature recognizes that compliance with federal regulations requires capacity and additional financial resources. However, recent studies fail to address the challenges faced by research administrators at a micro level. Through a survey of the field, this project ultimately shows that a culture of compliance can be achieved through a shared commitment at the individual, institutional, and federal level. [ABSTRACT FROM AUTHOR]

Many college athletes suffer career-ending injuries that leave them with expensive medical bills and lost scholarship opportunities. California's 2012 student athlete bill of rights mandated that the state's universities continue to care for college athletes by providing access to medical care and equivalent scholarships even if they were injured and could no longer participate in athletics. We analyzed publicly available data from the college athletics financial information database using multiple quasi-experimental approaches, including difference-in-differences with propensity score weights and synthetic control methods. We found evidence that Cal-Berkeley and UCLA increased medical expenditures but not student aid. Our findings were robust across both types of analyses. We discuss implications and offer directions for future research related to policy implementation. [ABSTRACT FROM AUTHOR]

Several recently published international relations and criminal justice writings, textbooks, and supplements focus on using science fiction and fantasy texts to teach social science theories. This article investigates how science fiction and fantasy examples affect student learning compared to documentary films. We use mixed methods to conduct two studies on the use of science fiction and fantasy in political science and criminal justice classrooms. In the first study, we divide up a large lecture class, comparing how examples from the HBO series Game of Thrones versus documentary films affect student learning about the United Nations and peacekeeping. Our second study uses a combination of interviews and surveys to assess how students apply various criminological theories to the 1997 film Gattaca versus a documentary. Our research reveals that science fiction and fantasy examples neither help nor harm student learning. However, incorporating examples from fictional worlds may alienate some students, affecting their enjoyment of class and perception of preparedness. Most importantly, we find that the use of fictional examples creates an interpretive barrier in the classroom. Thus, we recommend judicious use of science fiction and fantasy examples. When fictional examples are used, we encourage student preparation and extensive debriefing. [ABSTRACT FROM AUTHOR]