What a difference mentoring makes: service learning and engagement for college students

Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students.     

大学生生命教育的人文价值探讨

本文主要讨论了大学生命教育中所蕴含的人文价值,并提出了在人文视阈下,高校应如何构建生命教育体系,促进当代大学生身心健康的全面发展。     

Evaluating an individualized science program for community college students

Two classes of community college students having less than the usual minimal preparation required for admission were taught half of a basic science course using individualized instruction and half using traditional instruction. The course was divided into chemistry and physics segments and random halves of each class received the individualized treatment in one segment and the traditional treatment in the other. The individualized treatment was found to yield superior achievement gains and more positive attitudes toward science than the traditional treatment while both resulted in equivalent student satisfaction. No differences between segments were obtained. Of the four treatment-segment combinations, individualized physics appeared to yield the greatest achievement. Individualized instruction was concluded to be effective.     

Developing a sense of belonging in the classroom: community college students taking courses on a four-year college campus

In 2005, Louisiana implemented the Master Plan for Public Postsecondary Education: 2001 (Board of Regents, State of Louisiana, 2001) to restructure its higher education system in an effort to provide its citizens with high quality postsecondary educational choices. This restructuring forced its two-year and four-year institutions to redesign their developmental education programs. Subsequently, several two-year institutions partnered with four-year institutions to offer developmental courses on the four-year college campuses. However, little is known about the experiences of the two-year students in these settings, especially as they relate to classroom experiences. Thus, this phenomenological study explored the academic-social experiences of 20 students enrolled at the two-year college and taking classes at a four-year institution. The study was done in hopes of garnering a better understanding of factors that impact integration and persistence. This article focuses on how the students developed a sense of belonging in the classroom, and it makes connections as to how these students’ experiences may impact integration and persistence and/or transferability to four-year institutions. Additionally, recommendations for research and practice are presented.     

What college chemistry instructors and high school chemistry teachers perceive as important for incoming college students

Professors of college chemistry were asked to rank various examples of traditional chemistry knowledge and skills as to their importance for incoming students to possess. A pilot study revealed that the items—all selected from one edition of the American Chemical Society-National Science Teachers Association (ACS-NSTA) Chemistry Achievement Examination—represented attributes viewed as relatively unimportant. The professors then identified 29 personal traits they considered more important for incoming students to possess. Subsequently, these items, knowledge, skill, and personal attributes, were included in a three-part assessment instrument. The instrument was administered to 69 college chemistry professors selected at random and to 37 high school chemistry teachers. The results reveal that the college professors universally identified student personal attributes as significantly more important for incoming students to possess over specific knowledge and skills included in the ACS-NSTA Achievement Examination. Chemistry professors do not find items commonly used to assess success in high school chemistry as important attributes for incoming students to possess. Conversely, high school chemistry teachers regard the knowledge and skill items to be more important for college preparation than personal attributes.     

浅析高校学生社区的境外生管理工作

如何提高境外生的学生社区工作成效一直是侨校面临的一个重要难题,本文从存在的基本问题入手,构建境外生社区管理工作基本原则,从多角度对高校学生社区的境外生管理工作进行了研究,探析提高境外生学生社区教育管理工作实效性的具体措施,以期对今后的发展华文教育有所裨益。     

A tale of two students: Building a culture of engagement in the community college

Enrolling in a community college may be as intimidating for those students who eventually succeed as it is for those who don't. Why, then, do some persevere while others leave before they meet their goals? Institutional practice can tip the balance.     

篮球运动作为高校学生余暇体育的价值

随着人民生活水平的提高,人们的健身意识逐渐增强,进行体育锻炼的人越来越多,终生体育已经成为一种新兴的体育思想。篮球运动一直是大学生比较喜爱的运动项目。篮球运动无论从场地设施、环境条件、学生余暇体育观念还是从体育文化个性方面都是一项比较适合大学生进行余暇活动的体育项目,篮球运动作为大学生余暇时间的锻炼手段有着很好的健身、经济、娱乐价值。     

河南省体育大学生就业能力结构探析

本文运用问卷调查等方法,通过对影响大学生就业的内部和外部因素的分析,结合体育专业大学生的人才培养模式、专业特点、知识结构、能力结构等方面,探索出体育专业大学生应具有的就业能力结构,为体育专业大学生的人才培养、提高就业能力提供理论支持.     

What do you think of stock investment by college students?

Steven As a college student,stock investment for me is negative.Gloomy guys enjoy their gloomy days,I guess.We students can hardly assume     

大学生社会实践活动的实效性与科学化管理探索

本文分析了大学生社会实践活动存在的主要问题,并对大学生社会实践增强实效的五个步骤和科学化管理进行了探索。     

Trauma and psychological distress among ethnically diverse community college students

An association has been found between traumatic experiences and psychological distress; however, the impact of ethnicity on psychological distress is less clear. The present study examined the relationship between traumatic experiences and measures of psychological distress among a multiethnic sample of community college students. A total of 389 male and 848 female students completed a questionnaire that included the Distressing Events Questionnaire (DEQ), the Traumatic Life Events Questionnaire (TLEQ), the Center for Epidemiologic Studies-Depression Scale (CES-D), the Bulimia (BUL), and the Drive for Thinness (DT) subscales of the Eating Disorders Inventory. As predicted, Blacks and Latinos reported higher levels of interpersonal trauma than White students. There was a positive association between trauma exposure and symptoms of depression, eating disorders, and posttraumatic stress disorder (PTSD), and no ethnic differences were observed in depression and PTSD scores among students exposed to interpersonal trauma. The high levels of trauma among Blacks and Latinos should be of concern to academic institutions because trauma is linked to poor academic performance.     

Field of study choice by community college students in Canada

Community college education is a key component of Canadian postsecondary education, with 21% of the population aged 25–64 having college credentials. In order to understand educational decisions at this level, we estimate a model of choice of field of study and analyze, among other things, the effect of earnings on this choice. In this way, we exploit two cross-sections (and cohorts) of young workers who completed community college (Cegeps in Quebec) in 1990 and 1995 from the Canadian National Graduate Survey. Structural estimates indicate that the probability of selecting a specific community college field of study depends significantly upon anticipated earnings in this field relative to other fields. Our results also show that women put less weight on earnings compared to men when choosing a field of study, and that students who were employed prior to starting community college are more sensitive to earnings variations across fields of study than students with no prior work experience.     

完善高校学生社团管理机制的探索

从高校学生社团的作用入手,通过对我国高校学生社团现状的分析,探索改进我国高校学生社团管理机制的新思路,为进一步丰富高校学生社团活动,完善高校学生社团管理,促进学生社团健康发展,提供一些有益的帮助。     

“90后”大学生社团建设的思考

高校中的社团是校园文化的重要载体,对于校园文化建设和学生综合素质的提高具有极其重要的作用。当下的大学生社团以"90后"为主,结合"90后"大学生的性格特点,根据当下大学生社团普遍存在的问题,对新一代社团的建设提出建议,希望大学生社团更加充分地发挥其作用。     

Determinants of predisposition to transfer among community college students: A structural model

Employing aspects of Tinto's (1975, 1987) theoretical framework, the purpose of this study was to test a model of student transfer behaviors and attitudes with a community college student population. More specifically, this study examined the structural relationships among five constructs: (1) student background factors, (2) initial commitments, (3) social integration, (4) academic integration, and (5) predisposition to transfer. Student background factors were examined to determine their direct and indirect effects on community college students' initial commitments, social integration, and academic integration on three multiple indicators of the dependent variable, predisposition to transfer: (1) number of four-year institutions students planned to apply for transfer, (2) transfer behavior, and (3) transfer perceptions. The study supported utilization of factors identified in the retention literature that are based on Tinto's model to examine transfer attitudes and behaviors among community college students. Students with high levels of social and academic integration tended to have high levels of predisposition to transfer. Ethnic background was found to have no relationship to predisposition to transfer.     

The academic writing of community college remedial students: Text and learner variables

Community college remedial reading studentscomposed an informational report from sources,a task commonly assigned in higher educationthat integrally combines reading and writingprocesses. Productivity, use of source text,reproductions, accuracy, and inclusion of keyideas were analyzed as a function of twoexogenous variables, text density (high, low)and domain (health, business), and twoendogenous variables, prior knowledge andgeneral literacy skill. Text densityinteracted with literacy skill forproductivity, and with prior knowledge foraccuracy. Individuals with lower literacy orprior knowledge scores were at a disadvantagewith high but not low density source text. Domain affected productivity, use of source,and inclusion of key ideas: health text wasassociated with superior performance. Domaineffects may be explained by metacognitive ormotivational variables, or differences in thereadability of the source texts. The resultshave implications for instruction aimed atimproving community college students'preparedness for the academic demands of highereducation.     

Explaining the academic performance of community college students who transfer to a senior institution

The academic performance of 361 community college students was investigated after their transfer to a comprehensive university. The predictor variables included personal, environmental, demographic, and pretransfer academic measures. The criterion was grade point average (GPA) at the senior institution. Analyses included moderated linear regression and a branching algorithm which forms subgroups to best explain criterion scores (AID-3). The academic pattern and performance at the community college was found to be very important to the relevance of specific factors related to the curriculum selected at the senior institution.     

关于大学生价值取向教育的思考

传统的主导价值观教育注重价值的客观性和共性,忽视价值的特殊性和多变性,而价值澄清理论只片面强调价值的特殊性和多变性,否定了价值的客观性和共性。应将传统的主导价值观教育同价值澄清理论结合起来,引导大学生从容应对价值冲突和混乱。