Actualizing multicultural counselingcompetencies: A multifaceted course approach

This article responds to the need for specificcourse activities that may facilitate theacquisition of multicultural counselingcompetence. Sue et al.'s (1992) tripartiteframework is used to discuss how multiculturalcounseling competencies may be actualizedthrough the following course components: (a)ice-breaker name activity, (b) class discussionof multicultural experiences, (c) ethnicsharing, (d) action plan, (e) ethnic literaturereview, (f) cultural awareness presentation,(g) multicultural legacy, (h) triad model roleplay, and (i) small-group research project.Several guidelines are suggested to assistinstructors in implementing components.Finally, trainees' reactions to coursecomponents are provided to illustrate courseeffectiveness.     

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Early Childhood Education Journal - The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated...     

University patenting and its effects on academic research: The emerging European evidence

This paper surveys the existing fragmentary data on the growth of university-owned patents and university-invented patents in Europe. We find evidence that university patenting is growing, but this phenomenon remains heterogeneous across countries and disciplines. We found some evidence that university licensing is not profitable for most universities, although some do succeed in attracting substantial additional revenues. This might be due to the fact that patents and publications tend to go hand in hand. In a dynamic setting however, we fear that the increase in university patenting exacerbates differences across universities in terms of financial resources and research outcome.     

A comparison of perceptions of self among university students in Ireland and the U.S.: Implications for counselling

The study compared 50 Irish and 50 American graduateand undergraduate psychology and counselling studentson the ways they rated My Real Self and My Ideal Selfon a Semantic Differential using Osgood et al.'s (1957)Semantic Differential Technique. A 2×2×2 MANOVA wasused for the data analysis where the status variableswere country, class, and gender, and the dependentvariables were the evaluative and potency scales ofthe Semantic Differential for both My Real Self and MyIdeal Self. It was found that males, as a whole,rated the potency of both My Real Self and My IdealSelf higher than females. Implications forcounselling are discussed.     

Are Artificially Intelligent Conversational Chatbots Uniformly Effective in Reducing Summer Melt? Evidence from a Randomized Controlled Trial

Research in Higher Education - Our field experiment extends prior work on college matriculation by testing the extent to which an artificially intelligent (AI) chatbot’s outreach and support...     

Student adjustment to higher education: the role of alternative educational pathways in coping with the demands of student life

The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.