Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting

If an objective of public higher education is to engage with a diversity of communities, then coursework should be less insulated within classrooms. This work describes and analyzes a university course design that supports undergraduate students to experience learning as relational and transformational via Site Visits within various communities. We focus on “technological assemblages” as a way to understand students’ reorientation to the process and purpose of learning (and teaching). We analyze experiences within the course as moments of disorientation, reassembly and stabilization in which students use their mobile devices, bodies and interactions-in-place to understand familiar locations as socially and historically contingent sites of learning (and teaching). We argue that this instructional model does important work of putting students at the nexus of building relationships between the university and other community settings around the city.     

A comparison of the pencil‐and‐paper and computer‐administered Minnesota Multiphasic Personality Inventory–Adolescent

Within the context of a counterbalanced design, 102 students from either a high school or a large Southeastern university were administered two versions of the Minnesota Multiphasic Personality Inventory–Adolescent (MMPI–A): a computer‐administered version (CA) and a paper‐and‐pencil version (PAP). Time between testing sessions was approximately one week. Differences in individual scale means between the CA and PAP were calculated using paired t tests, with the Bonferroni correction procedure; no mean differences were statistically significant ( p > .05). To determine if the scale distributions were similar Hartley's homogeneity of variance tests were conducted; there were no differences in the shapes of the scale distributions ( p > .05). Pearson product‐moment coefficients were calculated to determine if the relative rankings were similar across administration formats; coefficients for every scale were positive and statistically significant ( p < .01). © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 605–613, 2005.     

Multiple-transfer students in a public urban university: Background characteristics and interinstitutional movements

Little research has been conducted on multiple-transfer students, those students who transfer more than once during their collegiate careers. In this study, background characteristics and previous interinstitutional movements of a sample of multiple transfers enrolled at a large, urban, public university were examined. These students moved along four different transfer paths before enrolling at the university, where they comprised one-fifth of new undergraduate enrollments. Their paths differed significantly on a number of demographic, institutional, and interaction variables. Overall, these students were academic achievers with high socioeconomic status backgrounds, who focused on academic quality and programs in choosing four-year colleges. Their tendency to transfer among large, inexpensive, public institutions has negative implications for the private sector of higher education.     

Sustainable learning and education: A curriculum for the future

International Review of Education - This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is...     

A Delphi Study and Initial Validation of Counselor Supervision Competencies

The authors addressed the lack of supervision training standards for doctoral counseling graduates by developing and validating an initial list of supervision competencies. They used content analysis, Delphi polling, and content validity methods to generate a list, vetted by 2 different panels of supervision experts, of 33 competencies grouped into 5 categories.     

Understanding Anti-Fat Bias in Children: The Role of Media and Appearance Anxiety in Third to Sixth Graders' Implicit and Explicit Attitudes Toward Obesity

This study of 601 3rd-6th grade boys and girls examined implicit and explicit attitudes of anti-fat bias along with media exposure variables and appearance anxiety. In this study, predictors of implicit attitudes of bias were measured and then those same implicit measures were tested as possible predictors of more explicit measures of anti-fat bias. Given the uniqueness of the measures with a sample of this age and the self-report measures of media use, the hope was that the results may prove helpful in understanding the complicated factors related to children's attitudes and beliefs about weight bias in order further explain how and why thinness is regarded as such an important social and cultural attribute. Findings suggest that exposure to an image of an overweight child and fear of negative appearance evaluations were the strongest predictors of two measures of explicit anti-fat bias. Furthermore, implicit attitudes representative of fat bias were also evident across the sample. Greater television exposure was related to decreased levels of anti-fat bias and more favorable assessments of overweight subjects viewed in photographs; thus, findings suggest several factors are important in better understanding the correlates related to anti-fat bias in children.