Patterns of utilisation of university counselling services: A comparison of a South African and a North American University

This study compared the concerns that prompted clinets to seek counselling at a South African and a North American campus. A further assessment of first-year student client concerns was done in order to establish the extent of the use of the counselling service in relation to the expressed needs of the first-year student population. Altogether 580 clients were surveyed and depression, family problems and anxiety/stress were listed as concerns by more clients than other personal concerns on both campuses.     

The great neoliberal hijack of collaboration: a critical history of group-based learning in tertiary education

ABSTRACT

This article examines the teaching of collaboration within tertiary education, critiquing the hegemony of a neoliberal mandate. This review of academic literature first identifies the significance of social capital and an intrinsic motivation to collaborate, to theorize how an important and complex graduate attribute (termed here ‘collaborative dexterity’) might be approached by pedagogy. This leads into a historical analysis of research into higher education, revealing how the instrumentalization of collaboration to enhance the private advantage of learners continues to pervade academia’s understanding of collaboration. As higher education transitioned from learning ‘through’ collaboration to learning ‘to’ collaborate, extrinsic motivations for collaboration were promoted further through assessment procedures, maintaining a narrow economic-exchange approach to collaboration. These educational practices inhibit the development of collaborative dispositions, foster self-interest and ultimately limit graduates’ preparation for the needs of collaborative work environments. Moreover, while educational scholarship has extensively explored why collaboration is important and how it may be assessed, much less consideration has been given to how collaboration might actually be taught within diverse disciplinary areas in tertiary education. This suggests an urgent need for further research into how collaboration is taught within tertiary education, in ways that extend beyond a neoliberal conceptualization of collaboration.     

Post-secondary Science Students’ Explanations of <Emphasis Type="Italic">Randomness</Emphasis> and <Emphasis Type="Italic">Variation</Emphasis> and Implications for Science Learning

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.     

Towards another kind of borderlessness: online students with disabilities

Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of first-hand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: (1) having control over studies as an advantage of online learning, (2) personal touch helps SWD’s online learning, and (3) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level.     

Second-order conditioning of the pigeon’s keypeck

Pigeons learned to peck a keylight (S2) when it was paired with a stimulus (S1) that already evoked keypecking. Control procedures showed that S2 acquired control over responding because it was paired with S1 and because S1 had a conditioning history, thereby supporting the claim that S2 was a second-order conditioned stimulus. Second-order conditioning occurred as rapidly when S1 was a keylight as when it was a tone. Test procedures showed that after second-order conditioning, responding to S2 was markedly debilitated by the extinction of responding to S1, indicating that the ability of S2 to evoke a response importantly depends upon the continued ability of S1 to do so. Our demonstration that directed motor action in the pigeon is susceptible to second-order conditioning suggests a new interpretation of conditioned reinforcement in instrumental learning. Our demonstration that the effectiveness of S2 depends upon the continued effectiveness of S1 indicates that S-S associations are formed in this version of the second-order conditioning experiment.     

Identity Politics and the Queering of Art Education: Inclusion and the Confessional Route to Salvation

In this article I discuss the relationship between theories of identity and making practices in secondary art and design. Of particular interest is the way students are invited to explore identities in relation to a sense of self and the extent to which this is informed by schools' concern to make diversity visible through multicultural celebration, thus framing and possibly limiting exploration. It is notable that non‐heternormative sexual identities remain largely invisible in the official curriculum and I examine the disjunction between this absence and their hypervisibilty in the mass media and its culture of confession/exposure. I revisit Michel Foucault's discussion of the history of sexuality as a way to understand the development of confessional discourses in modern culture and to provide an alternative and ambivalent reading of the power relations implicit in work exploring identities by art and design students. Specifically, I look at the position of gay and lesbian students and teachers, and ask whether their sexuality can figure within the injunction ‘explore your identity’. Given the heteronormative culture of schooling, I end by recommending that individuals should be wary of outing themselves in the name of self‐expression but that art teachers could use strategies of distancing to engage students with issues of sexuality and join with others to counter homophobia by queering the curriculum.