Aspects Of College Research Articles

Analysis on the Impact of the COVID-19 on Higher Education in China

The outbreak of novel coronary pneumonia in late 2019 was characterized by a highly contagious virus. In response, the national government reacted quickly and took proactive measures, which played a very important role in effectively controlling the spread of the outbreak. The prevention and control of the Newcastle pneumonia epidemic has led to advances in a number of areas, including higher education. The content of higher education has been expanded, the way higher education is taught has been reformed, and reforms in the way universities are governed have been promoted. From the perspective of education model, the epidemic is the touchstone of educational information. Under the epidemic situation, the loopholes of traditional teaching mode have been exposed. Online education has ushered in new opportunities by virtue of its immersive advantages, but it also faces many challenges. This paper provides an in-depth discussion of the impact of COVID-19 on higher education in both negative and positive aspects, and proposes solutions towards alleviating the digital divide, and put forward possible suggestions from three aspects of colleges, teachers and students.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

Discuss the Problems and Opinions of University Teaching Reform

This paper explores the issue of university education on two aspects of colleges and teachers. As the colleges; its responsibility to clarify their training objectives, assessment criteria and the final training results in the construction of the overall training program. The students in this construction should develop a sense of overall awareness and train an ability of logical thinking. In terms of professional knowledge and skills, the colleges should make students combine theory with practice and apply what they have learned. In the aspect of public literacy, a curriculum evaluation platform can be set up to optimize choices. As the teachers; the teaching skills and comprehensive literacy should be improved. In the teaching activities, they always adhere to the core teaching of people-oriented and clarify the purpose of teaching. At the same time, universities and society should guarantee the teaching environment and needs of teachers.

“I Feel like It Improves Everything”: Empowering Experiences of College Students Utilizing Psychiatric Treatment

Psychiatric treatment is critical for people living with mental illness as it enables resumption of normal roles and engagement in meaningful opportunities, and it increases the chance of positive long-term outcomes. There is an urgent need to assess college student experience of psychiatric treatment because as many as 45% of college students may meet the criteria for a mental illness diagnosis. All college students are at some risk for negative mental health outcomes because of home-to-college stressors, but these are often intensified for those students living with a mental illness. The aim of this article is to qualitatively explore the psychiatric treatment and recovery experiences of college students diagnosed with mental health disorders, with a particular focus on the impact of treatment on the academic and social aspects of college. Seventeen undergraduate college students who had a psychiatric illness and were taking prescribed psychiatric medication were enrolled in this study. A semistructured...

Measurement of Importance in a Student Satisfaction Questionnaire: Comparison of the Direct and Indirect Methods for Establishing Attribute Importance

Student dissatisfaction with certain aspects of college has been linked to attrition. Some developers of satisfaction surveys contend that in addition to satisfaction ratings, the questionnaire should contain an importance scale because dissatisfaction with the less important aspects of college is not as problematic as dissatisfaction with the more important aspects. Critics of importance ratings argue that they are unnecessary because respondents implicitly consider the importance of an attribute when formulating their satisfaction judgment. It may be possible to keep the length of the questionnaire shorter and still infer the importance of the attributes by examining the correlations between attributes and the measure of overall satisfaction. The attributes with the higher correlations with overall satisfaction are thought to be more important than attributes with low correlations with overall satisfaction. Questions remain about whether the relationship between importance and satisfaction exists and whether it is linear or non-linear in nature. The purpose of this study was to determine: 1) the type of relationship that exists between satisfaction and importance in a student satisfaction survey; and 2) the interchangeability of the direct and the inferred means of assessing attribute importance. It was found that in a student satisfaction survey, the relationship between satisfaction and importance is nonlinear. Attributes with very high or very low satisfaction are rated as more important than attributes with middle levels of satisfaction. The direct method of measuring importance was compared to three indirect methods (i.e., based on satisfaction). The three indirect methods differed in terms of how the overall satisfaction was determined (single item rating of general satisfaction, sum score of 25 attributes, and a question about whether the student would enroll at the same institution if given the chance to do it over again). The correlations between the direct and the indirect methods for determining attribute importance were at best only moderate. The indirect method most similar to the direct approach was the one-item general satisfaction question, but common method variance may be a factor in this. It was concluded that the direct and indirect methods should not be considered interchangeable. We recommended that future research determine which method is most valid by considering the relationship of each method to actual attrition.

Housing Students: Fraternities and Residential Colleges

Many American campuses are dominated by their fraternities and sororities. Administrators are caught on the horns of a dilemma because the housing that these Greek letter societies offer would require an enormous capital investment to replace. Moreover, old graduates are often more devoted to their “frat” than to their alma mater. But there seems no end to the difficulties, including hazing, poor study habits, de facto segregation, and alcoholism, attributable to the fraternity system. The historical background dating back to the eighteenth century, the arcane rituals, and the future prospects of one of the most controversial aspects of college and university life are surveyed, along with the arguments of both enemies and friends.

An extension of the realistic preview concept to various career transitions

A model is presented in which the realistic preview concept is extended beyond the job and organization choice situation for which it was originally suggested. Realistic previews are suggested for two major career transitions: the entry from high school to college and university and the transition from university to the world of work. The differences between high schools, universities and workplaces are discussed to highlight the need for realistic previews which pertain to aspects of the occupational field which a student pursues, as well as aspects of college or workplace environments. It is reasoned that realistic previews will soften those entry transitions in the same way that a realistic preview for job choice has been shown to be beneficial.

Goals of male and female college students: Do traditional sex differences still exist?

Importance ratings of reasons for attending college were obtained from male and female undergraduates. Responses were compared for sex differences and were compared to the responses of subjects in the Constantinople (1967) study. The picture of college students that emerged is very different from those of previous studies. Current females did not emphasize career goals less, nor social goals more, than males. Current males were more interested in social aspects of college than were their male predecessors. Male and female concepts of success seemed to differ. To females challenge and accomplishment were most important; to males, complying with parental pressures and economic success were most important.

Student-Faculty Informal Relationships and Freshman Year Educational Outcomes

This study investigated the relationship between student-faculty informal relationships and three freshman year educational outcomes. After controlling for the influence of 14 student pre-enrollment characteristics, such as high school academic performance, academic aptitude, personality needs, and expectations of certain aspects of college, eight measures of the frequency and strength of student-faculty informal relationships accounted for statistically significant increases in the variance in freshman year academic performance and self-perceived intellectual and personal development. Partial correlations, controlling for the influence of all pre-enrollment characteristics and all other student-faculty relationship variables, indicated that frequency of student-faculty informal interactions focusing on intellectual or course- related matters had the strongest positive association with academic performance and intellectual development. Interactions for the purpose of discussing students’ career concerns had the strongest association with self-perceived personal growth.

The Role of the Administrator in General Education

Release of student powers through General Edu cation may be a more powerful force in the flow of centuries than all the unshackled energies of the atom in the view of Malcolm S. MacLean. Dr. MacLean (A.B., Michigan, Ph.D., Minne sota), has served as director of the University of Minnesota General College (1932-40), president of Hampton Institute (1940-43), and since 1945 as professor of education at the University of California, Los Angeles. He has been consultant to colleges and universities in California, Texas, and Wisconsin. In reading what Dr. MacLean says, the question may be considered: Cannot administrators promote other aspects of college and university education in much the same way they can promote General Education?

The Dean and His Duties

iN i869, two hundred thirty-three years after the foundation of Harvard College, President Eliot appointed the first of the College. This fact is, perhaps, a bit illuminating since we have learned in recent years to associate the term dean with many aspects of college and university administration. As a matter of fact, however, the position of is of relatively recent origin; and, even today, the functions and relationships of that officer are not standardized. Indeed, it was not until about forty years ago that the office took on real significance. Aside from the appointment at Harvard University, just mentioned, the recognition of the need of such an officer bore fruit, first at Amherst in i88o; at Yale in 1884, when Dean Wright was appointed; at the University of Chicago, in I 892, when a full set of deans were elected; and at Columbia College, in i 896, when Professor Van Amringe was elevated to that office. Since the beginning of the present century, the practice of appointing deans of colleges has generally prevailed although there are still colleges which have no deans. The position, as has been indicated, has become more or less generally recognized, but there is still no unanimity of opinion as to what the dean's functions and relationships should be. As a matter of fact, his place is still somewhat indefinite, although it is now more clearly defined than in the early days. As is to be expected, however, the functions and relationships of the deans are still many and varied; but they depend largely upon the size and organization of the institution and the manner of election to office. In the extremely autocratic institution, where the board of trustees is endowed with absolute power to appoint and dismiss the president, deans, and other officers, the duties of the officers are likely to be rather clearly defined from the viewpoint of the board of trustees; while in the extremely democratic type, the duties of the are defined from the viewpoint of the faculty, and these viewpoints are likely to be quite different. As might be suspected, there exists much variation in the whole matter of college and university control, and in the manner in which officers are elected under the various plans. A study of the report of Committee T of the American Association of University Professors on the Place and Functions of Faculties in Univer-