Campus Identity Research Articles

Designing an Alternative Typeface to Reflect the Identity of the ITS Campus

This research aims to design a new typeface that reflects the characteristics of the Institut Teknologi Sepuluh Nopember (ITS) campus and can be used in a variety of contexts. The new typeface, ITS-Artistech, was created by synthesizing key features into the anatomy of Latin letters, which were extracted from the key characteristics and images of the ITS campus. The typeface is intended to be one of several typographic options that reflect ITS and to pioneer typeface production at ITS, contributing to the theoretical and practical body of knowledge on designing typefaces that reflect campus identity. The research method involved collecting data on the use of typefaces in the ITS environment and ITS profile, conducting perceptual studies to know how people perceive the images and characteristics of the ITS campus, and developing the typeface through a series of iterative refinement steps. The new typeface is a valuable resource for the ITS community, as it helps to promote the university's brand, foster a sense of community, and support the creative process and the research of typeface design. It is also a unique and distinctive typeface that is not based on any preexisting letters. The typeface is available as a digital letterform (font) that can be installed and used for a variety of purposes, including digital and print promotional materials.

Unpacking place-based narratives: enhancing campus community participation in watershed conservation

Purpose The study aims to identify the evoked “sense of place” that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a place, serving as the conceptual framework for analysis. Design/methodology/approach This case study explores an urban lake at Universiti Malaya, Malaysia’s oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination. Findings The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community. Practical implications The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the process of identifying place-based narratives with implications for the development of sustainability communication in a campus environment. Originality/value This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.

Aktivitas Public Relations Bisnis Kampus Institut Bisnis Muhammadiyah (IBM) Bekasi

This research aims to gather information about the activities of Business Public Relations (PR) at IBM Bekasi Campus. The method used in this research employs qualitative methods with data collection techniques through in-depth interviews with informants, document examination, observation, and data analysis, including observation, data reduction, and data presentation. The results of this study indicate that the Internal and External Public Relations (PR) activities at IBM Bekasi Campus emphasize the crucial role of PR in shaping a positive image, strengthening internal relationships, and increasing engagement with external parties. Internal PR focuses on fostering corporate culture, effective communication, and increasing employee engagement, while External PR emphasizes innovative promotional strategies, effective communication with the public, and strategic partnerships with industries. Both complement each other in creating a strong campus identity. Two-way communication, recognition of employee contributions, and engagement development strategies in Internal PR have a positive impact on the work environment and productivity. Meanwhile, External PR successfully creates the campus's appeal through various communication channels, active participation in educational events, and the use of social media as a promotional tool. Alumni involvement and responses to public feedback indicate adaptation that is relevant to technological developments and communication trends. The overall PR activities at IBM Bekasi Campus create a dynamic ecosystem, strengthen internal foundations, and open opportunities for sustainable partnerships, maintaining solid relationships with various stakeholders, and attracting prospective students.

Leveraging Campus Landscapes for Public Health: A Pilot Study to Understand the Psychological Effects of Urban Sheep Grazing on College Campuses.

Since the 1980s, college students in the U.S. have self-reported a decline in their physical and emotional health. With these conditions compounded by the COVID-19 pandemic and its physical distancing restrictions, higher education institutions have an increased responsibility to establish strategic interventions and health-promoting programs for their students. Research collaborations between public health professionals and environmental designers have highlighted the benefits of environmental factors, such as wildlife, street trees, and public parks, on mental health. This pilot project aims to build upon the transdisciplinary dialogue between ecology, design, and public health by examining the social benefits of grazing lawnscape management, which is the practice of using herbivorous livestock to manage turfgrass areas. Through the design of an accessible central campus grazing space for a flock of 25 sheep and use of online questionnaires, a smartphone-based single-item survey, and open-ended feedback given via social media, the UC Davis Sheepmower Project addresses three primary questions: (1) Are there differences in self-reported stress levels and well-being between people who did not watch grazing sheep (no sheepmower group) compared with those who did watch grazing sheep (sheepmower group)? (2) Does holding sheep grazing events create opportunities for education about well-being and engagement with the campus community? (3) Can this type of urban grazing installation ultimately contribute to the overall identity of a college campus? Web-based questionnaire results indicate there is no significant difference in self-reported stress levels between the two groups; however, the moment-in-time smartphone-based single item question suggests that the presence of sheep provides temporary, noticeable relief and enhanced mood for those who observe the animals. Reflections posted on social media suggested that participants found the sheep grazing events fostered feelings of community and placemaking within the campus identity. However, the questionnaire sample indicated the grazing events did not have a significant effect on participants' sense of place or overall campus identity. This transdisciplinary effort breaks down traditionally siloed approaches to human and environmental health and is an example of a whole-systems approach to developing innovative solutions and encouraging applied collective action.

How Diversity Fails: An Empirical Investigation of Organizational Status and Policy Implementation on Three Public Campuses

Although diversity has been a guiding preoccupation in higher education for several decades, organizational diversity practice, i.e., what happens when colleges and universities implement diversity plans, is rarely a subject of inquiry. As a result, there is relatively little empirical understanding of why diversity has failed to significantly advance racial equity on college campuses. In response, this ethnographic, collective case study draws on interviews with 54 respondents, archival and organizational documents, and campus observations to interrogate diversity practice on three campuses of different status in one public system in the U.S. This study employs Bourdieu’s theory of practice, specifically institutional habitus as an analytic lens, to examine the influence of campus social status on diversity practice related to a statewide policy. Findings reveal that each campus has a unique institutional habitus—that is, a status-linked sense of campus identity, constraints, and opportunities—that prefigured and, on most campuses, derailed diversity practice in response to the policy. Only the middle-status campus made any substantive progress. By juxtaposing these findings, this analysis demonstrates that diversity practice does not exist within a campus vacuum; instead, it is inevitably influenced, constrained, or aided by the institutional habitus of the organizational environment. The paper concludes by arguing that organizational change efforts that recognize diversity work as a situated organizational practice that reflects broader power relations can better challenge inequities to spur transformative change across educational levels and contexts.

Managing authentication and authorization in distributed science gateway middleware

Establishing users’ identities and determining their permissions before they access research infrastructure resources are key features of science gateways. With many science gateways now relying on general purpose gateway platform services, the challenges of managing identity-derived features have expanded to include network-based authentication and authorization scenarios that connect science gateway tenants, science gateway platform middleware, and third party identity provider services, including campus identity management systems. This paper examines both architectural and implementation considerations for integrating these services. We provide a summary case study that further shows how end-to-end authentication and authorization can be provided between gateways, campus authentication systems, science gateway middleware, and campus computing resources. We conclude with observations on lifecycle management of third party components in science gateway platform services, which is an important consideration for both selection of new technologies and transitioning from older systems.

Convivio: Tolerance, Diversity, and Campus Identity During the Trump Era

In May 2017, twenty “student-artists” at Mary Baldwin University collaborated to create a mural about our institution and our very diverse student community. As a three week May Term course, the mural project continued a difficult conversation about diversity and inclusion on campus that occurred in the aftermath of Donald Trump’s election as president of the United States. The purpose of this article is to discuss how ethnographic methods were used to develop mural themes, as well as to discuss the ways that the mural itself, and the process of its creation, reveal student anxieties about and responses to the policies and rhetoric of the Trump administration. Despite the very real threats to their own safety and that of their family and friends, student-artists challenged the inherent insecurity caused by administration policies through their insistence on inclusion, tolerance, and co-existence.

“It Made Me Want to be that Spark”: A Case Study of the Experiences of College Student Group Exercise Instructors

While recent research has focused on leadership and development in collegiate club and intramural sports participants, many of the findings and suggestions may be deemed applicable to student roles within college fitness and group exercise programs. The purpose of this exploratory case study was to learn about the leadership experiences, motivations, benefits, and perceived limitations to group fitness instruction for students at a small, private, Mid-Atlantic university, and to discover potential influences of these experiences on the overall collegiate experience. The researcher was interested in insights of both current and recently graduated students who serve as group fitness instructors at their college. The researcher interviewed eight participants from one institution selected through convenience sampling. While this study used a small sample from one institution, interviewee responses were consistent, relevant, and may be expanded upon in future research. Participants reported that they improved leadership skills, public speaking, conflict resolution, and developed a campus identity as a result of teaching group exercise. The majority of the participants had not considered the benefits of their experiences in terms of professional development, and relationship building before their participation in the study. These findings demonstrate that campus recreation departments need to provide evidence to students and university administration that their programs not only provide enjoyment and health benefits for participants, but also a litany of “soft skills” and professional experiences that employers will look for after graduation.

Puke Ahu: articulating a place-based, university campus identity

ABSTRACTUniversities in Aotearoa New Zealand are public institutions established on lands purchased or acquired by government since 1869. As particular sites in the built landscape, they each carry a history and geography. A project at Massey University’s Wellington campus seeks to open-up diverse identifications with the ‘place’ of the campus and has produced resources, established fora, and built relationships that differently recognise aspects of place and identity. The Pākehā authors reflect on the theoretical frameworks that have influenced their work on the project including geography, critical pedagogy, and discourse theory. As Pākehā academics engaging with the indigenous history of the land through which they work, the authors discuss the implications of this knowledge and the difficulties and responsibilities of working in a project that seeks emancipatory outcomes.

Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access

INTRODUCTION Traditional assessment of ways in which open access initiatives and institutional repositories have provided a return on investment normally use pragmatic measures such as download counts and citation benefits. This pragmatic approach misses out on the powerful altruistic impact of improving access to international and/or marginalized communities. Using a frame of social justice, this article considers the importance of developing altruistic measures of repositories, particularly for institutions with missions specifically related to social justice and related themes. METHODS Using web analytics data for search keywords from eight institutions and geographic usage data from nine institutions, the authors were able to determine how well social justice related content is accessed by search engines and how much overall content is accessed internationally, particularly by lower-resourced countries. A social justice term list was developed to permit corpus overlap analysis with each institution’s search keywords, while the World Bank country income lists were used to determine international access by low and low-middle income countries. RESULTS Universities with mission statements explicitly mentioning social justice or Catholic social teaching had greater overlap with the social justice corpus. Low and low-middle income countries as defined by the World Bank were among the most engaged users. All institutions had at least one social justice search term in their top ten; Marquette University had five. Collection development in social science and environmental sustainability at Loyola University Chicago successfully increased this term overlap year-over-year and increased user engagement as measured by session length. DISCUSSION The results of this exploratory study indicate that it is possible to use repository data to evaluate the success of an institution’s open access and social justice initiatives. The year-over-year improvement of Loyola’s numbers suggest in addition that it is possible to increase social justice impact through collection development. Performing an analysis of social justice impact can be used as an overall strategy for repository success and outreach on campus, particularly for institutions where social justice is an important part of the campus identity. For repositories in need of further resources, the ability to quantify impact for university administrators and decision-makers may be of use. CONCLUSION For institutions with a social justice mission, improving social justice content may improve repository ranking in social justice related search results. Collection development strategies should focus on departments and/or individuals who are working in social justice related areas, which defined broadly could encompass much of an institution. For institutions that emphasize social justice, it may be easier to approach faculty who might not otherwise have an interest in open access issues.External Data or Supplements:Heller, M. & Gaede, F. (2016). Appendix A: Social Justice Term Analysis & Appendix B: Social Justice Overlap Template & Geographic Usage. http://dx.doi.org/10.7910/DVN/XU5IBN, Harvard Dataverse.

Effects of distance from home to campus on undergraduate place attachment and university experience in China

First-year students in transition from hometown to campus are generally confronted by intellectual and social challenges as well as disruption and the formation of the place attachments associated with relocation. Understanding the variables affecting student place attachment helps address the widespread concern about student transition. Interactions between place attachment to hometown and campus, and the effects of endogenous and exogenous variables on place attachments, were analysed using covariance analysis, based on questionnaire data gathered at a Chinese university. Campus identity acts as a predictor for the other three dimensions of place attachment to hometown and campus: hometown identity, hometown dependence and campus dependence. Place attachment to campus exerts a direct effect on place attachment to hometown, while the latter indirectly impacts on the former through mediators including academic self-efficacy and peer relationships. Gender, household registration record and duration of dormitory stay were also identified as statistically significant predictors of student place attachment.

The Role of Gender Identities and Stereotype Salience With the Academic Performance of Male and Female College Athletes

An experiment was conducted to examine factors that moderate the experience of academic identity threat among college athletes who represent a stigmatized group on most college campuses (Yopyk & Prentice, 2005). It was hypothesized that because they are more engaged in academics, female college athletes would be especially threatened by the prospect of confirming the “dumb-jock” stereotype. As predicted, female college athletes performed more poorly when their athletic and academic identities were explicitly linked, but only on moderately difficult test items. The results also revealed that male college athletes performed significantly better (see stereotype reactance and self-affirmation) on more difficult test items when only their athletic identity was primed prior to the test. This is an important finding as there is little research on the impact of positive stereotypes on performance. The discussion focuses on the different motivational processes (i.e. self-affirmation) that impact the academic performance of male and female college athletes when aspects of their campus identity are primed within a classroom context.

Presidential Address: Maps in the Mind and the Mobility of Asia

A map is a peculiar kind of visual text. It seems a mere instrument of utility, showing us where to go and how to put things in place. Invisible ingredients, however, render every map a Pandora's box. Emotions are undoubtedly the most potent of all of the invisible elements in maps. The cartographic passions that make the headlines may be national ones, but in cities, towns, and villages, people have strong feelings about local maps. Street gangs, real estate developers, insurance companies, zoning boards, planners, and electorates invest maps with local politics. Landowners love their property lines. Universities map their campus identity. The Association for Asian Studies (AAS) signifies itself succinctly in its logo, a map of Asia. Such territorial attachments and many others have striking similarities: they infuse boundaries with iconic significance, tinged with feelings of security, belonging, possessiveness, enclosure, entitlement, and exclusion.

Student Protest and Multicultural Reform

Introduction mid-1990s saw release of two films, PCU and Higher Learning, both of which relied heavily on stereotypes of contemporary activists and their corruption of academy through what has often been described as correctness. In both of these films message is clear: university of 1990s is besieged by students who have replaced dispassionate and objective pursuit of knowledge with political correctness and identity politics. Unfortunately, simplistic treatment of contemporary students is not left entirely to film industry. Sacks (1996), in his book Generation Goes to College, assails postmodern Balkanization of knowledge and power in which students are part of a broadside attack on modern institutions (p. 141). For Sacks, postmodern student is one who knows value of learning but expects to be entertained. He has a keen sense of entitlement but little motivation to succeed. That is essence of Generation X (p. xiii). criticism of contemporary students has by no means been limited to popular media, for attack has been waged on a variety of intellectual fronts as well. For example, D'Souza (1991) assailed campus identity politics for, in his words, supporting the victim's revolution. Likewise, Schlesinger (1992) attacked what he described as of for rejecting the unifying vision of individuals from all nations melted into a new (p. 16). For Schlesinger and D'Souza, as well as other notables such as Lynne Cheney and William Bennett, identity politics of 1990s threatens foundation of a common national identity. In Schlesinger's words, It belittles unum and glorifies pluribus (p. 17). Moreover, activists engaging in identity politics are often described as a threat to very fabric that holds United States together, as Schlesinger maintained: The cult of ethnicity has reversed movement of American history, producing a nation of minorities - or at least of minority spokesmen - less interested in joining with majority in common endeavor than in declaring their alienation from an oppressive, white, patriarchal, racist, sexist, classist society (p. 112). All of this is to suggest that perceptions of fragmentation of academy as a consequence of campus multicultural initiatives during early and mid-1990s had achieved near mythical proportion despite strong evidence suggesting otherwise. For example, Astin (1993a) discussed findings from a national study, part of which focused on outcomes associated with institutional commitment to multiculturalism: The fact that a strong emphasis on diversity enhances student's commitment to promoting racial understanding is of special interest, given that some critics have alleged that emphasizing issues of race and multiculturalism tends to exacerbate racial tensions on campus. Quite opposite seems to be case (p. 46). Resistance to multiculturalism, however, is not limited to voices from Right. Attacks also derive from liberal-leaning social critics who have grown impatient and mistrustful of what they see on today's campuses. Perhaps most astute criticism derives from Gitlin (1995), who, interestingly enough, was one of young Leftists contributing to rise of Students for a Democratic Society (SDS) back in early 1960s. Now a professor at NYU, Gitlin has adopted more of a centrist position in his criticism of identity politics and multiculturalism. Though Gitlin assuredly agrees with democratic vision of educational opportunity for all, he sees identity politics as a detour and a new kind of orthodoxy enforced through institutional policies. Gitlin's apprehension largely concerns breakup of Left: The cultivation of difference is nothing new, but sheer profusion of identities that claim separate political standing today is unprecedented. …