Campus Resources Research Articles

Campus Collaboration as a Gateway to Public Sociology: A Guide For “Unmuzzling” Graduate Student Instructors

Graduate students face obstacles when attempting to pursue public sociology in general, but specifically when they desire to utilize public sociology as both a research and teaching orientation that fully incorporates undergraduate students. Drawing on a two-year public sociology project on student financial security challenges, the author advocates for graduate students interested in public sociology to engage in campus collaborations, where connections between undergraduate students and campus partners are forged based on relevant campus resources easily accessible to graduate students. Based on the specifics of the author’s campus collaboration, six tips emerge for graduate students interested in replicating this approach to public sociology early in their careers. Gaining familiarity with conducting public sociology that fully incorporates undergraduate students in graduate school, a model that has been shown to benefit students, community partners, and sociology as a discipline, will prepare graduate student instructors to implement the model when they become faculty.

Have you heard about this? An exploration of instructor communication about campus resources to students in biology courses

Campus resources provide valuable support for students navigating university, in particular historically excluded students. However, not all students may be aware of these resources or be actively encouraged to use them. As students regularly interface with their instructors for consecutive periods of time, instructor communication about campus resources regarding academic, community, wellness, and career and professional support may have positive motivational and psycho-social impacts for all students, especially historically excluded students. Therefore, we explored the types of campus resources that biology instructors communicate with students and whether they are positively correlated with students’ sense of belonging, motivation to use resources, and course performance in biology courses. We found that, all else equal, student sense of belonging derived from faculty and staff was positively correlated with the number of types of resources that instructors communicated about in their courses. From the students who reported that their instructors promoted campus resources, most students somewhat or strongly agreed that they were motivated to use career and professional development types of resources. Our results support that instructors have the capability to increase student’s cultural wealth by actively communicating various types of campus resources to their students. These results could provide guidance for biology faculty seeking to support students in the classroom and on campus as students are navigating institutions.

Handling Big Data in Education: A Review of Educational Data Mining Techniques for Specific Educational Problems

In the era of big data, where the amount of information is growing exponentially, the importance of data mining has never been greater. Educational institutions today collect and store vast amounts of data, such as student enrollment and attendance records, and their exam results. With the need to sift through enormous amounts of data and present it in a way that anyone can understand, educational institutions are at the forefront of this trend, and this calls for a more sophisticated set of algorithms. Data mining in education was born as a response to this problem. Traditional data mining methods cannot be directly applied to educational problems because of the special purpose and function they serve. Defining at-risk students, identifying priority learning requirements for varied groups of students, increasing graduation rates, monitoring institutional performance efficiently, managing campus resources, and optimizing curriculum renewal are just a few of the applications of educational data mining. This paper reviews methodologies used as knowledge extractors to tackle specific education challenges from large data sets of higher education institutions to the benefit of all educational stakeholders.

You Are Welcome Here: What Campus Resources Are Needed to Recruit, Retain, and Graduate International Students at Large Universities?

As globalization in education spreads, students will be more likely to study abroad; these international students are integral to institutional reputation and cultural enrichment. As such, educational institutions need to better understand what is necessary to recruit international students, provide them with a successful educational experience, and facilitate their path to graduation. In this study, an exploratory survey was distributed to international students at two large universities (>50,000 students) in the US and Turkey. The survey yielded n=182 responses. After analyzing the participant responses, their primary experiences fell into three themes: expectations, challenges, and needed improvements. Overall, the international students appeared satisfied with their educational experiences, but highlighted areas of improvement. Universities will need to create an action plan to help work with students during the recruiting process, during their time at the university, and during their final semesters when they prepare to graduate and look for a job.

Benefits of First2 Network immersive bridge programs at Fairmont State University


 Eliza Keener, Dept of Engineering Technology, Fairmont State University, Fairmont, WV 26554, and Landon Brewer, Dept of Natural Sciences, Fairmont State University, Fairmont, WV 26554. Benefits of First2 Network immersive bridge programs at Fairmont State University.
 The First2 Network’s Immersion program at Fairmont State University provides a college bridge experience for incoming students in science, technology and engineering and math (STEM). The First2 Network’s goal is to guide and assist rural, first-generation, and other underrepresented STEM college students. The summer immersion bridge experience immerses students into college life. Students stay in dorms and learn what it’s like to be away from home while engaging in a program which includes real research projects in collaboration with professors and peer mentors, introductions to campus resources, and social events. This program helps students get acclimated to college, making it an easier adjustment. The immersive experience also provides connections and a safe space that students can go to when they have questions or need help.
 As students who attended the immersive program during the summer of 2022, we can say that it helped us greatly. Not only did we learn about all the resources on campus, but we got real lab experience. We were lab partners conducting analytical chemistry research on lead in paint. We performed all the lab work with supervision and guidance from chemistry professors and lab assistants. At the end of the 2 weeks, we presented our research to students, faculty, and family members. This immersion program was resume and experience building, that helped us make connections with our peers that a have persisted throughout our first year.

Factors Affecting Ranking of Colleges in India for an Individual

This research paper aims to investigate the various factors that affect college rankings, with a specific focus on the United States. The study examines the metrics used to calculate college rankings and the different factors that influence a college's ranking. The paper begins by discussing the increasing importance of college rankings in the current higher education landscape. It then delves into the methodologies used to rank colleges, including the weight given to factors such as faculty research output, student outcomes, campus resources, and institutional reputation. The study further explores how these factors can impact a college's ranking. The findings of the research indicate that there is a complex relationship between the various factors that impact college rankings. While some factors may have a greater influence on a college's ranking than others, it is often the combination of factors that determine a college's overall score. For the purpose of this research, we have used Interpretive Structure Modelling (ISM) technique. The research also highlights the need for colleges to consider these factors carefully when developing strategies to improve their rankings. Keywords: College Rankings; Choosing College; College Ranking ISM

Examining food security among minority student groups, with particular attention on diversity and inclusion

Objective: To identify signs of food insecurity (FI) and coping strategies among university students from three minority groups. Participants: Participants consisted of 3155 university students: 25.58% first-generation, 16.86% nonwhite, and 4.63% international. Methods: Students answered a questionnaire composed of the 2-item Hunger Vital Sign for food security, and questions about demographics, food campus resources, and coping strategies. Results: Among the three minorities, most students (53-57%) reported being food insecure. The food insecurity status was associated with being a senior, or graduate student, having participated in high school food programs, and use of university food resources in all minority groups. Also, a variation in the use of coping strategies to obtain food was reported among minority groups. Conclusion: There is a need to articulate minorities’ awareness and use of the university’s nutritional resources to face the high rates of FI. Campus initiatives should focus on the reality of underserved populations.

Seeking Justice, Seeking Hope

This article focuses on place-based pedagogy developed in partnership with Every Campus A Refuge (ECAR) at Guilford College, which is the first initiative of its kind to mobilize college and university campus resources to provide housing and other forms of assistance to refugees seeking resettlement in the institution’s local area (within and beyond the institution’s physical borders). ECAR is transforming refugee resettlement in the United States as it also transforms our understanding and teaching about the issues faced by these communities, and the role of post-secondary educational institutions. Through ECAR’s commitment to “compassionate hospitality and radical accountability” (Every Campus A Refuge, n.d.), campuses undergo transformations that blur the boundaries between campus and community and redefine the notion of “place” for students and community members. This paper outlines the main place-based curricular components of the ECAR and Principled Problem Solving initiative at Guilford College. We present an analysis of survey data collected from students who participated in the curriculum, and analyze their responses. This data indicate that the academic program’s place-based pedagogy 1) provides students opportunities to learn about what forced displacement is and why it happens; 2) centralizes the voice, agency, and perspectives of the individuals who experience forced migration and resettlement; 3) emphasizes how we can collectively organize and advocate to address the problems of forced displacement and resettlement. In this way, the minor is helping students engage in the work of principled problem-solving in refugee resettlement through specialized course offerings and place-based pedagogy. The paper concludes with challenges and opportunities for campuses interested in adopting this place-based campus refugee resettlement program for their colleges/universities, as well as discuss pathways for further research and pedagogical innovation.

Implementation of a Technology-Enhanced Peer Mentor Referral System for First-Year University Students.

The online version contains supplementary material available at 10.1007/s41347-023-00303-8.

Mobile augmented reality system for object detection, alert, and safety

The usefulness of mobile devices has increased greatly in recent years allowing users to perform more tasks in daily life. Mobile devices and applications provide many benefits for users, perhaps most significantly is the increased access to point-of-use tools, navigation, and alert systems. This paper presents a prototype of a cross-platform mobile augmented reality (AR) system with the core purpose of finding a better means to keep the campus community secure and connected. The mobile AR System consists of four core functionalities – an events system, a policing system, a directory system, and a notification system. The events system keeps the community up-to-date on current events that are happening or will be happening on campus. The policing system allows the community to stay in arms reach of campus resources that will allow them to stay secure. The directory system serves as a one-stop-shop for campus resources, ensuring that staff, faculty, and students will have a convenient and efficient means of accessing pertinent information on the campus departments. The mobile augmented reality system includes integrated guided navigation system that users can use to get directions to various destinations on campus. The various destinations are different buildings and departments on campus. This mobile augmented reality application will assist the students and visitors on campus to efficiently navigate the campus as well as send alert and notifications in case of emergencies. This will allow campus police to respond to the emergencies in a quick and timely manner. The mobile AR system was designed using Unity Game Engine and Vuforia Engine for object detection and classification. Google Map API was integrated for GPS integration in order to provide location-based services. Our contribution lies in our approach to create a user specific customizable navigational and alert system in order to improve the safety of the users at their workplace. Specifically, the paper describes the design and implementation of the proposed mobile AR system and reports the results of the pilot study conducted to evaluate their perceived ease-of-use, and usability.

An Analysis on Mental Health in College Sports at a Small Faith-Based Midwest University

Throughout universities around the world, every day, the mental health of college students is tested. Specifically, collegiate athletes may feel uncomfortable, or uncertain seeking out resources to assess their overall mental health. There are numerous reasons athletes may be either comfortable, or uncomfortable seeking out these resources. Some reasons can include being seen as a sign of weakness, there are no resources for athletes, or they are uncertain about what resources are available to them. The researchers chose to investigate the mental health of two different sports teams at a university. Specifically, the researchers explored these athletes and their mental health state, whether or not they feel comfortable utilizing campus resources, and whether or not they have non-campus provided resources to assess their mental health state. Participants of the study hailed from a small, religious, and faith-based Midwestern university.

Retracted: Intelligent Campus Resource Sharing System Based on Data Fusion Sensor

Retracted: Intelligent Campus Resource Sharing System Based on Data Fusion Sensor

Intercultural Challenges Among English Language Teaching Students in Inbound and Outbound Programs of Indonesia's Ministry of Education and Culture

This paper shows the cultural barriers in the higher education setting and advises that the university makes certain preparations to welcome inbound and outbound students of exchange program upon their arrival. Students have accepted resources primarily generated from the university to overcome these obstacles. Therefore, as revealed by this study, the university or college is better able to identify students' needs and provide appropriate campus resources and services when they have a deeper grasp of their academic issues. The university must be equipped not only intellectually, but also socially and culturally, to meet the demands of its students.
 Keywords: Cultural Issues, Inbound and Outbound students

Nurturing “Double-Qualified” Teachers in Vocational Colleges Using Campus Resources

Teachers are an important resource for the development of vocational education and a key force in supporting the reform of vocational education in the new era. Teachers who are capable of teaching theory and guiding students to do hands-on work are called “double-qualified” teachers. Building a high-level and professional double-qualified teacher team is one of the key tasks of vocational institutions. In this paper, we study the double-qualified teacher team from the perspective of using resources in schools. Firstly, the importance of the construction of double-qualified team is explained in terms of national policies and the findings of previous scholars. Secondly, we analyze the objective problem of teachers’ difficulty in learning in enterprises under the new epidemic. Thirdly, the idea of faculty construction based on on-campus resources is proposed. The relevant analysis is then launched from three dimensions: the construction of practical training base projects, school-enterprise research cooperation and skills competition participation. In view of the Covid-19 epidemic, it is necessary to make full use of the campus resources to enhance the practical ability of teachers in vocational institutions. Highly qualified and professional teachers are the important support for high-quality development of vocational institutions and should be highlighted among school leaders.

Community-Based Participatory Research: Partnering with College Students to Develop a Tailored, Wellness-Focused Intervention for University Campuses

College students face unique challenges with leading healthful lifestyles. Using a community-based participatory research approach, college student research partners at two land-grant universities collected data and developed a tailored intervention to improve the well-being of college students. To inform the design of the program, college students were trained to conduct a needs assessment that included a campus-wide survey on the health behaviors of college students, environmental audits of health policies and food pantries on campus, and stakeholder interviews with campus health professionals. Outcomes of the needs assessment data highlighted university students ranked their health as "good" but nutrition health as "fair/poor." Low or very low food security was self-reported by 36.9% of participants and had an overall diet quality score of 47.6 ± 10.1 out of 100. Health professional interview data indicated campuses provide healthful resources to students, but students are not aware those resources exist. Utilizing the needs assessment data previously mentioned, the nominal group technique was then used for student research partners to collaboratively determine the best intervention approaches and develop a wellness program. Student partners identified (1) education, (2) sharing of campus resources, and (3) incentives as important areas of intervention. Using the data collected, the student research partners developed a program titled, The College Cooking Connection, to address health-related quality of life in college students. Using a community-based participatory research approach to program planning, educators and researchers have a greater likelihood of addressing the current needs of the population they are targeting and developing a successful intervention to meet those health concerns. This study aims to partner with young adult university students to understand the college environment and allow the target community to be involved with the development of intervention programs for their campus.

COVID-19 and Physical Activity in University of Florida Students: A Survey Study

Background: COVID-19 disruptions may have impacted physical activity (PA) levels, especially among undergraduates relying on campus resources. The objectives of this project were to investigate how COVID-19 disruptions impacted PA in University of Florida (UF) undergraduates and to assess interest in digital PA interventions. Design: Full-time, residential UF students ages 18-24 without physical limitations to PA were eligible to participate. An online survey asked about PA levels at three timepoints: before COVID-19 (February 2020; T1), during initial disruptions (June 2020; T2), and at the time of the survey (December 2020; T3). Participants reported PA enjoyment, interest in digital PA interventions, and demographics. Data are summarized descriptively, and chi-square tests explore the relationship between PA enjoyment and meeting PA recommendations. Results: Participants with complete data (n=200) are included in analyses. On average, they were 19.8 years old with a BMI of 22.9 kg/m2; 71.0% female, 70.0% white, and 77.0% non-Hispanic. More participants met PA guidelines at T1 (52.0%) than at T2 (49.5%) or T3 (43.5%); >50% maintained similar PA levels across all timepoints. At T2, most participants transitioned to independent (89.0%), at-home (82.5%) workouts. Participants reporting high PA enjoyment were more likely to meet PA guidelines than those with low enjoyment at each timepoint (ps<0.05). Participants preferred app-based (78.2%) digital PA interventions containing workout ideas (71.9%) and maps of local trails (76.1%). Conclusions: Given changes in PA characteristics, additional research could explore the impacts of vaccination and COVID-19 variants on PA levels and the implementation of digital PA interventions.

Using 3D Tools to Design CCTV Monitoring System for Ghanaian University: A Case of C.K. Tedam University of Technology and Applied Sciences (CKT-UTAS)

CCTV monitoring system is an essential security tool for visual surveillance accelerating the investigation in potential criminal activities when the need arises. Although expensive, universities mostly with public-access campuses in general, all need this system mainly to maintain safety and security in real-time, allowing legitimate students and staff to access campus resources and concurrently preventing any unauthorized persons access within the campus as well as responding to incidents with necessary action. C. K. Tedam University of Technology and Applied Sciences (CKT-UTAS) is a university in the Upper East Region of Ghana that does not have such a monitoring system. Since it is a newly established public university, its allocated funds are limited and could not be used to establish such an expensive system. To supplement their ongoing efforts in building security monitoring system, this study constitutes the blueprint procedures for building economical but reliable and efficient CCTV camera system for monitoring the property on campus and also the in and out of students and university staff members. The CCTV system was tested in monitoring vantage security post of the University. After observing and analyzing the trends in data from both the physical and our proposed automated monitoring approach, it can be concluded that the CCTV camera setup outperforms the physical and manual form or monitoring vantage security posts on University campus. Since the of monitoring security post using the proposed CCTV setup is advantageous in requiring lesser human effort and skills, it can be recommended for universities with low income-flow and low budget. This probably can make the university campus more secure and reliable.

Supporting First Generation Latinx Freshmen: The Importance of University Resources, Faculty, and Peers

ABSTRACT The rise of Latinx college enrollment has resulted in a corresponding increase in colleges identifying as Hispanic Serving Institutions (HSI). Yet, Latinx students’ degree attainment continues to lag, with a noteworthy drop in attendance after the first year of college. Freshman year is a pivotal time as students adjust to a new environment and must learn how to successfully navigate college. During this developmental transition, campus support is key in helping students successfully transition and persist in college. This qualitative study examined first generation Latinx students at an HSI to assess students’ navigation of college, explore their knowledge and utilization of campus services, and examine their engagement with peers and faculty. Although many students acknowledged the presence of campus resources, there remained a disconnect in how to become integrated within the campus community. Universities can better support first generation Latinx students by reflecting on how institutional practices can be more visible to students, and promoting opportunities for relational exchanges between students, their peers, and professors to increase students’ sense of belonging and retention over time.

Bringing Counseling to the Classroom: Embedded Counseling and Student Outcomes in Community College ESOL Programs

Increased and targeted counseling and advising may be an effective way to support English learner students enrolled in programs for English for Speakers of Other Languages (ESOL). This study examines ESOL student outcomes after an embedded counseling intervention in which college counselors repeatedly visited ESOL course sections to discuss academic options and introduce students to campus resources and support. Matching analyses comparing demographically and academically similar students who did and did not have exposure to the embedded counseling intervention indicate positive relationships between counselor contact and persistence outcomes, but not academic achievement outcomes. ESOL students who received embedded counseling were significantly more likely to return and re-enroll in subsequent ESOL courses than those who did not have this exposure. Since embedded counseling may have helped students feel more connected to and supported by the college, the results suggest counselor contact may be critical for the retention and persistence of students in ESOL programs.

Food insecurity stigma, neoliberalization, and college students in California’s Inland Empire

ABSTRACT This paper analyzes the perspectives of college students toward food insecurity and basic needs campus resources. We draw from interviews with 49 students at one university in California’s Inland Empire conducted in 2019. We found that regardless of personal experience with food insecurity, participants were generally reluctant to access resources or disclose their experiences with the campus community. We propose that this food insecurity stigma operates individually, interactionally, and structurally. We also discuss it as a by-product of neoliberal discourses about students “abusing” the system and needing to pull themselves up by the bootstraps. A response from university stakeholders has been to normalize food insecurity and visibilize resource use. While an important strategy to counteract the impact of food insecurity, we argue that normalization has limits in regard to addressing the root causes of food insecurity. Finally, we also illustrate ways that students themselves resist food insecurity stigma.