Commuter Students Research Articles

Urban Commuter Campus Students' Perspectives on Sexual Violence: Implications for Response and Prevention.

Sexual violence victimization is unacceptably common in the US, with nearly half of women and one in five men reporting lifetime sexual coercion and/or unwanted sexual contact; much violence occurs in campus settings. The majority of sexual violence prevention programs designed to date were not developed around the needs of urban commuter campus students. The present study explored qualitatively how these students conceptualize sexual violence and prevention. Face-to-face in-depth interviews were conducted with students on how they recognized sexual violence and understood prevention. Interviews were audiotaped, transcribed, and analyzed. Commuter students used "gut feelings" to identify sexual violence, reporting minimal direct consent communication. Intersecting social identities and multiple, concurrent roles limit the potential impact of existing prevention programs. Further research to design and evaluate tailored sexual violence prevention programming for urban commuter campus students is needed.

Developing an Asynchronous Course Model at a Large, Urban University

In Spring 1997, Hunter College offered the first asynchronous learning course in the City University of New York (CUNY), the largest urban university system in the United States enrolling 200,000 students in undergraduate and graduate programs. This graduate course, entitled Administration and Supervision of the Public Schools - The Principalship, was offered in theDivision of Programs in Education. Funded by the Alfred P. Sloan Foundation, this course was intended to serve as a model for other courses at Hunter College and CUNY.While many colleges have begun to offer asynchronous learning courses, the model presented here may be of special interest since it takes into consideration several variables of importance in large urban environments. First, all of the students in this course were adult, part-time students who delicately balance studies, careers, and families in their daily lives. In this respect, theyrepresented a typical urban commuter population that would benefit from the convenience of asynchronous learning. Second, all of the students were commuter students who participated in the course via equipment located in their homes and offices. As a result, the model had to accept a wide variety of on-line services as the means of participation. Third, these students did not possess extensive technical skills and in terms of expertise could be classified as new to intermediate. This required that the model employ simple software interfaces that would minimize student frustration due to technical difficulties. Lastly, all of these students already had earned masters degrees and were teachers in the New York City metropolitan area. As experienced teachers, they are attuned to pedagogy and could provide valuable insight into an evaluation of the instructional components of the model.The purpose of this paper is to share the results of student evaluation of the instructional components of an asynchronous model that might be beneficial to others who are considering using this technology in similar environments.

Book Review: Academic Libraries for Commuter Students: Research-Based Strategies

Book Review

Mode Choice of Commuter Students in a College Town: An Exploratory Study from the United States

Research of travel behaviors of university students is of theoretical and empirical importance. The literature, however, has paid little attention to mode choice of students at college towns. This study aims to specifically explore influence factors of the mode choice of college town students. After conducting a survey of commuter students at Iowa State University, a college-town university in the United States, the study uses both simple statistics and advanced statistical models (e.g., multinomial logit and nested logit models) to analyze the data and produces findings to confirm and test existing knowledge and to gain new insights. Firstly, students at a college town are more likely to adopt greener (non-driving-alone) modes, especially walking, to commute compared to their counterparts at urban universities; this is as revealed in the literature. Secondly, students may use “bundled services” to fulfill their travel needs. The students who prioritized rent affordability in housing choice tend to live in proximity to bus stops and are more likely to ride buses. Lastly, commuter students who do not drive alone to school tend to prefer a residence with transit proximity. Moreover, students who reside in proximity to transit and who reported “peer effects” would use non-driving modes more if commute time was shortened.

Temporal and spatial trends of airborne asbestos fiber concentrations in the urban areas of Yazd, Iran

Asbestos fibers are serious health hazards that cause diseases such as lung fibrosis (asbestosis), lung cancer and mesothelioma of the pleura. Thus, the aim of this study was to measure the concentration of asbestos fibers in urban areas of Yazd city. Totally, 60 samples were collected from low, moderate and high traffic areas of Yazd. The sampling of asbestos fibers was carried out by an SKC sampling pump with a flow rate of 10 L/min. The ambient air samples were studied using scanning electron microscopy (SEM) and energy-dispersive X-ray analysis. The mean of asbestos fibers concentrations in the ambient air of the study areas was 9.51 fiber/l. The highest geometric mean of asbestos fibers was found in the southeast of Yazd city. No clear correlation was found between asbestos fibers concentrations and metrological data (p > 0.05, r < 0. 2). The mean concentrations of asbestos fibers in all the sampling points were higher than the standards suggested by World Health Organization for ambient air (2.2 SEM fiber/l). Also, the mean concentration of asbestos fibers in the sampling stations in winter (10.89 fiber/l) was higher than that in summer (8.13 fiber/l). Due to the high volume of traffic, more commuter students, travelers, commuters and tourists, the occurrence of subsequent inversion resulting from cold weather and mechanical corrosion of asbestos-cement sheets caused by rainfalls.

Establishing Practices Integrating Commuter Students – Year 1

The EPIC grant focuses on the integration of STM (Science, Technology, &amp; Mathematics) commuter students into the Valparaiso University (VU) campus community through shared undergraduate research experiences, as well as skill‐building and social activities. Goals of the EPIC grant include improving recruiting and retention of STM students, increasing the number of STM graduates prepared for research careers, and increasing the number of research intensive majors within STM departments. Students are recruited with scholarships averaging $5,300 per year.During year 0 the EPIC program developed the infrastructure and tools to recruit, select, enroll, and support the first cohort of students in fall 2017. We report the results of our recruitment initiatives on the poster. In year 1 we refined these practices to include earlier and more varied contact with high schools. Recruitment of the second cohort is underway.Assessment procedures were initiated through the establishment of pre‐EPIC baselines measuring retention, academic, and demographic data for STM students at VU. Data were collected through institutional research and multiple student surveys. This data includes GPAs, STM student retention, graduation rates, and the impact of undergraduate research. Some data is broken down demographically according to gender, race, ethnicity, and commuter status. Preliminary analysis revealed several notable results, such as a 44% retention rate for STM students remaining in their original major and 25% of VU STM students from the 2012 freshman cohort not graduating at all. Additionally, VU commuters are less likely to be retained in a STM major and are less likely to graduate. This group of students is the primary focus of the EPIC program; we predict that our model will improve their retention numbers.Support or Funding InformationThis work was supported by award # 1564855 from the National Science Foundation.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Exploring Curricular and Cocurricular Effects on Civic Engagement at Emerging Hispanic-Serving Institutions

Background/ContextHispanic-Serving Institution (HSIs), or those postsecondary institutions that meet the 25% Latina/o enrollment requirement to become federally designated as HSIs, are burgeoning in the United States. Similarly, emerging Hispanic-Serving Institutions (eHSIs), or those postsecondary institutions that enroll between 15% and 24% Latina/o students, are rapidly increasing. As these institutions increase in number, there is a need to understand them as unique organizations that provide distinct outcomes for diverse students, including students of color, commuter students, and low-income students.Purpose/Objective/Research Question/Focus of StudyThe purpose of this study was to explore the ways in which eHSIs contribute to one specific outcome, civic engagement. We conceptualized civic engagement as primarily defined by political involvement (contacting public officials, participating in a political demonstration, discussing politics, voting in an election), although volunteerism was also included in our definition (engaging in community service). The main research question guiding this study was: What curricular and cocurricular experiences contribute to the civic engagement of students enrolled at eHSIs?Population/Participants/SubjectsA sample of 10,022 students was drawn from the Cooperative Institutional Research Program (CIRP). The sample is inclusive of women (61%), first-generation college students (18%), and racially diverse individuals, including Latina/o (18%), Black (4%), Asian/Pacific Islander (38%), American Indian (4%), and White (51%).Research DesignWe used a cross-sectional research design, measuring the civic engagement of students enrolled at six eHSIs at one time point. Secondary data came from CIRP's Diverse Learning Environments (DLE) survey, which focuses on the experiences of diverse students and their perceptions of the climate and institutional practices for diversity.Data Collection and AnalysisThe DLE survey is web based and administered annually by the Higher Education Research Institute (HERI). We merged two data sets, the 2010 and 2011 DLE, data from the 2010–2011 Integrated Postsecondary Education Data System (IPEDS), and information about diversity-related curricula and cocurricular programs for each of the six institutions. We ran t tests and used ordinary least squares regression to examine relationships between variables.Findings/ResultsFindings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement.RecommendationsRecommendations for research include developing and validating quantitative measures of civic engagement for diverse students attending compositionally diverse institutions. Recommendations for practice include acknowledging the changing demographics within postsecondary institutions and creating curricular and cocurricular structures that will contribute to nonacademic outcomes such as civic engagement.

Natural disasters and their policy implications for business schools

PurposeThe purpose of this paper is to analyze the impact of Hurricane Sandy and a series of snowstorms that affects two universities in the northeast.Design/methodology/approachA survey instrument was used to assess the educational impact that these storms had on the college students at two AACSB business schools located in the New York City area. Utilizing 519 observations from Hurricane Sandy in 2012 and 441 observations from the snowstorms in the Spring of 2015, the paper is able to document the impact these natural disasters had on the college students in a few selected areas. The paper conducts univariate t-statistics for mean differences, principal component analysis determining eigenvalues, and a multivariate logit model using log likelihood functions.FindingsThe empirical results illustrate that the two different events had different impacts upon the students. In addition, the events in certain circumstances had different impacts upon the student responses between the two universities. Students perceived an increase in preparation by the faculty more significantly when make-up classes were conducted in classrooms as opposed to additional online work. Dorm residents at the suburban university felt greater financial hardship than their counterpart dorm residents at the urban university. Commuter students overall felt an increase in concerns related to their overall education.Originality/valueThe empirical results are robust to multiple specifications, and the authors are able to identify the predominate factors that affected the students during the two natural disasters. The unique survey based nature of the data set provides valuable insights into the students’ behavior that has not previously been documented.

Reframing 'Hard to Reach' Student Engagement

What does it really mean when we say a student or student group is ‘hard to reach’? This piece aims to question this way of phrasing student engagement, by challenging the assumptions inherent within it. Using learning from The Student Engagement Partnership’s ‘Student Engagement in the Context of Commuter Students’ (Thomas and Jones, 2017), this piece argues that using ‘hard to reach’ to define a group of students serves to absolve practitioners of their responsibility towards engaging these groups. In addition it argues that reframing engagement around spheres and levels enables a more nuanced understanding of students in their context.

Co-Calculus: Integrating the Academic and the Social

Being part of a cohesive learning community supports retention and success in early mathematics courses. Yet, large, unwelcoming lectures stand in opposition to this goal, isolating students and pushing them away from STEM. This paper offers a comparative analysis of three efforts to build community amongst students, all situated within a single large-lecture introductory calculus course at a diverse, research-extensive institution. These programs were: (1) active learning labs, targeted at all students, (2) a small-group seminar for commuter students, and (3) a workshop model targeted at “underserved” students in STEM. Of these three efforts, only the workshop model had a significant impact on student success. Social networks within the workshop section suggest that students were able to integrate their academic and social experiences to a greater extent than the other sections. These results suggest that active learning and co-calculus experiences alone may be insufficient to foster cohesive social and academic bonds, unless properly organized.

Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program

Student engagement at university is significantly influenced by sense of belonging. In 2013, our university developed a novel extra-curricular program designed to foster a sense of belonging in students who commute to university – the Monash Non-Residential Colleges (NRC) program. This study examines whether participation in the Monash NRC program changed students’ perceptions about their university experience and their sense of belonging to the university community. We show that our NRC program appears to be effective in fostering a more positive university experience for students when compared with non-NRC students. Additionally, we demonstrate that our NRC program influenced students’ sense of belonging through increased interaction with peers and staff as well as greater reported attendance on campus.

Commuters Versus Residents: The Effects of Living Arrangement and Student Engagement on Academic Performance

This study focused on the relationship between living arrangement (residential vs. commuter) and the academic performance (grade point average) of first-year, full time undergraduate students at one public, 4-year university in the Southeast. Additionally, we analyzed five educationally effective practices as described by the National Survey of Student Engagement (NSSE): level of academic challenge active and collaborative learning, student–faculty interaction, enriching educational experiences, and supportive campus environment, to identify possible mediators to the relationship between living arrangement and academic performance. We found commuter students earned higher grade point averages than residential students; however, students in both living environments benefited from participating in high levels of academic challenge. While the results of this study challenged the perception that commuters as a group achieve academically at lower levels than residential students, our findings supported prior literature. Our results suggest the amount of time and energy students invest in the college experience relates to students’ academic success, regardless of living arrangement.

Changing Car Culture Towards Carpooling: A Case Study in Binghamton University (Part I: Analysis and Measurement of Potential)

Binghamton University has a parking problem fostered by the car culture adopted by students, which makes cars symbols of independence and status. To alleviate this problem, a carpooling system is identified in this paper as a possible alternative means of transportation. I argue that by analysis and estimation of the potential of carpooling at Binghamton University, the likelihood of success of a system to change car culture from one based on single-occupancy driving to one based on carpooling can be measured. An online survey was sent to undergraduate commuter students to acquire students’ opinions and thoughts. Its 825 responses showed these results: that 80 percent never drive to school for reasons of convenience, accessibility, availability and riding experience; that 68 percent are dissatisfied with parking, while 1 percent report high satisfaction; that carpooling activity is currently low but has high student interest and potential; that 50 percent are comfortable with carpooling, 30 percent are neutral and 20 percent are uncomfortable; and that previous carpooling incentives have been unsuccessful for reasons of non-inventiveness, non-inclusiveness and time consumption. These results show trends in student behavior, student opinions, and student wants and needs, providing the detailed understanding needed to create a successful and effective carpooling system.

Commuting, transitions and belonging: the experiences of students living at home in their first year at university

In this study, our cross-case analysis of students’ lives challenges the conventional home–university model of transition and highlights the importance of acknowledging the influence of this complex symbiotic relationship for students who attend university and live at home. We argue that as with stay-at-home holidays, or “staycations”, which are of such crucial importance to the tourism industry, so stay-at-home students or commuter students are vital to higher education and the term utilised here is “stayeducation”. Through the narratives of “stayeducation” students, we see how family and community aspects of students’ lives are far more significant than previously realised, and our study suggests that these heavily influence the development of a student sense of belonging. Drawing upon biographical narrative method, this paper introduces three first-year Business and Economics students enrolled at different universities in London and explores their journeys through their transition through home, school and early university life. Ways in which key themes play out in the transition stories of our students and the challenges and obstacles for the individual are drawn out through the cross-case analysis. Findings support the existing literature around gender, class and identity; however, new insights into the importance, for these students, of family, friendships and community are presented. Our work has implications for academic staff, those writing institutional policies, and argues for the creation of different spaces within which students can integrate into their new environment.

Oportunidades Educacionais no Norte Fluminense: o Papel de Campos dos Goytacazes nos Movimentos Pendulares de Estudantes

Although daily population mobility is a recurrent subject in urban and population studies in Brazil, the specific dynamics related to commuters seeking educational opportunities still require further reflection. This paper aims to analyze commuting due to increasing school enrollment in the Norte Fluminense Region, and to describe the profile of commuter students in Campos dos Goytacazes. We approach this subject in its relation to regional urban dynamics, changes in the economy and the labor market. Some factors are pointed out as possible explanatory elements for this growth: the increasing offer of educational institutions; the economic and social dynamics generated by the oil industry; and the recent policies of expansion of vocational and higher education.

How is high school greenness related to students’ restoration and health?

This study investigates the association between perceived restorativeness of high school greenness and students’ perceived restoration and health. A total of 223 high school students’ aged 12–20 participated in the study. Measures included Attention Restoration Theory components (i.e. being away, fascination, coherence, and compatibility), naturalness of school greenness, and health indicators (i.e. stress, mental health, physical health, and quality of life). Bivariate correlations and multivariate regression analysis controlling for sex, age, accommodation, and income showed that perceived restorativeness (i.e. being away (b=.29, p≤.001), fascination (b=.35, p≤.001), coherence (b=.09, p≤.041), and compatibility (b=.35, p≤.001)) is predicted by the green space present in the high school campus. For health, none of the health indicators was correlated with high school greenness. Stratified analyses showed that boys reported better perceived restorativeness (i.e. being away, fascination, and compatibility) and less stress (b=.19, p≤.037) compared to girls. Younger students reported better health (i.e. physical health (b=.27, p≤.034) and quality of life (b=.45, p≤.027)), whereas older students reported stronger perceived restorativeness than younger students. Commuter students reported positive perceived restorativeness (i.e. being away, fascination, and compatibility), while boarder students reported negative perceived restorativeness. Findings indicate that high school greenness could be an effective resource in contributing to students’ perceived restoration. However, for health benefits students’ perception and preferences for certain qualities and features of green space in schools should be provided.

“I Am More Productive in the Library Because It’s Quiet”: Commuter Students in the College Library

This article discusses commuter students’ experiences with the academic library, drawn from a qualitative study at the City University of New York. Undergraduates at six community and baccalaureate colleges were interviewed to explore how they fit schoolwork into their days, and the challenges and opportunities they encountered. Students identified physical and environmental features that informed their ability to successfully engage in academic work in the library. They valued the library as a distraction-free place for academic work, in contrast to the constraints they experienced in other places—including in their homes and on the commute.

Serving the Commuter College Student in Urban Academic Libraries

Cities often host many colleges and universities; while the commuter student in suburban or rural areas may drive or be driven to school, students at colleges and universities in dense, urban settings rely predominantly on mass transit for their commute to class. The act of commuting to campus has been found by a number of researchers to define and shape the experiences of commuter students in college, though the literature on college students who commute is not extensive. A qualitative study of the academic culture and scholarly habits of undergraduate students at the City University of New York (CUNY) revealed much about the experiences of urban commuter students, and the impact of the commute on each student’s ability to accomplish her academic work. In this article we will share the results of our study, and suggest strategies to help urban academic libraries direct resources, services, and policies to best serve their commuter students.

Lifestyle Challenges for Commuter Students

This chapter outlines the unique time management issues and stress factors faced by the typical commuter student, as well as some of the various coping strategies.

Commuter Students, Online Services, and Online Communities

This chapter reviews student services and community‐building initiatives aimed at serving commuter students online.