Incoming Freshmen Research Articles

Cohort scheduling of freshman exercise physiology majors improves social integration and perceptions of faculty but not academic performance.

Cohort scheduling intentionally places students in the same sections of several classes (e.g., biology, algebra, and writing) with a consistent peer group and is typically done for small groups (<30 students) to enable better interaction among students. The goal of this study was to compare cohort scheduling to traditional scheduling methods among freshmen in a physiology-related program. Outcomes included retention to the university and major, semester grades, and institutional integration and perceived group cohesion. Incoming freshmen (n = 209) were randomized into control (n = 43; scheduled with traditional methods) and intervention (n = 166; coenrolled in first-year seminar course, biology, and medical terminology) groups. Outcomes were collected via surveys or requested from the university registrar. There was no significant difference in the likelihood of retention to the university or major and no differences between groups in pass/fail rates for the first-year seminar or biology courses. At the end of the semester, there were no differences between groups in Perceived Cohesion for Small Groups (P = 0.102) or the Institutional Integration Scale (P = 0.357). However, the intervention group scored higher on the Institutional Integration Scale's subscales related to social integration and faculty. Cohort scheduling did not impact retention to the university or major but improved secondary outcomes related to retention, specifically social integration and student perceptions of faculty.NEW & NOTEWORTHY Compared with traditional scheduling methods, cohort scheduling freshman in physiology programs does not improve retention but improves students' social integration and perceptions of faculty.

Reconceptualizing Response to Writing from a Longitudinal Perspective: Writing Development and Dialogic Interaction

Resumen Given the amount of time writing instructors spend in providing feedback on writing, researchers have sought to understand many dimensions of feedback, especially the practices that best support student writing development. A number of researchers have sought to understand student perspectives on response to writing, and this study builds on that work by examining student perceptions of responses to writing from a longitudinal perspective. This interview-based study draws on data from college students who were interviewed once each year for five years (four years of undergraduate education and a fifth year in graduate school or the workplace). Conducted at a major private university in the United States, this article draws its data from a five-year longitudinal study of 189 college students (a random sample of 12% of the incoming freshman class) that collected student’s writing in and out of class, and included semi-structured interviews with a subgroup of 39 students once each year during the five-year period. The interviews focused on the students’ writing lives and investigated many aspects of their writing experience both in and out of school. This article presents an analysis of their perceptions of factors that contributed to their development as writers, especially feedback, as the initial coding of the interview data showed that feedback was by far the most influential contributor to student’s writing development. Further analysis of the interviews focused on understanding the who, what, when, where, why, and how of feedback, that is, the analysis sought at a fine-grained level to understand the ways and degree to which feedback contributed to student’s growth as writers. Elements of theories of dialogism and dialectic were particularly useful in highlighting the features of effective responses to writing; specifically, the idea that the most impactful forms of feedback took place when there were frequent and ongoing dialogues between a writer and a responder with a particular set of characteristics. These types of conversations were particularly impactful when conducted with peers outside of classroom settings. Results suggest that future researchers on feedback should look beyond individual instances of feedback to ongoing chains of communication, and to seek to understand the ways in which writers integrate feedback into their writing practices. Results also showed that feedback from peers outside of classroom settings were highly influential on students’ sense of their own writing development. Implications for research and teaching are discussed. Specifically, it is suggested that teachers and those responsible for writing pedagogy are encouraged to consider ways in which they can facilitate multiple, ongoing streams of high-quality feedback for their students, and to prioritize these conversations in their instructional practice and writing pedagogies. Keywords language instruction, writing, learning processes, feedback, literacy methods

A four-prong approach for engaging biomedical engineering students

My involvement in a large medical imaging company for nearly 20 years shaped my approach to teaching biomedical engineering. These experiences are described in Medical Physics International Journal, 6,602–620, May 2021. At Boston University, I taught undergraduates using a four pronged approach. The first part included a “lessons learned” career overview lecture and discussion to incoming freshman. This talk emphasized shifting paradigms in medical device development and changing trends in research and development and how to best prepare for a biomedical engineering career by prudent course selection, practical experience and life-long networking. Second, I designed two ultrasound lab modules which were part of the mandatory physiology lab all juniors took. These laboratories provided condensed theory with hands-on experiments on imaging and Doppler processing/imaging and data analysis. Third, I taught ultrasound and medical imaging courses which included rigorous theory, applications and examples. My book, Diagnostic Ultrasound Imaging: Inside Out, second edition, is being used in ultrasound courses throughout the world. A new book and curriculum, coauthored with Peter Kaczkowski, and sponsored by Verasonics, is underway. Finally, for 15 years, I taught a usually two semester course in entrepreneurship, innovation and engineering design which culminated in a team-based senior project.

Course Preference of Senior High School Students in the 1st District of Capiz : Input to Program Reviews among Heis

In the pursuit of the goals of the government that no child shall be left behind to attain higher learnings and that no Grade 12 applicants shall be denied entry in HEIs which offer free tuition and miscellaneous fees altogether. As a result, it is no surprise that the number of enrolees for the S.Y. 2018-2019 for the incoming freshman students among HEIs went up. To prepare for this transition, HEIs are mandated to help formulate and implement strategies to ensure a smooth transition into the new K to 12 system. This includes being able to formulate programs and improve college curriculum to address student’s needs in the community. This study conducted a preliminary survey among the senior high school students in the First District of Capiz. For the purpose of having a bird’s eye view on what courses are most preferred by senior high school students. Results showed that the courses most preferred by senior high school students are the Bachelor of Science in Secondary Education, Bachelor of Science in Hotel and Restaurant Management, Bachelor of Science in Business Administration, Bachelor of Science in Information Technology and Bachelor of Science in Computer Science. Teacher education is seen or the consistent choice among high school graduates with the full implementation which still needs additional teachers in most academic areas. Business and technology courses are do preferred as technology becomes an integral part of the human existence

Implementation of a Human Trafficking Educational Module for College Students: Pre/Post Design

This research study aimed to implement an educational module and to determine the effectiveness of that module on increasing the awareness of human trafficking and risk factors for incoming freshman students at a medium-size, Southern university from September 2021 through November 2021. Two hundred students consented and participated in the study by completing the pretest and posttest to indicate their knowledge of human trafficking before and after being presented an online educational module. The pre and posttest included 10 questions with 24 possible responses. An average of 12.34 correct responses were provided on the pretest and 19.13 were correct responses on the posttest. This data indicates a 58.6% improvement in awareness of human trafficking risk factors. A one-tailed pair-wise student’s t-test and a single factor ANOVA were used to compare pretest scores with posttest scores both resulting in a p value of < 0.001. The results of the study support the original hypothesis that students will have greater knowledge and awareness of human trafficking, as evidenced by a positive change in pretest to posttest scores, after completing the educational module on human trafficking. Limitations were found in the study as some students did not complete both the pre and posttest. The researchers believe this could be addressed through a stepwise testing module where one has to complete the first step to proceed to the next.

Using ePortfolio to Improve Retention of Hispanic Students at a Predominantly Black College

&#x0D; &#x0D; &#x0D; This study investigates how technology is being used to improve the engagement of at- risk Hispanic students at a predominantly Black institution through the use of ePortfolio in a co-curricular context. Historically, attrition rates for Hispanic students at Medgar Evers College of The City University of New York have been high. In 2009, 5.6% of incoming freshman students were Hispanic. By Spring 2010 that number had dropped to 2.5%. Recently, concerned faculty have concentrated on improving Hispanic student engagement. In Fall 2010, the Education Department and the Association for Latino Studies Student Club (ALAS) were among a small group who participated in an ePortfolio pilot project focused on improving engagement, fostering integrative learning, and encouraging personal development through reflective writing. Preliminary findings indicate that Hispanic students’ connectedness to the College increased after participation in this project.&#x0D; &#x0D; &#x0D;

Sleep latency and sleep disturbances mediates the association between nighttime cell phone use and psychological well-being in college students.

To examine sleep latency and sleep disturbance as mediators between nighttime cell phone use variables (cell phone use for unstructured leisure activities and for accessing emotionally charged media content before sleep: CPU_BeforeBed and CPU_Arousal) and psychological well-being (PWB) of college students. 521 (74% female) undergraduate students from a large public university were surveyed using a validated self-report quantitative questionnaire assessing CPU variables, sleep quality, and PWB. Pearson correlation analyses were used to compute the correlation between CPU_BeforeBed, CPU_Arousal, sleep latency, and sleep disturbance. Ordinary least-squares regressions were conducted to assess the estimates of the relationships within the models. One-way ANOVA was used to see the difference between the groups. The partial eta squared was used to determine the effect size between the groups. The PROCESS method was used to perform mediation analyses. The sample consisted of undergraduate students between 18 and 29 years old, with an average age of 20 years (SD = 3.18). The sample was diverse in terms of ethnicity (49% Caucasian, 24% Latinx, 19% Asian, 3% African American, 1% Native American, 3% identified as “other”) and the number of years the participants had been attending a 2 year or 4 year higher institution (38% incoming freshman, 19% sophomore, 17% junior, 14% senior, and 13% returning senior). The correlation between CPU_BeforeBed and PWB (α = − 0.044, p = 0.615), and the correlation between CPU_Arousal and PWB (α = − 0.061, p = 0.228) were not statistically significant. However, the correlation between sleep latency and PWB (α = − 0.140, p = 0.001), and the correlation between sleep disturbance and PWB (α = − 0.121, p = 0.005) were statistically significant. The mediation effect of sleep latency on the association between CPU_BeforeBed and PWB (Effect = − 0.0325, SE = 0.0145, p < 0.05), and the mediation effect of sleep disturbance on the association between CPU_Arousal and PWB (Effect = − 0.0214, SE = 0.0086, p < 0.05) were statistically significant. Sleep latency and sleep disturbance act as a mediator on the association between CPU_BeforeBed and PWB, and the association between CPU_Arousal and PWB. However, CPU_BeforeBed and CPU_Arousal did not have a direct impact on their PWB. These findings may help college students in regulating CPU habits before going to bed. These findings may also help medical practitioners make informed decisions about the use of cell phones for patients with sleep-related disorders.Supplementary InformationThe online version contains supplementary material available at 10.1007/s41105-022-00388-3.

What Are the Chances? Perceived Risk of Sexual Victimization for Self and Others Among College Women.

Awareness of vulnerability to a negative outcome is considered a necessary first step to risk reduction and prevention behaviors. Accordingly, sexual assault awareness programs have sought to inform college students of the prevalence of college sexual victimization and the risk factors that contribute. The goal of the current study was to consider the degree to which incoming college freshman women recognize their risk of experiencing sexual victimization and to examine whether risk factors such as alcohol use contribute to those perceived chances. Freshman women (N = 252) were recruited via email early in the Fall semester to participate in an online survey. As expected, women perceived their own chances of sexual victimization (21.4%) to be lower than those of the average freshman at the same university (43.7%). Prior sexual victimization, typical drinking, and expected hookups predicted higher perceived risk of being victimized. Only prior victimization predicted higher perceived risk of sexual victimization for others. On average, freshman women acknowledge their substantial risk of experiencing sexual victimization during their first year of college and overestimate the chances that others will be victimized. Findings show high awareness of sexual assault and its risk factors among college students but point toward a need for prevention that goes beyond education and awareness campaigns.

The freshman sleep and health (FRoSH) study: Examining sleep and weight gain in incoming college freshmen

Objective Examine how changes in sleep duration, objectively measured by activity trackers, impact weight gain in incoming college freshman. Participants: Incoming college freshmen, age ≥ 18. Methods: We measured weight and daily sleep duration before college entry and through the 1st college quarter. Additionally, we examined changes in sleep variability, activity levels and smartphone screen time use as possible predictors of weight gain. Results: 75 participants completed the study. Total sleep duration decreased from 437.9 ± SD 57.3 minutes at baseline to 416.5 ± SD 68.6 minutes by the end of the first quarter (p = 6.6 × 10−3). (BMI) did not change significantly in this cohort. Higher sleep variability at baseline and an increase in sleep variability were associated with increases in BMI. Smartphone screen use was note to be high (235.2 ± SD 110.3 minutes/day) at the end of the first quarter. Conclusions: College weight gain may be affected by factors other than sleep duration, including sleep variability. Supplemental data for this article can be accessed online at https://doi.org/10.1080/07448481.2022.2032720

Recent Research in Singing

The following list of recent research in singing is a brief sampling of articles and dissertations published during the last few years. It is by no means comprehensive and reflects only a small fraction of the available documents.If you have published recent research in singing, voice pedagogy, voice science, vocal repertoire, pedagogic methodology, or other topics of interest to the membership of NATS, please send citations and abstracts to Donald Simonson at drs@iastate.edu for review and possible inclusion in future columns.Donahue, Erin, Wendy D. LeBorgne, Susan Baker Brehm, and Barbara D. Weinrich. Reported Habits of First-Year Undergraduate Musical Theater Majors in a Preprofessional Training Program: A 10-Year Retrospective Study. Journal of Voice 28, no. 3 (May 2014): 316-323.Over a period of 10 consecutive years, incoming freshman music theater students were asked to complete a survey on their perceptions of their voices and voice use. They were also screened by an experienced voice pathologist and were given a stroboscopic screening exam reviewed by a board-certified otolaryngologist. Of the 188 participants, the average age was 18.28 years; there were 90 female and 98 male subjects. The survey focused on self-reported training and practice habits, vocal health and hygiene practices, and current negative voice symptoms that might contribute to voice problems. The collected data revealed many potential risks to voice use in the study group. Over half of the group reported at least one current negative vocal symptom at the time of the study. The vast majority engaged in warm-ups, but very few performed cool-downs. Many reported behaviors that might put them at higher risk of developing acid reflux or experiencing symptoms similar to those caused by acid reflux. Additionally, the group reported generally poor hydration habits. The findings suggest that as a group, these students exhibited a lack of self-awareness, denial of problems, and a lack of knowledge that may impact future voice use. It is hoped that the collected data will provide impetus to further develop strategies to educate this group of singers, and thus to instill lifelong habits and awareness that will promote injury prevention, continuing education, and overall vocal longevity.Green, Kathryn, Warren Freeman, Matthew Edwards, and David Meyer. Trends in Musical Theatre Voice: An Analysis of Audition Requirements for Singers. Journal of Voice 28, no. 3 (May 2014): 324-327.Examining 1,238 professional music theater audition listings over a six-month period, the authors identified four main genres of expected performance capability. Legit, pop/rock, contemporary music theater, and traditional music theater were the main genres listed, with over 50% in the pop/rock and contemporary listings. Specifics regarding the characteristics for each type are included.Based on the study's results, it is clear that today's music theater performer needs a flexible approach to singing in various styles and genres; that over half of the listed jobs require techniques beyond those associated with legit or classical voice performance makes this very clear. Additionally, belt voice ability was requested in three of the four main genres identified, highlighting the need for its inclusion as a substantial part of music theater voice training.Guzman, Marco, Anne-Maria Laukkanen, Petr Krupa, Jaromir Horacek, Jan G. Svec, and Ahmed Geneid. Vocal Tract and Glottal Function During and After Exercising with Resonance Tube and Straw. Journal of Voice 27, no. 4 (July 2013): 523.e19-523.e34.This study was designed to evaluate vocal tract and glottal function during and after phonation into a tube and a stirring straw. A classically trained male singer was examined with computerized tomography (CT) while (1) phonating a sustained [a:], (2) phonating a sustained vowel-like sound into a resonance tube (27 cm long and 9mm inner diameter) for 15 minutes, and immediately after that (3) produce another sustained [a:] without the resonating tube. …

Letter to the Editor Regarding “The Vigil of Medicine”

This letter to the editor is regarding “The Vigil of Medicine”, which is a reflection on the author’s personal experiences backpacking the John Muir Trail. In this piece, the author discusses not being afraid to look back, while seeing the campers behind her holding up a “string of headlights that snake up the mountain”. I agree with the author that this “string of headlights” resembles the journey of medical school. Every year, more students begin their journey into medicine, and as more senior medical students, we have a responsibility of leading our younger classmates behind us. In this letter, I draw on this importance of leadership integrated into medical school curricula (e.g., through student-led organizations) and discuss my time as a Peer Mentor (PM) while as a second-year medical student. As a PM, I was able to provide much support to my first-year classmates through ways such as bringing snacks each weekend, taking walks to a local ice cream store, and running tutoring sessions. When my time as a PM was over, many of my then first-year classmates graduated to become second-years, and gladly took over the program with gratitude as they embarked on leading their incoming freshmen classmates. This opportunity uniquely embodies the concept of the “string of headlights”, and this letter encourages senior medical students to continue leading their younger classmates so the path of headlights can continue to burn bright.

Temporal, Sex-Specific, Social Media-Based Alcohol Influences during the Transition to College

Background The transition to college is an important developmental phase, usually met with increased social desirability, access to alcohol, and new peer groups. Recently, research has utilized social media as a predictor of events during college, but few have assessed how social media can influence alcohol use during the transition to college. Methods: Participants (N = 320) were recruited prior to entering their first year of college. Participants were 18 years old, 60.7% were women, with 46.3% identifying as White, 16.5% Hispanic, 14.9% Asian, 9.5% Black, and 7.6% other. Each participant was assessed three times: prior to matriculation, first semester, and second semester of their freshman year. We assessed the effect of exposure to alcohol content via social media on long-term trajectories of alcohol use. We also assessed self-reported sex as a moderator. Results: Exposure to alcohol content (over and above one’s own posting of alcohol content) was associated with greater frequency of drinking during the transition to college. In the multi-group model, exposure to alcohol content was associated with greater drinking prior to matriculation for men. However, for women, exposure to alcohol content was associated with greater alcohol use in the first semester of college. Conclusion: Our results indicate exposure to alcohol-related media content is a strong predictor, over and above one’s own positing, of increased drinking, and this effect varies by sex and point in time. Our results lend support for more tailored and time-specific prevention programming for incoming freshmen that should integrate social media normative feedback.

Technology Focus: Artificial Lift (March 2021)

In a recent SPE Podcast, Shauna Noonan asked me why I chose a career in artificial lift. My answer was twofold. First, I explained that I love instant gratification and that there is probably no other discipline within petroleum engineering that allows you to see immediate results from your work the way artificial lift does. Second, I explained that, when I was an incoming freshman at Texas Tech University, I learned that past department chair Herald Winkler was revered throughout the industry as one of the pioneers of gas lift technology. I figured that, if artificial lift was a good enough career path for “Wink,” it was good enough for me. It did not take long, however, for me to learn that not everyone felt the same way. When I was given the opportunity to select a senior petroleum engineering elective, I chose Artificial Lift. On the first day of the semester, I was one of only two students to show up for that class. We were disappointed when, at 8 a.m., a department staff member informed us that the class did not make and that we had been enrolled in Thermal Recovery Methods instead. This would not be the last time I learned that artificial lift did not always receive the love that it should. Years later, I was visiting with a seasoned artificial lift professional at a meeting and mentioned the need to better leverage the resources SPE has to offer. He immediately retorted, “Oh, Greg, SPE is for reservoir engineers. Why waste your time?” I am pleased to report that, in the decade since that meeting, artificial lift has experienced something of a renaissance within SPE. Past President Shauna Noonan is a career artificial lift professional, and, during her administration, the SPE Board of Directors greatly expanded the role of artificial lift technology within our professional society. Since 2014, SPE International has presented a dedicated series of artificial lift conferences, the most recent of which was the virtual 2020 SPE Artificial Lift Conference and Exhibition—Americas. This biennial event has greatly enhanced the breadth, depth, and quality of artificial lift papers available to our members through the OnePetro online library. For the 2020–21 season, two artificial lift experts, Anthony Allison and Ken Decker, were selected as SPE Distinguished Lecturers. In 2020, SPE established a new technical section dedicated to artificial lift technology. Beginning in 2021, JPT is expanding its coverage of artificial lift to two features per year. Finally, since 2014, SPE has recognized 16 eminent artificial lift professionals for their outstanding contributions by presenting them with the Legends of Artificial Lift award. As it happens, the very first class of Artificial Lift Legends included both Herald Winkler and Joe Clegg—the very individual who told me that SPE was for reservoir engineers. One common theme shared by each of the Artificial Lift Legends in their talks is that artificial lift really shines during a downturn. This is because, when capital spending is constrained, artificial lift is one of the few levers an operator has available to increase production while reducing operating expenses. As my colleagues and I can attest, this was certainly the case in 2020. While many groups within my company and others like it struggled to stay busy, artificial lift professionals found that they had never been busier. I am proud of the work that my colleagues in the industry have done to help operators achieve positive free cash flow during one of the most challenging periods of our industry’s history. The results of your dedication, ingenuity, and hard work demonstrate the important role artificial lift technology plays in our industry today.

Who chooses a pSTEM academic major? Using social psychology to predict selection and persistence over the freshman year

AbstractMany social psychological variables, in addition to knowledge‐based factors such as academic preparedness, have been investigated individually as sources of the persistent gender gap in pSTEM (physical science, technology, engineering, and mathematics) fields. The present work tested all of these factors simultaneously and longitudinally, in a sample drawn from an incoming freshman class measured at three timepoints over the course of their first year. One thousand nine hundred and twenty‐nine students completed a survey with items assessing eleven social psychological constructs and were asked for permission to obtain institutional data regarding their academic preparedness and choice of academic major before matriculation, after the first semester, and at the end of freshman year. These social psychological and academic variables were used to predict pSTEM major status. Across multiple timepoints, and over and above academic preparedness, greater Math and Science Self‐Efficacy, rejection of the stereotype that scientist careers are unsociable in nature, having a pSTEM role model in high school, and lower endorsement of communal goals were consistently related to the selection of a pSTEM major. Students who endorsed entity theories of math and science abilities were also less likely to select a pSTEM over life and social sciences major. As a set, the factors accounted for roughly half of the gender difference in pSTEM major selection. Interventions aimed at reducing the gender gap in pSTEM major selection might do well to focus on these more psychological factors as well as academic ones.

Juul use among emerging adults transitioning from high school to college

Objective: Assess the prevalence, perceptions, sociodemographic/personal factors that influence Juul use among incoming freshmen. Participants: Incoming undergraduate students (N = 1,706) attending a public university in the southeastern U.S. Methods: Cross-sectional survey administered August 2018. Bivariate relationships assessed using chi-square test of association. Multinomial logistic regression to determine factors associated with Juul use status. Results: 41% had ever used Juul, 24% had used within the past month. Among current users, one-third had used 20–30 days. Risk factors for current use: heterosexual orientation (relative to other sexual orientation) AOR = 2.16, 95% CI: 1.20–3.91), those who planned to join sorority/fraternity (relative to those who did not plan to; AOR = 2.15, 95% CI: 1.59–2.90), current smokers (relative to nonsmokers; AOR = 24.39, 95% CI: 7.52–76.92), current marijuana users (compared with nonusers of marijuana; AOR = 6.45, 95% CI: 3.92–10.64) and alcohol users (compared with nondrinkers; AOR = 7.81, 95% CI: 5.75–10.54). Conclusion: Prevention and treatment efforts are needed for emerging adults transitioning to college.

Connect with prospective students through candid, compassionate communications

“How would I want my kid to be treated by his university if he was an incoming freshman?” That was the question running through Katharine Johnson Suski's mind as she wrote a letter to incoming first‐year students as COVID‐19 began to impact the United States. “I wrote the letter just a couple of days into remote work for our office, when everything felt uncertain and scary,” said Suski, Executive Director of Admissions at Iowa State University. “My son had just returned from picking up his stuff from his residence hall at the University of Kansas and had put his name sign on his bedroom door, which I found extremely sad.”

Talking Politics: Creating a Course for Incoming Freshman on Political Discourse

Efforts to teach civic engagement address not only students’ political knowledge but also their skills and dispositions. Although the scholarship of teaching and learning has explored the role of political discussion in the pre-college classroom extensively, attention to the topic at the college-level has been limited. Given the challenges campuses currently face regarding freedom of expression, there is value in featuring political discussion in college instruction. In this paper, we share our experiences in creating and piloting a one-credit course for incoming freshmen entitled “Talking Politics: Disagreeing Without Being Disagreeable”. Learning objectives, course content, and assessment tools are outlined as well as our plans to enhance future iterations. We hold that learning to “talk politics” with those who disagree with us is a core democratic skill and that this course offers a promising approach to imparting this skill.

Connect with prospective students through candid, compassionate communications

“How would I want my kid to be treated by his university if he was an incoming freshman?” That was the question running through Katharine Johnson Suski's mind as she wrote a letter to incoming first‐year students as COVID‐19 began to impact the United States.

Sustainability survey to assess student perspectives

Purpose The purpose of this study is to assess environmental concern at a Midwest university, analyze trends in concern over time and determine the effect of the development of a campus sustainability office. Design/methodology/approach A multi-question survey was administered through peer-to-peer recruitment from an undergraduate environmental science class each fall from 2010–2017. This exercise was originally developed as a pedagogical exercise on the scientific method. Findings Over eight years, incoming freshmen have expressed more concern that humans are harming the environment and students also express greater concern as they progress through college. Research limitations/implications The first year of the survey (2010) and the year that the lead PI was on sabbatical (2014) saw reduced response rates (∼1%–3% of the student population) compared to 6%–9% of the student population in other years. Practical implications Responses to all of the questions in the survey provide guidance for university administrations and sustainability offices about the concerns of the campus community, awareness about campus efforts and support for sustainability activities on campus. Originality/value Few studies have been published on students’ perspectives on environmental concern and sustainability activities on university campuses. These data provide an overview of environmental concern, perceived government action and empowerment to action over an eight-year period. This approach is recommended as a technique to teach the scientific method in introductory classes and as a means to collect data about student perspectives on sustainability.

'Exploring the Messages of African American Men Enrolled in HBCU Honors Programs'

This article discusses what positively contributes to the academic success of twenty African American (AA) men enrolled in honors programs at a historically Black college and university. Not much research is done on African American men attending Historically Colleges and Universities (HBCUs) who are academically successful, especially not those in honors programs. The purpose of this study is to examine and analyze what positively makes these AA men academically successful at these HBCUs while attending these honors programs through the anti-deficit achievement framework. The study has the potential to help incoming freshmen and other AA men be academically successful at HBCUs.