Large Public University Research Articles

A topic model analysis of students' gendered expectations using surveyed critiques of lecturers

Student evaluations of teaching (SET) have been examined over the years to better understand the student experience, with an increasing portion of literature exploring the presence of implicit bias in SET surveys against minority gender and ethnic lecturers. This study explores free-text comments made by students from a large public university in Australia over the period 2010–2016, using a semi-supervised statistical approach. Data were collected via surveys administered online at the end of each course to every student officially enrolled in that course via the learning management system, and completion of the surveys was voluntary. We build a probabilistic topic model which incorporates student and lecturer characteristics into the topic formation process. We make statistical inference on the effects of gender and cultural or language backgrounds based on the topic and word prevalence probabilities. The results showed clear separation of topics discussed between male and female lecturers. From a gendered perspective, our topic analyses have found that students are significantly more likely to critique female lecturers to improve on structural aspects of the course, as well as aspects of time management and control of the lecturing environment. In comparison, male lecturers were significantly more likely to be critiqued on specific aspects related to lecture delivery. Lecturers from non-English speaking backgrounds were more likely to be both critiqued and praised for the clarity of their delivery.

A pragmatic randomized trial to examine the effect of combining healthy diet with mindfulness cognitive therapy to reduce depressive symptoms among university students in a low-resource setting: protocol for the NutriMind Project

BackgroundMental health disorders still rank as leading causes of morbidity worldwide despite increasing awareness and improvements in treatment. Notably, low- and middle-income countries like Uganda, are disproportionately affected by such disorders. The burden of depressive symptoms in these countries is particularly high among students, aggravated by poverty, malnutrition, and inadequate public health governance, yet it is clearly under-researched, making it hard to achieve several of UN Sustainability Development Goals. Current treatment options are insufficient to tackle the increased burden of depressive disease. This is more challenging for low-resource regions especially in Sub-Saharan Africa, suggesting the need for alternative treatments that can swiftly be applied if proven effective. The main aim of this randomized controlled trial (RCT) is therefore to examine if a low-cost healthy diet (based on local Ugandan foods) combined with easy-to access mindfulness cognitive therapy can reduce depressive symptoms among university students in Uganda.MethodsWe will recruit female and male students at Makerere University, the largest public university in Uganda, to an open, intention-to-treat, two-armed RCT. Those who score above a predefined threshold on a self-reported assessment of depressive symptoms, measured by the Center for Epidemiological Studies – Depression score (CES-D), are eligible for study inclusion and will be randomized to either an intervention (n = 125) or a control (n = 125) group. The intervention group will receive educational group-based sessions on how to prepare a Mediterranean-type of healthy diet and how to adhere to the principles of mindfulness-based cognitive therapy. Outcome measures include self-reported depression symptoms, quality of life, and dietary intakes. In addition we will perform a cost-effectiveness analysis. The RCT intervention will last 9 months, followed by additional 15 months with regular data collections.DiscussionWe here describe a novel approach to treat depressive symptoms among university students living in resource constraint settings, by combining a healthy diet with low threshold psychotherapy. If this intervention succeeds, our project can be viewed as a step towards evidence-based behavior practices for young adults with a common mental disorder (depression) that are beneficial to public mental health initiatives and management.Trial registrationThe RCT is registered in ClinicalTrials.gov (ID: NCT05848973). The date of registration was August 14, 2023.

Psychosocial impact of hoarding symptoms in college students and the potential for early intervention

Objective: Hoarding disorder is a chronic and progressive psychiatric disorder that often begins in adolescence and early adulthood. The purpose of this study was to investigate the impact of hoarding severity on college students’ psychosocial functioning and possible methods of early intervention. Participants: Undergraduate students (N = 363) at a large public university in the United States. Methods: Participants completed a self-report battery that included their parental history of clutter, perceptions about possible interventions for clutter, and standardized measures of hoarding severity, psychiatric symptoms, and psychosocial functioning. Results: Hoarding symptom severity predicted significant unique variance in emotional support and companionship, even when controlling for comorbid psychiatric symptoms. The main reasons endorsed by participants for disorganization of their objects despite adequate storage space were “lack of time” (37%), “easily distracted” (26%), and “procrastination” (34%). Conclusions: Emerging adults may benefit from early intervention focused on time management, attentional control, and consistent motivation.

A rapid assessment of depressive and anxious symptoms among university students during the COVID-19 public health emergency: A repeated cross-sectional analysis

Objectives To identify potential associations between student characteristics and mental health symptoms during the early parts of the pandemic. Participants 3,883 students at a large public university on the West Coast of the United States. Methods We conducted a repeated cross-sectional survey to assess health-protective behaviors, mental health, social support, and stigma resistance. The survey was administered in April 2020 and again in November/December 2020. Odds of mental health symptoms were estimated using multinomial logistic regression. Results 39% of respondents reported anxious symptoms, 9% reported depressive symptoms, and 27% reported both anxious and depressive symptoms. AAPI had lower odds of reporting both anxious/depressive symptoms compared to whites (OR = 0.59; 95% CI:0.43–0.81). Conclusion Students reported elevated levels of psychological stress during the pandemic, yet our results may underestimate the actual odds due to stress brought on by COVID-19.

Brand Personality and Loyalty as Drivers of Repurchase Intentions: Evidence from Pakistani Mobile Phone Users

The purpose of this study was to examine the influence of brand personality and brand loyalty on repurchase intention of Pakistani mobile phone users. The population for this study comprised master’s students at large public sector universities of Pakistan. Results of 318 responses indicate that sincerity, competence, ruggedness and sophistication significantly predicted brand loyalty, while the excitement dimension of brand personality failed to predict brand loyalty. It was also found that brand loyalty positively predicted the repurchase intentions among mobile phone users of Pakistan. The study also tested the moderating role of relative brand identification in the relationship between brand loyalty and brand repurchase intentions. By making overall significant contributions to the existing body of literature, the test of moderated regression analysis indicates the presence of a moderating role of relative brand identification. With remarkable contributions, this research presents valuable insights to marketers and stakeholders, helping them to understand brand personality, rebuild marketing strategies, boost brand loyalty, grasp relative brand identification, gain a competitive edge, make informed decisions and stay relevant in the market.

Learning and Study Skills in Students at a Small Liberal Arts College

Despite a large body of literature on the various study skills that predict academic performance in college students, there is no consensus on which specific study skills contribute the most toward college success. Additionally, the emphasis in the literature is primarily on large public universities and specialized groups such as chiropractic, medical, pharmacy, and vocational students, with little to no research focused on small liberal arts institutions. Finally, studies in the field typically assess all students, and use a wide range of GPAs in examining differences between high- and low-performing students. It is important to see if differences in study strategies exist even when only a small subset of students are tested – many of whom are on probation for already low academic performances. The present study assessed ten different learning and study skills via the Learning and Study Skills Inventory (LASSI) in 41 students enrolled in a general studies class at a small liberal arts college. Academic achievement was assessed via cumulative GPA for each student. There were significant correlations between individual scores on the motivation subscale and GPA, and between utilizing academic resources and GPA. Both motivation and utilizing academic resources were found to also significantly predict GPA. Theoretical and practical implications of these findings are discussed, in the context of enhancing student success via early and proactive interventions.

We are in this together: what the COVID-19 pandemic revealed about the nature of the student-professor relationship in higher education

PurposeReflexive thematic analysis was used to analyze the data. The study’s aims were to (1) Explore challenges, barriers and successes of students of color, as a result of the instructor’s approach to teaching in a remote learning environment; and (2) Determine what types of practices and approaches students of color found supportive in adjusting to a remote learning environment.Design/methodology/approachThis qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments. A total of 18 students from a large public university participated in the study.FindingsThe findings suggest significant adjustments were made by both students and professors during the pandemic. Although academics were important to students, there was an emphasis on the impact on social interactions with peers and the ability to build meaningful relationships with professors. Students displayed a sense of compassion and empathy toward professors and themselves.Practical implicationsThe results from the study provide some insight into how higher education can move forward, potentially conducting future research that includes the perspectives of both students and professors to determine how to best provide support in the aftermath of a pandemic.Originality/valueThis qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments.

The Scholarship of Wellness and Mindfulness to Support First-Year Nursing Students' Response to Stress.

An educational innovation centered on mindfulness was developed to support the well-being of first-year nursing students at a large public university. Students participated in a week-long experiential learning program before their first semester. They then enrolled in a one-credit course that fostered well-being through research and evidence-based mindfulness practices. The course was highly ranked because of the quality of learning, environment, and theories presented, indicating that supportive wellness initiatives are acceptable and feasibility for future implementation.

Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking

AbstractIn light of the educational challenges brought about by the COVID-19 pandemic, there is a growing need to bolster online science teaching and learning by incorporating evidence-based pedagogical principles of Learning Experience Design (LXD). As a response to this, we conducted a quasi-experimental, design-based research study involving nN = 183 undergraduate students enrolled across two online classes in an upper-division course on Ecology and Evolutionary Biology at a large R1 public university. The study extended over a period of 10 weeks, during which half of the students encountered low-stakes questions immediately embedded within the video player, while the remaining half received the same low-stakes questions after viewing all the instructional videos within the unit. Consequently, this study experimentally manipulated the timing of the questions across the two class conditions. These questions functioned as opportunities for low-stakes content practice and retention, designed to encourage learners to experience testing effect and augment the formation of their conceptual understanding. Across both conditions, we assessed potential differences in total weekly quiz grades, page views, and course participation among students who encountered embedded video questions. We also assessed students’ self-report engagement, self-regulation, and critical thinking. On average, the outcomes indicated that learners exposed to immediate low-stakes questioning exhibited notably superior summative quiz scores, increased page views, and enhanced participation in the course. Additionally, those who experienced immediate questioning demonstrated heightened levels of online engagement, self-regulation, and critical thinking. Moreover, our analysis delved into the intricate interplay between treatment conditions, learners’ self-regulation, critical thinking, and quiz grades through a multiple regression model. Notably, the interaction between those in the immediate questioning condition and self-regulation emerged as a significant factor, suggesting that the influence of immediate questioning on quiz grades varies based on learners’ self-regulation abilities. Collectively, these findings highlight the substantial positive effects of immediate questioning of online video lectures on both academic performance and cognitive skills within an online learning context. This discussion delves into the potential implications for institutions to continually refine their approach in order to effectively promote successful online science teaching and learning, drawing from the foundations of pedagogical learning experience design paradigms and the testing effect model.

Transitions in social media use and social media use for transition

High school and college students are known to be heavy users of social media. Much of their use is focused on peer social interactions and entertainment, but social media is also a potential platform for informal networked learning. In this study, we examine how college students used social media to learn about and prepare for college, how they use it in the university context, and how their social media use has changed as they mature and transition from one educational setting to another. Undergraduate students at a large public research university completed an online survey about their social media uses and perceptions. In terms of using social media to support the high school to college transition, preliminary findings show that for many students social media provided a valuable source of information about colleges, and in particular helped them plan and begin to build their social and activity networks in their new setting. Once at college, social media continued to help provide connections, serving as a source of information about campus events and supporting social connections. Social media was less frequently used as a means of networking with instructors. Many students noted that their use of social media had changed in meaningful ways as they transitioned to college. These students indicated that their networks were now different, that their attitudes and uses had matured, and that they were better able to use their social media networks as a platform for awareness and change. Whether they perceived meaningful changes in their use of social media across the transition, most participants alluded to a desire to minimize drama, social comparison, and other ill effects of social media. As data analysis continues, we will be exploring differences across platforms and relationships in college-related social media use based on intensity of use and sense of belonging. The study has implications for how institutions offer and support the development of social media networks among prospective and current students and provides insight into mindsets that can support or inhibit greater use of social media as a platform for informal networked learning as youth transition from high school to college and eventually on to careers.

Cyberbullying and Resilience: Lessons Learned from a Survey

Cyberbullying (CB) is a recurring, long-standing phenomenon that negatively affects people’s lives. Resilience is a personality trait that helps people to react to, cope with, and persist in the presence of obstacles such as cyberbullying. To determine variables and factors affecting coping with cyberbullying incidents, an original research survey was administered to 1317 undergraduate students who attended a large public university in Texas (n = 1086). Exploratory factor analysis revealed four relevant factors: Self-Efficacy, Religiosity, Friend and Social Engagement, and Culture. These findings show that factors supporting resiliency are helpful in achieving a positive behavioral response. The discriminant analysis provided a model verification for the theoretical model for these factors and led to a 79.9% predictability of the function.

University students’ accounts of police use of force: implications for trust in the police

ABSTRACT This empirical research explores the effect of police use of excessive force on university students’ trust in the police. Although the use of force by the police has continued to resonate in academic discourse, particularly from developed Western societies, the challenge is that there is a dearth of empirical research that precisely measures police use of excessive force among university students and how it shapes their trust in the police. The few existing studies were drawn from the general population survey, and they showed that the police in most African transitional societies tend to misuse their powers and are typically unaccountable to the public. From a survey data of participants delineated to a large public university in South Africa, this study specifically assessed the effect of direct experience of police abuse, vicarious experience of police abuse, experience of police corruption, and predatory policing on university students’ trust in the police. Findings confirmed, among others, that police use of excessive force (direct and vicarious experience of police abuse and predatory policing) significantly negatively affects students’ trust in the South African Police Service (SAPS). The implications of the findings for effective policing in the country are discussed.

Privileging whiteness in higher education institutions: critical discourse analysis of white racial frames in diversity strategic plans

ABSTRACT I examine diversity strategic plans at a large public research university to investigate how whiteness remains pervasive in the institution, even amidst diversity and equity planning. Using critical discourse analysis guided by Feagin’s theory of white racial frame, I interrogate how whiteness persists in university values, policies, and messages within diversity strategic planning, and discuss the consequences for equitable change within the university when the scope of planning is limited by whiteness.

Navigating the high school to university transition with social media: intensity of use, sense of belonging, and meaningful change

PurposeThis study aims to explore the use and perceptions of social media among university students before and during their transition from high school to higher education.Design/methodology/approachThis exploratory, cross-sectional study uses an online survey of 312 undergraduate students at a large public research university in the USA.FindingsActive participation was prevalent for connecting with peers, while passive use was high when learning about university-related topics. While at university, social media was most useful for finding campus events and connecting with classmates, but least effective for connecting with instructors. Most participants experienced meaningful change in their social media use from high school to university, which is often attributed to personal growth. Social media intensity correlated weakly but positively with usefulness and sense of belonging.Research limitations/implicationsThe study’s sample from a single university limits generalizability. While similar institutions might show comparable results, variations due to student demographics and differing institutional practices could emerge. The retrospective approach for reporting high school behaviors also poses a limitation. Future research could longitudinally follow students from university search to enrollment and attendance.Practical implicationsThe study recommends universities adjust social media strategies by prioritizing social content, using student ambassadors and customizing feeds. Universities should support students both online and offline, recognizing diverse pathways to belonging.Originality/valueThis study examines the transition period by asking university students to retrospectively reflect on high school experiences and also report current experiences. It also offers insights into student perceptions of whether their social media use has changed in meaningful ways.

Scalable competitive intelligence education through micro-learning and micro-credentials

It is essential for students, both inside and outside the business school, to learn business information literacy skills to make ­evidence-based decisions. To address this need, faculty from a large public university developed a competitive intelligence digital module using micro-learning and micro-credentialing concepts designed to be scalable for use in many disciplinary areas. During the pilot, students in a first-year Management course and a senior capstone Engineering Technology course were surveyed to determine their perceptions of the content’s utility and usability. This paper presents the results of this survey to determine student perceptions and if there are any disciplinary differences.

P-351 Reproductive outcomes in a cohort of lymphoma patients

Abstract Study question What are the reproductive outcomes in women with malignant lymphoma Hodgkins (HD) and non-Hodgkins (NH) from a single, experienced center? Summary answer 74 children were born to 43 women (28 with HD, 15 with NH) giving a live birth rate (LBR) of 81% and 72%, respectively. What is known already The risk of premature ovarian insufficiency (POI) after HD and NH is related to female age, type and dose of gonadotoxic treatment. Where ABVD regimens in HD patients and CHOEP regimens in most young NH patients, rarely results in POI and reduced fertility, treatment with BEACOPP or BEAM and stem cell transplantation seems to be associated with a much higher risk of ovarian failure. However, studies are heterogeneous and there is still a need for studies with structural follow up on repeated measurements of ovarian function markers in relation to clinical outcomes. Study design, size, duration This cohort study was conducted as a single center study at the fertility clinic in a large public Danish university hospital. Data was collected retrospectively from medical records from 1999 to 2020 and prospectively from 2020 to 2023. We included all female patients with HD (n = 63) and NH (n = 32), who were referred to our clinic for fertility preservation between 1999 and 2022. End of follow up was December 31st, 2023. Participants/materials, setting, methods Age at referral ranged from 14 to 33 years. Information about diagnoses, gonadotoxic treatment, gynecologic (including endocrine parameters) and obstetric history was retrieved from medical records. Permission to obtain retrospective data from 1999 to 2020 was given by the Danish Patient Safety Authorities (jrn 3-3013-2790/1) and prospective data collection was given by informed consent from the patients from 2020 and onwards. Main results and the role of chance 33% of patients with HD had ABVD only, and the remaining BEACOPP or other high-dose alkylating regimens. 72% of patients with NH had CHOEP, and the rest other high-dose alkylating regimens. 78/95 women had fertility preservation. Of these, 95% had ovarian tissue cryopreservation (OTC), 5% had IVF with vitrification of oocytes or embryos. Following chemotherapy 33 women (52%) with HD and 18 (56%) with NH became pregnant. Of these, 28 women with HD had 51 deliveries, and 15 with NH had 23 deliveries. The LBR was 0,81 for HD and 0,72 for NH. For HD patients, 54% of the deliveries were achieved by women who had ABVD compared to about 40% after other high-dose alkylating regimens. For NH patients, 73% of deliveries were achieved by women who had CHOEP compared to 13% after other high-dose alkylating regimens. Most pregnancies were conceived spontaneously. A total of 15/74 women had ovarian tissue transplantation (OTT). Of these, 7 women with HD became pregnant resulting in 4 deliveries, and 4 women with NH became pregnant resulting in 2 deliveries giving an overall pregnancy rate of 73% in this group of women and a LBR of 40%. Limitations, reasons for caution This study is based on information from medical records in public Danish hospitals, containing information on all deliveries. Pregnancies and deliveries outside of Denmark might therefore not be included. Furthermore, for some women the follow-up period was only one year, which could underestimate the fertility in this group of patients. Wider implications of the findings This study shows a reassuringly high rate of spontaneous pregnancies in female survivors of malignant lymphomas. Only 20% of the women have so far used their tissue stored before chemotherapy. Current results might question whether we overtreat our lymphoma patients by offering OTC to the majority Trial registration number not applicable

Interplay of Language and Identity in Education: Prospection for Urdu and English Language and Second Language Teaching and Learning

Educational contexts are the primary sites for the promulgation of linguistic ideologies and for determining the linguistic market for a language. English language in Pakistan is considered vital for mundane, official, and academic activities hence its learning gains currency in the polity. Conversely, the learning outputs are unsatisfactory which necessitates understanding how English language learners perceive themselves concerning the languages they are taught in the educational context. This study explains the language identity for Urdu (L1) and English (L2) of Pakistani undergraduate English as second language (ESL) learners for institutionally recognized and prescribed languages in the national curriculum to explicate the interplay of language and identity of learners in educational settings. Learners’ demographic profiles (previous education, schooling system, language proficiency, and family’s socio-economic status) were also inquired to understand relationship variation across demographic traits. A validated survey questionnaire was administered to a sample (N=316) comprising male and female students from 28 different programmes at a large public university in Karachi. Descriptive analysis and one-way ANOVA were carried out using the IBM SPSS 22 version. The findings attest to learners’ hybrid identity revealing attachment neither with L1 nor to L2. Learners acknowledged the privileged status of the English language in polity and preferred British English compared to the indigenous variety of Pakistani English [PakE] echoing the language ideologies permeated through the Educational context. They also endorsed English language speaking skills for gaining higher recompenses in society however deluded themselves in code[1]switching instead of practicing speaking skills. Besides, no significant difference was found in the language identity of ESL learners across demographic traits. The study has strong implications for devising language policies for education and adopting pedagogical approaches calling to accentuate language identity as a catalyst in the teaching-learning process and not considering linguistic diversity a barrier in the multilingual context.

Information Architecture Strategies in the Classroom: How Do Increasingly Complex Digital Ecosystems in Higher Education Shape the Contours of Instructor-Student Communication?

The proliferation of digital software is an increasingly accepted part of everyday life in higher education in the United States. While this software affords some opportunities, it can create confusing experiences for students as well. In this paper, I ask how might increasingly complex digital ecosystems in higher education shape the contours of instructor-student communication. To answer this question, I conducted an exploratory case study in the form of an online survey (n=83) and subsequent interviews (n=18) with user experience (UX) design students at a large public university in the southeastern United States. The research showed that students felt confusion regarding digital software protocols in their classes, how protocols varied from class to class, an inability to remember when and how to communicate with instructors outside of class, unsureness about where to locate information, and a preference for messaging applications over email. Research results suggest that instructor-student communication in higher education can be productively viewed through the lens of information architecture. In doing so, I argue for the need for instructors to implement strong information architecture strategies that help make sense of information in increasingly complex academic ecosystems.

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

This study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students’ skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter’s model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution’s culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments.

Demographic predictors of public speaking anxiety among university students

Public speaking is a crucial component of many higher education courses and is essential for students’ academic performance and future career success. Despite its importance, public speaking anxiety is a common issue among higher education students, adversely impacting their learning. Addressing this anxiety through targeted interventions, especially for the most at-risk students, is vital. This study provides insights into the demographic predictors of public speaking anxiety, using a sample of 1745 students from a large public university in the Czech Republic. We employed the Personal Report of Confidence as a Speaker in a short form to assess public speaking anxiety levels. Our multivariate regression analysis identified gender, type of high school, and study level as significant predictors of public speaking anxiety, whereas age, nationality, and field of study were not. The study found that women, non-binary individuals, graduates of academic high schools, and bachelor’s students are more prone to public speaking anxiety. These findings highlight the need for targeted intervention and support strategies for students with higher levels of public speaking anxiety.