North American Campuses Research Articles

Using habitus and ethnic identity theory to investigate the decision-making of Canadian Modern Orthodox young people

ABSTRACT Students’ access to higher education is significantly shaped by the cultural and social capital they hold and aspire to gain. This study examines Canadian Modern Orthodox high school graduates pursuing higher education, exploring the factors that influence their choices. By framing Canadian Modern Orthodox Judaism as an ethnic minority identity, the research reveals how this identity shapes the decision-making process of young adults. The study integrates Bourdieu’s concept of habitus and Phinney’s theory of ethnic identity to understand how students in a close-knit community plan their futures, balancing considerations of reputation, marriage, and career. Based on eight years of teaching at a Modern Orthodox high school in Southern Ontario, the study uses institutional ethnography to identify two key pathways: Pathway 1 involves students taking a gap year in Israel, postponing their minority status on North American campuses, while Pathway 2 sees students entering directly into secular universities, where they become ethnic minorities for the first time. The paper also explores how students manage their post-secondary experiences and the impact on their cultural and social capital. Those who choose a gap year in Israel often accumulate greater cultural and social capital within their community compared to those who enter university directly.

One Course, Two Approaches:

International Teaching Assistants (ITA’s) are critical to North American campuses. While studies have explored their experiences in through ITA training courses, research has overlooked the experiences of ITA educators. A multiple case study examined three ITA educators’ ideologies, gathering data from two interviews -one stimulated recall using classroom observations fieldnotes, syllabi, assignments, and feedback. Two incompatible sets of ideologies were found being implemented: one oriented learners to undergraduate classrooms, and one towards required language testing. Employment frustrations and cynicism impacted each instructor. Findings highlight the ethical complexities of language teaching. Programs must scrutinize the role of language testing within ITA training and examination support available to ITA educators. This novel study, focusing on the often-overlooked ITA educator, situated their ideologies adjacent to their identities, and using methodological innovations. Future work is needed to elucidate how ITA educators’ identities and ideologies impact ITA’s learning experience and academic or professional trajectories.

Transgender and Nonbinary College Student Inclusivity in Campus Recreation: Perceptions of North American Staff

In this study of North American campus recreation staff, we examined staff perceptions of transgender and nonbinary student inclusivity, and explored differences in perceived inclusivity based on institutional characteristics, policies, amenities, and staff characteristics. Staff were recruited to participate in an online survey that assessed: institutional characteristics, amenities, and policies; personal characteristics; and, their perception of their campus recreation facilities’ inclusivity of transgender and nonbinary students. Perceived inclusivity was greater at nonreligiously affiliated institutions, and at institutions that had antidiscrimination/antiharassment policies and/or all-gender locker/restrooms within the campus recreation department. Men and heterosexual staff reported greater perceived inclusivity than women and sexual minority staff. In summary, antidiscrimination and antiharassment policies and all-gender locker/rest rooms appear to contribute to creating the perception of a more inclusive campus recreation environment. Continued work on staff awareness/knowledge relating to inclusion of transgender and nonbinary students appears to be necessary, and application of policies that support inclusivity should be a priority.

UDL Implementation in Higher Education: Drawing lessons from the COVID online pivot and reconnecting with inclusive design in the face-to-face classroom

After two decades of advocacy across North American campuses, it is fair to assert that Universal Design for Learning (UDL) is finally having an impact on the inclusion of students with disabilities across campuses (Schreffler et al., 2019). It is helping shift instructors and departments away from medical model approaches to students with disabilities (Edwards et al., 2022), and facilitating the adoption of the social model of disability in classroom practices (Fovet, 2014). In 2020, however, the COVID-19 pandemic forced campus closures and an overnight shift to online instruction and assessment across the world (Hodges et al, 2020). Many have argued that this pivot has helped increase awareness of accessibility and has developed inclusive design as a mindset among instructors (Dhawan, 2020). Equally numerous are researchers and practitioners who feel that the pandemic has weakened institutions’ commitment to inclusion, made accessible learning more difficult to achieve, and generally hindered the development of UDL in higher education (Napierala et al., 2022). This dichotomy in perspectives is pervasive and encountered in most jurisdictions; it demonstrates the need for higher educators to ‘reconnect’ despite these lived experiences and to journey collectively and collaboratively towards more inclusive practices, in this period of healing. This interactive session will lead the audience in assessing to what extent each of these assertions might be true, and how campuses can draw important lessons from these experiences, in relation to UDL implementation – particularly in Technology Enhanced Environments (TELs). It will examine how researchers and practitioners must draw from lessons learnt in online teaching and learning in these two disruptive years to ‘reconnect’ with the inclusive design mindset et advance UDL implementation as they return to the fade to face classroom. It will demonstrate how sometimes difficult and rushed reflections around inclusive design in TELs that occurred during the global health crisis, now have the potential to radically overhaul previous attitudes and assumptions, and to erode initial resistance to inclusive design as a mindset. The presentation draws from multiple interactive workshops which have been offered to UDL advocates and faculty throughout the pandemic. It presents the analysis of phenomenological data gathered throughout these professional development sessions.

Policies and Practices for Equity: Perspectives of Campus Recreation Staff in North America

Given continued physical activity disparities among college students based on gender identity, race, and sexual orientation, it is important to identify policies and practices to support more equitable physical activity participation opportunities. This mixed-methods study examined perceptions of equity policies and practices among North American campus recreation staff (n = 254). Institution and staff characteristics along with department values, existence of written policies, and perceptions of current and potential equity policies/practices were collected via an online survey in November 2020. Quantitative data were analyzed with descriptive statistics and importance-performance analysis; qualitative data were analyzed using thematic analyses. Findings indicate an apparent disconnect between campus recreation departments’ stated values and written policies, and reveal gaps between perceived importance and performance of equity priorities. However, qualitative responses included many promising equity practices which could help facilitate physical activity participation for all students through creation of an inclusive, safe, and welcoming environment for diverse student populations.

Woke Culture Syndrome: Is Research in Management Under Threat?

Woke culture is spreading rapidly on North American campuses, and it is beginning to be discussed in Europe, particularly in France, within various universities. The advocates of wokism want to make people aware of the relationships of domination and social injustice induced by the political system in place. For the moment, research in management seems to escape the evils of woke culture syndrome in its most extreme manifestations (censorship, cancel culture, online harassment, etc.). The scope of this research note is to underline that the threat is credible, taking the case of research in logistics management. From a methodological point of view, an analysis of works using logistics to better understand societal phenomena allows us to identify “sensitive” topics, addressed by previous academic contributions, that may be difficult to address in the coming years under the pressure of wokism. The findings highlight two results concerning logistics: a framework for reading historical phenomena differently; and a framework for better understanding the sex industry. The main limitation is that the research note focuses only on four examples; from this point of view, perspectives are opened for a systematic analysis of the risks that wokism presents for research in management.

Review

Review

A General Model for EV Drivers’ Charging Behavior

The increasing adoption of electric vehicles (EVs) due to technical advancements and environmental concerns requires wide deployment of public charging stations (CSs). In order to accelerate the EV penetration and predict the future CSs requirements and adopt proper policies for their deployment, studying the charging behavior of EV drivers is inevitable. This paper introduces a stochastic model that takes into consideration the behavioral characteristics of EV drivers in particular, in terms of their reaction to the EV battery charge level when deciding to charge or disconnect at a CS. The proposed model is applied in two case studies to describe the resultant collective behavior of EV drivers in a community using real field EV data obtained from a major North American campus network and part of London urban area. The model fits well to the datasets by tuning the model parameters. The sensitivity analysis of the model indicates that changes in the behavioral parameters affect the statistical characteristics of charging duration, vehicle connection time, and EV demand profile, which has a substantial effect on congestion status in CSs. This proposed model is then applied in several scenarios to simulate the congestion status in public parking lots and predict the future charging points needed to guarantee the appropriate level of service quality. The results show that studying and controlling the EV drivers’ behavior leads to a significant saving in CS capacity and results in consumer satisfaction, thus, profitability of the station owners.

Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education

Sustainability in Higher Education is usually interpreted as a concept applying solely to operations management and energy policy. Though the applicability of the concept to social justice is immediately tangible, few campuses have found organic and pragmatic ways to extend principles of sustainability to their equity, diversity or inclusion practices, or to convince their community of the need to do so. This study examines the unique experience of North American campus having attempted this progressive osmosis between the two concepts. Access has represented the opportunity for this rethink. As individual, retroactive accommodations become increasingly obsolete when it comes to providing access to learning to large number of students with specific needs entering post-secondary education, sustainability has become an increasingly appealing lens with which to devise a new framework for inclusion seeking systemic change in pedagogical practices. The campus in question implemented a proactive drive for the implementation of Universal Design for Learning from 2011 and this paper presents the analysis of the various and complex ways access and sustainability have become entwined in campus policies. The outcomes are particularly relevant for the Global South in that it may encourage Higher Education institutions in developing countries to avoid the temporary appeal of medical model based measures of inclusion and the precedents set in the Global North over the last two decades, and to focus instead on social model based policies that seek the development of sustainable and inclusive teaching practices from the onset.

Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education

Sustainability in Higher Education is usually interpreted as a concept applying solely to operations management and energy policy. Though the applicability of the concept to social justice is immediately tangible, few campuses have found organic and pragmatic ways to extend principles of sustainability to their equity, diversity or inclusion practices, or to convince their community of the need to do so. This study examines the unique experience of North American campus having attempted this progressive osmosis between the two concepts. Access has represented the opportunity for this rethink. As individual, retroactive accommodations become increasingly obsolete when it comes to providing access to learning to large number of students with specific needs entering post-secondary education, sustainability has become an increasingly appealing lens with which to devise a new framework for inclusion seeking systemic change in pedagogical practices. The campus in question implemented a proactive drive for the implementation of Universal Design for Learning from 2011 and this paper presents the analysis of the various and complex ways access and sustainability have become entwined in campus policies. The outcomes are particularly relevant for the Global South in that it may encourage Higher Education institutions in developing countries to avoid the temporary appeal of medical model based measures of inclusion and the precedents set in the Global North over the last two decades, and to focus instead on social model based policies that seek the development of sustainable and inclusive teaching practices from the onset.

College Campus Sexual Assault: The Contribution of Peers' Proabuse Informational Support and Attachments to Abusive Peers.

Since the mid-1980s, researchers across the United States have uncovered high rates of sexual assault among female college students. However, to advance a better understanding of this gendered type of victimization, and to both prevent and control this problem, the research community needs to identify its major correlates. One that is consistently uncovered in North American campus survey work is negative peer support, especially that provided by male peers. Yet, some earlier studies have found that mixed-sex negative peer support, too, contributes to campus sexual assault. Using recent data from the Campus Quality of Life Survey conducted at a large residential school in the South Atlantic region of the United States, the main objectives of this article are to examine the role of mixed-sex negative peer support in campus sexual assault and to identify the groups of women most at risk of having friends who offer such support.

A Study of Chinese International Students Enrolled in the Master of Education Program at a Canadian University

Even though more and more studies have been reported in the literature about international undergraduate students’ learning experiences in North America, little research has been done to study international graduate students on North American campuses. The university where this study took place has recently established a cohort-based Master of Education (M. Ed.) program for international students. This study was designed to investigate the adaptation of the international graduate students (all Chinese) who were enrolled in the M.Ed. program with a focus on their learning experiences, the challenges they encountered, and the suggestion they had for improvement of the program. Data analysis reveals that while Chinese international graduate students shared some common challenges with international undergraduate students such as language and cultural challenges, they had unique perspectives and expectations on curriculum and pedagogy. Suggestions for curriculum development for Chinese international graduate students are highlighted.

Breaking the silence: A feminist call to action

Key Messages Mental health and wellness are issues of growing concern on North American campuses. A feminist geography perspective reveals that there are cultural, institutional, political, and intersectional factors that impede active engagement with mental health and wellness in the academy. We encourage geographers to consider mental health and wellness as professional development issues of concern to us all.

Where are you going, Dottor Dapertutto? From the Campus Novel to the Professorroman

The campus novel being a distinctive product of Anglo-American literary culture, other linguistic and cultural domains offer only fewer instances of this subgenre. This essay concentrates on a selection of these works – Remo Ceserani’s Viaggio in Italia del dottorDapertutto (1996), Paule Constant’s Confidence pour confidence (1998), Javier Marias’ Todaslas almas (1989) and Dietrich Schwanitz’s Der Campus (1995) – in order to compare them with one of the most popular campus novels, Small World (1984) by David Lodge, so as to identify the common features that might serve as a blueprint for a definition of this subgenre in an international perspective. In doing so, the essay focuses on three further aspects. From a stylistic point of view, it examines how these more or less contemporaneous works exemplify widely different types of writing. It also investigates the importance of the Anglo-American model for these Italian, Spanish, French and German authors, whose careers as university lecturers have developed within British or North American campuses. Finally, it explores the relevance of gender discourse within the academic milieus where these authors live and their novels are set, in order to show how these texts ignore, or even ridicule, it. Normal 0 14 false false false IT X-NONE X-NONE

Composite indicators for a sustainable campus—Design rationale and methodology: The case of the Catholic Institute of Lille

Having first appeared in the mid-1990s, policy actions for improving how sustainable development principles are put into practice on university campuses have been growing more and more. This has taken place mainly on North American campuses and has subsequently spread to a number of developed nations across the globe, bringing to light in each case an array of indicators used to cover all the components of this concept. The purpose of this article is firstly to define the major principles that Lille Catholic University holds in order to set up its own sustainable development indicators. Secondly, this article focuses on the formulae used for creating a composite indicator for a sustainable campus. Thirdly, it will try to highlight some of the possible actions that could be implemented on campus in order to improve the score of some of these indicators.

Impulsivity is not always associated with student drinking: A moderation study of impulsivity and drinking by positive alcohol expectancies

Student drinking is a major problem on North American campuses and impulsivity is a significant risk factor for heavy drinking. The present study investigates the moderation of the impulsivity–drinking relationship by the expectation that having a drink will lead to positive experiences. Undergraduate drinkers (n=292) completed measures of impulsivity (Barratt Impulsiveness Scale 11; BIS-11), positive drinking expectancies, and alcohol use. Expectancies moderated the relationship between BIS-11 scores and alcohol use. BIS-11 scores were significantly related to typical alcohol quantity, frequency, quantity X frequency, and binge drinking frequency for individuals with average and high levels of positive expectancies, but not for those with few positive expectancies. Implications for interventions targeted at highly impulsive students, using expectancy modification are discussed.

BEST PRACTICES: The ITA Program: An Academic Bridging Program for the Changing Demographics on North American Campuses

BEST PRACTICES: The ITA Program: An Academic Bridging Program for the Changing Demographics on North American Campuses

A Roundtable Report on Irish Studies: Issues and Perspectives

NOTES AND QUERIES A ROUNDTABLE REPORT ON IRISH STUDIES: ISSUES AND PERSPECTIVES DIANE HOTTEN-SOMERS AND AIMEE WAHA* what is the future of Irish Studies at universities throughout North America ? What measures must be taken to ensure the survival and growth of the field? At the 1998 national convention of the American Conference for Irish Studies (ACIS), held in April in Fort Lauderdale, FL, scholars from major centers of Irish Studies in the United States shared their thoughts on such questions during a roundtable forum. John Harrington (from the Cooper Union) chaired the panel, which included Nancy Curtin (Fordham University), Adele Dalsimer (Boston College), James Donnelly Jr. (University of Wisconsin–Madison), Patricia King (New York University), Robert Mahony (Catholic University of America), Thomas Dillon Redshaw (University of St. Thomas), and Kevin Whelan (University of Notre Dame). Panelists emphasized the need to institutionalize Irish Studies programs, to establish chairs in history and literature, and to ensure that existing chairs are succeeded by Irish Studies scholars. In addition, academics must work to “legitimize” Irish Studies by publishing intellectually challenging material that will attract the attention and respect of scholars in other fields. As a discipline, Irish Studies needs to create greater connections with interrelated fields. For example, a national and international network connecting Irish Studies scholars with colleagues in American Studies, Women's Studies, Judaic Studies, and African-American Studies will promote valuable sharing of theory, research, and methodology. NOTES AND QUERIES 204 *Diane Hotten-Somers received a master’s degree in English literature from Boston College and will begin a Ph.D. at Brown University this fall, focusing on Irish-American history. Aimee Waha recently completed a master’s degree in Irish Studies at Boston College, where she attended as a Fulbright scholar from Germany. Participants also voiced concerns over the funding of Irish Studies on North American campuses. Program leaders must convince university administrators of the importance of allocating resources to this field, particularly because recent attention paid to Ireland in American popular culture has filled existing Irish Studies courses to capacity. Moreover, an established and affluent Irish-American community is expressing a serious interest in the study of Irish culture. Thus, to raise the profile of Irish Studies in the community at large, programs should reach out to the public through cultural events involving film series, concerts, and lectures. Some panelists focused on the fact that Irish Studies should expand its disciplinary boundaries and avoid the dangers of identity-based, nationalist scholarship. The discipline must thus encourage work focused on addressing issues such as gender and diaspora studies, which engage with the wider academic community and a broader American public. And, finally, major research universities must be encouraged to retain and to hire scholars dedicated to training graduate students, who hold the promise and bear the burden of sustaining the future of Irish Studies in North America for the next century. PRESIDENT MARY McALEESE BECOMES IRISH AMERICAN CULTURAL INSTITUTE PATRON At a meeting at Áras an Uachtarán, the Irish presidential residence in Phoenix Park, John Walsh, Chairman of the Irish American Cultural Institute (IACI), announced that President Mary McAleese has honored the organization by becoming its official patron. Chairman Walsh noted that President McAleese continues a tradition begun by President Eamon de Valera who occupied the office when the IACI was founded. Walsh also observed that the IACI remains the only Irish-American organization distinguished by having the president of Ireland as its patron. IRISH AMBASSADOR HOSTS RESEARCH FUND'S TENTH ANNIVERSARY AWARD CEREMONY Irish Ambassador to the United States Seán Ó Huiginn and Bernadette Ó Huiginn hosted the 1997 IACI Research Fund's Award Ceremony at the couple’s residence in Washington, D.C., in late January. The 1997 awards totaled more than $26,000, bringing the total of funds awarded to date for Irish research from IACI endowments to more than $200,000. NOTES AND QUERIES 205 Four awards were made possible by the Irish Institute of New York Fund: Niamh O'Sullivan, lecturer at the National College of Art and Design, Dublin, was awarded $4,000 to support her research for "The Life and Work of the Irish-American Artist Aloysius O'Kelly,” which will culminate...

Patterns of utilisation of university counselling services: A comparison of a South African and a North American University

This study compared the concerns that prompted clinets to seek counselling at a South African and a North American campus. A further assessment of first-year student client concerns was done in order to establish the extent of the use of the counselling service in relation to the expressed needs of the first-year student population. Altogether 580 clients were surveyed and depression, family problems and anxiety/stress were listed as concerns by more clients than other personal concerns on both campuses.