Off-campus Setting Research Articles

Mystory as an international graduate student: a socialization autoethnography

PurposeThe purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL.Design/methodology/approachIn this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory.FindingsThe findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions.Research limitations/implicationsThe author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students.Originality/valueIn this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.

Online (Remote) Teaching for Laboratory Based Courses Using “digital Twins” of the Experiments

Abstract Covid-19 pandemic has introduced radical changes to the engineering education so that most of the teaching moved to the off-campus setting of online classes. However, conducting the laboratory classes, a fundamental part of engineering education has remained to be a challenge. To address to this situation, an ambitious approach is taken to re-establish the laboratory experience entirely online with the help of digital twins of the laboratory experiments. Laboratory based undergraduate courses are important parts of the curriculum at the Lucerne University of Applied Sciences (HSLU), Switzerland. During the Covid-19 pandemic, it was necessary to adapt to the new environment of remote learning and modify the laboratory experiments so that they can be carried out online. The approach was to develop digital twins of each laboratory experiment with web applications and to provide an environment together with supporting videos and interactive problems so that the laboratory experiments can be carried out remotely. This paper explains the development of the digital twins of the laboratory experiments and provides information about the selected experiments such as potential vortex, linear momentum equation, diffuser flow, radial compressor, fuel cell, and pump test rig. A remote or distance learning has many hurdles, a major one being how to teach hands-on laboratory courses outside of an actual laboratory. The experience at the HSLU showed that teaching online laboratories using the digital twins of the experiments can work and the students can take part in remote laboratories that meet the learning objectives.

Starting with the Space: Integrating Learning Spaces and Technologies

Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

Screening for Intimate Partner and Sexual Violence in College Women: Missed Opportunities

BackgroundIntimate partner violence (IPV) and sexual violence (SV) are significant health issues for college women. Leading organizations and experts recommend screening for IPV/SV in health care settings, including college health centers. Given the prevalence and health risks associated with IPV/SV among college women, it is important to examine screening in this population. MethodsA cross-sectional, web-based survey was administered to college women at two universities in the northeastern United States. The survey consisted of demographic questions, assessment of experiences with IPV/SV (lifetime and past 6 months), use of health care services with either a college health center or an off-campus provider, and assessment of health care setting screening practices. ResultsThe sample included 615 college women (M = 21.5 years). Lifetime experiences of IPV/SV were reported by 222 women (36.1%). Approximately 8.1% of participants (n = 51) experienced IPV/SV in the past 6 months. Almost 63% (n = 238) reported not being asked about IPV/SV at their most recent off-campus health care visit. Nearly 90% (n = 237) reported not being asked about IPV/SV at their most recent visit to the college health center. ConclusionsParticipants reported high rates of IPV/SV and low rates of violence screening at college health centers and off-campus settings. Routine provider screening for IPV/SV in health care settings can identify women at risk and can lead to interventions that reduce subsequent violence and improve health outcomes and referrals. Theory-based, culture-specific, multilevel interventions are needed to promote IPV/SV screening among college health providers.

An analysis of Asia–Pacific educational technology research published internationally in 2000–2013

The past fourteen years have seen a significant rise in the percentage of Asia–Pacific papers on educational technology (ET) published internationally: from 13.7 % in 2000 to 38.4 % in 2013. This study seeks to identify the overall trends and gaps in this research. Of the 4,332 articles published in five selected international journals between 2000 and 2013, 1,137 (26.2 %) from the Asia–Pacific region [the Asia–Pacific (AP) region includes countries specified by UNESCO and Western Asia (Middle East) countries defined by United Nations] were selected for analysis. It was found that the majority of these came from Taiwan, Korea, Australia, Singapore and China, revealing a need for more studies from such countries as Japan and Indonesia, West and Central Asia and the Pacific Islands. The papers most commonly addressed issues at the micro-level in formal education, particularly higher education, focusing on the introduction of digital technology into on- or off-campus settings. There were few macro-level studies into such areas as policy making, quality assurance or evidence of educational outcomes and impact. It is suggested that researchers should undertake more such comprehensive studies into ET integration, not only in formal education but non-formal, informal, incidental and implicit learning.

An explorative study of the experiences of practice educators who have students with a disability on placement

Introduction A government document entitled ‘looking beyond labels’ (2000) argues for the employment of more disabled persons within the National Health Service. The Disability Rights Commission report of 2007, which examined the professions of nursing, teaching and social work, also championed the rights of disabled people entering these professions. The existing literature indicates that students with a disability are likely to be more disadvantaged than non-disabled students within an off-campus setting (Brown et al, 2006) as they may face barriers such as hindrance of the physical environment and attitudes of staff (Baron et al, 1996). Given the paucity of literature pertaining to the experiences of practice educators who have students with disabilities on placement, this study explored the experiences of occupational therapy and speech and language therapy practice educators who have supervised a student with a disability, from their own discipline within the placement setting.

Satisfaction of Students’ Living Environment between On-Campus and Off-Campus Settings: A Conceptual Overview

Off-campus students are currently facing huge challenges associated with their living environment. Current trends of housing development and rapid enrolment change are impacting students’ wellbeing in inconvenience ways. The objectives are: to identify the differences of living satisfaction aspects between on-campus and off-campus indicators relevant to student housing, and to identify the factor of living satisfaction faced by this group of students. This conceptual paper will focus on literature review on the satisfaction of living off-campus environment for university students, and also sourcing the various findings from the literature on students’ well-being in relation to their living satisfaction.

Alcohol Risk Management in College Settings: The Safer California Universities Randomized Trial

Potentially effective environmental strategies have been recommended to reduce heavy alcohol use among college students. However, studies to date on environmental prevention strategies are few in number and have been limited by their nonexperimental designs, inadequate sample sizes, and lack of attention to settings where the majority of heavy drinking events occur. To determine whether environmental prevention strategies targeting off-campus settings would reduce the likelihood and incidence of student intoxication at those settings. The Safer California Universities study involved 14 large public universities, half of which were assigned randomly to the Safer intervention condition after baseline data collection in 2003. Environmental interventions took place in 2005 and 2006 after 1 year of planning with seven Safer intervention universities. Random cross-sectional samples of undergraduates completed online surveys in four consecutive fall semesters (2003-2006). Campuses and communities surrounding eight campuses of the University of California and six in the California State University system were utilized. The study used random samples of undergraduates (∼500-1000 per campus per year) attending the 14 public California universities. Safer environmental interventions included nuisance party enforcement operations, minor decoy operations, driving-under-the-influence checkpoints, social host ordinances, and use of campus and local media to increase the visibility of environmental strategies. Proportion of drinking occasions in which students drank to intoxication at six different settings during the fall semester (residence hall party, campus event, fraternity or sorority party, party at off-campus apartment or house, bar/restaurant, outdoor setting), any intoxication at each setting during the semester, and whether students drank to intoxication the last time they went to each setting. Significant reductions in the incidence and likelihood of intoxication at off-campus parties and bars/restaurants were observed for Safer intervention universities compared to controls. A lower likelihood of intoxication was observed also for Safer intervention universities the last time students drank at an off-campus party (OR=0.81, 95% CI=0.68, 0.97); a bar or restaurant (OR=0.76, 95% CI=0.62, 0.94); or any setting (OR=0.80, 95% CI=0.65, 0.97). No increase in intoxication (e.g., displacement) appeared in other settings. Further, stronger intervention effects were achieved at Safer universities with the highest level of implementation. Environmental prevention strategies targeting settings where the majority of heavy drinking events occur appear to be effective in reducing the incidence and likelihood of intoxication among college students.

Interactive Narrative Pedagogy as a Heuristic for Understanding Supervision in Practice-led Research

This paper addresses the disciplinary and methodological specificity of the PhD in practice-led research and advocates an interactive narrative pedagogy inspired by the psychoanalytic teachings of Lacan. It sets into motion an innovative engagement among the fields of Psychoanalysis, Writing and Pedagogy in order to consider the possibilities that transference offers supervisors and candidates in two specific environments, i.e. an on-campus setting equipped with infrastructure resources and an off-campus setting devoid of such resources. I argue that an ethical handling of the transference promotes creativity and benefits the community at large.

The gap between learners is decreasing

During nearly 35 years of university-level teaching at Miami University and the University of Houston, I have had numerous opportunities to be involved in teaching nondegree-seeking professional geoscientists in an off-campus setting. I was generally dissatisfied with the outcome. The learners tended to be passive. Material was presented in large time blocks, and it was up to the learners to pick and choose those topics that they would pursue on their own. There was little if any time to evaluate their understanding of the principles and to make suggestions as to what to do next. Thus, I drew a boundary between teaching in a formal course and teaching in a training program. This boundary is rapidly becoming fuzzy.

Health Care in the Community, Interdisciplinary Professional Education for Students in Dietetics, Nursing and Osteopathic Medicine

Deans from three colleges selected tenured faculty to design and implement an interdisciplinary course to meet the need for active learning experiences for students across disciplines and an under-served city population with limited access to health care. A two credit course was designed with objectives in 3 areas: l) Community Service–plan and conduct 2-3 health screenings responding to family health needs; identify and prioritize client needs based on a team assessment; facilitate clients’ entry into the local health care system; 2) Professional Relationships–develop attitudes of mutual respect and practice collaborative case management; and 3) Professional Education–apply clinical skills in home and clinic settings to the in assessment of clients such as–vital signs, anthropometrics, dietary habits, and blood glucose, cholesterol and hemoglobin. Desirable class size was 21 with equal numbers recruited from seniors in Dietetics and Nursing, and 1st or 2 nd year O.M. students. Small group activities throughout the semester were designed to facilitate cross discipline interactions such as visits to community sites, short presentations on health topics, organization and implementation of 3 health screenings, follow-up home visits and small group counseling. Community members benefit by gaining access to free health screenings, health information, referrals and counseling monitored by seasoned health professionals. Students gain clinical, interpersonal and case management experience. Faculty members broaden their perspectives and knowledge by sharing clinical information and by jointly evaluating students. The colleges and university benefit via visibility within the community. The costs of such a course relate to the faculty time involved in designing and maintaining the interdisciplinary approach in an off-campus setting. The colleges view the high labor cost off the course as far surpassed by the benefits of the university's presence in the community and the benefits to faculty and students.

Teaching chained skills in a non-school setting using a divided half instructional format

This investigation evaluated the use of dyadic instructional arrangements in teaching chained skills to four students with moderate mental retardation. Each instructional dyad consisted of two students. Each of the three cooking skills was divided into two equal parts, and each student in a dyad received direct instruction on one part of the task analysis during each instructional session. During the following session, the two parts were reversed and a student received instruction on the second part. A constant time delay procedure was used to teach the targeted skills in an off-campus setting. A multiple probe design across skills and replicated across students evaluated the effectiveness of the instructional procedure and teaching arrangement. Results indicate that each of the four students learned the three cooking skills. Implications for future research are discussed.

Rights and responsibilities of college students in off-campus settings

Case law authorizes colleges and universities to extend their jurisdiction to off-campus student misconduct, though not to off-campus political activity. Under what circumstances is the assertion of jurisdiction consistent with institutional mission?

Effect of instructor and class characteristics on students' class evaluations

Student evaluations of their classes and instructors are widespread in higher education and have both practical and theoretical importance. This study examined the relationship between class average evaluations and characteristics of the instructor and of the class in an off-campus setting with nontraditional students. A stepwise multiple regression analysis found that four variables—the time format of the class, the number of classes taught in the program by the instructor during the year, whether a term paper was required, and the size of the class—explained 13.5% of the variance in class average evaluations. The addition of average class grade increased the explained variance by 6%. Evaluations were higher in classes taught with more intensive time formats, in classes taught by instructors teaching more frequently in the program, in classes where term papers were required, and in classes with fewer students. Evaluations were also higher in classes where the average class grade was higher. Other course and instructor characteristics had little or no effect on overall class evaluations. The results support the view that nontraditional students react similar to traditional students in their evaluations of their classes. The results also suggest the importance of time format as a factor affecting class evaluations.

Andragogy Off-Campus:

First introduced to this country by the American educator Malcolm S. Knowles, the term andragogy derives from the Greek andros meaning or grown up and agogos meaning who leads. Educators have long known that the learning of children differs substantially from the way in which adults learn and that, consequently, each demands a unique teaching approach. If children thrive in a highly-structured, fact-oriented, homogeneous teaching environment, adult learners respond much more readily to the open, experientially-based and mutually respecting approach of the facilitator. The following study will examine some of the most widely held assumptions about andragogy, particularly as they relate to the role the library must play in providing relevant reference services and bibliographic instruction to the adult learner in an off-campus setting. A secondary focus will be the efforts being made by one library system, Washington State University, to meet the challenge presented by the unique informa...

Impairment Prevention in the Training Years

The new Mental Health Program for Physicians in Training, at UCLA, offers free psychiatric evaluation and short-term psychotherapy to UCLA medical students and house officers, utilizing a large group of physician volunteers from the clinical and regular faculties. The program features complete confidentiality and an off-campus setting and provides help in a number of specialized areas. It also conducts research on stress in medical education. A basic aim is to promote a sense of community in the medical profession by demonstrating the concern of mature practitioners for their young colleagues. It also seeks to foster greater sensitivity among young physicians by educating them about the importance of their own psychological needs. The UCLA program provides a model for mental health services that are low in cost, both to medical trainees and to the training institution, at a time of severe budget shrinkage.

Comparing residence hall and independent living settings

The social environments of residence halls and independent off-campus living settings (such as apartments and houses) were compared. The off-campus settings had as much emphasis on cohesion and emotional support, and had more emphasis on independence, academic achievement, and the enhancement of intellectual and cultural pursuits. Despite these differences, students who stayed in residence halls throughout their four years of college, as compared to those who moved into independent housing, had higher educational aspirations and performed better academically, although they were somewhat more conservative and traditional (higher religious concern, more participation in campus activities, less alcohol consumption and impulse expression). Additional analyses indicated that college living settings influence differential student change and that some of their “effects” occur because students tend to select and create settings which help them to maintain their preferred personal characteristics.

Off-Campus Term: A setting for therapeutic intervention

Experiential education has served as a setting for therapeutic intervention in treatment of a communications handicapped young adult. This paper reports how newly learned communications skills were successfully applied in an off-campus setting and were subsequently carried over to campus and home.