Postsecondary Institutions Research Articles

Prepare for the worst: Make evacuation plans accessible

The 2024 hurricane season had more than its fair share of hurricanes, tornadoes, and tropical storms. Hurricanes Beryl, Debby, Ernesto, Helene, and Milton caused tens of billions of dollars in property damage, including damage to college and university campuses, plus hundreds of deaths. These hurricanes, as well as other natural disasters, serve as a reminder for postsecondary institutions to engage in emergency planning.

International Centre for Academic Integrity Canadian Consortium

Academic integrity serves as a critical foundation for learning in post-secondary institutions. However, educational organizations continuously face challenges that threaten efforts to uphold and promote academic integrity. While global collaborations focused on policies, procedures, activities, and research dedicated to academic integrity are valuable, it is equally important to recognize the unique contexts of groups of educational organizations, which are influenced by things like organizational culture, missions, geography, priorities, and specialties, to name a few. Consortiums that meet the specific needs of groups of organizations play a crucial role in this endeavour. This article will highlight one such consortium that is working to establish a Canadian presence in academic integrity and is affiliated with the International Center for Academic Integrity.

Measuring Geographic Opportunity for Higher Education in US Metropolitan Areas

AbstractResearch demonstrates that students who live closer to postsecondary institutions are more likely to attend college. Yet many communities offer few or no postsecondary options. In this study, we expand on prior research on the geographic distribution of postsecondary opportunity by developing a finer-grained measure that accounts for both the variety and density of college options in each metropolitan statistical area (MSA). Our estimates use several decay functions to measure the distance-weighted characteristics of institutions, allowing us to cross-validate different approaches and identify the most appropriate model to inform future analyses of geographic opportunity. The results of the cross-validation indicate that both the type of geographic measure used and the penalty in the inverse distance weighting function result in substantively different model fit. We find that each of the measures used in a spatial model—enrollment size, tuition, and net price—has a positive and statistically significant relationship with postsecondary enrollment at the MSA level, indicating the continuing importance of geographic opportunity for college attendance.

Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative study was to identify current practices used by 10 high-school content and special education teachers who teach these students, as well as their recommendations for postsecondary institutions for these students. The findings suggest high-school teachers support the use of differentiated, strength-based individualized instruction for college-bound students with 2eASD, but are generally unable to offer specific examples of how these practices are implemented in their special education or content classrooms. In addition, they seldom focus on the strengths and talents of this population in their classrooms and fail to recommend competitive colleges for their consideration.

Digital adoption and human capital upscaling: a regional study of the manufacturing sector

AbstractWe study the effect of the diffusion of digitalization, measured as the level of expenditures in digital technologies, on labor demand within the manufacturing sector. We exploit unique information from a focus study of the quarterly survey of Unioncamere Piemonte (one of Italy’s most industrialized and technologically advanced regions) to measure the extent to which planned digital technologies investments impact hiring propensity, differentiated by educational level. Based on a representative sample of non-micro firms, our findings suggest a positive relationship between digital investments and the probability of hiring highly educated workers, mainly driven by the demand for individuals with a post-secondary technical institute (ITS) diploma and post-MSc qualifications or a PhD in STEM fields. Conversely, we also find that digital investments negatively influence the probability of hiring low-educated individuals, primarily referring to the demand for workers with secondary education. Our results reveal firms’ human capital upscaling dynamics powered by digitalization processes.

Estimating Contribution Quality in Online Deliberations Using a Large Language Model

Deliberation involves participants exchanging knowledge, arguments, and perspectives and has been shown to be effective at addressing polarization. The Stanford Online Deliberation Platform facilitates large-scale deliberations. It enables video-based online discussions on a structured agenda for small groups without requiring human moderators. This paper's data comes from various deliberation events, including one conducted in collaboration with Meta in 32 countries, and another with 38 post-secondary institutions in the US. Estimating the quality of contributions in a conversation is crucial for assessing feature and intervention impacts. Traditionally, this is done by human annotators, which is time-consuming and costly. We use a large language model (LLM) alongside eight human annotators to rate contributions based on justification, novelty, expansion of the conversation, and potential for further expansion, with scores ranging from 1 to 5. Annotators also provide brief justifications for their ratings. Using the average rating from other human annotators as the ground truth, we find the model outperforms individual human annotators. While pairs of human annotators outperform the model in rating justification and groups of three outperform it on all four metrics, the model remains competitive. We illustrate the usefulness of the automated quality rating by assessing the effect of nudges on the quality of deliberation. We first observe that individual nudges after prolonged inactivity are highly effective, increasing the likelihood of the individual requesting to speak in the next 30 seconds by 65%. Using our automated quality estimation, we show that the quality ratings for statements prompted by nudging are similar to those made without nudging, signifying that nudging leads to more ideas being generated in the conversation without losing overall quality.

Settler Midwifery: A Colonial Tool in Canada's Reproductive Healthcare System.

The land we call Canada is a settler colonial country where reproductive healthcare is used as a mechanism to control, subjugate, and erase Indigenous people and to advance the White settler state. Healthcare providers play an integral role in the healthcare system and contribute to Canada's colonization. In this piece, we critically analyze how settler midwifery is complicit with colonialism in reproductive healthcare by exploring the history of midwifery in Canada, midwifery education, and contemporary settler midwifery. European settlers omitted the history of Indigenous midwifery in Canada and to justify their erasure, they conceptualized Indigenous Peoples as uncivilized and their birthing practices as substandard. To establish a colonial healthcare system, settler midwives replaced traditional Indigenous birth attendants. When midwifery became regulated, midwives were required to train in formal post-secondary institutions that sustain colonial logics, systems, and practices. Midwifery education programs maintain colonialism by reinforcing medicalized Western practices and sustaining barriers to the growth of Indigenous midwifery. As a result, Western birthing practices are widespread among settler midwives and Indigenous Peoples face barriers to comprehensive and culturally sensitive care. To decolonize Canadian midwifery, we must dismantle stereotypes about Indigenous Peoples and their birthing practices in historical narratives, implement an anti-colonial approach to midwifery education, support Indigenous midwives in returning birth home, and improve the provision of culturally sensitive care. Settler midwifery in Canada is complicit in colonialism; building anti-colonial alliances can help support Indigenous midwives in leading a decolonial future for reproduction and birthing.

Leveling Up Learning: Game Based Learning Initiatives in Canadian Higher Education

Game based learning (GBL), the use of game design elements within non-game contexts such as education, became increasingly popular in the early 2000s, yet empirical evidence about the benefit of games on student learning remains inconclusive. The potential impact of GBL can be influenced, for example, by design elements, context, and discipline. In Canadian higher education, GBL may be housed within departments, the library, or centres for teaching and learning. At our institution, GBL initiatives have only recently begun to surface; for example, the Department of English and Drama has recently launched a games studies minor for undergraduate students, the library has an extensive collection of video games available to borrow, and the academic skills centre has a large collection of board games that are used primarily for social game cafés. While opportunities for curricular connections may exist, our academic skills centre currently lacks staff who have both capacity and expertise in GBL pedagogy. Exploring possibilities for expansion, we aimed to understand the landscape of GBL initiatives across Canadian post-secondary institutions. To achieve this aim, we conducted an environmental scan of over 100 Canadian post-secondary institutions, gathering data such as the existence of GBL programs, category and level of programming (curricular, co-curricular, or research), initiative types, research development, faculty involvement, and availability of additional resources. Findings indicate inconsistencies in definitions used to promote GBL and a concentration of GBL initiatives at the curricular and research levels. The majority of GBL in Canada is led by faculty through course and degree-level programs at both undergraduate and graduate levels. This research gives us insight into GBL program development, challenges, and opportunities for higher education in Canada and globally.

Role of Occupational Therapy Assessment and Office Ergonomics to Support Students with Accommodations in Higher Learning: A Narrative Review

Postsecondary students with disabilities (SWDs) face significant challenges to their academic and personal well-being. There is a demand for more supportive strategies to facilitate fulfilling and equitable academic experiences for SWDs. This review aimed to (1) determine the effectiveness of various interventions, programs, and accommodations for enhancing the overall well-being of postsecondary SWDs and (2) evaluate the implications of these support strategies for disability service providers at postsecondary institutions. A narrative review was conducted, examining 13 studies aimed at enhancing the well-being of postsecondary SWDs. Studies were classified using the International Classification of Functioning, Disability and Health (ICF) Model. Ergonomics, assistive technology, and counselling programs had positive improvements on the academic success of SWDs. In SWDs, health status was associated with higher community participation, and physical interventions were beneficial to reducing pain over time. Coaching and mentoring opportunities were beneficial for successful goal fulfilment. However, there remains a risk of digital eye strain when using technology to support postsecondary SWDs. The findings indicate that a range of support strategies can benefit several different components of SWDs experiences. This review identifies research gaps and opportunities to examine support strategies to improve the physical and mental well-being of SWDs.

Every voice counts – Embedding the principles of Universal Design for Learning into higher education online course design

University classrooms are diverse settings. With online courses becoming increasingly more common instructors in post-secondary institutions must create inclusive learning environments that meet the needs of adult learners with exceptionalities. Goldberg et al. (2003) asserted that innovative technological tools can be used to promote student engagement, motivation, and enhance the quality of learning for students with disabilities. One such tool is the Voice Thread which can be thoughtfully and intentionally incorporated into the course design phase. Friedman and Lee (2009) contend that using visual images to present content is a necessary pedagogical strategy and provides an opportunity to reduce visual clutter. Making content visual and auditory rather than exclusively in print is a Universal Design for Learning strategy that makes the information more accessible to all students not just those who struggle with reading. Hampton and Mason (2003) reminded us that many students with learning disabilities require additional time to formulate their thoughts to make meaningful contributions to an online discussion. The features of the program offer a comfortable way for students to share their knowledge and understanding, analytical skills and personal reflections related to a particular concept. Offering a choice in the response format allows students to utilize their strengths and concentrate more fully on demonstrating their learning. Fostering an inclusive learning environment using innovative technologies, such as Voice Thread, offers online instructors a meaningful way to adopt inclusive approaches to curriculum and assessment. Pre-existing structures such as the Community of Practice (Lave & Wenger, 1991) provide inclusive leaders the opportunity to share these innovations with colleagues and ensure that every voice counts.

Exploration of factors associated with complete mental health among postsecondary students

BackgroundPostsecondary students are at risk for mental health problems and there has been an overall reduction in flourishing in recent years. The aim of this study was to explore factors associated with general mental health among students from one postsecondary institution (n = 1082).MethodsThe Mental Health Continuum-Short Form was used as the outcome, which categorizes individuals as being languishing (i.e., state of incomplete mental health), moderately mentally healthy, or flourishing (i.e., positive mental health). A multivariable ordered logistic regression analysis was applied to identify factors associated with more favourable dimensions of mental health.ResultsMost students were moderately mentally healthy (53%), compared to flourishing (32%), and languishing (15%). Factors significantly associated with positive mental health included students who: (i) participated in meditation, (ii) participated in physical exercise, (iii) frequently experienced challenges that helped them grow, (iv) felt one's campus did enough to protect students from COVID-19, and (v) felt they were part of a campus that looked out for others.ConclusionThis provides further evidence for investing in mental health training for instructors, promoting positive coping strategies within the student population, campuswide implementation of a universal approach to health promotion, and building a sense of community.

Diversity in Civic Engagement: Political Priorities and Protest Behavior of Arizona College Students

A core function of higher education is to prepare students to be active and informed citizens who are prepared to make sustained contributions to civic life and democratic society. However, past research on college student civic engagement has disproportionately focused on students at traditional 4-year universities and on a narrow range of political activities. In this study, we analyzed online survey data ( N = 1,159) collected before the 2020 presidential election from young adults throughout Arizona who were attending 2-year and 4-year postsecondary institutions. Results show significant differences between community college, transfer and university students in terms of political identities, background characteristics, and participation in Black Lives Matter protests. Yet, across these postsecondary pathways, young adults expressed a strong commitment to active citizenship and ranked combating climate change and dismantling systemic racism as top political priorities. We call for more research on underserved students’ political identities, outlooks, and behaviors as part of a broader and more inclusive conceptualization of civic engagement.

Postsecondary organizations and their role in advancing sustainable smart cities: towards a system-oriented perspective

Postsecondary institutions such as public and private universities have a key role to play in the development of sustainable smart cities. This paper discusses aspects of this role in terms of historical contributions, examples of contributions from the standpoint of two universities, and potential future contributions. The treatment of these aspects from a system-oriented perspective is also addressed. Researchers working on leading edge technologies have resources that enable them to introduce disruptive solutions that enhance the well-being of society. On the other hand, it is clear that different university realities demand unique actions depending on whether they reside in developing or developed countries, although common social problems have also been identified. Overall, there is an opportunity for universities to test new ideas and implement them in communities, especially where they reside. We discuss the role of universities in a broad sense, where contributions are briefly described and acknowledged. The focus is on applications for sustainability and social good that have been or could be developed in universities as new research opportunities to improve the quality of life of the general population. We also argue that it is essential to consider university contributions to the creation of smart cities in the context of a system-oriented perspective.

“I Don’t Even Talk About It”: Applying Ray’s Theory of Racialized Organizations to Class Stratification in Academia

ABSTRACT In this paper, we develop a working theory examining how the organizational apparatuses of colleges and universities, as well as larger trends in higher education, contribute to unequal outcomes for faculty from working-class backgrounds and their upper- and middle-class counterparts. Based on 30 interviews with a nationwide sample of academic faculty and graduate students in sociology, we adapt an analytical approach introduced by Victor Ray, a theory of racialized organizations, to identify several common mechanisms in higher education that hinder working-class faculty members’ ability to form professional relationships and gain prestige at post-secondary institutions, disrupt efforts to diversify faculty bodies socioeconomically, and preserve class-based inequalities by masking the saliency of social class in faculty settings. Adapting Ray’s analysis, we divide these organizational features of higher education into three categories—superstructure (collective ideologies), structure (policies and norms), and substructure (individual schemas)—illustrating how these features uphold and reinforce one another.

Promoting mental health and wellbeing among post-secondary students with the JoyPop™ app: study protocol for a randomized controlled trial

BackgroundTechnology use may be one strategy to promote mental health and wellbeing among young adults in post-secondary education settings experiencing increasing distress and mental health difficulties. The JoyPop™ app is mobile mental health tool with a growing evidence base. The objectives of this research are to (1) evaluate the effectiveness of the JoyPop™ app in improving emotion regulation skills (primary outcome), as well as mental health, wellbeing, and resilience (secondary outcomes); (2) evaluate sustained app use once users are no longer reminded and determine whether sustained use is associated with maintained improvements in primary and secondary outcomes; (3) determine whether those in the intervention condition have lower mental health service usage and associated costs compared to those in the control condition; and (4) assess users’ perspectives on the quality of the JoyPop™ app.MethodsA pragmatic, parallel arm randomized controlled trial will be used. Participants will be randomly allocated using stratified block randomization in a 1:1 ratio to the intervention (JoyPop™) or control (no intervention) condition. Participants allocated to the intervention condition will be asked to use the JoyPop™ app at least twice daily for 4 weeks. Participants will complete outcome measures at four assessment time-points (first [baseline], second [after 2 weeks], third [after 4 weeks], fourth [after 8 weeks; follow-up]). Participants in the control condition will be offered access to the app after the fourth assessment time-point.DiscussionResults will determine the effectiveness of the JoyPop™ app for promoting mental health and wellbeing among post-secondary students. If effective, this may encourage more widespread adoption of the JoyPop™ app by post-secondary institutions as part of their response to student mental health needs.Trial registrationClinicalTrials.gov NCT06154369. Registered on November 23, 2023.

Examining trajectories of nonsuicidal self-injury across the first year of university

BackgroundNonsuicidal self-injury (NSSI) is prevalent among emerging adults in post-secondary school, but little is known about change and stability in NSSI during the transition to university. Moreover, there has been limited person-centered work focusing on heterogeneity in NSSI engagement among students over time. The present study aimed to investigate the development and maintenance of NSSI across the first year of university and explore predictors of potential variability in trajectories of NSSI. MethodsThe present sample consisted of 1125 first-year university students at a large post-secondary institution (Mage = 17.96, 71 % female, 28 % male, 1 % gender diverse) who participated in a larger longitudinal study. Participants completed an online survey three times over their first year of university. Latent growth curve modeling (LGCM) in Mplus was utilized to explore different NSSI group trajectories across first year university. ResultsNSSI was prevalent among first year students (35 %). LGCM revealed one developmental trajectory; NSSI engagement decreased across the first year of university. Students who engaged in NSSI had increased difficulties with emotion regulation, lower self-compassion, and lower levels of social support compared to students who did not engage in NSSI. LimitationsThe present study may be subject to recall errors and future studies should include more gender diverse samples to increase generalization of findings. ConclusionsFindings highlight the transition to university as a peak period of vulnerability for NSSI engagement and emphasize the need for proactive university intervention efforts to mitigate risk and improve student well-being.

Higher education and the transition to adulthood: socioeconomic inequality in college students’ self-narratives

AbstractHow does socioeconomic status relate to the self-narratives youth craft in higher education? This article examines in-depth interviews with 96 students at a broad-access public university to illuminate how narratives of the transition to adulthood are shaped by socioeconomic inequality among youth who enroll in the same postsecondary institution. Although most students across backgrounds agreed that they were “not yet adults,” there were differences in the ways they described their paths to adulthood. Less socioeconomically advantaged students characterized their journeys as stalled, focusing on difficulties obtaining traditional markers of adulthood. These participants struggled to incorporate college experiences into their narratives and engaged in self-deprecation and self-blame. Meanwhile, more socioeconomically advantaged students highlighted personal growth in college to portray themselves as individuals with potential, who were positioned for future success. These findings provide unique insight into higher education’s role in cultural reproduction and have implications for students’ opportunities transitioning to postbaccalaureate life.

Effect of Alcohol And Narcotic Drug Intake Among Undergraduates Of Kwara State University Malete, Nigeria

Background: Alcohol and narcotic drug use have a long history together. Students in postsecondary institutions frequently use alcohol along with other substances like cannabis, nicotine, tramadol, codeine, and other amphetamines. These substances have detrimental effects on both the user and society at large, so it is absolutely essential to discover what is causing the continued use of these substances. Aim: To determine the effect of alcohol and narcotic intake among undergraduates of Kwara state university, Malete, Nigeria Method: This study is a descriptive cross-sectional study, designed to assess the effect of alcohol and narcotic intake among undergraduates in Kwara State University, malete using a qualitative method of data collection. The questionnaire was administered to determine the sample size using a simple random technique to get the desired sample size from the study population Result: Relationship between the social demographic response of the participants regarding their knowledge, effects of narcotic drugs and alcohol on the body and types of narcotic commonly used by undergraduates and factors motivating the use of narcotic drugs alcohol. Using Chi-Square set with the level of significance p<0.05 alongside with degree of freedom. Considering the relationship between the gender of the respondents towards their knowledge about drugs and narcotics among the undergraduates, 40(20%) were female respondents, while 160(80%) of them were male respondents. P. value = 0.000 < 0.05, which shows that it is significant, thereby rejecting the null hypothesis. Considering the relationship between the age of the respondents and the knowledge, 17-18 years were 40 (20%), 19-20years were 80(40%) while 21 and above were 80(40%) with P-value = 0.00 < 0.05 indicating that it is significant, thereby rejecting the null hypothesis. Also, regarding the relationship between religion and their knowledge about knowledge, 100(50%) of the respondents were Muslims, 60(40%) were Christians, while 20(10%) were traditional. P-value = 0.00 < 0.05 meaning that it is significant, thereby rejecting the null hypothesis. Conclusion: On our campus, there is an urgent need for preventive public health measures. It is recommended to launch more awareness efforts about the harmful effects of alcohol and narcotic medications. The use of alcohol and other drugs presents a serious threat to our future generations. Every single person ought to be discouraged by it.

Investigating Graduate Youth Unemployment in Puntland: Causes, Consequences, and Solutions

Globally, youth unemployment is a serious problem that affects political stability and socioeconomic growth. In Puntland, a semi-autonomous area in northeastern Somalia, this study investigates the problem of graduate youth unemployment, concentrating on its causes, effects, and possible solutions. Many Puntland graduates have significant obstacles in finding work, despite greater access to education and increasing participation in postsecondary institutions. This underscores a serious mismatch between the demands of the labor market and educational attainment. Beyond just personal difficulties, unemployment has a negative impact on the economy, productivity, social inequity, and political instability. This study uses a mixed-methods approach to collect data from 582 respondents, including stakeholders, policymakers, and graduates. The main causes of unemployment, according to the findings, are a lack of job prospects, a mismatch in skills, unstable economic conditions, and a lack of work experience. The study emphasizes the detrimental effects that unemployment has on graduates' social, mental, and financial well-being; many of them think about leaving their home country in search of better prospects. Addressing graduate youth unemployment in Puntland requires complete policy reforms, educational enhancements, and strategic investments in job-creating sectors. Among the suggestions are matching educational programs to industry demands, encouraging career services, encouraging entrepreneurship, and supporting vocational training. To foster an environment that is conducive to long-term economic growth and the generation of jobs, cooperation between government agencies, academic institutions, and the private sector is essential. The objective of this research is to enhance policy discussions and stimulate practical approaches to mitigate graduate joblessness, hence promoting Puntland's sustainable growth

Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions

General education science courses at a Canadian postsecondary institution implemented Beyond Labz virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included.