Postsecondary Educational Settings Research Articles

Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review

AbstractWe present a systematic review of 29 empirical studies on disability and fieldwork in natural science, postsecondary educational settings. Undergraduate students with disabilities are underrepresented in STEM, and disciplines requiring major field components are some of the least diverse, at least in part because fieldwork has been traditionally viewed as hard, physical, and masculine. Disability Studies in Education (DSE) frames the research questions, inclusion criteria and results. Studies were coded by disability model used, barriers and strategies to accessibility in field science, and meaningful involvement of persons with disabilities in research on fieldwork education. Although most studies asserted a view of disability as a social, cultural, and political phenomenon, some deficit language and interpretations persisted. Few studies included author positionality, and even fewer disclosed author disability status. The main instructional recommendations emphasize flexibility and adaptability, presuming student competence and making small‐scale changes consistently over time. Multiple studies emphasize the need for proactive planning, including robust contingency plans, and explaining how these plans can negate the need for complex modification. Twenty‐four additional non‐empirical studies are identified as resources for discipline‐specific guides and checklists for inclusive fieldwork. We conclude that important steps are being taken to investigate and critique barriers to fieldwork participation for students with disabilities, but there is still much work to be done in addressing systemic barriers beyond the control of individual instructors.

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.

Evaluating Saudi Parental Interagency on Collaborative Initiatives for Successful Post-Secondary Transition of Students with Intellectual Disabilities.

Effective collaboration between schools and community agencies is paramount for the successful transition of students with disabilities to post-secondary educational settings. This study, conducted in Riyadh, Saudi Arabia, focuses on assessing the level of collaboration from the perspective of parents of students with intellectual disabilities. Using descriptive analysis, data was gathered from 191 parents, and the results indicate a perceived low level of collaboration between schools and various agencies in planning and supporting the transition to post-secondary environments. The study results evaluate collaboration in three dimensions: (a) universities rank lowest with =1.61 and SD=1.102). (b) vocational training centers ranking highest (1st rank) with an = 1.97 and SD = 1.079), and (c) other relevant service centers 2nd rank with =1.69 and SD= 1.177. The findings emphasize the necessity for legislative measures directing agencies to engage in collaborative agreements with secondary schools. This proactive approach aims to enhance opportunities for students with intellectual disabilities during their transition to post-secondary education and training. The study concludes with implications for future research and recommendations for fostering improved collaboration and support mechanisms.

Recommendations for Transition to a Postsecondary Education Setting for Young Adults With Type 1 Diabetes

Recommendations for Transition to a Postsecondary Education Setting for Young Adults With Type 1 Diabetes

Culturally relevant leadership learning in action: Applying CRLL to curriculum development and program design.

Many leadership educators want to incorporate cultural relevance, cultural responsiveness, and social justice into their work but may be uncertain of how to begin. Others may already be working in culturally relevant leadership learning (CRLL) modalities and deeply desire advice on how to elevate their offerings. Here, the authors provide a brief overview of the CRLL model to explain how it can be applied in curricular and co-curricular postsecondary educational settings. Each author then describes how they have found success implementing CRLL tenets in their areas of influence. Following those descriptions, we offer some critiques and considerations related to CRLL and conclude by suggesting resources to help educators apply CRLL to their efforts.

The Effect of Retail Food Environment Interventions on Dietary Behavior in Postsecondary Education Settings: A Systematic Review and Meta-analysis

BackgroundPostsecondary education institutions, where hundreds of millions of people work and study globally, are a key setting for retail food environment interventions. ObjectiveWe aimed to synthesize the evidence for the effectiveness of retail food environment interventions in improving the healthiness of dietary behavior of students and staff in postsecondary education settings. MethodsAcademic databases were searched for randomized controlled trials (RCTs) and quasi-experimental studies published until August 2023. Studies were eligible if they assessed the impact of a retail food environment intervention on healthiness of dietary behavior (purchases or consumption) in students or staff in postsecondary education settings and targeted one of the following food environment elements: placement, price, product, or promotion. Business-related outcomes (total sales, profit, or revenue) were included as secondary outcomes. Findings were synthesized in narrative form, organized by retail food environment element. Where comparable dietary outcome data were available from ≥10 interventions, findings were pooled using random effects meta-analysis. ResultsOf 10,126 studies initially identified, 55 (76% quasi-experimental) were included, describing 71 separate interventions (n = 49 single-element and n = 22 multi-element). Two-thirds (n = 47, 66%) of interventions (n = 32 single-element and n = 15 multi-element) demonstrated significant improvements in dietary behavior. Single-element interventions targeting placement (n = 1) and price (n = 3) improved dietary behavior. Most (n = 9/10, 90%) interventions targeting product availability or convenience (product element) improved dietary behavior, while n = 19/35 (54%) targeting promotion did. Pooled findings from 12 interventions reporting changes in energy content demonstrated a significant decrease in purchased or consumed energy (-7.9%; 95% confidence interval: -10.3%, -5.6%). Almost all interventions (n = 11/12, 92%) that evaluated the impact on business-related outcomes found either a significant increase or no change following the intervention. ConclusionsWe established encouraging evidence supporting the role of retail food environment interventions in postsecondary education settings to support healthy dietary behaviors of students and staff. RegistryPROSPERO (International Prospective Register of Systematic Reviews, URL: https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=295836; registration number CRD42022295836).

Academic Supervision in Higher Education: The Case of Government Colleges in Bangladesh

Academic supervision is considered an important mechanism to improve the performance of an educational institution. This article aims to investigate the situation of academic supervision in Bangladeshi Government Colleges (GCs).The article, in particular, explores the impacts of academic supervision on Bangladeshi students and teachers in developing their competencies and confidence in postsecondary educational settings. The study was conducted employing thequalitative research method and collecting data from in-depth interviews, secondary published literature, such as books, journal articles etc. The study finds that effective academic supervision considerably helps students achieve their learning progress as well as teachers attain their professionalization in the GCs of Bangladesh. Various challenges exist in higher education in Bangladesh, which include the lack of resources, limited use of educational tools and technology, policy problems, lack of sufficient training and scope of research for teachers, and so on. This article has made several recommendations for improving academic supervision to enhance quality education in the Bangladeshi GCs. Philosophy and Progress, Vol#71-72; No#1-2; Jan-Dec 2022 P 97-128

Evaluating the Psychometric Properties and Clinical Utility of a Digital Psychosocial Self-Screening Tool (HEARTSMAP-U) for Postsecondary Students: Prospective Cohort Study.

Existing screening tools for mental health issues among postsecondary students have several challenges, including a lack of standardization and codevelopment by students. HEARTSMAP-U was adapted to address these issues. This study aimed to evaluate the suitability of HEARTSMAP-U as a self-screening tool for psychosocial issues among postsecondary students by evaluating its validity evidence and clinical utility. A prospective cohort study was conducted with University of British Columbia Vancouver students to evaluate HEARTSMAP-U's predictive validity and convergent validity. Participating students completed baseline and 3-month follow-up assessments via HEARTSMAP-U and a clinician-administered interview. In a diverse student sample (n=100), HEARTSMAP-U demonstrated high sensitivity (95%-100%) in identifying any psychiatric concerns that were flagged by a research clinician, with lower specificity (21%-25%). Strong convergent validity (r=0.54-0.68) was demonstrated when relevant domains and sections of HEARTSMAP-U were compared with those of other conceptually similar instruments. This preliminary evaluation suggests that HEARTSMAP-U may be suitable for screening in the postsecondary educational setting. However, a larger-scale evaluation is necessary to confirm and expand on these findings.

Liquidity constraints in free post-secondary education: Evidence from Colombia

This paper provides evidence of the importance of liquidity constraints in a tuition-free post-secondary education setting in Colombia. We exploit exogenous variation in the relative cost of tuition-free vocational education from a nationwide cash transfer program. We show that eligibility for a USD 136 grant every other month increases enrollment by up to 12 percentage points. We also show that men with larger returns to education are more affected by the availability of grants, which is consistent with the presence of liquidity constraints. However, we do not find the same for women. This paper highlights the importance of non-tuition costs and discusses whether individuals under-invest in their human capital when free education is available.

"I'll Just Forever Be That Person Who Stands in the Middle of the Dance Floor Drinking a Juice Box": Supporting the Transition to Adulthood With Type 1 Diabetes in a Post-Secondary University/College Setting.

The transition to adulthood is a challenging period for individuals with type 1 diabetes, especially those attending post-secondary education (PSE) at a university or college. In addition to balancing academic responsibilities and adapting to a novel environment, young adults (YAs) with type 1 diabetes must more independently manage the daily demands of diabetes care. The aim of this study was to collect qualitative data from multiple stakeholders addressing the transition of students with type 1 diabetes into a PSE setting. A total of 15 participants were interviewed, including three health care provider diabetes educators, four parents of YAs with type 1 diabetes, and eight YAs with type 1 diabetes. Reflexive thematic analysis of the qualitative interviews revealed four major themes and 11 subthemes. The four major themes revealed included 1) inappropriateness of services available to support students with type 1 diabetes in PSE settings, 2) individuals with type 1 diabetes having to compensate for inadequate systems, 3) variability of social support effectiveness, and 4) the need for a more holistic approach to improve diabetes education and social support systemically. This study identified some key systemic barriers experienced by PSE students with type 1 diabetes. Future research needs to extend the sample populations to understand a wider range of PSE student experiences. The findings from this study provide initial recommendations to develop new PSE readiness interventions for YAs with type 1 diabetes.

A commentary on suicide prevention training: The process of implementing an ASIST pilot in postsecondary nursing education

This commentary provides an overview of existing literature on suicide and suicide prevention in the context of postsecondary and nursing settings. WHO (2022) reported that more than 50% of the medical workforce are made up of nurses and midwives who are in an optimal position to provide care for individuals who may be at risk for suicide. Suicide continues to be a major public health issue in Canada, with the postsecondary student population being at a heightened risk for mental health crises. A best practice for suicide prevention is education. Applied Suicide Intervention Skills Training (ASIST) has been used and evaluated internationally by various institutions. We present a pilot project for the delivery of ASIST as both a co-curricular activity for nursing students and as professional development for faculty and staff. We include the process for implementing a pilot of ASIST within the postsecondary education setting, and an evaluation plan for the pilot project.

Implementing the classroom password game via telehealth among students with intellectual disabilities

AbstractEducational institutions are constantly aiming to better meet the academic needs of individuals with disabilities. As more students with disabilities attend postsecondary education settings researchers need to better understand how to apply both academic and behavioral interventions to better serve this population. Group contingencies are widely popular among educational settings to increase academic engagement and manage classroom behavior. More specifically, the classroom password is an independent group contingency intervention, often utilized in classroom settings to increase academic engagement and decrease disruptive and off‐task behaviors. Utilizing a single case design withdrawal design, researchers sought to evaluate the effectiveness of the classroom password intervention to increase academic engagement and decrease disruptive and off‐task behavior. Due to the COVID‐19 pandemic, researchers utilized the classroom password via telehealth. Overall, the current study's results demonstrate that the intervention was effective at increasing academic engagement and decreasing disruptive and off‐task behavior. Furthermore, the intervention was rated high for social validity among most participants. Future studies should continue to explore the effectiveness, generalizability, and maintenance of these results.

Conscientiousness as a Predictor of the Gender Gap in Academic Achievement

In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account for the gender gap in achievement. We also examined whether the role of conscientiousness in accounting for the gender gap differed for students with a non-dominant ethnic background compared to students with a dominant ethnic background. In line with our expectations, we found that conscientiousness fully mediated the gender gap in achievement, even when controlling for prior achievement in high school. This was the case among both groups of students. These findings provide insight into the mechanisms underlying the gender gap in achievement in postsecondary education settings. The current study suggests that the use of conscientiousness measures in university admission procedures may disadvantage male students. Instead, the use of such measures may be a fruitful way to identify those students who may benefit from interventions to improve their conscientiousness. Future research could examine how conscientiousness can be fostered among students who are low in conscientiousness.

An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States

Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt at addressing this gap. The professional reflections of three program administrators, specifically regarding their transition into administration, were explored through semi-structured interviews. Analysis of their interview transcripts through a priori coding yielded three overarching themes: (1) leveraging preservice preparation and teaching experience as program administrators; (2) fostering professional development and growth of program staff and instructors; and (3) receiving guidance and support from superiors. The accuracy of the portrayal of the participants and the study’s findings were affirmed through extensive member checking. Characteristics of effective administrators of adult ESOL programs and preliminary suggestions for adjusting preservice preparation and ongoing professional development to support instructors to transition into administrative roles were identified. Areas for future research were also suggested.

The Relationships Between Family Characteristics and Undergraduate Students' COVID-19 Responses: A Cross-Sectional Study in China.

The COVID-19 pandemic has dramatically threatened the post-secondary education setting. It is crucial to understand the factors that potentially affect college students' COVID-19 responses, such as risk awareness, knowledge of the disease, and pandemic preparedness. However, there is insufficient literature on whether family characteristics contribute to students' COVID-19 responses. Leveraging the data from self-administrated survey – titled College Students' Epidemic Preparedness in the Post-COVID-19 Era (CSEPPCE), we find that students from high-income families were more likely to have a greater awareness of risk and better knowledge of COVID-19. Additionally, students whose parents were employed by the government had a higher probability of knowing COVID-19 symptoms and wearing masks. However, the relationships among risk awareness, knowledge, and family income did not meaningfully vary by sex or ethnicity. Implications and future directions are discussed.

HEARTSMAP-U: Adapting a Psychosocial Self-Screening and Resource Navigation Support Tool for Use by Post-secondary Students.

BackgroundMental health challenges are highly prevalent in the post-secondary educational setting. Screening instruments have been shown to improve early detection and intervention. However, these tools often focus on specific diagnosable conditions, are not always designed with students in mind, and lack resource navigational support.ObjectiveThe aim of this study was to describe the adaptation of existing psychosocial assessment (HEARTSMAP) tools into a version that is fit-for-purpose for post-secondary students, called HEARTSMAP-U.MethodsWe underwent a three-phase, multi-method tool adaptation process. First, a diverse study team proposed a preliminary version of HEARTSMAP-U and its conceptual framework. Second, we conducted a cross-sectional expert review study with Canadian mental health professionals (N = 28), to evaluate the clinical validity of tool content. Third, we conducted an iterative series of six focus groups with diverse post-secondary students (N = 54), to refine tool content and language, and ensure comprehensibility and relevance to end-users.ResultsThe adaptation process resulted in the HEARTSMAP-U self-assessment and resource navigational support tool, which evaluates psychosocial challenges across 10 sections. In Phase two, clinician experts expressed that HEARTSMAP-U's content aligned with their own professional experiences working with students. In Phase three, students identified multiple opportunities to improve the tool's end-user relevance by calling for more “common language,” such as including examples, definitions, and avoiding technical jargon.ConclusionsThe HEARTSMAP-U tool is well-positioned for further studies of its quantitative psychometric properties and clinical utility in the post-secondary educational setting.

Using experiential learning to teach and learn digital forensics: Educator and student perspectives

Due to its complexity, designing digital forensics curriculum can be quite challenging. This paper describes how authors used experiential learning theory to design and teach digital forensics in post-secondary education settings. Furthermore, drawing on survey data collected from students at the end of a graduate level digital forensics course and from cybersecurity educators participating in a three-day professional development workshop, this study examined educator and student perspectives. Results suggest that both students and educators had a positive learning experience. However, when asked about challenges encountered and anticipated with experiential learning in their own context, cybersecurity educators cited challenges with designing the required hands-on experiences, lack of space in curricula, and lack of instructional supports. Recommendations for teaching digital forensics are offered and discussed.

On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis

Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.

Land acknowledgements in the academy: Refusing the settler myth

Land acknowledgements have become almost ubiquitous in post-secondary education settings in Canada. However, the origins and widespread popularity of these practices has gone largely unexamined. In this article, the literature on land acknowledgement practices in Canada is reviewed, focusing in particular on the growing criticisms of these acknowledgements. While initially understood as culturally based political statements to resist the erasure of Indigenous presence and colonial violence, these practices have been repurposed in settler institutions. Land acknowledgements have now become deeply embedded in state-sponsored “forgive-and-forget” reconciliation efforts that seek to absorb Indigenous peoples into the body politic of “good Canadians”. This shift in acknowledgement practices has been increasingly criticized for devolving into box-ticking exercises, strictly symbolic gestures, moves to settler innocence, and attempts to rewrite Indigenous and settler colonial history. Analysing the literature using a lens of settler colonial theory, I argue that institutionalized land acknowledgements in Canada do not pertain to actual Indigenous peoples. These statements reference a mythical fabrication of Indigenousness that is consistent with settler dreams of benevolence, innocence, and the end of colonization in Canada. This co-optation of Indigeneity has important implications for recent efforts to “Indigenize the academy” through the inclusion of Indigenous knowledges in curriculum. In response to this subversion of Indigenous knowledges, a stance of refusal on the part of Indigenous members of the academy can be a demonstration of agency in institutions in which we are relatively powerless.

Strategies to Promote Meaningful Student Engagement in Online Settings

Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).