Student Services Programs Research Articles

Penerapan Teknologi Inovasi Pembuatan Pupuk Biosaka di Desa Ellak Laok Kecamatan Lenteng Kabupaten Sumenep

Fertilizer is a material that provides essential elements that can be added to the soil to support plant growth. Fertilizers can be divided into two, namely organic fertilizers and inorganic fertilizers. The use of chemical fertilizers from time to time has increased. Low soil fertility due to chemical compounds can cause excessive soil pollution if used continuously and become a major problem in agricultural cultivation. In addition, other problems experienced by farmers are fertilizer subsidies from the government, while the majority of farmers are dependent on chemical fertilizers. Biosaka is one of the renewable technology systems for modern organic agriculture in the form of bio-technology. The method used in collecting data is through surveys, using a technical approach (community development) through several stages, including: discussion group forums, mentoring to overall training packaged in community empowerment. The series of stages in the training of making biosaka fertilizers, the stages include discussion group forums with the surrounding community, mentoring, training, making biosaka fertilizers. Through the manufacture of biosaka fertilizers have a good impact and can improve the economy. Therefore, there is a need for direct guidance for local farmers so that their dependence on chemical fertilizers can change. Direct guidance can be through actions taken by local agricultural extension workers, the government or student service programs.

Evaluation of Student Services Programs of Northwest Samar State University, Philippines

The country’s effort of improving the student services programs is paralleled by the International Association of Student Affairs and Services (IASAS), an informal confederation of higher education student affairs/services professionals from around the world. Its members have been actively engaged for improving communication and sharing of professional development experiences such as best practices, internships, exchanges, conferences, colloquia and symposia. The status of implementation of student services programs of Northwest Samar State University (NwSSU) on terms of student welfare, student development, and institutional student services programs was very satisfactory. There is no significant difference in the status of implementation of student services programs of NwSSU in terms of student welfare, student development, and institutional student services programs with the different program components such as objectives, personnel, projects/activities, budget, facilities/equipment and monitoring and evaluation. The primary problems in the implementation of student services programs of NwSSU includes lack of qualified personnel, lack of facilities and equipment and lack of cooperation among partner agencies. Recommendations such as seminars / sessions on Personality Development Program and Proper Handling of Student Services Clients be conducted by the SAS Personnel; increase the number of personnel in the Registrar’s Office, Guidance Office and Medical – Dental Clinic; hire licensed, educationally qualified librarians and guidance counselors; increase the budget allocation for the purchase of medicines; have a separate room for testing and group counseling purposes; procure additional copies of test materials; update the facilities and equipment in every SAS Unit, especially, the units with fiduciary fund.

Buklet Digital sebagai Pengingat Warga terhadap Protokol Kesehatan Covid-19

People were stunned as the number of Covid-19 victims around the world exploded. Everyone should live with this virus that has not yet found a cure and the number of infected and dead patients is increasing. Every government put health protocols to protect the citizen's well-being. The 3M's behaviour (wearing a mask, maintaining distance, washing hands) will prevent people from being infected with the virus. However, the number of mortality has not decreased. Through community service activities that are integrated with student community service programs, online interviews and surveys are conducted with partners around student residences to find out public awareness of health protocols. People already know and implement this protocol, but the pandemic condition which has been going on for almost a year has made them ignorant and negligent. This situation requires a constant reminder about the Covid-19 virus and its prevention. One option that can be accessed online is through digital booklets, which can be easily opened from any gadget and also be distributed to others. This activity also shows that to get through the pandemic period, everyone must have insight and a willingness to receive relevant knowledge.

Evaluation of Student Affairs and Services on Students’ Academic Performance: A Model

This study assesses the extent of implementation of student affairs and services programs and students’ academic performance. The descriptive – correlational and causal research designs were employed using a researcher-made survey instrument. It was conducted in one private higher education institution in the city with graduating students as participants. The data collected from the accomplished questionnaires were analyzed and interpreted through correlation and multiple regression analysis. The findings revealed that there exists a significant relationship between the level of awareness, acceptability, relevance, dissemination of student affairs and services’ vision, mission, goals, and objectives and extent of implementation of student affairs and services on students’ academic performance. In the same way, programs and services under Student Welfare Services which includes Information and Orientation Services, Guidance and Counseling, and Institutional Student Programs and Services that includes Scholarship and Financial Assistance, Health Services, Sports Development Program, and Social and Community Involvement were found to be predictors of academic performance. It is, therefore, safe to surmise that one way to improve the students’ academic performance is through careful evaluation of the direct or indirect contribution/effect of student affairs and services on the students’ academic pursuit and increasing or decreasing the extent of implementation of the predictor/explanatory variables mentioned above – tweaking or modifying some of its existing student affairs and services programs to generate a more positive student performance. Keywords : relationship, program delivery, student welfare, extent of implementation, correlation, academic pursuit

Educational Opportunity Fund Program and Community College Student Retention

Although the existence of state-funded student support services programs dates to the 1960s, studies on how such programs play a role in student success are scarce. By utilizing unique institutiona...

Student Services Program of the Isabela State University

The study assessed the student services program of the Isabela State University, Cauayan City Campus, Cauayan City, Isabela. It also assessed the frequency of availing and efficiency of the student services and satisfaction of the clientele. Descriptive method of research was employed. The 2,572 students who enrolled during the First Semester, School Year 2014-2015 served as respondents. They assessed the student services program of the University, broken down as follows: Polytechnic School with 306; Institute of Agricultural Technology with 482; School of Arts and Criminology with 331; College of Computing and Information Technology with 353; College of Business Management, 949; and Institute of Teacher Education with 151 students. Data were gathered through the survey questionnaire and were analyzed using the frequency counts, percentage, ranking and arithmetic mean. Findings show that almost all the students availed of the different Student Services extended by the university. The students assessed the Students Services program as efficient. ISU-CC students were much satisfied of the student services rendered to them. The Student Services Program tend to be more efficient when its services were frequently offered to the students; and the more the Student Services programs are efficiently delivered, the higher is the degree of the students’ satisfaction.

Students’ Degree of Satisfaction of Student Services

<div><p><em>The student services programs must provide an integral development among students manifested in institutional practices; thus, this descriptive study was undertaken to find out the students’ degree of satisfaction of student services programs. A sample of 300 students of WVSU-Janiuay Campus were chosen through stratified –purposive sampling. The results showed that students were very satisfied of all student services. </em><em>When classified as to sex and year level the respondents were very satisfied; however, when classified as to course only BEED were satisfied and other courses were very satisfied of all student services. No significant difference existed when respondents were classified as to sex and year level however there was a significant difference when respondents were classified as to course. Implications and recommendations for further research were discussed.</em></p></div>

The Act of Claiming Higher Education as Indigenous Space: American Indian/Alaska Native Examples

This paper examines the concept of claiming postsecondary education as Indigenous space using curriculum, American Indian student services, and digital media. The intention of this manuscript is to address the disparities that are the result of assimilative educational practices in higher education for American Indians and Alaska Natives by employing theoretical strategies grounded in indigenous epistemologies and implementing practices used in creating Indigenous community within the context of higher education to improve student matriculation. American Indian/Alaska Native students can achieve success while maintaining cultural integrity by claiming educational space as their own, participating in American Indian Student Services programs, and sharing their survival tactics online, consequently taking ownership of their own educational experiences.

Student Preferences for Federal, State, and Local Government Careers: National Opportunities and Local Service

Although scholars have examined the federal government’s competition with the private sector for talented new workers, undergraduate attraction to careers in state or local government has been largely ignored. Yet, such knowledge would be valuable to educators who advise students on internships, graduate school options, or public sector job opportunities. This study explores preferences for federal, state, and local employment among a broad cross section of undergraduates with at least some interest in government work. It examines three sets of factors—altruistic service motives, perceptions of government capability, and job attributes—on respondent selection among government levels. After discussing why more students would prefer work at the federal level, it posits that two factors—higher levels of public service motivation and greater confidence in statelocal capability—will influence interest in subnational employment. Data from a major Midwestern university largely confirm these expectations. Recommendations are discussed for raising student interest through student self-assessments, internship, and service programs, with an emphasis on students who are outside majors related to public affairs.

The higher education landscape for US student service members and veterans in Indiana

The Post-9/11 Veterans Educational Assistance Act of 2008 or “New GI Bill” has resulted in rising enrollment and related demand for services by students in the USA. We examined current supports for student service members and veterans at institutions of higher education in Indiana in the context of this national trend. We employed prospective student service members who contacted campuses to ask staff and administrators about admissions, financial aid, academic, and student services policies and programs. Results showed that most institutions had the ability to refer to disability services, award credit for military training, and waive reapplication requirements following deployment. Few institutions reported support to military families or availability of student veterans’ organizations. Institution type and size, degrees offered, and the presence of graduate programs were related to availability of programs and services. Considerable variability across campuses suggested opportunities to refine, coordinate, and expand assistance to student service members and veterans.

The New Vocabulary of Resilience and the Governance of University Student Life

This article examines the governance of student life in university settings through an examination of discourses of wellness and resilience in the university sector, and in particular at the University of Toronto. Resilience, it is argued, is strategically deployed in ways that enjoin students to think positively about their experiences of university life so as to avert any experience of distress or disability. This is undertaken with the aim of producing a healthy and ‘well’ student body, but does little to address inequalities amongst students, nor how such inequalities might be important in addressing student distress. Focusing on an analysis of the University of Toronto Student Life Programs and Services programs and publications, and in particular pamphlets and newsletters, such as Health & Wellness: Helping Students Make the Most of the University Experience (2009), it seeks to understand the role of resilience in the production of student life and the governance of the university experience. The purpose of this analysis is to examine the possibilities and limits of a new vocabulary of resilience (Seligman, 2009), which posits an expectation of suffering as a resource which can be drawn on in times of stress, and the “positive” disciplinary regimes this vocabulary enforces. This examination is carried out with the overall aim of disrupting unexamined relations to representations of institutional sites and services as resources, and to demonstrate how such representations rely on and reproduce notions of difference, disability and distress as difficulties to be both renounced and exploited. It is also to provoke greater recognition within social justice studies of how university health services texts such as the Health & Wellness pamphlet and newsletters directed at students strategically deploy notions of resilience to govern interpretations of resistance as illness, rather than emancipatory action.

The Benefits and Satisfaction of Participating in Campus Recreational Sports Facilities and Programs among Male and Female African American Students: A Pilot Study

The purpose of this study was to assess the benefits and satisfaction of participating in campus recreational sports facilities and programs among male and female African American students. A convenience sample of students from classes in the Department of Health and Human Performance at a small southeastern private historically black college and university was used in the study. The instrument consisted of a modified version of the National Intramural-Recreational Sport Association's Quality and Importance of Recreational Services Survey. Independent samples t test and analysis of variance were used to test for differences between gender and the benefit of participation questions (α = .05). It was determined that 80% benefitted with communication skills, 79% benefitted with a sense of belonging/association, and 76% benefitted with leadership skills. In terms of gender, 79% of the males benefitted from self-confidence, 90% benefitted with a feeling of physical well being, 78% benefitted with a sense of accomplishment, and 81% benefitted with respect for others. Eighty-five percent were satisfied with their overall academic experience and 73% with satisfied with their overall experiences with other student services programs and activities. Males scored higher than females when it came to reporting the following benefits from participating in recreational activities: feeling of physical well-being, sports skills, fitness, physical strength, stress reduction, and balance/coordination. Although limitations to the study exist, the results provide further evidence that students report that participating in campus recreational sports has an impact on their benefits and their satisfaction with their academic experience and their experiences with students' services programs and other activities. This is a finding that can only serve to increase the practitioner's understanding of those who use such facilities and programs. More studies are needed to further examine the benefits of campus recreational facilities and programs on African American students.

Young Adults and Higher Education: Barriers and Breakthroughs to Success

Although access to higher education has increased substantially over the past forty years, student success in college--as measured by persistence and degree attainment--has not improved at all. Thomas Brock reviews systematic research findings on the effectiveness of various interventions designed to help at-risk students remain in college. Brock shows how changes in federal policy and public attitudes since the mid-1960s have opened up higher education to women, minorities, and nontraditional students and also shifted the "center of gravity" in higher education away from traditional four-year colleges toward nonselective community colleges. Students at two-year colleges, however, are far less likely than those at four-year institutions to complete a degree. Brock argues that the nation's higher education system must do much more to promote student success. Three areas, he says, are particularly ripe for reform: remedial education, student support services, and financial aid. In each of these three areas, Brock reviews programs and interventions that community colleges have undertaken in order to raise completion rates. Some colleges have, for example, experimented with remedial programs that build social cohesion between students and faculty and integrate content across courses. Other colleges have tested student support service programs that offer counseling and advising that are regular, intensive, and personalized. Still others have experimented with ways to simplify the financial aid application process and incentivize students to earn good grades and persist in school. Research shows that such programs and interventions can improve student outcomes, but Brock argues that more must be done to bring proven practices to scale and to test new ideas that might lead to better results. Institutions that most need help'are those that provide the greatest access to nontraditional and underprepared students in community colleges and less selective universities.

The enhancement of student performance at Fort Hare University through the language and writing advancement program

This paper seeks to identify and measure the development of the students' proficiency in academic writing. It shows how one can eat and finish the whole elephant in the writing context by taking few pieces at a time in terms of drafts under the auspices of highly trained language and writing consultants. A group of students who had been submitting their work to the language and writing consultants was monitored and their writing challenges recorded over time. An analysis of their growth was made to evaluate the impact of the program on the beneficiaries. Some of the hallmarks of this program that were seen to be getting the students to meaningfully engage with academic discourse are the nature of feedback given to students, consultation processes and the inculcation of the culture of active learning. Language and Writing Advancement Program (LWAP) is one of the programs offered at Fort Hare's Teaching and Learning Centre. It forms part of the peer assisted student services (PASS) programs. PASS offers an integrated approach to learning as it covers a number of learning advancement programs namely supplemental instruction (SI), LWAP, writing centre, basic tutor training program, credit-bearing certificate in the facilitation of learning, academic orientation, placement and access testing and academic consultations.

Moving beyond collections

PurposeThe purpose of this article is to identify opportunities for effective collaboration between academic libraries and student services offices dedicated to providing services to students of color.Design/methodology/approachA survey research method was used to gather demographic information about students affiliated with one of four “cultural centers” at Washington State University and to generate descriptive statistics regarding their patterns of information use and the degree to which they made use of library resources and services.FindingsFindings are reported in five tables describing library use by students of color as well as their preferences for targeted library programming. Survey results were used to identify a number of potential service enhancements to encourage more effective use of library and information resources by students of color.Research limitations/implicationsSurvey dissemination was limited to those students either actively affiliated with one of four cultural centers sponsored by the Office of Multicultural Student Services, or involved in the Academic Enrichment programs sponsored by that office. Survey results suggest that additional inquiry is needed into the development of substantive and sustainable partnerships between academic libraries and student services offices dedicated to providing services to students of color.Practical implicationsProvides a number of discrete approaches to providing more effective library resources and services to students of color within the framework both of liaison with academic departments and of co‐curricular service frameworks.Originality/valueBuilds a framework for service‐based liaison with student communities of color that transcends the familiar discussions related to building library collections that reflect the history and experience of racial and ethnic minority groups. Insight into minority student use of libraries and into avenues for collaboration with multicultural student service programs may be useful to librarians on any college campus with a well‐defined framework for minority student services.

Sociolinguistic Challenges to Minority Collegiate Success: Entering the Discourse Community of the College

A significant body of research has examined the reasons behind high minority collegiate attrition. All of this work has contributed to our understanding of the unique challenges minority and first generation college students face in the difficult transition to the often new culture that is the college experience. One area that has gone virtually ignored in the literature, however, is the relationship of language, discourse, and literacy to collegiate success. Because the university comprises its own “discourse community”—with its own “ways with words”—those wishing to help minority students in their transition to college should not ignore students' levels of academic literacy. Rather, differences in language use contribute to many students' feelings of alienation from the academic and social culture of the academy. Fortunately, results from this study support the thesis that students lacking academic literacy may be able to learn it—and have a better chance at academic success—through the efforts of college-preparatory programs, college-level student academic services programs, pre-collegiate “bridge” programs, and college mentoring programs.

FOSTERING SUCCESS AMONG TRADITIONALLY UNDERREPRESENTED STUDENT GROUPS: HARTNELL COLLEGE'S APPROACH TO IMPLEMENTATION OF THE MATH, ENGINEERING, AND SCIENCE ACHIEVEMENT (MESA) PROGRAM

Hartnell College is an accredited California Community College serving Salinas and the Salinas Valley, a vast 1,000 square mile agricultural region. The district is characterized by large numbers of migrant workers and their families, chronically high unemployment, high rates of poverty, and low educational attainment. Hartnell's 10,000 students are 67% minority, 52% Latino/a, and 82% first generation college students. Nearly 41% of the College's students are nonnative English speakers. Hartnell's Latino students face serious obstacles to postsecondary success, and far too few Latinos enroll and succeed in mathematics, science, and technology fields. Through Hartnell's MESA program, enrollment in many math and science courses have increased. More significantly, data suggests that students participating in MESA Academic Excellence Workshops have averaged a full grade increase as compared to similar students not participating in the workshops. Hartnell College's MESA program is on a static budget, and the college has expanded and leveraged program services by linking it to several on- and off-campus outreach and student support services programs. Hartnell College won the 2003 Bellwether Award in the Planning, Governance, and Finance category in recognition of this effort.

New roles for student support services in distance learning

AbstractThis chapter describes exemplary community college student services programs and proposes a model designed to help community colleges reconfigure their support services for distance learners while also improving their services to on‐campus students.

The Retention/Intervention Study of Native American Undergraduates at the University of New Mexico

Student service programs act as key resources to help students persist in school until graduation. However, some critics question whether service programs aimed at specific ethnic populations contribute sufficiently toward their persistence. Tinto (1975) argues that the stronger one is integrated into the institution, the more likely he/she will graduate from college. Thus, Native students' use of Native and non-Native student service programs is likely to effect the strength of their integration. The article presents study findings to explain how Native undergraduates used mainstream and Native programs to support their persistence to graduation at the University of New Mexico. It reports the students' levels of involvement, satisfaction of the services received, and why some students didn't use them. It also includes stop-out information and reasons for stopping out. Finally, the authors discuss how the findings and conclusions may be viewed in light of Native philosophy and views on education.

College Student Athlete Success Both In and Out of the Classroom

AbstractProgrammatic components of successful student services programs for student athletes are identified.