Students In Postsecondary Institutions Research Articles

Embracing Neuro-Inclusivity Within Physician Assistant/Associate Education: Challenging Organizational Cultural Norms and Navigating Communication Challenges.

Effective communication in health care education is essential for creating an inclusive learning environment. This manuscript examines the crucial role of communication in physician assistant/associate (PA) education, particularly in the context of neurodiverse individuals, who constitute approximately 20% of the global population. A groundbreaking study by Nouri et al reveals a 3.1% overall disability prevalence among US practicing physicians, emphasizing the necessity for a comprehensive understanding of diversity in the health care profession. Considering the intersectionality of marginalized identities, this research sheds light on potential challenges health care providers face, underscoring the importance of promoting inclusivity and support for neurodiverse individuals in the PA profession. The increasing presence of neurodivergent students in postsecondary institutions, despite academic strengths, holds relevance for PA education. Recognizing the barriers and stigmas associated with neurodiversity is crucial for fostering inclusive environments within PA programs and sponsoring institutions. This manuscript explores the challenges faced by neurodiverse individuals in PA education and proposes strategies for cultivating a neuroinclusive culture through effective communication. With a focus on celebrating and using the strengths of all learners, regardless of neurodiversity, the overarching goal is to contribute to a paradigm shift in PA education, enriching the educational experience for students, educators, and support staff.

Do parents have rights to a dually enrolled student's education records?

Almost 90% of U.S. high schools offer dual enrollment (https://bit.ly/3G0m2go). Students are increasingly taking advantage of opportunities to earn college credits while still in high school. However, the Family Educational Rights and Privacy Act applies differently to students in secondary schools versus students in postsecondary institutions.

A pilot survey of students' menstrual attitudes, experiences, and needs on an urban university campus.

In the United States, many menstruators face barriers to period management, such as period poverty, or the lack of access to relevant knowledge and affordable menstrual products. Our current understanding of the social, emotional, and physical impacts of period poverty on students in post-secondary institutions is largely limited. The purpose of this pilot study is to assess period poverty, period-related class disruption, and avoidance of menstrual hygiene management on campus among students and to identify recommendations for action at the University of Illinois Chicago and other urban universities. An online cross-sectional study from February to May 2023. Enrolled students who were at least 18 years old completed an anonymous, self-administered online survey. Through descriptive statistics and chi-square tests in SAS version 9.4, we analyzed the sociodemographic, academic, and menstrual characteristics of those who had a period in the past 12 months. We also performed a thematic analysis of students' open-ended responses regarding their menstrual experiences on campus. Of our sample (N = 106), 17.1% of students have faced period poverty, 55.8% experienced period-related class disruption, and 47.5% avoided changing their menstrual products on campus. The relationships between the three menstrual experiences were statistically significant. In the open responses, students reported that their personal experiences with menstruation were largely painful and disruptive. We identified the following themes: (1) inadequate water, sanitation, and hygiene facilities; (2) understocked, empty, or non-existent menstrual product dispensers; (3) a desire for additional resources for menstruation; and (4) the unpredictability of menstruation. Our findings indicate that students continue to face obstacles to menstruation management due to inadequate support related to menstrual infrastructure, products, and pain. We outline several recommendations for university/college institutions to prioritize a more inclusive and supportive educational environment for all students.

Depression and Anxiety among Undergraduate Health Science Students: A Scoping Review of the Literature.

Background: Health science students in post-secondary institutions experience high levels of depression and anxiety due to increased stress levels, workload, low socioeconomic status, and history of family mental illness, among other factors. Given the significant negative impact that depression and anxiety can have on undergraduate health science students, it is essential to understand the prevalence and correlation of these conditions in this population. In light of this, this scoping review aims to identify, document, and analyze the literature on the prevalence and determinants of anxiety and depression among undergraduate health sciences students and identify gaps in knowledge for future research. Methods: This scoping review was planned and executed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for the Scoping Reviews statement. A comprehensive and systematic search was carried out for five databases, namely MEDLINE, Scopus, EMBASE, CINAHL, and PubMed. Results: From the literature identified by our search strategy, the lowest prevalence for anxiety was 5.8%, and the highest was 82.6%, with a median of 44.25%. The prevalence of depression ranged from a high of 88.8% to a low of 2.1%, with a median value of 34.8%. Our analysis revealed that correlates of anxiety and depression among health science students include sociodemographic factors such as age, sex, gender, relationships, ethnicity, and family history, personal health conditions, and academic and socioeconomic issues. Conclusions: With the high incidence of anxiety and depression among health science students, there is an increasing need to find practical remedies to support these students. It is also essential for policymakers and university authorities to implement interventions such as supportive text messages and other strategies geared toward providing support and improving the psychological well-being of health science students.

Can Open Pedagogy Encourage Care? Student Perspectives

As a response to the increasing commercialization of postsecondary education, educators argue for a practice of care in education. Open pedagogy (OP) seems like an ideal practice where care, trust, and inclusion can be realized. OP is characterized as a democratic and collaborative pedagogical practice, in which students and teachers work to co-create learning and knowledge using openly licensed materials, open platforms, and other open processes. The purposes of this study were, first, to reveal ways students in postsecondary institutions perceive care and, second, to determine how students suggest OP can be used to create an open/caring learning process. A task-oriented focus group method engaged students from four teaching-focused institutions. The students created open cases on social issues for class discussion and reflected on care and OP processes in postsecondary settings. Using four elements of the ethics of care—attentiveness, responsibility, competence, and trustworthiness—as conceptual categories, the study examined students’ experience of care and care in OP using affective coding and thematic analysis. The results showed that through OP, with teacher support and explicitly designed practices of care, students can assert their agency, have quintessential roles in creating and participating in highly relevant curriculum and importantly, care about others, and be cared for. OP is a process able to involve a diverse population of students and embody care as an all-encompassing practice.

A Descriptive Overview of Mental Health Services Offered in Post-Secondary Educational Institutions Across Canada.

Access to adequate mental health (MH) services is necessary for nearly half of Canadian youth (18-24 years) who enroll in post-secondary education given the relatively high risk of MH problems. Our objectives were to determine the status of MH services available to students in post-secondary institutions in Canada and to determine the extent to which these services are based on the principles of a high-quality youth MH (YMH) service. Information on MH services was collected from websites of a representative sample (N = 67) of post-secondary institutions across all provinces. Data were analysed descriptively according to four categories (universities with a Faculty of Medicine (FoM) n = 18, other large universities n = 15, small universities n = 16, and colleges n = 18). Most institutions provided 24-h crisis line support (84%) and indicated the availability of free counselling or psychotherapy (n = 62 of 67, 92.5%), while only a minority indicated provision of an initial clinical assessment (25%) and provision of multiple sessions of therapy (37%). Wait time for first contact was impressively low (<72 h) in the minority of institutions (40%) which provided this information. Access to either a prescribing physician or psychiatrist was infrequent, though several mentioned an unexplained model of "stepped care" and outside referrals. While relevant information was not uniformly easy to access, larger institutions both with and without a FoM appear to be better poised to provide MH services. None of the institutions appeared to follow all the principles of service delivery recommended for a high-quality YMH, with only two showing early identification activities. MH services in post-secondary institutions may need a transformation similar to YMH services, including a clear pathway to care, an initial clinical assessment, early identification of MHA disorders, and better utilization of institutional resources through greater collaboration and matching of timely interventions to the presenting problems.

Employing data to enhance teaching and learning in MENDAKI Tuition Scheme (MTS)

&#x0D; &#x0D; &#x0D; &#x0D; The Malay community in Singapore has made significant social and economic progress over the years. In 2018, Singapore’s Ministry of Education released figures reflecting educational achievements over a 10-year period between 2008 and 2017. Indicators such as progress in national examinations and increased representation of Malay students in post-secondary institutions over the last decade are encouraging milestones of educational mobility. The community’s educational performance for key national examinations however is generally lower than that of other ethnic groups. Several researchers have highlighted the “under- attainment” of Singapore Malays. The MENDAKI Tuition Scheme (MTS), MENDAKI’sflagship programme, provides highly subsidised tuition to support socioeconomically disadvantaged students in their learning. This paper reports the pilot phase of a collaboration between a university in Singapore and MENDAKI. The primary aim of the collaboration is to leverage on the use analytics to enhance the teaching and learning of disadvantaged Malay students in the MTS. Other secondary aims of the collaboration are to establish structures and to build capability of MENDAKI in the use of data for evidence-based decision making.&#x0D; &#x0D; &#x0D; &#x0D;

Digital skills required by students of business educationin tertiary institutions for employment in the smalland medium enterprises in Enugu State, Nigeria

Business transactions in today’s modern economy primarily rely on the efficient application of digital technology.To satisfy their stakeholders, employers are searching for competent people with digital capabilities. Numeroussurveys indicate that the majority of graduates struggle to effectively use the necessary technology for onlinetransactions. This study identified the digital competencies needed by business school students at tertiaryinstitutions to work in Enugu State’s small and medium businesses. In order to do this, the study addressedfive research topics and assessed four hypotheses at a significance level of 0.05. The study used a design foraction group research. A total of 61 professionals working in digital firms and preparing students for the workforcemade up the study’s population. The respondents were surveyed using a 76-item structured questionnaire toobtain feedback on a four-point rating scale. Three professionals verified the tool. The Cronbach’s alpha reliabilitymethod was used to calculate the test’s internal consistency, and the result was 0.79. Weighted mean and standarddeviation were used to evaluate the instrument and address the research objectives, and analysis of variancewas carried out in SPSS to test the null hypotheses. According to the report, business education students inpostsecondary institutions needed 76 digital skills to get a job. Based on these conclusions, it was advised thatthe business education curriculum be improved to better suit all the digital skills specified by the pertinent expertsfor the students’ efficient training.

Transformational learning theory: A pedagogical framework to encourage social perspective taking in first-year students in post-secondary institutions.

There has been an increased emphasis for professionals within the field of student affairs to focus on programming that will engage and help support increasingly diverse student populations on (Odağ, Wallin, &amp; Kedzior, 2016). Bowman (2012) writes: “Many entering college students have had limited opportunities for meaningful interactions and friendships across difference, which further suggests the unique role of college in promoting diversity-related growth” (p.1). Missing within the literature are examples of pedagogical strategies for developing programs that can positively affect inclusivity on post-secondary institution (PSI) campuses. This paper identifies transformational learning theory as a specific pedagogical strategy to help student affairs professionals better support informal firstyear programming. Developing innovative theory-guided programming is necessary to encourage learning and development (Baldwin et al., 2004).

Commentary on the Recruitment and Retention of American Indian and Alaska Native Students in California Postsecondary Education Institutions

In this commentary, we engage and summarize existing practices for recruiting and retaining American Indian and Alaska Native students in postsecondary institutions in California. This commentary is the output of a two-day symposium, “Lighting a Path Forward: UC Land Grants, Public Memory, and Tovaangar,” held at the University of California, Los Angeles in October of 2019. The symposium brought together campus and community leaders from across California to discuss the past, present and future of American Indian and Alaska Native student and community concerns, and provide intervening policy and practice recommendations. Participants included both American Indian and Alaska Native and non-Native individuals with a wealth of professional experience and employment in American Indian and Alaska Native education, from the California Community College, California State University and University of California systems. We jointly created a table of critical interventions in education, the justification for this, and potential strategies for implementation. Here, we summarize the discussion of participants from the American Indian and Alaska Native student retention and recruitment workshop to document recommends interventions for campus practitioners and leaders to serve as a guiding document for system and campus advocacy.

Making Universities Safe for Women: Sexual Assault on Campus

Sexual assault perpetrated by men in Canada constitutes a major barrier to women’s freedom, security of the person and their right to equality before and under the law. Women students in post-secondary institutions suffer additional consequences beyond the trauma and chaos of rape: they may be unable to avoid the perpetrator if he shares a residence, classes, activities or even campus routes; their academic success will be imperiled such that they may fail their courses or be forced to withdraw from their programs; and they face financial penalties of wasted tuition, loss of Teaching and Research Assistantships and the costs of counseling. Men’s sexual violence thus has material consequences for women’s access to educational equity. This chapter will situate campus sexual assault on the current political agenda in Canada and the United States (US); review the data on men’s commission of sexual assault both off and on campus; describe the criminal law of sexual assault; outline the many obstacles women face in the legal processing of sexual assault reports when they turn to the criminal justice system; examine the processes available to women on campus in Canada, including sexual harassment policies and student codes of conduct, pointing out the perils of both; and identify three challenges that universities and colleges face in developing and defending campus sexual violence policies.

Retention of Aboriginal Students in Post-Secondary Institutions in Atlantic Canada: An Analysis of the Supports Available to Aboriginal Students

Principal Investigator: Vianne Timmons, PhDCo-Investigators: Patti Doyle-Bedwell, LLM; Laurel Lewey, PhD; Lindsay Marshall, BA; Bernadette Power, MEd; Trudy Sable, PhD; Frederic Wien, PhDResearch Assistant: Dina Bernard; Thomas Robert Cameron; Danielle Jeddore; Alana Lee; Garett Murray; Julie PuirasBackground: Aboriginal students face numerous barriers upon leaving their communities and attending post-secondary institutions. Many Aboriginal students are ill-prepared to succeed at university, resulting in graduation rates at post-secondary schools well below those of non- Aboriginals. Accessibility and affordability present difficulties, and throughout university the students often face racism and discrimination from peers, professors and administration. Altogether too frequently, these and other factors prove to be too great a barrier to overcome and result in students dropping out. To increase retention of Aboriginal students, post-secondary institutions must listen and respond to needs articulated by Aboriginal students. This research project focuses on obtaining knowledge for Atlantic Canadian post-secondary institutions about how they can provide the necessary resources to enable Aboriginal students to succeed.Methodology Coordinated by the AAU working Committee on Aboriginal Issues, this research project has conducted 59 interviews with students from nine Atlantic Canadian post-secondary institutions. The data produced from the interviews was analyzed using a qualitative method informed by grounded theory design. This design focuses on new data that leads to themes and concepts, which in turn develops theories. Respondents expressed their views of available supports, what services are needed, their motivations for pursuing postsecondary education, and overall what has helped or hindered their success at postsecondary institutions. From this data and the accompanying analysis, recommendations on how to increase Aboriginal retention at post-secondary institutions in Atlantic Canada were developed.Key Findings: The information was grouped into six areas, which highlighted the following points:1. 68% of students reported awareness of services/supports available at their postsecondary institution. Generally students reported either high or low awareness at an institution, with one institution reporting mixed awareness.2. Corresponding with awareness, 63% of students reported usage of services/supports. Post-secondary institutions with more visible, accessible resources directed specifically towards Aboriginal students reported higher usage rates. Students were also more likely to praise the quality of resources at these institutions.3. Aboriginal Resource Centres and Aboriginal student counselors were crucial enablers of success. Additional positives were Aboriginal Studies/Language courses, helpful professors, and financial supports. Retention of Aboriginal Students in Post-Secondary Institutions in Atlantic Canada.4. Aboriginal students identified racism and discrimination as a significant barrier to success. Students reported feeling isolated because of their ethnicity and entrance into a new and different environment. Financial difficulties were also a considerable barrier students encountered.5. Echoing enablers of success, Aboriginal needs included Aboriginal Resource Centres and Aboriginal/liaisons student counselors which provide academic and social assistance, as well as peer support and a sense of community.6. Regarding motivations for pursuing post-secondary education, respondents believed attaining higher levels of education would help them finding employment in competitive job markets. Students also strived to be positive role models for their family and community by obtaining post-secondary education.Recommendations: From this analysis of data, recommendations to improve the situation were developed. The following areas outline necessary steps to take:1. Expand Aboriginal Studies/Language courses; raise awareness of Aboriginal issues for students and faculty and administration members: These measures aim to promote knowledge concerning Aboriginal history/issues and eliminate racism and discrimination that Aboriginal students encounter as they pursue postsecondary education.2. Increase Aboriginal representation and input concerning University affairs: Improving the connection between the Aboriginal community and institutions will provide valuable insight and knowledge concerning Aboriginal educational success.3. Increase Aboriginal enrolment and retention: Institutions must implement an Aboriginal retention and recruitment strategy specific to their own institution. This may include establishing Aboriginal Resource Centres, increasing awareness of supports for incoming/enrolled Aboriginal Students, and increasing Aboriginal scholarships and bursaries.Comments: Planned workshops and seminars between the institutions, investigators, and other interested parties including Aboriginal students will help generate realistic means for postsecondary institutions to enact change.Due to the semi-structured nature of the interviews, different data sets were produced from the participating institutions. Certain highlights resulting from this information were emphasized, though an effort to categorize these results was not undertaken due to these variances in the semi-structured interviews.

Self-Concept as a Correlate of Career Choice of Students in Tertiary Institutions in Sokoto State.

The main thrust of this study was to investigate the relationship between self-concept and career choice of students in Post-Secondary Institutions in Sokoto State. The sample consisted of 300 students (140 males and 160 females) deliberately selected from the population of three tertiary institutions in Sokoto State. Sub-scale A of Akinboye\'s Adolescent Personal Data Inventory was used to measure student\'s self-concept. A Self-designed Career Choice Questionnaire was also used to measure students career choice. Three hypotheses were generated in this study and tested with the use of t-test and the Pearson Product Movement Correlation Coefficient. The major findings of the study were that: there was no significant difference between sex of students and their self-concept; there was significant difference in the career choice of male and female students; and there was a high positive and significant relationship between students\' self-concept and their career choice. The results were discussed and their implications highlighted. It was recommended that teachers should help and encourage students to develop favourable and positive self concept through the use of self-concept enhancing strategies like positive thinking, self-reinforcement and feedback. The Nigerian Journal Of Guidance And Counselling Vol. 7 (1) 2000: pp. 1-11

Assessing instructional outcomes in Canadian academic libraries

This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize “success” in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities.

Perception and Practice of Emergency Contraception by Post-Secondary School Students in Southwest Nigeria

A survey of 1500 students in post-secondary institutions in southwest Nigeria showed that the concept of emergency contraception (EC) was well known. Respectively, 32.4%, 20.4% and 19.8% knew that combined pills, progesterone only pills and intrauterine contraceptive device (IUCD) were usable for EC, while 56.7% mentioned the use of traditional methods. Only 11.8% had ever used either pills or IUCD and 10.7% had used a traditional method. Few students (11.5% and 2.3% respectively) knew the correct timing of EC pills and IUCD. The respondents reported varying circumstances under which EC was indicated but the majority cited condom breakage and sexual assault. The popular media represent the commonest source of information while hospitals/clinics were the commonest sources of procurement. About 37% of the respondents planned to use EC in future while 58% would not and 4.7% were uncertain. Reasons for these responses were explored.

Faculty Members' Attitudes and Perceptions about the Quality of University Education: An Initial Exploration

Many researchers and educators (e.g., Segal, 1992; Smith, 1991; Wright & O'Neil, 1994) have examined how budget cuts to post-secondary institutions, as well as demands that universities be more responsive to the marketplace, have affected the quality of undergraduate education students currently receive from Canadian universities. Research on this topic has primarily focused on students' reactions to the changes in universities, and on students' increasing concern with the employment utility of a baccalaureate degree (Astin, 1985; Roscoe, Kennedy, & Brooks, 1986). However, few studies have been conducted on how these pressures are affecting the attitudes of faculty members concerning the current direction of university education, and how their attitudes may be influencing students' views about university education. Professors can greatly influence the academic and personal development of students in post-secondary institutions (Pascarella, 1984; Theophilides, Terenzini, & Lorang, 1984). For example, Theophilides, Terenzini, and Lorang (1984) found that students who sought contact with professors outside the classroom, to discuss both course-related and other matters, viewed a liberal education more positively than did those students whose contact with faculty members consisted of informal socializing. However, some recent studies (e.g., Crespo & Acevedo, 1991; Siegfried & Raymond, 1985) have noted that professors may hold values inconsistent with a providing a liberal education to students. Moreover, Remigio and Page (1991) found that students perceived faculty members as having values primarily oriented around financial and career goals. Because professors can play a significant role in students' aspirations and intellectual development through their interactions with students (Pascarella, 1984; Theophilides et al., 1984), it seems important that professors' current attitudes toward higher education be examined. If professors are conveying

Writer; Measles in college

Almost 80 percent of young adults, including college students, are not aware they might be at risk for contracting measles, according to a December 1995 Gallup poll. More than half the students polled said they had not received the recommended second dose of measles vaccine. Students in post-secondary institutions are considered at greater risk for contracting measles because they often live in close quarters, increasing chances for spreading the highly contagious virus, reports the U.S. Centers for Disease Control and Prevention9s Advisory Committee for Immunization Practices.

Facilitating human development through administrative leadership

AbstractSatisfactions and dissatisfactions of students in postsecondary institutions should challenge administrators to be visionary and assertive in managing the educational enterprise for human development.

Sources of Satisfaction among Students in Postsecondary Education

This research, based on the National Longitudinal Study of the High School Class of 1972, examines differences in educational satisfaction among black and white male students in postsecondary institutions. Three types of variables are used to study these differences: student characteristics (high school ability, expectations, and self-esteem); institutional characteristics (school and program type); and academic achievement (postsecondary grades). Blacks derive greater satisfaction than whites from their educational experiences for three important reasons: they have higher self-esteem, a greater proportion are enrolled in vocational schools and programs, and they experience greater status increase when their expectations and the type of school they actually attend are compared. These three factors are associated with high educational satisfaction. School and program type per se have little direct influence upon satisfaction; their effects are mediated.

A Response to the APGA Position Paper on “The Responsible Use of Tests”

Journal of Non-White Concerns in Personnel and GuidanceVolume 2, Issue 1 p. 51-54 A Response to the APGA Position Paper on “The Responsible Use of Tests” Shelly Halpern, Shelly Halpern Shelly Halpern has worked with the planning and development of services to implement the recruitment and retention of minority and disadvantaged students in postsecondary institutions. She has recently joined the staff of Metropolitan Applied Research Center, Inc., New York, as a program associate.Search for more papers by this author Shelly Halpern, Shelly Halpern Shelly Halpern has worked with the planning and development of services to implement the recruitment and retention of minority and disadvantaged students in postsecondary institutions. She has recently joined the staff of Metropolitan Applied Research Center, Inc., New York, as a program associate.Search for more papers by this author First published: October 1973 https://doi.org/10.1002/j.2164-4950.1973.tb00330.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume2, Issue1October 1973Pages 51-54 RelatedInformation