Urban University Research Articles

Urban Pre-service English-as-a-Foreign-Language (EFL) Teachers’ Challenges During Teaching Practicum in Rural Schools: A Photovoice Phenomenological Approach

While many previous studies focused on English-as-a-Foreign-Language (EFL) teachers’ teaching practices in urban schools, little study has been indulged regarding pre-service English teachers’ (PSTs) challenges and experiences to practice teaching in a rural school. This study aimed to explore various difficulties encountered by urban PSTs during teaching practicum (TP) in rural schools. A total of seven PSTs enrolled in urban universities were voluntarily involved in a study that involves people’s senses and perceptions, rather than scientific evidence, also known as a phenomenological study. Data were collected through multiple semi-structured interviews, followed by a photovoice approach through which the participants were asked to take emotional photos. The results revealed that the PSTs encountered four main challenges during TP in rural schools, including changes in teacher identity construction, intercultural sensitivity barriers, a lack of supporting resources, and limited teacher professional development. Each challenge was accomplished by photographs representing PSTs’ emotions and feelings, such as a collection of dolls, natural scenery, old-printed books, and blank paper. In conclusion, integrating emotional photos into descriptive exploration is paramount evidence of how the challenges were encountered, managed, and solved for better future teaching and learning practices.

Social Diversity in Focus: Assessing the Impact of Socioeconomic Backgrounds and Work Experience on Psychological Well-Being and Academic Confidence Among German First-Year Medical Students

This investigation pioneers an examination of the scarcely explored terrain of social diversity in medical education, assessing the complex impacts of socioeconomic status (SES), prior working experiences, and completed apprenticeships on a spectrum of psychological and academic facets among first-year medical students (n = 336) in an urban university setting. By utilizing a systematic and detailed approach, the study illuminates prior anatomical knowledge and various psychological constructs, marking a significant stride into a domain where knowledge remains profoundly limited. Analyses indicated that SES significantly affects financial anxiety (F(4, 331) = 17.391, p < 0.001) and academic behavioral confidence (F(4, 331) = 4.323, p = 0.002). Students with prior working experience reported higher self-perceived clinical experience but lower A-level grades (t(279.459) = −6.690, p < 0.001), competence in natural sciences (t(321.045) = −3.178, p = 0.002), and online competence (t(319.429) = −2.026, p = 0.044). Those who completed an apprenticeship showed higher resilience, academic confidence, self-efficacy, and greater concerns about balancing studies and work (t values ranging from 2.020 to 3.158, p < 0.05). Correlation analysis revealed a positive relationship between resilience (RQS) and coping with academic stress (CAS) (r = 0.632, p < 0.001), as well as between resilience and academic behavioral confidence (ABC) (r = 0.608, p < 0.001). Negative correlations were observed between resilience, coping with academic stress, academic confidence, and cognitive test anxiety (CTA) (r values from −0.235 to −0.404, p < 0.001). The findings emphasize the need for tailored support for students from diverse SES backgrounds and with varying experiences. The study highlights the value of a comprehensive approach in medical education, considering the diverse backgrounds and experiences of students. Future research should explore the long-term impact of these factors on professional competencies and patient care, leveraging the diversity of the student body for a holistic educational experience.

Soil quality under different tree species in an urban university campus: a multidimensional study

Soil quality under different tree species in an urban university campus: a multidimensional study

Effects of the vehicle fleet on air quality in an urban university environment of Ecuador

Introduction: Air quality in university environments is critical for the health and well-being of students and staff. This study aims to identify the permissible pollutants emitted in the parking lots of the State Technical University of Quevedo (UTEQ) in the canton of Quevedo, province of Los Ríos, Ecuador. Methods: An abductive (inductive-deductive) approach was employed, utilizing statistical methods to analyze primary emission data. In-situ measurements of pollutants, specifically carbon monoxide (CO) and particulate matter (PM2.5 and PM10), were conducted monthly across three parking lots at the university. Each parking lot contained three strategically established monitoring points, where measurements were taken during peak entry and exit hours and on days of highest traffic, using the Temtop M2000C-2º sensor. Results: The findings revealed significant statistical differences in pollutant concentrations among the parking lots. CO levels were notably higher in the main parking lot during midday, while PM2.5 and PM10 exhibited greater dispersion in the rear parking lot. The maximum measured values were 456.71 ppm (CO) in the main parking lot, 22.29 µg/m³ (PM2.5) in the Produteq lot, and 32.54 µg/m³ (PM10) in the rear parking lot, all of which remain within the permissible limits established by Ecuadorian legislation. Conclusion: Although air pollution levels at UTEQ are classified as moderate, the results underscore the necessity for implementing short-term mitigation measures to enhance air quality. It is recommended that university authorities develop projects and actions aimed at reducing vehicular emissions and improving overall environmental conditions on campus.

Mental mathematics knowledge for teaching of ‘high gain’ pre-service teachers

Background: Initial teacher education (ITE) research in South Africa shows gaps in pre-service teachers’ (PSTs) primary mathematics knowledge.Aim: We study the mental mathematics understandings and teaching experiences of three PSTs who achieved high gains for learners they taught mental mathematics to using the Mental Starters Assessment Project (MSAP) jump strategy materials.Setting: The three PSTs, from one urban university, taught the jump strategy to Grade 3 classes in three different Gauteng schools.Methods: Learner pre- and post-tests around the taught unit provided the basis for categorising the three ‘high gain’ PSTs. Extended interviews with each PST were then transcribed. Initial grounded analyses of these data were subsequently overlaid with categories drawn from the mathematical knowledge for teaching literature.Results: All three PSTs indicated relatively strong common content knowledge of jump strategies and connected specialised content knowledge. They also exhibited strong awareness of the MSAP content. They differed in how they saw the relationship between fluency, calculation and equivalence tasks.Conclusion: The study’s findings indicate the need for more explicit attention to the connection between mental maths fluencies and strategic calculation in ITE.Contribution: The study points to ways in which mental mathematics can be understood and taught for strong learning gains.

Travel mode choice behavior analysis using multinomial logit models towards creating sustainable college campus: a case study of the University of Toledo, Ohio

By employing descriptive statistics and multinomial logistic regression models, the paper investigates factors that affect the travel mode choice behavior of a college community for both commuting to the campus from their residences and commuting on campus from one facility to another. Results show that car ownership, travel distance, age, gender, academic status, income, perception of safety, number of weekly trips, and weather conditions affect people’s mode choice decisions significantly. The study finds that increasing travel distance, age, and being a staff member positively impact car mode choice, faculty members are more likely to bike and walk compared to undergraduate students, and unlike the authors’ predictions, the higher-income people are more likely to walk on campus. Results also reveal that car users change travel modes more often than active transport mode users based on semesters and that although women are less likely to bike to the campus, they are more likely to walk and bike on campus. If the number of trips increases, people prefer cars to walk, bike, and ride a bus to commute to the campus while they prefer walking to driving a car on campus. The study contributes to help create pollution-free and healthy urban college campuses that, on larger scales, will further contribute to developing sustainable cities to achieve the Sustainable Development Goals as described by the United Nations, particularly goal number 11, “to make cities and human settlements inclusive, safe, resilient and sustainable,” and thereby contribute to improving urban living conditions.

Self-management, Attitudes, and Barriers for Students with Common Food Allergies Utilizing Campus Dining at a Large Urban University

Self-management, Attitudes, and Barriers for Students with Common Food Allergies Utilizing Campus Dining at a Large Urban University

Concerning rural undergraduates’ knowledge absorption in large-scale online learning: inspired by three digital divides and beyond

ABSTRACT The massive online learning resulting from COVID-19 has exposed the digital divide in urban and rural areas. However, there is little research in such an environment. This study examines the digital divide in large-scale home-based online learning among Chinese university students during the pandemic. Through interviews and questionnaires (N = 3,961), the study analyses the three digital divides that exist between Chinese rural and urban university students. The results show that (1) within the first digital divide, the access divide, despite the positive overall rating, significant gaps existed in Internet quality in terms of urban/rural areas, network cost pressures, and digital device performance; (2) within the second divide, the skills divide, a significant difference existed in Internet proficiency between urban and rural undergraduates; (3) a new divide—the (knowledge) absorption divide we proposed in this study—existed. With more family support, urban students used online learning strategies better than rural students, who had shorter learning time due to more household chores. These factors may result in a gap in knowledge absorption. This new framework (access-skills-absorption-outcome) will complement current models of the digital divide. The findings imply that the public sector should be concerned about the diversity of the digital divide.

More than convenience: The engagement of university students in research on global and social issues.

Young adults have long been leaders of social change, yet university student samples are often criticized for limits to generalizability. However, students may be a critical population to gather insight from to understand how they engage in activism and how their wellbeing is impacted by global conflict. We conducted two studies examining college students' perceptions of the Russian invasion of Ukraine and their activism at an urban Northeastern US university. In study one which included two waves of data collection (n = 44 at T1; n = 30 at T2), students reported increased anxiety related to the invasion which decreased over time, but not significantly. In study two, participants (n = 123) reported high levels of direct and indirect activism across a variety of social issues. Findings indicate that students were impacted by global conflict and engaged in social activism. University students provide valuable insight into global and social issues and should be considered as more than a convenience sample.

Indigenous students' experiences of being taught indigenous health

BackgroundIncreasing the numbers of Indigenous health professionals is an international priority to enhance health outcomes for Indigenous communities. It is also incumbent on academics to ensure all graduates are culturally safe to work with Indigenous Peoples, and that accredited health degrees contain appropriate Indigenous content, improving the cultural competence of the registered health workforce. However, little current research investigates Indigenous tertiary students' experiences of learning about Indigenous health. AimTo explore Indigenous students' experiences of being taught Indigenous health. DesignThis study employed an online survey (16 % response rate) developed to evaluate student's beliefs, attitudes and learning experiences following operationalisation of a university Indigenous Graduate Attribute. An Aboriginal researcher also conducted Yarning Circles with Indigenous students as a culturally appropriate means to deepen insight into their experiences of studying Indigenous health topics alongside non-Indigenous peers. SettingA large urban Australian university. ParticipantsTwelve Indigenous students from four health disciplines completed the anonymous survey. Five Indigenous midwifery students participated in a Yarning Circle. MethodsSurvey data were analysed descriptively using SPSS version 27. Qualitative data from Yarning Circle transcripts were analysed thematically from an inductive Indigenous standpoint. ResultsResults from the survey demonstrated unanimous agreement that all health students should learn about Indigenous Peoples' health and cultures. However, most participants agreed that there needed to be more content on Indigenous knowledges, derived from Indigenous authors, researchers, and community presenters.The Yarning Circle yielded rich discussion of students' experiences, explored across three key themes and associated sub-themes. Themes were: When your culture is content; Being an Indigenous student; and Sources of strength and support as Indigenous students. ConclusionsFindings indicate the importance of framing Indigenous content, incorporating Indigenous knowledge into curricula, ensuring Cultural Safety in classrooms with both Indigenous and non-Indigenous students, and supporting Indigenous students to excel.

Indicators of Wellness Among Social Work Students within an Urban Setting During Times of Crisis

ABSTRACT The emergence of a global emergency, Covid-19, forced social work programs to shift to virtual teaching, disrupting students’ learning abruptly. Social work students reported negative impacts from the pandemic on academic functioning as well as financial and emotional wellbeing. This study examines the relationships between demographic predictors (age, race, type of social work program, caregiver status, first-generation college student, household size) and challenges (emotional, academic/professional, financial, technological) social work students experienced during the pandemic. Participants included 332 BSW and MSW students from an urban university. Binomial regressions were conducted to determine the significance between student demographics and types of challenges. A Poisson regression was performed to determine the significance between student demographics and the total number of challenges. Students living in larger households, students with greater caregiver demands, BSW students, and students of color reported a greater number of challenges related to juggling school with caregiver demands, job searching, managing finances, food and housing, coping with grief and loss, and feeling disconnected with school (ps <.05). These findings contribute to the emerging body of literature on the impact of COVID-19 by informing ways social work schools can better address students’ educational, professional, financial, and emotional wellbeing during times of worldwide crisis.

COVID-19 Pandemic School Disruptions and Acute Mental Health in Children and Adolescents

There are suggestions that school pressure may be stressful and a factor in child and adolescent mental health disturbances, but data about this association are scarce and inconclusive. To assess whether varying degrees of school interruption were associated with changes in emergency department (ED) psychiatric visits of children and adolescents before and after the COVID-19 outbreak. A cross-sectional observational study was conducted at 9 urban university hospitals in Italy. All ED visits from January 1, 2018, to December 31, 2021, for psychiatric reasons of patients younger than 18 years were examined for demographic characteristics and type of psychopathologic factors. Data analysis was conducted from July 1 to August 31, 2023. The disruption in the usual succession of school and holiday periods brought on by the COVID-19 pandemic at different times and with various degrees of intensity. Total number of pediatric ED visits, psychiatric ED visits, and psychiatric ED visits categorized by specific reasons (eg, psychomotor agitation, suicide ideation [SI] or suicide attempt [SA], and eating disorders) on a weekly basis. A total of 13 014 psychiatric ED visits (1.3% of all pediatric ED visits) were recorded (63.2% females; mean [SD] age, 13.8 [3.8] years). The number of ED psychiatric visits increased over time (incidence rate ratio [IRR], 1.19; 95% CI, 1.16-1.22 for each year). Significant increases in ED visits were observed for eating disorders (294.8%), SI (297.8%), and SA (249.1%). School opening, but not social lockdown restriction, was associated with an increase in the number of ED psychiatric visits (IRR, 1.29; 95% CI, 1.23-1.34), which was evident for females and for SI with SA. Socioeconomic status was associated with an increase in psychiatric visits for males (IRR, 1.12; 95% CI, 1.04-1.20) but not females (IRR, 1.04; 95% CI, 0.98-1.10). In this study, school opening was associated with an increased incidence of acute psychiatric emergencies among children and adolescents, suggesting that school can be a substantial source of stress with acute mental health implications.

Use of Interactive Food Labels to Increase Confidence in Preparing Produce among College Students.

College students may have limited access to produce and may lack confidence in preparing it, but cooking videos can show how to make healthy dishes. The Cognitive Theory of Multimedia Learning suggests that learning is enhanced when visual and auditory information is presented considering cognitive load (e.g., highlighting important concepts, eliminating extraneous information, and keeping the video brief and conversational). The purpose of this project was to pilot test a food label for produce grown at an urban university and assess whether student confidence in preparing produce improved after using the label and QR code to view a recipe video developed using principles from the Cognitive Theory of Multimedia Learning. The video showed a student preparing a salad with ingredients available on campus. Students indicated the label was helpful and reported greater perceived confidence in preparing lettuce after viewing the label and video (mean confidence of 5.60 ± 1.40 before vs. 6.14 ± 0.89 after, p = 0.016, n = 28). Keeping the video short and providing ingredients and amounts onscreen as text were cited as helpful. Thus, a brief cooking video and interactive label may improve confidence in preparing produce available on campus. Future work should determine whether the label impacts produce consumption and if it varies depending on the type of produce used.

Campus Security and Crime Prevention: A View from a Police Chief with a Ph.D. in Criminology

Campus security and crime prevention is a critical issue to the police department of any educational institutions in the United States. The article interviewed a police chief with doctorate degree in criminology of an urban university in Texas. He believed that an advanced degree is helpful to his career for making informative decisions in daily operations and earning trust from the community is the most essential factor to law enforcement officers. He suggested a balance between usage of technology and community policing, and a focus on the causes of crime that can be used to prevent crime.

Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation.

Translanguaging is "the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages in order to maximize communicative potential" (Skutnabb-Kangas et al., 2009). Translanguaging can be used as a tool to empower undergraduate nursing students to use their chosen strongest written language for assignments. Students in an undergraduate nursing elective course at a large, public urban university could submit specific noncollaborative (solo) assignments in their language. Three students in a class section of a total of nine students chose to submit one or more assignments in a language other than English. Students reported that this experience was unique and empowering. The instructor noted a difference in the writing level in the language of choice other than English. Nursing educators should consider allowing and/or encouraging students to submit specific written assignments in their chosen language. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Studentification and the Political Displacement of the Black Worker Electorate

Studentification research shows how urban universities transform surrounding neighborhoods into more transient, dense, renter, and segregated places. Despite work on economic, social, physical, and cultural changes, there is a dearth of literature that examines racial and political changes. This dimension is especially important given the impact of many American universities upon historic Black neighborhoods which played a crucial role in struggles for political and economic democracy. This paper examines census data aggregated at the political district level and maps election data to understand the extent to which political districts surrounding Philadelphia universities have studentified, whether studentified and Black Worker neighborhoods emerge as distinct political cleavages, and whether these divisions played a role in two recent elections that saw the unseating of Black Worker incumbents. It argues that the studentification of the Black Worker political districts is correlated with the political displacement of the Black Worker electorate.

“African root and American fruit”: African American families and culture in college choice

PurposeResearch shows that family is influential to African Americans in college choice (Chapman et al., 2018; Chapman et al., 2020; Freeman, 2005; Hines et al., 2019; Lowry, 2017; Williams, 2018). However, it often overlooks unique, African-rooted characteristics of African American families and culture. This study aimed to explore whether and how these characteristics shape college choice for these students.Design/methodology/approachData were collected through semi-structured interviews with six, first-year African American students at an urban university. The data were analyzed using theoretical thematic analysis.FindingsThe major themes showed the influence of family, community and spirituality in shaping participants’ college choice decisions and perception of higher education.Originality/valueIn addition to identifying specific family members who were influential to African Americans in college choice, this work highlighted the role of communities as a whole in shaping these students’ decisions and creating supportive environments. It also showed the importance of these students’ relationship with God through the college choice process. The work can guide researchers and educators in considering African American families and culture as strengths in helping these students through college choice.

Accounting Careers of Tomorrow: A Comprehensive and Accessible Professional Development Program

ABSTRACT This paper describes the Accounting Careers of Tomorrow (ACT) professional development program offered at a large, urban university. ACT is an experiential learning activity hosted at a public accounting firm, where students engage with employees from firms and corporations while immersed in a natural business environment. It provides a free event accessible to working and otherwise underserved students. The six-hour event was developed using experiential learning theory and community stakeholder feedback. It focuses on three key areas: (1) career exploration, (2) professional development, and (3) knowledge of personal and professional ethics. Results indicate that ACT improves students’ knowledge and confidence in these areas, with students especially learning from the mock interview session. This learning strategy discusses current challenges in accounting education, reviews the literature on experiential learning, and documents ACT’s development, implementation, and efficacy. It also provides guidance on how it can be adopted face-to-face, online synchronously, and online asynchronously. Data Availability: Data are available from the authors upon request.

Self-poisoning evaluated in the emergency department of a general hospital in the years 2014–2020 and the provision of psychiatric services before and after the index event

BackgroundThe recent literature on self-poisoning (SP) has mainly focused on the type of substances used for SP and the associated variables. Few data are available on psychiatric diagnoses, repeated SP, multiple substances SP, contacts with psychiatric services before the event and after a long follow-up. MethodsA consecutive series of 1.807 subjects evaluated in the emergency department of a large urban university hospital was collected from 2014 to 2020. These subjects were matched with the data of Psyche-Web, a case register collecting all psychiatric contacts of the Lombardia Region, Italy. ResultsThe most used drugs were benzodiazepines (37.8 %), cocaine (24.0 %), cannabis (15.2 %), antipsychotics (10.5 %), antidepressants (9.2 %). Alcohol was associated in 27.0 % of the cases. The most frequent psychiatric diagnoses were substance use (28.8 %), personality disorders (24.5 %), and mood disorders (21.7 %). Subjects who repeatedly self-poisoned were younger, more often suffered from a personality disorder and less often from a substance use disorder. In 38.2 % of the sample SP was the first-time presentation to psychiatric evaluation of a mood, personality, or psychotic disorder. At one-year follow-up 63.3 % were not in contact with psychiatric services. LimitationsThis study could not include children and adolescents because Psyche-Web stores data only for the adult population. Psychiatric diagnoses were given by specialists, but in different settings. ConclusionsA substantial number of subjects with no previous contacts remained out of the reach of psychiatric care after discharge. A subgroup of these patients would probably benefit of a more structured referral.

The Electric Revolution: Fully Electric Transportation System on An Urban College Campus

AbstractThis paper offers a comprehensive exploration of the implementation of fully electric transportation systems within urban college campuses. Urbanization and environmental concerns have intensified the need for sustainable transportation solutions, and college campuses serve as ideal testbeds for innovative mobility initiatives. The paper begins by establishing the context through background research, which highlights the adverse effects of urban air pollution and the role of electric vehicles (EVs) in mitigating these issues. The driving forces behind the adoption of fully electric transportation systems are discussed, Benefits, challenges, and implications of implementing electric transportation systems are meticulously examined. The anticipated benefits encompass improvements in air and noise pollution, reduced operational costs, and enhanced campus reputation. Nevertheless, the challenges of infrastructure costs, charging management, and operational intricacies are acknowledged. The paper underscores that successful implementation goes beyond immediate advantages, positioning campus electric transportation systems as living laboratories for research and innovation in sustainable mobility. Additionally, these systems serve as models for neighboring communities and influence regional transportation policies. The paper concludes by laying the groundwork for forthcoming discussions. It highlights the subsequent sections' focus on planning, stakeholder engagement, technological integration, and operational management, which collectively shape the implementation. The paper will employ the application of Systems Thinking approaches, tools, and techniques in order to properly analyze and tackle the problem statement at hand.