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Relevant bibliographies by topics / College for Every Student

Academic literature on the topic 'College for Every Student'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "College for Every Student"

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Orse, Asmita, Nikhil Suryawanshi, Harsh Shrivastav, Pratik Bajpai, and Prof Megha Patil. "Institute Recommendation System Using ML." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (May 31, 2022): 1996–97. http://dx.doi.org/10.22214/ijraset.2022.42662.

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Abstract: To choose any educational organization is one of the major or foremost decision for every student because it plays a vital role for growth and development of students and it also helps to boosts their career. SSC is one of the crucial stage of every student’s life in India. It decides the future of every student career. SSC decides in which stream the student will make his career. SSC scores of the student decides in which college the student will take admission. College selection is second step after SSC in student’s career. The college selection plays an important role as college selection requires a lot of searching work. Students search for the various aspects like college campus, teaching staffs, extracurricular activities in colleges, infrastructure of colleges, etc., even the reviews of college is searched to get extra confirmation about the genuinely of details. Searching all the details requires a large amount of time. Hence, it’s important to reduce this manual work and automate this with help of software.

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Thawre, Mohini D., Monika S. Pande, Khushbu R. Shende, Jaykrushna D. Ahirkar, Kartik K. Bhagat, and Anup D. Bhange. "College Management System using Salesforce." International Journal of Computer Science and Mobile Computing 11, no. 1 (January 30, 2022): 4–8. http://dx.doi.org/10.47760/ijcsmc.2022.v11i01.002.

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College Management system is Salesforce CRM based application which is the new technical way to manage all department related jobs. Collage management system is helpful for students as well as the colleges. In the existing system all the activities are done manually. It is very costly and time consuming. In our proposed system, students can view results using phones. The data will be stored in the Salesforce. The Admin, Faculty or the student should be a register user. The faculty can login into their college account through the application itself and update the academic result like internal exam marks obtained by the students. In this system students have easy access for viewing the marks; the application will check user authentications. Students are not permitted to manipulate any data. The proposed work has two modules: A. Student B. Teacher C. Admin. In the student’s module, students need to register their university registration number, college registration number, student name. Admin module maintains the student’s marks of internal college exams. Other than this the advanced features are: In case of natural calamities such as floods, etc. notification to students will be sent from admin office through application directly. Any new notice for a particular semester will be uploaded by professor through application notifying to respective semester students. The students can download different subject notes according to their departments. The faculty of particular department is responsible for updating the assignments, updating the attendance of every student, updating the notification related to department.

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Benedict, Rick. "The Award for Every Student." Journal of Invitational Theory and Practice 19 (February 8, 2022): 43–44. http://dx.doi.org/10.26522/jitp.v19i.3741.

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I was a high school principal for 11 of my 40+ years ineducation. Prior to that experience I’d worked with highschool dropouts for a dozen years in alternative educationprograms that were quite different from the traditional highschool to which I moved.When you work with students who struggle, you learn thattheir successes are real – if not newsworthy on a worldlyway. The celebrations of their successes – even if justbetween the teacher and the student – are important. Thereare high fives, hugs, hair ruffles, handshakes and any otherspontaneous celebration of that success that fits the moment.My oldest son struggled in school. He was so unrewarded forschool successes that he began to become celebrated for hisanti-school behaviors. Fortunately, there was an alternativehigh school in our school district that helped him find hisway to graduation and then through few semesters at acommunity college. Today he is a good husband, father andson. He is surrounded by loving people who he loves. He isamong the working poor yet never discourages for what hedoesn’t have. In short, he turned out to be a great success tome in all the ways that matter most.

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Brigham, Cathy, and Rebecca Klein-Collins. "Going online to make learning count." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 139. http://dx.doi.org/10.19173/irrodl.v12i1.940.

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Adult students often come to higher education with college-level learning that they have acquired outside of the classroom – from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards a degree. However, for a range of reasons, not every institution can offer prior learning assessment (PLA) in every discipline or for every student. With funding from several U.S. philanthropic organizations, the Council for Adult and Experiential Learning (CAEL) is launching Learning Counts, a national online service that will offer students a range of opportunities to have their learning evaluated for college credit. This online service will expand the capacity of institutions offering PLA to students and provide an efficient and scalable delivery mechanism for the awarding of credit through PLA.

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Gruber, Carol A. "What Every Academic Advisor Should Know About Advising Student Athletes." NACADA Journal 23, no. 1-2 (March 1, 2003): 44–49. http://dx.doi.org/10.12930/0271-9517-23.1-2.44.

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Academic advisors may find particular challenges surrounding the needs of college-level student athletes. A number of important issues facing college advisors and athletes, including the campus climate toward athletics and athletes, the roles of the NCAA and the campus community in guiding the student athlete's academic and athletic experience, and the identified needs of this special student population are discussed. Information regarding both developmental advising issues and sports-specific issues affecting student athletes is provided along with suggested strategies for implementation by the academic advisor.

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Malode, S. M., and Nishant Rajurkar. "DEVELOPMENT OF ONLINE COLLEGE YEARBOOK." International Journal of Computer Science and Mobile Computing 11, no. 3 (March 30, 2022): 31–36. http://dx.doi.org/10.47760/ijcsmc.2022.v11i03.004.

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Every year, for each College it is a part of the curriculum to showcase the tasks, achievements completed by students, manually, it is not suitable chores take longer time to prepare. The main aim of development of Online College Yearbook project is to provide an online platform to the college management, staff and student alumni. This is the online application for colleges to maintain the yearbook of whole year, which events are occurred and how many students have participated are listed in this application. This is the application for the college management. A committee has to be drafted for this work which collects all the information from the students, aftermath they compile the existing information.

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Herlina, Anita. "IMMIGRATION POLYTECHNIC ADMINISTRATOR ASSISTANCE FOR MIDDLE OR PRIVATE SCHOOL STUDENTS IN SEMARANG CITY." Jurnal Abdimas Imigrasi 1, no. 1 (March 24, 2020): 29–36. http://dx.doi.org/10.52617/jaim.v1i1.127.

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Continuing education is the right for every student. In this case, high school or equivalent students have the right to proceed to a higher level. Colleges become solutions. However, every prospective student must precisely determine the steps and precisely prepare them. The Indonesian Student Communications Forum (FMKI) conducts mentoring or socialization for prospective learners to determine their future through an alternative college of high School. The Immigration Polytechnic also has a sense of responsibility for the next generation of Indonesian immigration officer. Therefore, this mentoring has a positive impact in two directions, prospective learners and the Immigration Polytechnic

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More, Rupal, Neha Chavan, Nisarg Kendre, and Prof Arti Devmane. "Student Portal of College." International Journal for Research in Applied Science and Engineering Technology 10, no. 4 (April 30, 2022): 1228–41. http://dx.doi.org/10.22214/ijraset.2022.41495.

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Abstract: As we are familiar with pandemic situation and its effects on our life. The COVID-19 pandemic has affected people regardless of nationality, level of education, income or gender. It has affected education system. As most of education, in our country was conducted in offline mode. But due to pandemic, picture has changed. During pandemic all universities were closed. It was very difficult for student pursuing higher education to cope up with situation. Online learning or e-learning was the best outcome of this pandemic. Students are connected with teachers, mentors through online meetings. The importance of online learning came into existence. Many colleges adopted various online activities and practices. Most of existing online learning systems do not provide exchange of resources and study material between students and mentors . But the problem is that students expect online learning to be simple and could be performed at ease. So to deal with this students problem, instead of creating an application which requires download we made a website which can be easily accessed. The website of student portal we implemented makes it easy for students from college to access resources, study materials of each and every subject. Students can solve quiz which are questioned by their mentors. The most important thing is that students can share feedback on performance of mentors. The website is controlled by admin which looks after the various activities of students and mentors. Keywords: Student, Mentor, Admin, Login, Signup, Student Panel, Mentor Panel, Admin Panel

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Naparan, Genesis. "Assessment of Student Services of Saint Columban College: Basis for Continuous Improvement." JPAIR Multidisciplinary Research 37, no. 1 (July 8, 2019): 168–85. http://dx.doi.org/10.7719/jpair.v37i1.706.

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The main clients of every Higher Educational Institution (HEI) are the students. Their satisfaction is the utmost concern of an HEI. Thus, this paper assessed the student services of Saint Columban College using the 42 graduating students of the College of Teacher Education, Arts and Sciences (CTEAS) during the first semester of the Academic Year 2018-2019. The different student services that were assessed are the following: Admissions, Student Orientation, Guidance Program and Services, Campus Ministry, Student Assistance Program, Co-curricular Programs and Activities, Alumni, and Registrar’s Services. This used a survey questionnaire adapted from the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU) manual. This made use of weighted Mean, to sum up, the responses of the research participants. Based on the findings, Admission, Student Orientation, Campus Ministry, co-curricular activities, and Alumni got excellent ratings while Guidance Programs and services, Student Assistance program and Registrar’s services got lower satisfaction from them. Therefore, the researchers suggested activities on how to serve the students better.

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Malin, Joel R., Debra D. Bragg, and Donald G. Hackmann. "College and Career Readiness and the Every Student Succeeds Act." Educational Administration Quarterly 53, no. 5 (June 6, 2017): 809–38. http://dx.doi.org/10.1177/0013161x17714845.

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Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.

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Dissertations / Theses on the topic "College for Every Student"

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Sablo, Kahan. "Lift every voice and sing a gospel choir participation experience and the persistence of African American students at a predominately white university /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/108.

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Durant, Richard L. "Every student every year the use of media to increase evangelism in campus ministry /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Benton-Borghi, Beatrice Hope. "Teaching every student in the 21st century teacher efficacy and technology /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155246234.

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Hanna, Mona, and Carrie Chiappetta. "Each and Every Student: The Stamford, Connecticut Model for Change in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80141.

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The major aims of this paper are to: present the background of the mathematics education problem in the Stamford Public School (SPS) district which is common is most U.S cities; explain the need for change in mathematics education; describe the process to systemically transform both the curriculum and instruction of mathematics thereby ensuring that each and every students is prepared for the 21st century, for higher education, and for success in a global society; and provide ways to measure these changes. The K-12 mathematics education reform model presented can be replicated in other cities and for other academic areas.

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Gualtieri, Marie. "I'm every woman college women's perceptions of "real women" in print advertisements." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/560.

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In the American capitalist society, the media is often an agent used to perpetuate ideals and to inform consumers of products that they can purchase by using multiple advertising techniques. In an attempt to counter the thin body ideal for women, some companies have begun advertising their products by using plus size models, such as the Dove Campaign for Real Beauty. The purpose of this research is to examine college women's perceptions of the Dove Campaign for Real Beauty, an advertising campaign whose goal is to reverse the stereotypical body ideal for women and broaden the definition of beauty. Some sociologists have criticized Dove for sending conflicting messages. This study is the first that focuses on women's perceptions about this potential conflict. Through the use of both quantitative and qualitative methods, this study examined if, how, and when women changed their initial perceptions toward the Dove Campaign for Real Beauty based on two separate scenarios brought to their attention. This is important because the findings suggest how consumers can change their perceptions regarding a company, in this case one that is a part of a multi-million dollar parent company, based on how a company advertises its products.
B.S.
Bachelors
Sciences
Sociology

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Byrd, Debbie C., Adam Welch, Ralph A. Lugo, Victoria Palau, David L. Hurley, and David S. Roane. "Student Research Influencing College Culture." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7169.

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Taylor, Desta A., Stacey L. Williams, and D. McKelvey. "The College Student Stigma Study." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8115.

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Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.

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Rogers, Jordan N. "Every Body Matters: College-Aged Women's Experiences of Body Positivity and Self-Acceptance." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703325/.

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The purpose of this transcendental phenomenological inquiry was to explore college-aged women's experiences of body positivity and self-acceptance. I applied a conceptual framework that blended feminist identity development model (FIDM) and relational cultural theory (RCT) to answer the following questions: (a) what are the lived experiences of college-aged women who identify as having a positive and accepting body image? and (b) how do college-aged women's intersecting identities contribute to the development of positive and accepting body image? Ten college-age women participated in the current study. The participants provided detailed accounts of their experiences of body image throughout their life. Five overarching themes were identified through data analysis of the interview transcripts: (a) advocating for self and others, (b) beauty expectations and societal definitions, (c) intersecting identities, (d) journey of acceptance, and (e) relationships and community. Participants offered insight into the development of their current position of body positivity and self-acceptance that serve as implications for other relevant contexts. Implications and recommendations drawn from the participants' experiences can inform preventative and treatment care in educational settings, family environments, clinical practice, and integrated care.

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Diersen, Brett A. "Student-athlete or athlete-student." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005diersenb.pdf.

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Books on the topic "College for Every Student"

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Dalton, Rick. College For Every Student. New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315659466.

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College undercover: What every student needs to know. Del Mar, CA: Wharton Pub., 1993.

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Rathus, Spencer A. AIDS-- what every student needs to know. 2nd ed. Fort Worth: Harcourt Brace College Publishers, 1994.

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Rathus, Spencer A. AIDS-- what every student needs to know. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1993.

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The complete guide to college success: What every student needs to know. New York: New York University Press, 1995.

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Okeakpu, Dickson. Campus puzzles: How to win the battles every student face. Lagos: Kreatif Instincts, 2004.

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1961-, Kachur Robert M., ed. The Complete campus companion: The survival guide every Christian student needs. Downers Grove, Ill: InterVarsity Press, 1988.

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Prayers, papers, and play: Devotions for every college student. Liguori, Mo: Liguori Publications, 2013.

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What every student should know about study skills. New York: Longman, 2007.

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Trudie, Hines, ed. 100 things every college student with a disability ought to know. Williamsville, NY: Cambridge Stratford, 2005.

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Book chapters on the topic "College for Every Student"

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O’rourke, Catherine. "Every Student Counts." In Critical Issues in Higher Education, 67–81. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-046-0_6.

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Lyman, Frank T. "Every-Student-Response." In 100 Teaching Ideas that Transfer and Transform Learning, 132–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003230281-84.

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Jozsa, Frank P. "Student Athletes Environment." In College Sports Inc., 55–67. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4969-0_5.

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Arum, Richard, Josipa Roksa, Jacqueline Cruz, and Blake Silver. "Student Experiences in College." In Handbooks of Sociology and Social Research, 385–403. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_17.

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Gordon-Elliott, Janna. "Cassandra, the College Student." In Fundamentals of Diagnosing and Treating Eating Disorders, 21–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46065-9_3.

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Eisenberg, Daniel, Sarah Ketchen Lipson, Peter Ceglarek, Adam Kern, and Megan Vivian Phillips. "College Student Mental Health." In Promoting Behavioral Health and Reducing Risk Among College Students, 75–86. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-5.

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DiYanni, Robert, Anton Borst, Robert DiYanni, and Anton Borst. "Motivating Student Learning." In The Craft of College Teaching, 8–25. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691183800.003.0002.

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This chapter concerns motivation. It explains that motivation is critical for all learning. Without a real need or desire to learn something, whether acquiring information or developing a skill, learning does not last—if it takes place at all. Motiveless learning is shallow learning and does not take root as enduring knowledge in students' minds. The chapter debunks assumptions that, as teachers, all students will be interested in what is being taught. For teachers, after all, the appeal and value of their subject may be self-evident, but this is not the case for every student being taught, especially those new to a particular field. The chapter reveals ways in which teachers can bolster students' motivation to learn and help them succeed in classrooms and beyond.

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Goerisch, Denise. "‘Live like a college student’: student loan debt and the college experience." In Growing Up and Getting By, 99–114. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447352891.003.0005.

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In this chapter, Denise Goerisch’s explores how processes of neoliberalisation and austerity result in profound forms of strain, tension and anxiety for many young people. The chapter explores the transformative impacts of educational neoliberalisation and austerian budget cuts in North American Higher Education, particularly emphasising the proliferation of student debt. Through ethnographic research with students at a Wisconsin college the chapter charts some of the troubling, complex ways in which debt has come to be closely entangled with many young people’s lives, at the same time that sources of support for indebted students have been significantly dis-invested. The chapter suggests that experiences of debt pervade practically every aspect of young people’s experiences, homes, education and family lives. However, the chapter also shows how media and political discourses about student debt in the USA remain wedded to an idealised, rosy imaginary of student lifestyles, plus aspirational expectations of students as future workers/consumers, overlooking young people’s own, present-day experiences as ‘indebted subjects’.

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"Self-Portrait." In Every True Pleasure, edited by Garrard Conley, 129–36. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469646800.003.0012.

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In Self Portrait, an excerpt from his memoir, Boy Erased, Garrard Conley describes his preparation for attending the Love In Action (LIA) gay conversion therapy during his freshman year of college. A romantic encounter with Caleb, a senior art student, gives him a new perspective on things.

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Swanson, Joan A., and Allison A. Buskirk-Cohen. "“I Took a Screenshot”." In Cultivating Student Success, 53–67. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197586693.003.0005.

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There is a common assumption that today’s college students do not know a world without phones, screens, and online platforms specifically designed for connecting and sharing every facet of daily living. While college students use technologies on a daily basis, its use is contextualized between academic and nonacademic use. This chapter focuses on the technology experiences of today’s emerging adults, both in and out of the higher education classroom. It discusses how technology impacts sense of self, relationships, mental health, and learning. A case study and guiding questions facilitate application of the material and help readers understand the impact of technological experiences (or lack thereof) on emerging adults.

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Conference papers on the topic "College for Every Student"

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Lin, Cheng-Xian, Nipesh Pradhananga, and Shahin Vassigh. "An Evaluation of the Effects of Team Projects and Augmented Reality on Student Learning in Sustainable Building Science." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11982.

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Abstract Sustainable building design and construction involves complex systems that require multidisciplinary teams from engineering, construction, and architecture, to design and analyze the systems at every stage of the process during the building’s life cycle. However, students who are the future work force are often trained in different disciplines across different colleges. When these students are grouped together to work on the building design and analysis, learning in a multidisciplinary environment could be both beneficial and challenging due to the difference in their background. In this paper, we report our experience and analysis of data examining the learning effectiveness of the undergraduate students from three cross-college departments in architecture, construction, and engineering. Using pre- and post-semester tests on selected building science problems, we have investigated how the student’s understanding of building science had changed through team projects. Particularly, for mechanical engineering students in the design of thermal/fluid systems classes, we analyzed whether a cross-college multidisciplinary team could do better as compared to a disciplinary-specific team within the same class. We also examined the potential effects of emerging technology, augmented reality, on student learning in the same team environment. It was interesting to find that students’ learning in discipline-specific teams can be improved as in the multidisciplinary teams, due to the challenges in the complexity of the projects.

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Tyagi, Pawan. "Positive Intelligence Education for Unleashing Student Potential." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-12032.

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Abstract Student attitude towards learning is strongly dependent on the hidden traits and habits they develop during the growing up period. Based on circumstances many students live in an individualistic mindset and perceive rather permanent misconceptions about the surrounding and opportunities. This paper focuses on providing positive intelligence training to college student to equip them with the necessary knowledge to not only unleash their talent but also to enable other students to give the highest performance. This paper focuses on an experiment under which 22 students in the senior level design of energy system course were exposed to the fundamental aspects of positive intelligence. Every student was tasked to demonstrate the depth of understanding about the positive intelligence and then apply it to group members to understand the strength and weakness. Most of the students expressed satisfaction that they were able to understand their attitude and behavior that they found as an impediment in their progress. After positive intelligence training, several students exhibited an increased maturity level and many students expressed higher degree of empathy towards their team members.

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Ostrom, Lee. "Graduate Student Safety Culture." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001103.

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A culture is a collective of social norms, mannerisms, religion, language, activities, environment, and other factors that help to make us who we are. Within any culture lies its safety culture. How does an organization assess its safety culture? One method is to interview every person in an organization. However, this is impractical. Properly constructed safety surveys provide information that can be used to assess and to help improve an organization’s safety culture. Laboratory experiments of varying levels of hazards are conducted every day around the world in colleges and universities. These experiments are for basic and applied research and for teaching undergraduate and graduate students how to conduct research. Generally, these experiments are conducted safely. Many accidents have occurred in University Laboratories. Some are very horrific. This paper discusses one such accident and discusses two universities’ safety culture surveys and presents some results from the surveys.

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Setiyawan, Arbi, Ni Lessari, and Hanik Devia. "Growing bigger and more accurate with GSBPM (part three)." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19503.

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Very different from other countries with only one language, Indonesia has more than three hundred local languages having more than seven hundred dialects. Currently all descriptions census and survey variables in questionnaire, data entry program, metadata, and interviewer guide book are available only in single national language. An interviewer may not be able to accurately translate variable descriptions from single national language to local languages and further to a particular dialect. This condition leads to misinterpretation and low accuracy in collected variables. We propose consolidation among local languages to produce official statistics variables at National Statistics College in the context of statistical education. Consolidation will produce multilingual official statistics equipment mentioned above. Every year there are several hundred new students at National Statistics College from almost every leading local language. These are untapped resources and are ready for this purpose. Data accuracy may be improved with multilingual descriptions variable. It will encourage a lot of information about a variable as much as local language but it will make data more accurate. There will be no biased variable because it has been explained in the local language. Generic Statistical Business Process Model (GSBPM) provides structured approach to arrive at more accurate data. A personal computer owned by every student offers far more ease and flexibility for review, validate, edit GSBPM sub-process during education. The academic campus has long standardized software to help for this purpose.

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Rabindran, Dinesh, and Tricia S. Berry. "Graduates Linked With Undergraduates in Engineering (GLUE): A Case Study." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-44005.

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This paper presents a case study from the Graduates Linked with Undergraduates in Engineering (GLUE) Program in the College of Engineering at The University of Texas at Austin. This student mentoring program, offered in the spring semester every year, pairs undergraduate students (mentees) with graduate researchers (mentors) to foster undergraduate research. The benefits from the GLUE program are two-fold. While the undergraduate mentees get a feel for research, the participating graduate students can enhance their research mentoring skills. In this article we present a GLUE case study in the area of Robotics. The mentee in this case was a sophomore in Mechanical Engineering and the mentor (the first author) was a senior doctoral student in Mechanical Engineering. The project involved the design and development of a Dual Input Single Output (DISO) epicyclic gear train to enhance the performance of a robot joint. The system was completely designed and tested using MSC.ADAMS. While describing the project, the paper will demonstrate the improvement in research skills of the mentee using three different sets of criteria from the literature.

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SAI, SHUANG. "RESEARCH ON THE MORALITY OF FEMALE COLLEGE STUDENTS BORN IN 00 FROM THE PERSPECTIVE OF MICRO-CULTURE." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35697.

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Post-00s female college students are not only high-quality new talents in our country, but also shoulder the important task of educating the motherland for the future generations. Their moral research has urgent and important practical significance. With the influence of micro-culture, the mainstream of female college students' morality after 00 is positive, but there are also some potential crises that cannot be ignored. To prevent crises, we must make every effort to carry out targeted moral education with female characteristics. Strengthen the moral education of women in the new era, shape the good moral personality of female college students after 00; strengthen the education of modern women's awareness, mold the healthy moral personality of female college students after 00; strengthen the mental health education of women, and shape the healthy moral personality of female college students after 00; strengthen women's love Moral education, shaping the responsible moral personality of female college students born after 00.

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Halvorson, Michael, Jared Fuchs, Patrick Kung, and Dale Thomas. "A model-based systems engineering approach to space mission education of a geographically disperse student workforce." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.042.

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The Alabama Burst Energetics eXplorer (ABEX) is a 12U CubeSat commissioned by the Alabama Space Grant Consortium; its astrophysics mission is to study the low energy, prompt emission of Gamma-ray Bursts in both gamma and X-ray spectra. The ABEX program is unique in that its workforce is comprised of individuals at seven colleges and universities around the state of Alabama. ABEX management releases Requests for Proposals (RFP) for Senior Design (SD) projects or university research groups to design and build spacecraft subsystems; university faculty with experience and facilities for the development of that subsystem respond to the RFPs to create a team. ABEX supports undergraduate SD students, graduate student mentors, and faculty technical advisors for all spacecraft subsystems in both ground and flight mission segments. Each team has between 5-15 undergraduate students, meaning ABEX teaches spacecraft design to ~85 undergraduate students at any given time; ABEX may be the largest collegiate CubeSat program in the world. The undergraduate labor force turns over, or cycles to new students, every 4-8 months, so ABEX can teach hands-on spacecraft design to over 100 students every year and has taught over 200 to date. Two features of ABEX create a difficult Systems Engineering (SE) environment: the undergraduate labor force turnover rate and the geographically disperse workforce. Most subsystem teams exist within two-semester SD courses, but some teams, like Flight Software, only exist for one semester before the undergraduate team turns over. This means the student onboarding process must be efficient and the material hand-off process effective if any substantive contribution to the spacecraft is to be made in their brief course period. A Model-Based Systems Engineering (MBSE) Integrated System Model (ISM) was created using SysML as a full-program organization of mission requirements, subsystem architectures, verification and validation procedures, and team interaction tracking methodologies for workforce turnover effect mitigation with ISM-exported artifacts as central objects of stage-gate reviews. An ABEX website was created with processes for first-time student onboarding, ISM artifact dissemination, and intercollegiate document transfer in addition to being a public relations arm for the program. With education at the forefront of ABEX, educational requirements and performance measures detailing onboarding efficiency, workforce preparedness, and alumni vocation results are defined within the ISM and used to evaluate program education proficiency. Program organization, ISM structure, and spacecraft design is presented with an emphasis on quantifying student education as a result of program involvement

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Al Shariff, Samir M. "A Comprehensive Electrical Engineering Program Adapting an Active Teaching Method and Assuring the Continuation for Retention Plan." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37534.

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Electrical Engineering is one of the leading fields in the professional working world. Every day a novel idea is being adapted into the program to insure the progression of the students and to increase the possibility of the learning experience. Active Teaching methods are today’s leading approach in educational enhancement. We at Taibah University have successfully ran a course (GE 102: Introduction to Engineering Design) via the method of active teaching approach. Adopting these methods on Electric Circuit 1, Digital Design 1, Electronics 1, Signals and Systems, and Power System Analysis 1 courses at the second year program studies will advances the students learning capabilities. For those students who successfully complete these courses will advance into the third year at the program. To assure a 100% retention rate, we promote a gate in association with the vocational college to accept those students who would fail the completion of this year in a smooth manor with their program and graduate from the vocational college. [1,2,3,4]

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Luwes, Nicolaas, and Leanri Van Heerden. "Student perceptions of a proposed generic e-Learning template aligned with the Engineering Council of South Africa accreditations template." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7958.

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The Engineering Council of South Africa (ECSA) audits engineering programmes every four years to grant accreditation to higher education institutions. During this audit, ECSA requests evidence of the four year instruction in a specific format. The problem is that lecturers each have their own e-learning layouts according to preference. This paper proposed and implemented a genereic e-learning template that is aligned with the ECSA specificaions for ease of archiving necessary evidence for the audit. It is however important to evaluate student feedback on this genereic format so that the main porpose for elearning as a learning tool is not missed by utilising it as a backup method. An exploratory study was employed to gather student perceptions on the new generic e-learning template. Four electrical engineering subjects’ students were used as the sample group and Google Forms was used to collect the data in an online questionnaire. Of the 36 students who responded to the questionnaire, 94% would recommend that all subjects adopt this generic e-learning template and 89% felt that having all their subject menus the same will make it easier to locate items. Due to the results of this study, the generic e-learning template will be adopted by all engineering subjects at the Central University of Technology, Free State with the addition of an introduction that explains the purpose and procedure of ECSA accreditation.

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Ali, Raja Mahamade, Monica Zolezzi, and Ahmed Awaisu. "Exploration of Sleep Quality and Sleep Hygiene among QU students." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0181.

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Sleep is an important component of healthy lifestyles. Worldwide reports suggest that one in every three adults suffers from insomnia. University students are vulnerable to insomnia due to their stressful lifestyle and inconsistent sleeping schedules, which contribute to poor, sleep hygiene. The purpose of this study is to explore the prevalence of sleeping problems among university students in Qatar and to investigate factors contributing to insomnia development. A cross-sectional survey utilizing two validated sleep questionnaires, the Pittsburgh sleep quality index (PSQI) and the sleep hygiene index (SHI), were administered to Qatar University (QU) students in either English or Arabic. An online survey was sent to all QU students through e-mail. Descriptive and inferential statistics were used to analyse and report the findings. A total of 2,062 students responded to this survey. Most of the respondents were females, Qataris, and the majority of them belonged to the colleges of Arts and Sciences, Business and Economics or Engineering. Around 25% of the participating students reported previous use of sleep aids. The findings indicated that the majority of the students had poor sleep quality (69.7%) and poor sleep hygiene (79%). A positive association was found between sleep quality and sleep hygiene (r = 0.39; p < 0.0001). College distribution and marital status were shown to significantly influence sleep quality (p =0.031 and p=0.02 respectively). The regression analysis revealed that sleep hygiene had the greatest effect on sleep quality (accounting for 7% of the variance) and individuals with good sleep hygiene were 4 times more likely to have good sleep quality. The findings of this study suggest that poor sleep quality and inadequate sleep hygiene practices are common among university students in Qatar, both of which may have a negative impact on students’ academic performance which warrants further investigation in future studies.

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Reports on the topic "College for Every Student"

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Cellini, Stephanie Riegg, and Hernando Grueso. Student Learning in Online College Programs. Cambridge, MA: National Bureau of Economic Research, March 2021. http://dx.doi.org/10.3386/w28552.

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Brown, Jessie, and Martin Kurzweil. Collaborating for Student Success at Valencia College. New York: Ithaka S+R, October 2015. http://dx.doi.org/10.18665/sr.274838.

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Dynarski, Susan, Lindsay Page, and Judith Scott-Clayton. College Costs, Financial Aid, and Student Decisions. Cambridge, MA: National Bureau of Economic Research, July 2022. http://dx.doi.org/10.3386/w30275.

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Leukhina, Oksana, Tatyana Koreshkova, and Lutz Hendricks. Causes and Consequences of Student-College Mismatch. Federal Reserve Bank of St. Louis, 2022. http://dx.doi.org/10.20955/wp.2022.026.

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Darling-Hammond, Linda, Soung Bae, Channa Cook-Harvey, Livia Lam, Charmaine Mercer, Anne Podolsky, and Elizabeth Leslie Stosich. Pathways to New Accountability Through the Every Student Succeeds Act. Learning Policy Institute, April 2016. http://dx.doi.org/10.54300/966.414.

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Blankstein, Melissa, and Christine Wolff-Eisenberg. Moving the Needle on College Student Basic Needs: National Community College Provost Perspectives. Ithaka S+R, April 2021. http://dx.doi.org/10.18665/sr.315290.

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Blankstein, Melissa, Christine Wolff-Eisenberg, and Dr Braddlee. Student Needs Are Academic Needs:Community College Libraries and Academic Support for Student Success. Ithaka S+R, September 2019. http://dx.doi.org/10.18665/sr.311913.

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Saiki, Diana, Jay Kandiah, Kara Tripp, and Val J. Birk. University Student Mentors: Serving Populations in Transition to College. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8450.

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Card, David, and Alex Solis. Measuring the Effect of Student Loans on College Persistence. Cambridge, MA: National Bureau of Economic Research, May 2020. http://dx.doi.org/10.3386/w27269.

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Bound, John, Brad Hershbein, and Bridget Terry Long. Playing the Admissions Game: Student Reactions to Increasing College Competition. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15272.

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