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Academic literature on the topic 'Student'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Student"

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Ford, Kim. "Student to Student: Diverse Students, Diverse Books." Voices from the Middle 12, no. 1 (September 1, 2004): 70–72. http://dx.doi.org/10.58680/vm20044670.

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Students differ in what they read and, in this column, how they write a review. In this month’s column, kids concentrated on the classics, though newer titles are also represented, including one review in verse!
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Bligh, J. "Students and student life." Medical Education 35, no. 7 (July 2001): 616. http://dx.doi.org/10.1046/j.1365-2923.2001.00989.x.

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Ranck-Buhr, Wendy. "Student to Student: A Column to Celebrate Students’ Voices." Voices from the Middle 19, no. 1 (September 1, 2011): 49–50. http://dx.doi.org/10.58680/vm201117177.

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The new editor of Student to Student suggests that all middle level teachers of language arts encourage students to write brief book reviews and submit them for publication in this column. Teachers sometimes hesitate to submit their students’ reviews, intimidated by the scope of a national journal, but the motivational power of having just one student from a classroom or school published is palpable, and the reviews themselves, when shared with students, can serve to motivate reading and spark an interest in a new author or genre. Guidelines for teaching the review format and for submitting to Voices from the Middle are provided. Get reviewing!
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Kakas, Karen M. "Classroom Communication during Fifth-Grade Students' Drawing Lessons: Student-Student and Student-Teacher Conversations." Studies in Art Education 33, no. 1 (1991): 21. http://dx.doi.org/10.2307/1320574.

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Wanders, Frank H. K., Anne Bert Dijkstra, Ralf Maslowski, and Ineke van der Veen. "The effect of teacher-student and student-student relationships on the societal involvement of students." Research Papers in Education 35, no. 3 (February 1, 2019): 266–86. http://dx.doi.org/10.1080/02671522.2019.1568529.

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Woodard, Bobby R., and Jim B. Fatzinger. "Student Engagement with Other Students." New Directions for Teaching and Learning 2018, no. 154 (March 7, 2018): 99–107. http://dx.doi.org/10.1002/tl.20295.

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Kerr, Kathleen G., and Jeanne S. Hart-Steffes. "Sustainability, student affairs, and students." New Directions for Student Services 2012, no. 137 (March 2012): 7–17. http://dx.doi.org/10.1002/ss.20010.

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Mohd, Idaya Husna, Norashikin Hussein, Muhamad Khalil Omar, Nur Aizureen Anwar, and Syezreen Dalina Rusdi. "“The Passing Game”: Enhancing Students’ Understanding, Student Engagement and Student Involvement." Advanced Science Letters 24, no. 7 (July 1, 2018): 5143–45. http://dx.doi.org/10.1166/asl.2018.11289.

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Knowles, Lawrence. "Who to Argue with: Japanese EFL Students’ Preference for Student-teacher or Student-student Debate Format." Educational Review, USA 7, no. 2 (March 16, 2023): 152–60. http://dx.doi.org/10.26855/er.2023.02.005.

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Aryana, Suhud, Fathan Fadilah, and Wikanengsih Wikanengsih. "ANALYZING INTERNAL STUDENT’S OBSTACLES IN WRITING RESEARCH PAPER AT THE FINAL GARADUATED SARJANA DGREE OF ENGLISH EDUCATION STUDY PROGRAM OF IKIP SILIWANG." JLER (Journal of Language Education Research) 2, no. 1 (March 29, 2019): 6–13. http://dx.doi.org/10.22460/jler.v2i1.p6-13.

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This research is based on the importance of writing scientific papers for students. Especially the final graduated sarjana dgree students who are compiling research paper. Therefore, this reserach focuses on analyzing case studies of student’s internal problems. The aim of this reserach is to find out how much student’s internal problems in writing a research paper. This research is a case study which is part of qualitative research. Therefore, the method of this research used cuse study method. The subject of this research was a student’s final graduated sarjana dgree of English Education Study Program of IKIP Siliwangi. The instruments used were observation, questionnaire and interview. In short, the results of the research as follows; First, student felt difficult when pouring out the main ideas in writing process. Second, student felt stress when he do not know the system of writing. Third, student felt lazy with writing activities cause he can not to think critically. Fourth, student has  not experienced of writing researh paper  before. Fifth, student lack of reading books. Sixth, students luck of self motivation then appear do not confident in writing research paper. Seventh lacks understanding of the topics discussed. The last, student’s disciplines in managing time.
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Dissertations / Theses on the topic "Student"

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Anderson, Stefanie. "The impact of student employment on student involvement /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Cannon, John William. "The rise of democratic student movements in Thailand and Burma." Thesis, [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13465442.

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Marple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.
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Thiuri, Phillippa. "International Student Satisfaction with Student Services at the Rochester Institute of Technology." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2369.

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Thesis advisor: Philip Altbach
While there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and what is their experience? This is a study of international students at the Rochester Institute of Technology in Western New York and their satisfaction with programs and activities provided to welcome, serve, retain and involve international students in mutual intercultural learning with Americans. The study results reveal that services related to academics provide the most satisfaction and meet the expectations of the international students surveyed. The study further revealed that the services registering the lowest satisfaction were: (1) Student Financial Services; (2) Housing Operations; (3) Co-operative Education Placement; (4) Dining Services; and (5) Transportation Services. The findings also reveal that female international students reported the highest satisfaction and the lowest dissatisfaction
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.

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MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings.
Thesis (MA)--PU vir CHO, 1988
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Foreman, Robin A. "Coping Strategies of Prelicensure Registered Nursing Students Experiencing Student-to-Student Incivility." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3182.

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Incivility is rude or discourteous behavior that demonstrates a lack of respect for others. Some nurses ignore the dictates of professionalism and exhibit a total disregard for colleagues and peers by purposefully targeting each other with uncivil behaviors. Incivility has invaded the nursing educational environment with deleterious results. Uncivil behaviors perpetrated by nursing students against other nursing students cause psychological and physiological distress for victims and witnesses. The purposes of this quantitative descriptive study were to identify the behaviors that constituted lateral student-to-student incivility, determine the frequency of experienced student-to-student incivility, and describe the coping strategies employed by prelicensure registered nursing students experiencing lateral student-to-student incivility. Prelicensure registered nursing students in associate degree, baccalaureate degree, and diploma programs were recruited online using nonprobability convenience sampling through the email member list of a national student nursing organization. Participants completed the Ways of Coping (Revised)* survey and the Incivility in Nursing Education Revised (INE-R) Survey anonymously online via email accounts. The response rate was 38%. Four behaviors are identified as highly uncivil by 83.1% to 86.1% of the 373 participants: (1) making threatening statements about weapons; (2) threats of physical harm against others; (3) property damage; and (4) making discriminating comments directed toward others. The most frequently occurring incivility behavior (n = 202; 54.2%) is the use of media devices for purposes unrelated to the current educational task. Planful problem-solving (PP) is the coping strategy employed by most participants (n = 88, 23.6%). Data was analyzed comparing participants’ nursing program levels, ages, genders, and ethnicities using descriptive statistics and Kruskal-Wallis analyses. There were no statistically significant differences across these variables.
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Prompalit, Rux. "Student personal finance and government student loans : a case study of Thailand /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095272.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-194). Also available for download via the World Wide Web; free to University of Oregon users.
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Malik, Alana Jayne. "Institutional Resource Allocation, Student Engagement, and Student Satisfaction at Ontario Universities." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288452556.

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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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Blume, Anita Marie. "The conceptual development of counselor-trainees /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7815.

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Books on the topic "Student"

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C, Maduka, ed. Student unrest. [Benin]: Faculty of Education, 1992.

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Kleese, Edward J. Student activities for students at risk. Reston, VA: National Association of Secondary School Principals, Division of Student Activites, 1994.

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Seiko, Kolua. F-1 foreign student employment: Handbook for employers, foreign student advisors, students. [Costa Mesa, Calif.]: Hatori Associates, 1992.

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Barr, N. A. Student grants and student poverty. London: Suntory-ToyotaInternational Centre for Economics and related disciplines, 1988.

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Barr, N. A. Student grants and student poverty. London: Welfare StateProgramme, Suntory-Toyota International Centre for Economics and Related Disciplines, London School of Economics, 1988.

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Tracy-Mumford, Fran. Student retention: Creating student success. Washington, DC: National Adult Education Professional Development Consortium, 1994.

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Willis, Avery T. Masterlife student edition: Student book. Nashville, TN: LifeWay Press, 1998.

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Angel, Allen R. Intermediate algebra for college students + mathxl 12-month student access kit + student solutions. [Place of publication not identified]: Addison-Wesley, 2008.

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Lola, Manal. Organized Student: Schedule for Students. Independently Published, 2021.

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Giving, I. Like. Generous Students: Kindergarten Student Journal. I Like Giving, 2023.

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Book chapters on the topic "Student"

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Thelin, John R. "Students and Student Life." In American Higher Education, 92–114. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-5.

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Finn, Kirsty, Nicola Ingram, and Kim Allen. "Student millennials/Millennial students." In Reimagining the Higher Education Student, 187–204. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367854171-12.

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Montgomery, Catherine. "Student Voices, Student Lives: International Students in Context." In Understanding the International Student Experience, 43–66. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36500-1_3.

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Jacobs, George M., Willy A. Renandya, and Michael Power. "Student–Student Interaction." In Simple, Powerful Strategies for Student Centered Learning, 11–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25712-9_2.

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Richmond, Aaron S., Regan A. R. Gurung, and Guy A. Boysen. "Student-to-Student Interaction." In A Pocket Guide to Online Teaching, 23–35. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003126928-3.

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Golücke, Friedhelm. "Student." In Bildung, 230–37. Stuttgart: J.B. Metzler, 2011. http://dx.doi.org/10.1007/978-3-476-00131-3_52.

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Carloni, Enrico. "Student." In Dictionary of Statuses within EU Law, 543–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00554-2_69.

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Thallapelli, Praveen. "Student." In Cultures of Learning, 187–201. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003491231-17.

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Bear, George G. "Promoting Positive Student-Student Relationships." In Improving School Climate, 34–46. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-3.

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Long, Yanjin, and Vincent Aleven. "Students’ Understanding of Their Student Model." In Lecture Notes in Computer Science, 179–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21869-9_25.

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Conference papers on the topic "Student"

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Stepp, Michael, and Beth Simon. "Introductory computing students' conceptions of illegal student-student collaboration." In the 41st ACM technical symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734365.

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Van Dyck, Annelies, Els Koppen, Lynn Van den Broeck, and Greet Langie. "Student perceptions of student support services for first-year engineering students." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1413.

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To help first-year students get accustomed to university, many universities organise intra- and extracurricular support initiatives. During the academic year, student support services at the Faculty of Engineering Technology at KU Leuven offer both course-specific activities as well as initiatives focusing on study career guidance and academic skills. Yet we notice that not all students find their way to these voluntary activities – even if they would benefit from the help. The purpose of this study is (1) to understand how first-year engineering students perceive the student support services, and (2) to understand how we can reach students who need the support, but do not find their way yet. This will further guide us in the development and communication of support activities. A small-scale questionnaire was distributed among first-year engineering students, followed by two focus group discussions. Our findings indicate that support needs are bigger at the start and end of the first semester. Crucial information such as how to study, and communication regarding support activities, should be served more than once, as first-year students still find it hard to filter out the right information. Students prefer course-specific Q&A sessions where they can hear questions of fellow students as well as the answers to those questions. A mentor for study career guidance is well appreciated. Tests and trial exams are important as triggers to start studying. We believe that these findings can inspire colleagues in other institutions.
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"Student 2010 committee." In 2010 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT). IEEE, 2010. http://dx.doi.org/10.1109/student.2010.5687012.

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Sayamov, Yuri. "INTERNATIONAL STUDENTS' DAY AND STUDENT DIPLOMACY." In Сборник статей Международной научной ассамблеи "ГЛОБАЛЬНЫЕ ВЫЗОВЫ МЕЖДУНАРОДНОГО СОТРУДНИЧЕСТВА". ISOASPSH of N.D. Kondratieff, 2022. http://dx.doi.org/10.46865/978-5-901640-38-8-2022-163-174.

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Maniu, Ionela, Cristina Raulea, and George Maniu. "CONSIDERING STUDENT VOICE IN COURSE CO-DESIGN PROCESS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-104.

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Curriculum should be more student choice about what they study - we agree with this statement of John White. Our approach provide a way of considering student opinion in a course which can be easily adapted to many courses aiming to shift from a "fixed" syllabus (teacher empowered) to an adaptive one. In order to establish the student's opinion on the course it can be useful to consider steps like: focus group meetings, course (specific) questioners, discussions/debates considering questioner results, deciding and implementing useful findings. We present our proposed architecture of this steps based on findings results from a real based quantitative analysis (responded by 62 first year students) and discussed their implications in future management actions of the course (co)design process. Advantages and disadvantages of this approaches, problems that can be encountered, course effectiveness methods, student progress are topics that are also discussed. Industry and socio-economical point of view, considering students as joint authors of research results are other methods recommended as improvements of the proposed architecture. We want to emphasize that this approaches (which include student voice) are helpful for teachers and students being supportive for course design and update conjointly with student engagement in learning and other educational aspects (feedback, marks, active involvement, motivation, autonomy, attendance/drop-out, skills, competences, applied research projects, informal learning, long-life learning, student satisfaction, teacher-student relationship and many others). Taking into consideration of student voice along with industry and socio-economical environment voice can therefore facilitate and support for qualitatively superior teaching and learning process as well as human development.
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Wang Xin. "General chair of STUDENT 2012." In 2012 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT2012). IEEE, 2012. http://dx.doi.org/10.1109/student.2012.6408347.

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Premo, Joshua, and Larry Collins. "OPTIMIZING STUDENT-STUDENT SCIENCE DISCOURSE: HOW SHOULD STUDENTS BE INTERACTING IN MY CLASSROOM?" In 72nd Annual GSA Rocky Mountain Section Meeting - 2020. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020rm-346552.

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Liu, Guanliang, Jiahao Yao, and Yicheng Zhou. "Does Teacher and Student-Student Support Influence Students’ Engagement in an Online Course?" In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.052.

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Adams, Curt. "Student Trust in Students: A Social Resource for Optimal Student Functioning in School." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892151.

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Coetzee, Isabella. "Student support to enhance student living and learning at a South African University." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2659.

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Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges
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Reports on the topic "Student"

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McCracken, Arienne, Sara Jablon, Amy Dorie, and Ashley Garrin. Integrating distance students into a graduate student organization. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-63.

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VanLehn, Kurt. Student Modelling. Fort Belvoir, VA: Defense Technical Information Center, March 1987. http://dx.doi.org/10.21236/ada222394.

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3

Christian, Alvin, Matthew Ronfeldt, and Basit Zafar. College Students and Career Aspirations: Nudging Student Interest in Teaching. Cambridge, MA: National Bureau of Economic Research, July 2024. http://dx.doi.org/10.3386/w32641.

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4

Sparks, J. College Faculty and Student Affairs Staff Interactions with Parents of Students. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-06.

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On college campuses today, student services staff (administrators and support staff) and faculty members are not only interacting with students but also with their parents. College employee interactions with prospective students and their parents may be common during information sessions and open houses. However, outside of the recruitment season, less is known about the experiences of student affairs staff and faculty who interact with parents. Through semi-structured interviews, this study examined employees’ interactions with parents of students at four colleges of applied arts and technology in Ontario, Canada. Of the interviewees, nine faculty members and 11 student affairs staff (non-academic employees) described interacting with parents. The analysis of the interviews revealed several themes. These included college employees’ interactions with parents regarding students’ program choice and educational decision making, academic challenges, and support services. Professional practices that serve parents (and other supporters) could contribute to institutional goals, including post-secondary student persistence. This study’s research findings may inform student affairs practice and inspire new ways to support students’ college journeys in cooperation with parents and family members.
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Wynne, E. DHS Student Report. Office of Scientific and Technical Information (OSTI), July 2007. http://dx.doi.org/10.2172/921154.

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Kenner, Brandi, Akhila Nekkanti, and Maria Jones. Ecosystem Level Predictors of Student Flourishing in Diverse Student Populations. Choice-filled Lives Network, March 2024. http://dx.doi.org/10.62137/dwnr7275.

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Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

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Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
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8

Kamara, Sheku. Public transit and student choice : a survey with Portland State University students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2962.

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Watson, Shannon. Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1053.

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10

Dorhout, Jacquelyn Marie. Student Experience at LANL. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1378929.

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