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Full-Text Articles in Education
Managing Illegality On Campus: Undocumented Mismatch Between Students And Staff, Holly E. Reed, Sofya Aptekar, Amy Hsin
Managing Illegality On Campus: Undocumented Mismatch Between Students And Staff, Holly E. Reed, Sofya Aptekar, Amy Hsin
Publications and Research
Contributing to the literature on the institutional experiences of undocumented youth, this essay by Holly E. Reed, Sofya Aptekar, and Amy Hsin explores undocumented and “DACAmented” students’ experiences managing their illegality on campus and how college staff and faculty manage that illegality while organizing programs and support. Their analysis of in-depth qualitative interviews conducted with more than a hundred undocumented college students and former students and thirty-five faculty and staff members at the City University of New York identifies multiple points of tension. The “undocumented mismatch” between campus management of illegality and student experiences was evident in the exclusion and …
Components Of Fluency-Based Instruction In The College Classroom, Jennifer Kourassanis Velasquez
Components Of Fluency-Based Instruction In The College Classroom, Jennifer Kourassanis Velasquez
Dissertations, Theses, and Capstone Projects
The current research regarding the use of fluency-based instruction (FBI) to teach academic skills suggests the addition of FBI to traditional instruction produces better learning outcomes than traditional instruction alone. However, there is a lack of comparative research of the addition of FBI to traditional instruction vs. traditional instruction alone on student performance outcomes with college students. The present study was composed of two experiments to examine the effects of the addition of a component of FBI using a modified SAFMEDS (Say All Fast Minute Every Day Shuffled) strategy to traditional instruction within the course’s existing curriculum on quiz and …
“For A Long Time Our Voices Have Been Hushed”: Using Student Perspectives To Develop Supports For Neurodiverse College Students, Kristen Gillepsie-Lynch, Dennis Bublitz, Annemarie Donachie, Vincent Wong, Patricia J. Brooks, Joanne D'Onofrio
“For A Long Time Our Voices Have Been Hushed”: Using Student Perspectives To Develop Supports For Neurodiverse College Students, Kristen Gillepsie-Lynch, Dennis Bublitz, Annemarie Donachie, Vincent Wong, Patricia J. Brooks, Joanne D'Onofrio
Publications and Research
Although the challenges that autistic students face adapting to college are often pronounced, they are similar to the challenges that students with other disabilities face (e.g., difficulties with social interaction, self-advocacy, and executive functioning). However, extant evaluations of services for autistic college students are very limited despite an emerging literature examining supports for college students with a range of other disabilities. Given that many autistic students do not self-identify as autistic in college, and consequently might avoid autism-specific services, autistic students might benefit from services that are designed to support a broad range of neurodiverse students, or services that are …
“I Am More Productive In The Library Because It’S Quiet”: Commuter Students In The College Library, Mariana Regalado, Maura A. Smale
“I Am More Productive In The Library Because It’S Quiet”: Commuter Students In The College Library, Mariana Regalado, Maura A. Smale
Publications and Research
This article discusses commuter students’ experiences with the academic library, drawn from a qualitative study at the City University of New York. Undergraduates at six community and baccalaureate colleges were interviewed to explore how they fit schoolwork into their days, and the challenges and opportunities they encountered. Students identified physical and environmental features that informed their ability to successfully engage in academic work in the library. They valued the library as a distraction-free place for academic work, in contrast to the constraints they experienced in other places—including in their homes and on the commute.
Serving The Commuter College Student In Urban Academic Libraries, Mariana Regalado, Maura A. Smale
Serving The Commuter College Student In Urban Academic Libraries, Mariana Regalado, Maura A. Smale
Publications and Research
Cities often host many colleges and universities; while the commuter student in suburban or rural areas may drive or be driven to school, students at colleges and universities in dense, urban settings rely predominantly on mass transit for their commute to class. The act of commuting to campus has been found by a number of researchers to define and shape the experiences of commuter students in college, though the literature on college students who commute is not extensive. A qualitative study of the academic culture and scholarly habits of undergraduate students at the City University of New York (CUNY) revealed …
“I’M Just Really Comfortable:” Learning At Home, Learning In Libraries, Mariana Regalado, Maura A. Smale
“I’M Just Really Comfortable:” Learning At Home, Learning In Libraries, Mariana Regalado, Maura A. Smale
Publications and Research
While commuter students may use their college or university libraries, student centers, or other campus locations for academic work, as commuters they will likely also create and negotiate learning spaces in their homes. Our research with urban commuter undergraduates revealed that finding space for their academic work at home was difficult for many students whose needs collided with the needs of other residents using those locations for non-academic purposes. Understanding the details of students’ off-campus academic workspaces can inform the design of learning spaces in academic libraries.
Enhancing Undergraduate Achievement In Educational Psychology With Instructional Objectives, Irvin Sam Schonfeld, Eric Rasmussen, Rosemary Nieto, Cheryl Sims
Enhancing Undergraduate Achievement In Educational Psychology With Instructional Objectives, Irvin Sam Schonfeld, Eric Rasmussen, Rosemary Nieto, Cheryl Sims
Publications and Research
Two quasi-experiments were conducted to assess the effects of exposure to instructional objectives on the achievement of undergraduates enrolled in an educational psychology course. Students enrolled in morning and afternoon course sections during the fall semester did not receive objects. Comparable students enrolled in morning and afternoon sections of the course during the subsequent spring semester did. Regression analyses that controlled for age and past achievement indicated that among afternoon classes, exposure to objectives improved performance on the midterm and final exams by at least 7 points. No significant effects were found for the morning classes. It was argued that …