2/3 of US colleges and universities lack student groups for Muslims, Jews, Hindus or Buddhists [The Conversation, 6 June 2022]

Title:

2/3 of US colleges and universities lack student groups for Muslims, Jews, Hindus or Buddhists 

Authors:

Jonathan S. Coley, Assistant Professor of Sociology, Oklahoma State University  Dhruba Das, PhD Candidate and Graduate Teaching Associate, Oklahoma State University  

&

Gary John Adler, Jr. Assistant Professor of Sociology, Penn State

Published:

The Conversation, 6 June 2022

https://theconversation.com/2-3-of-us-colleges-and-universities-lack-student-groups-for-muslims-jews-hindus-or-buddhists-183076

From the article:

Most U.S. colleges and universities lack minority religious student groups for Buddhist, Hindu, Jewish and Muslim students. This is according to our new peer-reviewed study about officially recognized minority religious student groups across 1,953 four-year not-for-profit colleges and universities in the United States.

 

Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic (Editor: Fernando M Reimers, Springer 2022)

Title:

Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic

 

Editor:

Fernando M. Reimers,

Harvard Graduate School of Education, Harvard university Cambridge, MA, USA

 

Published:

Springer, 2022 (Open Access)

https://library.oapen.org/bitstream/handle/20.500.12657/50965/978-3-030-81500-4.pdf?sequence=1#page=109

 

ISBN 978-3-030-81499-1; ISBN 978-3-030-81500-4 (eBook)

Abstract:

This introductory chapter sets the stage for the book, explaining the goals, methods, and significance of the comparative study. The chapter situates the theoretical significance of the study with respect to research on education and inequality, and argues that the rare, rapid, and massive change in the social context of schools caused by the pandemic provides a singular opportunity to study the relative autonomy of educational institutions from larger social structures implicated in the reproduction of inequality. The chapter provides a conceptual educational model to examine the impact of COVID-19 on educational opportunity. The chapter describes the evolution of the COVID-19 pandemic and how it resulted into school closures and in the rapid deployment of strategies of remote education. It examines available evidence on the duration of school closures, the implementation of remote education strategies, and known results in student access, engagement, learning, and well-being.

 

A Move to Higher Module Credit Weighting to Enhance Student Engagement [Scholarly Article - Irish Journal of Academic Practice, 2021]

Title:

A Move to Higher Module Credit Weighting to Enhance Student Engagement  

 

Authors:

Geraldine Mary O'Neill, University College Dublin

Paul Rouse, University College Dublin

Suzanne Guerin, University College Dublin

 

Published:

Irish Journal of Academic Practice, Volume 9 (2021) 

https://arrow.tudublin.ie/ijap/vol9/iss1/1/

 

Abstract:

Modularisation has supported great flexibility in curriculum pathways. However, there has been little guidance to staff on the module credit weighting that is optimum to allow for this flexibility without compromising student engagement. Student engagement can include, for example, student's time and effort (workload), their participation, interest in the subject and their deeper learning. The UCD School of HIstory, with a standard module credit weighting of five ECTs credits, set out to move to 10 credit modules and to redesign for the enhancement of student engagement in their final year. Using a mixed-method approach, over a three year period student and staff views and experiences of the redesign were explored (n=187 module offerings). The themes identified are explored through the lens of Kahu's (2013) student engagement framework, with evidence of increased engagement of students and staff satisfaction with the design change.

 

Formative Assessment as an Online Instruction Intervention: Student Engagement, Outcomes, and Perceptions [Scholarly Article - IJDET, 2021]

Title:

Formative Assessment as an Online Instruction Intervention: Student Engagement, Outcomes, and Perceptions 

 

Authors:

Zexuan Chen (Southern Medical University, Guangzhou, China), Jianli Jiao (South China Normal University, Guangzhou, China) & Kexin Hu (South China Normal University, Guangzhou, China) 

 

Published: 

International Journal of Distance Education Technologies (IJDET), 19(1), 2021

https://www.igi-global.com/article/formative-assessment-as-an-online-instruction-intervention/264397

 

Abstract:

Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment

 

Enhancing academic success through the involvement of students in quality assurance and promotion in higher education: A synopsis [Scholarly Article - South African Journal of Higher Education, 2020]

Title:

Enhancing academic success through the involvement of students in quality assurance and promotion in higher education: A synopsis

 

Author:

A. Saidi

 

Published:

South African Journal of Higher Education, Volume 34, Number 5 (2020)

https://www.journals.ac.za/index.php/sajhe/article/view/4347

Abstract:

One of the hallmarks of the democratisation of higher education is the involvement of students in the entire higher education delivery value chain. Global literature demonstrates a positive causal relationship between the involvement of students in the higher education delivery value chain and academic success. The article contends that, since quality assurance and promotion are acknowledged as integral components of the higher education delivery value chain, the involvement of students in quality assurance and promotion processes at the institutional and national levels can contribute positively towards enhancing academic success for students. The post-apartheid policies on higher education envisioned a transformed, effective and efficient higher education system, characterised by, among others, expanding access and improving student success. Unfortunately, while access has been expanding substantially, academic success of students has not improved significantly. This state of affairs requires that all stakeholders should have their hands on deck to contribute, through their diverse work activities, towards improving academic success of students. It is within this context that the CHE organised a conference on the theme: “Enhancing Academic Success through the Involvement of Students in Quality Assurance and Promotion in Higher Education”. This article provides a synopsis of the contribution of the conference to the discourse on enhancing the academic success through the involvement of students in quality assurance and promotion.

Scholarly Article (IJIET, 2020) - The Influence of Group Big-Five Personality Composition on Student Engagement in Online Discussion

Title: 

The Influence of Group Big-Five Personality Composition on Student Engagement in Online Discussion

Authors:

Xiaojie Zhang, Guang Chen & Bing Xu

Published:

International Journal of Information and Education Technology (IJIET), Volume 10, Number 10 (2020)

http://www.ijiet.org/show-145-1692-1.html

Abstract:

To explore the influence of the group personality composition on students' engagement in the online discussion, correlation analysis was conducted among the Big-5 personality of group members and student engagement in the group. This study comprehensively used four measurement indicators of the Big-Five personality of group members as group composition: average, variance, maximum, and minimum. In this study, student engagement was divided into behavioral engagement, affective engagement, and cognitive engagement. The study found that the combination of the Big-Five personalities in the group could have an impact on student engagement, especially affective engagement. When organizing students' online discussion, the instructors need to consider the personality characteristics of the group members carefully.