<p><em>Although part-time faculty positions in higher education continue to increase, reports reveal the lack of acceptance and valuing of part-time faculty across higher education institutions. Yet few qualitative studies explore this phenomenon within academic culture. This exploratory qualitative case study analyzed part-time faculty members’ perceptions of inclusion or exclusion within their higher education institutions. This study was based on interviews with a diverse sample of part-time faculty members from a private and public institute of higher education. The findings revealed that, in general, part-time faculty perceived a sense of belonging when their socio-emotional needs were met, and reciprocal relationships were present within their academic culture. Additionally, part-time faculty who desired and dedicated energy towards involvement in their academic cultures had a higher chance of developing a sense of inclusion.</em></p>
The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were found to not use cognitive learning skills and self-regulation practices consistently, which suggests a low level of self-regulation. Subsequently, students exhibit maladaptive and counterproductive behaviors like procrastination and disengagement. From this exploratory study a number of future studies were identified that have the potential for increasing the level of self-regulation in higher education. KeywordsSelf-Regulation, Motivated Strategies for Learning Questionnaire, Self-Efficacy, Procrastination, Student Engagement Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were found to not use cognitive learning skills and self-regulation practices consistently, which suggests a low level of self-regulation. Subsequently, students exhibit maladaptive and counterproductive behaviors like procrastination and disengagement. From this exploratory study a number of future studies were identified that have the potential for increasing the level of self-regulation in higher education. Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning
College and university students have been observed increasing their usage of social media applications as it has become central to everyday life. Students can use different forms of social media to connect, share, and view a myriad of content. When influenced by posts, social media can have a significant impact on their lives. Social media can be a form of social support, but it can also have a negative effect on mental health. With the increase in use, social media can provoke individuals to begin self-comparing or gain an unrealistic expectation of themselves and other individuals. This can lead to lower self-esteem, self-confidence, and self-worth. This exploratory study attempts to determine the relationship between social media use and its impact on depression, anxiety, and stress amongst students in higher education.
Particularly to the younger Millennials and Generation Z, it appears as if social networking sites (SNS) is coming to the point of replacing normal social interactions and removing much of the personal aspects out of socialization. With the Internet literally being able to move at the speed of light, face-to-face interactions appear to be slowly in decline. As a highly social species, humans require interaction to maintain a healthy psychological state. This research has been conducted to analyze the level of loneliness and the level of SNS use with the intent of reinvestigating previous research on the correlations of SNS and loneliness with a more diverse demographic sample. In addition, this study has been designed to see if high usage of specific platforms has an increased likelihood to be related with loneliness. This research has been conducted by means of an anonymous survey of college students at a university in the Pacific to determine the amount of time spent on SNS, activities conducted while utilizing SNS, the priorities placed, and other information in regards to SNS usage. Inquiry was also conducted in analyzing how interpersonal relationships are related to or affected by SNS. This has been combined with the revised UCLA loneliness scale to determine if there is a correlation between SNS use, specific platform use, and loneliness. While previous similar studies have been conducted, the two primary differences are the diversity in the demographics available to be surveyed and the attempt at identifying if a specific platform is more likely to be related with loneliness.
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