The Benefits of Living on Campus: Do Residence Halls Provide Distinctive Environments of Engagement?

Graham, Polly; Hurtado, Sarah S.; Gonyea, Robert M.

doi:10.1080/19496591.2018.1474752

Cited by 32 publications

(29 citation statements)

References 17 publications

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“…For example, models predicting conscientiousness, faculty interaction, and staff interaction all have R 2 at .05 or below. Our study is not unique in this limitation, as recently-published research illustrates similar issues when examining students' non-cognitive attributes and behaviors (see Fosnacht et al, 2018;Graham et al, 2018). The low R 2 values indicate that most of the variance on these non-cognitive characteristics relates to characteristics that are not accounted for by high school performance, institutional and demographic data, high school and neighborhood data, or other non-cognitive factors.…”

Section: Limitationsmentioning

confidence: 77%

Coming to College Hungry

Collier

Fitzpatrick²,

Brehm

et al. 2021

JPSS

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This exploratory descriptive, single-university study (N=700) joined institutional, external, and survey data to examine first-year students’ food insecurity links to non-cognitive attributes and first-semester performance and persistence. Regressions indicate LGBTQ, multi-racial, international, transfer, and first-generation students exhibit increased food insecurity. Food insecurity linked with psychological distress, financial stress, amotivation, and intent to engage with peers but not to faculty, staff, and academic engagement. Food insecurity is also associated with lower first-semester GPA and credits earned. Findings strengthen limited evidence that food insecurity links to college students’ experience, suggesting groups of already-underserved students may need immediate support to ease food insecurity.

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Section: Limitationsmentioning

confidence: 77%

Coming to College Hungry

Collier

Fitzpatrick²,

Brehm

et al. 2021

JPSS

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“…Student-led activities, clubs, or associations may play an important role here. Additionally, some researchers have pointed out that shared residential facilities also provide good opportunities for intercultural interactions or friendships [54][55][56]. One substantial factor playing a role for all these types of opportunities is the encouragement and inclusion of all kinds of students in such activities.…”

Section: Student Global Competence Developmentmentioning

confidence: 99%

Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions

Kjellgren

Arnó-Macià

2021

Sustainability

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Higher education institutions (HEIs) must ensure that their graduates possess not only professional know-how, but also the global competence to address the challenges posed in the UN’s 2030 Agenda. This is especially relevant in engineering education, which plays an important role in sustainable development. These competencies are typically thought to be developed in relation to institutions’ internationalisation efforts, but reports on how this is supposed to happen are often vague or built on wishful thinking. In this article, we describe a mixed-methods investigation into how holistic global competence development as a crucial aspect of sustainable education can be systematically enhanced in higher engineering education. Following a design-based research approach, connecting theoretical and practical insights from experts and stakeholders, we present here four dimensions of such an approach. Firstly, we discuss the setup, contents, and implementation of institutional guidelines as the crucial starting point of any internationalisation strategy aiming at integrating sustainable development education and global competence development. Secondly, we stress the role of institutional diversity, and show how institutions can foster inclusive and welcoming environments. Thirdly, we suggest strategies and approaches for global competence training for students, faculty, and staff, and highlight important background considerations for enabling global competence development. Fourthly, we emphasise the importance of assessing efforts to ensure that they live up to their potential and deliver the desired outcomes. The recommendations based on the investigation summarise key considerations that all HEIs—not just those focused on engineering education—must take into account as they strive for holistic global competence development, which is a key aspect of education for sustainable development.

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“…Living in residence halls is one significant aspect that aids in student development, academic success, social integration, and creating a sense of belonging within the student body (Erb et al., 2015 ; Graham et al., 2018). When students feel they belong, peer support and student engagement increase (LaNasa et al., 2007 ; Pascarella, 1984 ).…”

Section: Sense Of Belonging During Covid‐19mentioning

confidence: 99%