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The article discusses the results of a 2022 five-item survey of community college students who were previously dually enrolled in the U.S. It found that students had been more likely to receive guidance about their dual enrollment coursework from someone who worked at their high school or friends and family than from someone who worked at the college. Majority of dually enrolled students did not matriculate to the college where they took dual enrollment courses.

The article calls for U.S. community colleges with Hispanic-Serving Institutions (HSI) designation to include lesbian, gay, bisexual, transgender, queer, intersex and Asexual (LGBTQIA+) Latin American students. It looks into the condition of LGBTQIA+ Latin American students in the California Community College system and how HSI policy implementers operate servingness. It proposes the queer theory to expand servingness and urges HSI leaders to help change the landscape of higher education.

This paper calls for the massive redesign of intercollegiate athletics departments in the United States (U.S.) in light of their widespread and fundamental failure to serve a bona fide student affairs mission, and their prevalent practice of placing the college's commercial motives above the financial and educational needs of student-athletes. The first section of this paper discusses the general purpose and functions of student affairs departments within the broader context of higher education. The next two sections of this paper then explore the shortcomings of U.S. intercollegiate athletics departments to conform to these general purposes and functions. Finally, this paper proposes a bifurcated solution to reform U.S. intercollegiate athletics, which enables a small number of U.S. colleges to shift toward a true commercial sports business model, with the overwhelming majority of U.S. colleges, by contrast, adopting a true, non-commercial sports model. [ABSTRACT FROM AUTHOR]

Background: UMBC, a diverse public research university, "builds" upon its reputation in producing highly capable undergraduate scholars to create a comprehensive new model, STEM BUILD at UMBC. This program is designed to help more students develop the skills, experience and motivation to excel in science, technology, engineering, and mathematics (STEM). This article provides an in-depth description of STEM BUILD at UMBC and provides the context of this initiative within UMBC's vision and mission. Key highlights: The STEM BUILD model targets promising STEM students who enter as freshmen or transfer students and do not qualify for significant university or other scholarship support. Of primary importance to this initiative are capacity, scalability, and institutional sustainability, as we distill the advantages and opportunities of UMBC's successful scholars programs and expand their application to more students. The general approach is to infuse the mentoring and training process into the fabric of the undergraduate experience while fostering community, scientific identity, and resilience. At the heart of STEM BUILD at UMBC is the development of BUILD Group Research (BGR), a sequence of experiences designed to overcome the challenges that undergraduates without programmatic support often encounter (e.g., limited internship opportunities, mentorships, and research positions for which top STEM students are favored). BUILD Training Program (BTP) Trainees serve as pioneers in this initiative, which is potentially a national model for universities as they address the call to retain and graduate more students in STEM disciplines - especially those from underrepresented groups. As such, BTP is a research study using random assignment trial methodology that focuses on the scalability and eventual incorporation of successful measures into the traditional format of the academy. Implications: Critical measures to transform institutional culture include establishing an extensive STEM Living and Learning Community to increase undergraduate retention, expanding the adoption of "active learning" pedagogies to increase the efficiency of learning, and developing programs to train researchers to effectively mentor a greater portion of the student population. The overarching goal of STEM BUILD at UMBC is to retain students in STEM majors and better prepare them for post baccalaureate, graduate, or professional programs as well as careers in biomedical and behavioral research. [ABSTRACT FROM AUTHOR]

Students with disabilities represent a growing population on college campuses for whom specific needs and preferences are associated. Student supports have increased in response to these changing student needs and demographics. Yet, campus-wide responsiveness to inclusion and actions that promote self-advocacy are needed to increase the rates of persistence and graduation among this underrepresented student group. For the present study, we asked students registered with the Disability Resource Center (DRC) at three large, public universities to suggest how colleges and universities could better support students with disabilities. Comments from 132 students were downloaded verbatim and analyzed via a content analysis approach by a three-member research team. Students expressed both satisfaction and dissatisfaction with several aspects of their university experiences, including disability and other campus services, faculty and advisors, and their perceptions of inclusion. Recommendations ranged widely, with comments on campus resources, academics, and the more general campus climate and levels of accessibility. These students provide concrete suggestions for colleges and universities who are interested in improving the experiences of students with disabilities and supporting their persistence to completion. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine what, if any, impact a Student-scheduled Child Care (SSCC) program had on the families of students completing their higher education goals at a college in the southwestern region of the United States. Student completion rate is a concern for most college and university administrators. Research conducted by the Gates foundation determined that over three quarters of former students surveyed felt that they would have graduated if the college or university had offered child care (Johnson, Ott, & DuPont, 2011). This correlational and descriptive research study revealed what student families thought about the relationship between completing their educational goals and using the child care program at the college.The knowledge gained from this project could help to initiate a broader discussion among colleges and universities of how to most effectively retain student families by meeting their child care needs. [ABSTRACT FROM AUTHOR]

Approximately 4.2% of undergraduates, or 872,000 students, reported that they had served or were currently serving in the U.S. military during the 2007-08 academic year. Of these students, 13% identified as Hispanic/Latino. Despite a history of college participation, only a handful of studies have examined the postsecondary experiences of students with military service backgrounds. Further, no studies have focused specifically on the experiences of Latina/o undergraduates who have served or are currently serving in the U.S. Armed Forces. We address this gap in the research literature. We briefly summarize current research and data on military-connected undergraduates and then explore how current models of college student access and choice can be used to understand the experiences of military-connected Latina/o undergraduates. Quantitative survey data obtained from the UCLA Higher Education Research Institute (HERI) are used to describe this understudied and underserved student population. Potential barriers to access and support for military-connected Latina/o undergraduates are also explored. We conclude with a discussion of future directions for research. [ABSTRACT FROM AUTHOR]

The article looks at the academic support services for college students with disabilities in the U.S. as of July 2015. Topics include the importance of postsecondary education on the transitional outcome for these students, the study conducted by the National Center for Education Statistics which examines the enrollment of students with disabilities, and the importance of disability support services on the success of these students.

Objective: This study explored the potential relationships between existing media and health apps for health information among college students.Participants: This study collected and analyzed a total of 408 surveys from students of 7 universities across the United States.Methods: In order to explore the research questions and test the hypotheses, quantitative data from the online survey were analyzed through hierarchical regression analyses.Results: Results from the hierarchical regression analyses indicated that the perceived credibility of health information from traditional mass media was positively and significantly associated with college students' perception of health apps. However, there was no significant effect in regards to online media.Conclusions: This study's consideration of the relationships between existing media and health apps may guide health practitioners in their strategic approaches to improve the well-being of college students. [ABSTRACT FROM PUBLISHER]

The article discusses how student success centers are improving community colleges in the U.S. Topics covered include the innovative approaches adopted by colleges to help more students obtain degrees that matter in the marketplace, how student success centers can help improve college completion rates, and how student success centers are using data to guide priorities.

The article presents evidence-based arguments on the limitations of undergraduate education and their impact on law education and students in the U.S. Topics discussed include the failure of schools in developing critical thinking, analytical reasoning and writing skills, the decline of the libel arts and humanities, and the decrease in time spent by students in studying. The assistance given to unprepared students at law schools is also discussed.

The article presents a study which explores the role of social workers on student care teams in U.S. universities and colleges. The study involved senior student affairs administrators from 181 institutions who responded to an electronic survey. The study finds that many institutions have committed to a professional response on their campus by having some team approach for responding to disruptive or at-risk students.

Best practices of academic advising assessment involve identification of student learning outcomes, the development and use of multiple measures of student learning, and sound professional judgment to understand the information gathered and to improve student learning. However, the assessment results often come from minimal, narrow, and inconsistent evaluation practices, often based on student satisfaction surveys. Therefore, to generate a picture of the current state of assessment, we surveyed those conducting or deemed responsible for academic advising assessment. Although 80% of survey participants identified academic-advising student learning outcomes, one half assessed the achievement of those outcomes, with most using student surveys. Furthermore, 7% reported employing three or more measures while 60% reported improvements of practice and student learning based on the assessment. [ABSTRACT FROM AUTHOR]

The article discusses the promotion of higher education institution transfer from two to four year. Topics discussed include the two purposes of admissions personnel focusing on transfer students, how developing transfer mentors program can improve retention and transfer rates of low-income students, and the key to succesful coordination of institutional transfer efforts.

Student veterans are arriving at university and college campuses and many counselors may not be prepared. Multiple and intersecting identities complicate the student's integration and matriculation into higher education. We review literature on first-generation college students and issues pertinent to student veterans. Using the revised Social Class Worldview Model, this article offers a case example to illustrate how counselors may best work with student veterans. [ABSTRACT FROM AUTHOR]

In the past two decades, although access to higher education for American students has improved, student persistence in 4-year institutions is far from assured. There have been a number of research studies on student persistence/dropout in higher education, but most have focused on the characteristics and behavior of students as illustrated by the 'student-centered research tradition'. This study focuses on what institutional characteristics contribute to conditions that reduce student dropout risks. By analyzing longitudinal and hierarchical data, this research proposes and tests a multilevel event history model that identifies the major institutional attributes related to student dropout risk in a longitudinal process. Evidence indicates that institutional expenditure on student services is negatively associated with student dropout behavior. Implications of the results for institutional practices and future research are discussed. [ABSTRACT FROM AUTHOR]

Growing concerns about low awareness and take-up rates for government support programs like college financial aid have spurred calls to simplify the application process and enhance visibility. We present results from a randomized field experiment in which low-income individuals receiving tax preparation help were also offered immediate assistance and a streamlined process to complete the Free Application for Federal Student Aid (FAFSA) for themselves or their children. Treated participants were also provided with aid estimates that were compared against tuition cost amounts for nearby colleges. The combined assistance and information treatment substantially increased FAFSA submissions and ultimately the likelihood of college attendance, persistence, and aid receipt. In particular, high school seniors whose parents received the treatment were S percentage points more likely to have completed two years of college, going from 28% to 36%, during the first three years following the experiment. Families who received aid information but no assistance with the FAFSA did not experience improved outcomes. The findings suggest many other opportunities for using personal assistance to increase participation in programs that require filling out forms to become eligible. [ABSTRACT FROM AUTHOR]

Using vignettes, levels of HIV stigma among university students (n = 971) were examined to identify the likelihood of judging and blaming or avoiding personal and intimate contact with an HIV-positive individual. Reactions to the vignettes showed judgment and blame and intimate avoidance were higher when HIV was contracted through unprotected sex. Additionally, interpersonal avoidance and judgment and blame were higher when HIV was contracted through intravenous drug use. The results of this study can aid educators and health personnel in developing resources better suited to address and reduce HIV stigmatization. [ABSTRACT FROM AUTHOR]

The phrase 'best practice' is often used in student affairs, but the term lacks a common and accepted definition. This results in the implementation of programs and services that are neither grounded nor assessed. A model is proposed here that suggests a best practice process that integrates foundational student affairs documents and applies the principles of comprehensive assessment. Using this model, student affairs professionals can develop, implement, and improve programs and services to impact students and the profession. [ABSTRACT FROM AUTHOR]

The article focuses on the ozone teaching module developed by the North American Colleges and Teachers of Agriculture (NCTA) to educate students on the ground level ozone pollution in the U.S. It says that the module consists of an overview, two power point presentations on ozone pollution, and a quiz before and after the module. It also mentions that it can be an outreach tool for private and public institutions, which can be downloaded at different public websites such as the Pennsylvania Department of Environmental Protection and Pennsylvania State University. Moreover, strategies for future scenarios and visions which includes learning objectives in agroecology courses, methods, and observed learning outcomes are discussed.

Abstract: Background: Approximately half of all pregnancies in the United States are unintended, with the highest rates reported among college-age women. The availability of emergency contraception (EC) pills can be an important component of efforts to reduce unintended pregnancy. Student health centers at community colleges can uniquely support student retention and academic achievement among college students by making EC available to reduce the rate of unintended pregnancy and prevent college drop-out. This article highlights findings from an assessment of EC provision in student health centers within the California community college system (n = 73). Methods: A web-based survey was used to explore the provision of EC, challenges and barriers of EC administration, promotion of EC availability, and attitudes toward EC. Findings: Descriptive statistics conducted revealed that more than 6 out of 10 (62%) student health centers provided EC, 77% of which dispense EC on site during clinic visits. The most common EC promotion methods were providing brochures at the health center (80%) and through information provided at family planning or primary care visits (73%). Challenges to EC administration included a perceived lack of awareness of EC among students (71%), followed by the notion that some students may overutilize EC (40%). Attitudes toward EC provision were more favorable among health center staff whose campuses offered EC than those who did not (p < .05). Conclusion: This article provides recommendations for community college health centers to improve access and delivery of EC by addressing issues such as cost and offering more novel EC promotion methods. [Copyright &y& Elsevier]

This research explores the transformation of rape crisis centers and whether directors, staff, interns, and volunteers see changes as beneficial or detrimental to rape crisis centers and the victims they serve. Data from 63 interviews with directors, staff, interns, and volunteers from six rape crisis centers located in four East Coast states indicate that although centers may have been formed for different reasons depending on when they opened, all have become more professional, rely less on volunteers, engage in more collaboration with other agencies, and have largely abandoned their traditional activism agenda. Traditional activism through political protests and membership in consciousness raising groups has been replaced by community education and outreach. Some of these changes are viewed as positive whereas others are viewed as negative. [ABSTRACT FROM PUBLISHER]

Aim: To determine whether or not clients' perceptions of microaggressions varied based on their own and the therapist's race/ethnicity and whether or not they would be negatively related to the effectiveness of therapy and if the working alliance would mediate this effect. Method: The study utilised a cross-sectional, retrospective, methodology. Clients were recruited from a large university counselling centre in the United States (N=232 clients and 29 therapists). Results: Neither clients' race/ethnicity, therapists' race/ethnicity, nor client-therapist ethnic matching predicted perceptions of microaggressions. Clients' ratings of microaggressions were negatively associated with their psychological wellbeing; however, this effect was mediated by clients' ratings of the working alliance. Implications: Therapists should take into account the cultural messages they may be conveying to both white and racial/ethnic minority clients. Therapists should develop strategies that are consistent with a general therapeutic approach that promotes discussions about culture with their clients and, most importantly, should attend to the therapeutic relationship. [ABSTRACT FROM AUTHOR]

The article discusses ways in which U.S. colleges and universities can foster student success even during difficult economic times. Topics discussed include the use of student data by colleges to make decisions, collaboration between academic and student affairs staff, and programs meant to help students adjust to college life.

Over the past 70 years a legend has evolved that the first college health program in the United States was established at Amherst College in 1861. Although the program at Amherst was innovative in its day and served as a model for the field of college health, several other institutions prior to 1860 appropriated funds, hired staff, and established on-campus programs to improve the health of their students. The military academies led the way, and the first of these early programs to become operational was located at the US Military Academy at West Point, New York, in 1830. [ABSTRACT FROM AUTHOR]

Following Dr Edward Hitchcock's lead at Amherst College in 1861, soon other institutions of higher education established physical education departments that evolved into independent college health programs. As the field of college health expanded, leaders from numerous campuses began meeting to share information and discuss formation of a national organization. As a result, the American Student Health Association was founded in 1920 to promote campus health care for students and advance the interests of college health. The name was changed to the American College Health Association in 1948. The past history of this organization has been well documented in the literature, so this review will focus more on ACHA's accomplishments over the past 20 years.1, 2, 3, 4 [ABSTRACT FROM AUTHOR]

Although the first student health service is credited to Amherst College in 1861, almost 50 years passed before Princeton University established the first mental health service in 1910. At that time, a psychiatrist was hired to help with student personality development. Although other schools subsequently established such services, the first 50 years of college mental health were marked by a series of national conferences. At the American Student Health Association's annual meeting in 1920, 'mental hygiene' was identified as critical for college campuses to assist students to reach their highest potential. However, it took another 40 years before mental health and psychological counseling services became common on college and university campuses. The American College Health Association formed a Mental Health Section to serve mental health professionals in 1957, and most colleges and universities have now developed mental health and counseling programs commensurate with the size of their student bodies. [ABSTRACT FROM AUTHOR]

This article examines how the field of college health has evolved over time to address the needs of an increasingly diverse student population. The central argument is that college and university health programs developed in conjunction with shifting standards of medical care and public health practices in the United States. The author reviews the role of college health programs as public health agencies for campus communities, and describes contemporary public health challenges facing college campuses. She shows how the history of college health is intertwined with the history of diversity in higher education. In particular, the author outlines how the growth of health services made higher education accessible to women, racial minorities, veterans, and persons with disabilities. [ABSTRACT FROM AUTHOR]

Almost from the beginning of formal college health programs in the second half of the 19th century, college health nurses were there to care for students in college and university settings. By the end of the 20th century, the role of college health nurses had evolved with the nursing field in general, but with enough unique features for the American Nurses' Credentialing Center to recognize college health nursing as a professional subspecialty and administer the first College Health Nurse Certification examinations. In addition, new nurse practitioner programs provided practicing nurses with more independence, and their duties continued to expand beyond care of the sick to include health promotion, administrative, and teaching activities. As a result of these changes, college health nurses now play a larger role in the life of students and promoting a healthy campus community than ever before in the history of college health. [ABSTRACT FROM AUTHOR]

The article discusses the causal effect of campus residency on the retention of college students in the U.S. Study indicates that control of the initial differences between the treatment and control groups may have affected the skewed results. It suggests that residency on academic outcomes should be controlled through the utilization of quasi-experimental methods. Individual college campuses are recommended to evaluate whether they are meeting their own goals.

Objective: To assess the use of alcohol screening tools across US colleges. Participants: Directors of health services at 333 four-year colleges. Methods: An online survey was conducted regarding the use of alcohol screening tools. Schools reporting use of formal tools were further described in terms of 4 tools (AUDIT, CUGE, CAPS, and RAPS) that the authors judged to be the most favorable based on prior empirical comparative studies. Results: Forty-four percent of colleges reported use of at least 1 formal alcohol screening tool and nearly all of these used a tool appropriate for college students. However, less than half of the 44% of colleges that used a screening tool used 1 of the 4 most favorable tools. Conclusions: Continued efforts are needed to encourage colleges to use the most effective available screening tools to identify alcohol-related problems that require intervention among students. [ABSTRACT FROM AUTHOR]

This chapter presents commonly used measures of student success, analyzes their strengths and weaknesses, and discusses innovative measures being used to benchmark community colleges throughout the United States. [ABSTRACT FROM AUTHOR]

The article presents the author's insights regarding the need for the U.S. Congress to improve the federal aid system for college students. The author says that since the Congress did not make additions to the debt amount that could be borrowed by college students with the loan programs, new legislation gave students difficulties in paying for college. The author suggests the provision of loans through federal aid programs to students paying all college costs.

The article discusses the university experience of first-year non-traditional students and the ways it effects their decision to continue their studies into the second year. It describes the most common risk factors for discontinuing higher education programs among non-traditional students. Other subjects under discussion include the Tinto Interactionalist Theory which suggests high drop-out rates for non-traditional students are explained by the failure of colleges to integrate them into the university culture, the solutions to assimilate non-traditional students into the college life, and assimilation tools such as evening lectures, library services, and pod studies.

Objective: In 2006, the Food and Drug Administration (FDA) approved the human papillomavirus (HPV) vaccine Gardasil® (Merck) for girls and women aged 9-26 years. Although the vaccine is ideally administered to 11 and 12 year olds, college-aged women may be uniquely at risk for HPV due to high rates of sexual activity and, thus, serve as an important catch-up population for the HPV vaccine. The purpose of this study is to examine factors associated with HPV vaccination status among college women. Methods: In fall 2008, a convenience sample of 256 undergraduate women enrolled in an introductory social science course at a large, public, urban university in the southeastern United States was surveyed. The 30-item paper-and-pencil questionnaire asked for demographic information, HPV knowledge, HPV vaccine beliefs, and HPV vaccination status. The overall survey response rate was 89.6%. Results: Most women were unmarried/single (91.7%), with a mean age of 18.9 years (range 17-42). Race/ethnicity status included 73.0% white, 17.5% Hispanic, and 7.7% black/African American. One hundred eleven (40.5%) women reported receiving the vaccine. Nonvaccinated women were less likely to have heard of the vaccine through a healthcare provider (odds ratio [OR] 0.12, 95% confidence interval [CI] 0.04-0.35) or from a family member (OR 0.33, 95% CI 0.16-0.68) and more likely to consider a healthcare provider recommendation as being only somewhat important (OR 2.91, 95% CI 1.32-6.41) or not important at all (OR 5.61, 95% CI 0.44-71.87) vs. very important. Conclusions: Findings suggest that healthcare providers have an important role in encouraging HPV vaccination. Continuing education for providers who see preadolescent girls in conjunction with a parent or who treat women of college age may be a worthwhile endeavor. [ABSTRACT FROM AUTHOR]

The article discusses the integration of service learning into a social studies methods course in different colleges in the U.S. Service learning in academic course provides several benefits to students including experiences with diversity. Service learning offers a context for faculty to link students with different activities which include exposure to people in poverty as well as from various racial, ethnic, and religious backgrounds. It mentions the effort of the Campus Compact, a coalition of 1100 college and university presidents, to enhance and increase service learning across the country.

The article focuses on the role of learning assistance in bridging the gap between student's academic preparation and school's academic expectations in the U.S. It mentions that learning assistance must serve a wider range of student ability groups and support online learners due to the increased diversity of the student population. It states that learning assistance together with the higher education community have shared common goals including new student orientation, academic advising, and counseling services. In addition, the effectiveness of learning assistance can be measured in its support for online learners, facilitation of faculty development services, and its provision of class-based tutoring.

The article discusses the nature and scope of learning assistance in the U.S. postsecondary education system. It mentions that the scope of learning assistance becomes difficult to estimate since noncredit learning assistance services expanded the number of students participating in developmental courses such as tutoring, attending study strategies workshops, and using learning assistance center resources. In addition, the availability of learning assistance in the postsecondary education system has become universal at every institution also because of the involvement of faculty members who teach core curriculum courses.