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Ripple Effects Mapping (REM) is a qualitative data analysis approach that combines mind mapping with inductive analysis to condense data obtained from group interviews. One benefit of REM is the ability to identify unintended outcomes, or "ripples," of the intervention of interest. Ripples are visually represented by a mind map created during the REM session. Mind maps connect related concepts, typically with the main concept in the center of the map and supporting ideas radiating from a central node. This project applied REM to undergraduate course evaluation. The purpose of this study was threefold: to use REM to identify undergraduate student-perceived benefits of research projects, to assess whether REM could be used to confirm achievement of course learning objectives, and to compare the themes identified from the mind mapping component of REM to those identified by inductive analysis. Mind maps were generated with Xmind (Xmind Ltd., Hong Kong) during online sessions by two groups of students, those who completed a "mandatory" research project (n = 11) and those who chose to participate in an additional "optional" research project (n = 9). There was considerable overlap in identified themes between mind mapping and inductive analysis, with skills, relationships, career direction, and unexpected benefits identified by both techniques. Mind mapping identified several additional themes. Findings from both approaches were compared to course learning objectives, and both confirmed that all objectives were met. In situations where time is a limiting factor, mind mapping could be superior to the complete REM approach for course learning objective assessments.

Objective: This study explored how COVID-related mental health and well-being varied between undergraduate and graduate students. Relationships with physical health behaviors were also examined. Participants: Undergraduate (n = 897) and graduate (n = 314) students were recruited from three US universities between mid-April and late-May 2020. Methods: Participants in this cross-sectional survey self-reported perceived stress, financial stress, resilience, repetitive negative thinking, mood, anxiety, diet, sleep, and physical activity using validated instruments. Results: Undergraduate students reported more perceived stress, more repetitive negative thinking, less positive mood, and less support from professors than graduate students. Perceived stress, repetitive negative thinking, negative mood, and anxiety increased among all students (p < 0.05 for all). Correlations between mental health outcomes and physical health behaviors were weak to moderate (r = 0.08 to 0.49). Conclusions: College students, particularly undergraduates, perceived negative mental health impacts during COVID. Creative approaches for meeting student needs are necessary.

This is a personal account of the author's journey through involvement with learning communities (LCs). She began college with little exposure to mentoring and research. Six years later, she graduated with a master's degree, a trove of experience from LCs, and the confidence to take on a research role in her profession. The author's personal roles in LCs over the years have taken many forms, but mainly relate to the mental health of college students. LCs have served as a vehicle for launching the author's career by helping her gain valuable experience in peer mentoring, research projects, and student poster presentations as well as providing opportunities to network, engage in professional development, and hone leadership skills. Student involvement is valuable throughout the LC experience to foster growth and development of not only the student, but the LC as well. The author witnessed firsthand the benefits of a partnership between students and LC team, demonstrating how much LCs benefit from integrating student input.

This study compared student impressions of a text-rich contractual syllabus to a graphic-rich engaging syllabus. Students enrolled in sections of an undergraduate introductory nutrition course viewed either a contractual or engaging syllabus and completed a survey regarding their perceptions of the course and instructor. Students perceived both types of syllabus positively, yet the engaging syllabus was judged to be more visually appealing and comprehensive. More importantly, it motivated more interest in the class and instructor than the contractual syllabus. Using an engaging syllabus may benefit instructors who seek to gain more favorable initial course perceptions by students.

Body composition of collegiate swimmers has been extensively studied; however, there are limited reports of body composition among Masters swimmers. This study compared the accuracy of air displacement plethysmography (ADP) and bioelectrical impedance (BIA) to the gold standard method of underwater weighing (UWW) in Masters level swimmers. The relationship between percent body fat (%BF) and body mass index (BMI) was also assessed. Recruitment (n = 6 females, 11 males) occurred at two Masters swim clubs. Pearson correlation coefficients revealed no significant differences between ADP, BIA, and UWW (p > 0.05). For both female and male Masters swimmers, the mean %BF was in the healthy range (30.4 ± 11.7% female, 21.3 ± 8.0% male); however, BMI was in the overweight range (27.0 ± 7.2 kg/m² female, 26.4 ± 4.8 kg/m² male). These findings suggest that while ADP, BIA, and UWW were comparable methods for assessing %BF in Masters swimmers, BMI did not adequately represent body composition and health risk for Masters swimmers. [ABSTRACT FROM AUTHOR]

While it is well documented that college freshmen gain weight, there is a dearth of studies examining critical time periods for this weight change. Freshmen living on campus (n = 103; 21M, 82F) visited the laboratory in August/September, November, January, February/March, and April/May. Measurements at each visit included: weight, waist circumference (WC), and body composition (% fat). Overall weight gain was 2.6 ± 3.1 kg, with most occurring during the first (1.4 ± 2.1 kg) and final (0.5 ± 1.5 kg; p<0.05 for all) two months of the academic year. WC did not change. Overall % fat gain was 1.7 ± 3.3% with most (1.1 ± 2.5%; p<0.01 for both) occurring in the final two months of the academic year. Changes in % fat were correlated with changes in WC (r = 0.464) and weight (r = 0.686; p<0.001 for both). Freshman weight gain can partially be attributed to accretion of fat warranting future investigations on targeted prevention programs focusing on behaviors early and late in the academic year.

A successful transition into adulthood is marked by occupational identity. From the developmental perspective, it is vital to examine the occupational perceptions of college students who grew up in distinct social and psychological environments from previous generations. To bridge the research gap, this study is to examine college students' subjective occupational perceptions and the psychosocial factors impacting their views on occupational identity. Fifty college students sorted 72 Q statements about their viewpoints on occupations. Findings revealed four viewpoints on the occupational perceptions with the highly work-engaged; money-minded; intrinsic motivation for career choice; and parent-child conflict. A person-centered counseling approach for individuals experiencing financial difficulties and/or parental conflict could enhance a sense of achievement and occupational identity. Considering delayed developmental tasks and uncertainties about their future career, along with their internal motivation and external conditions, comprehensive educational programs would be beneficial in exploring diverse career choices. [ABSTRACT FROM AUTHOR]

Health behaviors of higher education students can be negatively influenced by stressful events. The global COVID-19 pandemic presents a unique opportunity to characterize and compare health behaviors across multiple countries and to examine how these behaviors are shaped by the pandemic experience. Undergraduate and graduate students enrolled in universities in China, Ireland, Malaysia, South Korea, Taiwan, the Netherlands and the United States (USA) were recruited into this cross-sectional study. Eligible students filled out an online survey comprised of validated tools for assessing sleep quality and duration, dietary risk, alcohol misuse and physical activity between late April and the end of May 2020. Health behaviors were fairly consistent across countries, and all countries reported poor sleep quality. However, during the survey period, the COVID-19 pandemic influenced the health behaviors of students in European countries and the USA more negatively than Asian countries, which could be attributed to the differences in pandemic time course and caseloads. Students who experienced a decline in sleep quality during the COVID-19 pandemic had higher dietary risk scores than students who did not experience a change in sleep quality (p = 0.001). Improved sleep quality was associated with less sitting time (p = 0.010). Addressing sleep issues among higher education students is a pressing concern, especially during stressful events. These results support the importance of making education and behavior-based sleep programming available for higher education students in order to benefit students' overall health. [ABSTRACT FROM AUTHOR]

International Journal of Exercise Science 12(4): 989-1000, 2019. Many young adults experience distorted body image and decreased body satisfaction. To attain more "ideal" bodies, negative alterations in eating and/or exercise habits are common. This study's objective was to compare disordered eating and muscle dysmorphia in undergraduates who participate in aerobic-, anaerobic-, or flexibility-predominant exercise; mixed exercise; or no exercise. One hundred twelve undergraduate students (age 21.2 ± 4.8 years; BMI 25.0 ± 4.6 kg/m²) were recruited from the student union and recreation center. The Eating Attitudes Test (EAT-26), Muscle Dysmorphic Disorder Inventory (MDDI), and demographic/exercise questions were administered via iPad. Exercisers reported = 150 minutes/week of exercise. Predominant exercise type was defined as = 50% reported minutes from one type. Between-sex differences were assessed by t-tests, while exercise type differences were assessed using analysis of variance. Disordered eating was exhibited in 25.9% of undergraduates. Females had higher EAT-26 total and dieting subscale scores (p < 0.05 for both). EAT-26 total, dieting subscale, and bulimia and food preoccupation subscales were higher in aerobic-predominant compared to anaerobic-predominant exercisers (p < 0.05 for all). Muscle dysmorphia was exhibited in 7.1% of undergraduates. Males had higher MDDI total and drive for size subscale scores, while females scored higher on the appearance intolerance subscale (p < 0.05 for all). Aerobic- and anaerobic-predominant exercisers had higher MDDI total and functional impairment subscale scores than non-exercisers (p < 0.05). Non-exercisers were largely unaffected by disordered eating and muscle dysmorphia. Females and aerobic-predominant exercisers exhibited more symptoms of disordered eating, while males exhibited more symptoms of muscle dysmorphia. University campuses should consider targeted education for these groups. [ABSTRACT FROM AUTHOR]