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Descriptors:
Student Costs; Socioeconomic Status; Social Class; College Students; College Admission; Student Diversity; Affirmative Action; Economically Disadvantaged; College Entrance Examinations; Scores; Student Organizations; Court Litigation

Abstract:
At Middlebury College--and on campuses throughout the country--class is coming out of the closet. Long hidden from view, economic status is emerging from the shadows, as once-taboo discussions are taking shape. The growing economic divide in America, and on American campuses, has given rise to new student organizations, and new dialogues, focused on raising awareness of class issues--and proposing solutions. With the U.S. Supreme Court likely to curtail the consideration of race in college admissions this year, the role of economic disadvantage as a basis for preferences could further raise the salience of class. Today's young people have grown up in a world unlike that of their parents. Class inequality has taken on much greater salience than racial inequality. Today's youth didn't grow up seeing fire hoses being trained on peaceful civil-rights demonstrators. Instead they have grown up in a country where racism continues to exist, but where voters elected and then re-elected a black president, and where Latinos are a rising political power. And they have come of age at a time of growing economic inequality, when the advantages of economic privilege are greater than ever before. Wealthy families have always had more resources to invest in their children, but the gap in that spending between wealthy and poor families has tripled since the 1970s. For 50 years, higher education has managed to avoid questions of class. But gaping economic disparity, changing student sentiment, and the U.S. Supreme Court seem likely to bring class back, once again, to the forefront. Having taken some modestly successful steps to include women and racial minorities, will the colleges accept the challenge? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Minority Group Students; Student Diversity; Student Organizations; African American Students; Social Networks; Student Personnel Services; College Freshmen; School Orientation; Outreach Programs; Cultural Awareness; Intercultural Programs; Student Participation; Mass Media Role; Mass Media Use; Program Descriptions; Program Development; Program Effectiveness

Abstract:
Planning programs with learning outcomes that address diversity issues on campus can become fairly routine--a "plug and play" task--for a director of multicultural student affairs at a private, religious, predominantly white liberal arts university. However, connecting with African American and other minority students when they arrived on campus at Wittenberg University had become a challenge for the author as the director, and for the student leaders of the African American student organization he advised. Despite their best efforts to engage their target population, progressively fewer students were connecting with them or participating in significant numbers in their programs and events. The anecdotal feedback from students was that diversity awareness was, in their estimation, cliched and passe. Connecting with these students before they arrived was the key to engaging them on campus. In this article, the author describes how he spanned the virtual and physical worlds to help incoming minority students find their place. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grief; Death; College Students; School Policy; Leaves of Absence; Social Support Groups; Student Organizations

Abstract:
At many colleges, taking time off to care for a relative, or missing a few days of class to attend a funeral, can be difficult for students. They may encounter a professor who tells them, in so many words, to suck it up. They might have difficulty negotiating extensions for assignments and make-up dates for exams. Although most institutions have a bereavement policy for faculty and staff, few have one for students. Perhaps not for long, though. In recent years, several colleges have created grief-absence policies, which grant students excused absences in the event of family deaths or illnesses, and ensure that students can make up class credit later. A policy like this existing on a campus sends a message systemically that campus administrators understand that students have lives and face challenges that are real and can impact success. As some colleges have adopted grief absence policies, organizations that help grieving students have formed on campuses around the country. For a majority of grievers, they do not necessarily need a counselor, they do not necessarily need professional help. What they need is someone who they can relate to. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Homosexuality; Sexual Identity; Sexual Orientation; Social Attitudes; Student Organizations; At Risk Students; Suicide; School Psychologists; Social Support Groups; Identification; Individual Development; Safety; Risk Management; High School Students

Abstract:
Lesbian, gay, bisexual, and transgender (LGBT) students face many risk factors every day when they enter their school's door. These students often fear for their safety at school, are victimized, have academic difficulties, suffer from issues with their identity development, and are at risk for suicide. School-based Gay-Straight Alliances (GSAs) have been shown to reduce the risk for LGBT students in these areas. School psychologists are in a unique position to be instrumental in alleviating many of the problems LGBT students face every day by being a GSA advisor. This article reviews the literature on LGBT student risk in terms of the benefits of a GSA and guides school psychologists on how to start and advise a GSA in their schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Studio Art; Children; Artists; Student Organizations; International Organizations; Cooperation; Creativity; Student Motivation; Foreign Countries

Abstract:
Room 13 is a global uprising of creative and entrepreneurial children who are responsible for a growing international network of student-organised art studios. Each Room 13 studio facilitates the work of young artists alongside a professional adult artist in residence, providing an exchange of ideas, skills and experience across the ages. The result is an ongoing collaboration between adults and young people and a thriving culture of philosophical enquiry driven by a motivation to think and to learn. My own experience with Room 13 spans from that of the student, to adult artist and practitioner. Working under the direction of subsequent student-management teams, I have been fortunate to be involved in the process by which Room 13 has gone on to establish an international network of student-run art studios, serving an expanding global community of young artists.The emerging global movement surrounding these studios calls for a serious revaluation of what art is--and who is qualified to make it. Room 13 not only augments the case for the work of young artists, but presents a challenge to the current systems for art education. As the quality of formal arts education is eroded by a universal need to standardise educational experiences, the training that Room 13 provides motivates individuals and develops their creativity in a way that outstrips anything that schools, or even art colleges, can currently offer. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Quality Assurance; Stakeholders; Institutional Cooperation; Student Unions; Usability; Focus Groups; Student Organizations; Questionnaires; Interviews; Foreign Countries

Abstract:
The European Higher Education Area (EHEA) would not be what it aimed to become without a strong emphasis on quality and quality assurance, as the latter can provide the basis for mutual trust--the prerequisite without which recognition, mobility and institutional cooperation could not function on a larger scale. The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) have been developed to cater for maintaining national characteristics and as a response to the essential need to create a mutual understanding of how to safeguard existing quality and enhance it further. The ESG have aimed to shape the construction of the EHEA and ensure the trustworthiness of higher education to European society. The results of the analysis presented in this report underline the essential need for, and the success of, the ESG. At the same time, the findings and recommendations also provide concrete suggestions for further improvement of the ESG, so that they might best contribute to the desired European Area of Quality Higher Education. The ESU consultation report of the MAP-ESG project builds on the experiences of national and local student organisations as well as individual student representatives and student reviewers who have been involved in quality assurance at institutional, national and European level. The consultation process was conducted through structured questionnaires, individual interviews and a focus group. Data was collected from 29 national student unions from 27 countries, 27 local student unions from 7 countries, 11 individual students who took part in the external reviews of QA Agencies and 21 focus group participants from 15 countries, who were also interviewed individually. The data analysis was complemented with text analysis of the ESG and relevant literature where appropriate. Despite the variety of different data sources, several themes emerged as those which the students identified as essential to a discussion on the ESG. These themes are: the purpose and the scope of the ESG, clarity and usability of the ESG, impact and implementation of the ESG and stakeholder involvement in quality assurance as a particular, overarching theme. A summary of key findings for each of the identified themes, followed by a summary of recommendations for further improvement of the ESG, is provided in this report. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Postsecondary Education; Educational History; Public Agencies; Organizations (Groups); Educational Policy; Agency Role; Institutional Role; Higher Education; Government Role; Vocational Education; Professional Associations; Advocacy; Canada Natives; Faculty Organizations; Student Organizations; Educational Administration; College Faculty; College Students; College Administration

Abstract:
This report describes agencies (established by government) and organizations (established by others) that dealt exclusively with postsecondary education in British Columbia, Canada and which had at least one professional employee and/or were separate legal entities. Of the fifty groups described since 1960, about two dozen existed in 2012. The current groups tend to have special interest or self interest mandates, whereas system-level bodies providing educational and other leadership were more common in previous decades. Although the information is presented thematically rather than chronologically, four eras are evident: (1) launch of a comprehensive postsecondary system (to 1973); (2) helping the young system to mature (to 1987); (3) supports in particular areas (to 1997); and (4) transition into the next generation postsecondary system. Agencies are categorized as either decision-making or facilitative. Categories for organizations include institutional advocacy, students, employers and employees, and information and infrastructure. The report is descriptive rather than interpretative, but quotes in sidebars convey the character and context of the various bodies and a few concluding thoughts are provided. A list of acronyms is appended. (Contains 3 footnotes.) [For Volume 5, see ED532003.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Homeless People; Emergency Shelters; College Students; Student Organizations; Student Leadership

Abstract:
From 1983-2011, the Harvard Square Homeless Shelter (HSHS) in Cambridge, Massachusetts, was the only student-run homeless shelter in the United States. However, college students at Villanova, Temple, Drexel, the University of Pennsylvania, and Swarthmore drew upon the HSHS model to open their own student-run homeless shelter in Philadelphia, Pennsylvania, in January 2012. This article describes the process by which the Student-Run Emergency Housing Unit of Philadelphia opened its doors, as well as the successes and challenges encountered in its first year of operation. The feasibility of this student-run model expanding to other American cities is also considered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Cultural Differences; Values; Cultural Awareness; Depression (Psychology); Culture Conflict; Universities; Culturally Relevant Education; Foreign Countries; Higher Education; Anxiety; Environmental Influences; Community Involvement; Counselors; Foreign Students; Immigrants; Grounded Theory; College Students; Student Organizations

Abstract:
This study investigated whether or not Caribbean overseas students, attending universities in the United States, perceived that they experienced culture shock and what themes emerged explaining their experiences. Thirty-eight participants indicated having experienced culture shock, and 20 did not. Five major themes (loneliness and feelings of not fitting in, anxiety and depression, value system and cultural differences, cultural identity, and environmental factors) emerged from the students who experienced culture shock. One major theme (sense of community) emerged from the students who did not experience culture shock. Recommendations for counselors and areas for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dietetics; Consumer Science; Educational Experience; Student Organizations; Higher Education; Campuses; College Students; Consumer Education; Professional Associations; Group Membership

Abstract:
It is well established that college students who participate in campus professional organizations report that their educational experience is enhanced and they are better able to make a successful transition to the world of work. In this study, family and consumer sciences students in three major areas of study--child and family development; clothing, textiles, and interiors; and nutrition/dietetics--were asked why they belong to student organizations, what value they place on participation, and how likely they are to continue those associations post graduation. Students offered specific examples of rewarding experiences they have had as members of campus professional organizations. Findings indicate that the groups are similar with regard to likelihood of continuing professional memberships; however, there were several differences with regard to reasons for joining and examples of specific beneficial experiences. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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