Predictors of positive development in first-year college students

ABSTRACT

Objective: Emerging adulthood is an important phase in the transition to adulthood. Emerging adults experience minimal social control and incomplete development of executive functioning leaving this age-group at risk for misusing this newfound independence. Hence, it is important to understand pathways to support positive development (PD) outcomes. In this study, we examined the relationship between participation in civically engaged learning and PD among first-year college students. Participants: First-year college students (N = 225) were surveyed during the 2012–2013 academic year. Methods: Students were surveyed on measures of PD and engaged learning prior to the beginning (initial survey) and at the end of the first year (final survey) of their undergraduate education. Stepwise linear regression was used to examine the influence of engaged learning on PD outcomes. Results: Engaged learning during the academic year predicted flourishing and students' civic frequency. Also, faith-affiliation and parents' civic frequency contributed to students' civic frequency. Conclusions: Our interpretation of the findings suggests that engaged learning and family role modeling may promote PD among first-year undergraduate students.     

Improving Tobacco-Free Advocacy on College Campuses: A Novel Strategy to Aid in the Understanding of Student Perceptions About Policy Proposals

Abstract

Objective: Tobacco-control policy proposals are usually met with opposition on college campuses. Research to understand students’ viewpoints about health-related policy proposals and messaging strategies, however, does not exist. This study investigated students’ perceptions about a smoke-free policy proposal to help understand their positions of support and opposition and to inform the development of effective messaging strategies. Participants: In January 2012, 1,266 undergraduate students from a midwestern university completed an online questionnaire about smoke-free campus policies. Methods: Responses were coded and analyzed using Linguistic Inquiry and Word Count software and chi-square, independent-samples t tests, and binary logistic models. Results: Most students who supported a smoke-free policy considered environmental or aesthetic conditions, whereas most opponents used personal freedom frames of thought. Supporters viewed smoking policies in personal terms, and opponents suggested means-ends policy reasoning. Conclusions: Taken together, points of reference and emotions about proposed policies provided insight about participants’ perspectives to help inform effective policy advocacy efforts.     

The learning camera: A personalized learning model for online pedagogy in human services education

Abstract

This article describes the development of a personalized learning approach to human services online education that utilizes a “learning camera” as a metaphorical tool for undergraduate students’ development of knowledge, skills, and dispositions required for successful transition to professional practice. By highlighting students’ ongoing development as knowledge builders and constructivist learners, the online curriculum is enacted within each student’s area of interest and in their home communities. This “learning camera” model of online pedagogy for human services education is intended to serve as a resource for other institutions interested in praxis-oriented approaches to personalized online teaching and learning.     

Family Law and Foster Care

Abstract

There are challenges associated with teaching family law and public policy; however, cooperative learning, a recognized teaching strategy that serves to enhance students' overall development, including academic, cognitive, and social growth, can be used successfully to teach this subject matter. In this paper, we describe how we taught students about some aspects of qualitative research methods, foster care policies, and pertinent family law concepts and practices; this was done through the initiation of a research team of undergraduate and graduate students. We explain the development of a cooperative research team, and the methods used to teach family law, using foster care as a context. The observed outcomes for students and faculty members are offered to readers.     

Incorporating AIDS Content across the BSW Curriculum

Abstract

The article presents an attempt to incorporate AIDS education throughout the undergraduate social work curriculum. A two-tiered model of AIDS education is developed. The first stage focuses on students as a sexually active, at-risk group and provides information for their personal use. Building upon this base, the model proceeds to educate students as compassionate, ethical professionals prepared to provide services to people with AIDS. A number of learning exercises are discussed that can be integrated into the social work curriculum.     

There are no Answers,Only Choices: Teaching Ethical Decision Making in Social Work

Abstract

In teaching students about ethical decision making in social work, it is essential that the students are able to recognise the moral implications of their work and develop a deep understanding about ethical issues and their personal responsibility for making ethical choices. Thus, more than a “how to do it” approach is needed and teaching students about values and ethics is an essential thread that runs through our experience-based social work education program. The present paper describes a learning unit that sought to teach students about ethical decision making as a critical thinking process and, in so doing, to integrate students’ knowledge and experience of values, ethics, policy, and research in the final year of study. The relationship between values, ethics, policy, research, and social work practice provided an ideal context within which students could learn to integrate their knowledge and experience and apply it directly to their fieldwork practice. The paper ends with our critical reflection on this teaching experience and a critique of decisionist ethical frameworks.     

Attitudes toward Poverty during Undergraduate Education

Abstract

The commitment of social workers to serving economically disadvantaged clients has been questioned in an era of growing political conservatism. This empirical study examines perceptions of the causes of poverty of three groups of undergraduate social work students. Results confirm that students appear to develop beliefs about poverty that are consistent with desired professional values. Beginning, intermediate, and advanced BSW students rated structural explanations as the most salient and accorded the least importance to factors related to personal client deficiencies. However, a rise in fatalistic interpretations of poverty along with an increasingly external locus of control orientation characterized students who had completed their social welfare policy course. Strategies for enhancing curricula are suggested.     

Longitudinal Evaluation of Peer Health Education on a College Campus: Impact on Health Behaviors

Objective: The authors investigated the longitudinal impact of peer health education on the health behaviors of undergraduate students pertaining to alcohol and drug use, eating and nutrition, and sexual health. Participants: From fall 2003 to spring 2006, the authors annually administered a Web-based survey to a cohort of 2,000 randomly selected undergraduate students. Results: Students who had contact with peer health educators were significantly more likely over time than other students to report less alcohol consumption and fewer related negative consequences. Results also show that students who had contact with peer health educators initially endorsed engaging in unhealthy weight management and fat talk behaviors during their first year but decreased these unhealthy behaviors by their third year. No significant differences in sexual health behaviors were found. Conclusions: Results indicate that peer health educators play an important role in promoting healthy behaviors in the areas of alcohol and drug use and in eating and nutrition.     

Undergraduate students survey their peers on mental health: Perspectives and strategies for improving college counseling center outreach

Abstract

Objective: The purpose of the study was to examine student perspectives about college mental health including the primary mental health issues affecting students, common college student stressors, student awareness of campus mental health resources, and mental health topics students want more information about. Participants: Participants were 822 undergraduate and graduate students enrolled in a private university. The study was conducted during September 2016. Methods: As part of a public health course in program planning, undergraduate students surveyed their peers about their experience with mental health and mental health resources. Results: Stress was perceived as the largest mental health issue. Students most wanted more information about school/work/life balance followed by stress management. Electronic newsletters, social media, and on-campus seminars were the top strategies that students suggested as ways to reach them. Conclusions: The results provide student perspectives on mental health that may be useful in developing effective outreach efforts.     

Engaging Students in a Virtual Classroom: The Use of Bulletin Boards in Teaching and Learning for Chinese Learners

ABSTRACT

Chinese learners, being influenced by Confucian Heritage Culture (CHC), exhibit unique perceptions and behaviors in a web-based learning environment, such as passivity in expressing opinions and uncertainty about their learning without a teacher's assurance. Findings in this paper reflect such influences in a web-based social policy course for Chinese students which made extensive use of bulletin board discussion. In addition, their involvement in it is associated with how they feel about teachers' concern about their learning and whether expectations and assignments are clear. The paper recommends ways to improve web-based teaching and to facilitate Chinese learners in this new learning environment.     

What do urban college students really think about health insurance? A qualitative study

Abstract

Objective: To determine barriers and opportunities to health insurance enrollment among an undergraduate students at a large urban university. Participants: Participants were 31 college students enrolled in 4-year and community colleges in the City University of New York (CUNY), and six health services and insurance enrollment specialists who facilitate and assist in the health insurance enrollment process for CUNY students. Methods: Focus groups were conducted with students and in-depth interviews with key informants in May 2017. Results: The research revealed important insights into how students perceive and value insurance and yielded recommendations for the university to improve enrollment of its students. Conclusions: Many colleges can increase student enrollment in health insurance by informing and educating students about the process. Improving enrollment processes can increase insurance rates and improve student population health.     

The alcohol contexts of consent,wanted sex,sexual pleasure,and sexual assault: Results from a probability survey of undergraduate students

Objective: To examine, in a probability sample of undergraduate students, characteristics of students’ most recent sexual experiences (including alcohol use) as well as their experiences with nonconsensual sex. Participants: In January and February 2015, 22,046 students were invited to participate in an anonymous, cross-sectional, Internet-based survey; 7,032 surveys were completed (31.9%). Methods: Measures included background characteristics (age, gender, sexual orientation), most recent sexual event items (sexual pleasure, wantedness, alcohol use), and experiences with nonconsensual sex (since college and lifetime). Results: Respondents reporting sober consensual sex were more likely to report higher levels of sexual pleasure and wantedness. Nonconsensual oral, vaginal, or anal penetration occurring during college were reported by 15.8% of women and 7.7% of men. Students more often told friends, partners, or family members and rarely disclosed to university faculty or police. Conclusions: Implications for campus policy and health education are addressed.     

Implications for Sexual Assault Prevention: College Students as Prosocial Bystanders

Abstract

Prosocial bystander interventions are promising approaches to sexual assault prevention on college campuses. Objective: To assess bystander attitudes among undergraduate students at a northeastern university. Participants: A convenience sample of 188 students from 4 undergraduate classes was surveyed during regularly scheduled class sessions. Methods: Participants completed a short survey on bystander efficacy, readiness to change, and barriers to intervention prior to the start of class. Results: The majority of students were not involved in activities or programs focused on sexual assault prevention. Although students agreed that violence could be prevented, they perceived many barriers to their own participation in intervention. Conclusions: There is a need for gender-targeted prevention programming that introduces the idea of prosocial bystander intervention, with a focus on increasing self-efficacy and lowering barriers.     

‘It simplifies research!’: impact of a song lyrics exercise among MSW students

ABSTRACT

The use of pop culture sources in social work education enhances the learning of MSW students in the human behavior, policy and diversity courses. Pop culture sources can enhance learning because of the potential for a quicker recall of content, revealing hidden talents and sophisticated understanding of the concepts, and making the assignments more enjoyable for students. However, the impact of utilizing pop culture sources among MSW students in research courses remains unknown. It is imperative that contemporary teaching modalities be implemented in research courses because MSW students have mixed feelings about taking research classes and conducting research of their own. The purpose of this article is to report findings of the implementation of a pop culture source-analyzing song lyrics-in an introductory MSW research class at one university in the USA. Qualitative and quantitative data were collected from (N = 17) MSW students. Findings lend support to utilizing the song lyrics exercise, as students reported enhanced self-efficacy and knowledge of the research process. Future research should assess the impact of this activity with larger samples.     

Uptake of HPV vaccine in traditional-age undergraduate students: Knowledge,behaviors, and barriers

Abstract

Objective: This study investigated potential factors associated with HPV vaccine uptake in a diverse population of traditional-age undergraduate students. Participants: One hundred and twenty-nine undergraduate students aged 18–24 attending a small southeastern university completed surveys in January to March of 2013. Methods: Questionnaires included demographic information, basic HPV knowledge, HPV vaccine uptake, and factors influencing uptake decision. Survey results were analyzed with chi-square and t-test analyses. Results: Vaccine uptake was significantly higher in students who reported that health care provider, public health information, parents, and access to vaccine were important factors in their decision to get vaccinated. Female students had a significantly higher vaccine uptake in comparison to males and the HPV knowledge scores differed significantly by race but not gender. Conclusions: It is especially important to consider how public health campaigns and communication with parents and health care providers help promote HPV vaccine uptake in this high-risk group.     

Perceived Built Environment Characteristics of On-Campus and Off-Campus Neighborhoods Associated With Physical Activity of College Students

Abstract

Objective: To identify differences in neighborhood environment and their association with physical activity (PA) levels of on-campus compared with off-campus students. Participants: Participants were 822 undergraduate students at a mid-sized mid-Atlantic university. Methods: Students completed the Neighborhood Environment Walkability Scale–Abbreviated and the International Physical Activity Questionnaire in October 2013. Results: Lower residential density, traffic safety, and crime scores and higher land-use mix diversity, aesthetics, and lack of parking scores were reported among on-campus residents. On-campus residents reported higher levels of active transportation PA, leisure PA, and total PA. Land-use mix diversity, aesthetics, and lack of cul-de-sacs were associated with physical activity level. Conclusion: The on-campus and off-campus environments differ in ways that may impact the ability of undergraduate students to be physically active. Strategies to promote continued active transportation and leisure PA are discussed.     

Stressors experienced by immigrant and other non-native English-speaking students in U.S. schools and their families

Abstract

This literature-based study of stressors experienced by recent immigrant families focuses on their impact on school-aged children. The author, a trainer of teachers of English as a second language and an education researcher specializing in issues affecting students with non-mainstream language backgrounds, identifies stressors resulting from (a) separation of families, (b) changes in familial roles, (c) social and legislative pressure that targets immigrant families, and (d) school bullying and harassment. Many immigrant students experience stressors in all four categories in addition to the stress of learning a new language and adapting to a new culture. To help mitigate the negative impact – which can include difficulty focusing on academics, developmental delays, or problem behavior – the author recommends that schools and communities embrace difference and support the struggles of immigrant students and their families and that schools, in particular, develop cultures and provide resources to help new Americans to thrive despite challenges.     

Successful Distance Learning Graduate Education in Human Services

SUMMARY

There is a critical learning process unique to graduate human services education. This process needs to be applied in the distance-learning environment. The planning and designing of course material, along with instructional strategies, need to incorporate the five phases of this learning process. Faculty who use this process to develop and deliver their distance programs will utilize the technology and educational environment of distance learning to the fullest. This paper gives readers the framework for designing human services courses so that graduate students benefit from the structure and presentation of course material in the unique environment of distance learning.     

Outcomes focused user involvement in social work education: applying knowledge to practice

Abstract

This paper discusses an innovative approach connecting service user and carer involvement (SUCI) in social work education to social work practice. The research team, comprised service users, carers, social work students and module leader, worked collaboratively democratising the research process. At the University of Dundee, a core social work module facilitates students to spend 15 h with a service user and/or carer (host) gaining a unique insight into their everyday lives. During this time, hosts and students discuss two policy practice questions, responses to these questions are generating annual qualitative data, with study findings being disseminated at local and national level. The experiential learning students acquire from spending time with their host becomes the site of knowledge creation through involvement that is applied to practice. This paper reports on the narratives emerging from the longitudinal data (2012–2015, n = 90) on the changing landscape of social care in Scotland and the dissemination of project findings. We explore the intersection where the voices of service users and carers, student learning and social work practice coalesce. A model of outcomes focused SUCI is introduced as a template for meaningful, sustainable and outcomes-focused SUCI in social work education.     

Learning Style Preferences of Undergraduate Social Work Students

It has been identified that undergraduate social work students have distinctive learning needs. The purpose of this study was to investigate the learning style preferences of a group of undergraduate social work students enrolled at a large Australian university. The Kolb Learning Style Inventory, Index of Learning Styles and Success Types Learning Style Type Indicator was distributed to 606 students enrolled in an undergraduate social work degree at one metropolitan Australian university. A total of 116 questionnaires were returned, providing a response rate of 19.14%. The results indicated that converging and assimilating, intuitive and sensing, thinking, judging and perceiving learning styles were favoured by this group of social work students. It is recommended that educators understand and take into consideration the learning style preferences of undergraduate social work students when developing curricula and evaluating teaching approaches, especially when planning and implementing education initiatives. This will help create effective learning environments, appropriate learning opportunities and a contemporary curriculum for social work students.