Tami Radohl, Jordan Shockley, Kathryn Brown, Vanessa Groves, Regina Montoya
Homelessness among at-risk transitional age youth is an increasingly growing crisis impacting college-aged students across the United States. Thankfully, along with interest in their local community’s success, universities have the necessary resources that may offer a unique solution to this crisis. This study describes the pilot of a collaborative effort among a local youth shelter, mental health center, and a private university that provides housing and a college education simultaneously for college students experiencing homelessness and evaluates whether students who participate in such programs experience and maintain increases in life satisfaction, wellbeing, and resilience. Data were collected from a total of seven college students over a period of four years for this longitudinal study, yielding limited but encouraging results about the pilot process and the potential for an expansion of the project. Students were asked to complete surveys that assessed resilience and life satisfaction using the Connor-Davidson Resilience Scale (2003) and the Satisfaction with Life scale (International Wellbeing Group, 2013). Results showed students in the program presented similar scores as the general population (Zimmermann et al., 2020). Scores of well-being and resilience fluctuated; however, over time student wellbeing and resilience increased overall. Students participating in this comprehensive program achieved stability, safety, an increased standard of living, and connection. Results suggest that universities have the resources and networks to provide wrap-around services to students facing homelessness, increasing overall life satisfaction and resilience, and improving the likelihood of graduation.
{"title":"From Homelessness to Higher Education: A University’s Approach to Housing Students","authors":"Tami Radohl, Jordan Shockley, Kathryn Brown, Vanessa Groves, Regina Montoya","doi":"10.46504/19202404ra","DOIUrl":"https://doi.org/10.46504/19202404ra","url":null,"abstract":"Homelessness among at-risk transitional age youth is an increasingly growing crisis impacting college-aged students across the United States. Thankfully, along with interest in their local community’s success, universities have the necessary resources that may offer a unique solution to this crisis. This study describes the pilot of a collaborative effort among a local youth shelter, mental health center, and a private university that provides housing and a college education simultaneously for college students experiencing homelessness and evaluates whether students who participate in such programs experience and maintain increases in life satisfaction, wellbeing, and resilience. Data were collected from a total of seven college students over a period of four years for this longitudinal study, yielding limited but encouraging results about the pilot process and the potential for an expansion of the project. Students were asked to complete surveys that assessed resilience and life satisfaction using the Connor-Davidson Resilience Scale (2003) and the Satisfaction with Life scale (International Wellbeing Group, 2013). Results showed students in the program presented similar scores as the general population (Zimmermann et al., 2020). Scores of well-being and resilience fluctuated; however, over time student wellbeing and resilience increased overall. Students participating in this comprehensive program achieved stability, safety, an increased standard of living, and connection. Results suggest that universities have the resources and networks to provide wrap-around services to students facing homelessness, increasing overall life satisfaction and resilience, and improving the likelihood of graduation.","PeriodicalId":517119,"journal":{"name":"InSight: A Journal of Scholarly Teaching","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Trust as a Cornerstone for Fostering Academic Belonging","authors":"Lisa Nunn","doi":"10.46504/19202400nu","DOIUrl":"https://doi.org/10.46504/19202400nu","url":null,"abstract":"","PeriodicalId":517119,"journal":{"name":"InSight: A Journal of Scholarly Teaching","volume":"9 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mary Vaughn, Amy Schmisseur, Christie Kleinmann, Jason Stahl
Research shows that students benefit from outside-of-class interaction with instructors (Guerrero & Rod, 2013; Pascarella & Terenzini, 2005) yet rarely take advantage of visiting faculty during office hours (Abdul-Wahab et al., 2019; Bippus et al., 2003; Griffin et al., 2014). We interviewed 39 students in six focus groups to learn more about why this is the case. Our transcribed focus group discussions revealed six barriers students experience interacting with faculty during office hours and six ways students perceive faculty mitigating the barriers. From these data, we note three implications for instructors as they understand and manage their interaction with students outside of class.
{"title":"“I’m Afraid It’s Going to be Awkward”: Students’ Perceived Barriers to Visiting Instructors During Office Hours","authors":"Mary Vaughn, Amy Schmisseur, Christie Kleinmann, Jason Stahl","doi":"10.46504/19202403va","DOIUrl":"https://doi.org/10.46504/19202403va","url":null,"abstract":"Research shows that students benefit from outside-of-class interaction with instructors (Guerrero & Rod, 2013; Pascarella & Terenzini, 2005) yet rarely take advantage of visiting faculty during office hours (Abdul-Wahab et al., 2019; Bippus et al., 2003; Griffin et al., 2014). We interviewed 39 students in six focus groups to learn more about why this is the case. Our transcribed focus group discussions revealed six barriers students experience interacting with faculty during office hours and six ways students perceive faculty mitigating the barriers. From these data, we note three implications for instructors as they understand and manage their interaction with students outside of class.","PeriodicalId":517119,"journal":{"name":"InSight: A Journal of Scholarly Teaching","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online teaching requires faculty development and support to effectively meet the needs of students. Universities should widely recognize that having self-assured and competent online adjunct instructors greatly influences professional sustainability, learning outcomes, and student achievement. The objective of this descriptive study was to gain insights and perspectives on confidence and instructional effectiveness of online adjunct faculty as compared to those who taught on campus or in a blended format, after they participated in an online faculty orientation course. Survey data was collected, and correlational analysis was used to identify relationships between adjunct faculty’s perceived confidence and their instructional preparedness in their respective teaching modalities. Results indicate faculty may increase their confidence and instructional effectiveness after participating in an online training course.
{"title":"Enhancing Effectiveness through Faculty Development Focused on Online Adjunct Faculty: A Comprehensive Investigation","authors":"Stacy Yeager-Okosi, Aisha Hall, Nana Quaicoe","doi":"10.46504/19202402ye","DOIUrl":"https://doi.org/10.46504/19202402ye","url":null,"abstract":"Online teaching requires faculty development and support to effectively meet the needs of students. Universities should widely recognize that having self-assured and competent online adjunct instructors greatly influences professional sustainability, learning outcomes, and student achievement. The objective of this descriptive study was to gain insights and perspectives on confidence and instructional effectiveness of online adjunct faculty as compared to those who taught on campus or in a blended format, after they participated in an online faculty orientation course. Survey data was collected, and correlational analysis was used to identify relationships between adjunct faculty’s perceived confidence and their instructional preparedness in their respective teaching modalities. Results indicate faculty may increase their confidence and instructional effectiveness after participating in an online training course.","PeriodicalId":517119,"journal":{"name":"InSight: A Journal of Scholarly Teaching","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139894391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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