College student journal (Coll Student J )

Publisher: Project Innovation (Organization)

Description

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  • Other titles
    College student journal
  • ISSN
    0146-3934
  • OCLC
    1564072
  • Material type
    Periodical
  • Document type
    Journal / Magazine / Newspaper

Publications in this journal

  • [show abstract] [hide abstract]
    ABSTRACT: Our purpose was to explore how different sources of inspiration influenced two groups of students' inspiration process and their attitudes toward their design projects. Assigned sources of inspiration and instructor's assistance in the search for inspiration varied for two groups of students completing a small culture inspired product design project in an introductory design class. One group was free to select any culture as an inspiration source; the other group was assigned a specific culture and was provided with information and visuals about the assigned culture's design environment. We asked students to explain their inspiration process and their attitude towards the design project via a self-administered questionnaire. Their responses indicate that many students enjoyed the project in both groups, but they failed to understand the importance of locating appropriate research sources. We believe that although design students need autonomy to develop their own design skills, novice design students need instructor's intervention in the early stages of design process to learn the value of appropriate research in design process.
    College student journal 06/2013; 47(2):404.
  • [show abstract] [hide abstract]
    ABSTRACT: This study investigates the importance of student teachers expectations as a predictor of future social and emotional competencies of young children. These predicted expectations were estimated from a 42 item questionnaire that was designed by the author and it addressed five domains: social skills, social awareness, self-control, relationship skills and selfawareness. Expectations were defined as the predicted teachers expectations that are necessary for young children’s social and emotional competencies in kindergarten. The study sample consists of 78 student teachers attending early childhood four year program at the University of Jordan (UJ) in Amman. The results revealed that early childhood student teachers at UJ view the social and emotional competencies as necessary for young children development in preschools. The results indicated that there were significant differences in the expectations of student teachers according to their practice and non-practice, college year and between seniors and freshman. On the other hand, there were no significant differences of student teacher expectations according to their GPA and choice of major. Based on these findings the researcher addressed a number of suggestions and recommendations
    College student journal 03/2013; 47(1):138-154.
  • College student journal 01/2013; 47(1):219-225.
  • [show abstract] [hide abstract]
    ABSTRACT: Whistle-blowing indicates disclosing organizational wrongdoings resulting in harm to third parties. An individual’s decision to blow the whistle might be based upon organizational, situational or personal factors. This study inquires the relationship between value orientations of prospective teachers and choices for whistle-blowing with particular modes and two concepts of individual value orientations, individualism/collectivism and idealism/relativism. Descriptive statistics and Correlation matrix were used for the analysis of the data. Results revealed that, prospective teachers prefer anonymous reporting more than external reporting. The results showed that there is no relationship between the values and intentions of the prospective teachers to blow the whistle externally, and anonymously. While there have been many studies examining whistle blowing with different factors in especially marketing, there has not been any intention for examining it in education. Thus, this paper aimed to contribute to the extant literature by choosing Turkey and education as context as most studies have been conducted in the Western cultures, and in accounting or marketing service.
    College student journal 01/2013; 47(3):534-546.
  • [show abstract] [hide abstract]
    ABSTRACT: Students report drinking for social reasons, yet the social benefits of alcohol use are less understood. Associations between social drinking motives, drinking behaviors, and college friendships were examined via in-person interviews with 72 college freshmen from a large Midwestern University. Social drinking motives were significantly associated with drinking behaviors; however, drinking behaviors were not associated with the number of new casual or close friends students made at college. Consistent with previous research, social motives predicted drinking behaviors; however drinking behaviors were unrelated to friendship outcomes. Drinking prevention campaigns might incorporate these findings in an effort to alter college freshmen's social alcohol expectancies.
    College student journal 01/2013; 47(1):96-101.
  • College student journal 06/2012; 46(2):323.
  • College student journal 01/2012; 46(3):567-580.
  • College student journal 01/2011; 45:550.
  • College student journal 01/2011; 45:481-492.
  • College student journal 09/2010; 44(3):805-810.
  • [show abstract] [hide abstract]
    ABSTRACT: The major purpose of this study was to explore the relationship(s) between acculturation and the career beliefs of Indian, Chinese and Korean international students. Each of the participants was administered a demographics questionnaire, an adapted version of the Suinn-Lew Asian Self-Identity Acculturation Scale (SL-ASIA) and the Career Beliefs Inventory (CBI). Descriptive data based on the three instruments are given. Individual data analyses were conducted for each country. An internal consistency analysis indicated low reliabilities for the adapted SL-ASIA. Modest reliabilities were found for the CBI scales. Unclear factor solutions emerged for both instruments. A low canonical correlation was found between acculturation levels and career beliefs. The findings have implications for culturally relevant career counseling and multicultural career assessment.
    College student journal 09/2010; 44(3).
  • [show abstract] [hide abstract]
    ABSTRACT: A critical task for communication educators is preparing students with the knowledge, skills, and attitudes for active and responsible participation within a rapidly changing global community. Given the complex nature of the challenges citizens will tackle in this century, there is a pressing need for educational approaches that will cultivate more dynamic and systemic understandings of cross-cultural messages, social experiences, and civic participation. This teacher-research study reports the findings of a semester-long project in which conflictual content and group dialogue were utilized to promote critical reflection and transformative learning among college students in a small group communication class. A qualitative methodology and interpretive framework were used to collect and analyze the data. The analysis of data indicated three general findings: an enhanced sense of ambiguity and complexity, instances of adult learning and trans- formative development and influences on the classroom environment. Educational possibilities for transformative learning experiences are examined, and implications are discussed for theory and practice in communication education. (Contains 3 endnotes.)
    College student journal 01/2010;

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