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Fostering College Students’ Sense of Belonging by Building Help-Seeking Behaviors in an academic Recovery Program

New Directions for Higher Education 2025年第209期2025卷 9-14页

作者： Sithaldeen, Riashna August, Luna Phetlhu, Ontiretse Kokolo, Busisiwe Academic Development Programme Centre for Higher Education Development University of Cape Town Rondebosch South Africa

Students, particularly those at academic risk, often experience feelings of alienation and lack a sense of belonging. This can make them reluctant to seek help. A sense of belonging and the willingness to seek help are therefore closely linked. Persistent socioeconomic disparities, inherited from apartheid, make this especially challenging for Black students in South African higher education, who are, in many ways, already marginalized. At the University of Cape Town (UCT), the COVID-19 pandemic and the shift to remote teaching and learning, led to a significant increase in the number of students in this group that faced academic exclusion. To address this issue, an initiative for academic recovery was developed to help students re-engage with their studies. A key objective was to encourage students to view help-seeking as a strategy for future academic success. Using grounded theory analytic techniques, we analyzed 270 student submissions from two cycles of the program to evaluate changes in help-seeking behavior before and after explicit instruction on help-seeking strategies. Our analysis revealed a strong connection between help-seeking behavior and a sense of belonging. As students increased their engagement in help-seeking behaviors, they also reported a greater sense of connection to both their peers and the institution. We conclude that this approach, therefore, not only supports academic recovery but also fosters a sense of belonging among students, thereby offering a practical, capacity-building method to enhance belonging. © 2025 The Author(s). New Directions for Higher Education published by Wiley Periodicals LLC.

关键词： academic advising academic recovery belonging help-seeking retention ubuntu

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A multimodal approach to academic 'literacies': Problematising the visual/verbal divide

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Language and Education 2006年第6期20卷 449-462页

作者： Archer, Arlene Academic Development Programme University of Cape Town Rondebosch 7700 Hlanganani Building South Africa

There has tended to be an overemphasis on the teaching and analysis of the mode of writing in 'academic literacies' studies, even though changes in the communication landscape have engendered an increasing recognition of the different semiotic dimensions of representation. This paper tackles the logocentrism of academic literacies and argues for an approach which recognises the interconnection between different modes, in other words, a 'multimodal' approach to pedagogy and to theorising communication. It explores multimodal ways of addressing unequal discourse resources within the university with its economically and culturally diverse student body. Utilising a range of modes is a way of harnessing the resources that the students bring with them. However, this paper does not posit multimodality as an alternative way of inducting students into academic writing practices. Rather, it explores what happens when different kinds of 'cultural capital' (Bourdieu, 1991) encounter a range of generic forms, modes and ways of presenting information. It examines how certain functions are distributed across modes in students' texts in a first year engineering course in a South African university (specifically scientific discourse and student affect) and begins to problematise the visual/verbal distinction. © 2006 A. Archer.

关键词： academic literacy Access Multimodality Scientific discourse Social semiotic

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Tensions between textbook pedagogy and the literacy practices of the disciplinary community: A study of writing in first year economics

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Journal of English for academic Purposes 2007年第2期6卷 109-125页

作者： Paxton, Moragh Academic Development Programme Centre for Higher Education Development University of Cape Town Private Bag Rondebosch 7701 South Africa

This paper describes aspects of a research project which used linguistic and intertextual analysis of student writing to investigate the relationship between the academic curriculum and student voice in a first year economics course at a South African university. I argue that the discourses and practices of first year university economics textbooks provide a model of literacy practices which contradict many of the literacy practices of the discipline of economics. The first year economics textbook in particular, rather than exposing students to a variety of arguments and encouraging the development of critical reading skills appropriate for academic contexts, tends to be single voiced. This gives the impression of consensus in the discipline and it may encourage rote learning and plagiarism. This argument is supported with data from a research project. © 2007 Elsevier Ltd. All rights reserved.

关键词： academic literacy academic writing Economics English for academic purposes Plagiarism Textbook

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LETTER TO AGENDA

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Agenda 1994年第20期10卷 4-6页

作者： Leanne Browning[a] [a]Academic Development Programme Coordinator for the Department of Education University of Durban-Westville Durban

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Audiovisual services at Loughborough

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Industry and Higher Education 1988年第2期2卷 121 - 122页

作者： Andrew Wilson Academic Staff Training and Development Programme Loughborough University of Technology Loughborough UK

Loughborough University's audiovisual services unit works extensively with outside clients. This has many advantages for the client, but there are major problems that units considering this sort of work have to ov...

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Review of Book: developmental Science and Sustainable development Goals for Children and Youth. (2018). Verma, S., & Petersen, A.C. Cham, Switzerland: Springer. Editorial, 470 pages. ISBN: 978–3–319-96,591-8

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Applied Research in Quality of Life 2019年第5期15卷 1569-1572页

作者： Adams, Sabirah Language Development Group Academic Development Programme Centre for Higher Education Development University of Cape Town Cape Town South Africa

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Developing competence portfolios in engineering undergraduates

Developing competence portfolios in engineering undergraduat...

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26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Same places, different spaces", ASCILITE 2009

作者： Goodyer, Jane Milne, John Programme Director School of Engineering and Advanced Technology College of Sciences Massey University Palmerston North New Zealand Centre for Academic Development and eLearning Massey University Palmerston North New Zealand

ISBN: (纸本)9781877314827

This evaluation aimed to identify the student view of activities based around engineering graduate attributes and the presentation of these to potential employers. This included the introduction of an ePortfolio, activities to identify students' strengths and a reflection framework to help students analyse their strengths. Students are required to do work experience throughout this degree. It was thought that this would motivate the students to collect evidence of their strengths so they could present them to potential employers. Overall the ePortfolio activities had a limited impact. The evaluation collected evidence about the ePortfolio aided activities and the barriers and enablers to students learning. The questionnaire had a section to identify the level of student reflective thinking. Students who were straight from school had a similar level of reflective thinking to older students. © 2009 Jane Goodyer and John Milne.

关键词： Students

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Teaching measurement in the introductory physics laboratory

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Physics Teacher 2003年第7期41卷 394-401页

作者： Allie, Saalih Buffler, Andy Campbell, Bob Lubben, Fred Evangelinos, Dimitris Psillos, Dimitris Valassiades, Odysseas Academic Development Programme in Science University of Cape Town South Africa Physics Department University of Cape Town South Africa Department of Educational Studies University of York United Kingdom Physics Department University of Thessaloniki Greece School of Education University of Thessaloniki Greece

Traditionally physics laboratory courses at the freshman level have aimed to demonstrate various principles of physics introduced in lectures. Experiments tend to be quantitative in nature with experimental and data analysis techniques interwoven as distinct strands of the laboratory course.¹ It is often assumed that, in this way, students will end up with an understanding of the nature of measurement and experimentation. Recent research studies have, however, questioned this assumption.^2,3 They have pointed to the fact that freshmen who have completed physics laboratory courses are often able to demonstrate mastery of the mechanistic techniques (e.g., calculating means and standard deviations, fitting straight lines, etc.) but lack an appreciation of the nature of scientific evidence, in particular the central role of uncertainty in experimental measurement. We believe that the probabilistic approach to data analysis, as advocated by the International Organization for Standardization (ISO), will result in a more coherent framework for teaching measurement and measurement uncertainty in the introductory physics laboratory course. © 2003 American Association of Physics Teachers.

关键词： PHYSICS education PHYSICAL sciences TEACHING RESEARCH

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Demographics and family-related adverse childhood experiences influence developmental and behavioral outcomes in maltreated young children – a real-life study in Singapore

Child Protection and Practice

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Child Protection and Practice 2025年 4卷 100111-100111页

作者： Chitra G. Ramalingam Rashmi A. Mittal Wilson C.J. Low Lourdes Mary Daniel Pratibha K. Agarwal Jean Yin Oh Li Ming Ong Wen Hann Chow Oh Moh Chay Sita Padmini Yeleswarapu Department of Child Development KK Women's & Children's Hospital Singapore Department of Paediatrics Duke-NUS Medical School Singapore Division of Medicine Paediatrics Academic Clinical Programme KK Women's & Children's Hospital Singapore Department of Paediatrics NUS Yong Loo Lin School of Medicine Singapore Department of Paediatrics NTU Lee Kong Chian School of Medicine Singapore Department of General Paediatrics KK Women's & Children's Hospital Singapore Department of Respiratory Medicine KK Women's & Children's Hospital Singapore

Background and objectives Adverse childhood experiences (ACEs) are known to affect physical and mental health outcomes. In this study, we investigated the role of demographical factors and ACEs focusing on family-related factors on behavioral and developmental outcomes in young children exposed to maltreatment in Singapore. Participants and setting Children suspected of maltreatment and their siblings (<4y of age) were prospectively enrolled (n = 112) in a cross-sectional, correlational cohort study recruited through convenience sampling. Methods developmental outcomes were evaluated using Ages and Stages Questionnaire-3 (ASQ-3) and behavioral outcomes by Child Behavior Checklist (CBCL). Two multivariable logistic regression analyses were conducted: (A)presence/absence of ≥3 ACEs, and (B)effect of family-related ACEs, after controlling for demographics including maternal education and per capita income (PCI). Results The mean ACEs score was 2.8 ± 1.5, with developmental and behavioral concerns in 76% and 27%, respectively. Children with ≥3 ACEs had higher abnormal T-scores on CBCL and lower scores in gross-motor domain (p < 0.05). Logistic regression analysis(A) identified lower PCI as affecting ASQ-3 communication (p = 0.02) and predisposing to concerns in CBCL (p < 0.03), while maternal education ≤12 years was associated with concerns in personal-social and gross-motor domains (p < 0.01). In contrast, in logistic regression analysis(B), caregiver substance abuse was found to adversely affect ASQ-3 communication and problem-solving domains (p < 0.05), and maternal mental illness predisposed children to concerns in CBCL(p < 0.05). Conclusions Lower family income, lower maternal education, caregiver substance abuse and maternal mental health issues predispose children subjected to ACEs to further delays and behavioral concerns. Early identification and intervention in this high-risk cohort is imperative to mitigate the long-term impact of ACEs exposure.

关键词： Adverse childhood experiences (ACEs) Child development Behavior problems ASQ-3 Childhood behavior checklist (CBCL) developmental screening

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Determinants of innovation and productivity across manufacturing and services sectors: micro evidence from Mexico

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Innovation and development 2020年第3期10卷 323-345页

作者： De Fuentes, Claudia Dutrénit, Gabriela Gras, Natalia Santiago, Fernando Sobey School of Business Saint Mary’s University Halifax Canada Economics Management and Policy of Innovation Postgraduate Program Mexico City Mexico Academic Unit of the University Research Council (CSIC) Universidad de la República Montevideo Uruguay Policy and Programme Support Division Department of Policy Research and Statistics United Nations Industrial Development Organization (UNIDO) Viena Austria

This paper presents an analysis of the determinants of innovation activities, and its effect on output and productivity across manufacturing and services firms in Mexico. We build on the theoretical framework of synthesis approach and contribute to identify the main differences of innovation intensity and its effects across four sectoral groups with different learning modes. Based on data from the 2010 Mexican innovation survey, our results show important differences across sectors and indicate that more dynamic services firms have similar innovation patterns to those in manufacturing. In terms of policy implications, this study highlights the importance of promoting innovation as the basis for improved productivity of firms in Mexico differentiating by sectors. More specifically, policy interventions need to enhance both the number of firms that perform innovation, and the intensity of those innovation activities. © 2019 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Innovation innovation in manufacturing innovation in services learning modes Mexico productivity

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