Orientador: Elizabeth Nogueira Gomes da Silva Mercuri / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T22:08:07Z (GMT). No. of bitstreams: 1 Garrido_EdleusaNery_D.pdf: 1945440 bytes, checksum: 44ea9523737bc8b92256b6b4e6ffb229 (MD5) Previous issue date: 2012 / Resumo: Estudos têm destacado a amplitude dos impactos da educação superior sobre os estudantes. A vivência acadêmica, composta por uma gama de atividades com as quais os estudantes se deparam nesse período, em ambiente acadêmico, tanto dentro como fora da sala de aula, está relacionada a tais impactos. A moradia estudantil, um dos espaços que compõem o ambiente acadêmico, traz contribuições importantes para o estudante em formação, e as investigações, especialmente aquelas realizadas nos Estados Unidos, confirmam isso. Contudo, no Brasil, as raras publicações sobre moradias estudantis e/ou seus moradores não têm atentado para esse aspecto, concentrando-se, frequentemente, na sua análise enquanto ação de assistência estudantil. A presente investigação teve como objetivo identificar e analisar mudanças percebidas pelos residentes em moradias estudantis no domínio pessoal, social, acadêmico e saúde e as condições associadas a essas mudanças. Buscou também descrever as características de uma moradia estudantil adequadas à formação universitária, segundo a percepção de seus moradores. É um estudo qualitativo, de caráter exploratório e descritivo, desenvolvido em duas universidades públicas baianas, com 32 estudantes de graduação de ambos os sexos, residentes em oito moradias estudantis em tempo superior a dois semestres. Os dados foram coletados a partir de entrevista semiestruturada, cujo roteiro foi amparado por resultados de estudos centrados no impacto da moradia estudantil sobre o estudante nos anos de formação. Somado aos itens referentes aos quatro domínios investigados, o instrumento apresentava ainda uma questão sobre as características consideradas desejáveis para uma moradia estudantil, tendo em vista as necessidades e as responsabilidades impostas pela formação universitária. Foram identificados 542 pares de relação entre impactos e condições, distribuídos nos quatro domínios de impactos, na seguinte ordem de frequência: social, acadêmico, pessoal e saúde. Os impactos positivos foram mais numerosos nos domínios social e acadêmico; os indesejáveis, nos domínios saúde e pessoal. As condições de impacto identificadas foram organizadas nas categorias relativas ao ser morador e à moradia em seus aspectos sociais e estruturais. Dentre as condições propiciadoras de mudanças, as associadas aos aspectos sociais presentes na moradia apresentaram maior força na produção de impactos. Os aspectos estruturais da moradia, por sua vez, revelam uma situação preocupante: a eles foi atribuída a maior parte dos impactos indesejáveis no domínio saúde. Os estudantes apresentaram 183 sugestões dirigidas à moradia, aos serviços e aos compromissos institucionais e dos moradores. Os resultados confirmam a contribuição da moradia no enriquecimento da vivência acadêmica e apontam para a necessidade de investimentos nesses espaços, especialmente no que tange aos aspectos estruturais e que valorizem seu potencial de formação. Diante do escasso conhecimento sobre o impacto das moradias estudantis brasileiras, sugerem-se novos estudos em outros contextos institucionais que incorporem variáveis não contempladas na presente investigação. / Abstract: Several studies have pointed out the scope of the impacts of higher education on students. College life, consisting of a wide range of activities facing students in an academic environment both inside and outside the classrooms, is related to such impacts. The residence hall, one of such spaces comprising the academic environment, plays a major role in the college students' formative years, which has been confirmed by research work, mostly undertaken in the United States. In Brazil, however, the rare existing studies on residence halls and/or their residents have not addressed such an aspect, often focusing, instead, on their assistance role for students. This investigation was aimed at identifying and analyzing the changes perceived by residence hall residents in the personal, social, academic, and health domains and the conditions associated with those changes. It also sought to describe the residence hall features deemed as desirable in the college's formative years, as per the residents' perception. It is an exploratory descriptive qualitative study carried out in two public universities in the state of Bahia (Brazil) involving 32 undergraduate students of both genders, residents in eight residence halls for over two semesters. Data were gathered from a semi-structured interview, the protocol of which was based on results from studies focused on the impact of residence halls on the college students' formative years. Adding to the items concerning the four domains under investigation, the tool also featured a question about the characteristics deemed as desirable for a residence hall in view of the needs and responsibilities imposed by the college experience. Data analysis showed 542 pairs of relationships between impacts and conditions, distributed among the four impact dimensions in the following order of frequency: social, academic, personal and health. Positive impacts were more frequent in the social and academic dimensions whereas the undesirable ones were more often found in the health and personal domains. The impact conditions identified were then organized in categories related to being a resident and to the social and structural aspects of the residence hall. Among the conditions favoring changes, those related to social aspects in the residence hall were found to be the strongest in exerting impact. Findings for the structural aspects of the residence hall revealed a worrying situation: they were assigned most of the undesirable impacts concerning the health dimension. Respondents provided 183 suggestions regarding the residence hall, the services and the residents' and institution's commitments. Results confirmed the contribution of residence halls in enriching the academic experience and point to the need for investments in such spaces especially concerning the structural aspects and those which may maximize their formative potential. In light of the scarce knowledge on the impact of Brazilian residence halls, further studies in other institutional contexts are warranted in order to add variables not included in this investigation. / Doutorado / Psicologia Educacional / Doutor em Educação

Master of Science / Department of Counseling and Educational Psychology / S A. Leslie-Toogood / With the creation of Facebook in 2004, colleges and universities across the United States have been playing catch-up with students. This new technology carries much weight as a new medium for students to build social connections and grow as members of their institutions. However, this new technology also brings negative implications such as lowered GPAs with greater use. Research was conducted at four major institutions across the country exploring how residence hall students use online communities and the impact it has on their physical world experience on campus. Most students use Facebook as a tool for staying connected to friends from high school, but there is a small population of students who are using it as a tool to make social connections they could not find in person. This study explores the impacts Facebook has had on a college campus. University administrators are urged to use this data to take a proactive approach to using these technologies to enhance the overall campus experience.

The creation of learning outcomes inside and outside of the classroom on college campuses has been a growing trend based on a variety of publications which encouraged the fostering of diverse types learning and the measurement of student learning outside of the classroom (ACPA, 1994; Keeling, 2004). The creation of the learning outcomes is a positive step, however, assessment of the learning outcomes must be conducted to determine what students are learning and what areas are to be improved otherwise the learning outcomes are meaningless. This study was conducted at a large public research university where the Department of Housing and Residential Education had recently identified its Residential Learning Outcomes. Consequentially an assessment of the over attainment of the Residential Learning Outcomes, the impact the number of years a student resided on campus had on the attainment of the Residential Learning Outcomes and the impact the number of years a student was enrolled at the institution had on the attainment of the Residential Learning Outcomes may be useful to the university and the wider body of knowledge about residential education. Using targeted questions from the CSEQ the study found that there were significant levels of achievement for residential students for six of the seven Residential Learning Outcomes especially when isolating the Quality of Effort scales. When evaluating the number of years a student has been enrolled, however, no relationship was found.

College students are at higher risk to develop problematic internet use (PIU) than the average person and that risk may negatively impact their college success. Since students with PIU are not violating policies, they are not being identified as having a problem through the student conduct process like other students with problems such as alcohol abuse. While research on PIU is still in its infancy, the research that has been conducted indicates that PIU is a growing problem with no agreed upon definition, diagnosis or treatment. The main purpose of this study was to determine the extent that PIU and PVP exists in residence halls on college campuses. The theoretical framework was the addiction syndrome theory (AST) and is the only current model that can be used to explain all addictions, including behavioral addictions which is the category of addiction the PIU falls under. The main measurement tool was the Young internet addiction test (IAT) which measures levels of online activity. The results of this study were inconclusive. There was a low correlation between online activity and academic performance as measured by academic probation. The weak relationship indicates that PIU may be an issue for college students and therefore may need to be considered when administrators are making policies. Whether the AST proves to be a valid conceptual framework for studying PIU and other addictions remains to be seen. The results here were inconclusive and therefore further research involving AST is needed before drawing any real conclusions.

With the world's population growing at a rate faster than the rate at which natural resources are being replenished, the challenge for governments and the world's citizens is how to conserve resources in order to provide a sustainable level of natural resources for the future. Conserving natural resources includes educating the citizens of the world on the connection between natural resource depletion and their levels of consumption of resources, such as energy and water. To help alleviate the increasing burden the world's growing population is placing on natural resources, sustainability should be a part of college students' education in their field of study and in preparing them to become good citizens. This education should take place in the classroom and other activities, including athletics, community organizations, and in their residence life. Teaching students living in on-campus residence halls conservation activities provides information that students can use in their private lives when setting up their own households. On-campus residence halls also provide an opportunity to evaluate any gender differences related to conservation activities since the demographics of the residence halls vary from all-female, to co-ed, to all-male students. Virginia Polytechnic Institute and State University (Virginia Tech) was the location for a study on promoting environmentally-relevant behavior (ERB) among students residing in on-campus residence halls. The objective of this study was to investigate the relationship between the use of educational strategies and natural resource consumption by promoting ERB among students living in the residence halls during the spring and fall semesters of the 2009 calendar year. Using the literature on promoting ERB, five different strategies were designed for promoting water and electricity conservation. Each strategy involved different stimuli to promote student participation in ERB. The information provided the students included reasons why ERB was important and specific actions to take to conserve resources. In three of the strategies, students were provided the results of their conservation efforts monthly during the study period. The Virginia Tech Office of Residence Life provided detailed information for the 49 on-campus residence halls, including buildings' characteristics such as heating and cooling methods, age, construction, renovation history, square footage, if the buildings contained offices or classrooms, and student population figures. Variability among the buildings was eliminated by comparing these differences, and then a random numbers table was used to assign each of the buildings to one of the five different groups. The strategy for each group was applied to four residence halls -- two dormitories and two Greek Houses, for a total of twenty buildings. In each strategy more stimuli were applied in an effort to produce higher consumption reductions. The Virginia Tech Office of Facilities provided four-years historical electricity and seven-years historical water usage, and provided monthly usage for each building during the study period. Electricity consumption reduction was promoted in all twenty halls but water consumption reduction was promoted only in the dormitories, as the University was unable to track water consumption for any one individual Greek House. The historical data showed that water usage per student was higher in most of the female-occupied dormitories, but no statistical difference was seen with regards to historical electricity usage and gender. Percent change in per student usage — kilowatt hours for electricity and gallons for water — was the calculation used to determine change in ERB. The results of this research showed a general relationship between educational strategies and natural resource consumption reduction over both study periods. However, except for the Greek-House Spring semester results, no statistical significant difference was found between any of the different study groups. Electricity reductions were achieved in seventeen of twenty residence halls during the first semester and in all but one residence hall during the second semester. Water reductions were achieved in five of ten dormitories during the first semester and in six of nine dormitories in the second semester. However, the use of more strategies did not lead to a higher percentage of reductions. During the first semester, a statistically significant difference was found in water usage and gender and the difference did not support a female predisposition for ERB. Decreases were achieved in excess of 10% in the male-occupied dormitories, but only a minimal reduction or increases were achieved in any of the dormitories that included female residents. After the first month of the second semester, similar results were seen relative to gender, so additional posters and prompts were placed in the female-occupied dormitories. As a result, water reductions were achieved in six dormitories with only small increases in the other three, and the semester final results did not show a statistical significant difference between genders. The lack of statistical difference between the study groups could be a result of contamination, the active environmental organizations on campus, or an observational effect. The study was contaminated within the first two weeks of the study period when all residence halls across campus learned of the research and requested their inclusion in the study. Since, the residence halls in the control groups were advised of their inclusion in the study, the students may have demonstrated ERB because of the knowledge they were being observed. A survey sent to the students living in the study residence halls revealed that 94.6% of the students had knowledge of the study, and that 77% participated in ERB. Students showed a propensity for ERB when they were informed on their consumptive behaviors' effects on natural resource depletion, and by being provided with actions they could take to change their behaviors. This research did not show that adding strategies of feedback and group leaders to information increased the percentage of consumption reductions in college students residing on Virginia Tech's campus. / Master of Science

The Leadership in Energy and Environmental Design for New Construction (or LEED-NC) has become one of the most commonly used green building standards during the turn of the 21st century. While many champion LEED-NC, certain architects and academics believe that its low-environmental impact design approach toward green building isolates people from nature and thus cannot achieve sustainable development over the long-term. Pomona College’s green buildings, including its newest LEED Platinum certified Sontag and Pomona Residence Halls, exemplify this fact, as their designs fail to communicate their sustainable goals or inspire sustainable behavior. By examining the LEED-NC standards, the history of environmental conservation, Modern architecture, biophilia, and the Living Building Challenge, this thesis seeks to provide recommendations for how Pomona College can alter its existing green buildings as well as improve its green building policies for future projects so that its built environment better fosters positive human-nature interactions.

Master of Science / Department of Educational Leadership / Christy D. Moran / This report highlights the results of a revised diversity survey that was designed to assess the behaviors and attitudes of students who live in the residence halls at Kansas State University (K-State) regarding their interactions with people from diverse backgrounds. Diverse backgrounds, for the purpose of this study, are specifically related to a racial background different than their own. A survey of 25 questions was distributed to every residence hall student via email. The survey that was distributed was adapted from a version that was used previously by the Department of Housing & Dining Services at K-State. The original survey was based on the Michael P. Tilford competencies that were compiled in 2000-2001 by K-State's Tilford Group. The Tilford competencies are all based on students' multicultural competency. Multicultural competency is defined by the K-State Tilford group as the knowledge, skills and personal attributes needed to live and to work in a diverse world. (K-State Tilford Group, 2007) The revised survey focuses heavily on the skills portion of the Michael P. Tilford competencies and is based on students' self-report.

This investigation looks at the relationship between a STEM learning community's co-curricular activities and students' perceived sense of community (SOC)to determine which activities most influence SOC and, in turn, retention. This investigation shows that SOC can be impacted by a multitude of factors found within the college environment. The most influential of these factors are open acceptance, student academic support services, and residential experiences. Most importantly there were significant differences for African American students participating in the STEM learning community on the measures of SOC, retention, and being on-track in mathematics. Additional data suggested higher levels of being on-track in mathematics for male students and differences in retention and being on-track for Hispanic students participating in a STEM learning community.

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