English for Academic & Professional Purposes w/work by Swales. Interested in "Academic Listening Strategies"

Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior—a perspective that many students seem to bring with them. However, deep reading—reading for long-term retention of the material and for comprehension at a level that can be perspective-transforming—involves constructing meaning as one reads. Students need help developing reading strategies that enhance this process. Moreover, cost/benefit coercion of reading does not necessarily enhance construction of meaning or deep-learning; indeed, it may reward minimalist or surface reading. This essay is an excursion into theory on deep learning and the implications of that theory for engaging students in reading. An assignment based on multiple intelligences and fostering reading comprehension is suggested and some initial data are provided regarding possible success of this strategy.

The World Wide Web provides a tremendously large quantity of information. When users search for information or products on the Web, they will presumably be inclined to choose their path of navigation on the basis of their prior knowledge. In those cases in which the prior knowledge of users is incorrect, however, this navigation process is assumed to lead to suboptimal search results. In an experimental study with 180 participants, we examined to what extent both the users’ prior knowledge and social tags – which capture the collective knowledge of a Web community in tag clouds – influenced the navigation of users and triggered incidental learning processes during the Web search. The results supported the assumption that the users’ prior knowledge is indeed crucial for navigation, as users followed those tags which corresponded to their internal associations. Moreover, we found that social tags also affected the navigation behavior of users, as a strong collective association of social tags led to a high selection rate for these tags. Finally, the results showed that social tags triggered incidental learning processes, as those internal associations which corresponded to tags with a strong collective association were strengthened during navigation. The implications of these findings for further research are discussed.

Project MUSE - Journal of College Student Development - Academic Performance Enhancement: A Qualitative Study of the Perceptions and Habits of Prescription Stimulant–Using College StudentsThis study explores the developmental implications of cognitive enhancement among college students. Data comes from interviews with a purposive sample of licit and illicit users of stimulant medications at a highly selective West Coast University. A semistructured protocol revolved around students’ habits and perceptions relating to stimulant medication use. Key findings identify academic use justifications, diversion pathways, and frames use within a biopsychosocial development model that impacts perceived self-efficacy, suggesting that academic dependence may develop differently between licit/ illicit users.

Amazon.com: Understanding the Working College Student: New Research and Its Implications for Policy and Practice (9781579224271): Laura W. Perna, Glenn DuBois: Books

Project MUSE - Journal of College Student Development - Fundamentalist Demonstrations on the Liberal Arts Campus: Observations and Recommendations impact on students when non–university-affiliated conservative fundamentalist Christian groups conduct provocative demonstrations on campus.  Based on a survey of 97 public university students after a controversial demonstration, we found the most adverse impact to be on students’ emotions, followed by disruption to their routines, changes to their feelings of safety, and minor consequences on academic activities. Those closer in proximity to the demonstration reported more adverse effects, and there were small differences in effects as a function of student gender, sexual orientation, and Christian identity. Counter to the ostensibly conservative aims of the demonstration, students typically reported it had little affect on their attitudes or that the demonstration made them more in favor of abortion rights, more supportive of homosexuality, and more anti-Christian.demonstration caused many to question free speech. Results are discussed with regard to minimizing negative effects 

Project MUSE - Journal of College Student Development - An Examination of Individual Level Factors in Stress and Coping Processes: Perspectives of Chinese International Students in the United StatesNo empirical research has focused solely upon understanding the stress and coping processes of Chinese international students in the United States. This qualitative inquiry examines the individual-level variables that affect the stress-coping process of Chinese international students and how they conceptualize and adapt to their stress at an American university. Results indicate individual variables, such as age, gender, field of study, length of stay, acculturation style, and coping strategies, show significant influences on stress levels among students. These results can be used to help Chinese international students adapt to the American educational environment and improve the services and programs American universities deliver to their foreign students.