Browsing by Subject "Students"

Now showing 1 - 20 of 26
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    Alternative Music Courses and Student Motivation
    (2015-08) Rolandson, David
    Although music plays an important role in the lives of adolescents, the majority of high school students in the United States do not participate in the large performance ensembles traditionally offered in schools. Researchers have suggested that changes to the high school music curriculum, mainly through the inclusion of alternative music courses (e.g., popular music) and musical genres more relevant to students, would encourage more music study in schools. The purpose of this study was to determine whether students who elect alternative music courses were influenced to study music by different motivational factors than traditional large ensemble participants and whether sex influenced participation in alternative music classes. A Musical Motivation Questionnaire was distributed to all music students attending six high schools in Minnesota. Principal components analysis and reliability testing identified the presence of eight motivational factors that influenced students' choices to participate in high school music courses. Results from subsequent statistical analyses revealed that these factors influenced students enrolled in alternative music courses differently than large ensemble participants, influenced female students differently than male students, and that male students were more likely to participate in alternative music courses than female students. These findings suggest that expanding curricula to include alternative music courses may motivate a new or different population of students to engage in the music learning opportunities offered in high schools.
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    American Indians on the East Side of St Paul
    (2000) Community Outreach Partnership Center; American Indian Research and Policy Institute
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    Different destination, different commuting pattern? Analyzing the influence of the campus location on commuting
    (Journal of Transport and Land Use, 2018) Vale, David S.; Pereira, Mauro; Viana, Claudia M.
    There is a vast literature on the relationship between built environment and travel, emphasizing the importance of built environment as a determinant of travel. However, the majority of studies focuses on the characteristics of origins and neglects the influence that the destination might have on travel, despite the already demonstrated importance of destinations to explain travel. In this paper, we test the relationship between residential and workplace built environment and the commuting pattern of staff and students of the University of Lisbon, a multi-campus university. Data was obtained through a dedicated travel survey, containing 1474 georeferenced individuals. Chi-square analyses were developed to analyze differences between staff and students and between different campuses. A logistic regression model was developed to explain car commuting, controlling for socio-demographic data. Two different models were developed for students and staff. Our results show the built environment and associated multimodal accessibility of the campuses are important explanatory variables of commuting. Free parking at the campus is crucial for car commuting, especially for students. These results emphasize the importance of measuring destinations as explanatory variables and promoting good urban integration of the campus in the city, increasing its multimodal accessibility.
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    Interview with Arvonne Fraser
    (University of Minnesota, 2001-01-04) Fraser, Arvonne; Pflaum, Ann M.
    Ann Pflaum interviews Arvonne Fraser, graduate of the University and wife of Donald MacKay Fraser.
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    Interview with Daniel Wascoe
    (University of Minnesota, 1999-06-10) Wascoe, Daniel; Pflaum, Ann M.
    Ann Pflaum interviews Daniel Wascoe, graduate of the University and former editor of the Daily.
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    Interview with Donald Fraser
    (University of Minnesota, 1999-08-19) Fraser, Donald MacKay; Pflaum, Ann M.
    Ann Pflaum interviews Donald Fraser, graduate of the University and Minnesota politician.
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    Interview with Donald Zander
    (University of Minnesota, 2000-06-29) Zander, Donald Richard; Pflaum, Ann M.
    Ann Pflaum interviews Donald Zander, former assistant vice president of Student Affairs.
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    Interview with Gerhard Weiss
    (University of Minnesota, 1999-06-04) Weiss, Gerhard H.; Pflaum, Ann M.
    Ann Pflaum interviews Professor Gerhard Weiss about international education at the University.
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    Interview with Gladys Brooks
    (University of Minnesota, 1995-06-20) Brooks, Gladys; Chambers, Clarke A.
    Clarke A. Chambers interviews Gladys Brooks, a graduate of the University. Brooks speaks of her experience at the University; the Alumni Board; the World Affairs Center; and her work in community, political and church circles in Minnesota.
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    Interview with Robert Bergland
    (University of Minnesota, 1999-04-09) Bergland, Robert; Pflaum, Ann M.
    Ann Pflaum interviews the Honorable Robert Bergland, a Board of Regents members. He describes his education through college and his career in Washington.
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    Interview with Toja Okoh
    (University of Minnesota, 1998-02-07) Okoh, Oghenetoja; Pflaum, Ann M.
    Ann Pflaum interviews Toja Okoh, a University alumni that spent the majority of his childhood in Nigeria.
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    Interview with Vernon Heath
    (University of Minnesota, 1999-08-28) Heath, Vernon; Pflaum, Ann M.
    Ann Pflaum interviews Vernon Heath, one of the founders of the Rosemount Engineering Company. In this interview, Heath explains his connections with the University.
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    Interview with William B. Stewart and Ida B. Stewart
    (University of Minnesota, 2001-03-26) Stewart, William B.; Stewart, Ida B.; Pflaum, Ann M.
    Ann Pflaum interviews William B. Stewart and Ida B. Stewart about the Minority Student Program at the University of Minnesota Morris campus.
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    The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs
    (2013-11) Opatz, Leslie Joseph
    Low-income students earn bachelor's degrees at significantly lower rates than their high-income peers. This qualitative study interviewed 21 Fall 2008 full-time first-year Pell Grant recipients in May 2012 when almost all were near the point of baccalaureate degree completion at a large urban doctoral-granting institution with very high research activity. The Persistence Pyramid was a conceptual framework created by the author to organize the previous persistence research into four thematic areas related to individual student factors that affect persistence, and four thematic areas related to campus-based environmental factors that affect persistence. The four student areas include economic, social, psychological, and academic factors. The four campus factor areas include educational and curricular support, support for diversity and community, involvement opportunities, and a caring culture. The Persistence Pyramid was employed as a lens to ascertain which factors have the greatest impact on persistence from the perspective of successful low-income students. The study utilized a case study approach to illustrate how various factors interacted with each other to enhance persistence, hinder persistence, or mute negative risk factors. The Persistence Pyramid was a useful framework for illuminating which themes were most salient to the persistence of low-income students. The persistence factors related to economics were the most prevalent and had the greatest effect, potentially negative, on students' persistence. These economic factors also interacted the most with other persistence factors, often preventing the full utilization of persistence enhancers that students could have employed to their advantage. Seven other factor areas in the Persistence Pyramid were found to be relevant and all had particular themes of persistence that illustrated factors that helped or hindered persistence for low-income students. Two particular themes emerged as especially helpful in students' ability to persist. Under the social area, relying on friends for emotional support and academic assistance was especially useful for these students. Under the involvement area, over three-fourths of students served as a mentor or tutor and most of these students indicated that this experience was one of the most beneficial in improving their ability to persist to degree completion. Employing a pragmatic perspective, this study has numerous implications for recommendations to improve the baccalaureate attainment rate for low-income students. Suggestions for increasing baccalaureate degree attainment for low-income students include: Institutions could provide low-income students with campus jobs that will build career-specific skills. Institutions could develop programs to ensure that all students have a mentor and serve as a mentor. Student-service personnel could develop ways for students to utilize campus resources and support services earlier in their college careers. Students could ensure that they take advantage of numerous involvement opportunities, especially serving as a mentor or tutor. Students could make an effort to establish deep friendships and provide emotional support and encouragement to each other. Students could spend time studying with friends and classmates and serving as academic resources for each other.