https://www.ojed.org/index.php/jise/issue/feed Journal of Interdisciplinary Studies in Education 2022-04-16T15:02:23+00:00 Amany Saleh asaleh@astate.edu Open Journal Systems <p>The<em> Journal of Interdisciplinary Studies in Education</em> (Online ISSN 2690-0408, Print ISSN 2166-2681) is published bi-annually by the Center for Excellence in Education at Arkansas State University. JISE publishes interdisciplinary and multidisciplinary theoretical and empirically based-research articles and book reviews related to all aspects of teaching and learning in K-12 and Higher Education. The journal serves as an intellectual platform for the research community. </p> <div class="published"> </div> https://www.ojed.org/index.php/jise/article/view/4086 What Drives Student Recommendations? 2021-08-11T15:59:25+00:00 John L. Dennis john.dennis@unipg.it Ravichandran Ammigan rammigan@udel.edu <p><em>Insights into how student learning experiences impact university recommendation can be critical for higher education institutions as they seek to optimize enrollment and retention efforts in an increasingly competitive and highly unpredictable global market. This comparative study examines the extent to which satisfaction with various aspects of the academic environment influences recommendation for over 23,000 international undergraduate students at universities in Australia, the United Kingdom, and the United States. Five key implications for the quality of teaching and learning, English language support, career development and readiness, access to information and communication technologies, and assessment and benchmarking are discussed. Results from a factor analysis reveal an underlying structure to the learning variables used in this research and provide empirical support for its application in future investigations of the academic experiences of international students in higher education.</em></p> 2022-03-27T00:00:00+00:00 Copyright (c) 2022 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/2974 Voices of Difference: 2020-12-03T20:23:12+00:00 Jacob Kelley jkk0019@auburn.edu <p><em>International students often encounter several challenges during their academic and social journeys at higher education institutions in the United States. The purpose of this case study was to examine the experiences of three international students at a university in the southeastern U.S. The participants were a woman from Colombia, a man from Saudi Arabia, and a woman from China. The researcher used in-depth interviews to collect data for this case study. Findings revealed that participants experienced culture shock, misguided expectations, and a lack of resources. The experiences of the participants suggest that higher education institutions must provide more meaningful and intentional support for international students.</em></p> 2022-03-28T00:00:00+00:00 Copyright (c) 2022 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/3764 Protecting Our Most Vulnerable Youth 2021-05-05T22:55:02+00:00 Alexandrea Horton ahorton8611@gmail.com <p><em>Students in the present educational landscape are experiencing issues of bullying and harassment at an alarming level. A primary duty of a school administrator is to ensure the safety of all students from the repercussions of unattended to bullying and harassment issues, which has become a significant challenge with the increase in remote education and internet access of youths around the globe. This article will first discuss key federal anti-bullying and harassment laws to provide a background of the nation’s present stance on the issue, along with a narrowed examination of key anti-bullying and harassment laws in Indiana. Recommendations for school administrators to prevent bullying and harassment cases and to remediate school culture challenges will follow.</em></p> 2022-03-28T00:00:00+00:00 Copyright (c) 2022 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/3262 Survey Fatigue—Literature Search and Analysis of Implications for Student Affairs Policies and Practices 2021-08-02T14:17:18+00:00 Barry Fass-Holmes bfholmes@ucsd.edu <p><em>Undergraduates’ low participation/response rates on interdisciplinary (campus-wide) and disciplinary (specific department) surveys have been attributed to survey fatigue. To investigate this attribution’s merits, the present study conducted a systematic literature search ( five electronic databases plus one search engine) and critiqued findings of relevant publications returned by the search. This study found that (a) survey fatigue has not been rigorously defined, (b) the number of relevant peer-reviewed publications is unexpectedly limited, and (c) their findings are contradictory. These results have implications for policies and practices that restrict undergraduate survey administrations to minimize survey fatigue and boost participation/response rates. The present report recommends improving undergraduates’ participation/response rates by requiring instruction about surveys combined with assessments of student learning outcomes.</em></p> 2022-03-28T00:00:00+00:00 Copyright (c) 2022 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/3730 Student and Faculty Coping and Impacts on Academic Success in Response to COVID-19 2021-11-12T20:42:29+00:00 Jacqueline A. Goldman jacqueline.goldman@oregonstate.edu Stephanie C. Bell Bell sbell@deltastate.edu <p><em>This study explored how faculty and students differed in their coping strategies to handle the severe stress brought on by COVID-19 and how this stress impacted student academic achievement. For this study,103 students and faculty at a rural southern university participated in the study where they reported on their coping mechanisms during the pandemic. Student grade data from midterm and final course grades were collected to measure academic achievement. Results of the study indicated that students were more likely than faculty to engage in maladaptive coping strategies, specifically emotional disengagement. The findings have theoretical and practical implications for teaching in higher education such as consideration of how students cope with severe stress compared to faculty and how it impacts academic achievement.</em></p> 2022-03-29T00:00:00+00:00 Copyright (c) 2022 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/3161 The relationship between sleep duration, BMI and optimism levels in generation Z students 2021-03-14T03:12:49+00:00 Duke Biber dbiber@westga.edu Daniel Czech drczech@georgiasouthern.edu Ellen Donald ekwill@fgcu.edu Anna Hassett anna_g_hassett@georgiasouthern.edu Allison Tucker allison_tucker@georgiasouthern.edu <p><em>In this study, we examine the relationship between sleep duration and reported levels of optimism in Generation Z (i.e., born after 1996) students aged 17 to 24. This study hypothesizes that optimism and duration of sleep will have a statistically significant positive relationship. Participants in this study are Generation Z college students located in the Southeastern United States. The sample consisted of 1562 students enrolled in a required physical activity class. A Pearson’s correlation determined that there was a statistically significant positive relationship between sleep and optimism. Research implications and future research trends on sleep and optimism are discussed. </em></p> 2022-03-28T00:00:00+00:00 Copyright (c) 2022 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/4263 Examining the First Peer-to-Peer Mentorship Program (F1Doctors) for International Medical Students 2022-01-10T14:20:52+00:00 Rachel Jaber Chehayeb rachel.jaberchehayeb@yale.edu Gopika SenthilKumar gsenthilkuma@mcw.edu Ziad Saade ziadsaade@hms.harvard.edu Benjamin Gallo Marin ben_gallo@brown.edu Ghazal Aghagoli ghazal_aghagoli@brown.edu Azan Zahir Virji azan_virji@hms.harvard.edu <p><em>In this study, we report international medical students in the United States and conduct an analysis of the first, peer-to-peer, national mentorship program for international medical students and international pre-med applicants in the US (F1Doctors). We used analyzed survey data collected through F1Doctors and the Association of American Medical Colleges yearly matriculation reports. Results indicated that the average college grade point average (GPA) and Medical College Admission Test score (MCAT) of international applicants was higher than that of all applicants. Additionally, non-US applicants reported facing numerous unique challenges such as limited access to extracurricular opportunities and difficulty finding mentors who are familiar with the application process. International applicants have the potential to increase the diversity of healthcare professionals, and F1Doctors is the first platform to support international healthcare applicants in the US.</em></p> 2022-04-16T00:00:00+00:00 Copyright (c) 2022 Rachel Jaber Chehayeb, Gopika SenthilKumar, Ziad Saade, Benjamin Gallo Marin, Ghazal Aghagoli, Azan Zahir Virji, MPH https://www.ojed.org/index.php/jise/article/view/3458 Summer Bridge Program 2021-08-25T02:25:37+00:00 Nicolas Simon simonn@easternct.edu Rick Hornung hornungr@easternct.edu Kim Dugan dugank@easternct.edu <p><em>Social and cultural capital are critical components of success among college students. In this paper, we examine the creation, accumulation, and distribution of social and cultural capital by and among underserved college students who participated in a summer bridge program at one regional public state university. Using qualitative data from interviews with participants, the analysis highlights the importance of trust, sense of belonging and use of non-cognitive strategies. We argue that in addition to traditional achievement measures such as GPA and test scores, social and cultural capital need to be considered. While quantitative measures often label these students as below benchmarks, this study highlights how social and cultural capital are assets to be nurtured and facilitated. </em></p> 2022-04-16T00:00:00+00:00 Copyright (c) 2022 Nicolas Simon, Rick Hornung, Kimberly D. Dugan https://www.ojed.org/index.php/jise/article/view/2723 The Models of Engaged Learning and Teaching (MELT) 2020-07-30T23:34:03+00:00 Deidra Fryer defry2@morgan.edu <p>The Review provides an overview of the book <em>The Models of Engaged Learning and Teaching (MELT): Connecting Sophisticated Thinking from Early Childhood to PhD.</em> It provides the details about the book and the audience that would find the book useful. </p> 2022-04-16T00:00:00+00:00 Copyright (c) 2022 Deidra Fryer https://www.ojed.org/index.php/jise/article/view/4760 Student Migrants and Contemporary Educational Mobilities 2022-04-08T17:42:02+00:00 Ling LeBeau linglebeau@gmail.com <p><em>Student Migrants and Contemporary Educational Mobilities</em> offers a timely, holistic, and engaging contribution to the field of international higher education with focus on the status and trend of international student mobility (ISM<em>) </em>and various issues related to international students in the global context. International educators who work with international students closely as well as scholars with research focus on international student wellbeing and success will find this book extremely informative and insightful.</p> 2022-04-23T00:00:00+00:00 Copyright (c) 2022 Ling LeBeau