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"residential college"
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Do Chinese Residential Colleges Narrow the Education Disparity Caused by Socioeconomic Status? A Comparison of Public and Private Universities Using Two Main Approaches to Assess Disparities in Access and Academic Attainment
Education is acknowledged as vital for a nation’s economic progress, yet socioeconomic status often dictates access to high quality education, endangering the achievement of the United Nations’ Sustainable Development Goal 4 (SDG 4), where equitable learning is paramount. Previous studies suggest that public residential colleges (RCs) can narrow the gap in achievement among students of varying socioeconomic status (SES). Nonetheless, they do not guarantee participants equal opportunity across all SES levels to attend RCs. Their effectiveness in private higher education institutions, particularly in China, remains underexplored. This study compares RCs in the public and private sectors to examine their role in promoting sustainable education in China. Employing the proportional stratified sampling technique, questionnaires were distributed among 615 RC students from both the public and private sectors. Through descriptive and multiple regression analyses, findings strongly indicate that RCs—whether in public or private universities—cannot guarantee equal access to RCs for learners from various SESs. Particularly, the enrolment disparity in the private sector is more pronounced. Despite these differences, RCs, regardless of institutional affiliation, contribute to narrowing academic discrepancies, as measured by Cumulative Grade Point Average (CGPA), among students from various SES backgrounds. This underscores the significance of RCs in reducing academic attainment disparities across different types of colleges. Consequently, while RCs prove to be effective in narrowing academic discrepancies, there is a pressing need to prioritize equal access to RCs for individuals from disadvantaged SES backgrounds. Addressing this challenge is crucial for tackling issues linked to sustainable education, and in this way, ensure the SDGs are actually achieved.
Journal Article
Repeat SARS-CoV-2 testing models for residential college populations
Residential colleges are considering re-opening under uncertain futures regarding the COVID-19 pandemic. We consider repeat SARS-CoV-2 testing models for the purpose of containing outbreaks in the residential campus community. The goal of repeat testing is to detect and isolate new infections rapidly to block transmission that would otherwise occur both on and off campus. The models allow for specification of aspects including scheduled on-campus resident screening at a given frequency, test sensitivity that can depend on the time since infection, imported infections from off campus throughout the school term, and a lag from testing until student isolation due to laboratory turnaround and student relocation delay. For early- (late-) transmission of SARS-CoV-2 by age of infection, we find that weekly screening cannot reliably contain outbreaks with reproductive numbers above 1.4 (1.6) if more than one imported exposure per 10,000 students occurs daily. Screening every three days can contain outbreaks providing the reproductive number remains below 1.75 (2.3) if transmission happens earlier (later) with time from infection, but at the cost of increased false positive rates requiring more isolation quarters for students testing positive. Testing frequently while minimizing the delay from testing until isolation for those found positive are the most controllable levers for preventing large residential college outbreaks. A web app that implements model calculations is available to facilitate exploration and consideration of a variety of scenarios.
Journal Article
Efficacy of SARS-CoV-2 wastewater surveillance for detection of COVID-19 at a residential private college
Many colleges and universities utilized wastewater surveillance testing for SARS-CoV-2 RNA as a tool to help monitor and mitigate the COVID-19 pandemic on campuses across the USA during the 2020–2021 academic year. We sought to assess the efficacy of one such program by analyzing data on relative wastewater RNA levels from residential buildings in relation to SARS-CoV-2 cases identified through individual surveillance testing, conducted largely independent of wastewater results. Almost 80% of the cases on campus were associated with positive wastewater tests, resulting in an overall positive predictive value of 79% (Chi square 48.1, Df = 1, P < 0.001). However, half of the positive wastewater samples occurred in the two weeks following the return of a student to the residence hall following the 10-day isolation period, and therefore were not useful in predicting new infections. When these samples were excluded, the positive predictive value of a positive wastewater sample was 54%. Overall, we conclude that the continued shedding of viral RNA by patients past the time of potential transmission confounds the identification of new cases using wastewater surveillance, and decreases its effectiveness in managing SARS-CoV-2 infections on a residential college campus.
Journal Article
Preparing Next-Generation-Citizens Through Active-Community-Engagement: Longitudinal Study of Informal Learning in an Asian Undergraduate Residential College
Educational experiences rooted in community engagement offer a powerful and effective method by which to prepare students as the next generation of active citizens. This study critically analyzes and illustrates the potential of using community engagement as the focus of an informal curriculum in an Asian university’s living-and-learning undergraduate residential college program designed to prepare the next generation of active citizens. Grounded in empirical evidence from four academic years (2013/14–2016/17) and using the active citizenship and community-based learning theoretical frameworks, this research study systematically evaluates the contribution of hands-on community engagement in undergraduate learning and development. Specifically, conceptual codes were derived from the stated informal learning outcomes related to citizenship competencies, to map the extent of achievement of the target outcomes and objectives of the engagement activities over time. Results from this quasi-quantitative content analysis of 89 programs, involving more than 80% of the College students during each academic year, confirm and complicate our understanding of how critical citizenship competencies of awareness, empathy, deeper understanding and hard and soft skills are achieved. Moreover, findings also highlight how perceptions on learning through active community engagement differ between activities/events in shaping the development of active citizenship competencies. The study findings have ramifications for policies related to community-engagement-based learning in higher education.
Journal Article
Does the concept of residential college offset the effects of socioeconomic status on university students' academic performance?
PurposeThis comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College (RC) and non-RC. The study further investigates whether the RC is able to offset the effects of SES on students' learning performance to ensure education equity and inclusion in China.Design/methodology/approachData are collected through a questionnaire given to RC and non-RC students enrolled in three public universities in China. A quasi-experimental design is implemented to investigate the potential correlation, if any, between SES, RC and academic performance.FindingsThe results reveal that SES influences academic performance of RC students. Furthermore, the findings strongly suggest that RCs negatively moderate the effect of SES on academic performance.Research limitations/implicationsThis study examines RCs within a specific type of university in China, which may limit the generalizability of findings. Additionally, it uses a quasi-experimental method and relies solely on quantitative data, which may also introduce limitations.Practical implicationsProvided in this study is evidence that RCs can be an innovative way to bolster inclusive and equitable quality education for students from diverse backgrounds in China.Originality/valueThis study enriches the existing literature by exploring the relationships between RC, SES and academic performance in China. In addition, it provides significant references to whether RC can fulfill students' education equity and inclusion.
Journal Article
Whether Socioeconomic Status Matters in Accessing Residential College: Role of RC in Addressing Academic Achievement Gaps to Ensure Sustainable Education
Following the fourth objective of the United Nations’ Sustainable Development Goals (SDGs), education disparities are one of the most serious issues holding back national development. Despite efforts being made to tackle this discrepancy, it has long been a source of concern for many communities. It is important to note that residential colleges (RCs) have evolved and contributed to higher education for several decades now, aiming to provide an equal and inclusive living and learning environment. Having said that, while disparity is still one of the most challenging issues in this system, it has not been fully examined. Using stratified random sampling on RC students’ data from undergraduate universities piloting RC programs up to 2018 in different parts of China, this study examines the effects of socioeconomic status (SES) on RC access. The study further explores the difference in academic achievement among RC students from diverse SES backgrounds and comprehensively analyzes the impact of RC on sustainable education. The study finds that disparities exist in accessing RC for individuals from varied SES backgrounds. However, RC mitigates the influence of SES on academic achievement to curtail these differences. The findings imply that ensuring access to RC for individuals from underprivileged SES backgrounds should be prioritized to address education-disparity-related challenges.
Journal Article
Does socioeconomic status influence students’ access to residential college and ameliorate performance discrepancies among them in China?
Education is one of the main prerequisites for a country making economic progress. A well-informed and well-functioning education system should be able to address most kinds of discrimination or privilege, ensuring that all people have equitable access to high quality education, regardless of their socioeconomic status (SES). It is noted that it cannot prevent every discrimination-related issue that arises. Residential colleges (RCs) have evolved over time in higher education. In this era of the United Nations’ Sustainable Development Goals (SDGs), it is crucial to assess whether RCs genuinely promote equal access and good quality education. Focusing on China, this study investigates whether RCs contribute to education equality or simply serve individuals from privileged socioeconomic contexts. Primarily, employing the quantitative research methods, including descriptive and grouped regression analysis, this study analyzes data from 397 RC students nationwide. The results reveal that RCs are accessible to students from different SES backgrounds, but enrollment disparities persist based on SES. Furthermore, SES does not dictate the role of RCs in academic performance among different social groups; RCs help to narrow the performance discrepancy between students from various socioeconomic backgrounds. These findings underscore the constructive role of RCs in advancing sustainable education and provide valuable insights for decision-makers aiming to get RCs to reduce education disparities.
Journal Article
Connections, community and context : The importance of post-boarding school pathways and re-engagement for remote Aboriginal students
For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models
that provide scholarships, sports programs or accommodation for Aboriginal and Torres Strait Islander students, very little academic research or evidence exists that examines the experiences of students post-boarding. This paper forms
part of a broader doctoral research study, but specifically focuses on how past students, families and communities from remote South Australia view the outcomes of boarding. Using a Grounded theory design, thematic analysis of 32 semi-
structured interviews with past students, families and community members led to the identification of three main themes: connections (early exits), community (re-engaging in education), and context (employment in remote communities).
Findings indicated that outcomes are not linear nor easily defined. Developing a theory of change was recommended as a future approach to help families, students and remote schools to clearly define goals and measures of success for each
student, recognising a range of interpretations and conceptions of 'success', and adapting these goals as necessary. [Author abstract]
Journal Article
The Dynamics of Daylighting at a Residential College Building with the Internal Courtyard Arrangement
Dayasari residential college building was designed with the internal courtyard that allows for numerous implementations of bioclimatic design strategies, especially on daylighting. The field measurement was conducted at eight unoccupied student rooms, selected as samples to represent ten scenarios and orientations that concerned with the level of radiation and penetration of sunlight. This study reveals the contribution of the internal courtyard in the residential college which allows the daylight penetration at the corridor areas and interior of the rooms through the transom over the entrance door, up to ten hours daily. Different amounts of daylight were measured in specific room scenarios to suggest on the most comfortable indoor living space. The recorded mean value for indoor varied from 37 to 286 lux, while in the corridor area 192 to 3,848 lux. However, the use of the large overhangs over the windows, wall openings in the room and trees with large canopy in the landscape setting should critically justify when the adequacy of daylight was drastically reduced in certain rooms.
Journal Article