Review colleagues’ lessons learned for managing impact of COVID‐19 crisis

McCarthy, Claudine

doi:10.1002/say.30749

Cited by 2 publications

(5 citation statements)

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“…It may be difficult for the SAS practitioners to even begin addressing the concerns of the students. But SAS practitioners have always excelled at adapting and thriving, even in stressful circumstances (McCarthy, 2020). That is why it is important to learn from other sources.…”

Section: Online Conversations Of Filipino Sas Practitionersmentioning

confidence: 99%

“…The student leaders of some of the colleges and universities have also initiated online activities to divert the attention of the students and promote holistic development and wellness amidst the pandemic. Despite the low turnout of participants, the student leaders still managed to facilitate the activities and provide a sense of connection that is believed to lessen the students' feeling of isolation (McCarthy, 2020). The student leaders have also helped collect data and information particularly on the living condition, needs, and situations of their fellow students.…”

Section: Student Training and Activitiesmentioning

confidence: 99%

“…After careful analysis of the gathered stories and experiences of the SAS practitioners, it was then theorized that the main subject is on the state of Student Affairs and Services in the New Normal. Ideally, SAS practitioners must gain a better understanding of the needs of the students to serve in the new normal (McCarthy, 2020). Through the analytical engagement with the developed themes, certain action points and a conceptual model were conceived to help in the seamless transition of SAS practitioners to the new normal.…”

Section: Student Affairs and Services In The New Normalmentioning

confidence: 99%

“…The involvement of students in online activities may truly be a concern as SAS practitioners keep in mind their varied situations and limitations. However, it is still important to encourage the students to engage and support their need to connect and lessen the feeling of isolation (McCarthy, 2020). Increasing student participation may be done by clearly orienting them to the value of their participation and what they can gain with the engagement.…”

Section: Emergent Themes Sub-themes Responsementioning

confidence: 99%

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The Southeast Asian Conference on Education 2021: Official Conference Proceedings

2021

SEACE Official Conference Proceedings

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Due to a lack of continual assessment or grade related data, identifying first-year engineering students in a polytechnic education at risk of failing Engineering Physics is challenging. Our experience over the years tells us that there is no strong correlation between having good entry grades in Mathematics and the Sciences and excelling in hard-core engineering subjects. Hence, identifying students at risk of failing cannot be on the basis of entry grades in Mathematics and the Sciences alone. These factors compound the difficulty of early identification and intervention. In this paper, we describe the development of a predictive analytics model in early detection of students at risk of failing and evaluates its effectiveness. Data from continual assessments conducted in term one, supplemented by data of student psychological profiles such as interests and study habits, were used. Three classification techniques, namely Logistic Regression, K Nearest Neighbour, and Random Forest, were used in our predictive model. Based on our findings, Random Forest was determined to be the strongest predictor with an Area Under the Curve (AUC) value of 0.994. Correspondingly, its Accuracy, Precision, Recall, and F-Score were also highest among these three classifiers. Using this Random Forest Classification technique, students at risk of failing could be identified at the end of term one. They could then be assigned to a Learning Support Programme at the beginning term two. This paper gathers the results of our findings. It also proposes further improvements that can be made to the model.

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Section: Online Conversations Of Filipino Sas Practitionersmentioning

confidence: 99%

Section: Student Training and Activitiesmentioning

confidence: 99%

Section: Student Affairs and Services In The New Normalmentioning

confidence: 99%

Section: Emergent Themes Sub-themes Responsementioning

confidence: 99%

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The Southeast Asian Conference on Education 2021: Official Conference Proceedings

2021

SEACE Official Conference Proceedings

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“…During the Covid-19 pandemic, Student Affairs and Services (SAS) has proved to be amongst the most responsive and relevant divisions in higher education institutions across the globe, seeking to mitigate the impact, and engage with and provide students with development and support (McCarthy, 2020). In every world region and in different countries and institutions, SAS's ability to respond to Covid-19-related health scares and government-imposed precautions and restrictions has been impacted differently depending on a range of factors, including higher education structures and regulatory bodies, culture and resources, sociopolitical factors, size and shape of institution, and the demographics of the student body and student characteristics (Aristovnik et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Student Affairs and Services during Covid‑19 in Africa: Mitigating the Pandemic’s Impact on Student Success

Schreiber

Luescher²,

Perozzi

et al. 2021

Journal for Students Affairs in Africa

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The Covid‑19 pandemic has highlighted the challenges that present obstacles to equitable learning and development in higher education in various parts of the world. African higher education and Student Affairs and Services (SAS) are faced with a set of challenges that are in part related to the resources within the institutions and in part due the sociocultural context into which the institutions are embedded. It is with this background that this study explores the impact of Covid‑19 on SAS in Africa, as part of a wider lens on SAS across the globe. The study was conducted with an online survey which generated 781 responses of Student Affairs practitioners from across the globe, of which 118 were from the African continent. The data show SAS’s critical role in mediating the various domains within and beyond the higher education institution that impact on student success. The domains that impact on student success include the students’ personal experiences, the public domain, the sociocultural community and familial milieu, and the institutional/ SAS domain. Thus, this article discusses SAS’s critical role in mediating the impact of these four domains on the student living and learning experience. The purpose of this article is to discuss the data and to use the data to gain insights into the way SAS has played a role in mitigating the impacts of Covid‑19 in four domains relevant for student success. Based on our findings, a systemic-contextual model is proposed that illustrates the relevance of four domains that need to synergise for students to be successful. Our data suggests that while SAS and universities do a great deal to support students in their learning, factors in the public domain, factors in the sociocultural community and familial milieu need to be conducive to learning to enable more student success in Africa.

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Review colleagues’ lessons learned for managing impact of COVID‐19 crisis

Cited by 2 publications

References 0 publications

The Southeast Asian Conference on Education 2021: Official Conference Proceedings

The Southeast Asian Conference on Education 2021: Official Conference Proceedings

Student Affairs and Services during Covid‑19 in Africa: Mitigating the Pandemic’s Impact on Student Success

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