#8 - Interview

For my interview, I chose two people.  One, Ryan Schocket, is a senior at UNC Chapel Hill, who lives on campus.  The second, Tyler Martin, is a commuter student who travels from Brick, NJ to Stockton University in Galloway, NJ.

Interview #1:

• My name is Ryan Schocket, and I am a senior at the University of North Carolina at Chapel Hill. My cumulative GPA is a 3.5. I am involved both on and off campus. I am the assistant editor — and former staff writer/reporter — for the arts & entertainment desk of the award-winning, student-run, independent newspaper, The Daily Tar Heel. I also blog for Tar Heel Transfers, where I write a column, called "Awkward Encounters." In addition, I serve on the editorial board for UNC's academic history journal, "Traces." 
• I like living on campus for many reasons. First, living on campus enables me to connect with peers outside the classroom, which transitively reflects as an academic advantage. I am close to other classmates, whom I often reach out to for help, guidance and advice. 
• In addition, living on campus gives me access to the various resources that the University offers, which undoubtedly help me succeed academically. At all times, I am only a minutes away from instructional technology, library databases, on-call tutors, writing and science centers, and faculty members. I can also remain an active journalist and editor, where I can interview sources and attend workshops.
• rschock1894@gmail.com

Interview #2:

• My name is Tyler Martin and I am a Junior at Stockton College.  I commute Monday-Thursday and play Ice Hockey for Stockton.  
• I chose to commute because of the fact that staying at home is cheaper.  I am not into the party scene as much as everyone else because I like to focus on my academics.
• However, commuting is hard.  It is difficult to schedule classes on the same days without being overloaded with work.  
• I do wish that I lived on campus sometimes so I could get the resources that every other college student gets when they live on campus. 

These two interviews helped me to learn that on campus living students truly do receive "special treatment" compared to commuters.  I chose both of these people so I could compare the way college students think about their living situations. 

#6 visual

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfbtZWUT75fAc9JEk2Pk_WDtX2mlnWUcJLrQ-k5JDZUZUgF7Ze7Vj1p6yYqQI7KxLNfpd1wfAuXb8bau5oZ_3WolFBsU0ftEkFJT98pkFpZDsMVJYI3Czkdzwl2ti-lClpvTlyjbW0ZDI/s1600/editedcommute.jpg

#7 - Case

My case for this paper is to discuss how students who live on campus are more inclined to do well in school.  Because of the resources provided for them on campus, they are more likely to succeed in their academics.  Commuting can create challenges for students regarding their classes.  Living on campus provides a college setting included with libraries, resource centers, and office hours, all allowing students to gain extra help when needed.  As a commuter it is harder to make time to visit all of these opportunities presented.

Literary Review 4

Title:

Comparing Satisfaction, Life-Stress, Coping and Academic Performance of Counseling Students in On-Campus and Distance Education Learning Environments

Citation:

Furlonger, Brett, and Emilia Gencic. "Comparing Satisfaction, Life-Stress, Coping And Academic Performance Of Counselling Students In On-Campus And Distance Education Learning Environments." Australian Journal Of Guidance And Counselling 24.1 (2014): 76-89. ERIC. Web. 3 Nov. 2015.

Author:

Brett Furlonger, Emilia Gencic

Key Words:

Life satisfaction, Academic Achievement, Comparative Analysis

Summary:

Distance education students are confronted with a range of additional challenges as part of their tertiary study experience. A quantitative approach was used to identify the challenges they face, their relative levels of satisfaction, coping strategies, and academic performance. Two hundred and ninety-five students (64 male and 231 female) participated by completing a survey that included measures of satisfaction, stress, coping, and academic performance. All were enrolled in an Australian university and studied either on campus or in one of two distance education (DE) modes, off-campus and offshore. While there were some differences in satisfaction expressed between DE and on-campus students, there were no significant differences between the groups on measures of stress or academic performance. The differences between the three groups' use of coping strategies was less clear. Possible explanations for the differences between the groups are discussed.