Sample records for academic advising program

  1. Producing a Comprehensive Academic Advising Handbook.

    ERIC Educational Resources Information Center

    Ford, Jerry; Ford, Sheila Stoma

    A comprehensive academic advising handbook that is attractive, useful, versatile, and inexpensive is the cornerstone of a well-developed and implemented academic advising program. Seven steps have proven effective in handbook development: (1) making the commitment--appropriate campus administrators must commit the human and financial resources to…

  2. The Academic Adviser

    ERIC Educational Resources Information Center

    Darling, Ruth

    2015-01-01

    In this essay, I explore the idea that "academic" advisers are "academics" who play a major role in connecting the general education curriculum to the students' experience as well as connecting the faculty to the students' holistic experience of the curriculum. The National Academic Advising Association Concept of Academic…

  3. Perceptions and Attitudes of Students in an Online Allied Health Program Regarding Academic Advising Methods

    ERIC Educational Resources Information Center

    Hicks, Joel Matthew

    2016-01-01

    Academic advising has been found to be an important component in satisfaction and retention among online and distance students. This quantitative study examined the perceptions of both online and allied health students in an allied health program regarding academic advising methods. These perceptions were then examined to determine if there was a…

  4. Appreciative Assessment in Academic Advising

    ERIC Educational Resources Information Center

    He, Ye; Hutson, Bryant

    2016-01-01

    Academic advising is one of the key functions in higher education. While there has been a development of advising practices in the past decade, the assessment of academic advising practices is far from satisfactory. In this article, we review major academic advising approaches and key characteristics of quality assessment practices. Based on the…

  5. Reaffirming the Role of Faculty in Academic Advising. Monograph Series, No. 1.

    ERIC Educational Resources Information Center

    Kramer, Gary L., Ed.

    The six papers of this monograph discuss the role of faculty in campus academic advising programs in discussions of training, accountability, evaluation, and recognition and reward. The first paper, "Redefining Faculty Roles for Academic Advising" (Gary L. Kramer) defines three attributes of successful advising programs: as an integral component…

  6. Academic Advising in Individualized Major Programs: Promoting the Three I's of General Education

    ERIC Educational Resources Information Center

    Egan, Kevin

    2015-01-01

    Academic advisers play an important role in making general education relevant and meaningful to student learning by helping to facilitate the three I's of general education: inter-disciplinarity, integration, and intentionality. This essay argues that the "advising as learning" model of academic advising embodies the kinds of advising…

  7. Associate Degree Student Satisfaction with Academic Advising

    ERIC Educational Resources Information Center

    Walleser, Diane K.

    2014-01-01

    The purpose of this study was to identify the determinants of student satisfaction with associate degree academic advising satisfaction with Madison Area Technical College students. During spring of 2013 an electronic survey was conducted to collect data from credit students in the college's academic programs. A survey was sent to 14,776 full time…

  8. Houston Baptist University Academic Advising Handbook, 1986-1987.

    ERIC Educational Resources Information Center

    Ford, Jerry

    A handbook for academic advisers at Houston Baptist University (HBU) is presented. Attention is directed to: definitions of advising, roles of academic advisers, behavioral objectives, limitations of academic advising, adviser and advisee responsibilities, and information pertaining to specific HBU departments and regulations. Additional topics…

  9. Constructivism, Dewey, and Academic Advising

    ERIC Educational Resources Information Center

    Xyst, Kurt

    2016-01-01

    Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of…

  10. A Best-Practice Model for Academic Advising of University Biology Majors

    ERIC Educational Resources Information Center

    Heekin, Jonathan Ralph Calvin

    2013-01-01

    Biology faculty at an East Coast university believed their undergraduate students were not being well served by the existing academic advising program. The purpose of this mixed methods project study was to evaluate the effectiveness of the academic advising model in a biology department. Guided by system-based organizational theory, a learning…

  11. Academic Advising: Organizing and Delivering Services for Student Success. New Directions for Community Colleges, Number 82.

    ERIC Educational Resources Information Center

    King, Margaret C., Ed.

    1993-01-01

    Offering new perspectives on academic advising in community colleges, this book defines developmental academic advising, describes the organization and delivery of advising services, and discusses key components of effective programs. The following 10 chapters are included: (1) "Developmental Academic Advising," by Thaddeus M. Raushi,…

  12. Using a 360-Degree Appraisal Approach to Re-Design Advising Programs

    ERIC Educational Resources Information Center

    Maples, Glenn; Harris, Bette; Greco, Anna M.

    2010-01-01

    Over the past 30 years, researchers have repeatedly demonstrated the need to improve academic advising. Nonetheless, at many Universities academic advising remains a neglected endeavor--poorly measured, managed and rewarded. This paper considers the implementation of an academic advising program which parallels the 360-Degree feedback approach…

  13. Academic Advising and Potential Litigation.

    ERIC Educational Resources Information Center

    Schubert, Arline F.; Schubert, George W.

    1983-01-01

    Issues in tort and contract law and recent experiences in litigation that influence the academic adviser's responsibility are outlined, including negligence, nondisclosure and misrepresentation, defamation, written and oral contracts, and the adviser as an agent of the institution. Specific areas of adviser vulnerability are noted. (MSE)

  14. Organization of Academic Advising in Ohio's Two-Year Public Colleges

    ERIC Educational Resources Information Center

    Walker, Verne W.

    2012-01-01

    Academic advising administrators, academic advising professional organization leaders, and academic advising scholars have not had access to information about how academic advising is organized in their states. The purposes of this study were (a) to describe the organization of academic advising in Ohio's two-year public colleges; (b) to explore…

  15. Reconceptualizing Academic Advising Using the Full Range Leadership Model

    ERIC Educational Resources Information Center

    Barbuto, John E., Jr.; Story, Joana S.; Fritz, Susan M.; Schinstock, Jack L.

    2009-01-01

    Developmental and prescriptive advising styles have been the focus of the academic advising literature for the past 35 years. Academic advising scholars have called for a new paradigm in the field. Drawing from leadership theory, a new model for academic advising is proposed. Full range advising encompasses laissez-faire, management-by-exception,…

  16. Minority STEM students' perceptions of academic advisement and the impact of academic advisement on satisfaction and academic success of minority STEM students at an HBCU in southeastern Louisiana

    NASA Astrophysics Data System (ADS)

    Martin, Brittany

    The purpose of this study was to examine how academic advising impacts minority STEM students' academic success and their level of satisfaction. The study also explored minority STEM students' perceptions of academic advising based on their experience. The sample included 188 sophomore and junior STEM students attending an HBCU in southeastern Louisiana. Participants in the study completed the Academic Advising Inventory (AAI). Some students also participated in a focus group or virtual interview. An independent t-test found no difference between the GPAs of STEM students who received developmental advising as opposed to prescriptive advising. A one-way ANOVA found no significant difference between STEM students' GPAs based on the frequency and duration of their advising sessions. A Mann-Whitney U test determined that STEM students who were prescriptively advised were significantly more satisfied with advising than STEM students who were developmentally advised. A Mann-Whitney U also determined that STEM students who were satisfied with their education were significantly more dissatisfied with academic advising than STEM students who were dissatisfied with their education. A Kruskal-Wallis H test determined there was no significant difference between STEM students' satisfaction with advising and the frequency of their advising sessions. A Kruskal-Wallis H also determined that STEM students who spent less than 15 minutes or more than 1 hour were the most satisfied with advisement. The majority of STEM students perceived academic advising had little impact on their GPA. However, STEM students perceived academic advising as having an impact on their satisfaction with the university. The majority of STEM students perceived academic advising as useful.

  17. Interactive Decision Support for Academic Advising

    ERIC Educational Resources Information Center

    Mohamed, Abdallah

    2016-01-01

    Purpose: This paper aims to support academic advising, which plays a crucial role in student success and retention. The paper focuses on one of the most challenging tasks involved in academic advising: individual course scheduling. This task includes not only careful planning for different courses over several semesters according to students'…

  18. Improving Academic Advising Using Quality Function Deployment: A Case Study

    ERIC Educational Resources Information Center

    Walters, Lisa M.; Seyedian, Mojtaba

    2016-01-01

    Almost half of full-time, first-time undergraduate students fail to finish their course of study within four years. To increase retention and graduation rates, a greater emphasis on academic advising is in order. The positive influence of an effective advising program on student success is well documented in the literature; however, there has not…

  19. Strengthening Academic Advising by Developing a Normative Theory

    ERIC Educational Resources Information Center

    Himes, Hilleary A.

    2014-01-01

    Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in…

  20. Be Advised

    ERIC Educational Resources Information Center

    O'Banion, Terry

    2012-01-01

    The purpose of academic advising is to help students select a program of study to meet life and vocational goals. As such, academic advising is a central activity in the process of education. Academic advising occurs at least once each term for every student in the college; few student support functions occur as often or affect so many students.…

  1. Perceptions of Academic Advising and Student Retention

    ERIC Educational Resources Information Center

    Soden, Stacy Renaee

    2017-01-01

    The purpose of this research study was to examine student and academic advisors' perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution…

  2. The Professionalization of Academic Advising: Where Are We in 2010?

    ERIC Educational Resources Information Center

    Shaffer, Leigh S.; Zalewski, Jacqueline M.; Leveille, John

    2010-01-01

    In the last year, three respected leaders in academic advising, Wes Habley, Terry Kuhn, and Gary Padak, published articles suggesting that academic advising has not met the standards of scholarship to be considered a field of inquiry, an academic discipline, or a profession. In this article, we examine academic advising history from the…

  3. Academic Advising: Transition and Continuity. Proceedings of the National Academic Advising Association Annual Region VII Conference (5th, Dallas, Texas, May 21-23, 1989).

    ERIC Educational Resources Information Center

    Hargrave, O. T., Ed.

    Papers from the conference proceedings of the National Academic Advising Association are as follows: "Advising, Writing Centers, and Academic Services: Applications and Extensions of Student Developmental Theories" (M. Brooks and C. Murphy); "Development of an Expert System for Student Advisement" (J. Sullivan et al.); "Evaluating Advising: The…

  4. Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education

    ERIC Educational Resources Information Center

    Woods, Chenoa S.; Richard, Keith; Park, Toby; Tandberg, David; Hu, Shouping; Jones, Tamara Bertrand

    2017-01-01

    In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of…

  5. Academic Advising: Does It Really Impact Student Success?

    ERIC Educational Resources Information Center

    Young-Jones, Adena D.; Burt, Tracie D.; Dixon, Stephanie; Hawthorne, Melissa J.

    2013-01-01

    Purpose: This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process. Design/methodology/approach: Student participants (n = 611) completed a survey exploring their expectations of and experience with academic advising.…

  6. Academic Advising Audit: An Institutional Evaluation and Analysis of the Organization and Delivery of Advising Services.

    ERIC Educational Resources Information Center

    Crockett, David S.

    Designed to assist institutions in evaluating the current status of their academic advising program, this manual provides guidelines and materials used to conduct a four-step audit. Following a brief introduction, an overview of the audit procedure is presented. The next four sections, corresponding to the steps in the audit, are presented: (1)…

  7. Everything You Have Always Wanted to Know about Academic Advising (Well, Almost)

    ERIC Educational Resources Information Center

    Robbins, Rich

    2012-01-01

    Answering the question "What occurs in an academic advising interaction?" is not as easy as one might think. Many factors contribute to the academic advising process, and no two advising interactions are the same. This article discusses the different factors involved in an academic advising interaction, emphasizing the need for psychological…

  8. Academic Advising Structures That Support First-Year Student Success and Retention

    ERIC Educational Resources Information Center

    McFarlane, Brett Leland

    2013-01-01

    Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students…

  9. Understanding and Unlocking the Potential of Online Academic Advising

    ERIC Educational Resources Information Center

    Flowers, Jefferson Lee

    2012-01-01

    Student support services, such as academic advising, promote college student retention and increased graduation rates. As educational institutions continue to face budgetary uncertainties, academic advising services are facing cuts that threaten their ability to provide student support. Online solutions are being advanced at many institutions, as…

  10. Annotated Bibliography of Recent Research Related to Academic Advising

    ERIC Educational Resources Information Center

    Mottarella, Karen, Comp.

    2011-01-01

    This article presents an annotated bibliography of recent research related to academic advising. It includes research papers that focus on advising and a special section of the "Journal of Career Development" that is devoted to multicultural graduate advising relationships.

  11. Contributing to the Development of Student Leadership through Academic Advising

    ERIC Educational Resources Information Center

    McClellan, Jeffrey L.

    2013-01-01

    One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic…

  12. National Conference on Academic Advising: A Publication of Proceedings Prepared for the Annual Conference (1st, Burlington, Vermont, October 16-19, 1977).

    ERIC Educational Resources Information Center

    Rayfield, Gina, Ed.; And Others

    Proceedings of the first National Conference on Academic Advising, sponsored in 1977 by the University of Vermont, are presented. Among the 36 papers presented are the following: "Making Advising Work: Basic Elements in Developing and Implementing a Successful Academic Advising Program" (David S. Crockett); "A Community College Academic Advisor's…

  13. Survey of Needs and Expectations for Academic Advising in a Hong Kong University

    ERIC Educational Resources Information Center

    Cheung, Rhonda Y. S.; Siu, Andrew M. H.; Shek, Daniel T. L.

    2017-01-01

    Universities in Hong Kong implemented a new 4-year undergraduate curriculum in 2012, and many initiated academic advising programs to help students from different academic backgrounds and with various levels of preparedness to review their options and manage challenges in college. For this study, we administered a questionnaire survey to discover…

  14. Academic Advising as a Comprehensive Campus Process. Monograph Series, No. 2.

    ERIC Educational Resources Information Center

    Glennen, Robert E., Ed.; Vowell, Faye N., Ed.

    The 22 papers of this monograph review academic advising from the perspective of three types of campus activities: administrative support services, academic advising services, and student support services. The papers include: (1) "Obtaining Presidential Support for Advising" (Robert E. Glennen); (2) "Faculty Affairs" (David H. Goldenberg and Steve…

  15. Faculty perceptions of academic advising: "I don't get no respect".

    PubMed

    Harrison, Elizabeth

    2009-01-01

    Best practices in teaching and learning may begin with effective academic advising. Nursing research and scholarship in the area of advising, however, is virtually nonexistent. The purpose of this exploratory study was to determine nurse faculty perceptions of the characteristics and functions of an effective academic adviser. The study was conducted at a comprehensive state university in southeastern Minnesota. Content analysis of 17 completed questionnaires was consistent with extant education and pedagogical research. Authenticity and accountability were unique characteristics of an effective adviser identified by participants in this study. The findings will facilitate faculty development in the area of academic advising and help improve services to students. Further, the results have helped identify areas for continuing scholarship in nursing.

  16. Academic Advising and Gender Communication

    ERIC Educational Resources Information Center

    Nemeth, Sean

    2017-01-01

    Purpose: The purpose of this correlational study was to identify whether there are differences in student satisfaction scores in academic advisement gender pairings in an undergraduate university setting. Methodology: This study was a descriptive correlational research study utilizing archival survey data. The collected data consisted of numeric…

  17. "Flipped classroom" for academic and career advising: an innovative technique for medical student advising.

    PubMed

    Amini, Richard; Laughlin, Brady S; Smith, Kathy W; Siwik, Violet P; Adamas-Rappaport, William J; Fantry, George T

    2018-01-01

    Career advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a "flipped classroom" style advising session. We performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session. Ninety-four percent (95% CI, 88%-100%) of the medical students surveyed felt that the advising session was more effective as a result of the outline provided and completed before the session and that the pre-advising document helped them gain a better understanding of the content to be discussed at the session. Utilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution.

  18. FaculTea: Professional Development for Learning Centered Academic Advising

    ERIC Educational Resources Information Center

    Voller, Julie Givans

    2013-01-01

    The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting…

  19. Strategies to Enhance Interpersonal Relations in Academic Advising

    ERIC Educational Resources Information Center

    Hughey, Judy K.

    2011-01-01

    The relationship between interpersonal skills is positively correlated with effective academic advising. Professional academic advisors feel significant pressure to meet a wide array of student needs, increase retention rates, help students in their efforts of academic achievement and career exploration, and support institutions to excel in…

  20. An Applied Introduction to Qualitative Research Methods in Academic Advising

    ERIC Educational Resources Information Center

    Hurt, Robert L.; McLaughlin, Eric J.

    2012-01-01

    Academic advising research aids faculty members and advisors in detecting, explaining, and addressing macro-level trends beyond their local campus. It also helps legitimize the professional nature of academic advising, moving it beyond mere prescriptive models that focus on rules and course selection. Due to the erroneous belief that skills in…

  1. Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention

    ERIC Educational Resources Information Center

    Kamrath, Barry; Brooker, Teresa

    2018-01-01

    School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to…

  2. Institutional Vision and Academic Advising

    ERIC Educational Resources Information Center

    Abelman, Robert; Molina, Anthony D.

    2006-01-01

    Quality academic advising in higher education is the product of a multitude of elements not the least of which is institutional vision. By recognizing and embracing an institution's concept of its capabilities and the kinds of educated human beings it is attempting to cultivate, advisors gain an invaluable apparatus to guide the provision of…

  3. Impact: Advising Makes the Difference. Proceedings of the National Conference on Academic Advising (2nd, Memphis, Tennessee, October 8-11, 1978).

    ERIC Educational Resources Information Center

    Chando, Carl M., Ed.

    Summaries of papers from the 1978 National Conference on Academic Advising are presented. Among the 58 papers are the following: "Faculty Advising as Faculty Development" (Howard Kramer); "Student Self-Assessment Systems and Academic Advising" (John H. Clarke, Christopher Robles, Joanne Yphantis); "Development and Utilization of a Peer Advising…

  4. Some Legal Implications in Academic Advising.

    ERIC Educational Resources Information Center

    Showell, Jeffrey A.

    1998-01-01

    Summarizes federal regulations concerning academic advising, including defamation, negligence, privacy, disabilities, civil rights, duty to report crimes, and privilege. Relevant state laws, interpretations, hypothetical situations, and the possible institutional and personal penalties, both civil and criminal, of not following current laws are…

  5. “Flipped classroom” for academic and career advising: an innovative technique for medical student advising

    PubMed Central

    Amini, Richard; Laughlin, Brady S; Smith, Kathy W; Siwik, Violet P; Adamas-Rappaport, William J; Fantry, George T

    2018-01-01

    Introduction Career advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a “flipped classroom” style advising session. Methods We performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session. Results Ninety-four percent (95% CI, 88%–100%) of the medical students surveyed felt that the advising session was more effective as a result of the outline provided and completed before the session and that the pre-advising document helped them gain a better understanding of the content to be discussed at the session. Conclusion Utilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution. PMID:29785150

  6. Depth-of-processing effects as college students use academic advising Web sites.

    PubMed

    Boatright-Horowitz, Su L; Langley, Michelle; Gunnip, Matthew

    2009-06-01

    This research examined students' cognitive and affective responses to an academic advising Web site. Specifically, we investigated whether exposure to our Web site increased student reports that they would access university Web sites to obtain various types of advising information. A depth-of-processing (DOP) manipulation revealed this effect as students engaged in semantic processing of Web content but not when they engaged in superficial examination of the physical appearance of the same Web site. Students appeared to scan online academic advising materials for information of immediate importance without noticing other information or hyperlinks (e.g., regarding internships and careers). Suggestions are presented for increasing the effectiveness of academic advising Web sites.

  7. Developing leaders: implementation of a peer advising program for a public health sciences undergraduate program.

    PubMed

    Griffin, Megan; DiFulvio, Gloria T; Gerber, Daniel Shea

    2014-01-01

    Peer advising is an integral part of our undergraduate advising system in the Public Health Sciences major at the University of Massachusetts Amherst. The program was developed in 2009 to address the advising needs of a rapidly growing major that went from 25 to over 530 majors between 2007 and 2014. Each year, 9-12 top performing upper-level students are chosen through an intensive application process. A major goal of the program is to provide curriculum and career guidance to students in the major and empower students in their academic and professional pursuits. The year-long program involves several components, including: staffing the drop-in advising center, attending training seminars, developing and presenting workshops for students, meeting prospective students and families, evaluating ways to improve the program, and collaborating on self-directed projects. The peer advisors (PAs) also provide program staff insight into the needs and perspectives of students in the major. In turn, PAs gain valuable leadership and communication skills, and learn strategies for improving student success. The Peer Advising Program builds community and fosters personal and professional development for the PAs. In this paper, we will discuss the undergraduate peer advising model, the benefits and challenges of the program, and lessons learned. Several methods were used to understand the perceived benefits and challenges of the program and experiences of students who utilized the Peer Advising Center. The data for this evaluation were drawn from three sources: (1) archival records from the Peer Advising Center; (2) feedback from PAs who completed the year-long internship; and (3) a survey of students who utilized the Peer Advising Center. Results of this preliminary evaluation indicate that PAs gain valuable skills that they can carry into their professional world. The program is also a way to engage students in building community within the major.

  8. Socratic Self-Examination and Its Application to Academic Advising

    ERIC Educational Resources Information Center

    Kuhtmann, Marlene S.

    2005-01-01

    Nussbaum (1998) proposed that Socratic activity is a worthwhile pursuit with regard to academic advising relationships. While it offers the promise of certain benefits, such as the development of critical thinking skills, Socratic activity arguably cannot be universally applied to all advising relationships. In presenting and analyzing issues…

  9. Advising the Student-Athlete.

    ERIC Educational Resources Information Center

    Gurney, Gerald S.; Johnson, Sally P.

    1986-01-01

    Some recent institutional studies describing the academic preparation and subsequent performance of student-athletes are reviewed, and their implication for academic advising is discussed. "Dumb Jock" image, initial academic advisor contact, fifth-year grant programs, are among the issues described. (MLW)

  10. An Overlooked Population in Community College: International Students' (In)Validation Experiences With Academic Advising

    ERIC Educational Resources Information Center

    Zhang, Yi

    2016-01-01

    Objective: Guided by validation theory, this study aims to better understand the role that academic advising plays in international community college students' adjustment. More specifically, this study investigated how academic advising validates or invalidates their academic and social experiences in a community college context. Method: This…

  11. An Examination of Academic Advising Style Preference in Undergraduate Students

    ERIC Educational Resources Information Center

    Yarbrough, Elizabeth Kendrick

    2010-01-01

    As universities put increasing pressure on student retention and success, academic advising has become an increasingly visible and important part of the university. One of the first examinations of advising contrasted two major styles: prescriptive and developmental (Crookston, 1972). Prescriptive styles are based on the expertise of the advisor.…

  12. A Study of Research Assistants' Perceptions about Academic Adviser and Academic Life through Metaphors

    ERIC Educational Resources Information Center

    Gulmez, Deniz; Kozan, Hatice Irem Ozteke

    2017-01-01

    In current study research assistants' perceptions about the concepts of "Academic adviser" and "Academic life" via metaphors were aimed which is conducted with qualitative research method. Participants of study consist of 82 research assistant (45 of them women) work in Educational Faculties in Turkey. In data collection, for…

  13. Evaluation of Illinois Benedictine's Freshman Advising Program via the New Benedictine Advising Survey.

    ERIC Educational Resources Information Center

    Iaccino, James F.

    Many colleges and universities lack a formal evaluation system to assess their advising programs. Illinois Benedictine College, however, has consistently evaluated its Freshman Advising Program (FAP) on an annual basis ever since its inception. In 1986, the college decided to implement the new Benedictine Advising Survey in the exit interview…

  14. "Cultivating Ways of Thinking": The Developmental Teaching Perspective in Academic Advising

    ERIC Educational Resources Information Center

    McGill, Craig M.

    2016-01-01

    Although academic advising is recognized as an important piece in college student retention, the complexity of the activity and its pedagogical potential continues to be overlooked by institutional stakeholders and advisors themselves. Many outside the field do not fully recognize its purpose and potential, but increasingly advising is seen as a…

  15. The Self Concept Change as a Tool for Developmental Academic Advising

    ERIC Educational Resources Information Center

    Ugur, Hasan

    2015-01-01

    The main goals of academic advising are not only to improving social and academic success of students during academic year, but to improve the retention of the students with the successful interventions inside the educational system. Many areas of practice and research are mentioned in the scientific literature. One of them is improving students'…

  16. The Impact of Centralized Advising on First-Year Academic Performance and Second-Year Enrollment Behavior

    ERIC Educational Resources Information Center

    Kot, Felly Chiteng

    2014-01-01

    To enhance student success, many colleges and universities have expanded academic support services and programmatic interventions. One popular measure that has been recognized as critical to student success is academic advising. Many institutions have expanded advising by creating centralized units staffed with professional advisors who serve…

  17. Assessed perceptions of female materials science and engineering graduates on academic advising, student support services and retention strategies

    NASA Astrophysics Data System (ADS)

    Washington, Renita Linette

    Females currently undertaking STEM-related programs can benefit from knowing about how other females who had been in a similar position as them were able to persevere through the challenges of higher education with the help of advisement and student support services that aim to increasing student retention. While there have been a depth of studies on the development of academic advising, there have been limited studies on this development with respect to the needs of specific marginalized groups. This is the gap in literature that is addressed by this study. The outcomes observed in this study can potentially benefit female students at the institution where the study was conducted. This study focused on the group of female students who were able to successfully complete their STEM-related degrees. A significant difference was found between tutoring and learning support, F = 4.65, sd = .78 and a sig. level = .004. A strong negative relationship existed between the ages of the graduates and assessed academic advisement. A perfect positive relationship existed between the age of the graduates and assessed course concierge service scores; and between the age of the graduates and assessed career services and counseling scores. A moderate negative relationship existed between the age of the graduates and assessed curriculum/degree planning database scores, the age of the graduates and assessed academic and program advisement scores and the age of the graduates and assessed tutorial and learning support services scores. A weak negative relationship existed between the age of the graduates and assessed retention scores.

  18. Complex Partnerships: Self-Authorship and Provocative Academic-Advising Practices

    ERIC Educational Resources Information Center

    Pizzolato, Jane

    2006-01-01

    Self-authorship is an additional orientation to traditional college student, epistemological, development theories. Facilitation of self-authorship, via academic advising, may help students meet the desired outcomes outlined by the Council for the Advancement of Standards in Higher Education and integrate these abilities into their knowing and…

  19. Academic Advising Relationship and the Latino Community College Student

    ERIC Educational Resources Information Center

    Alvarado, Daniel

    2017-01-01

    Disparities exist among Latinos in educational attainment. These disparities are magnified when comparing their access, persistence, and degree attainment to their Caucasian and Asian American counterparts. The purpose of this quantitative study is to discover the impact of cultural competence among academic advising professionals as it relates to…

  20. The Debate Begins: The Rise of Alternate Perspectives in Academic Advising Theory

    ERIC Educational Resources Information Center

    Burton, Shannon Lynn

    2016-01-01

    With the addition of history to the title of the Theory, Philosophy, and History of Advising Commission of NACADA: The Global Community for Academic Advising, the time has come to reflect on this growing commission as a means to track and record the growth and development of the theoretical debates and questions regarding the field of academic…

  1. Academic Advising as a Developmental Process. Proceedings of the National Conference on Academic Advising (4th, Asheville, North Carolina, October 19-22, 1980).

    ERIC Educational Resources Information Center

    Higginson, Linda C., Ed.; And Others

    Proceedings of the 1980 National Conference on Academic Advising are presented. The more than 50 papers are organized as general sessions, preconference workshops, and paper sessions. For the paper sessions, summaries are presented, which are either written by the presenters or the publication editors. Articles and authors include the following:…

  2. Academic Advising Ain't What It Used to Be: Strangers in the University.

    ERIC Educational Resources Information Center

    Byrd, Marquita L.

    1995-01-01

    Ways in which undergraduate education is changing in terms of student diversity, financing, and time required for graduation are discussed, and ways these changes affect academic advising are considered. It is suggested that colleges provide faculty advisors with specific training and make advising an official and evaluated aspect of faculty…

  3. Academic and Career Development: Rethinking Advising for Asian American Students

    ERIC Educational Resources Information Center

    Kodama, Corinne M.; Huynh, Jill

    2017-01-01

    Academic and career development for Asian American students is complicated by cultural influences, interdependence with family, and racial stereotyping. This chapter highlights research, theory, and practice to help educators rethink traditional advising approaches to more appropriately work with Asian American students as they navigate their…

  4. Exploring the Challenges of Academic Advising for Student Veterans

    ERIC Educational Resources Information Center

    Parks, Rodney; Walker, Erin; Smith, Carol

    2015-01-01

    As troops return to the United States from conflicts in Iraq and Afghanistan, many student veterans are expected to utilize their education benefits and enroll in higher education. A key element in their success in college will be the quality of academic advising they receive. Student veterans are much more likely than traditional students to drop…

  5. Step-by-Step Guide to Producing a Comprehensive Academic Advising Handbook.

    ERIC Educational Resources Information Center

    Ford, Jerry; Ford, Sheila Stoma

    1993-01-01

    Procedures for creating a guide to academic advising are outlined, including obtaining administrative commitment; clarifying responsibilities and chain of command; identifying general and specific objectives; developing content; organizing content; entering production; and revising. (MSE)

  6. Enhancing Student Learning: RN CAT Advisement Program.

    ERIC Educational Resources Information Center

    Donaldson, Susan K.

    This document describes a community college advisement program that was implemented to improve the student pass rate for the national nursing licensure examination. The nursing faculty at Manatee Community College (Florida) recently instituted an advisement system during the final semester of the two-year nursing program. First, students were…

  7. Academic Advising Ain't What It Used To Be: Strangers in the University.

    ERIC Educational Resources Information Center

    Byrd, Marquita L.

    This keynote address discusses ways undergraduate education is changing in terms of the diversity of students, financing education, and time required for graduation. How these changes affect academic advisers is the focus of the piece. The article is a response to a college administrator's charge to advisers to adapt to the new face of…

  8. Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative.

    PubMed

    Barnes, Lisa J; Parish, Robin

    2017-01-01

    Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a three-step process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

  9. Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia

    ERIC Educational Resources Information Center

    Williams Sy, Jobila Y.

    2013-01-01

    Positive educational experiences deliberately sought through advising can lead to increased academic success, improved college experiences, and long-term benefits as graduates become contributing citizens in society. However, much of the research on the role of and advantages related to academic advising has been limited to American colleges and…

  10. Academic Advising as an Intervention for College Students with ADHD

    ERIC Educational Resources Information Center

    D'Alessio, Kathleen A.; Banerjee, Manju

    2016-01-01

    An innovative approach to academic advising is being proposed as an intervention for college students with attention deficit hyperactivity disorder (ADHD). This is a student-centered developmental approach that includes specific elements of coaching, such as open-ended questioning, creating a safe space for students with challenges in…

  11. Striking a Balance: Academic Advising and the Advisory Working Alliance with Adult Master's-Level Credential Candidates at Regional Campuses

    ERIC Educational Resources Information Center

    Saunders, Cindy Franklin

    2012-01-01

    Purpose: The purpose of this study was to describe the advising approaches and the training received by academic advisors to form an advisory working alliance with adult master's-level credential candidates in educator preparation programs at regional campuses in Southern and Central California. This advisory working alliance concept includes: (a)…

  12. A Study of the Academic Advisement System in a Community College. AIR Forum 1979 Paper.

    ERIC Educational Resources Information Center

    Capoor, Madan

    The academic advisement system in a large, comprehensive community college is evaluated. Student and faculty questionnaires were designed to measure perceptions of the processes and outcomes of the advisement system. Findings from 841 student questionnaires are reported and discussed. The survey investigated background variables, process…

  13. Comprehensive Freshman Advising. The Ursinus College Freshman Advising Program: Three-Year Follow-Up.

    ERIC Educational Resources Information Center

    Chambliss, Catherine

    In 1982, Ursinus College instituted a new Freshman Advising Program (FAP), involving: a greatly expanded role for the advisor; postponement of the declaration of major; greater emphasis on student-centered developmental advising; a focus on the transition needs of freshmen; a focus on the problem of false starts and student encounters with…

  14. Students' Motivation to Access Academic Advising Services

    ERIC Educational Resources Information Center

    Henning, Marcus A.

    2009-01-01

    The interrelationships between motivation for choosing a program of study, intention to access academic advisors, academic difficulty, and actual appointments with academic advisors were based on student self-reports of motivation and intentions. In addition, academic achievement measures and data on student access to academic advisors were…

  15. Advising with Understanding: Considering Hermeneutic Theory in Academic Advising

    ERIC Educational Resources Information Center

    Champlin-Scharff, Sarah

    2010-01-01

    One might say that good advising requires understanding of those being advised. Yet, the way to achieve an accurate understanding of each advisee is unclear. An introduction to the field of hermeneutics, including an outline of Martin Heidegger's notion of human being and existential understanding, is presented to offer advisors a new opportunity…

  16. Supporting Residential Student Organization Advisers: A 21st Century Adviser Training and Development Program

    ERIC Educational Resources Information Center

    Shapiro, Cory Adam

    2012-01-01

    The purpose for this doctoral action research study was to discover if and how an updated training and development curriculum benefited residential student organization advisers at Arizona State University (ASU). Eleven advisers of residential student organizations completed a pilot training and development program and agreed to participate in a…

  17. Student Perceptions of the Value of Academic Advising at a Hispanic Serving Institution of Higher Education in South Texas

    ERIC Educational Resources Information Center

    Vasquez, Sonya

    2017-01-01

    The purpose of this study was to determine the perception of the value of academic advising to second-year students at a Hispanic Serving Institution in south Texas. This study surveyed second-year students during the 2016-2017 year to examine whether academic advising enhanced the retention. The theoretical foundation of this study relied on the…

  18. Getting What They Want: Aligning Student Expectations of Advising with Perceived Advisor Behaviors

    ERIC Educational Resources Information Center

    Anderson, Whitney; Motto, Justin S.; Bourdeaux, Renee

    2014-01-01

    Maintaining effective undergraduate academic advising programs that meet the needs of students is an ongoing challenge for universities across the country. Using expectancy violations theory as a lens, this study argues that student satisfaction with advising is linked to alignment between student expectations of the advising process and perceived…

  19. The advising alliance for international and domestic graduate students: Measurement invariance and implications for academic stress.

    PubMed

    Rice, Kenneth G; Suh, Hanna; Yang, Xiaohui; Choe, Elise; Davis, Don E

    2016-04-01

    We expanded the focus of a prior study of international graduate student advising relationships (Rice et al., 2009) to examine advising experiences of both international and domestic students. International (n = 434) and domestic (n = 387) students completed the Advisory Working Alliance Inventory (AWAI-S; Schlosser & Gelso, 2001) and measures of advising experiences, perceived academic stress, and desire to change advisor. Measurement invariance analyses suggested that a 23-item AWAI-S showed support for scalar invariance. A bifactor structure showed superior fit to the 3-factor model or a second-order factor model for the AWAI-S. International and domestic graduate students did not differ in ratings of general alliance, academic stress, or desire to change advisors. General alliance was strongly related to less academic stress and less desire to change advisors. International students who felt disrespected by their advisors were more likely to be academically stressed than domestic students. Structured mentoring experiences were associated with lower stress and less desire to change, and this effect was similar in both international and domestic students. Overall, results suggested that the current level of measurement, and possibly theory development, regarding the advisory alliance is good at identifying generic satisfaction but weaker at differentiating components of the alliance. (c) 2016 APA, all rights reserved).

  20. Advising International Students in Engineering Programs: Academic Advisors' Perceptions of Intercultural Communication Competence

    ERIC Educational Resources Information Center

    Zhang, Yi Leaf; Dinh, Trang V.

    2017-01-01

    In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes…

  1. Advice and Identity in Institutional Talk: A Conversation Analytic Study of Academic Advising at the Undergraduate Level

    ERIC Educational Resources Information Center

    Norris, Alda M.

    2011-01-01

    Despite the importance of advising experiences, very little is known about the interpersonal communication dynamics of these interactions. This study addresses that knowledge gap by providing an analysis of audio recordings of advising sessions as they occurred in the offices of five academic advisors who met with undergraduate advisees (n= 28).…

  2. Student vs Faculty Curriculum Advising

    ERIC Educational Resources Information Center

    Brown, Coke R.; Myers, Rosemary

    1975-01-01

    Attitudes toward advisers and first-year academic progress were assessed for 223 freshman students at Idaho State University. Students advised by students had more positive attitudes toward their advisers and lower drop rates than those advised by faculty. No difference was observed for achieved GPA. Bases for evaluation are discussed. (Author)

  3. Significant Learning, Significant Advising

    ERIC Educational Resources Information Center

    Kelley, Bruce

    2008-01-01

    The acknowledgment that advisees are learners and advisors are teachers may be the most powerful philosophical change in advising in 30 years. This article builds generally on the growing momentum to view academic advising as an extension of student learning, and specifically as an expansion of "Advising as Learning" in which Hemwall and Trachte…

  4. Academic Advising: New Insights for Teaching and Learning in the First Year. The First-Year Experience Monograph Series No. 46. NACADA Monograph Series No. 14

    ERIC Educational Resources Information Center

    Hunter, Mary Stuart, Ed.; McCalla-Wriggins, Betsy, Ed.; White, Eric R., Ed.

    2007-01-01

    Grounded in the philosophy that academic advising is a robust form of one-on-one teaching, this monograph places advising in a new light, one that brings it to the center of the institutional mission and activity. This monograph challenges all readers to embrace the tremendous potential that academic advising has for educating today's college…

  5. Advisors and Advisees: Developing Responsible Advising Relationships. An Examination of Self-Disclosure within Advising.

    ERIC Educational Resources Information Center

    Wright, Doris J.

    Academic advising is one of the primary vehicles for communicating information regarding course selection and degree attainment. Advising may also contribute to a student's overall success or failure at college (Hardee, 1970; Kramer & Gardner, 1977; O'Banion, 1971) and is critical to student retention (Habley, 1981). Advising, as a developmental…

  6. The "Processes" of Learning: On the Use of Halliday's Transitivity in Academic Skills Advising

    ERIC Educational Resources Information Center

    Moore, Tim

    2007-01-01

    Of the different uses of discourse analysis, one of the more significant is the way it can be used to introduce students to the culture and literary practices of the disciplines. This article describes how one type of analysis--Halliday's transitivity--has been used in an academic advising context to assist students struggling to write effectively…

  7. Advising: Supporting the Academy.

    ERIC Educational Resources Information Center

    Kramer, Howard C.

    Ways that academic advising can be used to foster cohesion in the college are addressed. Advising is assumed to contribute to the primary mission of the institution, the pursuit of scholarship. The question at issue concerns the types of efforts directed toward differentiation and specialization in contrast to efforts designed to increase…

  8. Advising Students with Disabilities. Monograph Series.

    ERIC Educational Resources Information Center

    Ramos, Manuel, Ed.; Vallandingham, Dick, Ed.

    This monograph addresses issues confronted by the college or university academic adviser working with students who have disabilities. Included are 12 author contributed chapters: (1) "Advising Students with Disabilities--Is There a Difference?" (Manual "Buddy" Ramos); (2) "The 504/ADA as a Philosophical Basis for Advising Students" (Edward L.…

  9. Academic Advising in British Columbia. Executive Summary

    ERIC Educational Resources Information Center

    British Columbia Council on Admissions and Transfer, 2016

    2016-01-01

    "Advising" consists of those activities and tasks that result in providing information to students. British Columbia's (BC) post-secondary education has evolved over the past number of years and student advising has changed along with it. Post-secondary institutions are currently challenged to increase student engagement, improve…

  10. Major Re-Selection Advising and Academic Performance

    ERIC Educational Resources Information Center

    McKenzie, Deborah; Tan, Tony Xing; Fletcher, Edward C.; Jackson-Williams, Andrea

    2017-01-01

    We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who…

  11. Advising as Servant Leadership: Investigating the Relationship

    ERIC Educational Resources Information Center

    Paul, W. Kohle; Smith, K. Courtney; Dochney, Brendan J.

    2012-01-01

    Advisors serve in many, often overlooked, roles. We investigated the supposition that McClellan (2007a) espoused between academic advising and servant leadership. Our hypotheses, that measures of servant leadership and developmental advising are correlated and that wisdom is the best predictor of developmental advising behaviors, were supported.…

  12. Student Characteristics and Collegiate Environments That Contribute to the Overall Satisfaction with Academic Advising among College Students

    ERIC Educational Resources Information Center

    DeLaRosby, Hal R.

    2017-01-01

    Academic advising satisfaction is highly correlated with retention in higher education. Thriving Quotient survey responses were collected from undergraduate students at a private, liberal arts college in the Pacific Northwest. Using a multiple regression analysis, this study examined what "student characteristics" and "collegiate…

  13. Postmodern View of Advisement in Higher Education.

    ERIC Educational Resources Information Center

    Stowe, Donald E.

    1996-01-01

    Examines implications of postmodernism, particularly chaos theory, for academic advising. Suggests that postmodernist advising acknowledges student angst and self-doubt, views each individual as a unique person and each advising session as a unique opportunity, views change as an ally rather than nemesis, and believes the advisor's impact is not…

  14. Academic Advising and the Persistence Intentions of Community College Students in Their First Weeks in College

    ERIC Educational Resources Information Center

    Hatch, Deryl K.; Garcia, Crystal E.

    2017-01-01

    Given community colleges' open enrollment policies and their numerous instructional missions (A. M. Cohen & Brawer, 2008), students enter and re-enter with various and often multiple objectives but not always with clear knowledge of how to clarify and accomplish them. Among early intake activities, the role of academic advising in particular…

  15. An Exploration of Preferred Advising Styles at Baptist Affiliated Institutions of Higher Education

    ERIC Educational Resources Information Center

    Wyatt, Eric L.

    2016-01-01

    The purpose of the current study was to determine if there was congruence between college students' perceptions of their current academic advisor's advising style and their preferred advisor's academic advising style; examine if the relationship between current and preferred advisor's academic advising styles predicted a student's level of…

  16. Psychometric Analysis of the Appreciative Advising Inventory

    ERIC Educational Resources Information Center

    Crone, Nancy J.

    2013-01-01

    The Appreciative Advising Inventory is an instrument created for use in academic advising. The inventory helps the advisor get to know and understand the student, which in turn allows the advisor to better assist the student. This research provides a psychometric analysis of the Appreciative Advising Inventory to measure its validity and…

  17. Student supports: developmental education and other academic programs.

    PubMed

    Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

  18. Student-Advising Recommendations from the Council of Residency Directors Student Advising Task Force.

    PubMed

    Hillman, Emily; Lutfy-Clayton, Lucienne; Desai, Sameer; Kellogg, Adam; Zhang, Xiao Chi; Hu, Kevin; Hess, Jamie

    2017-01-01

    Residency training in emergency medicine (EM) is highly sought after by U.S. allopathic medical school seniors; recently there has been a marked increase in the number of applications per student, raising costs for students and programs. Disseminating accurate advising information to applicants and programs could reduce excessive applying. Advising students applying to EM is a critical role for educators, clerkship directors, and program leaders (residency program director, associate and assistant program directors). A variety of advising resources is available through social media and individual organizations; however, currently there are no consensus recommendations that bridge these resources. The Council of Residency Directors (CORD) Student Advising Task Force (SATF) was initiated in 2013 to improve medical student advising. The SATF developed best-practice consensus recommendations and resources for student advising. Four documents (Medical Student Planner, EM Applicant's Frequently Asked Questions, EM Applying Guide, and EM Medical Student Advisor Resource List) were developed and are intended to support prospective applicants and their advisors. The recommendations are designed for the mid-range EM applicant and will need to be tailored to students' individual needs.

  19. Helping Students Take Control: A Model of Advising. Student Success Center.

    ERIC Educational Resources Information Center

    Moon, Brenda G.; Boland, Reginald

    This handbook presents Rowan-Cabarrus Community College's (North Carolina) model of academic advising as embodied by its Student Success Center. Divided into seven parts, this handbook contains the following sections: a mission statement, Early Alert forms, evaluation tool, forms section, organizational chart of pre-college program, brochure, and…

  20. Student-Advising Recommendations from the Council of Residency Directors Student Advising Task Force

    PubMed Central

    Hillman, Emily; Lutfy-Clayton, Lucienne; Desai, Sameer; Kellogg, Adam; Zhang, Xiao Chi; Hu, Kevin; Hess, Jamie

    2017-01-01

    Residency training in emergency medicine (EM) is highly sought after by U.S. allopathic medical school seniors; recently there has been a marked increase in the number of applications per student, raising costs for students and programs. Disseminating accurate advising information to applicants and programs could reduce excessive applying. Advising students applying to EM is a critical role for educators, clerkship directors, and program leaders (residency program director, associate and assistant program directors). A variety of advising resources is available through social media and individual organizations; however, currently there are no consensus recommendations that bridge these resources. The Council of Residency Directors (CORD) Student Advising Task Force (SATF) was initiated in 2013 to improve medical student advising. The SATF developed best-practice consensus recommendations and resources for student advising. Four documents (Medical Student Planner, EM Applicant’s Frequently Asked Questions, EM Applying Guide, and EM Medical Student Advisor Resource List) were developed and are intended to support prospective applicants and their advisors. The recommendations are designed for the mid-range EM applicant and will need to be tailored to students’ individual needs. PMID:28116016

  1. Advising Medical Students for the Match: A National Survey of Pediatrics Clerkship Directors.

    PubMed

    Ryan, Michael S; Levine, Leonard J; Colbert-Getz, Jorie M; Spector, Nancy D; Fromme, H Barrett

    2015-01-01

    To describe the role and perspectives of pediatrics clerkship directors (CDs) who provide advice to students who apply to Pediatrics residency training programs. We developed a survey based on previous studies and data from the 2012 National Residency Matching Program- Program Director (NRMP-PD) survey. Topics included CDs roles and confidence in advising, perspectives on applicants' competitiveness, and resources used to inform advising practice. This survey was disseminated as part of the 2013 Council on Medical Student Education in Pediatrics annual survey. CDs from 63 (45%) Liaison Committee for Medical Education-accredited medical schools in the United States responded. All CDs had some advising role, and most (68%) served in a formal advising capacity. Most (58%) also participated in the intern selection process at their institution. Those with formal advising roles were not significantly more confident in their advising than those without formal roles. CDs relied heavily on subjective resources and most did not use the NRMP-PD survey data. Despite this, the perspectives of CDs were similar to those of program directors based on the most recent NRMP-PD survey. Pediatrics CDs uniformly serve in advising capacities and have perspectives that compare favorably with those of program directors. Despite this concordance, the high reliance on subjective resources and the frequency in which CDs participate in intern selection raises concern. The results of this study have several implications for key stakeholders in the residency selection process. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  2. Need-Supportive Advising for Undecided Students

    ERIC Educational Resources Information Center

    Leach, Jennifer Kay; Patall, Erika A.

    2016-01-01

    To explore the relationship between need-supportive advising and students' decision making on academic majors, we conducted a longitudinal study of 145 students based on their reports of basic psychological need satisfaction and their decision-making processes. We hypothesized that need-supportive advising would positively contribute to autonomous…

  3. Impact of Technology-Mediated Communication on Student Evaluations of Advising

    ERIC Educational Resources Information Center

    Junco, Reynol; Mastrodicasa, Jeanna M.; Aguiar, Alicia Vance; Longnecker, Elizabeth Mae; Rokkum, Jeffrey Nils

    2016-01-01

    The field of academic advising lags behind other similar fields in the use of technologically mediated communication modalities shown to improve academic outcomes. We investigated student satisfaction with undergraduate advising by examining the ways communication methods, such as social media, between student and advisor relate to student…

  4. A Caring Attitude and Academic Advising.

    ERIC Educational Resources Information Center

    Ford, Jerry; Ford, Sheila Stoma

    1989-01-01

    A discussion of the value of a caring attitude in the advisor-advisee relationship is supported by a review of literature in the field. A list of 30 reminders for effective advising and an inventory for students to fill out concerning their perceptions of their advisor are appended. (MSE)

  5. Faculty Perceptions of Academic Advising: Importance, Responsibility, and Competence

    ERIC Educational Resources Information Center

    Johnson-Garcia, Michelle

    2010-01-01

    Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and…

  6. The Efficacy of Full Range Advising at a Georgia Technical College

    ERIC Educational Resources Information Center

    Greco, Victor

    2017-01-01

    Full Range Leadership predicts positive behavioral outcomes through transformational leadership, mixed outcomes through transactional leadership, and unfavorable outcomes through passive leadership practices. Full Range Advising introduces a new paradigm in advising research by applying Full Range Leadership to academic advising. A problem exists…

  7. Academic Advising: Contributions to One College's Survival.

    ERIC Educational Resources Information Center

    Hill, John E.

    1979-01-01

    Objective tests and subjective feedback indicate that carefully planned informational telephone calls from faculty to accepted students help attract new students to Curry College. The advising system at Curry supplements admissions efforts to aid acceptees into becoming matriculated freshmen. (Author)

  8. A Preliminary Report of Advisor Perceptions of Advising and of a Profession

    ERIC Educational Resources Information Center

    Aiken-Wisniewski, Sharon A.; Johnson, Anna; Larson, Joshua; Barkemeyer, Jason

    2015-01-01

    Practicing advisors may not agree, know, or understand that advising does not meet the scholarly definition of a profession. Through a phenomenological study, members of NACADA: The Global Community for Academic Advising were invited to describe the position of academic advisor. The data gathered were used to address two research questions:…

  9. Lessons Learned from a Data-Driven College Access Program: The National College Advising Corps

    ERIC Educational Resources Information Center

    Horng, Eileen L.; Evans, Brent J.; antonio, anthony l.; Foster, Jesse D.; Kalamkarian, Hoori S.; Hurd, Nicole F.; Bettinger, Eric P.

    2013-01-01

    This chapter discusses the collaboration between a national college access program, the National College Advising Corps (NCAC), and its research and evaluation team at Stanford University. NCAC is currently active in almost four hundred high schools and through the placement of a recent college graduate to serve as a college adviser provides…

  10. Fully Integrating Academic Advising with Career Coaching to Increase Student Retention, Graduation Rates and Future Job Satisfaction: An Industry Approach

    ERIC Educational Resources Information Center

    Tudor, Thomas R.

    2018-01-01

    Higher education institutions in the United States are under increasing pressure to retain and graduate more students. Traditionally, the academic advisor helps students to meet degree graduation requirements and may also do some minor career advising. A new approach is proposed, in which career coaching with industry help becomes just as…

  11. The Advising Palaver Hut: Case Study in West African Higher Education

    ERIC Educational Resources Information Center

    Sy, Jobila Williams

    2017-01-01

    Although international research regarding advising is burgeoning, most of the research on the role of and advantages related to academic advising has been limited to U.S. colleges and universities. This ethnographic case study conducted at a Liberian university examined the organizational culture of advising from student, faculty, and staff…

  12. An Effective Peer Advising Program in a Large Psychology Department.

    ERIC Educational Resources Information Center

    Nelson, Eileen S.; Fonzi, Ginger L.

    1995-01-01

    An advising program in the James Madison University (Virginia) psychology department recruits and trains students to provide basic information about majors, careers, field opportunities, and graduate schools to their peers. The work of the 20 volunteers, who serve 900 students, is coordinated by a faculty member. Each peer advisor serves on a…

  13. The Mentoring-Empowered Model: Facilitating Communication in Graduate Advisement.

    ERIC Educational Resources Information Center

    Selke, Mary J.; Wong, Terrence D.

    Academic advisement models in higher education have traditionally focused on the needs of the undergraduate student population. The purpose of this paper is to provide a model for graduate student advisement clarifying the role of the graduate student advisor within a developmental context that meets the needs of adult students. The…

  14. Closing the Gap: Merging Student Affairs, Advising and Registration

    ERIC Educational Resources Information Center

    Goomas, David T.

    2012-01-01

    In a pilot study at El Centro College, an urban college in the Dallas County Community College District, students in a new-to-college educational framework class were offered an intervention intended to enhance the academic advising process. The intervention consisted of in-class career services advising, degree selection, degree planning, course…

  15. Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates

    ERIC Educational Resources Information Center

    Soria, Krista M.; Laumer, Nicole L.; Morrow, Dale J.; Marttinen, Garrett

    2017-01-01

    We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had…

  16. Vocational Education and Training in Schools: Career Advisers' Perceptions and Advising Practices

    ERIC Educational Resources Information Center

    Dalley-Trim, Leanne; Alloway, Nola; Patterson, Annette; Walker, Karen

    2007-01-01

    This paper explores the currently highly topical issue of Vocational Education and Training in Schools (VETiS). Specifically, it focuses upon career advisers' perceptions of VETiS, their advising practices as pertaining to this program and their views of others' perceptions of VETiS. It draws upon a national research project and data derived from…

  17. Using Systems Theory to Understand the Identity of Academic Advising: A Case Study

    ERIC Educational Resources Information Center

    Bridgen, Sean

    2017-01-01

    For decades, advising practitioners and scholars have worked toward developing an identity for advising as a unique field of scholarly inquiry and practice. To date, the identity crisis in advising remains. This study presents an examination and description of the function, purpose, and identity of a university advising system through comparisons…

  18. The Academic Dean: Dove, Dragon, and Diplomat. Second Edition.

    ERIC Educational Resources Information Center

    Tucker, Allan; Bryan, Robert A.

    This book is a guide to the many roles of an academic dean who has jurisdiction over academic departments and programs that include faculty members, budget, and curricula in colleges and universities. The work advises on ways to recognize and solve the problems that confront academic deans. The topics treated include the following: the allocation…

  19. Freshman Student Perceptions of Academic Programs and Academic Advising. Report No. One. Freshman Appraisal of Pre-Registration Information and Summer Orientation. Freshman Study. Report No. Two.

    ERIC Educational Resources Information Center

    Zink, Mary S.

    An effort was made to determine freshmen student perceptions of academic advisory programs, pre-registration material, and summer orientation. To ascertain these perceptions a questionnaire was sent to all freshmen on the Orono Campus of the University of Maine. Approximately half of the students found the summer orientation program to be helpful,…

  20. A Survey on Advisor Perceptions of the Academic Advising Program at the University of Alaska Anchorage Anchorage, Alaska

    ERIC Educational Resources Information Center

    Willis-Haslip, Shirlee

    2011-01-01

    This survey research was the basis of the dissertation for the researcher's doctoral program at George Fox University, and was conducted at the University of Alaska Anchorage (UAA). The purpose of this study was to measure the perception of faculty advisors and professional academic advisors in regard to the importance, responsibility for and…

  1. Evaluation of a College Curriculum Advisory Program Utilizing Student Advisors. Final Report.

    ERIC Educational Resources Information Center

    Brown, Coke R.

    This study was designed to evaluate the viability of using students as academic advisors for freshmen students and to document the process of the advising program at Idaho State University. Results show that students advised by students did as well academically and had a lower dropout rate than students advised by faculty. Descriptions of advisor…

  2. Improving Academic Advisement and Transfer Articulation through Technology.

    ERIC Educational Resources Information Center

    Schinoff, Richard B.; Kelly, J. Terence

    1982-01-01

    Describes Miami-Dade Community College's computer-based Advisement and Graduation Information System (AGIS), which provides students with accurate, up-to-date information on their progress toward meeting graduation requirements and on courses recommended for transfer. Describes AGIS's six-phase development. Reviews AGIS's management applications,…

  3. Effectiveness of Online Advising on Honors Student Retention and Engagement

    ERIC Educational Resources Information Center

    VanDieren, Monica

    2016-01-01

    Academic advising is an important component of a student's education, and more often universities are turning to technology to aid in this task. This paper presents a case study of an online advising system that complements a university degree audit system by providing honors students and advisors up-to-date details on individual progress towards…

  4. Reconnecting: A Phenomenological Study of Transition within a Shared Model of Academic Advising

    ERIC Educational Resources Information Center

    Barker, Shane; Mamiseishvili, Ketevan

    2014-01-01

    This study explored students' experiences of transition from centralized, professional advising to decentralized, faculty-based advising within a shared advising model at a public research university. Data were collected via focus groups and interviews from 17 participants and examined using phenomenological analysis. Four fundamental themes were…

  5. Technology and Academic Advising: Student Usage and Preferences

    ERIC Educational Resources Information Center

    Gaines, Trudi

    2014-01-01

    When both time and financial resources are limited, administrators selectively decide upon proper utilization of current technology and determine whether monies should be expended on new, flashy, and attractive technology realizing that it may not contribute to the advising experience. By obtaining feedback from the students whom the academic…

  6. Advising Community College Students: Exploring Traditional and Emerging Theory. In Brief

    ERIC Educational Resources Information Center

    Makela, Julia Panke

    2006-01-01

    Community college advising and counseling practitioners provide a productive setting for establishing a positive tone for self and academic discovery, while assisting students in finding their place within higher education. This brief compares current advising strategies for under-prepared students or students with low college readiness. One of…

  7. Preparing Students for Success in a Multicultural World: Faculty Advisement and Intercultural Communication.

    ERIC Educational Resources Information Center

    Cornett-DeVito, Myrna M.; Reeves, Kenna J.

    1999-01-01

    Summarizes key findings from counseling, advisement, and intercultural communication literature that are associated with multicultural competence, including the academic and modeling role of the advisor. Offers a conceptual framework of standards for developing multicultural communication advisement competence. (Author/DB)

  8. A Case Study Inquiry on Faculty Advisors and the Appreciative Advising Model

    ERIC Educational Resources Information Center

    Finch, Brian S.

    2013-01-01

    Appreciative advising is an innovative academic advising method based on the organizational development theory of appreciative inquiry. This approach emphasizes student strengths through a collaborative relationship between advisor and student using open-ended questions and focusing on positive potential. This study addressed the local problem of…

  9. Middle School Advisement.

    ERIC Educational Resources Information Center

    Ball, Tricia

    Designed for those teaching an advisement program to middle school students, this book provides a year-long program with suggestions for many activities geared to middle school students. The text is divided into the traditional four-quarter school year but can be adapted to any school year configuration. The activities are designed so that the…

  10. Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

    ERIC Educational Resources Information Center

    McClellan, Jeffrey L.

    2011-01-01

    This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

  11. A survey and analysis of student academic support programs in medical schools focus: underrepresented minority students.

    PubMed

    Shields, P H

    1994-05-01

    This article describes an investigation that compiled information regarding academic support for medical students at 120 US medical schools. Specifically, the purpose of the study was to identify programs for underrepresented minority medical students and to review prospective applicant materials for photographic evidence that underrepresented minorities are involved in medical education. Eighty-three responses were returned and analyzed. Academic support services described most frequently were prematriculation, tutoring, and counseling and advising. Forty-one of the 83 schools indicated they offer prematriculation programs, 28 of which were required of under-represented minority freshmen entrants. Fifteen described offerings for undergraduate students and six for both undergraduate and secondary school students. Materials from the University of Iowa, the University of Medicine and Dentistry of New Jersey, and Stanford University revealed a variety of services and the largest numbers of photographs of under-represented minorities. These institutions are also among the leaders in underrepresented minority enrollment. Effective communication of academic support and minority presence appear to be contributory factors in enhancing diversity in medical education. Further investigation of academic support, evaluation of support services by participants, and dialogue about effective components of quality academic support are logical next steps to achieve the Association of American Medical College's goal of 3000 by 2000.

  12. SAAs: The Adviser's View.

    ERIC Educational Resources Information Center

    Todd, Barbara Tipsord

    1992-01-01

    The administration's adviser to the Illinois State University Student Alumni Council examines the benefits of student participation in alumni affairs, outlines some considerations in the creation and development of a new student alumni program, and suggests program possibilities for different constituencies, including alumni, students, future…

  13. Intercultural Communication Competence: Advising International Students in a Texas Community College

    ERIC Educational Resources Information Center

    Zhang, Yi

    2015-01-01

    Academic advising has long been considered a critical factor to student success. With a qualitative, phenomenological research design, this study was undertaken to better understand the lived experiences of academic advisors in communicating with international students in a community college context. Intercultural communication competence was used…

  14. Student Satisfaction with Information Provided by Academic Advisors

    ERIC Educational Resources Information Center

    Sutton, Kyra L.; Sankar, Chetan S.

    2011-01-01

    The retention of engineering students is important because more than half of the students who begin engineering programs in the United States will not earn an engineering degree. A literature review showed the importance of academic advising in retaining students in engineering programs. Therefore, the goal of this study is to identify the level…

  15. Peer Advising in Agricultural Education: A Supplement to Faculty Advising.

    ERIC Educational Resources Information Center

    Flores, Bob; Weeks, William

    Peer Advising in Agricultural Education has been operating since the Fall Semester, 1987, at Texas A & M University. The program involves several undergraduate students nominated by faculty, who are supervised by two doctoral students. Responsibilities of the peer advisors include informing students of campus procedures, assisting in…

  16. Developmental Advising--How? Why? Proceedings of the Region VII Conference on Academic Advising. (4th, Little Rock, Arkansas, May 15-17, 1988).

    ERIC Educational Resources Information Center

    Garnett, Donald T., Ed.

    This report of a conference on developmental advising contains the following 18 papers: "An Introduction to the Myers-Briggs Type Indicator (MBTI)" (Roberta Corder); "Computer-Assisted Advising: The Personal Touch" (Susan Aldrich, Mark Peterson, Bruce Sands); "The Freshman Survey: Phase I" (Laura Lemonine);…

  17. Improving Advising Using Technology and Data Analytics

    ERIC Educational Resources Information Center

    Phillips, Elizabeth D.

    2013-01-01

    Traditionally, the collegiate advising system provides each student with a personal academic advisor who designs a pathway to the degree for that student in face-to-face meetings. Ideally, this is a supportive mentoring relationship. In truth, however, this system is highly inefficient, error prone, expensive, and a source of ubiquitous student…

  18. Advising. CAP Job Function.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This Job Function Book (Advising) is one of the 14 components (see note) of the Career Alert Planning (CAP) program, a set of individualized materials designed to help participants find out about themselves and about the kind of work for which they are suited. In this program, participants become acquainted with occupations that are representative…

  19. Comparing Two Groups of Student-Athletes: Implications for Academic and Career Advising

    ERIC Educational Resources Information Center

    Buzzetta, Mary E.; Lenz, Janet G.; Kennelly, Emily

    2017-01-01

    In this study, we explored the career variables of goal instability, vocational identity, and career decidedness levels in two groups of student-athletes. We compared scholarship student-athletes who had been selected to participate in a summer academic-support program designed for at-risk students to scholarship athletes who were not included in…

  20. Assessed Perceptions of Female Materials Science and Engineering Graduates on Academic Advising, Student Support Services and Retention Strategies

    ERIC Educational Resources Information Center

    Washington, Renita Linette

    2013-01-01

    Females currently undertaking STEM-related programs can benefit from knowing about how other females who had been in a similar position as them were able to persevere through the challenges of higher education with the help of advisement and student support services that aim to increasing student retention. While there have been a depth of studies…

  1. Spawning Academic Programs.

    ERIC Educational Resources Information Center

    Williams, Vernon

    This paper briefly describes initiation of academic programming in the area of student development and transplantation of that programming into departmental and college curricula. Obvious advantages of this approach include placing student development courses in tne hands of staff who know students best, insuring the courses' continued existence,…

  2. Academic Internship Program: Sponsor's Handbook.

    ERIC Educational Resources Information Center

    Charlotte-Mecklenburg Public Schools, Charlotte, NC.

    Since its beginning in 1975 at the West Charlotte High School in North Carolina, the Academic Internship Program has joined over 6,000 high school students in partnerships with more than 600 sponsors from the business community. The program is intended to: (1) provide opportunities for high school students to explore areas of academic, career, or…

  3. 22 CFR 64.8 - Obligation of employee to advise agency.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... EMPLOYEES IN CULTURAL EXCHANGE PROGRAMS OF FOREIGN COUNTRIES § 64.8 Obligation of employee to advise agency. Any Federal employee receiving any offer of a grant or other assistance under a cultural exchange program approved by the Secretary of State shall advise the employee's agency of such offer and shall not...

  4. Academic Program Review: Guidelines and Procedures.

    ERIC Educational Resources Information Center

    State Univ. of New York, Delhi. Agricultural and Technical Coll.

    The Academic Program Review system at the State University Agricultural and Technical College at Delhi consists of two phases: preparation of a self-study report by specialized faculty providing instruction in the particular program, and review of the report and program operation by a visiting panel of experts in the field or academic discipline.…

  5. What Works and Why? The Key to Successful Advisement Activities.

    ERIC Educational Resources Information Center

    George, Paul S.; Bushnell, DonnaLee

    1993-01-01

    A Florida survey shows middle school students' favorite advisement activities to be parties, holiday and special day celebrations, discussion, service projects, games, group activities, and freedom to choose activities. Teachers' favorites are student of the day/week, academic advisories, organization and goal-setting days, career exploration,…

  6. Academic Programs in Alternative Education: An Overview

    ERIC Educational Resources Information Center

    Ruzzi, Betsy Brown; Kraemer, Jacqueline

    2006-01-01

    This paper, second in a series of papers on alternative education, examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarizing a survey of fifteen alternative education programs. It suggests options for further research on…

  7. Required Academic Proficiency (RAP) Program: Final Report.

    ERIC Educational Resources Information Center

    Ronacher, Karl; And Others

    The Required Academic Proficiency (RAP) program was established by the Houston (Texas) Independent School District to reduce and remediate the academic failure of students. The purpose of the RAP program was twofold: (1) to provide supplemental instruction to students identified as being at risk of failing academic subjects; and (2) to provide…

  8. Fixing Advising: A Model for Faculty Advising

    ERIC Educational Resources Information Center

    Crocker, Robert M.; Kahla, Marlene; Allen, Charlotte

    2014-01-01

    This paper addresses mandates to fix the advising process with a focus on faculty advising systems. Measures of student success and satisfaction, administrative issues, and faculty concerns are among the many factors discussed. Regression analysis is used to explore long-voiced faculty complaints that students do not follow advice. A case study is…

  9. Evaluation of a Community College's Nursing Faculty Advising Program Relative to Students' Satisfaction and Retention

    ERIC Educational Resources Information Center

    Harrell, Johnna C.; Reglin, Gary

    2018-01-01

    Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students' satisfaction and retention. Evaluation period was from Fall 2012 to…

  10. A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty

    ERIC Educational Resources Information Center

    O'Connor, Dianna M.

    2017-01-01

    Retention and student graduation rates are a major concern for community colleges nationwide. As student dropout rates continue to climb and graduation figures languish, many studies have been conducted to investigate the causes of student attrition. Numerous reports have found faculty advising to be a contributing factor in student retention,…

  11. Academic Advising Reaches Out

    ERIC Educational Resources Information Center

    Stein, Gordon B.; Spille, Henry A.

    1974-01-01

    Describes an outreach program of the counseling center at the University of Wisconsin - Green Bay. Tables where assistance was offered were placed in school corridors in buildings with heavy student traffic and paraprofessionals were trained to help provide more manpower. Results are very favorable. (HMV)

  12. International Student Perspectives on Graduate Advising Relationships

    ERIC Educational Resources Information Center

    Rice, Kenneth G.; Choi, Chun-Chung; Zhang, Yanmei; Ye, Huan Jacqueline; Nesic, Aleksandra; Bigler, Monica; Anderson, Debra; Villegas, Jorge

    2009-01-01

    International graduate students experience a number of unique challenges as they transition through their training programs. Surprisingly, relatively little research has been conducted on perhaps one of the most crucial predictors of international students' retention and success within their graduate programs: the advising relationship. Using a…

  13. Doctoral Advising: A Grounded Theory Exploration of Female Mainland Chinese International Students

    ERIC Educational Resources Information Center

    Kuttig, Miao Yan

    2012-01-01

    The quality of the doctoral advising relationship is paramount in the success of doctoral education. This study explores female Mainland Chinese student's advising experience in their respective doctoral programs, including the factors that influence their experience, the challenges they encounter, and concerns they have in their programs.…

  14. The 3-I Career Advising Process and Athletes with Foreclosed Identity

    ERIC Educational Resources Information Center

    Menke, Donna J.

    2015-01-01

    Student-athletes who identify more strongly with their athletic role than their academic life may neither encounter nor embrace the chance to explore career options. Their lack of exposure or interest to career advising may compound career immaturity and development. Gordon's (2006) 3-I (inquire, inform, integrate) decision-making process applied…

  15. A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM

    NASA Astrophysics Data System (ADS)

    Weir, Michael J.

    In the United States, undergraduate underrepresented minority (URM) students tend to change out of declared majors in science, technology, engineering and math (STEM) disciplines at a rate of nearly sixty percent prior to earning a post secondary degree. This phenomenon contributes to a general concern that the United States is not producing enough STEM trained skilled workers to meet future employment needs of industry and government. Although there has been research developed to examine how to increase the numbers of URM students enrolling in STEM programs at higher education institutions, retention of these students remains critical. One area of increasing focus for researchers is to understand how multiple factors impact the college experience of URM students and how those factors may contribute to the student decision to persist in earning a STEM disciple degree. This research study is a phenomenological mixed method study that examines how students experience the phenomenon of advising and the influence of the advising experience of undergraduate URM students on their likelihood of persisting in STEM at a northeast US technology oriented post secondary institution. Persistence, from the perspective of the student, is driven by cognitive psychological attributes such as confidence, motivation and self-efficacy. Utilizing a Social Cognitive theoretical framework, this study examines how three distinct undergraduate URM student populations enrolled in; an Academic Services Program, Honors College, and the general undergraduate population at this institution experience advising and how their experiences may influence their propensity to persist in earning a STEM oriented degree.

  16. Computer-Aided Advisement Language at the University of South Carolina.

    ERIC Educational Resources Information Center

    Bays, Carter

    1984-01-01

    A passive computer application using student course transcripts to group and arrange specific degree requirements to produce an advising worksheet is described, and the language used by a math department for this purpose is outlined. A sample advisement form resulting from the program is reproduced. (MSE)

  17. Military and academic programs outperform community programs on the American Board of Surgery Examinations.

    PubMed

    Falcone, John L; Charles, Anthony G

    2013-01-01

    There is a paucity of American Board of Surgery (ABS) Qualifying Examination (QE) and Certifying Examination (CE) outcomes comparing residency programs by academic, community, or military affiliation. We hypothesize that the larger academic programs will outperform the smaller community programs. In this retrospective study from 2002 to 2012, examination performance on the ABS QE and CE were obtained from the ABS for all of the general surgery residency programs. Programs were categorized by academic, community, and military affiliation. Both nonparametric and parametric statistics were used for comparison, using an α = 0.05. There were 137/235 (58.3%) academic programs, 90/235 (38.3%) community programs, and 8/235 (3.4%) military programs that satisfied inclusion criteria for this study. The Mann-Whitney U tests showed that the military programs outperformed academic and community programs on the ABS QE and the ABS CE, and had a higher proportion of examinees passing both examinations on the first attempt (all p≤0.02). One-tailed Student t-tests showed that academic programs had higher pass rates than community programs on the ABS QE (85.4%±9.5% vs. 81.9%±11.5%), higher pass rates on the ABS CE (83.6%±8.3% vs. 80.6%±11.0%), and a higher proportion of examinees passing both examinations on the first attempt (0.73±0.12 vs. 0.68±0.15) (all p≤0.01). The chi-square and Fisher exact tests showed that examinees performed highest in military programs, followed by academic programs, and lowest in community programs on the ABS QE and ABS CE (all p≤ 0.01). Military programs have the highest degrees of success on all of the ABS examinations. Academic programs outperform community programs. These results have the potential to affect application patterns to established general surgery residency programs. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  18. HRD Academic Programs.

    ERIC Educational Resources Information Center

    1996

    This document contains three papers presented at a symposium on human resource development (HRD) academic programs moderated by Gene Audette at the 1996 conference of the Academy of Human Resource Development. "Revisiting Perceptions of HRD Roles: Implications for HRD Curricula" (Danilo M. Baylen, Margaret L. Bailey, Mary Samardzija)…

  19. Measuring faculty retention and success in academic medicine.

    PubMed

    Ries, Andrew; Wingard, Deborah; Gamst, Anthony; Larsen, Catherine; Farrell, Elizabeth; Reznik, Vivian

    2012-08-01

    To develop and demonstrate the usefulness of quantitative methods for assessing retention and academic success of junior faculty in academic medicine. The authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and academic series for newly hired assistant professors at the University of California, San Diego (UCSD), School of Medicine between 1988 and 2005. They used Kaplan-Meier and Cox proportional hazards survival analyses to characterize the influence of covariates, including gender, ethnicity, and program participation, on retention. They also developed a new method for quantifying academic success based on several measures including (1) leadership and professional activities, (2) honors and awards, (3) research grants, (4) teaching and mentoring/advising activities, and (5) publications. The authors then used these measures to compare matched pairs of participating and nonparticipating faculty who were subsequently promoted and remained at UCSD. Compared with matched nonparticipants, the retention of junior faculty who participated in the faculty development program was significantly higher. Among those who were promoted and remained at UCSD, the academic success of faculty development participants was consistently greater than that of matched nonparticipants. This difference reached statistical significance for leadership and professional activities. Using better quantitative methods for evaluating retention and academic success will improve understanding and research in these areas. In this study, use of such methods indicated that organized junior faculty development programs have positive effects on faculty retention and may facilitate success in academic medicine.

  20. Advising Doctorate Candidates and Candidates' Views during the Dissertation Process

    ERIC Educational Resources Information Center

    Hilliard, Ann T.

    2013-01-01

    In order to provide candidates with effective advisement, it is important for the advisor to continue to practice positive professional relationships and provide relevant academic support to candidates. The advisor should work closely with other faculty members and need to listen to the voices of candidates to ensure candidates' success. What…

  1. In Their Own Words: Best Practices for Advising Millennial Students about Majors

    ERIC Educational Resources Information Center

    Montag, Tamara; Campo, Jill; Weissman, Julie; Walmsley, Angela; Snell, Alex

    2012-01-01

    Utilizing generational theory, we explored the relationship between Millennial characteristics and students' major selection and academic advising experiences. We conducted focus groups of students with senior standing at a private, midwestern university, and we utilized a closed coding technique to analyze the qualitative data. Consistent with…

  2. Advising Undergraduates in a Department of Soil Science and/or Agronomy.

    ERIC Educational Resources Information Center

    Lee, Gerhard B.

    1987-01-01

    Offers suggestions to advisers of undergraduate students in agriculture. Recommends that advisers be competent, concerned, compassionate, and provide an open-door attitude toward their advisees. Suggests that students be guided toward good study habits and participation in intern programs. (TW)

  3. 7 CFR 4290.510 - Approval of RBIC's Investment Adviser/Manager.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... INVESTMENT COMPANY (âRBICâ) PROGRAM Managing the Operations of a RBIC Management and Compensation § 4290.510... approval of the management contract. Approval of an Investment Adviser/Manager for one RBIC does not... 7 Agriculture 15 2010-01-01 2010-01-01 false Approval of RBIC's Investment Adviser/Manager. 4290...

  4. Survival Kit for School Publications Advisers.

    ERIC Educational Resources Information Center

    Engel, Jackie, Comp.

    This guide offers advice and practical assistance to high school publications advisers. The first section provides general information about school publications, including planning and organizing, public relations, protecting the program and the school, available resources, and advertising. The second section concerns school newspapers and…

  5. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  6. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  7. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  8. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  9. The Influence of an Academic Pharmacy Mentorship Program on Mentees' Commitment to Pursue an Academic Career.

    PubMed

    Sierra, Caroline M; Adams, Jennifer

    2017-02-25

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees' attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy.

  10. The Influence of an Academic Pharmacy Mentorship Program on Mentees’ Commitment to Pursue an Academic Career

    PubMed Central

    Sierra, Caroline M.

    2017-01-01

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees’ attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart* Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy. PMID:28289293

  11. Enrollment Management in Academic Units

    ERIC Educational Resources Information Center

    DeBiaso, Nick

    2012-01-01

    This study provides an understanding of how administrative leaders make decisions regarding enrollment management within academic units at a major research university in the southwestern United States. Key enrollment management functions of recruiting, admissions, marketing, orientation, financial aid/scholarships, academic advising, student…

  12. Lay health advisers: scoping the role and intervention landscape.

    PubMed

    Carr, Susan M; Lhussier, Monique; Forster, Natalie

    2017-01-01

    The use of lay health advisers has become an established approach within public health, in particular for impact on health inequalities and engaging socially excluded groups. Evidence on how differences in terms of the multiple role dimensions impact the outcomes of programs is limited. This creates ambiguity for decision makers on which roles should be implemented in different contexts for different needs. This paper applies realist logic to an inquiry to explore the mechanisms that may operate in lay-led intervention models and understand how, why, and in what respect these lead to particular outcomes. It draws on a project focusing on health-related lifestyle advisers and further insights gained from a subsequent related project about outreach with traveler communities. Analysis highlights multiple and potentially interacting aspects of lay health-adviser roles that may influence their success, including characteristics of lay health advisers, characteristics of target populations, purpose or intent of interventions, and how advice is given. A model is proposed from which to examine the contexts and mechanisms of lay health advisers that may impact outcomes, and is subsequently applied to two examples of reported lay health-adviser interventions. The combination of skills and characteristics of lay health advisers must be considered when planning which interventions might be appropriate when targeting specific needs or target populations. Focus only on the peer/layperson distinction may overlook other potentially important skills and mechanisms of action integral to lay health-adviser roles.

  13. African-American Women and Dissertation Chairs: Portraits of Successful Advising Relationships

    ERIC Educational Resources Information Center

    Kohlman, Antoinette

    2013-01-01

    By focusing on the problem of graduate student persistence, researchers have tended to either discount or ignore the impact and value of advising relationships as a context for the successful completion of a doctoral program. Little information exists regarding the advising experiences and relationships between African-American female doctoral…

  14. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program

    PubMed Central

    Kintner, Eileen; Cook, Gwendolyn; Marti, C. Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A.

    2018-01-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p<.001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595

  15. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

    PubMed

    Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

    2015-12-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p< .001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.

  16. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... must include academic counseling, tutorials and other academic assistance programs to enable... varied academic needs of individual applicants; and (3) Academic and guidance counseling for adults. Specific counseling programs must be designed for individuals who encounter problems with passing the...

  17. Norco College's Summer Advantage Program: Leading Change to Increase College Readiness

    ERIC Educational Resources Information Center

    Ring, April

    2016-01-01

    Norco College, in Riverside County, California, developed the Summer Advantage program in 2012. This program is designed to reduce the number of students placed into precollegiate-level courses and increase first-year retention through participation in academic workshops, intrusive advisement, and college orientation. After four years, the Summer…

  18. 2015 Stewardship Science Academic Programs Annual

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Stone, Terri; Mischo, Millicent

    The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago tomore » engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.« less

  19. National Geospatial-Intelligence Agency Academic Research Program

    NASA Astrophysics Data System (ADS)

    Loomer, S. A.

    2004-12-01

    "Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

  20. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  1. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  2. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  3. Preparing Graduate Students for Non-Academic Careers

    NASA Astrophysics Data System (ADS)

    Woolf, Lawrence

    2014-03-01

    One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

  4. ASHE Reader on Academic Programs in Colleges and Universities.

    ERIC Educational Resources Information Center

    Conrad, Clifton F., Ed.

    Historical and philosophical perspectives on college academic programs, current curriculum practices and agendas, and academic program development and implementation are considered in 20 articles in a reader designed for graduate classes in higher education administration. Titles and authors are as follows: "Frames of Reference" (Frederick…

  5. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    PubMed

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  6. Personalization in Academic Advising: A Case Study of Components and Structure

    ERIC Educational Resources Information Center

    Smith, Michael Robert

    2005-01-01

    Purpose: The primary purpose of this study was to provide a blueprint and framework for how academic advisors and other educational professionals can create personalized relationships with student clients. Past research has shown that students' desire personalized relationships with academic personnel; however, little research exists on exactly…

  7. Jones Center Vocational/Academic Program (JCVA).

    ERIC Educational Resources Information Center

    Rydalch, Jeff

    This document provides information on the Jones Center Vocational/Academic Program of the Granite School District (Utah), the purpose of which is to maintain or reintegrate students who are potential high school dropouts or dropouts into appropriate educational alternatives. Its mission statement is followed by a list of program components,…

  8. Academic Support Services Programs in Higher Education.

    ERIC Educational Resources Information Center

    Sharma, Shiva C.

    Programs providing academic support services in colleges and universities and the evaluation of these services are reviewed. Attention is also directed to the need for opportunities in higher education for students with marginal high school academic records, and responses to the need by institutions of higher education. It is suggested that there…

  9. Undergraduate Student Advising: Options for Advertising Education.

    ERIC Educational Resources Information Center

    Marra, James L.; Schweitzer, John C.

    1992-01-01

    Investigates issues surrounding undergraduate student advising in advertising. Examines adviser work loads, advising practices, rewards or recognition for advising, and faculty attitudes toward advising. Finds that innovative solutions for solving advising problems are in scarce supply in business, advertising, and, presumably, journalism and mass…

  10. Throw Me the Online Life Vest: Advising Support as Perceived by Online Students and Advisors

    ERIC Educational Resources Information Center

    Phillips, Cassetta L.

    2016-01-01

    This qualitative case study examined the perceptions of advisors and students enrolled in online courses regarding the effectiveness of academic advising services as they affect student success and persistence. This study applied Tinto's model of student integration to understand the interaction between online students and advisors. The data was…

  11. 76 FR 62100 - Approval of Filing Fees for Exempt Reporting Advisers and Private Fund Advisers

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-06

    ... fund assets, combined liquidity fund and registered money market fund assets or private equity fund... Fees for Exempt Reporting Advisers and Private Fund Advisers AGENCY: Securities and Exchange Commission... fund advisers filing Form PF. SUMMARY: The Securities and Exchange Commission (``Commission'') is...

  12. Three Elements of Success: Attendance, Tutoring, and Advising

    ERIC Educational Resources Information Center

    Fowler, Paul

    2007-01-01

    Described as "tough love," Louisiana State University at Eunice's "Pathways to Success" program experienced success in its first two years by implementing mandatory placement, attendance, tutoring, and advising policies. Selected student successes and retention data are discussed, along with policies and some practical advice…

  13. 38 CFR 17.251 - The Subcommittee on Academic Affairs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Academic Affairs. 17.251 Section 17.251 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Grants for Exchange of Information § 17.251 The Subcommittee on Academic Affairs. There is... Subcommittee on Academic Affairs, and the Subcommittee shall advise the Secretary, through the Under Secretary...

  14. 38 CFR 17.251 - The Subcommittee on Academic Affairs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Academic Affairs. 17.251 Section 17.251 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Grants for Exchange of Information § 17.251 The Subcommittee on Academic Affairs. There is... Subcommittee on Academic Affairs, and the Subcommittee shall advise the Secretary, through the Under Secretary...

  15. 38 CFR 17.251 - The Subcommittee on Academic Affairs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Academic Affairs. 17.251 Section 17.251 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Grants for Exchange of Information § 17.251 The Subcommittee on Academic Affairs. There is... Subcommittee on Academic Affairs, and the Subcommittee shall advise the Secretary, through the Under Secretary...

  16. 38 CFR 17.251 - The Subcommittee on Academic Affairs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Academic Affairs. 17.251 Section 17.251 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Grants for Exchange of Information § 17.251 The Subcommittee on Academic Affairs. There is... Subcommittee on Academic Affairs, and the Subcommittee shall advise the Secretary, through the Under Secretary...

  17. 38 CFR 17.251 - The Subcommittee on Academic Affairs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Academic Affairs. 17.251 Section 17.251 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Grants for Exchange of Information § 17.251 The Subcommittee on Academic Affairs. There is... Subcommittee on Academic Affairs, and the Subcommittee shall advise the Secretary, through the Under Secretary...

  18. Academic Program Review--Concerns and Justification.

    ERIC Educational Resources Information Center

    Heldman, D. R.

    Academic program review should not be considered a new phenomenon in higher education; reviews of various types have been conducted on a continuing basis. The renewed importance of an organized effort has been stimulated by the inability of funding sources to maintain levels of support required to insure quality in all on-going programs. Current…

  19. Cultural Considerations in Advising Latino/a Students

    ERIC Educational Resources Information Center

    Negroni-Rodriguez, Lirio K.; Dicks, Barbara A.; Morales, Julio

    2006-01-01

    This paper presents a model for advising Latino/a students in graduate social work programs. The model is based on ecological-systemic and empowerment theory and ascribes to the social work values and cultural competence standards proposed by the National Association of Social Workers. It has been developed within an institution that has sought…

  20. Effectiveness of a Selective Advising Program in Reducing the Degree of Compulsive Buying Behavior among Umm Al-Qura Female Students

    ERIC Educational Resources Information Center

    Basyouni, Sawzan S.

    2018-01-01

    The present study is an attempt to investigate the effectiveness of a selective advising program in reducing the degree of Compulsive Buying Behavior among female students, Faculty of Education at Umm al-Qura University. The sample consisted of (200) female students to verify the validity and reliability of the tool. The quasi-experimental method…

  1. Assessment of preclinical students' academic motivation before and after a three-day academic affair program.

    PubMed

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Medical students' motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students' motivation to study. An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students' academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach's alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Students' academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students' self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). After experiencing a three-day intervention, the new students' motivation advanced along the

  2. 76 FR 67004 - Order Approving Filing Fees for Exempt Reporting Advisers and Private Fund Advisers

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-28

    ... billion or more in hedge fund assets, combined liquidity fund and registered money market fund assets or...] Order Approving Filing Fees for Exempt Reporting Advisers and Private Fund Advisers Section 204(c) of... funds (a ``private fund adviser'') to file proposed Form PF on a periodic basis.\\2\\ On September 30...

  3. Understanding the Organizational Context of Academic Program Development

    ERIC Educational Resources Information Center

    Dee, Jay R.; Heineman, William A.

    2016-01-01

    This chapter provides a conceptual model that academic leaders can use to navigate the complex, and often contentious, organizational terrain of academic program development. The model includes concepts related to the institution's external environment, as well as internal organizational structures, cultures, and politics. Drawing from the…

  4. Academic Pre-Orientation Program for Dental Students: Beginning and End of Program Evaluations, 1998-2016.

    PubMed

    D'Silva, Evan R; Woolfolk, Marilyn W; Duff, Renee E; Inglehart, Marita R

    2018-04-01

    Admitting students from non-traditional or disadvantaged backgrounds can increase the diversity of dental school classes. The aims of this study were to analyze how interested non-traditional incoming dental students were at the beginning of an academic pre-orientation program in learning about basic science, dentistry-related topics, and academic skills; how confident they were in doing well in basic science and dentistry-related courses; and how they evaluated the program at the end. The relationships between personal (interest/confidence) and structural factors (program year, number of participants) and program evaluations were also explored. All 360 students in this program at the University of Michigan from 1998 to 2016 were invited to participate in surveys at the beginning and end of the educational intervention. A total of 353 students responded at the beginning (response rate 98%), and 338 responded at the end (response rate 94%). At the beginning, students were more interested in learning about basic science and dentistry-related topics than about academic skills, and they were more confident in their dentistry- related than basic science-related abilities. At the end, students valued basic science and dentistry-related education more positively than academic skills training. Confidence in doing well and interest in basic science and dentistry-related topics were correlated. The more recent the program was, the less confident the students were in their basic science abilities and the more worthwhile they considered the program to be. The more participants the program had, the more confident the students were, and the better they evaluated their basic science and dentistry-related education. Overall, this academic pre-orientation program was positively evaluated by the participants.

  5. Assessing Student Leadership Development From Mentoring, Coaching, and Advising.

    PubMed

    Bureau, Daniel A; Lawhead, Justin

    2018-06-01

    Leadership educators must demonstrate the contributions their programs make to the learning and development of students. This chapter provides an overview of assessment principles for educators to apply in their practices of mentoring, coaching, and advising. © 2018 Wiley Periodicals, Inc.

  6. New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

    PubMed

    Pachter, Lee M; Kodjo, Cheryl

    2015-07-01

    This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

  7. Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2012-01-01

    This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

  8. Assessing an Academic Library Professional Development Program

    ERIC Educational Resources Information Center

    Harker, Karen R.; O'Toole, Erin; Sassen, Catherine

    2018-01-01

    Professional development programs have been established in many academic libraries to support the research and scholarly activities of librarians. Continuous assessment can contribute to the sustainability and effectiveness of these programs. This study describes how measures of need, participation, satisfaction, and impact were employed to assess…

  9. Students' Perception of IS Academic Programs, IS Careers, and Outsourcing

    ERIC Educational Resources Information Center

    Martz, Ben; Cata, Teuta

    2008-01-01

    The authors compared the perceptions of information systems (IS) students with those of IS practitioners regarding IS careers, the practice of outsourcing, and academic programs. Results indicate that students and practitioners appreciate the integration of real-life practice in academic programs and that the general perception of IS careers is…

  10. Peer tutoring program for academic success of returning nursing students.

    PubMed

    Bryer, Jennifer

    2012-01-01

    High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

  11. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    PubMed Central

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three

  12. Keeping Pace . . . A Journalism Update for the Teacher/Adviser.

    ERIC Educational Resources Information Center

    Burdette, Elizabeth; And Others

    Intended as a resource book for journalism instructors or school publication advisers, this booklet encompasses the basics that apply to all scholastic journalism endeavors. The first section, "Teaching Journalism--The Total Program," covers official guidelines and editorial policies, interviewing, gathering news, feature writing, editorial…

  13. Advising and Acculturation Variables as Predictors of Satisfaction, Sense of Belonging, and Persistence among International Undergraduates

    ERIC Educational Resources Information Center

    Mataczynski, Lisa

    2013-01-01

    Guided by the work of Hurtado and Carter (1997) as an alternative to Tinto's theory of student departure (1993), the purpose of this quantitative study was to explore the relationship of institutional and cultural factors to satisfaction with academic advising, sense of belonging to campus and retention among international undergraduate…

  14. A Growth Model for Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis

    ERIC Educational Resources Information Center

    Acquah, Edward H. K.

    2010-01-01

    Academic program life cycle concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to enrolment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yield…

  15. CLR Academic Library Management Intern Program: A Symposium.

    ERIC Educational Resources Information Center

    Gwinn, Nancy E.; And Others

    1980-01-01

    A program to develop managers for academic and research libraries is reviewed through the eyes of eight participants. Former interns relate their experiences and impressions while in the program and its effect on their professional careers. (RAA)

  16. Academic Library Development Program: A Self Study.

    ERIC Educational Resources Information Center

    Carnegie-Mellon Univ., Pittsburgh, PA. University Libraries.

    Results of a 4-month library self-evaluation program conducted by staff members at Carnegie-Mellon University Libraries are reported in this document. The study was conducted using the Academic Library Development Program (ALDP), a self-improvement strategy for libraries to evaluate and develop their performance. The study team consisting of four…

  17. AAAC&U's Integrative Liberal Learning and the CAS Standards: Advising for a 21st Century Liberal Education

    ERIC Educational Resources Information Center

    Robbins, Rich

    2014-01-01

    The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of…

  18. Adventures in Advising: Strategies, Solutions, and Situations to Student Problems in the Criminology and Criminal Justice Field

    ERIC Educational Resources Information Center

    Mier, Carrie

    2018-01-01

    Teaching and research are often the most focused upon aspects of working within academia in criminology and criminal justice (Sitren & Applegate, 2012; Jonson & Moon, 2014; Pratt, 2014), but an overlooked and underappreciated part of an undergraduate's overall higher education success is academic advising (Light, 2001). There has been…

  19. "When You Fail, You Feel Like a Failure": One Student's Experience of Academic Probation and an Academic Support Program

    ERIC Educational Resources Information Center

    Arcand, Isabelle; LeBlanc, Raymond N.

    2012-01-01

    This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey's…

  20. The academic differences between students involved in school-based robotics programs and students not involved in school-based robotics programs

    NASA Astrophysics Data System (ADS)

    Koumoullos, Michael

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N=121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these students was compared to a group of students who were members of school based sports teams and to a group of students who were not part of either of the first two groups. Academic record was defined as overall GPA, English grade, mathematics grade, mathematics-based standardized state exam scores, and attendance rates. All of the participants of this study were students in a large, urban career and technical education high school. As STEM (Science, Technology, Engineering, and Mathematics) has come to the forefront of educational focus, robotics programs have grown in quantity. Starting robotics programs requires a serious commitment of time, money, and other resources. The benefits of such programs have not been well analyzed. This research study had three major goals: to identify the academic characteristics of students who are drawn to robotics programs, to identify the academic impact of the robotics program during the robotics season, and to identify the academic impact of the robotics program at the end of the school year. The study was a non-experiment. The researchers ran MANOVS, repeated measures analyses, an ANOVA, and descriptive statistics to analyze the data. The data showed that students drawn to robotics were academically stronger than students who did not participate in robotics. The data also showed that grades and attendance did not significantly improve or degrade either during the robotics season or at year-end. These findings are significant because they show that robotics programs attract students who are academically strong. This information can be very useful in high school articulation programs

  1. The University Studies Program: Five-Year Comprehensive Report to the Committee on Academic Affairs and Curriculum.

    ERIC Educational Resources Information Center

    Kleiner, E. L.

    The University Studies program at Indiana State University, Terre Haute, is described with regard to program objectives, staffing, admissions, advisement, requirements, and enrollment. The program offers an alternative to meeting general education requirements. While it focuses on contemporary issues of value and choice, it is suitable for all…

  2. The Academic Support Program at the University of Michigan School of Medicine.

    PubMed

    Segal, S S; Giordani, B; Gillum, L H; Johnson, N

    1999-04-01

    The University of Michigan has a support program aimed at early identification, remedial plans, and appropriate academic accommodations for at-risk students in under-graduate colleges and graduate and professional schools. Since 1994, the medical school has formally taken part in this program. Medical students at risk for academic failure (e.g., repeated failure in academic course work, licensure examinations, clinical examinations) are automatically referred to their academic counselors in the Student Programs Office of the medical school. Once a referral is made, the student is evaluated at the Office of Services for Students with Disabilities to identify problem areas. The office makes appropriate recommendations for interventions or accommodation. Tutoring, academic assistance, and other services are available through the medical school, specific divisions of the medical center, and the community. The Student Programs Office acts as a liaison between community and university assistance programs and between the student and the medical school. During the first four years of the program, 28 medical students were identified through it; of these, 24 (86%) were underrepresented minorities. Most (21) were referred during the first and third years of the curriculum. After a range of services for a variety of problems, 26 (93%) of the 28 students either graduated or continued to progress in their studies; the other two left the medical school for academic reasons.

  3. Critical Care Organizations: Building and Integrating Academic Programs.

    PubMed

    Moore, Jason E; Oropello, John M; Stoltzfus, Daniel; Masur, Henry; Coopersmith, Craig M; Nates, Joseph; Doig, Christopher; Christman, John; Hite, R Duncan; Angus, Derek C; Pastores, Stephen M; Kvetan, Vladimir

    2018-04-01

    Academic medical centers in North America are expanding their missions from the traditional triad of patient care, research, and education to include the broader issue of healthcare delivery improvement. In recent years, integrated Critical Care Organizations have developed within academic centers to better meet the challenges of this broadening mission. The goal of this article was to provide interested administrators and intensivists with the proper resources, lines of communication, and organizational approach to accomplish integration and Critical Care Organization formation effectively. The Academic Critical Care Organization Building section workgroup of the taskforce established regular monthly conference calls to reach consensus on the development of a toolkit utilizing methods proven to advance the development of their own academic Critical Care Organizations. Relevant medical literature was reviewed by literature search. Materials from federal agencies and other national organizations were accessed through the Internet. The Society of Critical Care Medicine convened a taskforce entitled "Academic Leaders in Critical Care Medicine" on February 22, 2016 at the 45th Critical Care Congress using the expertise of successful leaders of advanced governance Critical Care Organizations in North America to develop a toolkit for advancing Critical Care Organizations. Key elements of an academic Critical Care Organization are outlined. The vital missions of multidisciplinary patient care, safety, and quality are linked to the research, education, and professional development missions that enhance the value of such organizations. Core features, benefits, barriers, and recommendations for integration of academic programs within Critical Care Organizations are described. Selected readings and resources to successfully implement the recommendations are provided. Communication with medical school and hospital leadership is discussed. We present the rationale for critical

  4. Demand Estimation for Collegiate Aviation Academic Programs.

    ERIC Educational Resources Information Center

    Goodell, Phillips W.

    This paper addresses the issue of how one might go about providing a reasonable answer to the question of how many students will enroll in a new academic program at a university and applies the principles to the process of estimating demand for a new collegiate aviation program. A combination of approaches is suggested, including the following:…

  5. Understanding the Graduate College Experience: Perceptual Differences by Degree Type, Point-in-Program and Disciplinary Subgroups

    ERIC Educational Resources Information Center

    Hardré, Patricia L.; Hackett, Shannon M.

    2015-01-01

    This study investigated graduate students' perceptions of their graduate college experiences. Participants were 1704 masters and doctoral students across colleges and disciplines at a research university. They completed questionnaires reporting their perceptions of their teaching and advising faculty, academic programs, centralised services,…

  6. Towards a More Meaningful Involvement of Librarians in Academic Program Reviews

    ERIC Educational Resources Information Center

    Bowker, Lynne

    2018-01-01

    Purpose: Using a descriptive case study approach, this paper aims to validate academic librarians' perceptions that they are marginalized by faculty during academic program reviews, and recommends ways for the two groups to collaborate more effectively to make program reviews more meaningful. Design/methodology/approach: The paper describes a case…

  7. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    PubMed

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  8. Reduced Resources and the Academic Program

    ERIC Educational Resources Information Center

    DeCosmo, Richard

    1978-01-01

    Analyzes the concepts of "planning and reallocation" and "pruning and grafting" as approaches to reducing academic costs when reductions are inevitable. The former concept involves long-range planning and organizational analysis of present programs and future goals; the latter focuses on elimination and consolidation of courses in accordance with…

  9. Changing How We Think about Advising Online Students: One-Stop Student Service Advising Model

    ERIC Educational Resources Information Center

    Simpson, Rich

    2018-01-01

    Servicing online degree-seeking students using a one-stop student service advising model that is both individualized and relevant contributes significantly to students' positive experience with the university and supports overall student success. Through its development of a new advising dimension, the Division of Online and Professional Studies…

  10. Deaf studies alumni perceptions of the academic program and off-campus internship.

    PubMed

    Cooper, Sheryl B; Emanuel, Diana C; Cripps, Jody H

    2012-01-01

    Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.

  11. The Academic's Handbook. Second Edition.

    ERIC Educational Resources Information Center

    DeNeef, A. Leigh, Ed.; Goodwin, Craufurd D., Ed.

    This book's 29 chapters by various authors are designed to provide immediately useful advice for college and university teachers concerning current higher education issues, employment, teaching and advising, funding research, publishing research, and academic communities and administrations, The chapters are: "A Taxonomy of Colleges and…

  12. Survey of academic pediatric hospitalist programs in the US: organizational, administrative, and financial factors.

    PubMed

    Gosdin, Craig; Simmons, Jeffrey; Yau, Connie; Sucharew, Heidi; Carlson, Douglas; Paciorkowski, Natalia

    2013-06-01

    Many pediatric academic centers have hospital medicine programs. Anecdotal data suggest that variability exists in program structure. To provide a description of the organizational, administrative, and financial structures of academic pediatric hospital medicine (PHM). This online survey focused on the organizational, administrative, and financial aspects of academic PHM programs, which were defined as hospitalist programs at US institutions associated with accredited pediatric residency program (n = 246) and identified using the Accreditation Council for Graduate Medical Education (ACGME) Fellowship and Residency Electronic Interactive Database. PHM directors and/or residency directors were targeted by both mail and the American Academy of Pediatrics Section on Hospital Medicine LISTSERV. The overall response rate was 48.8% (120/246). 81.7% (98/120) of hospitals reported having an academic PHM program, and 9.1% (2/22) of hospitals without a program reported plans to start a program in the next 3 years. Over a quarter of programs provide coverage at multiple sites. Variability was identified in many program factors, including hospitalist workload and in-house coverage provided. Respondents reported planning increased in-house hospitalist coverage coinciding with the 2011 ACGME work-hour restrictions. Few programs reported having revenues greater than expenses (26% single site, 4% multiple site). PHM programs exist in the majority of academic centers, and there appears to be variability in many program factors. This study provides the most comprehensive data on academic PHM programs and can be used for benchmarking as well as program development. Copyright © 2013 Society of Hospital Medicine.

  13. NAFSA's Guide to Education Abroad for Advisers and Administrators.

    ERIC Educational Resources Information Center

    Hoffa, William, Ed.; And Others

    This volume offers a series of papers and essays as a guide to higher education advisors and administrators in the field of education abroad. Papers are organized into three sections which address education abroad in general, advising, and program development and evaluation. The following papers are included: "Being a Professional in the Field of…

  14. A Graduate Academic Program in Medical Information Science.

    ERIC Educational Resources Information Center

    Blois, Marsden S., Jr.; Wasserman, Anthony I.

    A graduate academic program in medical information science has been established at the University of California, San Francisco, for the education of scientists capable of performing research and development in information technology in the health care setting. This interdisciplinary program, leading to a Doctor of Philosophy degree, consists of an…

  15. Students perceived stress in academic programs: consequences for its management.

    PubMed

    Neveu, D; Doron, J; Visier, L; Boiché, J; Trouillet, R; Dujols, P; Ninot, G

    2012-08-01

    Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies. A cross-sectional survey was conducted in 2009 among third-year medical (total n=170, participants 88%), dental (n=63, 94%), psychology (n=331, 61%) and sports sciences (n=312, 55%) students in Montpellier (France). The stress level experienced during the last 2months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a self-administered questionnaire. Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively). Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and

  16. Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

    ERIC Educational Resources Information Center

    Beghetto, Ronald A.; Kaufman, James C.

    2009-01-01

    Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and…

  17. Reaching Out, But In Which Direction? The Future Focus of Academic Outreach Programs.

    ERIC Educational Resources Information Center

    Rodriguez, Roberto

    1997-01-01

    A new trend in academic outreach programs, initiated to inspire and motivate minority students to prepare generally for college, is to create curriculum-based programs targeting students' specific academic or career interests. The MESA (Mathematics, Science, Engineering Achievement) Program serves as a model for development of other…

  18. The Relationship of Worldviews of Advisors and Students and Satisfaction with Advising: A Case of Homogenous Group Impact

    ERIC Educational Resources Information Center

    Coll, Jose E.; Zalaquett, Carlos

    2008-01-01

    The purpose of this study was to investigate whether differences in world-views between academic advisors and their advisees (both traditional and non-traditional students) impact students' use of and satisfaction with the advising process. This study surveyed 115 students and 5 advisors from a four-year liberal arts university in southeastern…

  19. Full Range Advising: Transforming the Advisor-Advisee Experience

    ERIC Educational Resources Information Center

    Barbuto, John E., Jr.; Story, Joana S.; Fritz, Susan M.; Schinstock, Jack L.

    2011-01-01

    Drawing from the leadership literature, a new model for advising is proposed. Full range advising encompasses laissez-faire, management by exception, contingent rewards, and transformational behaviors. The relationships between full range advising and advisees' extra effort, satisfaction with the advisor, and advising effectiveness were examined.…

  20. Model for Preparing Marketing and Business Teachers to Meet the Challenge of CTSO Leadership and Advisement

    ERIC Educational Resources Information Center

    Stanislawski, Debbie; Haltinner, Urs

    2009-01-01

    Objective: This article presents a teacher education program graduates' perceptions of their preparedness to take on roles as FBLA, DECA, and BPA advisers. Purpose: The purpose of the study was to better understand impacts that the model of teacher preparation had on participants' confidence to perform their adviser roles. Method: A descriptive…

  1. Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention

    ERIC Educational Resources Information Center

    Swecker, Hadyn K.; Fifolt, Matthew; Searby, Linda

    2014-01-01

    For this quantitative study, we used a multiple logistic regression technique to investigate the relationship between the number of meetings with an academic advisor and retention of first-generation students, as represented by enrollment status and academic standing at a large, public research institution in the Southeast. Consistent with…

  2. Advising as Servant Leadership: Investigating Student Satisfaction

    ERIC Educational Resources Information Center

    Paul, W. Kohle; Fitzpatrick, Colleen

    2015-01-01

    Student satisfaction with advising is positively linked to first-year student retention and sophomore persistence to their senior year. However, inconsistencies in the advising literature confound conclusions about the most effective advising approach to elicit student satisfaction. Positive links between the servant leadership approach and…

  3. Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

    ERIC Educational Resources Information Center

    Callahan, Kadian M.

    2009-01-01

    Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini,…

  4. Student Attitudes toward Technology-Mediated Advising Systems

    ERIC Educational Resources Information Center

    Kalamkarian, Hoori Santikian; Karp, Melinda Mechur

    2017-01-01

    The literature on broad-access colleges suggests that low persistence and completion rates may be improved through better advising that employs a teaching-as-advising approach. While resource constraints have traditionally limited the ability of colleges to reform advising practices, technological advances have made it possible to implement…

  5. Web-based Academic Roadmaps for Careers in the Geosciences

    NASA Astrophysics Data System (ADS)

    Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.

    2007-12-01

    To a greater extent than most science programs, geology is underrepresented in K-12 curricula and the media. Thus potential majors have scant knowledge of academic requirements and career trajectories, and their idea of what geologists do--if they have one at all--is outdated. We have addressed these concerns by developing a dynamic, web-based academic roadmap for current and prospective students, their families, and others who are contemplating careers in the geosciences. The goals of this visually attractive "educational pathway" are to not only improve student recruitment and retention, but to empower student learning by creating better communication and advising tools that can render our undergraduate program transparent for learners and their families. Although we have developed academic roadmaps for four environmental and life science programs at the University of Rhode Island, we focus here on the roadmap for the geosciences, which illustrates educational pathways along the academic and early-career continuum for current and potential (i.e., high school) students who are considering the earth sciences. In essence, the Geosciences Academic Roadmap is a "one-stop'" portal to the discipline. It includes user- friendly information about our curriculum, outcomes (which at URI are tightly linked to performance in courses and the major), extracurricular activities (e.g., field camp, internships), careers, graduate programs, and training. In the presentation of this material extensive use is made of streaming video, interviews with students and earth scientists, and links to other relevant sites. Moreover, through the use of "Hot Topics", particular attention is made to insure that examples of geoscience activities are not only of relevance to today's students, but show geologists using the modern methods of the discipline in exciting ways. Although this is a "work-in-progress", evaluation of the sites, by high school through graduate students, has been strongly

  6. The Impact of Appreciative Advising on Community College Transfer Students

    ERIC Educational Resources Information Center

    Shirley, Jessica Vanessa

    2012-01-01

    Transfer shock and transfer phase satisfaction with the senior institution reported by community college students after transferring into Western Carolina University's RN to BSN Nursing Program were examined to determine if differences exist in students who received Appreciative Advising and those who did not. Results of this study may serve to…

  7. 12 CFR 225.125 - Investment adviser activities.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 12 Banks and Banking 3 2011-01-01 2011-01-01 false Investment adviser activities. 225.125 Section... Companies Interpretations § 225.125 Investment adviser activities. (a) Effective February 1, 1972, the Board of Governors amended § 225.4(a) of Regulation Y to add “serving as investment adviser, as defined in...

  8. The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

    ERIC Educational Resources Information Center

    Hummel, Mary; Steele, Claude

    1996-01-01

    Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

  9. The Impact of Modernization Programs on Academic Teachers' Work: A Mexican Case Study

    ERIC Educational Resources Information Center

    Zavala, Blanca Arciga

    2006-01-01

    For more than ten years, academics of public universities in Mexico have endured modernization programs that promote individual productivity and operate as a mechanism of selection and assessment. The implementation of the programs has exposed a tension between the values implicit in the programs and the values of the academic teachers. There is a…

  10. Ties That Bind: Academic Advisors as Agents of Student Relationship Management

    ERIC Educational Resources Information Center

    Vianden, Jörg

    2016-01-01

    To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in…

  11. Academic Competitiveness and SMART Grant Programs: First-Year Lessons Learned

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Lee, John; Topper, Amelia

    2009-01-01

    The "Higher Education Reconciliation Act of 2005" created two new grant programs for undergraduates: the Academic Competitiveness Grant (ACG) program and National Science and Mathematics Access to Retain Talent (National SMART) Grant program. The ACG program is intended to encourage students to take challenging courses in high school and thus…

  12. Tracking the careers of academic general pediatric fellowship program graduates: academic productivity and leadership roles.

    PubMed

    Szilagyi, Peter G; Haggerty, Robert J; Baldwin, Constance D; Paradis, Heather A; Foltz, Jennifer L; Vincelli, Phyllis; Blumkin, Aaron; Cheng, Tina L

    2011-01-01

    Little is known about the careers of graduates of academic general pediatric (AGP) fellowship programs. We evaluated the careers of 2 cohorts of AGP fellowship graduates: an early cohort trained during 1978 to 1988, and a later cohort trained during 1989 to 1999. We surveyed all known AGP fellowship graduates in both cohorts by using a confidential mailed survey. We assessed graduates' current professional work and analyzed curricula vitae for principal investigator (PI) grants; first-authored, peer-reviewed publications; and leadership positions. From the early cohort, 95 of 131 eligible graduates (73%) responded; from the later cohort, 93 of 133 (70%) responded. Two thirds of each cohort remain in academics; of these, nearly half are on tenure tracks and over half have major educational roles within their university. The percentage in the early cohort who have been PI on a research grant by 5, 10, and 15 years postfellowship was 44%, 53%, and 54%, respectively; in the later cohort, it was 62%, 75%, and 75%, respectively (P = .004 vs early cohort). During the 10 years postfellowship, the early and later cohorts averaged 5.5 and 7.4 first-authored, peer-reviewed papers, respectively (P = .4). By 10 years, a high proportion of both cohorts had become division chief (19% vs 16%), had other academic leadership positions (43% vs 59%), or were leaders in professional organizations (20% vs 30%; all P = NS). Graduates of AGP fellowship programs have achieved considerable academic success. Recently trained fellows appear even more successful. The academic outcomes of these AGP fellows bode well for the future of AGP. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  13. Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program.

    PubMed

    Aritzeta, Aitor; Soroa, Goretti; Balluerka, Nekane; Muela, Alexander; Gorostiaga, Arantxa; Aliri, Jone

    2017-09-01

    The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M age  = 19.6, SD = 0.74; 74% women) and the control group 81 students (M age   = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.

  14. Gatekeeping practices of music therapy academic programs and internships: a national survey.

    PubMed

    Hsiao, Feilin

    2014-01-01

    Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy. This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management. Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships. A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship. Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  15. The Adviser and the Committee

    ERIC Educational Resources Information Center

    Cassuto, Leonard

    2012-01-01

    The dissertation adviser's task may be to give advice, but his or her approval is required for the thesis to pass and the degree to be awarded. It is the graduate student's dissertation, but the imprimatur belongs to the dissertation adviser, so perhaps the process belongs to both of them. But that equation leaves out some other important actors,…

  16. Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review.

    PubMed

    Knopf, John A; Hahn, Robert A; Proia, Krista K; Truman, Benedict I; Johnson, Robert L; Muntaner, Carles; Fielding, Jonathan E; Jones, Camara Phyllis; Fullilove, Mindy T; Hunt, Pete C; Qu, Shuli; Chattopadhyay, Sajal K; Milstein, Bobby

    2015-01-01

    Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011). Standardized mean difference. Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

  17. Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review

    PubMed Central

    Knopf, John A.; Hahn, Robert A.; Proia, Krista K.; Truman, Benedict I.; Johnson, Robert L.; Muntaner, Carles; Fielding, Jonathan E.; Jones, Camara Phyllis; Fullilove, Mindy T.; Hunt, Pete C.; Qu, Shuli; Chattopadhyay, Sajal K.; Milstein, Bobby

    2015-01-01

    Context Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. Objective This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Design Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985–2003) was supplemented with a Community Guide update (search period 2003–2011). Main Outcome Measure Standardized mean difference. Results Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. Conclusions OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs. PMID:26062096

  18. Designing Academic Leadership Minor Programs: Emerging Models

    ERIC Educational Resources Information Center

    Diallo, Lamine; Gerhardt, Kris

    2017-01-01

    With a growing number of leadership programs in universities and colleges in North America, leadership educators and researchers are engaged in a wide ranging dialogue to propose clear processes, content, and designs for providing academic leadership education. This research analyzes the curriculum design of 52 institutions offering a "Minor…

  19. Career development resource: academic career in surgical education.

    PubMed

    Sanfey, Hilary; Gantt, Nancy L

    2012-07-01

    Academic surgeons play an instrumental role in the training of our medical students and surgical residents. Although volunteer faculty often have an important role in the clinical development of surgeons-in-training, the tasks of curricular development, structured didactic sessions, professional advising, research sponsorship, and mentoring at all levels fall to the academic surgeon. Historically, the career advancement path for an academic physician favored grant acquisition and scholarly publication. Broader definitions of scholarship have emerged, along with corresponding modifications in academic award systems that allow advancement in faculty rank based on a surgeon's educational efforts. Copyright © 2012 Elsevier Inc. All rights reserved.

  20. Directory of Academic Programs in Occupational Safety and Health.

    ERIC Educational Resources Information Center

    Weis, William J., III; And Others

    This booklet describes academic program offerings in American colleges and universities in the area of occupational safety and health. Programs are divided into five major categories, corresponding to each of the core disciplines: (1) occupational safety and health/industrial hygiene, (2) occupational safety, (3) industrial hygiene, (4)…

  1. An advisory program for first- and second-year medical students: the Weill Cornell experience

    PubMed Central

    Drusin, Lewis M.; Gerber, Linda M.; Miller, Carlyle H.; Storey-Johnson, Carol L.; Ballard, Bruce L.

    2013-01-01

    Purpose First-year students negotiate new professional culture with a certain amount of excitement and anxiety. There are different approaches for offering guidance. In this study, the authors present Weill Cornell Medical College's experience with an advising program for first- and second-year students. Methods Fifty faculty advisors were each assigned 1–3 first-year students who they would follow for 2 years. The responsibilities were outlined to both faculty and students. The program was evaluated using an anonymous questionnaire. Results For the two classes surveyed (2011 and 2012), most students met their advisors once. For both classes, the most frequently discussed issues were general adjustment to medical school, academic life, and the professional life of the advisor. Summer research and career opportunities were also discussed. Most students were satisfied with the advising program. Satisfaction increased with an increase in visits. Most students who did not meet their advisors established an advisor relationship on their own. Conclusions An advising program was established at Weill Cornell Medical College that satisfied most of the students. It is important to evaluate its format regularly, from both student and advisor perspectives, in order to ensure its continued success. PMID:24290314

  2. A Statewide Information Databases Program: What Difference Does It Make to Academic Libraries?

    ERIC Educational Resources Information Center

    Lester, June; Wallace, Danny P.

    2004-01-01

    The Oklahoma Department of Libraries (ODL) launched Oklahoma's statewide database program in 1997. For the state's academic libraries, the program extended access to information, increased database use, and fostered positive relationships among ODL, academic libraries, and Oklahoma State Regents for Higher Education (OSRHE), creating a more…

  3. Midwestern US Farmers Perceive Crop Advisers as Conduits of Information on Agricultural Conservation Practices

    NASA Astrophysics Data System (ADS)

    Eanes, Francis R.; Singh, Ajay S.; Bulla, Brian R.; Ranjan, Pranay; Prokopy, Linda S.; Fales, Mary; Wickerham, Benjamin; Doran, Patrick J.

    2017-11-01

    Nonpoint source pollution from agricultural land uses continues to pose one of the most significant threats to water quality in the US, with measurable impacts across local, regional, and national scales. The impact and the influence of targeted conservation efforts are directly related to the degree to which farmers are familiar with and trust the entities providing the information and/or outreach. Recent research suggests that farmers consistently rank independent and retail-affiliated crop advisers as among the most trusted and influential sources for agronomic information, but little is understood about whether farmers are willing to receive advice from crop advisers on the use of practices that conserve soil and water, and, if so, whether crop advisers will be perceived as influential. We present survey data from farmers ( n = 1461) in Michigan's Saginaw Bay (Lake Huron) watershed to explore these questions. Results suggest that farmers view crop advisers as trustworthy sources of information about conservation, and influential on management practices that have large conservation implications. We discuss these results, along with perceived barriers and opportunities to crop advisers partnering with traditional conservation agencies to enhance the impact of voluntary conservation programs.

  4. Midwestern US Farmers Perceive Crop Advisers as Conduits of Information on Agricultural Conservation Practices.

    PubMed

    Eanes, Francis R; Singh, Ajay S; Bulla, Brian R; Ranjan, Pranay; Prokopy, Linda S; Fales, Mary; Wickerham, Benjamin; Doran, Patrick J

    2017-11-01

    Nonpoint source pollution from agricultural land uses continues to pose one of the most significant threats to water quality in the US, with measurable impacts across local, regional, and national scales. The impact and the influence of targeted conservation efforts are directly related to the degree to which farmers are familiar with and trust the entities providing the information and/or outreach. Recent research suggests that farmers consistently rank independent and retail-affiliated crop advisers as among the most trusted and influential sources for agronomic information, but little is understood about whether farmers are willing to receive advice from crop advisers on the use of practices that conserve soil and water, and, if so, whether crop advisers will be perceived as influential. We present survey data from farmers (n = 1461) in Michigan's Saginaw Bay (Lake Huron) watershed to explore these questions. Results suggest that farmers view crop advisers as trustworthy sources of information about conservation, and influential on management practices that have large conservation implications. We discuss these results, along with perceived barriers and opportunities to crop advisers partnering with traditional conservation agencies to enhance the impact of voluntary conservation programs.

  5. 77 FR 28476 - Political Contributions by Certain Investment Advisers

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-15

    ...] Political Contributions by Certain Investment Advisers AGENCY: Securities and Exchange Commission. ACTION... Investment Advisers Act of 1940 (``Advisers Act'') to correct an inadvertent error in the rule as published...-6787 or [email protected] , Office of Investment Adviser Regulation, Division of Investment Management, U...

  6. Cultural Competency Perceptions: American Indian/Alaskan Native College Students and Academic Advisors

    ERIC Educational Resources Information Center

    Wesberry, Leslie C.

    2017-01-01

    This qualitative case study examined the perceptions of American Indian/Alaskan Native (AI/AN) undergraduate students. Specifically, the study researched if AI/AN college students attending Southeastern Oklahoma State University (SOSU) perceived academic advising as more useful if they were engaged by culturally competent academic advisors as…

  7. Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

    The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

  8. Multicultural Issues in Graduate Advising Relationships

    ERIC Educational Resources Information Center

    Schlosser, Lewis Z.; Talleyrand, Regine M.; Lyons, Heather Z.; Kim, Bryan S. K.; Johnson, W. Brad

    2011-01-01

    Although advisor-advisee relationships are ubiquitous to graduate training, there is relatively little scholarship bearing on advising relationships. Not surprisingly, the intersection between multiculturalism and advising relationships is also sparse. Given the potential increase in the numbers of People of Color entering graduate training due to…

  9. The Attribution Theory of Learning and Advising Students on Academic Probation

    ERIC Educational Resources Information Center

    Demetriou, Cynthia

    2011-01-01

    Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

  10. PASS--Placement/Advisement for Student Success.

    ERIC Educational Resources Information Center

    Shreve, Chuck; Wildie, Avace

    In 1985-86, Northern Michigan College (NMC) used funds received from the United States Department of Education to develop a system of assessment, advisement, and placement--Placement/Advisement for Student Success (PASS), an integrated system designed to improve student retention. PASS currently consists of three components: summer orientation,…

  11. Critical Advising: A Freirian-Inspired Approach

    ERIC Educational Resources Information Center

    Puroway, Andrew W.

    2016-01-01

    Advising is not a politically neutral activity. It requires pedagogical grounding that promotes critical reflection and action consistent with praxis. Advisors can turn to literature citing Brazilian educator and critical pedagogue, Paulo Freire, for discussions on praxis, and they can use a Freirian-inspired advising approach to connect the…

  12. Scripps Genome ADVISER: Annotation and Distributed Variant Interpretation SERver

    PubMed Central

    Pham, Phillip H.; Shipman, William J.; Erikson, Galina A.; Schork, Nicholas J.; Torkamani, Ali

    2015-01-01

    Interpretation of human genomes is a major challenge. We present the Scripps Genome ADVISER (SG-ADVISER) suite, which aims to fill the gap between data generation and genome interpretation by performing holistic, in-depth, annotations and functional predictions on all variant types and effects. The SG-ADVISER suite includes a de-identification tool, a variant annotation web-server, and a user interface for inheritance and annotation-based filtration. SG-ADVISER allows users with no bioinformatics expertise to manipulate large volumes of variant data with ease – without the need to download large reference databases, install software, or use a command line interface. SG-ADVISER is freely available at genomics.scripps.edu/ADVISER. PMID:25706643

  13. A Structured Career Intervention Program for Academically Challenged Students

    ERIC Educational Resources Information Center

    Salleh, Amla; Abdullah, Syed Mohamad; Mahmud, Zuria; Ghavifekr, Simin; Ishak, Noriah

    2013-01-01

    A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students' career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and…

  14. Cultivating the Academic Integrity of Urban Adolescents with Ethical Philosophy Programming

    ERIC Educational Resources Information Center

    Seider, Scott; Novick, Sarah; Gomez, Jessica

    2013-01-01

    This mixed-methods study considered the effects of ethical philosophy programming at a high-performing, high-poverty urban high school upon the academic integrity of participating adolescents ("n" = 279). Analyses of pre-post survey data revealed that participating adolescents reported significantly higher levels of academic integrity…

  15. Comparative study of an externship program versus a corporate-academic cooperation program for enhancing nursing competence of graduating students

    PubMed Central

    2013-01-01

    Background New graduates report intense stress during the transition from school to their first work settings. Managing this transition is important to reduce turnover rates. This study compared the effects of an externship program and a corporate-academic cooperation program on enhancing junior college students’ nursing competence and retention rates in the first 3 months and 1 year of initial employment. Methods This two-phase study adopted a pretest and posttest quasi-experimental design. All participants were graduating students drawn from a 5-year junior nursing college in Taiwan. There were 19 and 24 students who participated in the phase I externship program and phase II corporate-academic cooperation program, respectively. The nursing competence of the students had to be evaluated by mentors within 48 hours of practicum training and after practicum training. The retention rate was also surveyed at 3 months and 1 year after beginning employment. Results Students who participated in the corporate-academic cooperation program achieved a statistically significant improvement in nursing competence and retention rates relative to those who participated in the externship program (p < 0.01 and p < 0.05, respectively). Conclusions The corporate-academic cooperation program facilitates the transition of junior college nursing students into independent staff nurses, enhances their nursing competence, and boosts retention rates. PMID:23945287

  16. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  17. 33 CFR 327.6 - Legal adviser.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 33 Navigation and Navigable Waters 3 2010-07-01 2010-07-01 false Legal adviser. 327.6 Section 327... PUBLIC HEARINGS § 327.6 Legal adviser. At each public hearing, the district counsel or his designee may serve as legal advisor to the presiding officer. In appropriate circumstances, the district engineer may...

  18. 33 CFR 327.6 - Legal adviser.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 33 Navigation and Navigable Waters 3 2011-07-01 2011-07-01 false Legal adviser. 327.6 Section 327... PUBLIC HEARINGS § 327.6 Legal adviser. At each public hearing, the district counsel or his designee may serve as legal advisor to the presiding officer. In appropriate circumstances, the district engineer may...

  19. 33 CFR 327.6 - Legal adviser.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 33 Navigation and Navigable Waters 3 2012-07-01 2012-07-01 false Legal adviser. 327.6 Section 327... PUBLIC HEARINGS § 327.6 Legal adviser. At each public hearing, the district counsel or his designee may serve as legal advisor to the presiding officer. In appropriate circumstances, the district engineer may...

  20. 33 CFR 327.6 - Legal adviser.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 33 Navigation and Navigable Waters 3 2013-07-01 2013-07-01 false Legal adviser. 327.6 Section 327... PUBLIC HEARINGS § 327.6 Legal adviser. At each public hearing, the district counsel or his designee may serve as legal advisor to the presiding officer. In appropriate circumstances, the district engineer may...

  1. 33 CFR 327.6 - Legal adviser.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 33 Navigation and Navigable Waters 3 2014-07-01 2014-07-01 false Legal adviser. 327.6 Section 327... PUBLIC HEARINGS § 327.6 Legal adviser. At each public hearing, the district counsel or his designee may serve as legal advisor to the presiding officer. In appropriate circumstances, the district engineer may...

  2. Engaging Inexperienced Learners: Teaching Metacognition in Advising Programs

    ERIC Educational Resources Information Center

    Cummings, Chris

    2016-01-01

    Academic advisors see it all the time--skills successfully applied by underclassman in high school are not working in college. This article describes how advisors can help struggling students in self-monitoring and self-regulating their study experiences using metacognitive development as an intervention. Metacognition development includes…

  3. Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.

    ERIC Educational Resources Information Center

    Swanson, Judy

    Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

  4. Academic Productivity of Faculty Associated With Craniofacial Surgery Fellowship Programs.

    PubMed

    Ruan, Qing Zhao; Ricci, Joseph A; Silvestre, Jason; Ho, Olivia A; Ganor, Oren; Lee, Bernard T

    2017-11-01

    The H-index is increasingly being used as a measure of academic productivity and has been applied to various surgical disciplines. Here the authors calculate the H-index of craniofacial surgery fellowship faculty in North America in order to determine its utility for academic productivity among craniofacial surgeons. A list of fellowship programs was obtained from the website of the American Society of Craniofacial Surgery. Faculty demographics and institution characteristics were obtained from official program websites and the H-index was calculated using Scopus (Elsevier, USA). Data were assessed using bivariate analysis tools (Kruskal-Wallis and Mann-Whitney tests) to determine the relationship between independent variables and career publications, H-index and 5-year H-index (H5-index) of faculty. Dunn test for multiple comparisons was also calculated. A total of 102 faculty members from 29 craniofacial surgery fellowship programs were identified and included. Faculty demographics reflected a median age of 48 (interquartile range [IQR] 13), a predominantly male sample (88/102, 89.7%), and the rank of assistant professor being the most common among faculty members (41/102, 40.2%). Median of career publications per faculty was 37 (IQR 52.5) and medians of H-index and H5-index were 10.0 (IQR 13.75) and 3.5 (IQR 3.25), respectively. Greater age, male gender, Fellow of the American College of Surgeons membership, higher academic rank, and program affiliation with ranked research medical schools were significantly associated with higher H-indices. Variables associated with seniority were positively associated with the H-index. These results suggest that the H-index may be used as an adjunct in determining academic productivity for promotions among craniofacial surgeons.

  5. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  6. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  7. Coaching: a new model for academic and career achievement

    PubMed Central

    Deiorio, Nicole M.; Carney, Patricia A.; Kahl, Leslie E.; Bonura, Erin M.; Juve, Amy Miller

    2016-01-01

    Background Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners’ achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians. PMID:27914193

  8. Coaching: a new model for academic and career achievement.

    PubMed

    Deiorio, Nicole M; Carney, Patricia A; Kahl, Leslie E; Bonura, Erin M; Juve, Amy Miller

    2016-01-01

    Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.

  9. Recruiting and Advising Challenges in Actuarial Science

    ERIC Educational Resources Information Center

    Case, Bettye Anne; Guan, Yuanying Michelle; Paris, Stephen

    2014-01-01

    Some challenges to increasing actuarial science program size through recruiting broadly among potential students are identified. Possible solutions depend on the structures and culture of the school. Up to three student cohorts may result from partition of potential students by the levels of academic progress before program entry: students…

  10. Aligning Accreditation and Academic Program Reviews: A Canadian Case Study

    ERIC Educational Resources Information Center

    Bowker, Lynne

    2017-01-01

    Purpose: This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach: The paper describes two Canadian graduate programs that are subject to both external professional…

  11. Exercise Science Academic Programs and Research in the Philippines

    PubMed Central

    MADRIGAL, NORBERTO; REYES, JOSEPHINE JOY; PAGADUAN, JEFFREY; ESPINO, REIL VINARD

    2010-01-01

    In this invited editorial, professors from leading institutions in the Philippines, share information regarding their programs relating to Exercise Science. They have provided information on academic components such as entrance requirements, progression through programs, and professional opportunities available to students following completion; as well as details regarding funding available to students to participate in research, collaboration, and specific research interests. PMID:27182343

  12. Journalism Internships: Providing Advisers Opportunities to Experience Newspaper Publishing First Hand.

    ERIC Educational Resources Information Center

    McAreavy, Molly

    1998-01-01

    Discusses a program in which the Iowa High School Press Association, along with a partner newspaper, awards an internship to a high school journalism advisor every summer. Recounts the experiences of an adviser working at West Liberty High School who made it her goal to better relations between the weekly town newspaper and the school newspaper.…

  13. Promoting First-Generation College Students' Mental Well-Being: Student Perceptions of an Academic Enrichment Program

    ERIC Educational Resources Information Center

    Swanbrow Becker, Martin A.; Schelbe, Lisa; Romano, Kelly; Spinelli, Carmella

    2017-01-01

    Academic enrichment programs seek to address the challenges first-generation students face, but research tends to focus on academic outcomes. In this study we investigated first-generation students' perceptions of how a program addresses their mental well-being. A total of 25 undergraduate students who were enrolled in an academic enrichment…

  14. Adult student satisfaction in an accelerated RN-to-BSN program: a follow-up study.

    PubMed

    Boylston, Mary T; Jackson, Christina

    2008-01-01

    This mixed-method study revealed accelerated RN-to-BSN (bachelor of science in nursing) students' levels of satisfaction with a wide range of college services in a small university. Building on seminal research on the topic [Boylston, M. T., Peters, M. A., & Lacey, M. (2004). Adult student satisfaction in traditional and accelerated RN-to-BSN programs. Journal of Professional Nursing, 20, 23-32.], the Noel-Levitz Adult Student Priorities Survey (ASPS) and qualitative interview data revealed primary factors involved in nontraditional (adult) accelerated RN-to-BSN student satisfaction. The ASPS assesses both satisfaction with and importance of the following factors: academic advising effectiveness, academic services, admissions and financial aid effectiveness, campus climate, instructional effectiveness, registration effectiveness, safety and security, and service excellence. Of these factors, participants considered instructional effectiveness and academic advising effectiveness as most important and concomitantly gave high satisfaction ratings to each. In contrast, convenience of the bookstore, counseling services, vending machines, and computer laboratories were given low importance ratings. The participants cited convenience as a strong marketing factor. Loss of financial aid or family crisis was given as a reason for withdrawal and, for most students, would be the only reason for not completing the BSN program. Outcomes of this investigation may guide faculty, staff, and administrators in proactively creating an educational environment in which a nontraditional student can succeed.

  15. The Role of Advising in Leadership Development.

    PubMed

    Chrystal-Green, Nancy E

    2018-06-01

    This chapter addresses the roles and responsibilities of advising; specifically, how advisors can cultivate both individual and group settings to be important teaching and learning environments and how to advise with leadership development in mind. © 2018 Wiley Periodicals, Inc.

  16. Academic Planning through Program Review: Can It Work?

    ERIC Educational Resources Information Center

    Fernandez, Thomas V.; Raab, Marjorie K.

    Nassau Community College (NCC) is currently working with a program evaluation model in which faculty from one department serve as peer evaluation consultants to direct the self-evaluations of other departments. The four functional objectives initially motivating the development of NCC's plan directed that: real decisions about academic programs…

  17. The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs

    ERIC Educational Resources Information Center

    Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean

    2016-01-01

    Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…

  18. [International academic mobility program in nursing experience report].

    PubMed

    de Oliveira, Mariana Gonçalves; Pagliuca, Lorita Marlena Freitag

    2012-03-01

    An experience of studying abroad or of academic exchange, really adds value to the professional and personal development of exchange students. This report aims to describe a student's experience in an international academic mobility program. It was developed from 2008 to 2009 in Brazil and Spain. The experiences, observations and activities of the student were emphasized believing that the training of students and researchers is not only restricted to the university and the students' home country, and that it is important to have possibilities of new experiences and differentiated knowledge. The conclusion is that this opportunity promoted a profound effect on psychological, cultural social and scientific development of the exchange student.

  19. Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

    ERIC Educational Resources Information Center

    Day, Sandra K.

    2012-01-01

    This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

  20. Limitations on Change: Current Conditions Influencing Academic Intransigence in Educational Administration Programs.

    ERIC Educational Resources Information Center

    Logan, Connie Stokes; Pounder, Diana G.

    An analysis of academic intransigence (resistance to change) in educational administrative preparation programs is presented in this paper. Drawing upon two conceptual frameworks, the stakeholder perspective and Porter's (1980) five-force model of industry structure and competitive influence, two factors contributing to academic intransigence are…

  1. Science Advising in the Legislative and Executive Branches

    NASA Astrophysics Data System (ADS)

    Zimmerman, Peter D.

    2002-04-01

    Almost every action of modern government has some scientific and technical component. However, most senior officials who must set policy and make decisions have little or no scientific training. As a result a small, but growing, number of professional scientists have left their research careers for new ones providing the needed technical advice. Interestingly enough, the job of "science adviser" is very different in the Executive Branch than it is in Congress. The major part of that difference comes from the responsibilities of the parent organization: the Executive actually sets the policies, proposes budgets, and then must perform. As science adviser to the Arms Control and Disarmament Agency and, after its merger with the State Department, I felt that I had a direct effect on how some issues were resolved. Congress, on the other hand, has the responsibility for authorizing and appropriating funds and setting the terms for their use. It exerts much of its power through holding hearings to make points to the public and the administration, but the adviser is usually placed bureaucratically much closer to the Senator or Congressman being advised than to a principal within the Executive Branch and may have more opportunities to communicate with his boss A science adviser is paid to advise on science, not policy, and must do his or her best not to shape the science to fit a desired outcome, the adviser's or the boss's. There are never enough scientists on staff to cover the territory; in all likelihood, there never will be. That makes it incumbent upon the adviser to reach out to his colleagues in ever-widening circles and across boundaries of disciplines. It certainly means learning new science along the way -- when I joined the SFRC staff last summer, I never dreamed that I would have to learn so much biology and medicine in a matter of days. The science community also has an obligation if it wants to see good science advising in Washington: be available; provide

  2. Contributions of Academic Emergency Medicine Programs to U.S. Health Care: Summary of the AAAEM-AACEM Benchmarking Data.

    PubMed

    Reznek, Martin A; Scheulen, James J; Harbertson, Cathi A; Kotkowski, Kevin A; Kelen, Gabor D; Volturo, Gregory A

    2018-04-01

    The societal contribution of emergency care in the United States has been described. The role and impact of academic emergency departments (EDs) has been less clear. Our report summarizes the results of a benchmarking effort specifically focused on academic emergency medicine (EM) practices. From October through December 2016, the Academy of Academic Administrators of Emergency Medicine (AAAEM) and the Association of Academic Chairs of Emergency Medicine (AACEM) jointly administered a benchmarking survey to allopathic, academic departments and divisions of emergency medicine. Participation was voluntary and nonanonymous. The survey queried various aspects of the three components of the tripartite academic mission: clinical care, education and research, and faculty effort and compensation. Responses reflected a calendar year from July 1, 2015, to June 30, 2016. Of 107 eligible U.S. allopathic, academic departments and divisions of emergency medicine, 79 (74%) responded to the survey overall, although individual questions were not always answered by all responding programs. The 79 responding programs reported 6,876,189 patient visits at 97 primary and affiliated academic clinical sites. A number of clinical operations metrics related to the care of these patients at these sites are reported in this study. All responding programs had active educational programs for EM residents, with a median of 37 residents per program. Nearly half of the overall respondents reported responsibility for teaching medical students in mandatory EM clerkships. Fifty-two programs reported research and publication activity, with a total of $129,494,676 of grant funding and 3,059 publications. Median faculty effort distribution was clinical effort, 66.9%; education effort, 12.7%; administrative effort, 12.0%; and research effort, 6.9%. Median faculty salary was $277,045. Academic EM programs are characterized by significant productivity in clinical operations, education, and research. The

  3. Strengthen the Bond: Relationships between Academic Advising Quality and Undergraduate Student Loyalty

    ERIC Educational Resources Information Center

    Vianden, Jörg; Barlow, Patrick J.

    2015-01-01

    Extant research suggests that student loyalty, a strong bond between the student and university, positively affects important student outcomes, most notably retention. In this article, we advance the notion that academic advisors should become managers of the student-university relationship. We examine the correlation between respondents'…

  4. A Growth Model for the Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis. IR Applications, Volume 33

    ERIC Educational Resources Information Center

    Acquah, Edward H. K.

    2012-01-01

    The academic program life cycle (APLC) concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to annual enrollment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The…

  5. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

  6. The Academic Motivation of At-Risk Students in a Counseling Prevention Program

    ERIC Educational Resources Information Center

    Scheel, Michael John; Madabhushi, Soumya; Backhaus, Autumn

    2009-01-01

    School dropout is a problem that has distressing personal and societal consequences. Not surprising, students who drop out are typically not academically motivated. This phenomenological study examined the meanings that students construct about academic motivation while participating in a dropout prevention program that primarily uses counseling.…

  7. Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

    ERIC Educational Resources Information Center

    Solikhah, Imroatus

    2015-01-01

    This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

  8. Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education

    ERIC Educational Resources Information Center

    Butin, Dan W.

    2012-01-01

    This article articulates a model for the "engaged campus" through academic programs focused on community engagement, broadly construed. Such academic programs--usually coalesced in certificate programs, minors, and majors--provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can…

  9. Advisors' Perceptions of Community College Advising

    ERIC Educational Resources Information Center

    Solis, Linda Yolanda

    2012-01-01

    The purpose of the following dissertation was to gain understanding of community college advisors' perceptions of the community college advising process. A constructivist approach was utilized to develop a general description and understanding of what influences advising perceptions from qualitative data collected through interviews with…

  10. 12 CFR 225.125 - Investment adviser activities.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... with the provisions of § 225.4 (b), act as investment advisers to various types of investment companies... SYSTEM BANK HOLDING COMPANIES AND CHANGE IN BANK CONTROL (REGULATION Y) Regulations Financial Holding Companies Interpretations § 225.125 Investment adviser activities. (a) Effective February 1, 1972, the Board...

  11. The Impact of an Advisor-Advisee Mentoring Program on the Achievement, School Engagement, and Behavior Outcomes of Rural Eighth Grade Students

    ERIC Educational Resources Information Center

    Herrick, Christopher J.

    2010-01-01

    The purpose of this exploratory two-group pretest-posttest comparative survey study was to determine the effect of a team adviser-advisee academic, behavior, and character mentoring program on the achievement, school engagement, and behavior outcomes of eighth grade students determined to be above (n = 21) and below (n = 15) eligibility guidelines…

  12. Academics in CTE Programs: Fully Preparing Students for Their Next Step

    ERIC Educational Resources Information Center

    MacQuarrie, David L.

    2008-01-01

    An echo can often be heard in career and technical education (CTE) hallways, "How am I going to fit academic skills into this program." They have a choice! They could pick up a math or English book and start selecting something to separately add in. Perhaps an academic consultant could be tapped to separately add to the task list. Another option…

  13. Undergraduate Program Review Processes: A Case Study in Opportunity for Academic Libraries

    ERIC Educational Resources Information Center

    Costella, John; Adam, Tom; Gray, Fran; Nolan, Nicole; Wilkins, Catherine

    2013-01-01

    How can an academic library most effectively participate and expand its contributions to program reviews at the institutional level? By becoming involved in undergraduate reviews, college and university libraries can articulate new and enhanced roles for themselves on campus. Academic libraries have always contributed to a variety of institutional…

  14. Academic Self-Concept, Academic Achievement, and Leadership in University Students Studying in a Physical Therapy Program.

    ERIC Educational Resources Information Center

    Gottlieb, Rosemary J.; Rogers, Janet L.

    2002-01-01

    Assessment of the academic self-concept of 32 physical therapy assistant students in a selective admission program revealed a positive correlation between grade point average in the core curriculum and their leadership and initiative scores. (Contains 20 references.) (SK)

  15. The Attitudes of Teachers towards 2005 Academic Year Primary Education Program

    ERIC Educational Resources Information Center

    Dogan, Suleyman

    2010-01-01

    This study is considered to be significant in objectively analyzing the negative-positive effects of the program during the process of learning, teacher's acquaintance to the new program in a closer way and acquiring a positive perspective of the program. This study has been conducted in order to discover the effects of 2005-2006 academic year…

  16. Courtside: Ill Advised.

    ERIC Educational Resources Information Center

    Zirkel, Perry A.

    2001-01-01

    Review of suit brought by high school basketball player against Iowa school district claiming the district was guilty of negligent misrepresentation. High school counselor advised student to take a communications course, saying it would satisfy NCAA core English requirements, but he later found out it did not, resulting in his loss of a…

  17. Think about It: Philosophy and Dialogic Advising

    ERIC Educational Resources Information Center

    Colgan, Ann Lieberman

    2017-01-01

    Effective advising requires practitioners to engage in analysis of theory and practice. Philosophical underpinnings regarding notions of self can shape the advising encounter and determine the level of receptiveness of advisors toward the whole student. A brief review of Western philosophies of the self provides context for Martin Buber's radical…

  18. An Evaluative Overview of the Gloria Floyd Community School Academic Excellence Program.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL. Office of Educational Accountability.

    The Gloria Floyd Academic Excellence Program (AEP) was designed as a school-based enrichment program for average and above-average students in grades one through six. The evaluation of this program involved discussions with the school administrator and program teacher, as well as a questionnaire-survey of AEP students, their parents, and regular…

  19. The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

    PubMed

    Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

    2012-03-23

    In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  20. Pathways to Academic Leadership in Plastic Surgery: A Nationwide Survey of Program Directors, Division Chiefs, and Department Chairs of Plastic Surgery.

    PubMed

    Fishman, Jordan E; Pang, John Henry Y; Losee, Joseph E; Rubin, J Peter; Nguyen, Vu T

    2018-06-01

    Many aspire to leadership in academic plastic surgery yet there is no well-documented pathway. Information regarding plastic surgery residencies and program directors was obtained from the American Medical Association's FREIDA database. The division chief or department chair (academic head) of every academic plastic surgery program was identified. One Internet-based survey was distributed to academic heads; another, to program directors. Ninety academic heads were identified, 35 of whom also serve as program director. Sixty-seven unique program directors were identified. There was a 51 percent academic head response rate and a 65 percent program director response rate. Academic plastic surgery is overwhelmingly administered by midcareer men. The average program director was appointed at age 45 and has served for 7 years. She or he was trained through the independent track, completed additional training in hand surgery, and is a full professor. She or he publishes two or three peer-reviewed manuscripts per year and spends 9 hours per week in administration. The average academic head was appointed at age 45 and has held the position for 12 years. She or he was trained in the independent model, completed fellowship training, and is a full professor. She or he publishes five peer-reviewed manuscripts per year and spends 12 hours per week involved in administration. Program directors and academic heads serve nonoverlapping roles. Few program directors will advance to the role of academic head. Successful applicants to the program director position often serve as an associate program director and are seen as motivated resident educators. In contrast, those faculty members selected for the academic head role are academically accomplished administrators with business acumen.

  1. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2016

    2016-01-01

    The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

  2. Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings

    ERIC Educational Resources Information Center

    Gambescia, Stephen F.; Paolucci, Rocco

    2009-01-01

    As stakeholders continue to discuss, debate, and advocate their positions related to the value of online learning at colleges and universities, one element that will continue to be discussed, regardless of the specific issue at hand, is "academic integrity and fidelity". Academic fidelity of online degree program offerings is defined in this study…

  3. Learning from the Codes of the Academic Disciplines

    ERIC Educational Resources Information Center

    Woody, William D.

    2008-01-01

    Ethical questions have long been the impetus for philosophical inquiry around the world. When ethical questions arise in the classroom, during advising or in other academic settings, university and college instructors may appeal to the ethical codes within their own discipline for guidance. The materials presented in this article review…

  4. A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

    PubMed

    Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

    2016-01-01

    The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly

  5. Diversity in Libraries: Academic Residency Programs. Contributions in Librarianship and Information Science.

    ERIC Educational Resources Information Center

    Cogell, Raquel V., Ed.; Gruwell, Cindy A., Ed.

    This book contains 15 essays written by 19 librarians who participated in minority residency programs in academic libraries and 5 essays written by 6 professionals who served as residency program administrators. The following essays are included: (1) "The University of California, Santa Barbara Fellowship--A Program in Transition" (Detrice…

  6. Development of a longitudinal integrated clerkship at an academic medical center

    PubMed Central

    Poncelet, Ann; Bokser, Seth; Calton, Brook; Hauer, Karen E.; Kirsch, Heidi; Jones, Tracey; Lai, Cindy J.; Mazotti, Lindsay; Shore, William; Teherani, Arianne; Tong, Lowell; Wamsley, Maria; Robertson, Patricia

    2011-01-01

    In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and exposure to undiagnosed illness in acute and chronic care settings. Innovative elements included quarterly student evaluation sessions with all preceptors together, peer-to-peer evaluation, and oversight advising with an assigned faculty member. PISCES launched with eight medical students for the 2007/2008 academic year and expanded to 15 students for 2008/2009. Compared to UCSF's traditional core clerkships, evaluations from PISCES indicated significantly higher student satisfaction with faculty teaching, formal didactics, direct observation of clinical skills, and feedback. Student performance on discipline-specific examinations and United States Medical Licensing Examination step 2 CK was equivalent to and on standardized patient examinations was slightly superior to that of traditional peers. Participants' career interests ranged from primary care to surgical subspecialties. These results demonstrate that a longitudinal integrated clerkship can be implemented successfully at a tertiary care academic medical center. PMID:21475642

  7. Development of a longitudinal integrated clerkship at an academic medical center.

    PubMed

    Poncelet, Ann; Bokser, Seth; Calton, Brook; Hauer, Karen E; Kirsch, Heidi; Jones, Tracey; Lai, Cindy J; Mazotti, Lindsay; Shore, William; Teherani, Arianne; Tong, Lowell; Wamsley, Maria; Robertson, Patricia

    2011-04-04

    In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and exposure to undiagnosed illness in acute and chronic care settings. Innovative elements included quarterly student evaluation sessions with all preceptors together, peer-to-peer evaluation, and oversight advising with an assigned faculty member. PISCES launched with eight medical students for the 2007/2008 academic year and expanded to 15 students for 2008/2009. Compared to UCSF's traditional core clerkships, evaluations from PISCES indicated significantly higher student satisfaction with faculty teaching, formal didactics, direct observation of clinical skills, and feedback. Student performance on discipline-specific examinations and United States Medical Licensing Examination step 2 CK was equivalent to and on standardized patient examinations was slightly superior to that of traditional peers. Participants' career interests ranged from primary care to surgical subspecialties. These results demonstrate that a longitudinal integrated clerkship can be implemented successfully at a tertiary care academic medical center.

  8. Social Work Education in a Hostile Environment: Programs Under Academic Attack

    ERIC Educational Resources Information Center

    Shimer, Eliot R.

    1977-01-01

    Administrative and structural positions of undergraduate social work programs are examined vis a vis other academic disciplines in liberal arts colleges. Causes of departmental dissention both indicating and contraindicating separation are discussed with emphasis on programs operating in a hostile atmosphere or in one that places them at a…

  9. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  10. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  11. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  12. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  13. Recruiting Strategically: Increasing Enrollment in Academic Programs of Agriculture

    ERIC Educational Resources Information Center

    Baker, Lauri M.; Settle, Quisto; Chiarelli, Christy; Irani, Tracy

    2013-01-01

    Agriculture continues to struggle to find enough qualified students to advance the industry. Thus, recruiting practice improvement is imperative. This study assessed the efficacy of message strategies, message channels, recruiting materials, and messages for recruiting students into an academic program with low enrollment. Focus groups were…

  14. Marketing Your Advising Center.

    ERIC Educational Resources Information Center

    Flickinger, Jan

    1989-01-01

    A tour of centralized university advising centers revealed that the busiest centers had done an excellent job of marketing themselves to their campus clientele. Factors affecting successful marketing include image, location, service, advertising, and innovative problem-solving. (MSE)

  15. 17 CFR 270.15a-4 - Temporary exemption for certain investment advisers.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... assignment (other than an assignment by an investment adviser or a controlling person of the investment adviser in connection with which assignment the investment adviser or a controlling person directly or... terminated by an assignment by an investment adviser or a controlling person of the investment adviser in...

  16. The Relationship between Participation in Campus Recreation Programs and College Student Academic Success

    ERIC Educational Resources Information Center

    Kiss, Jessica E.

    2017-01-01

    The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success…

  17. Academic Executive Programs in Public Administration and Management: Some Variety across Europe

    ERIC Educational Resources Information Center

    Reichard, Christoph

    2017-01-01

    Universities and other higher education institutions in Europe offer a vast and increasing number of academic degree programs in the broad field of Public Administration. A subset of these programs is those offering postgraduate degrees to experienced students being already employed by public or private organisations. These executive programs are…

  18. Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

    ERIC Educational Resources Information Center

    Cole, James S.; Cole, Shu T.

    2008-01-01

    There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

  19. Faculty Advising Examined: Enhancing the Potential of College Faculty as Advisors.

    ERIC Educational Resources Information Center

    Kramer, Gary L., Ed.

    This collection explores faculty advising as a potential contributor to student college success and provides information on how to organize, deliver, and improve overall faculty advising in the current higher education climate. The chapters are: (1) "Advising as Teaching" (Gary L. Kramer); (2) "Faculty Advising: Practice and Promise" (Wesley R.…

  20. A survey of U.S. dental school programs that help students consider academic careers.

    PubMed

    McAndrew, Maureen; Brunson, W David; Kamboj, Karanjit

    2011-11-01

    The faculty shortage in dental education has been reported for many years and is expected to increase. Some dental schools have developed "grow your own" programs that introduce students to academic careers and give them teaching experiences. These programs generally consist of teaching assistant, fellowship, and peer tutoring opportunities. In this study, a nineteen-item survey was sent to fifty-six U.S. dental schools to determine the extent to which such programs were being implemented. Thirty-six out of fifty-six dental schools responded, a response rate of 64 percent. Twenty-five schools or 69 percent of the respondents reported the existence of a formal teaching assistant, fellowship, or peer tutoring program in which students teach in some capacity. The main reasons reported for implementing these programs were to expose students to academia and to address faculty shortages. The respondents reported that positive outcomes for dental student teachers and their students were academic benefits and increased interest in academic life. Among the barriers reported were securing faculty and financial support and problems with scheduling.

  1. Do Plastic Surgery Programs with Integrated Residencies or Subspecialty Fellowships Have Increased Academic Productivity?

    PubMed Central

    Duquette, Stephen P.; Valsangkar, Nakul P.; Sood, Rajiv; Socas, Juan; Zimmers, Teresa A.

    2016-01-01

    Background: The aim of this study was to evaluate the effect of different surgical training pathways on the academic performance of plastic surgical divisions. Methods: Eighty-two academic parameters for 338 plastic surgeons (PS), 1737 general surgeons (GS), and 1689 specialist surgeons (SS) from the top 55 National Institutes of Health (NIH)-funded academic departments of surgery were examined using data gathered from websites, SCOPUS, and NIH Research Portfolio Online Reporting Tools. Results: The median size of a PS division was 7 faculty members. PS faculty had lower median publications (P)/citations (C) (ie, P/C) than GS and SS (PS: 25/328, GS: 35/607, and SS: 40/713, P < 0.05). Publication and citation differences were observed at all ranks: assistant professor (PS: 11/101, GS: 13/169, and SS: 19/249), associate professor (PS: 33/342, GS: 40/691, and SS: 44/780), and professor (PS: 57/968, GS: 97/2451, and SS: 101/2376). PS had a lower percentage of faculty with current/former NIH funding (PS: 13.5%, GS: 22.8%, and SS: 25.1%, P < 0.05). Academic productivity for PS faculty was improved in integrated programs. P/C for PS faculty from divisions with traditional 3-year fellowships was 19/153, integrated 6-year residency was 25/329, and both traditional and 6-year programs were 27/344, P < 0.05. Craniofacial and hand fellowships increased productivity within the integrated residency programs. P/C for programs with a craniofacial fellowship were 32/364 and for those that additionally had a hand fellowship were 45/536. PS faculty at divisions with integrated training programs also had a higher frequency of NIH funding. Conclusions: PS divisions vary in degree of academic productivity. Dramatically improved scholarly output is observed with integrated residency training programs and advanced specialty fellowships. PMID:27014543

  2. The Impact of a Nutritional Intervention Program on Academics in Selected Public Schools

    ERIC Educational Resources Information Center

    Rich, Stacy

    2011-01-01

    The purpose of this quantitative quasi-experimental study is to examine the effectiveness of the "Healthy Kids, Smart Kids" intervention program on academics. Extant data will be used to determine if a statistically significant difference in academics exist between experimental schools implementing the "Healthy Kids, Smart…

  3. Student retention practices in associate degree, entry-level dental hygiene programs.

    PubMed

    Holt, Marianne P

    2005-01-01

    The main purpose of this study was to investigate student retention strategies and practices implemented in associate degree, entry-level dental hygiene programs. Included are student attrition issues, academic standards, re-entry policies, and clinical remediation strategies. A survey consisting of forced choice and open-ended questions was mailed to 31 randomly selected associate degree, entry-level dental hygiene programs. Surveys were analyzed using descriptive statistics and frequency distributions. Open-ended questions were analyzed using the constant comparative qualitative method to identify recurring themes. There was an 80% (n=25) return response to the survey. The findings of this study determined that dental hygiene programs are graduating, on average, a higher percentage (83%) of students when compared to two-year, associate degree programs in general (46%). The primary reasons reported by respondents for student attrition included: academic difficulties (88%), dissatisfaction with career choice (76%), family/personal responsibilities (72%), and clinical skill difficulties (56%). A wide variety of retention strategies were reported. Those most often cited were academic remediation (92%), clinical skill development/remediation (84%), academic advising (84%), financial aid assistance (84%), and tutoring (80%). Participating programs also reported setting high academic and ethical standards. Specific criteria for student re-entry were discussed. The findings of this study suggest that associate degree, entry-level dental hygiene programs are committed to student retention and make considerable efforts to help students succeed. Student retention efforts could be enhanced for those student groups identified as possibly being at high risk for attrition. The findings and recommendations in this investigation may assist associate degree, entry-level dental hygiene programs in their efforts to retain a higher percentage of students.

  4. Business Planning Methodology to Support the Development of Strategic Academic Programs

    ERIC Educational Resources Information Center

    Philbin, Simon P.; Mallo, Charles A.

    2016-01-01

    Higher education institutions are often required to design and deliver a range of strategic academic programs in order to remain competitive, support growth and ensure operations are financially sustainable. Such programs may include the creation of new research centers and institutes as well as the installation of major new research facilities.…

  5. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    PubMed Central

    2012-01-01

    Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty. PMID:22439908

  6. Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

    NASA Astrophysics Data System (ADS)

    Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

    2011-12-01

    Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with

  7. Sex Differences in Academic Rank and Publication Rate at Top-Ranked US Neurology Programs.

    PubMed

    McDermott, Mollie; Gelb, Douglas J; Wilson, Kelsey; Pawloski, Megan; Burke, James F; Shelgikar, Anita V; London, Zachary N

    2018-04-02

    Women are underrepresented in academic neurology, and the reasons for the underrepresentation are unclear. To explore potential sex differences in top-ranked academic neurology programs by comparing the number of men and women at each academic faculty rank and how many articles each group has published. Twenty-nine top-ranked neurology programs were identified by combining the top 20 programs listed on either the 2016 or 2017 Doximity Residency Navigator tool with the top 20 programs listed in the US News and World Report ranking of Best Graduate Schools. An internet search of the departmental websites was performed between December 1, 2015, and April 30, 2016. For each faculty member on a program site, the following biographical information was obtained: first name, last name, academic institution, sex, academic faculty rank, educational leadership (clerkship, fellowship, or residency director/assistant director), and year of medical school graduation. To compare the distribution of men vs women and the number of publications for men vs women at each academic faculty rank. Secondary analyses included Scopus h-index, book authorship, educational leadership (clerkship, residency, or fellowship director/assistant director), and clinical activity as inferred through Medicare claims data in men vs women after controlling for years since medical school graduation. Of 1712 academic neurologists in our sample, 528 (30.8%) were women and 1184 (69.2%) were men (P < .001). Men outnumbered women at all academic faculty ranks, and the difference increased with advancing rank (instructor/lecturer, 59.4% vs 40.5%; assistant professor, 56.7% vs 43.3%; associate professor, 69.8% vs 30.2%; and professor, 86.2% vs 13.8%). After controlling for clustering and years since medical school graduation, men were twice as likely as women to be full professors (odds ratio [OR], 2.06; 95% CI, 1.40-3.01), whereas men and women had the same odds of being associate professors (OR, 1.04; 95

  8. Faculty Members' Lived Experiences with Academic Quality in For-Profit On-Ground Gainful Employment Programs

    ERIC Educational Resources Information Center

    Booton, Carol M.

    2013-01-01

    Academic quality in for-profit vocational (Gainful Employment) programs is a concern for all stakeholders. However, academic quality is not easily defined. The Department of Education's Gainful Employment Rule defines academic quality With a few easily measured metrics such as student retention and job placement rate, despite the fact that…

  9. Technology-Mediated Advising and Student Support: An Institutional Self-Assessment

    ERIC Educational Resources Information Center

    Community College Research Center, Teachers College, Columbia University, 2017

    2017-01-01

    The rubric aims to help community colleges and broad-access four-year colleges assess their work on technology-mediated advising and student support, sometimes referred to as Integrated Planning and Advising for Student Success (iPASS). This work involves moving from a model of advising focused on information provision or course registration to…

  10. Academic Quality Control: The Case of College Programs on Military Bases.

    ERIC Educational Resources Information Center

    Bailey, Stephen K.

    The quality of college programs at 13 U.S. military bases and the activities of various agencies for maintaining quality control were evaluated. Based on site visits to military bases in the continental United States and Hawaii in 1978, some academic programs appeared to have few standards and practices that promote quality. It is claimed that…

  11. The use of numerical programs in research and academic institutions

    NASA Astrophysics Data System (ADS)

    Scupi, A. A.

    2016-08-01

    This paper is conceived on the idea that numerical programs using computer models of physical processes can be used both for scientific research and academic teaching to study different phenomena. Computational Fluid Dynamics (CFD) is used today on a large scale in research and academic institutions. CFD development is not limited to computer simulations of fluid flow phenomena. Analytical solutions for most fluid dynamics problems are already available for ideal or simplified situations for different situations. CFD is based on the Navier- Stokes (N-S) equations characterizing the flow of a single phase of any liquid. For multiphase flows the integrated N-S equations are complemented with equations of the Volume of Fluid Model (VOF) and with energy equations. Different turbulent models were used in the paper, each one of them with practical engineering applications: the flow around aerodynamic surfaces used as unconventional propulsion system, multiphase flows in a settling chamber and pneumatic transport systems, heat transfer in a heat exchanger etc. Some of them numerical results were validated by experimental results. Numerical programs are also used in academic institutions where certain aspects of various phenomena are presented to students (Bachelor, Master and PhD) for a better understanding of the phenomenon itself.

  12. SG-ADVISER CNV: copy-number variant annotation and interpretation.

    PubMed

    Erikson, Galina A; Deshpande, Neha; Kesavan, Balachandar G; Torkamani, Ali

    2015-09-01

    Copy-number variants have been associated with a variety of diseases, especially cancer, autism, schizophrenia, and developmental delay. The majority of clinically relevant events occur de novo, necessitating the interpretation of novel events. In this light, we present the Scripps Genome ADVISER CNV annotation pipeline and Web server, which aims to fill the gap between copy number variant detection and interpretation by performing in-depth annotations and functional predictions for copy number variants. The Scripps Genome ADVISER CNV suite includes a Web server interface to a high-performance computing environment for calculations of annotations and a table-based user interface that allows for the execution of numerous annotation-based variant filtration strategies and statistics. The annotation results include details regarding location, impact on the coding portion of genes, allele frequency information (including allele frequencies from the Scripps Wellderly cohort), and overlap information with other reference data sets (including ClinVar, DGV, DECIPHER). A summary variant classification is produced (ADVISER score) based on the American College of Medical Genetics and Genomics scoring guidelines. We demonstrate >90% sensitivity/specificity for detection of pathogenic events. Scripps Genome ADVISER CNV is designed to allow users with no prior bioinformatics expertise to manipulate large volumes of copy-number variant data. Scripps Genome ADVISER CNV is available at http://genomics.scripps.edu/ADVISER/.

  13. College Student Perceptions and Ideals of Advising: An Exploratory Analysis

    ERIC Educational Resources Information Center

    Christian, Tiffany Y.; Sprinkle, Julie E.

    2013-01-01

    Student advising has been a staple of the college experience for decades. However, the importance of advising differs greatly through the lens of the observer. Students may feel that advising is a "waste of time" or that they already know what they need to take to meet degree requirements. Conversely, other students may want the added…

  14. Assessing the Role of RCM in Decision-Making about Discontinuing Academic Programs and Restructuring Academic Units

    ERIC Educational Resources Information Center

    Mayer, Louis J.

    2011-01-01

    The path of growth and development for many American colleges and universities is to add new programs, majors, minors, departments, institutes, and centers to their academic portfolios in order to meet new demands and pursue new knowledge. Their source of funding is primarily through raising tuition rates and increasing non-tuition financial…

  15. Effective Advising of Diverse Students in Community Colleges

    ERIC Educational Resources Information Center

    Orozco, Graciela L.; Alvarez, Alvin N.; Gutkin, Terry

    2010-01-01

    In-depth interviews with 363 students across nine campuses capture the experiences of Latino, African American, Asian, Native American, White and Immigrant students in the California community college system. Four themes emerged with respect to advising and counseling: (a) Differences in the Use of Counseling and Advising; (b) The Importance of…

  16. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  17. School-based sleep education program improves sleep and academic performance of school-age children.

    PubMed

    Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

    2016-05-01

    The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

  18. Professional socialization of students in clinical nurse specialist programs.

    PubMed

    Ares, Terri L

    2014-11-01

    Graduate nursing programs facilitate the transition of RNs to advanced roles through a complex process of professional socialization. The purpose of this study was to explore the professional socialization of clinical nurse specialist (CNS) students. Two hundred twenty-five students, representing 73 CNS programs, responded to an online survey. Both preprogram variables and educational experiences contributed to an adequate level of CNS socialization. Students' self-concept was strong, and they felt prepared to practice in the role, which was highly correlated with their perceptions of how well the program prepared them academically and experientially. Having a CNS mentor was positively associated with readiness to practice. Outcomes did not vary with cohort status, and online instruction did not impede socialization. These findings provide implications for CNS program advisement and design. Copyright 2014, SLACK Incorporated.

  19. Student Evaluations of Advising: Moving beyond the Mean

    ERIC Educational Resources Information Center

    Hester, Eva Jackson

    2008-01-01

    Student evaluations of advising (SEA) are often limited to student ratings of the faculty member's advising skills. As with teaching evaluations, ratings of SEA may not be the best reflection of the advisor's performance. In this study, the author analyzed SEA to determine the relationship between student characteristics and evaluation items.…

  20. Understanding the Advising Learning Process Using Learning Taxonomies

    ERIC Educational Resources Information Center

    Muehleck, Jeanette K.; Smith, Cathleen L.; Allen, Janine M.

    2014-01-01

    To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s…

  1. Outsourcing Academic Development in Higher Education: Staff Perceptions of an International Program

    ERIC Educational Resources Information Center

    Dickson, Kerry; Hughes, Kate; Stephens, Bruce

    2017-01-01

    Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that…

  2. Deaf Studies Alumni Perceptions of the Academic Program and Off-Campus Internship

    ERIC Educational Resources Information Center

    Cooper, Sheryl B.; Emanuel, Diana C.; Cripps, Jody H.

    2012-01-01

    Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in…

  3. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2014

    2014-01-01

    Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed…

  4. A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

    PubMed Central

    Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

    2016-01-01

    Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor

  5. The Medical Academic Advancement Program at the University of Virginia School of Medicine.

    PubMed

    Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

    1999-04-01

    Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

  6. Building a Sustainable Global Surgical Program in an Academic Department of Surgery.

    PubMed

    Zhang, Linda P; Silverberg, Daniel; Divino, Celia M; Marin, Michael

    Global surgery and volunteerism in surgery has gained significant interest in recent years for general surgery residents across the country. However, there are few well-established long-term surgical programs affiliated with academic institutions. The present report discusses the implementation process and challenges facing an academic institution in building a long-term sustainable global surgery program. As one of the pioneer programs in global surgery for residents, the Icahn School of Medicine at Mount Sinai global surgery rotation has been successfully running for the last 10 years in a small public hospital in the Dominican Republic. The present report details many key components of implementing a sustainable global surgery program and the evolution of this program over time. Since 2005, 80 general surgery residents have rotated through Juan Pablo Pina Hospital in the Dominican Republic. They have performed a total of 1239 major operations and 740 minor operations. They have also participated in 328 emergency cases. More importantly, this rotation helped shape residents' sense of social responsibility and ownership in their surgical training. Residents have also contributed to the training of local residents in laparoscopic skills and through cultural exchange. As interest in global surgery grows among general surgery residents, it is essential that supporting academic institutions create sustainable and capacity-building rotations for their residents. These programs must address many of the barriers that can hinder maintenance of a sustainable global surgery experience for residents. After 10 years of sending our residents to the Dominican Republic, we have found that it is possible and valuable to incorporate a formal global surgery rotation into a general surgery residency. Copyright © 2016. Published by Elsevier Inc.

  7. Influence of Formal Academic Leadership Programs on Undergraduates' Leadership Mindset: An Assessment of a Corps of Cadets Program

    ERIC Educational Resources Information Center

    Dunn, Allison L.; Ho, Sarah P.; Odom, Summer F.; Perdue, Emily R.

    2016-01-01

    Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students…

  8. Assessment of the Student Peer Advisor Program: A Change in Roles.

    ERIC Educational Resources Information Center

    Phillips, Brad C.; Boren, Kelly J.

    Most academic advising conducted in the California Community Colleges is accomplished through a formal system administered by professional academic advisors/counselors. With recent cutbacks in funding, the amount of academic advisor time available to an increasing number of students is decreasing. In an effort to increase the availability of…

  9. The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement

    ERIC Educational Resources Information Center

    Pasque, Penny A.; Murphy, Rena

    2005-01-01

    Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…

  10. The Wicked Problem of Embedding Academic Literacies: Exploring Rhizomatic Ways of Working through an Adaptive Leadership Approach

    ERIC Educational Resources Information Center

    Benzie, Helen Joy; Pryce, Alison; Smith, Keith

    2017-01-01

    Embedding academic literacies in higher education courses has been a major focus of the work of learning advisers. A number of studies present the results of embedding in specific courses without discussing the processes of negotiation or the different people involved. This paper is about embedding academic literacies in the Business faculty as…

  11. Perceptions of Collegiate Student-Athletes' Programming Needs Based on Gender, Ethnicity, and Academic Class

    ERIC Educational Resources Information Center

    Arvan, April Anita

    2010-01-01

    Student-athletes are often disengaged in campus programming due to their academic and athletic commitments. Previous research explored various facets of student-athlete development, particularly academic development in relation to NCAA Division I student-athletes. The purpose of this quantitative, causal-comparative study was to determine…

  12. An Evaluation of Academic Training Program (ÖYP) from Professional Socialisation and Identity Perspective

    ERIC Educational Resources Information Center

    Tülübas, Tijen; Göktürk, Söheyda

    2017-01-01

    Academic identity is significant in terms of taking the responsibilities of professional roles and performing them adequately. Identity formation starts from the early socialisation experiences of graduate students and develops on what they have acquired during this process. Therefore, Academic Training Program is significant for determining the…

  13. Homeland Security Education: Managerial versus Nonmanagerial Market Perspectives of an Academic Program

    ERIC Educational Resources Information Center

    Doss, Daniel; Henley, Russ; McElreath, David; Lackey, Hilliard; Jones, Don; Gokaraju, Balakrishna; Sumrall, William

    2016-01-01

    The authors discuss the findings of a market study that preceded the offering of an academic program in homeland security. The university disseminated a mail survey to gain data for analysis of variance testing of several hypotheses regarding market perceptions of the intended homeland security program offering. Stratification involved segregating…

  14. Distinguishing Mentoring, Coaching, and Advising for Leadership Development.

    PubMed

    Hastings, Lindsay J; Kane, Cindy

    2018-06-01

    Mentoring, coaching, and advising are often confused as similar interactions with developmental intent, yet their scope, purpose, and utility in leadership development are distinct. The purpose of this chapter is to provide clarity as to what constitutes mentoring, coaching, and advising for leadership development and to compare and contrast each relationship type. © 2018 Wiley Periodicals, Inc.

  15. Engaging Students in Advising and General Education Requirements

    ERIC Educational Resources Information Center

    Most, Rachel; Wellmon, Chad

    2015-01-01

    The focus of this essay is to examine how general education requirements and advising are connected in the College of Arts and Sciences at the University of Virginia. To do this, we begin with a brief description and history of general education requirements. We move next to a description of the advising system and general education requirements…

  16. Academic Advisors and Their Diverse Advisees: Towards More Ethical Global Universities

    ERIC Educational Resources Information Center

    Lee, Yuko Ikegami; Metcalfe, Amy Scott

    2017-01-01

    In this comparative content analysis, job postings for academic advising personnel from U.S. and Canadian higher education institutions were examined to ascertain expectations for job candidates in terms of skills and duties, educational requirements, and compensation. Fifty-three job descriptions from 18 research-intensive, public universities…

  17. From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

    NASA Astrophysics Data System (ADS)

    Taylor, J.

    2013-12-01

    Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

  18. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  19. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  20. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  1. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  2. Monuments to Academic Carelessness

    PubMed Central

    2014-01-01

    In 1942, Katherine Frost Bruner published an article titled “Of psychological writing: Being some valedictory remarks on style.” It was published in Journal of Abnormal and Social Psychology, the journal for which she served as editorial assistant between 1937 and 1941. Her collection of advice to writing scholars has been widely quoted, including by several editions of The Publication Manual of the American Psychological Association. The most frequently quoted message in Bruner’s article deals with the importance of making sure that references in academic texts are complete and accurate. Exploring the citation history of this particular message reveals an ironic point: the great majority of those who have quoted Bruner’s words on reference accuracy have not done so accurately. The case may serve as a reminder of the importance of the basic academic principle of striving to use primary sources. The most startling finding in this study is how frequently this principle is violated, even by authors who advise and educate academic writers. PMID:28479644

  3. The Academic Non-Consultation Phenomenon Revisited: A Research Agenda

    ERIC Educational Resources Information Center

    Nguyen, Nhien; Hansen, Jens Ørding

    2017-01-01

    Purpose: The purpose of this paper is to revive interest in the question, never definitively answered, which Stephen Watson raised in the title of his 2000 paper, "Why is it that management academics rarely advise on their own institutions?" It is argued that finding the answer to the question would not only be interesting in and of…

  4. Introduction to the special section from recent Association of Psychologists in Academic Health Centers (APAHC) programs.

    PubMed

    Klepac, Robert K; Dixon, Kim E

    2010-12-01

    The Association of Psychologists in Academic Health Centers (APAHC) offers programming at the annual American Psychological Association (APA) conventions as well as periodic APAHC conferences. Participants from academic health centers across the country convened in St. Louis, Missouri, October 15-17, 2009, for the 4th National Conference of the Association of Psychologists in Academic Health Centers (APAHC). The title of the conference was ''Psychologists in Academic Health Centers: Facing Tomorrow's Challenges to AHC Programs and Careers.'' Efforts were made to include topics relevant to academic health center (AHC) practice including the unique challenges of working in AHCs and issues pertinent to the different stages of AHC careers. To facilitate networking, opportunities for discussion among conferees and presenters with shared interests and concerns were provided throughout the conference. This paper introduces the special section of JCPMS dedicated to the conference and provides a brief overview of its development and organization. Articles selected for inclusion represent a sampling of the four conference themes: (1) challenges to AHC programs, (2) staying current in critical clinical areas, (3) professional issues and challenges, and (4) challenges to developing careers. Post-conference evaluation data are presented as evidence of the need for further conferences with similar foci. The programming offered by APAHC at the APA convention in San Diego in 2010 built on the themes offered at the 2009 APAHC conference.

  5. Evaluation of Academic Library Residency Programs in the United States for Librarians of Color

    ERIC Educational Resources Information Center

    Boyd, Angela; Blue, Yolanda; Im, Suzanne

    2017-01-01

    The purpose of this research was to evaluate academic library residency programs that successfully recruit and retain academic librarians of color. This study examines library residencies in the United States and discusses findings of two nationwide surveys. One survey posed questions to residents about the structure of their residencies, aspects…

  6. The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

    ERIC Educational Resources Information Center

    Koumoullos, Michael

    2013-01-01

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

  7. 76 FR 42949 - Rules Implementing Amendments to the Investment Advisers Act of 1940

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-19

    ... $150 Million in Assets Under Management, and Foreign Private Advisers, Investment Advisers Act Release... investment advisers, state laws requiring registration, licensing, and qualification are preempted, but... 275 and 279 Rules Implementing Amendments to the Investment Advisers Act of 1940; Final Rule #0;#0...

  8. 75 FR 41017 - Political Contributions by Certain Investment Advisers

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-14

    ...: Ex-Board Members Took Gifts from Firm, Cleveland Plain Dealer, Sept. 20, 2006 (addressing pay to play... Advisers Act designed to prevent investment advisers from obtaining business from government entities in...). Our proposal, like MSRB rule G-37, was designed to address our concern that pay to play activities...

  9. The Professional Mentor Program Plus: An Academic Success and Retention Tool for Adult Learners

    ERIC Educational Resources Information Center

    Scott, Chaunda L.; Homant, Robert J.

    2008-01-01

    To promote the academic success of and to retain adult students of color, the Academic Services Unit at the University of Detroit Mercy (UDM), an urban Catholic university, in Detroit Michigan, has designed and implemented the Professional Mentor Program Plus, funded by the State of Michigan's King-Chavez-Parks (KCP) higher education initiative,…

  10. Just Another Field? LIS Programs Can, and Should, Reclaim the Education of Academic Librarians

    ERIC Educational Resources Information Center

    Crowley, Bill

    2004-01-01

    To transform humanists with Ph.D.'s into academic librarians is the purpose of an initiative recently launched by the Council on Library and Information Resources (CLIR). The equivalent of an apprenticeship, the program revolves postdoctoral work in an academic library in lieu of earning a master's degree from a library and information studies…

  11. The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living

    ERIC Educational Resources Information Center

    Flay, Brian R.; Allred, Carol G.

    2010-01-01

    This chapter outlines and provides evidence for the effects of the "Positive Action Program" as a way of inculcating values, driving student wellbeing, and improving academic performance and interpersonal behavior. The program centers on addressing behavioral, emotional, and academic problems by developing in individuals positive beliefs…

  12. Preparing Advisers for Capacity-Building Missions. Special Report 312

    ERIC Educational Resources Information Center

    Gerspacher, Nadia

    2012-01-01

    The international community increasingly deploys advisers to work alongside high-level officials in postconflict and transitional countries as part of the peacebuilding and reform process. But those advisers are often underprepared to do their jobs. Drawing on the author's experience in helping to design and develop an innovative U.S. Department…

  13. 32 CFR 516.17 - SJA or legal adviser procedures.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 3 2010-07-01 2010-07-01 true SJA or legal adviser procedures. 516.17 Section 516.17 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY AID OF CIVIL AUTHORITIES AND PUBLIC RELATIONS LITIGATION Reporting Legal Proceedings to HQDA § 516.17 SJA or legal adviser...

  14. Academic Courses for the Health Programs. Junior College Resource Review.

    ERIC Educational Resources Information Center

    Brawer, Florence M.

    The paucity of material dealing with academic programs for the health professions in two-year colleges is reflected in this review of studies and reports which show great variety in their primary focus and in the disciplines involved. Cited in this literature review are: syllabi for courses in anatomy, physiology, and chemistry; a report on…

  15. Quality of Subjective Experience in a Summer Science Program for Academically Talented Adolescents.

    ERIC Educational Resources Information Center

    Tuss, Paul

    This study utilized the flow theory of intrinsic motivation to evaluate the subjective experience of 78 academically talented high school sophomores participating in an 8-day summer research apprenticeship program in materials and nuclear science. The program involved morning lectures on such topics as physics of electromagnetic radiation, energy…

  16. Transactional, Transformational, or Laissez-Faire Leadership: An Assessment of College of Agriculture Academic Program Leaders' (Deans) Leadership Styles

    ERIC Educational Resources Information Center

    Jones, David; Rudd, Rick

    2008-01-01

    The purpose of this study was to determine if academic program leaders in colleges of agriculture at land-grant institutions use transactional, transformational, and/or laissez-faire leadership styles in performing their duties. Academic program leaders were defined as individuals listed by the National Association of State University and…

  17. Academic and Nonacademic Characteristics as Predictors of Persistence in an Associate Degree Nursing Program. AIR Forum 1981 Paper.

    ERIC Educational Resources Information Center

    Donsky, Aaron P.; Judge, Albert J., Jr.

    Academic and nonacademic variables that may predict persistence in the nursing program at Lakeland Community College, Ohio, were studied. The academic variables included American College Testing program standard scores, National League for Nursing (NLN) rank scores, high school grade point average, and previous college grade point average. The…

  18. Social multiplier effects: academics' and practitioners' perspective on the benefits of a tuberculosis operational research capacity-building program in Indonesia.

    PubMed

    Probandari, Ari; Mahendradhata, Yodi; Widjanarko, Bagoes; Alisjahbana, Bachti

    2017-01-01

    The Tuberculosis Operational Research Group (TORG) implemented a capacity-building model involving academics and practitioners (i.e. clinicians or program staff) in an operational research (OR) team in Indonesia. This study explored academics' and practitioners' perspectives regarding the benefits of participating in a tuberculosis (TB) OR capacity-building program in Indonesia. We conducted a qualitative study involving in-depth interviews with 36 academics and 23 practitioners undertaking the TORG capacity-building program. We asked open-ended questions about their experience of the program. Data were analyzed via content analysis. The findings demonstrated the social multiplier effects of the OR capacity-building program. Both academics and practitioners reported perceived improvements in research knowledge, skills, and experience, and described additional individual- and institutional-level benefits. The individual-level benefits level included improvements in understanding of the TB program, motivation for research and self-satisfaction, the development/enhancement of individual networking, receipt of recognition, and new opportunities. The additional benefits reported at an institutional level included improvement in research curricula, in-house training, and program management and the development/enhancement of institutional partnerships. The program improved not only individuals' capacity for conducting OR but also the quality of the TB program management and public health education. OR should be included in research methodology curricula for postgraduate public health/disease control programs. The capacity-building model, in which academics and program staff collaborated within an OR team, should be promoted.

  19. A Customer Service Approach to Advising: Theory and Application.

    ERIC Educational Resources Information Center

    Spicuzza, Frank J.

    1992-01-01

    The customer service marketing model provides an organizing strategy for advising in higher education. The university contributes resources for an advising process that addresses needs and expectations of students as customers and faculty as providers. This model is evident in a recent survey of 58 bachelor's degree recipients in social work. (MSE)

  20. Who am I? Key influences on the formation of academic identity within a faculty development program.

    PubMed

    Lieff, Susan; Baker, Lindsay; Mori, Brenda; Egan-Lee, Eileen; Chin, Kevin; Reeves, Scott

    2012-01-01

    Professional identity encompasses how individuals understand themselves, interpret experiences, present themselves, wish to be perceived, and are recognized by the broader professional community. For health professional and health science educators, their 'academic' professional identity is situated within their academic community and plays an integral role in their well being and productivity. This study aims to explore factors that contribute to the formation and growth of academic identity (AI) within the context of a longitudinal faculty development program. Using a qualitative case study approach, data from three cohorts of a 2-year faculty development program were explored and analyzed for emerging issues and themes related to AI. Factors salient to the formation of AI were grouped into three major domains: personal (cognitive and emotional factors unique to each individual); relational (connections and interactions with others); and contextual (the program itself and external work environments). Faculty development initiatives not only aim to develop knowledge, skills, and attitudes, but also contribute to the formation of academic identities in a number of different ways. Facilitating the growth of AI has the potential to increase faculty motivation, satisfaction, and productivity. Faculty developers need to be mindful of factors within the personal, relational, and contextual domains when considering issues of program design and implementation.

  1. The Relationship between Institutional, Departmental and Program-Specific Variables and the Academic Performance of Division I FBS Football Programs

    ERIC Educational Resources Information Center

    Eigenbrot, Steven C.

    2012-01-01

    This study investigated the connection between the academic evaluation of Division I FBS football programs and the various social settings that influenced these student-athletes. These social settings were classified as: institutional, departmental and program-specific. The experience of the student-athlete is thought to be impacted by all three…

  2. Administrators' Perceptions of Motives to Offer Online Academic Degree Programs in Universities

    ERIC Educational Resources Information Center

    Özcan, Hakan; Yildirim, Soner

    2018-01-01

    Although the number of online academic degree programs offered by universities in Turkey has become increasingly significant in recent years, the current lack of understanding of administrators' motives that contribute to initiating these programs suggests there is much to be learned in this field. This study aimed to investigate administrators'…

  3. Providing Staff Training and Programming to Support People with Disabilities: An Academic Library Case Study

    ERIC Educational Resources Information Center

    Brannen, Michelle H.; Milewski, Steven; Mack, Thura

    2017-01-01

    This case study explores services academic libraries provide to students with disabilities and the impact these can have on the success and experience of these students. The study focuses on staff training and outreach programming. The authors examine the academic library literature surrounding these topics, provide examples of programming…

  4. The Impact of Developmental Advising for High-Achieving Minority Students.

    ERIC Educational Resources Information Center

    Novels, Alphonse N.; Ender, Steven C.

    1988-01-01

    The impact of developmental advising activities with high-achieving Black students at Indiana University of Pennsylvania was investigated. Results indicate that involvement in developmental advising had a positive impact on participating students' cumulative grade point average. (Author/MLW)

  5. 13 CFR 108.510 - SBA approval of NMVC Company's Investment Adviser/Manager.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Investment Adviser/Manager. 108.510 Section 108.510 Business Credit and Assistance SMALL BUSINESS... and Compensation § 108.510 SBA approval of NMVC Company's Investment Adviser/Manager. You may employ an Investment Adviser/Manager who will be subject to the supervision of your board of directors...

  6. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    NASA Astrophysics Data System (ADS)

    Mulkerrin, Elizabeth A.

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were

  7. Advising Doctoral Students in Education Programs

    ERIC Educational Resources Information Center

    Craft, Christy Moran; Augustine-Shaw, Donna; Fairbanks, Amanda; Adams-Wright, Gayla

    2016-01-01

    Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor-advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content…

  8. Peterson's Summer Study Abroad: A Guide to Summer Academic and Language Programs. First Edition.

    ERIC Educational Resources Information Center

    Peterson's Guides, Inc., Princeton, NJ.

    This guide provides descriptions of over 900 summer academic and language study-abroad programs in 80 countries that range from 1-week language study courses to full-summer university programs. An introductory section provides general information on study abroad programs and the use of the guide. The bulk of the guide consists of individual…

  9. 'AN INCREDIBLY STEEP HILL:' HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS.

    PubMed

    Wood, Christine V; Campbell, Patricia B; McGee, Richard

    2016-01-01

    This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students' family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students' perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students.

  10. Partnership Among Peers: Lessons Learned From the Development of a Community Organization-Academic Research Training Program.

    PubMed

    Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J; Borawski, Elaine A

    2016-01-01

    Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization-academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. The PEER program was developed and guided by a community-academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows' pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and develop mutually beneficial research

  11. Partnership Among Peers: Lessons Learned From the Development of a Community Organization–Academic Research Training Program

    PubMed Central

    Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J.; Borawski, Elaine A.

    2017-01-01

    Background Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization–academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. Methods The PEER program was developed and guided by a community–academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows’ pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. Objectives The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and

  12. A hospital discharge summary quality improvement program featuring individual and team-based feedback and academic detailing.

    PubMed

    Axon, Robert N; Penney, Fletcher T; Kyle, Thomas R; Zapka, Jane; Marsden, Justin; Zhao, Yumin; Mauldin, Patrick D; Moran, William P

    2014-06-01

    Discharge summaries are an important component of hospital care transitions typically completed by interns in teaching hospitals. However, these documents are often not completed in a timely fashion or do not include pertinent details of hospitalization. This report outlines the development and impact of a curriculum intervention to improve the quality of discharge summaries by interns and residents in Internal Medicine. A previous study demonstrated that a discharge summary curriculum featuring individualized feedback was associated with improved summary quality, but few subsequent studies have described implementation of similar curricula. No information exists on the utility of other strategies such as team-based feedback or academic detailing. Study participants were 96 Internal Medicine intern and resident physicians at an academic medical center-based training program. A comprehensive evidence-based discharge summary quality improvement program was developed and implemented that featured a discharge summary template to facilitate summary preparation, individual feedback, team-based feedback, academic detailing and an objective discharge summary evaluation instrument. The discharge summary evaluation instrument had moderate interrater reliability (κ = 0.72). Discharge summary scores improved from mean score of 70% to 82% (P = 0.05). Interns and residents participating in this program also reported increased confidence in producing and critiquing summaries. A comprehensive discharge summary curriculum can be feasibly implemented within the context of a residency program. Team-based feedback and academic detailing may serve to reinforce individual feedback and extend program reach.

  13. A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

    ERIC Educational Resources Information Center

    Schlak, Timothy M.; Johnston, Bruce

    2018-01-01

    This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program's launch showed a positive correlation between students' use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability.…

  14. College Students with ADHD and LD: Effects of Support Services on Academic Performance

    ERIC Educational Resources Information Center

    DuPaul, George J.; Dahlstrom-Hakki, Ibrahim; Gormley, Matthew J.; Fu, Qiong; Pinho, Trevor D.; Banerjee, Manju

    2017-01-01

    Two relatively common disabilities reported by college students are attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the…

  15. Creating Success! A Program for Behaviorally and Academically At-Risk Children.

    ERIC Educational Resources Information Center

    Akin, Terri; And Others

    This document presents a program designed especially for behaviorally and academically at-risk children in kindergarten through sixth grade. It includes a collection of experiential activities that provides ways to infuse the elements of success into the regular classroom curriculum. Eight developmental areas are targeted: (1) expressing feelings;…

  16. Nursing Student Work-Study Internship Program: An Academic Partnership.

    PubMed

    Wallace, Jonalyn

    2016-06-01

    A large northern California-based integrated health system and five universities partnered to conduct an innovative work-study internship program designed to address the education-to-practice gap for nursing students. The nursing student work-study intern-ship program provides prelicensure nursing students with a paid internship in the health system. Interns are exposed to the realities of clinical practice and master learned skills working under the supervision of an RN preceptor. Work-study interns reported that participation in the program exposed them to new clinical situations, helped them integrate clinical knowledge and critical thinking skills, improved prioritization and time management skills, and expanded their communication skills within the interprofessional team. Interns cited feeling better equipped to safely and effectively transition into the new graduate role. The nursing student work-study program shows how an academic practice partnership can address the education-to-practice gap in an innovative manner. [J Nurs Educ. 2016;55(6):357-359.]. Copyright 2016, SLACK Incorporated.

  17. International Student-Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

    ERIC Educational Resources Information Center

    Newell, Emily M.

    2015-01-01

    Through an extensive literature review, student--athlete college transition issues as well as concerns of international student-athletes are identified. Research on general student advising, developmental advising, and mentoring literature points to successful tactics for assisting domestic students, international students, and student-athletes…

  18. Students' experiences of embedded academic literacy support in a graduate entry nursing program: A qualitative study.

    PubMed

    Ramjan, Lucie M; Maneze, Della; Everett, Bronwyn; Glew, Paul; Trajkovski, Suza; Lynch, Joan; Salamonson, Yenna

    2018-01-01

    Graduate entry nursing (GEN) programs were designed to address the predicted nursing shortfall. In Australia, although these programs attract students from culturally and linguistically diverse (CALD) backgrounds, the workload is compounded by cultural differences and a new academic learning environment which presents additional challenges. This qualitative descriptive study explored the experiences of GEN students enrolled in the introductory unit of their nursing program with embedded academic literacy support in Sydney, Australia. Twenty-four commencing GEN students were interviewed in January 2016. Interviews were transcribed verbatim and thematically analysed. Three main themes emerged which illustrated that GEN students were 'diamonds in the rough'. They possessed a raw natural beauty that required some shaping and polishing to ensure academic needs were met. To ensure retention is high, institutions need to evaluate how best to support and harness the potential of these unique students. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

    ERIC Educational Resources Information Center

    de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

    2012-01-01

    This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

  20. Association of Academic Physiatrists

    MedlinePlus

    ... AAP Research Awards Resources Advocacy Podcasts AAP Podcasts Leadership & Academic Development Program for Academic Leadership (PAL) Volunteer Opportunities Mentorship Programs Publications & News American ...

  1. The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

    ERIC Educational Resources Information Center

    Cordray, David S.; Pion, Georgine M.; Brandt, Chris; Molefe, Ayrin

    2013-01-01

    One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four…

  2. Academic Incentives for Students Can Increase Participation in and Effectiveness of a Physical Activity Program

    ERIC Educational Resources Information Center

    DeVahl, Julie; King, Richard; Williamson, Jon W.

    2005-01-01

    The authors sought to determine whether a greater academic incentive would improve the effectiveness and student adherence to a 12-week voluntary exercise program designed to decrease students' percentage of body fat. They randomly assigned 210 students to 1 of 2 groups with different academic reward structures. The group with the greater reward…

  3. 49 CFR 1103.19 - Advising upon the merits of a client's cause.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 8 2010-10-01 2010-10-01 false Advising upon the merits of a client's cause. 1103... Practitioner's Duties and Responsibilities Toward A Client § 1103.19 Advising upon the merits of a client's cause. A practitioner shall try to obtain full knowledge of his client's cause before advising thereon...

  4. Development of an expert system for power quality advisement using CLIPS 6.0

    NASA Technical Reports Server (NTRS)

    Chandrasekaran, A.; Sarma, P. R. R.; Sundaram, Ashok

    1994-01-01

    Proliferation of power electronic devices has brought in its wake both deterioration in and demand for quality power supply from the utilities. The power quality problems become apparent when the user's equipment or systems maloperate or fail. Since power quality concerns arise from a wide variety of sources and the problem fixes are better achieved from the expertise of field engineers, development of an expert system for power quality advisement seems to be a very attractive and cost-effective solution for utility applications. An expert system thus developed gives an understanding of the adverse effects of power quality related problems on the system and could help in finding remedial solutions. The paper reports the design of a power quality advisement expert system being developed using CLIPS 6.0. A brief outline of the power quality concerns is first presented. A description of the knowledge base is next given and details of actual implementation include screen output from the program.

  5. A linear programming approach for placement of applicants to academic programs.

    PubMed

    Kassa, Biniyam Asmare

    2013-01-01

    This paper reports a linear programming approach for placement of applicants to study programs developed and implemented at the college of Business & Economics, Bahir Dar University, Bahir Dar, Ethiopia. The approach is estimated to significantly streamline the placement decision process at the college by reducing required man hour as well as the time it takes to announce placement decisions. Compared to the previous manual system where only one or two placement criteria were considered, the new approach allows the college's management to easily incorporate additional placement criteria, if needed. Comparison of our approach against manually constructed placement decisions based on actual data for the 2012/13 academic year suggested that about 93 percent of the placements from our model concur with the actual placement decisions. For the remaining 7 percent of placements, however, the actual placements made by the manual system display inconsistencies of decisions judged against the very criteria intended to guide placement decisions by the college's program management office. Overall, the new approach proves to be a significant improvement over the manual system in terms of efficiency of the placement process and the quality of placement decisions.

  6. Advisement and Graduation Information System.

    ERIC Educational Resources Information Center

    Harper, Harold; And Others

    This descriptive report outlines Miami-Dade Community College's Advisement and Graduate Information System (AGIS) which, as an on-line computer aid for counseling staff, monitors students' progress in degree attainment. The need for AGIS is discussed first, in terms of: (1) the college's commitment to providing students with adequate information…

  7. 17 CFR 275.206(4)-1 - Advertisements by investment advisers.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 17 Commodity and Securities Exchanges 3 2011-04-01 2011-04-01 false Advertisements by investment... COMMISSION (CONTINUED) RULES AND REGULATIONS, INVESTMENT ADVISERS ACT OF 1940 § 275.206(4)-1 Advertisements by investment advisers. (a) It shall constitute a fraudulent, deceptive, or manipulative act...

  8. Group Interaction as a Vehicle to Facilitate Faculty-Student Advisement.

    ERIC Educational Resources Information Center

    Hutchins, David E.; Miller, William B.

    1979-01-01

    Faculty and upperclass students were trained in group techniques for freshman advising. The 144 advisees had fewer course and room changes, disciplinary referrals and suspensions, and less residence hall damage. They also returned as sophomores in greater numbers than students who experienced traditional advising. (Author)

  9. Presidential Science Advising from Roosevelt to Reagan

    NASA Astrophysics Data System (ADS)

    Herken, Gregg

    2004-05-01

    The relationship between American presidents and science has always been surprisingly idiosyncratic. Chief executives from Franklin Roosevelt to Ronald Reagan have adopted very different approaches to dealing with the scientific community. The early history of presidential science advising is the story of a few energetic individuals who sought to influence government policy when there was no established method for scientists to approach the White House. President Eisenhower created such a channel in 1957 with the President's Science Advisory Committee [PSAC]. Under Ike, advising the president became for the first time a systematic and formal enterprise for scientists. But the decades after Sputnik witnesses a steady waning of the importance of the president's scientists. This decline was accelerated by the Vietnam war and controversies over anti-ballistic missile defense and the supersonic transport, culminating in the abolition of PSAC by the Nixon administration in 1973. To some observers, science advising reached its nadir a decade later, with President Reagan's announcement of the Strategic Defense Initiative (SDI). The advent of "Star Wars" demonstrated the influence of a small, select group of politically-active scientists: a consultative process reminscient of the ad hoc situation pre-PSAC.

  10. Report to the Legislature: Academic Support Programs. Line-item 7061-9404

    ERIC Educational Resources Information Center

    Massachusetts Department of Education, 2008

    2008-01-01

    The Department is pleased to submit this "Report to the Legislature: Academic Support Programs," pursuant to Chapter 61 of the Acts of 2007, line-item 7061-9404. This report provides information regarding Fiscal Year 2008 Massachusetts Comprehensive Assessment System (MCAS) support for the Classes of 2003-2012 funded through these…

  11. Academic Internship Program: Curriculum Guide. The Great Exchange. Grades 10-12.

    ERIC Educational Resources Information Center

    Charlotte-Mecklenburg Public Schools, Charlotte, NC.

    This curriculum guide provides the framework for the Academic Internship Program (AIP) that is available to Charlotte-Mecklenburg (North Carolina) Public Schools' high school students. In each career area, information is provided to describe the purpose of the internship, the qualifications for the intern, the content/scope and competency goals…

  12. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

    ERIC Educational Resources Information Center

    Hrastinski, Iva; Wilbur, Ronnie B.

    2016-01-01

    There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing…

  13. Integration of Vocational and Academic Curricula through the NSF Advanced Technological Education Program (ATE).

    ERIC Educational Resources Information Center

    Bailey, Thomas R.; Matsuzuka, Yukari

    A study examined the impact of the Advanced Technological Education (ATE) program on efforts in academic and vocational integration. A case study of 10 community colleges housing ATE-funded projects collected data through interviews with administrators, faculty, ATE program practitioners, and faculty and administrators at collaborating high…

  14. Effects of a Summer Camp Program on Enhancing the Academic Achievement Skills of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Davenport, Teresa L.

    2011-01-01

    The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal…

  15. Faculty Mentorship Program

    ERIC Educational Resources Information Center

    Malek-Salehi, Jila

    2017-01-01

    Faculty advising has been identified as an area of need for the Child Development and Education Department. Over the last several years, students at a Northern California Community College have expressed their concern of not receiving enough time with academic counselors. More importantly, the students vocalized that there simply were not enough…

  16. Modular projects and 'mean questions': best practices for advising an International Genetically Engineered Machines team.

    PubMed

    Tsui, Jennifer; Meyer, Anne S

    2016-07-01

    In the yearly Internationally Genetically Engineered Machines (iGEM) competition, teams of Bachelor's and Master's students design and build an engineered biological system using DNA technologies. Advising an iGEM team poses unique challenges due to the inherent difficulties of mounting and completing a new biological project from scratch over the course of a single academic year; the challenges in obtaining financial and structural resources for a project that will likely not be fully realized; and conflicts between educational and competition-based goals. This article shares tips and best practices for iGEM team advisors, from two team advisors with very different experiences with the iGEM competition. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  17. The Bilingual Academic Services and Integrated Career Systems Program: Project BASICS, 1987-1988. OREA Report.

    ERIC Educational Resources Information Center

    Berney, Tomi D.; Carey, Cecilia

    The Bilingual Academic Services and Integrated Career Systems Program (Project BASICS) is a federally-funded program of instructional and support services provided to 122 students at a Queens high school. The program's aim was to develop English literacy skills and appreciation of cultural diversity, and to prepare students for the psychosocial…

  18. Learning characteristics of veterinary technology students in a distance-education and an on-campus program.

    PubMed

    Varnhagen, Connie K; Wright, David L

    2008-01-01

    Distance-education programs have the potential to greatly increase the number of veterinary technicians. The demographic characteristics, readiness for independent and online learning, learning styles, and academic locus of control of a group of distance-education and on-campus veterinary technology students were examined. Distance-education students preferred independent learning and were more internally motivated to learn. Distance-education students with greater degrees of independence and internal motivation participated more fully, were more satisfied with their learning, and achieved higher grades. Students who preferred problem solving and active experimentation were particularly successful in distance education. These findings could have important implications for advising students interested in distance-education programs.

  19. Fast Track. Summer Academic Skills Enhancement Program, 1993. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Donaldson, William S.

    The Summer Academic Skills Enhancement Program (SASEP) was offered in June-August 1993 to provide Job Training Partnership Act (JTPA) clients with the reading comprehension and language mechanics skills required for employment in entry-level positions. A total of 125 referred clients were enrolled into both of two remedial courses of study.…

  20. 17 CFR 275.203-1 - Application for investment adviser registration.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... must file electronically with the Investment Adviser Registration Depository (IARD), unless you have... you have paid the filing fee. [65 FR 57448, Sept. 22, 2000; 65 FR 81737, Dec. 27, 2000; 68 FR 42248... EXCHANGE COMMISSION (CONTINUED) RULES AND REGULATIONS, INVESTMENT ADVISERS ACT OF 1940 § 275.203-1...

  1. Nourishing STEM Student Success via a TEAM-Based Advisement Model

    ERIC Educational Resources Information Center

    Polnarieve, Barnard A.; Jaafar, Reem; Hendrix, Tonya; Morgan, Holly Porter; Khethavath, Praveen; Idrissi, Abderrazak Belkharraz

    2017-01-01

    LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia's STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement,…

  2. Effects of a veterinary student leadership program on measures of stress and academic performance.

    PubMed

    Moore, Dale A; Truscott, Marla L; St Clair, Lisa; Klingborg, Donald J

    2007-01-01

    Assuming leadership roles in veterinary student governance or club activities could be considered an added stressor for students because of the impact on time available for personal and academic activities. The study reported here evaluated the effects of participation in a leadership program and leadership activity across two classes of veterinary students on measures of stress, using the Derogatis Stress Profile (DSP), and on veterinary school academic performance, measured as annual grade-point average (GPA) over a three-year period. Program participants and their classmates completed the DSP three times across the first three years of veterinary school. On average, participating students reported self-declared stress levels that were higher and measured DSP stress levels that were lower than those of the general population. Students were more likely to assume elected or appointed leadership roles while in their first three years of the veterinary degree program if they participated in the optional leadership program and demonstrated lower stress in several dimensions. Some increased stress, as measured in some of the DSP stress dimensions, had a small but statistically significant influence on professional school GPA. The study determined that the most important predictors of students' cumulative GPA across the three-year period were the GPA from the last 45 credits of pre-veterinary coursework and their quantitative GRE scores. The results of the study indicate that neither participation in the leadership program nor taking on leadership roles within veterinary school appeared to influence veterinary school academic performance or to increase stress.

  3. Scaling Academic Planning in Community College: A Randomized Controlled Trial. REL 2017-204

    ERIC Educational Resources Information Center

    Visher, Mary G.; Mayer, Alexander K.; Johns, Michael; Rudd, Timothy; Levine, Andrew; Rauner, Mary

    2016-01-01

    Community college students often lack an academic plan to guide their choices of coursework to achieve their educational goals, in part because counseling departments typically lack the capacity to advise students at scale. This randomized controlled trial tests the impact of guaranteed access to one of two alternative counseling sessions (group…

  4. Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

    PubMed

    Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

    2018-04-16

    Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ.

  5. Effectiveness of Higher Diploma Program for Early Career Academics in Ethiopia

    ERIC Educational Resources Information Center

    Gebru, Demewoz Admasu

    2016-01-01

    Unprecedented expansion of the public higher education sector in Ethiopia has brought about masses of early career academics (ECAs) to take up teaching and research in the sector. In recognition of a multitude of responsibilities and challenges these ECAs would face, a higher diploma program (HDP) was introduced in 2004 both for ECAs and senior…

  6. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

    PubMed

    Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

    2014-10-27

    Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, d.f. = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

  7. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

    PubMed

    Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

    2014-01-01

    Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

  8. 31 CFR 356.15 - What rules apply to bids submitted by investment advisers?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... investment advisers? 356.15 Section 356.15 Money and Finance: Treasury Regulations Relating to Money and... MARKETABLE BOOK-ENTRY TREASURY BILLS, NOTES, AND BONDS (DEPARTMENT OF THE TREASURY CIRCULAR, PUBLIC DEBT... investment advisers? (a) General. The auction rules that apply to investment advisers are determined by the...

  9. ‘AN INCREDIBLY STEEP HILL:’ HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS

    PubMed Central

    Wood, Christine V.; Campbell, Patricia B.; McGee, Richard

    2017-01-01

    This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students’ family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students’ perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students. PMID:28239250

  10. Analysis of academic programs: comparing nursing and other university majors in the application of a quality, potential and cost model.

    PubMed

    Booker, Kathy; Hilgenberg, Cheryl

    2010-01-01

    Nursing is often considered expensive in the cost analysis of academic programs. Yet nursing programs have the power to attract many students, and the national nursing shortage has resulted in a high demand for nurses. Methods to systematically assess programs across an entire university academic division are often dissimilar in technique and outcome. At a small, private, Midwestern university, a model for comprehensive program assessment, titled the Quality, Potential and Cost (QPC) model, was developed and applied to each major offered at the university through the collaborative effort of directors, chairs, deans, and the vice president for academic affairs. The QPC model provides a means of equalizing data so that single measures (such as cost) are not viewed in isolation. It also provides a common language to ensure that all academic leaders at an institution apply consistent methods for assessment of individual programs. The application of the QPC model allowed for consistent, fair assessments and the ability to allocate resources to programs according to strategic direction. In this article, the application of the QPC model to School of Nursing majors and other selected university majors will be illustrated. Copyright 2010 Elsevier Inc. All rights reserved.

  11. The Efficiency of K-12 Public Education Production, Gender Inequalities in College Advising, and Labor Market Implications

    ERIC Educational Resources Information Center

    Thompson, Shane Ellis

    2013-01-01

    My dissertation consists of three chapters that focus on the economics of education. In particular I look at public school financing, gender discrimination in advising, and the effectiveness of out-of-school-time programs for disadvantaged schools. The first chapter analyzes the effect of an extremely large funding shock on Wyoming public schools…

  12. The validity of ACT-PEP test scores for predicting academic performance of registered nurses in BSN programs.

    PubMed

    Yang, J C; Noble, J

    1990-01-01

    This study investigated the validity of three American College Testing-Proficiency Examination Program (ACT-PEP) tests (Maternal and Child Nursing, Psychiatric/Mental Health Nursing, Adult Nursing) for predicting the academic performance of registered nurses (RNs) enrolled in bachelor's degree BSN programs nationwide. This study also examined RN students' performance on the ACT-PEP tests by their demographic characteristics: student's age, sex, race, student status (full- or part-time), and employment status (full- or part-time). The total sample for the three tests comprised 2,600 students from eight institutions nationwide. The median correlation coefficients between the three ACT-PEP tests and the semester grade point averages ranged from .36 to .56. Median correlation coefficients increased over time, supporting the stability of ACT-PEP test scores for predicting academic performance over time. The relative importance of selected independent variables for predicting academic performance was also examined; the most important variable for predicting academic performance was typically the ACT-PEP test score. Across the institutions, student demographic characteristics did not contribute significantly to explaining academic performance, over and above ACT-PEP scores.

  13. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment.

    PubMed

    Helitzer, Deborah L; Newbill, Sharon L; Cardinali, Gina; Morahan, Page S; Chang, Shine; Magrane, Diane

    2016-04-01

    Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine(®) (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.

  14. Planning and Implementing Institutional Image and Promoting Academic Programs in Higher Education

    ERIC Educational Resources Information Center

    Cetin, Rubeena

    2003-01-01

    Universities face a multitude of issues and challenges in the current era of higher educational endeavors. Universities are being urged to provide high quality education, exist as a well-reputed university, achieve enrollment success, improve competitive positioning, provide contemporary and well-designed academic programs, and maintain financial…

  15. Cognitive and Non-Cognitive Influences on Pre-Health College Students' Advising Utilization

    ERIC Educational Resources Information Center

    O'Mealia, Melinda M.

    2017-01-01

    The purpose of this research effort was to examine the Rutgers University pre-health students' advising utilization and the association of advising to medical school admission, for 2012-2016. A variety of variables allied with the Social Cognitive Career Theory and advising practice shaped the examination framework. Specifically, the researcher…

  16. Academic performance and personal experience of local, international, and collaborative exchange students enrolled in an Australian pharmacy program.

    PubMed

    Davey, Andrew K; Grant, Gary D; Anoopkumar-Dukie, Shailendra

    2013-09-12

    To assess the academic performance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program. Survey instruments exploring the demographics, background, and academic and cultural experiences of students during the program were administered in 2005 to students in all 4 years. Additionally, grades from each semester of the program for students (406 local, 70 international, 155 exchange) who graduated between 2002 and 2006 were analyzed retrospectively. The main differences found in the survey responses among the 3 groups were in students' motivations for choosing the degree program and school, with international and collaborative exchange students having put more thought into these decisions than local students. The average grades over the duration of the program were similar in all 3 demographic groups. However, local students slightly outperformed international students, particularly at the start of the year, whereas collaborative exchange students' grades mirrored those of local students during the 2 years prior to leaving their home country of Malaysia but more closely mirrored those of international students in the final 2 years after arriving on campus in Australia. Despite differences in academic backgrounds and culture, international and exchange students can perform well compared to local students in a bachelor of pharmacy program and were actually more satisfied than local students with the overall experience. Studying in a foreign country can negatively influence academic grades to a small extent and this is probably related to adjusting to the new environment.

  17. Securing Trust, Roles and Communication in E-Advising--Theoretical Inputs

    ERIC Educational Resources Information Center

    Ranglund, Ole Jørgen S.; Danielsen, Anette; Kiønig, Linda; Vold, Tone

    2017-01-01

    Students claim to learn a lot from advising and feedback on assignments. This is one of the results in a survey amongst students at The Inland Norway University of Applied Sciences. Traditionally, advising is mainly a face-to-face activity. However, with an increasing number of courses offered online, it is timely to discuss how to conduct…

  18. The Dynamics of Advising an American Advertising Federation Competition Team: An Inside Look.

    ERIC Educational Resources Information Center

    Marra, James L.

    The perennial success of Texas Tech University teams competing in the annual National American Advertising Federation Student Advertising Competition highlights three of the diverse roles an adviser to a competing team must fulfill. Although no one adviser posseses expertise in all fields, such as marketing, drama, or English, the adviser must be…

  19. Special Competition Bilingual Enrichment Academic Russian Program. Final Evaluation Report, 1992-93. OREA Report.

    ERIC Educational Resources Information Center

    Seiman, Florence

    Special Competition Bilingual Enrichment Academic Russian Program is a federally-funded program that served 623 native Russian-speaking, limited-English-proficient (LEP) students in nine public and two private high schools in New York City in 1992-93, its first year of operation. Students received instruction in English as a second language (ESL),…

  20. 75 FR 77051 - Rules Implementing Amendments to the Investment Advisers Act of 1940

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-10

    ...The Securities and Exchange Commission is proposing new rules and rule amendments under the Investment Advisers Act of 1940 to implement provisions of the Dodd-Frank Wall Street Reform and Consumer Protection Act. These rules and rule amendments are designed to give effect to provisions of Title IV of the Dodd-Frank Act that, among other things, increase the statutory threshold for registration by investment advisers with the Commission, require advisers to hedge funds and other private funds to register with the Commission, and require reporting by certain investment advisers that are exempt from registration. In addition, we are proposing rule amendments, including amendments to the Commission's pay-to-play rule, that address a number of other changes to the Advisers Act made by the Dodd-Frank Act.

  1. 13 CFR 107.510 - SBA approval of Licensee's Investment Adviser/Manager.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Investment Adviser/Manager. 107.510 Section 107.510 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION SMALL BUSINESS INVESTMENT COMPANIES Managing the Operations of a Licensee Management and... management contract. SBA's approval of an Investment Adviser/Manager for one Licensee does not indicate...

  2. Determining the Value of Undergraduate Business Programs from Market vs Academic Perspectives

    ERIC Educational Resources Information Center

    Fisher, Steven; Chi, Robert; Fisher, Dorothy; Kiang, Melody

    2017-01-01

    Purpose: The purpose of this paper is to generate an understanding of the value-added to students enrolled in selected undergraduate business programs from an academic and market perspectives. Although there are numerous studies that rank undergraduate colleges and universities, the selection of the "best value" undergraduate business…

  3. Academic Competitiveness and National SMART Grant Programs: 2006-07 and 2007-08

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Li, Xiaojie; Woo, Jennie; Lee, John; Topper, Amy

    2010-01-01

    The Department of Education is vitally interested in whether the financial incentives provided by the grants affect student behavior. That is, will the Academic Competitiveness Grant (ACGs) induce more economically disadvantaged high school students to complete a rigorous high school program and enroll and succeed in postsecondary education? Will…

  4. The School Success Program: Improving Maltreated Children's Academic and School-Related Outcomes

    ERIC Educational Resources Information Center

    Mallett, Christopher A.

    2012-01-01

    Many victims of childhood maltreatment experience difficulties in school and with academic performance. This article reviews the evidence on the connection between childhood maltreatment and school performance and presents an evaluation of a unique program established by Children's Services in Lorain County, Ohio. Since 2001, the School Success…

  5. Development of a pharmacy student research program at a large academic medical center.

    PubMed

    McLaughlin, Milena M; Skoglund, Erik; Bergman, Scott; Scheetz, Marc H

    2015-11-01

    A program to promote research by pharmacy students created through the collaboration of an academic medical center and a college of pharmacy is described. In 2009, Midwestern University Chicago College of Pharmacy and Northwestern Memorial Hospital (NMH) expanded their existing partnership by establishing a program to increase opportunities for pharmacy students to conduct clinical-translational research. All professional year 1, 2, or 3 students at the college, as well as professional year 4 students on rotation at NMH, can participate in the program. Central to the program's infrastructure is the mentorship of student leads by faculty- and hospital-based pharmacists. The mentors oversee the student research projects and guide development of poster presentations; student leads mentor junior students and assist with orientation and training activities. Publication of research findings in the peer-reviewed literature is a key program goal. In the first four years after program implementation, participation in a summer research program grew nearly 10-fold (mainly among incoming professional year 2 or 3 students, and student poster presentations at national pharmacy meetings increased nearly 20-fold; the number of published research articles involving student authors increased from zero in 2009 to three in 2012 and two in 2013. A collaborative program between an academic medical center and a college of pharmacy has enabled pharmacy students to conduct research at the medical center and has been associated with increases in the numbers of poster presentations and publications involving students. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  6. A budget model to determine the financial health of nursing education programs in academic institutions.

    PubMed

    Donnelly, Gloria

    2005-01-01

    In the allocation of resources in academic settings, hierarchies of tradition and status often supersede documented need. Nursing programs sometimes have difficulty in getting what they need to maintain quality programs and to grow. The budget is the crucial tool in documenting nursing program needs and its contributions to the entire academic enterprise. Most nursing programs administrators see only an operating expense budget that may grow or shrink by a rubric that may not fit the reality of the situation. A budget is a quantitative expression of how well a unit is managed. Educational administrators should be paying as much attention to analyzing financial outcomes as they do curricular outcomes. This article describes the development of a model for tracking revenue and expense and a simple rubric for analyzing the relationship between the two. It also discusses how to use financial data to improve the fiscal performance of nursing units and to leverage support during times of growth.

  7. Perception of academic stress among Health Science Preparatory Program students in two Saudi universities.

    PubMed

    Alsulami, Saleh; Al Omar, Zaid; Binnwejim, Mohammed S; Alhamdan, Fahad; Aldrees, Amr; Al-Bawardi, Abdulkarim; Alsohim, Meshary; Alhabeeb, Mohammed

    2018-01-01

    The Health Science Preparatory Program (HSPP) is a special program that aims to enhance the educational preparedness of students for participation in a health sciences career. Students spend their first university year in a combined extensive teaching program before they can be assigned to a particular health science specialty. It is thought that students enrolled in a highly competitive environment such as HSPP with a long list of potential stressors, including developmental, academic overload, language barriers and competition, are more disposed to stress and stress-related complications. This study aims to measure the level of academic stress and to determine its risk factors in students enrolled in HSPP-adapted local universities in Saudi Arabia. The study was conducted at two Saudi universities, King Saud University (KSU) and Imam Mohammad ibn Saud Islamic University (IMSU) with competition-based and non-competition-based HSPP learning models, respectively. Both universities adopt the HSPP system. The scale for assessing academic stress (SAAS) was used to assess students' perceived stress. A total of 290 students successfully completed the questionnaire (N=290), with a mean age of 18.66 years. Mean SAAS scores for KSU and IMSU students were 8.37 (SD = 4.641) and 7.97 (SD = 5.104), P =0.480, respectively. Only "satisfaction" and "associated social and health problems" have shown statistically significant correlation with university ( P =0.000 and P =0.049, respectively). This study has found mean SAAS score for two local universities with competition-based versus non-competition-based HSPP learning models. Academic stress correlation with age, gender and universities was discussed, and valuable future work guidance was recommended.

  8. The Intertwined Nature of Adolescents' Social and Academic Lives: Social and Academic Goal Orientations

    ERIC Educational Resources Information Center

    Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa; Putallaz, Martha

    2017-01-01

    The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class…

  9. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment

    PubMed Central

    Newbill, Sharon L.; Cardinali, Gina; Morahan, Page S.; Chang, Shine; Magrane, Diane

    2016-01-01

    Abstract Background: Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Methods: Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. Results: The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. Conclusions: The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity

  10. Developmental Advising for Marginalized Community College Students: An Action Research Study

    ERIC Educational Resources Information Center

    Jones, Terrica S.

    2013-01-01

    The purpose of this action research study was to understand, evaluate, and improve the developmental advising practices used at a Washington State community college. This action research study endeavored to strengthen the developmental advising model originally designed to support the college's marginalized students. Guiding questions for the…

  11. 13 CFR 107.510 - SBA approval of Licensee's Investment Adviser/Manager.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 13 Business Credit and Assistance 1 2013-01-01 2013-01-01 false SBA approval of Licensee's Investment Adviser/Manager. 107.510 Section 107.510 Business Credit and Assistance SMALL BUSINESS... Compensation § 107.510 SBA approval of Licensee's Investment Adviser/Manager. You may employ an Investment...

  12. Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement

    ERIC Educational Resources Information Center

    Gauchat, Tiffanie A.

    2010-01-01

    The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

  13. Analysis of Enrollment Trends for HCCC Programs and Academic Status Classifications, Fall 1993 to Fall 1999.

    ERIC Educational Resources Information Center

    Taffy, Fred

    The study of enrollment trends for each of Hudson County Community College's programs and for its academic status classifications will be used in the college's program reviews and should also prove useful in its strategic planning. The significant growth in combined Liberal Arts AA English/ Humanities and Business/Social Sciences program majors…

  14. Academic Performance and Personal Experience of Local, International, and Collaborative Exchange Students Enrolled in an Australian Pharmacy Program

    PubMed Central

    Grant, Gary D.; Anoopkumar-Dukie, Shailendra

    2013-01-01

    Objective. To assess the academic performance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program. Methods. Survey instruments exploring the demographics, background, and academic and cultural experiences of students during the program were administered in 2005 to students in all 4 years. Additionally, grades from each semester of the program for students (406 local, 70 international, 155 exchange) who graduated between 2002 and 2006 were analyzed retrospectively. Results. The main differences found in the survey responses among the 3 groups were in students’ motivations for choosing the degree program and school, with international and collaborative exchange students having put more thought into these decisions than local students. The average grades over the duration of the program were similar in all 3 demographic groups. However, local students slightly outperformed international students, particularly at the start of the year, whereas collaborative exchange students’ grades mirrored those of local students during the 2 years prior to leaving their home country of Malaysia but more closely mirrored those of international students in the final 2 years after arriving on campus in Australia. Conclusion. Despite differences in academic backgrounds and culture, international and exchange students can perform well compared to local students in a bachelor of pharmacy program and were actually more satisfied than local students with the overall experience. Studying in a foreign country can negatively influence academic grades to a small extent and this is probably related to adjusting to the new environment. PMID:24052651

  15. Perceptions of Skill Development of Participants in Three National Career Development Programs For Women Faculty in Academic Medicine

    PubMed Central

    Helitzer, Deborah L.; Newbill, Sharon L.; Morahan, Page S.; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

    2014-01-01

    Purpose The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. Method In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Results Of 2537 eligible CDP women, 942 clicked on the link in an invitation e-mail and 879 (35%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents’ career stages, more so than by program attended. Conclusions Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women’s advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers. PMID:24871241

  16. Perceptions of skill development of participants in three national career development programs for women faculty in academic medicine.

    PubMed

    Helitzer, Deborah L; Newbill, Sharon L; Morahan, Page S; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

    2014-06-01

    The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Of 2,537 eligible CDP women, 942 clicked on the link in an invitation e-mail, and 879 (93%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents' career stages, more so than by program attended. Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women's advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers.

  17. Strategic planning in an academic radiation medicine program.

    PubMed

    Hamilton, J L; Foxcroft, S; Moyo, E; Cooke-Lauder, J; Spence, T; Zahedi, P; Bezjak, A; Jaffray, D; Lam, C; Létourneau, D; Milosevic, M; Tsang, R; Wong, R; Liu, F F

    2017-12-01

    In this paper, we report on the process of strategic planning in the Radiation Medicine Program (rmp) at the Princess Margaret Cancer Centre. The rmp conducted a strategic planning exercise to ensure that program priorities reflect the current health care environment, enable nimble responses to the increasing burden of cancer, and guide program operations until 2020. Data collection was guided by a project charter that outlined the project goal and the roles and responsibilities of all participants. The process was managed by a multidisciplinary steering committee under the guidance of an external consultant and consisted of reviewing strategic planning documents from close collaborators and institutional partners, conducting interviews with key stakeholders, deploying a program-wide survey, facilitating an anonymous and confidential e-mail feedback box, and collecting information from group deliberations. The process of strategic planning took place from December 2014 to December 2015. Mission and vision statements were developed, and core values were defined. A final document, Strategic Roadmap to 2020, was established to guide programmatic pursuits during the ensuing 5 years, and an implementation plan was developed to guide the first year of operations. The strategic planning process provided an opportunity to mobilize staff talents and identify environmental opportunities, and helped to enable more effective use of resources in a rapidly changing health care environment. The process was valuable in allowing staff to consider and discuss the future, and in identifying strategic issues of the greatest importance to the program. Academic programs with similar mandates might find our report useful in guiding similar processes in their own organizations.

  18. Academic plastic surgery: faculty recruitment and retention.

    PubMed

    Chen, Jenny T; Girotto, John A; Kitzmiller, W John; Lawrence, W Thomas; Verheyden, Charles N; Vedder, Nicholas B; Coleman, John J; Bentz, Michael L

    2014-03-01

    A critical element of a thriving academic plastic surgery program is the quality of faculty. A decline in recruitment and retention of faculty has been attributed to the many challenges of academic medicine. Given the substantial resources required to develop faculty, academic plastic surgery has a vested interest in improving the process of faculty recruitment and retention. The American Council of Academic Plastic Surgeons Issues Committee and the American Society of Plastic Surgeons/Plastic Surgery Foundation Academic Affairs Council surveyed the 83 existing programs in academic plastic surgery in February of 2012. The survey addressed the faculty-related issues in academic plastic surgery programs over the past decade. Recruitment and retention strategies were evaluated. This study was designed to elucidate trends, and define best strategies, on a national level. Academic plastic surgery programs have added substantially more full-time faculty over the past decade. Recruitment efforts are multifaceted and can include guaranteed salary support, moving expenses, nurse practitioner/physician's assistant hires, protected time for research, seed funds to start research programs, and more. Retention efforts can include increased compensation, designation of a leadership appointment, protected academic time, and call dilution. Significant change and growth of academic plastic surgery has occurred in the past decade. Effective faculty recruitment and retention are critical to a successful academic center. Funding sources in addition to physician professional fees (institutional program support, grants, contracts, endowment, and so on) are crucial to sustain the academic missions.

  19. Primary mental health prevention themes in published research and academic programs in Israel.

    PubMed

    Nakash, Ora; Razon, Liat; Levav, Itzhak

    2015-01-01

    The World Health Organization Comprehensive Mental Health Action Plan (CMHAP) 2013-2020 proposes the implementation of primary prevention strategies to reduce the mental health burden of disease. The extent to which Israeli academic programs and published research adhere to the principles spelled out by the CMHAP is unknown. To investigate the presence of mental health primary prevention themes in published research and academic programs in Israel. We searched for mental health primary prevention themes in: (1) three major journals of psychiatry and social sciences during the years 2001-2012; (2) university graduate programs in psychology, social work and medicine in leading universities for the academic year of 2011-2012; and (3) doctoral and master's theses approved in psychology and social work departments in five universities between the years 2007-2012. We used a liberal definition of primary prevention to guide the above identification of themes, including those related to theory, methods or research information of direct or indirect application in practice. Of the 934 articles published in the three journals, 7.2%, n = 67, addressed primary prevention. Of the 899 courses in the 19 graduate programs 5.2%, n = 47, elective courses addressed primary prevention. Of the 1960 approved doctoral and master's theses 6.2%, n = 123, addressed primary prevention. Only 11 (4.7%) articles, 5 (0.6%) courses, and 5 (0.3%) doctoral and master's theses addressed primary prevention directly. The psychiatric reform currently implemented in Israel and WHO CMHAP call for novel policies and course of action in all levels of prevention, including primary prevention. Yet, the latter is rarely a component of mental health education and research activities. The baseline we drew could serve to evaluate future progress in the field.

  20. The Impact of a Physical Activity Intervention Program on Academic Achievement in a Swedish Elementary School Setting

    ERIC Educational Resources Information Center

    Käll, Lina B.; Nilsson, Michael; Lindén, Thomas

    2014-01-01

    Background: Despite the emerging body of research on the potential of physical activity to improve learning and academic achievement, conclusive evidence regarding the effects of physical activity on academic achievement is lacking. The objective of this study was to determine the impact of a physical activity intervention program on academic…

  1. Using bibliometrics to analyze the state of academic productivity in US pediatric surgery training programs.

    PubMed

    Desai, Nidhi; Veras, Laura V; Gosain, Ankush

    2018-06-01

    The Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements state that faculty must establish and maintain an environment of inquiry and scholarship. Bibliometrics, the statistical analysis of written publications, assesses scientific productivity and impact. The goal of this study was to understand the state of scholarship at Pediatric Surgery training programs. Following IRB approval, Scopus was used to generate bibliometric profiles for US Pediatric Surgery training programs and faculty. Statistical analyses were performed. Information was obtained for 430 surgeons (105 female) from 48 US training programs. The mean lifetime h-index/surgeon for programs was 14.4 +/- 4.7 (6 programs above 1 SD, 9 programs below 1 SD). The mean 5-yearh-index/surgeon for programs was 3.92 +/- 1.5 (7 programs above 1 SD, 8 programs below 1 SD). Programs accredited after 2000 had a lower lifetime h-index than those accredited before 2000 (p=0.0378). Female surgeons had a lower lifetime h-index (p<0.0001), 5-yearh-index (p=0.0049), and m-quotient (p<0.0001) compared to males. Mean lifetime h-index increased with academic rank (p<0.0001), with no gender differences beyond the assistant professor rank (p=NS). Variability was identified based on institution, gender, and rank. This information can be used for benchmarking the academic productivity of faculty and programs and as an adjunct in promotion/tenure decisions. Original Research. n/a. Copyright © 2018 Elsevier Inc. All rights reserved.

  2. Advising as Teaching: Establishing Outcomes, Developing Tools, and Assessing Student Learning

    ERIC Educational Resources Information Center

    Hurt, Robert L.

    2007-01-01

    In every way that matters, advising is a form of teaching. Using Bloom's (1956) taxonomy of educational outcomes, I explain how to develop learning objectives within advising contexts. The article also suggests commonly available educational materials, such as university catalogs, as content delivery mechanisms for students; in addition, it offers…

  3. JEA's Code of Ethics for Advisers; and Sites for Additional Ethics Information.

    ERIC Educational Resources Information Center

    Bowen, John

    1997-01-01

    Lists general principles that media advisers should follow, the 12 points agreed upon as the Journalism Education Association's (JEA) Code of Ethics for Advisers, and a list of Web sites that deal with journalism ethics. (PA)

  4. 76 FR 39645 - Exemptions for Advisers to Venture Capital Funds, Private Fund Advisers With Less Than $150...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-06

    ... FURTHER INFORMATION CONTACT: Brian McLaughlin Johnson, Tram N. Nguyen or David A. Vaughan, at (202) 551..., 100 F Street, NE., Washington, DC 20549-8549. SUPPLEMENTARY INFORMATION: The Commission is adopting... States 4. United States Person C. Foreign Private Advisers 1. Clients 2. Private Fund Investor 3. In the...

  5. Decision Rules Used in Academic Program Closure: Where the Rubber Meets the Road.

    ERIC Educational Resources Information Center

    Eckel, Peter D.

    2002-01-01

    Adopted a decision/action rationality framework to explore the criteria used to close academic programs at four universities. Findings suggested that decisions are based upon criteria other than those usually stated (e.g., cost, quality, and centrality), and that process leads to criteria generation. (EV)

  6. Does Adviser Mentoring Add Value? A Longitudinal Study of Mentoring and Doctoral Student Outcomes

    ERIC Educational Resources Information Center

    Paglis, Laura L.; Green, Stephen G.; Bauer, Talya N.

    2006-01-01

    This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G.,…

  7. Improving Retention and Academic Achievement for First-Time Students at a Two-Year College

    ERIC Educational Resources Information Center

    Ryan, Mary Gene

    2013-01-01

    Faculty at a two-year community/technical college undertook a project in the spring 2010 semester to incorporate more intensive and intrusive academic advising into the Freshman Seminar (COL 105) course. A study was undertaken in which 14 sections of COL 105 were divided into an experimental group (taught by specially-trained instructors who…

  8. Improving academic self-efficacy, school connectedness, and identity in struggling middle school girls: a preliminary study of the REAL girls program.

    PubMed

    Mann, Michael J; Smith, Megan L; Kristjansson, Alfgeir L

    2015-02-01

    Girls struggling to be successful in middle school are often dealing with negative life experiences that affect their ability to achieve academically. Frequently, their academic failures and problem behaviors are associated with feeling overwhelmed by difficult and challenging life circumstances. In the absence of intervention, these patterns may contribute to girls chronically underperforming in school, dropping out of school, and becoming involved in delinquent and high-risk behaviors. This article describes a quasi-experimental, mixed-methods study of the REAL Girls program. REAL Girls was designed to help struggling middle school girls develop resilience--particularly academic self-efficacy, school connectedness, and identity--and achieve successful outcomes in school and life. In this study, using a crossover design, 48 girls identified as experiencing academic failure, school behavior problems, or truancy participated in one of two implementations of this 3-day intervention. Findings based on both quantitative and qualitative data suggest that REAL Girls contributed to positive increases in academic self-efficacy, school connectedness, and identity. Repeated measures analysis of variance and paired t tests suggest significant increases in each outcome variable, both immediately after program delivery and 2 weeks later, and effect size estimates suggest moderate to large program impact. Focus groups conducted 90 days after implementation of the program confirmed the quantitative findings and support the efficacy of the REAL Girls program and approach. © 2014 Society for Public Health Education.

  9. 75 FR 12253 - National Cooperative Geologic Mapping Program (NCGMP) Advisory Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-15

    ..., 2010, in Room 1200 of the California Geological Survey Headquarters Building, 801 K Street, Sacramento..., academic institutions, and private companies, shall advise the Director of the U.S. Geological Survey on...

  10. The Role of Pest Control Advisers in Preventative Management of Grapevine Trunk Diseases.

    PubMed

    Hillis, Vicken; Lubell, Mark; Kaplan, Jonathan; Doll, David; Baumgartner, Kendra

    2016-04-01

    Vineyards with trunk diseases (Botryosphaeria dieback, Esca, Eutypa dieback, and Phomopsis dieback) can have negative returns in the long run. Minimizing economic impacts depends on effective management, but adopting a preventative practice after infection occurs may not improve yields. Pest control advisers may reduce grower uncertainty about the efficacy of and need for prevention, which often entails future and unobservable benefits. Here, we surveyed advisers in California to examine their influence over grower decision-making, in the context of trunk diseases, which significantly limit grape production and for which curative practices are unavailable. Our online survey revealed adviser awareness of high disease incidence, and reduced yields and vineyard lifespan. Advisers rated both preventative and postinfection practices positively. Despite higher cost estimates given to postinfection practices, advisers did not recommend preventative practices at higher rates. High recommendation rates were instead correlated with high disease incidence for both preventative and postinfection practices. Recommendation rates declined with increasing cost for preventative, but not for postinfection, practices. Our findings suggest that even when advisers acknowledge the risks of trunk diseases, they may not recommend preventative practices before infection occurs. This underscores the importance of clear outreach, emphasizing both the need for prevention and its long-term cost efficacy.

  11. Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

    PubMed

    Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

    2015-01-01

    Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of

  12. An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

    PubMed

    Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

    2016-01-01

    The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

  13. Strategic planning in an academic radiation medicine program

    PubMed Central

    Hamilton, J.L.; Foxcroft, S.; Moyo, E.; Cooke-Lauder, J.; Spence, T.; Zahedi, P.; Bezjak, A.; Jaffray, D.; Lam, C.; Létourneau, D.; Milosevic, M.; Tsang, R.; Wong, R.; Liu, F.F.

    2017-01-01

    Background In this paper, we report on the process of strategic planning in the Radiation Medicine Program (rmp) at the Princess Margaret Cancer Centre. The rmp conducted a strategic planning exercise to ensure that program priorities reflect the current health care environment, enable nimble responses to the increasing burden of cancer, and guide program operations until 2020. Methods Data collection was guided by a project charter that outlined the project goal and the roles and responsibilities of all participants. The process was managed by a multidisciplinary steering committee under the guidance of an external consultant and consisted of reviewing strategic planning documents from close collaborators and institutional partners, conducting interviews with key stakeholders, deploying a program-wide survey, facilitating an anonymous and confidential e-mail feedback box, and collecting information from group deliberations. Results The process of strategic planning took place from December 2014 to December 2015. Mission and vision statements were developed, and core values were defined. A final document, Strategic Roadmap to 2020, was established to guide programmatic pursuits during the ensuing 5 years, and an implementation plan was developed to guide the first year of operations. Conclusions The strategic planning process provided an opportunity to mobilize staff talents and identify environmental opportunities, and helped to enable more effective use of resources in a rapidly changing health care environment. The process was valuable in allowing staff to consider and discuss the future, and in identifying strategic issues of the greatest importance to the program. Academic programs with similar mandates might find our report useful in guiding similar processes in their own organizations. PMID:29270061

  14. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Demonstration Projects for the Integration... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  15. Experiences of International Doctoral Students in Social Science and Humanities Programs with Their Dissertation Chairs at a Research I University

    ERIC Educational Resources Information Center

    Lee, Krystal O.

    2011-01-01

    Academic advising has been identified as one of the most important predictors of graduate student success since faculty members have responsibilities for graduate student learning and development inside and outside the classroom (Bair, Haworth & Sandfort, 2004). As such, the relationship between a student and their adviser is important to…

  16. Developing an Organizational Understanding of Faculty Mentoring Programs in Academic Medicine in Major American Research Universities

    ERIC Educational Resources Information Center

    Fischer Zellers, Darlene

    2013-01-01

    This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation…

  17. Canadian National Guidelines and Recommendations for Integrating Career Advising Into Medical School Curricula.

    PubMed

    Howse, Kelly; Harris, June; Dalgarno, Nancy

    2017-11-01

    Career planning, decision making about specialty choice, and preparation for residency matching are significant sources of stress for medical students. Attempts have been made to structure and formalize career advising by including it in accreditation standards. There is an expressed need for national guidelines on career advising for medical students. The Future of Medical Education in Canada Postgraduate (FMEC PG) Implementation Project was created to ensure Canadian medical trainees receive the best education possible. From this, a diverse sub-working group (SWG), representing different Canadian regions, was formed to review career advising processes across the country. The SWG developed, through a modified formal consensus methodology, a strategy for medical student career advising that is adaptable to all schools in alignment with existing accreditation standards. The SWG outlined five guiding principles and five essential elements for Canadian universities offering an MD degree with recommendations on how to integrate the elements into each school's career advising system. The five essential elements are a structured approach to career advising, information about available career options, elective guidance, preparation for residency applications, and social accountability. This Perspective endorses the view of the FMEC PG Implementation Project that national guidelines are important to ensure Canadian medical schools are consistently meeting accreditation standards by providing reliable and quality career advising to all medical students. The SWG's position, based on national and provincial feedback, is that these guidelines will stimulate discourse and action regarding the requirements and processes to carry out these recommendations nationwide and share across borders.

  18. Canadian National Guidelines and Recommendations for Integrating Career Advising Into Medical School Curricula

    PubMed Central

    Harris, June; Dalgarno, Nancy

    2017-01-01

    Career planning, decision making about specialty choice, and preparation for residency matching are significant sources of stress for medical students. Attempts have been made to structure and formalize career advising by including it in accreditation standards. There is an expressed need for national guidelines on career advising for medical students. The Future of Medical Education in Canada Postgraduate (FMEC PG) Implementation Project was created to ensure Canadian medical trainees receive the best education possible. From this, a diverse sub-working group (SWG), representing different Canadian regions, was formed to review career advising processes across the country. The SWG developed, through a modified formal consensus methodology, a strategy for medical student career advising that is adaptable to all schools in alignment with existing accreditation standards. The SWG outlined five guiding principles and five essential elements for Canadian universities offering an MD degree with recommendations on how to integrate the elements into each school’s career advising system. The five essential elements are a structured approach to career advising, information about available career options, elective guidance, preparation for residency applications, and social accountability. This Perspective endorses the view of the FMEC PG Implementation Project that national guidelines are important to ensure Canadian medical schools are consistently meeting accreditation standards by providing reliable and quality career advising to all medical students. The SWG’s position, based on national and provincial feedback, is that these guidelines will stimulate discourse and action regarding the requirements and processes to carry out these recommendations nationwide and share across borders. PMID:28445219

  19. MAPP (Monitoring Academic Progress Policy): Providing Advising Direction Through the Use of a Degree Auditing System.

    ERIC Educational Resources Information Center

    Severy, Lawrence J.; Slinger, Peter J.

    1996-01-01

    Describes a computerized partial degree auditing system, MAPP (Monitoring Academic Progress Policy), developed at the University of Florida to monitor students' progress into appropriate majors and apply institutional policy concerning degrees. The system generates letters directing students to advisors when needed. Discusses advantages for…

  20. George Washington High School. Bilingual Academic and Career Orientation Program, 1981-1982. O.E.E. Evaluation Report.

    ERIC Educational Resources Information Center

    Cotayo, Armando; And Others

    The Bilingual Academic and Career Orientation Program (BACOP) at George Washington High School in New York City is a basic bilingual secondary education program with a career orientation focus. In 1981-82, the program offered bilingual instructional and supportive services to 250 Hispanic students of limited English proficiency in grades nine…