Sample records for academic extension programs

  1. Competency Modeling in Extension Education: Integrating an Academic Extension Education Model with an Extension Human Resource Management Model

    ERIC Educational Resources Information Center

    Scheer, Scott D.; Cochran, Graham R.; Harder, Amy; Place, Nick T.

    2011-01-01

    The purpose of this study was to compare and contrast an academic extension education model with an Extension human resource management model. The academic model of 19 competencies was similar across the 22 competencies of the Extension human resource management model. There were seven unique competencies for the human resource management model.…

  2. Collaboration for prevention of chronic disease in Kentucky: the Health Education Through Extension Leaders (HEEL) program.

    PubMed

    Riley, Peggy

    2008-09-01

    Health Education Through Extension Leaders (HEEL) is one of the solutions the University of Kentucky College of Agriculture has created to address the problem of chronic disease in Kentucky. Building on the land grant model for education, outreach, and prevention, HEEL collaborates and partners with the academic health centers, area health education centers, the Center for Rural Health, the Kentucky Cancer Program, the Markey Cancer Center, the University of Kansas Wellness Program, and the Kentucky Cabinet for Health and Family Services to implement research-based preventive programs to the county extension agents across Kentucky. Extension agents are an instrumental bridge between the communities across Kentucky and the educational resources provided by the HEEL program.

  3. Public Value Posters: Conveying Societal Benefits of Extension Programs through Evaluation Evidence

    ERIC Educational Resources Information Center

    Chazdon, Scott; Meyer, Nathan; Mohr, Caryn; Troschinetz, Alexis

    2017-01-01

    The public value poster session is a new tool for effectively demonstrating and reporting the public value of Extension programming. Akin to the research posters that have long played a critical role in the sharing of findings from academic studies, the public value poster provides a consistent format for conveying the benefits to society of…

  4. Type Safe Extensible Programming

    NASA Astrophysics Data System (ADS)

    Chae, Wonseok

    2009-10-01

    Software products evolve over time. Sometimes they evolve by adding new features, and sometimes by either fixing bugs or replacing outdated implementations with new ones. When software engineers fail to anticipate such evolution during development, they will eventually be forced to re-architect or re-build from scratch. Therefore, it has been common practice to prepare for changes so that software products are extensible over their lifetimes. However, making software extensible is challenging because it is difficult to anticipate successive changes and to provide adequate abstraction mechanisms over potential changes. Such extensibility mechanisms, furthermore, should not compromise any existing functionality during extension. Software engineers would benefit from a tool that provides a way to add extensions in a reliable way. It is natural to expect programming languages to serve this role. Extensible programming is one effort to address these issues. In this thesis, we present type safe extensible programming using the MLPolyR language. MLPolyR is an ML-like functional language whose type system provides type-safe extensibility mechanisms at several levels. After presenting the language, we will show how these extensibility mechanisms can be put to good use in the context of product line engineering. Product line engineering is an emerging software engineering paradigm that aims to manage variations, which originate from successive changes in software.

  5. 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.

  6. 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,…

  7. 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…

  8. 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.…

  9. 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…

  10. 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…

  11. 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.

  12. 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)…

  13. 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...

  14. 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...

  15. 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...

  16. 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...

  17. 5 CFR 362.203 - Appointment and extensions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Section 362.203 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PRESIDENTIAL MANAGEMENT FELLOWS PROGRAM Program Administration § 362.203 Appointment and extensions. (a... requirements (general leadership, managerial, or specialized experience, academic credentials, professional...

  18. 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.

  19. 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

  20. Tennessee's Extension Food and Nutrition Education Program.

    ERIC Educational Resources Information Center

    Tennessee Univ., Knoxville. Agricultural Extension Service.

    The Extension Food and Nutrition Education program was set up by the University of Tennessee Agricultural Extension Service to assist low-income families in improving their diets. Carrying out the program on a one-to-one basis are 365 assistants who are taught the basics of nutrition by trained home economics extension agents. These assistants…

  1. Agricultural Extension--Programming the Work.

    ERIC Educational Resources Information Center

    Smith, G. A.

    This paper outlines the concept of "program" and one set of elements that are considered to make up the program planning process in agricultural extension, and an example of practical program planning in Rhodesia is given. Although there is a wide variety of meanings attached to the term "program" in adult education, it has…

  2. 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

  3. 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.

  4. Extension through Partnerships: Research and Education Center Teams with County Extension to Deliver Programs

    ERIC Educational Resources Information Center

    Mullahey, J. Jeffrey

    2011-01-01

    Budget reductions have severely affected resources available to deliver agriculture and natural resource Extension programs in Florida. University of Florida/Institute of Food and Agricultural Sciences delivers Extension programming through a unique partnership between research and education centers and county Extension. Science-based information…

  5. 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...

  6. 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

  7. 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

  8. 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.

  9. 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...

  10. 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...

  11. 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...

  12. 76 FR 12073 - Extension of Web-Based TRICARE Assistance Program Demonstration Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-04

    ... DEPARTMENT OF DEFENSE Office of the Secretary Extension of Web-Based TRICARE Assistance Program Demonstration Program AGENCY: Department of Defense. ACTION: Notice of a Two Year Extension of the Web-Based..., entitled Web-Based TRICARE Assistance Program. This demonstration was effective August 1, 2009, as...

  13. 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…

  14. Exploring Extension Involvement in Farm to School Program Activities

    ERIC Educational Resources Information Center

    Benson, Matthew C.

    2014-01-01

    The study reported here examined Extension professionals' involvement in farm-to-school program activities. Results of an online survey distributed to eight state Extension systems indicate that on average, Extension professionals are involved with one farm to school program activity, with most supporting school or community garden programs.…

  15. 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.

  16. 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,…

  17. 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…

  18. Major advances in extension education programs in dairy production.

    PubMed

    Chase, L E; Ely, L O; Hutjens, M F

    2006-04-01

    The dairy industry has seen structural changes in the last 25 yr that have an impact on extension programming. The number of cows in the United States has decreased by 17%, whereas the number of dairy farms has decreased by 74%. The average milk production per cow has increased from 5,394 to 8,599 kg/lactation. Even though there are fewer farms, dairy farm managers are asking for more specific and targeted information. The extension resources available have also decreased during this period. Because of these changes, shifts have taken place in extension programming and staffing. A key change has been a shift to subject matter-targeted programs and workshops. Extension has also incorporated and expanded use of the Internet. Discussion groups, subject matter courses, and searchable databases are examples of Internet use. There will be continuing shifts in the demographics of the US dairy industry that will influence future extension efforts. It is also probable that fewer extension professionals will be available to provide programming due to changes in funding sources at national, state, and local levels. Future shifts in extension programming will be needed to provide the information needs of the industry with a smaller number of extension workers.

  19. 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…

  20. 1970-1971 Annual Report: Extension Service Program, Silliman University.

    ERIC Educational Resources Information Center

    Maturan, Eulalio G.

    The 1970-1971 annual report of the Extension Service Program of Silliman University, Dumaguete City, Philippines, treats the following projects: Mabinay Agricultural Extension, Mabinay Negrito Action-Research, Reforestation, and Livestock Dispersal. Also discussed are the Rural Publications Center and other extension services--a radio program,…

  1. 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.

  2. 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

  3. Multiple Year Extension Program Outcomes & Impacts through Evaluation

    ERIC Educational Resources Information Center

    Hachfeld, Gary A.; Bau, David B.; Holcomb, C. Robert; Craig, J. William

    2013-01-01

    Dwindling public funding as well as greater competition for grant dollars create a challenge for Extension. For Extension to remain a financially viable organization, educators have to be able to produce substantive, measurable program outcomes and impacts. Evaluative data can inform program development and delivery, and helps administrators…

  4. 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…

  5. 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.

  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. Making the Case for Demographic Data in Extension Programming

    ERIC Educational Resources Information Center

    Curtis, Katherine J.; Verdoff, Daniel; Rizzo, Bill; Beaudoin, James

    2012-01-01

    Understanding one's community is essential for effective Extension programming across all program areas. The use of current and reliable demographic data is crucial for Extension to develop effective education and programming to track change and to uncover hidden community characteristics. We discuss what demographic data are, present…

  9. 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…

  10. 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…

  11. Health Extension in New Mexico: An Academic Health Center and the Social Determinants of Disease

    PubMed Central

    Kaufman, Arthur; Powell, Wayne; Alfero, Charles; Pacheco, Mario; Silverblatt, Helene; Anastasoff, Juliana; Ronquillo, Francisco; Lucero, Ken; Corriveau, Erin; Vanleit, Betsy; Alverson, Dale; Scott, Amy

    2010-01-01

    The Agricultural Cooperative Extension Service model offers academic health centers methodologies for community engagement that can address the social determinants of disease. The University of New Mexico Health Sciences Center developed Health Extension Rural Offices (HEROs) as a vehicle for its model of health extension. Health extension agents are located in rural communities across the state and are supported by regional coordinators and the Office of the Vice President for Community Health at the Health Sciences Center. The role of agents is to work with different sectors of the community in identifying high-priority health needs and linking those needs with university resources in education, clinical service and research. Community needs, interventions, and outcomes are monitored by county health report cards. The Health Sciences Center is a large and varied resource, the breadth and accessibility of which are mostly unknown to communities. Community health needs vary, and agents are able to tap into an array of existing health center resources to address those needs. Agents serve a broader purpose beyond immediate, strictly medical needs by addressing underlying social determinants of disease, such as school retention, food insecurity, and local economic development. Developing local capacity to address local needs has become an overriding concern. Community-based health extension agents can effectively bridge those needs with academic health center resources and extend those resources to address the underlying social determinants of disease. PMID:20065282

  12. 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.

  13. Cooperative Extension as a Framework for Health Extension: The Michigan State University Model.

    PubMed

    Dwyer, Jeffrey W; Contreras, Dawn; Eschbach, Cheryl L; Tiret, Holly; Newkirk, Cathy; Carter, Erin; Cronk, Linda

    2017-10-01

    The Affordable Care Act charged the Agency for Healthcare Research and Quality to create the Primary Care Extension Program, but did not fund this effort. The idea to work through health extension agents to support health care delivery systems was based on the nationally known Cooperative Extension System (CES). Instead of creating new infrastructure in health care, the CES is an ideal vehicle for increasing health-related research and primary care delivery. The CES, a long-standing component of the land-grant university system, features a sustained infrastructure for providing education to communities. The Michigan State University (MSU) Model of Health Extension offers another means of developing a National Primary Care Extension Program that is replicable in part because of the presence of the CES throughout the United States. A partnership between the MSU College of Human Medicine and MSU Extension formed in 2014, emphasizing the promotion and support of human health research. The MSU Model of Health Extension includes the following strategies: building partnerships, preparing MSU Extension educators for participation in research, increasing primary care patient referrals and enrollment in health programs, and exploring innovative funding. Since the formation of the MSU Model of Health Extension, researchers and extension professionals have made 200+ connections, and grants have afforded savings in salary costs. The MSU College of Human Medicine and MSU Extension partnership can serve as a model to promote health partnerships nationwide between CES services within land-grant universities and academic health centers or community-based medical schools.

  14. Cooperative Extension as a Framework for Health Extension: The Michigan State University Model

    PubMed Central

    Dwyer, Jeffrey W.; Contreras, Dawn; Tiret, Holly; Newkirk, Cathy; Carter, Erin; Cronk, Linda

    2017-01-01

    Problem The Affordable Care Act charged the Agency for Healthcare Research and Quality to create the Primary Care Extension Program, but did not fund this effort. The idea to work through health extension agents to support health care delivery systems was based on the nationally known Cooperative Extension System (CES). Instead of creating new infrastructure in health care, the CES is an ideal vehicle for increasing health-related research and primary care delivery. Approach The CES, a long-standing component of the land-grant university system, features a sustained infrastructure for providing education to communities. The Michigan State University (MSU) Model of Health Extension offers another means of developing a National Primary Care Extension Program that is replicable in part because of the presence of the CES throughout the United States. A partnership between the MSU College of Human Medicine and MSU Extension formed in 2014, emphasizing the promotion and support of human health research. The MSU Model of Health Extension includes the following strategies: building partnerships, preparing MSU Extension educators for participation in research, increasing primary care patient referrals and enrollment in health programs, and exploring innovative funding. Outcomes Since the formation of the MSU Model of Health Extension, researchers and extension professionals have made 200+ connections, and grants have afforded savings in salary costs. Next Steps The MSU College of Human Medicine and MSU Extension partnership can serve as a model to promote health partnerships nationwide between CES services within land-grant universities and academic health centers or community-based medical schools. PMID:28353501

  15. 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

  16. 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…

  17. 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)

  18. 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…

  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. Partial ASL extensions for stochastic programming.

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

    Gay, David

    2010-03-31

    partially completed extensions for stochastic programming to the AMPL/solver interface library (ASL).modeling and experimenting with stochastic recourse problems. This software is not primarily for military applications

  1. A Needs Assessment of Aquaculture Extension Agents, Specialists, and Program Administrators in Extension Programming

    ERIC Educational Resources Information Center

    Schwarz, Michael H.; Gibson, Jerry

    2010-01-01

    The study reported here identified continuing education and training needs of aquaculture Extension agents, specialists, and program administrators in 10 competency areas relating to the need for continuing education or training. Fourteen resources on the AquaNIC Web site were also evaluated, as was the efficacy of the AQUA-EXT listserv. Data were…

  2. Experiential Learning for Extension Professionals: A Cross-Cultural Immersion Program

    ERIC Educational Resources Information Center

    Daniel, Jenna B.; Duncan, Dennis; Navarro, Maria; Fuhrman, Nick

    2014-01-01

    As the U.S. population becomes more diverse, Extension is called upon to modify its programming to meet the needs of its changing constituency. Georgia Extension created a professional development curriculum to assist Extension professionals in crafting effective programming for the rapidly growing Latino population. The study reported here…

  3. 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

  4. 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.

  5. 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

  6. 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:…

  7. Research-Practice Linkages in Extension Leadership Development Programs: Focus on Community Leadership Development Programs. A Report.

    ERIC Educational Resources Information Center

    Vandenberg, Lela; And Others

    The Research-Practice Linkages Project sought to identify the knowledge base supporting community leadership development (CLD) programs of the Cooperative Extension Service and to determine linkages between Extension programs and CLD research. A mail questionnaire was completed by 492 Extension staff involved in CLD programs in 18 states and 42…

  8. Comparing nutrition programs conducted by public health and Cooperative Extension personnel.

    PubMed

    Brown, J L; Adams, P A; Kaltreider, D L; Sims, L S

    1990-01-01

    We surveyed 218 county extension agents, 75 state extension specialists, 163 public health nutritionists, and 87 public health administrators in 16 states to compare the nutrition program characteristics of extension personnel with public health personnel. Public health personnel were most strongly influenced by funding regulations--more than 80% of public health nutritionists cited infant/preschool nutrition and nutrition for pregnant/lactating women as program topics. About half of the extension agents listed food preservation and preparation as the dominant topics provided. Public health personnel most frequently designed programs for pregnant and lactating women and low-income clientele; 91% of the nutritionists ranked one-to-one counseling as one of their three most important delivery methods. Extension personnel designed programs more often for homemakers/adults and youth and ranked a combination of group and media delivery methods as most important. Public health personnel use anthropometric measures and food intake records to evaluate their programs; extension personnel use written questionnaires and program records. More than 50% of the nutritionists ranked improving the health of their clients as one of the three most important impacts of their programs; more than 50% of the extension agents ranked increasing knowledge and improving skills as their most important impacts.

  9. Extension Youth Educators' Technology Use in Youth Development Programming

    ERIC Educational Resources Information Center

    McClure, Carli; Buquoi, Brittany; Kotrlik, Joe W.; Machtmes, Krisanna; Bunch, J. C.

    2014-01-01

    The purpose of this descriptive-correlational study was to determine the use of technology in youth programming by Extension youth development educators in Louisiana, Mississippi, and Tennessee. Data were collected via e-mail and a SurveyMonkey© questionnaire. Extension educators are using some technology in youth development programming. More…

  10. 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…

  11. 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.

  12. 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…

  13. 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.

  14. USAF Summer Research Program - 1993 Summer Research Extension Program Final Reports, Volume 2, Phillips Laboratory

    DTIC Science & Technology

    1994-11-01

    Research Extension Program Phillips Laboratory Kirtland Air Force Base Sponsored by: Air Force Office of Scientific Research Boiling Air Force Base...Program Phillips Laboratory Sponsored by: Air Force Office of Scientific Research Bolling Air Force Base, Washington, D.C. and Arkansas Tech University...Summer Research Extension Program (SREP) Phillips

  15. 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.

  16. 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…

  17. 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

  18. 76 FR 4350 - Health Information Technology Extension Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-25

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Information Technology Extension Program ACTION: Public Notice. SUMMARY: This notice announces changes to the Health Information Technology Extension... technology, as authorized under section 3012(c) of the Public Health Service Act, as added by the American...

  19. 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…

  20. 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…

  1. School-Based Peer Mediation Programs: A Natural Extension of Developmental Guidance Programs.

    ERIC Educational Resources Information Center

    Robertson, Gwendolyn

    School-based peer mediation programs are natural extensions of the kindergarten-grade 12 developmental guidance programs. Peer mediation programs not only provide schools with alternatives to traditional discipline practices, but also teach students important life skills. Existing research on peer mediation is very limited, yet promising. This…

  2. 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,…

  3. Designing Studies of Extension Program Results: A Resource for Program Leaders and Specialists. Volume II--Abstracts.

    ERIC Educational Resources Information Center

    Rivera, William M., Ed.; And Others

    These abstracts of 42 studies of extension program results, which make up the second volume of a two-volume resource, are intended to advise state administrative program leaders and others with program evaluation responsibilities of how to design studies of cooperative extension programs. Designed to support volume I, which refers to these…

  4. Emergency Food Programs: Untapped Opportunities for Extension?

    ERIC Educational Resources Information Center

    Mobley, Amy R.

    2012-01-01

    This article reports results from a questionnaire that assessed the frequency and type of nutrition questions asked at emergency food programs to determine if Extension professionals need to increase direct outreach efforts. Emergency food program workers (n = 460) were recruited via mail to complete a self-administered survey. More than one-third…

  5. 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)

  6. 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…

  7. 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…

  8. 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.

  9. Money 2000: A Model Extension Program.

    ERIC Educational Resources Information Center

    Porter, Nancy M.; Christenbury, Joyce H.

    1999-01-01

    Money 2000 is a South Carolina program that educates participants in personal savings and debt reduction. It is marketed through state-local government agency collaboration, promotional items, and extensive media coverage. It targets a diversified audience, including youth, rural farm families, and families with limited resources. (SK)

  10. 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.

  11. Creating Programs to Help Latino Youth Thrive at School: The Influence of Latino Parent Involvement Programs

    ERIC Educational Resources Information Center

    Behnke, Andrew O.; Kelly, Christine

    2011-01-01

    Parent involvement programs can play an essential role in the academic success of Latino youth. This article reports the effectiveness and evaluation of two new Extension programs that help Latino parents become more involved in their youths' academics. The Latino Parent and Family Advocacy and Support Training (LPFAST) targets parents of K- 8th…

  12. 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.

  13. 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

  14. Urban Extension's New Nontraditional Offering: Parent-Child Reading Enhancement Program

    ERIC Educational Resources Information Center

    Brandon, Dorothy P.; Tsamaase, Marea; Humphrey, Ronnie; Crenshaw, Kevin

    2018-01-01

    Urbanization is causing a major shift in Extension's programming throughout the United States. We present results of a nontraditional urban program (the Parent-Child Reading Enhancement Program) that is being implemented by Alabama Cooperative Extension System's Urban Affairs and New Nontraditional Programs unit. Findings suggest that this…

  15. 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…

  16. 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)…

  17. 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…

  18. 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…

  19. The Impacts of the Great Recession on State Natural Resource Extension Programs

    ERIC Educational Resources Information Center

    Serenari, Christopher; Peterson, M. Nils; Bardon, Robert E.; Brown, Robert D.

    2013-01-01

    The Great Recession contributed to major budget cuts for natural resource Extension programs in the United States. Despite the potentially large cuts, their impacts and how Extension has adapted their programs have not been evaluated. We begin addressing these needs with surveys of Association of Natural Resource Extension Professionals members…

  20. Tips on establishing a robotics program in an academic setting.

    PubMed

    Steers, William D

    2006-02-17

    Over the past 5 years, robotic-assisted laparoscopic surgery has gone from being a novelty to an accepted approach for intra-abdominal and pelvic surgery. Driving this trend has been the large number of robotic-assisted laparoscopic prostatectomies performed throughout the U.S. Nearly a quarter of the prostatectomies done for prostate cancer in the U.S. in 2006 will use robotic assistance, yet reports fail to confirm cost effectiveness. The most important predictor of a successful program is a champion at the institution. Studies have demonstrated safety and immediate benefits with regard to reduced surgical morbidity such as pain, loss of work, quality of life, and blood loss for a variety of surgeries patients. Specific to prostatectomy for cancer, long-term data on biochemical (PSA) failures and cancer cures, as well as validated secondary outcomes for continence and potency, are still unavailable. Benefits accrue for the surgeon as well with improved ergonomics and potential extension of a surgical career. Yet, enthusiasm for robotics must be tempered by this lack of data and economic limitations. However, if a thoughtful and thorough process in initiating a robotic program is undertaken, the risks to the institution can be minimized. With proper training, the risk to the patient is reduced and with due diligence with regard to market and operative resources, the risk to the surgeon can be eliminated. This report reviews the steps to assess, plan, initiate, and maintain a robotics program at an academic institution with the hope that other programs can benefit from lessons acquired by early adopters of this expensive technology.

  1. 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…

  2. 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…

  3. 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

  4. 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…

  5. 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…

  6. 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.

  7. Evidence-Based Programming within Cooperative Extension: How Can We Maintain Program Fidelity While Adapting to Meet Local Needs?

    ERIC Educational Resources Information Center

    Olson, Jonathan R.; Welsh, Janet A.; Perkins, Daniel F.

    2015-01-01

    In this article, we describe how the recent movement towards evidence-based programming has impacted Extension. We review how the emphasis on implementing such programs with strict fidelity to an underlying program model may be at odds with Extension's strong history of adapting programming to meet the unique needs of children, youth, families,…

  8. 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.

  9. 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

  10. EXTENSION EDUCATION SYMPOSIUM: Getting the most out of your extension appointment and still having a life.

    PubMed

    Powers, W; Cockett, N; Lardy, G

    2017-04-01

    Managing the demands of an academic appointment in extension can be a challenging task. Demands from constituent groups, expectations of supervisors, and rigors of promotion and tenure processes can create pressures that young faculty did not expect. Throw in spousal and family duties and you have created a situation that many will find hard to navigate. However, there are ways to cope and, even better news, there are ways to excel in meeting the demands of an academic appointment and enjoying life. Because many new extension faculty members do not have prior experience in extension, best practices in documenting programs and extension scholarship over the pretenure period are provided in this paper. Appointments that include both research and extension are quite common at many land grant universities. The advantages of joint appointments are numerous and include the fact that more and more grant agencies are seeking integrated research, teaching, and/or extension projects. However, the time demands of joint appointments can be challenging. Joint appointments can be designed to help faculty members conduct important translational research and have it be applied in a production setting. By seeking commonalities in research and extension efforts, joint appointments can be very synergistic. Development of highly successful programs requires planning on the front end with an emphasis on an in-depth needs assessment to determine stakeholder needs for both research and extension. Impact assessment should be part of this planning effort. Performing as a successful extension faculty member while maintaining relationships outside of work is challenging and requires deliberate effort on the part of employees and supervisors to realize there is more to life than work. Some authors have referred to this as work-life balance, but it may be more helpful to think of it as work-life effectiveness. To do this, one needs to 1) define what success looks like, 2) set boundaries and

  11. Watershed Stewardship Education Program--A Multidisciplinary Extension Education Program for Oregon's Watershed Councils.

    ERIC Educational Resources Information Center

    Conway, Flaxen D. L.; Godwin, Derek; Cloughesy, Mike; Nierenberg, Tara

    2003-01-01

    The Watershed Stewardship Education Program (WSEP) is a multidisciplinary Oregon Extension designed to help watershed councils, landowners, and others work effectively together on water management. Components include practical, easy-to-use educational materials, training in effective collaboration, a Master Watershed Stewards program, and advanced…

  12. 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…

  13. 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

  14. 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…

  15. 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…

  16. Tips on Establishing a Robotics Program in an Academic Setting

    PubMed Central

    Steers, William D.

    2006-01-01

    Over the past 5 years, robotic-assisted laparoscopic surgery has gone from being a novelty to an accepted approach for intra-abdominal and pelvic surgery. Driving this trend has been the large number of robotic-assisted laparoscopic prostatectomies performed throughout the U.S. Nearly a quarter of the prostatectomies done for prostate cancer in the U.S. in 2006 will use robotic assistance, yet reports fail to confirm cost effectiveness. The most important predictor of a successful program is a champion at the institution. Studies have demonstrated safety and immediate benefits with regard to reduced surgical morbidity such as pain, loss of work, quality of life, and blood loss for a variety of surgeries patients. Specific to prostatectomy for cancer, long-term data on biochemical (PSA) failures and cancer cures, as well as validated secondary outcomes for continence and potency, are still unavailable. Benefits accrue for the surgeon as well with improved ergonomics and potential extension of a surgical career. Yet, enthusiasm for robotics must be tempered by this lack of data and economic limitations. However, if a thoughtful and thorough process in initiating a robotic program is undertaken, the risks to the institution can be minimized. With proper training, the risk to the patient is reduced and with due diligence with regard to market and operative resources, the risk to the surgeon can be eliminated. This report reviews the steps to assess, plan, initiate, and maintain a robotics program at an academic institution with the hope that other programs can benefit from lessons acquired by early adopters of this expensive technology. PMID:17619728

  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. Trials and Triumphs of Expanded Extension Programs.

    ERIC Educational Resources Information Center

    Leavengood, Scott; Love, Bob

    1998-01-01

    Oregon extension faced challenges in presenting programs in the wood products industry. Several traditional tactics, revised to suit a new audience, have proved successful: personal coaching, building partnerships, and providing a high level of service. Newer methods, such as database marketing and distance learning, are also proving to be…

  1. 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…

  2. Externships in Sustainability Program as an Outreach Tool for Extension

    ERIC Educational Resources Information Center

    Apel, Mark; Mostafa, Ayman; Brandau, Bill; Garfin, Gregg

    2013-01-01

    In 2011, Arizona Cooperative Extension implemented Externships in Sustainability, a program in which undergraduate students conduct community-based sustainability projects. In contrast to internships, in which students shadow a professional, externship students apply their skills to community outreach. Extension faculty proposed projects and…

  3. 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

  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. Maximizing Program Delivery in Extension: Lessons from Leadership for Transformation.

    ERIC Educational Resources Information Center

    Laughlin, Kevin M.; Schmidt, Janet L.

    1995-01-01

    Reviews advantages and disadvantages of four extension delivery methods: partnerships, master volunteer programs, information centers, and regional programs. Concluded that the key is matching individual, community, and emerging needs with the right method. (SK)

  10. Extension Home Economists as Therapists in a Behavior Modification Weight Loss Program.

    ERIC Educational Resources Information Center

    Beneke, William M.; Paulsen, Barbara K.

    A total of 150 overweight female subjects entered a behavior modification weight loss program with extension home economists as therapists to determine the feasibility of state extension services as a vehicle for widespread dissemination of behavioral weight loss programs. The treatment, emphasizing stimulus control and nutrition education,…

  11. 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…

  12. 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…

  13. 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)

  14. Defining Audience Segments for Extension Programming Using Reported Water Conservation Practices

    ERIC Educational Resources Information Center

    Monaghan, Paul; Ott, Emily; Wilber, Wendy; Gouldthorpe, Jessica; Racevskis, Laila

    2013-01-01

    A tool from social marketing can help Extension agents understand distinct audience segments among their constituents. Defining targeted audiences for Extension programming is a first step to influencing behavior change among the public. An online survey was conducted using an Extension email list for urban households receiving a monthly lawn and…

  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. 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…

  17. 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.

  18. 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.

  19. 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…

  20. 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…

  1. Use of ADR in Extension Public Policy Education Programs and Roles Extension Can Play in Dispute Resolution.

    ERIC Educational Resources Information Center

    Danielson, Leon E.; Garber, Simon K.

    The extension educator in public policy education and alternative dispute resolution (ADR) has many roles from which to choose. These include information provider, technical advisor, convener, facilitator and program developer. The increased importance of issues programming and the increased priority given to measurement of results are creating…

  2. 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

  3. 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…

  4. A Framework for Identifying Implementation Issues Affecting Extension Human Sciences Programming

    ERIC Educational Resources Information Center

    Abell, Ellen; Cummings, Rebekah; Duke, Adrienne M.; Marshall, Jennifer Wells

    2015-01-01

    Extension programs based on identified needs, relevant theory, and solid research too often fail to realize their objectives. Program implementation is acknowledged to contribute to program effectiveness, yet systematic attention has not been paid to the array of implementation issues that can complicate achieving program goals. We developed the…

  5. 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…

  6. 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...

  7. 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...

  8. 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...

  9. 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...

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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.

  15. 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

  16. 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…

  17. 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.…

  18. 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

  19. Conducting a Statewide Dual-Purpose Program for Pesticide Applicators and County Extension Agents

    ERIC Educational Resources Information Center

    Fishel, Fred; Liu, Guodong David

    2014-01-01

    The University of Florida Cooperative Extension conducted a statewide program with a dual role during 2013 and 2014 to enhance efficiency. The program provided in-service training to county Extension agents and provided continuing education to meet requirements needed by licensed pesticide applicators. Using Polycom distance technology, the event…

  20. Cost Effectiveness Ratio: Evaluation Tool for Comparing the Effectiveness of Similar Extension Programs

    ERIC Educational Resources Information Center

    Jayaratne, K. S. U.

    2015-01-01

    Extension educators have been challenged to be cost effective in their educational programming. The cost effectiveness ratio is a versatile evaluation indicator for Extension educators to compare the cost of achieving a unit of outcomes or educating a client in similar educational programs. This article describes the cost effectiveness ratio and…

  1. 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

  2. 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…

  3. Utility of the Living (Well Through) Intergenerational Fitness and Exercise Program as a County-Delivered Extension Program

    ERIC Educational Resources Information Center

    Sowle, Ashleigh J.; Francis, Sarah L.; Margrett, Jennifer A.; Franke, Warren D.

    2016-01-01

    Rural-residing older adults are not participating in regular physical activity. Extension is in an excellent position to fill this programming void through transdisciplinary programming such as the Living (well through) Intergenerational Fitness and Exercise (LIFE) program. Qualitative evaluation was conducted to assess the LIFE program's utility…

  4. Opportunity for academic research in a low-gravity environment - Crystal growth

    NASA Technical Reports Server (NTRS)

    Matthiesen, D. H.; Wargo, M. J.; Witt, A. F.

    1986-01-01

    The history of basic and applied research on crystal growth (CG), especially of semiconductor materials, is reviewed, stressing the dominance (at least in the U.S.) of industrial R&D projects over academic programs and the need for more extensive fundamental investigations. The NASA microgravity research program and the recommendations of the University Space Research Association are examined as they affect the availability of space facilities for academic CG research. Also included is a report on ground experiments on the effectiveness of magnetic fields in controlling vertical Bridgman CG and melt stability, using the apparatus employed in the Apollo-Soyuz experiments (Witt et al., 1978); the results are presented in graphs and briefly characterized. The role of NASA's microgravity CG program in stimulating academic work on CG, the importance of convection effects, CG work on materials other than semiconductors, and NSF support of CG research are discussed in a comment by R. F. Sekerka.

  5. 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…

  6. 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.

  7. E-Newsletters: A Simple Way to Integrate Technology with Extension Programming

    ERIC Educational Resources Information Center

    Erickson, Luke; Hansen, Lyle

    2012-01-01

    Extension educators can easily include technology in regular programming. Several Extension faculty conducted a survey to determine the overall effectiveness of a electronic newsletter (e-newsletter). Results indicated that this e-newsletter had a wide viral reach, provided strong local impact in terms of confidence and behavior changes, increased…

  8. 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…

  9. 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…

  10. 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.

  11. Control of octopus arm extension by a peripheral motor program.

    PubMed

    Sumbre, G; Gutfreund, Y; Fiorito, G; Flash, T; Hochner, B

    2001-09-07

    For goal-directed arm movements, the nervous system generates a sequence of motor commands that bring the arm toward the target. Control of the octopus arm is especially complex because the arm can be moved in any direction, with a virtually infinite number of degrees of freedom. Here we show that arm extensions can be evoked mechanically or electrically in arms whose connection with the brain has been severed. These extensions show kinematic features that are almost identical to normal behavior, suggesting that the basic motor program for voluntary movement is embedded within the neural circuitry of the arm itself. Such peripheral motor programs represent considerable simplification in the motor control of this highly redundant appendage.

  12. 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…

  13. 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…

  14. 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…

  15. 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

  16. 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.

  17. 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.

  18. 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…

  19. Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study.

    PubMed

    Cristóvão, Ana M; Candeias, Adelinda A; Verdasca, José

    2017-01-01

    Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.

  20. Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study

    PubMed Central

    Cristóvão, Ana M.; Candeias, Adelinda A.; Verdasca, José

    2017-01-01

    Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research. PMID:29167650

  1. 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…

  2. Application of IMPLAN to Extension Programs: Economic Impacts of the University of Arizona Cooperative Extension SNAP-Ed Spending

    ERIC Educational Resources Information Center

    Kerna, Ashley; Frisvold, George; Jacobs, Laurel; Farrell, Vanessa A.; Houtkooper, Linda; Misner, Scottie

    2015-01-01

    Many Extension programs are turning to the input-output software IMPLAN to demonstrate economic impacts. IMPLAN is a powerful tool that can be used to estimate the total economic activity associated with an industry, event, or policy. One possible application, therefore, is to use program spending data to estimate the economic effects of…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 76 FR 3175 - Proposed Extension of Existing Information Collection; Respirator Program Records

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-19

    ... extension of the information collection for Respiratory Protection Program Records under 30 CFR 56.5005 and... that such equipment offers adequate protection for workers. A written respiratory protection program... require metal and nonmetal mine operators to institute a respiratory protection program governing...

  8. 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

  9. 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...

  10. 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...

  11. 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...

  12. 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...

  13. 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.

  14. Using Maps in Web Analytics to Evaluate the Impact of Web-Based Extension Programs

    ERIC Educational Resources Information Center

    Veregin, Howard

    2015-01-01

    Maps can be a valuable addition to the Web analytics toolbox for Extension programs that use the Web to disseminate information. Extension professionals use Web analytics tools to evaluate program impacts. Maps add a unique perspective through visualization and analysis of geographic patterns and their relationships to other variables. Maps can…

  15. 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…

  16. 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…

  17. Problems Impacting Extension Program Quality at the County Level: Results from an Analysis of County Program Reviews Conducted in Florida

    ERIC Educational Resources Information Center

    Harder, Amy; Moore, Austen; Mazurkewicz, Melissa; Benge, Matt

    2013-01-01

    Needs assessments are an important tool for informing organizational development efforts in Extension. The purpose of the study reported here was to identify problems faced by county units within UF/IFAS Extension during county program reviews. The findings were drawn from the reports created after five county units experienced program reviews in…

  18. Graduates-of-foreign-dermatology residencies and military dermatology residencies and women in academic dermatology.

    PubMed

    Wu, Jashin J; Davis, Kristy F; Ramirez, Claudia C; Alonso, Carol A; Berman, Brian; Tyring, Stephen K

    2009-05-15

    It is well known that there is a growing shortage of academic dermatologists in the U.S. The number of graduates of foreign dermatology residencies (GFDR) and graduates of military dermatology residencies (GMDR) who take full-time academic dermatology positions are currently unknown. It is likely that a higher proportion of GFDRs and GMDRs are more likely to enter academics and practice medical dermatology. The percentage of women in academic dermatology has not been reported since 1994. To determine the total number of GFDRs, GMDRs, and women who are full-time faculty members at U.S. dermatology residency programs. The educational background of all full-time faculty members of the 107 U.S. dermatology residency programs that were active as of December 2004 were determined through extensive Internet searches, telephone, and email correspondences with residency coordinators and faculty members. Pure PhDs, physicians who did not complete a dermatology residency program at an allopathic school, PharmDs, DDSs, and FNPs were excluded. The University of Puerto Rico was not considered a foreign residency program. As of December 2004, there were 988 full-time dermatology faculty members in the US, 813 of which met our inclusion criteria. There were 30 GFDRs, accounting for 3.7 percent of full-time academic dermatologists. There were 29 GMDRs, accounting for 3.6 percent of all full-time academic dermatologists. Women accounted for 44.42 percent of academic dermatologists and 15.9 percent (14/107) of dermatology chairs/chiefs. GFDRs, GMDRs, and women comprise important proportions of full-time faculty members at U.S. dermatology residency programs.

  19. Applying Coaching Strategies to Support Youth- and Family-Focused Extension Programming

    ERIC Educational Resources Information Center

    Olson, Jonathan R.; Hawkey, Kyle R.; Smith, Burgess; Perkins, Daniel F.; Borden, Lynne M.

    2016-01-01

    In this article, we describe how a peer-coaching model has been applied to support community-based Extension programming through the Children, Youth, and Families at Risk (CYFAR) initiative. We describe the general approaches to coaching that have been used to help with CYFAR program implementation, evaluation, and sustainability efforts; we…

  20. 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,…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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.

  8. 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.

  9. 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…

  10. 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'…

  11. An Exploration of the "Lived Experience" of One Cohort of Academic Peer Mentors at a Small Australian University

    ERIC Educational Resources Information Center

    Couchman, Judith A.

    2009-01-01

    Academic peer mentoring programs have gained a firm place in higher education student support over the last couple of decades. One such program, Supplemental Instruction (SI), has been extensively evaluated as particularly effective in the United States and has subsequently figured in recommendations for adoption by both Australian and New Zealand…

  12. 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…

  13. 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

  14. 75 FR 15693 - Extension of Web-Based TRICARE Assistance Program Demonstration Project

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-30

    ... DEPARTMENT OF DEFENSE Office of the Secretary Extension of Web-Based TRICARE Assistance Program Demonstration Project AGENCY: Department of Defense (DoD). ACTION: Notice of a Web-Based TRICARE Assistance... States Code, Section 1092, entitled Web-Based TRICARE Assistance Program. This demonstration was...

  15. 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…

  16. 77 FR 49782 - Extension of the Application Deadline for Humanitarian Awards Pilot Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-17

    ...] Extension of the Application Deadline for Humanitarian Awards Pilot Program AGENCY: United States Patent and... Trademark Office (USPTO) announced the Humanitarian Awards Pilot Program, which recognizes patent holders... extending the deadline for applications to the Humanitarian Awards Pilot Program by two months until October...

  17. 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

  18. 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

  19. Learning from history: the legacy of Title VII in academic family medicine.

    PubMed

    Newton, Warren; Arndt, Jane E

    2008-11-01

    The current renaissance of interest in primary care could benefit from reviewing the history of federal investment in academic family medicine. The authors review 30 years of experience with the Title VII, Section 747 Training in Primary Care Medicine and Dentistry (Title VII) grant program, addressing three questions: (1) What Title VII grant programs were available to family medicine, and what were their goals? (2) How did Title VII change the discipline? and (3) What impact did Title VII family medicine programs have outside the discipline?Title VII grant programs evolved from broad support for the new discipline of family medicine to a sharper focus on specific national workforce objectives such as improving care for underserved and vulnerable populations and increasing diversity in the health professions. Grant programs were instrumental in establishing family medicine in nearly all medical schools and in supporting the educational underpinnings of the field. Title VII grants helped enhance the social capital of the discipline. Outside family medicine, Title VII fostered the development of innovative ambulatory education, institutional initiatives focusing on underserved and vulnerable populations, and primary care research capacity. Adverse effects include relative inattention to clinical and research missions in family medicine academic units and, institutionally, the development of medical education initiatives without core institutional support, which has put innovation and extension of education to communities at risk as grant funding has decreased. Reinvestment in academic family medicine can yield substantial benefits for family medicine and help reorient academic health centers. This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

  20. 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.

  1. Meeting Extension Programming Needs with Technology: A Case Study of Agritourism Webinars

    ERIC Educational Resources Information Center

    Rich, Samantha Rozier; Komar, Stephen; Schilling, Brian; Tomas, Stacy R.; Carleo, Jenny; Colucci, Susan J.

    2011-01-01

    As clientele needs diversify, Extension educators are examining new technologies, including online tools, to deliver educational programming and resources. Using agritourism as the educational topic, the study reported here sought to evaluate participants' acceptance of online educational programming (webinars) and the effectiveness of the…

  2. 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.…

  3. 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;…

  4. 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.

  5. 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.

  6. 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…

  7. 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 ...

  8. 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…

  9. Library Standards and Guidelines for Institutions Affiliated with or Offering Extension Programs of Andrews University.

    ERIC Educational Resources Information Center

    Brenneise, Harvey, Ed.; And Others

    Andrews University (Michigan), which is sponsored by the General Conference of Seventh-Day Adventists, extends its academic program to 14 other institutions, three in the United States and abroad. The program permits students in other countries to obtain a recognized, quality tertiary or graduate education. Andrews' research library, the James…

  10. 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…

  11. 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…

  12. 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.

  13. SAVY-4000 Surveillance and Life Extension Program Fiscal Year 2013 Annual Report

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

    Stone, Timothy A.; Blair, Michael W.; Weis, Eric

    2014-03-03

    The Packaging Surveillance Program section of the DOE M441.1-1 /sup>1, Nuclear Material Packaging Manual (DOE, 2008) requires DOE contractors to “ensure that a surveillance program is established and implemented to ensure the nuclear material storage package continues to meet its design criteria.” In order to ensure continuing safe storage of nuclear material and the maximization of risk reduction, TA-55 has established a Surveillance Program to ensure storage container integrity for operations within its specified design life. The LANL SAVY-4000 Field Surveillance Plan2 defines the near-term field surveillance plan for SAVY-4000 containers as required by the Manual. A long-term surveillance planmore » will be established based on the results of the first several years of surveillance and the results of the lifetime extension studies as defined in the Accelerated Aging Plan3. This report details progress in positioning the Surveillance Program for successful implementation in FY14 and status of the Design Life Extension Program in terms of its implementation and data collection for FY13.« less

  14. From Inquiry-Based Learning to Student Research in an Undergraduate Mathematics Program

    ERIC Educational Resources Information Center

    Das, Kumer

    2013-01-01

    As an extension to various sponsored summer undergraduate research programs, academic year research for undergraduate students is becoming popular. Mathematics faculty around the country are getting involved with this type of research and administrators are encouraging this effort. Since 2007, we have been conducting academic year research at…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 78 FR 23926 - Extension of the Public Comment Period for the Draft Uranium Leasing Program Programmatic...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-23

    ... DEPARTMENT OF ENERGY Extension of the Public Comment Period for the Draft Uranium Leasing Program Programmatic Environmental Impact Statement AGENCY: Department of Energy. ACTION: Extension of the public... the Draft Uranium Leasing Program Programmatic Environmental Impact Statement (Draft ULP PEIS, DOE/EIS...

  20. 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…

  1. OpenARC: Extensible OpenACC Compiler Framework for Directive-Based Accelerator Programming Study

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

    Lee, Seyong; Vetter, Jeffrey S

    2014-01-01

    Directive-based, accelerator programming models such as OpenACC have arisen as an alternative solution to program emerging Scalable Heterogeneous Computing (SHC) platforms. However, the increased complexity in the SHC systems incurs several challenges in terms of portability and productivity. This paper presents an open-sourced OpenACC compiler, called OpenARC, which serves as an extensible research framework to address those issues in the directive-based accelerator programming. This paper explains important design strategies and key compiler transformation techniques needed to implement the reference OpenACC compiler. Moreover, this paper demonstrates the efficacy of OpenARC as a research framework for directive-based programming study, by proposing andmore » implementing OpenACC extensions in the OpenARC framework to 1) support hybrid programming of the unified memory and separate memory and 2) exploit architecture-specific features in an abstract manner. Porting thirteen standard OpenACC programs and three extended OpenACC programs to CUDA GPUs shows that OpenARC performs similarly to a commercial OpenACC compiler, while it serves as a high-level research framework.« less

  2. 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…

  3. 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.…

  4. 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

  5. The New FARM Program: A Model for Supporting Diverse Emerging Farmers and Early-Career Extension Professionals

    ERIC Educational Resources Information Center

    Sirrine, J. R.; Eschbach, Cheryl L.; Lizotte, Erin; Rothwell, N. L.

    2016-01-01

    As early-career Extension educators challenged by societal, structural, agricultural, and fiscal trends, we designed a multiyear educational program to support the diverse needs of emerging specialty crop producers in northwest Michigan. This article presents outcomes of that program. We explore how Extension professionals can develop impactful…

  6. Promoting Behavior Change Using Social Norms: Applying a Community Based Social Marketing Tool to Extension Programming

    ERIC Educational Resources Information Center

    Chaudhary, Anil Kumar; Warner, Laura A.

    2015-01-01

    Most educational programs are designed to produce lower level outcomes, and Extension educators are challenged to produce behavior change in target audiences. Social norms are a very powerful proven tool for encouraging sustainable behavior change among Extension's target audiences. Minor modifications to program content to demonstrate the…

  7. 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.

  8. 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.

  9. 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…

  10. 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.

  11. 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.

  12. Extension Wellness Ambassadors: Individual Effects of Participation in a Health-Focused Master Volunteer Program

    ERIC Educational Resources Information Center

    Washburn, Lisa T.; Traywick, LaVona; Copeland, Lauren; Vincent, Jessica

    2017-01-01

    We present findings from a pilot implementation of the Extension Wellness Ambassador Program, a health-focused master volunteer program, and briefly describe the program approach and purpose. Program participants received 40 hr of training and completed assessments of self-efficacy, physical activity, and functional fitness at baseline and 3-month…

  13. 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.

  14. 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.

  15. 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.

  16. 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…

  17. 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.

  18. A Review of Extension Master Gardener Program Record-Keeping Systems

    ERIC Educational Resources Information Center

    Dorn, Sheri

    2016-01-01

    Record-keeping systems (or volunteer management systems) were identified as a capacity-building tool for Extension master gardener volunteer (EMGV) programs. Not all states have or use such systems, and there are differences among existing systems. A survey was conducted in June 2015 to document and compare record-keeping systems for EMGV programs…

  19. Improving Healthy Living Youth Development Program Outreach in Extension: Lessons Learned from the 4-H Health Rocks! Program

    ERIC Educational Resources Information Center

    Kumaran, Muthusami; Fogarty, Kate; Fung, Whitney M.; Terminello, Amanda

    2015-01-01

    This article discusses a qualitative evaluation of the Florida 4-H Health Rocks! program aimed at youth alcohol, tobacco, and other drug use prevention. A questionnaire was distributed to Extension professionals across Florida to gain insight into the strengths and barriers they faced with programming. Programmatic strengths included targeting a…

  20. 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),…

  1. 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…

  2. 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…

  3. 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…

  4. 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.

  5. Strategic Partnerships that Strengthen Extension's Community-Based Entrepreneurship Programs: An Example from Maine

    ERIC Educational Resources Information Center

    Bassano, Louis V.; McConnon, James C., Jr.

    2011-01-01

    This article explains how Extension can enhance and expand its nationwide community-based entrepreneurship programs by developing strategic partnerships with other organizations to create highly effective educational programs for rural entrepreneurs. The activities and impacts of the Down East Micro-Enterprise Network (DEMN), an alliance of three…

  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. The Politics of Extension Water Programming: Determining if Affiliation Impacts Participation

    ERIC Educational Resources Information Center

    Owens, Courtney T.; Lamm, Alexa J.

    2017-01-01

    Research has found levels of engagement in environmental behaviors and participation in Extension programming around environmental issues are directly associated with political affiliation. Democrat and Independent parties encourage members to vote for stricter environmental regulations, such as water conservation efforts, while Republicans…

  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. 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.

  10. 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

  11. A STUDY OF NORTH CAROLINA AGRICULTURAL EXTENSION AGENTS' PERCEPTION OF THE ROLE OF FERTILIZER DEALERS IN EXTENSION PROGRAMMING.

    ERIC Educational Resources Information Center

    WOODARD, BRUCE H.

    A QUESTIONNAIRE MAILED TO 98 AGRICULTURAL EXTENSION AGENTS IN NORTH CAROLINA WITH PRIMARY RESPONSIBILITY IN AGRONOMY IN THEIR COUNTIES WAS USED TO COLLECT DATA ON THE AGENTS' PERCEPTION OF THE NATURE AND FREQUENCY OF PERFORMANCE BY DEALERS IN SOIL FERTILITY PROGRAMS, AGENTS' FEELINGS ABOUT DEALER PARTICIPATION, AND THE ASSOCIATION BETWEEN AGENTS'…

  12. Some Population Trends Affecting Extension Education and Other Community Programs.

    ERIC Educational Resources Information Center

    Niederfrank, E. J.

    Population trends affecting extension education and other community programs reveal that there will be large increases in numbers of young adult and young middleaged households, beginning in the next five years. The number of households in the United States will rise to 84.4 million by July 1985, representing an increase of 26.3 million over the…

  13. 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)…

  14. 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…

  15. 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

  16. 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

  17. 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.

  18. 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.

  19. 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.

  20. 78 FR 76628 - Pilot Program for Parallel Review of Medical Products; Extension of the Duration of the Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-12-18

    ...The Food and Drug Administration (FDA) and the Centers for Medicare and Medicaid Services (CMS) (the Agencies) are announcing the extension of the ``Pilot Program for Parallel Review of Medical Products.'' The Agencies have decided to continue the program as currently designed for an additional period of 2 years from the date of publication of this notice.

  1. Primary School Pupils' Attitudes toward Learning Programming through Visual Interactive Environments

    ERIC Educational Resources Information Center

    Asad, Khaled; Tibi, Moanis; Raiyn, Jamal

    2016-01-01

    New generations are using and playing with mobile and computer applications extensively. These applications are the outcomes of programming work that involves skills, such as computational and algorithmic thinking. Learning programming is not easy for students children. In recent years, academic institutions like the Massachusetts Institute of…

  2. 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.

  3. 76 FR 16000 - Voluntary Protection Programs Information; Extension of the Office of Management and Budget's...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-22

    ... management programs including how the programs successfully address management leadership and employee...] Voluntary Protection Programs Information; Extension of the Office of Management and Budget's (OMB's... concerning its proposal to extend the Office of Management and Budget's (OMB's) approval of the information...

  4. 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…

  5. An Extension Education Program to Help Local Governments with Flood Adaptation

    ERIC Educational Resources Information Center

    Gary, Gretchen; Allred, Shorna; LoGiudice, Elizabeth

    2014-01-01

    Education is an important tool to increase the capacity of local government officials for community flood adaptation. To address flood adaptation and post-flood stream management in municipalities, Cornell Cooperative Extension and collaborators developed an educational program to increase municipal officials' knowledge about how to work…

  6. 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.

  7. Attitudes of County Leaders toward Expanding Adult Programs in Extension: Minnesota Expansion Study I.

    ERIC Educational Resources Information Center

    Wilson, Duane A.; And Others

    A study was conducted in Minnesota on attitudes of county leaders (commissioners, auditors, and appointed Extension committee members) on ways of expanding Extension programs. In each county data were gathered by questionnaire from at least two thirds of the leaders. Questions were asked about expansion (1) through working with other…

  8. 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)

  9. Using the Logic Model to Plan Extension and Outreach Program Development and Scholarship

    ERIC Educational Resources Information Center

    Corbin, Marilyn; Kiernan, Nancy Ellen; Koble, Margaret A.; Watson, Jack; Jackson, Daney

    2004-01-01

    In searching for a process to help program teams of campus-based faculty and field-based educators develop five-year and annual statewide program plans, cooperative extension administrators and specialists in Penn State's College of Agricultural Sciences discovered that the use of the logic model process can influence the successful design of…

  10. 77 FR 11367 - Defense Federal Acquisition Regulation Supplement; Extension of the Test Program for Negotiation...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-24

    ... Federal Acquisition Regulation Supplement; Extension of the Test Program for Negotiation of Comprehensive... Program for Negotiation of Comprehensive Small Business Subcontracting Plans. DATES: Effective Date... Fiscal Year 2012, (Pub. L. 112-81). Section 866 amends the DoD Test Program for Negotiation of...

  11. 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.

  12. B61 Mod 12 Life Extension Program Tailkit Assembly (B61 Mod 12 LEP TKA)

    DTIC Science & Technology

    2013-12-01

    Selected Acquisition Report (SAR) RCS: DD-A&T(Q&A)823-468 B61 Mod 12 Life Extension Program Tailkit Assembly ( B61 Mod 12 LEP TKA...REPORT TYPE 3. DATES COVERED 00-00-2013 to 00-00-2013 4. TITLE AND SUBTITLE B61 Mod 12 Life Extension Program Tailkit Assembly ( B61 Mod 12 LEP...REPORT unclassified b. ABSTRACT unclassified c. THIS PAGE unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18 B61 Mod 12

  13. 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

  14. 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.

  15. 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

  16. 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...

  17. 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…

  18. 78 FR 66670 - Housing Counseling Program: New Certification Requirements; Extension of Public Comment Period

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-06

    ... Counseling Program: New Certification Requirements; Extension of Public Comment Period AGENCY: Office of the... inviting public comment on proposed changes to the Housing Counseling Program regulations for the purpose... housing counseling statute. This document announces that HUD is extending the public comment period, for...

  19. 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…

  20. Let's Hear It for the "Dumb Jock": What Athletics Contribute to the Academic Program.

    ERIC Educational Resources Information Center

    Pressley, James S.; Whitley, Roger L.

    1996-01-01

    When interscholastic athletic programs enhance students' intellectual and social development, athletic participation becomes a valuable educational experience. Achieving success in our society requires much more than attaining academic success. The positive relationship between interscholastic athletics and educational performance should…

  1. The Open Academic Model for the Systems Engineering Graduate Program at Stevens Institute of Technology

    ERIC Educational Resources Information Center

    Lasfer, Kahina

    2012-01-01

    The Systems Engineering Program at Stevens Institute of Technology has developed the Open Academic Model (OAM) to guide its strategic planning and operations since its founding in 2001. Guided by OAM, the Stevens Systems Engineering Program (SSEP) has grown from inception in 2001 into one of the largest in the US. The main objectives of the…

  2. Influences of the Kentucky Cooperative Extension Home Economics Program. Part I.

    ERIC Educational Resources Information Center

    Mann, Opal

    In planning a reorganization of the Kentucky Cooperative Extension Service by re-grouping counties, a statewide study of home economics education was made to determine the audience for the programs, methods by which audiences were reached, and differences between members of homemakers clubs and nonmembers. Interviews were held with a 5% random…

  3. Creating Extension Programs for Change: Forest Landowners and Climate Change Communication

    ERIC Educational Resources Information Center

    Krantz, Shelby; Monroe, Martha; Bartels, Wendy-Lin

    2013-01-01

    The Cooperative Extension Service in the United States can play an important role in educating forest landowners to improve forest resilience in the face of climatic uncertainty. Two focus groups in Florida informed the development of a program that was conducted in Leon County; presurveys and postsurveys and observation provided evaluation data.…

  4. Department of Defense Annual Report on Sexual Harassment and Violence at the Military Service Academies, Academic Program Year 2015-2016

    DTIC Science & Technology

    2017-01-18

    Annual Report on Sexual Harassment and Violence at the Military Service Academies Academic Program Year 2015-2016 The Department of Defense...SAPRO | ODMEO 1 DoD SAPRO | ODMEO Department of Defense Annual Report on Sexual Harassment and Violence at the Military Service Academies...2015-2016 DOD ANNUAL REPORT ON SEXUAL HARASSMENT AND VIOLENCE AT THE MILITARY SERVICE ACADEMIES, ACADEMIC PROGRAM YEAR 2015-2016 Executive Summary

  5. 78 FR 34962 - American Indian Vocational Rehabilitation Services Program; Proposed Waivers and Extensions of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-06-11

    ... Vocational Rehabilitation Services (AIVRS) Program in the Rehabilitation Services Administration (RSA): eight... funds under this program. Further, if the proposed waivers and extensions are made final, RSA would not... that RSA has the authority to make an AIVRS grant effective for more than 60 months, pursuant to...

  6. The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance

    ERIC Educational Resources Information Center

    Davenport, Kevin O.

    2010-01-01

    This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…

  7. Evaluating a leadership program: a comparative, longitudinal study to assess the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women.

    PubMed

    Dannels, Sharon A; Yamagata, Hisashi; McDade, Sharon A; Chuang, Yu-Chuan; Gleason, Katharine A; McLaughlin, Jean M; Richman, Rosalyn C; Morahan, Page S

    2008-05-01

    The Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program provides an external yearlong development program for senior women faculty in U.S. and Canadian medical schools. This study aims to determine the extent to which program participants, compared with women from two comparison groups, aspire to leadership, demonstrate mastery of leadership competencies, and attain leadership positions. A pre-/posttest methodology and longitudinal structure were used to evaluate the impact of ELAM participation. Participants from two ELAM cohorts were compared with women who applied but were not accepted into the ELAM program (NON) and women from the Association of American Medical Colleges (AAMC) Faculty Roster. The AAMC group was a baseline for midcareer faculty; the NON group allowed comparison for leadership aspiration. Baseline data were collected in 2002, with follow-up data collected in 2006. Sixteen leadership indicators were considered: administrative leadership attainment (four indicators), full professor academic rank (one), leadership competencies and readiness (eight), and leadership aspirations and education (three). For 15 of the indicators, ELAM participants scored higher than AAMC and NON groups, and for one indicator they scored higher than only the AAMC group (aspiration to leadership outside academic health centers). The differences were statistically significant for 12 indicators and were distributed across the categories. These included seven of the leadership competencies, three of the administrative leadership attainment indicators, and two of the leadership aspirations and education indicators. These findings support the hypothesis that the ELAM program has a beneficial impact on ELAM fellows in terms of leadership behaviors and career progression.

  8. Influences for Gender Disparity in Academic Neuroradiology.

    PubMed

    Ahmadi, M; Khurshid, K; Sanelli, P C; Jalal, S; Chahal, T; Norbash, A; Nicolaou, S; Castillo, M; Khosa, F

    2018-01-01

    There has been extensive interest in promoting gender equality within radiology, a predominately male field. In this study, our aim was to quantify gender representation in neuroradiology faculty rankings and determine any related factors that may contribute to any such disparity. We evaluated the academic and administrative faculty members of neuroradiology divisions for all on-line listed programs in the US and Canada. After excluding programs that did not fulfill our selection criteria, we generated a short list of 85 US and 8 Canadian programs. We found 465 faculty members who met the inclusion criteria for our study. We used Elsevier's SCOPUS for gathering the data pertaining to the publications, H-index, citations, and tenure of the productivity of each faculty member. Gender disparity was insignificant when analyzing academic ranks. There are more men working in neuroimaging relative to women (χ 2 = 0.46; P = .79). However, gender disparity was highly significant for leadership positions in neuroradiology (χ 2 = 6.76; P = .009). The median H-index was higher among male faculty members (17.5) versus female faculty members (9). Female faculty members have odds of 0.84 compared with male faculty members of having a higher H-index, adjusting for publications, citations, academic ranks, leadership ranks, and interaction between gender and publications and gender and citations (9). Neuroradiology faculty members follow the same male predominance seen in many other specialties of medicine. In this study, issues such as mentoring, role models, opportunities to engage in leadership/research activities, funding opportunities, and mindfulness regarding research productivity are explored. © 2018 by American Journal of Neuroradiology.

  9. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  10. Academic and Research Programs in Exercise Science, South Korea

    PubMed Central

    PARK, KYUNG-SHIN; SONG, WOOK

    2009-01-01

    We appreciate the opportunity to review academic curriculum and current research focus of Exercise Science programs in South Korea. The information of this paper was collected by several different methods, including e-mail and phone interviews, and a discussion with Korean professors who attended the 2009 ACSM annual conference. It was agreed that exercise science programming in South Korea has improved over the last 60 years since being implemented. One of distinguishable achievement is that exercise science programs after the 1980’s has been expanded to several different directions. It does not only produce physical education teachers but also attributes more to research, sports medicine, sports, leisure and recreation. Therefore, it has produced various jobs in exercise-related fields. Some of exercise science departments do not require teacher preparation course work in their curriculum which allows students to focus more on their specialty. Secondly, we believe we South Korea has caught up with advanced countries in terms of research quality. Many Korean researchers have recently published and presented their investigations in international journals and conferences. The quality and quantity of these studies introduced to international societies indicate that Exercise Science programs in South Korea is continuing to develop and plays an important part in the world. PMID:27182314

  11. 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,…

  12. Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

    ERIC Educational Resources Information Center

    Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda

    2018-01-01

    Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…

  13. The Importance of Distributed Broadband Networks to Academic Biomedical Research and Education Programs

    ERIC Educational Resources Information Center

    Yellowlees, Peter M.; Hogarth, Michael; Hilty, Donald M.

    2006-01-01

    Objective: This article highlights the importance of distributed broadband networks as part of the core infrastructure necessary to deliver academic research and education programs. Method: The authors review recent developments in the field and present the University of California, Davis, environment as a case study of a future virtual regional…

  14. Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an After-School Program

    ERIC Educational Resources Information Center

    Niehaus, Kate; Rudasill, Kathleen Moritz; Adelson, Jill L.

    2012-01-01

    This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in…

  15. Creating and Implementing Diverse Development Strategies to Support Extension Centers and Programs

    ERIC Educational Resources Information Center

    Page, Christopher S.; Kern, Michael A.

    2018-01-01

    Declining government funding for higher education requires colleges and universities to seek alternative revenue streams, including through philanthropic fund-raising. Extension-based subject matter centers and other programs can benefit from the thoughtful supplementation of traditional revenue sources with individual, corporate, and private…

  16. Integrating Research and Extension for the Nsf-Reu Program in Water Resources

    NASA Astrophysics Data System (ADS)

    Judge, J.; Migliaccio, K.; Gao, B.; Shukla, S.; Ehsani, R.; McLamore, E.

    2011-12-01

    Providing positive and meaningful research experiences to students in their undergraduate years is critical for motivating them to pursue advanced degrees or research careers in science and engineering. Such experiences not only offer training for the students in problem solving and critical thinking via hands-on projects, but also offer excellent mentoring and recruiting opportunities for the faculty advisors. The goal of the Research Experience for Undergraduates (REU) Program in the Agricultural and Biological Engineering Department (ABE) at the University of Florida (UF) is to provide eight undergraduate students a unique opportunity to conduct research in water resources using interdisciplinary approaches, integrating research and extension. The students are selected from diverse cultural and educational backgrounds. The eight-week REU Program utilizes the extensive infrastructure of UF - Institute of Food and Agricultural Sciences (IFAS) through the Research and Education Centers (RECs). Two students are paired to participate in their own project under the direct supervision of one of the four research mentors. Four of the eight students are located at the main campus, in Gainesville, Fl, and four remaining students are located off-campus, at the RECs, where some of the ABE faculty are located. The students achieve an enriching cohort experience through social networking, daily blogs, and weekly video conferences to share their research and other REU experiences. The students are co-located during the Orientation week and also during the 5-day Florida Waters Tour. Weekly group meetings and guest lectures are conducted via synchronously through video conferencing. The integration of research and extension is naturally achieved through the projects at the RECs, the guest lectures, Extension workshops, and visits to the Water Management Districts in Florida. In the last two years of the Program, we have received over 80 applicants, from four-year and advanced

  17. Training for Leadership Roles in Academic Medicine: Opportunities for Psychologists in the AAMC LEAD Program.

    PubMed

    LaPaglia, Donna; Thompson, Britta; Hafler, Janet; Chauvin, Sheila

    2017-06-01

    Psychologists' roles within academic medicine have expanded well beyond research and scholarship. They are active as providers of patient care, medical education, and clinical supervision. Although the number of psychologists in academic health centers continues to grow, they represent a small portion of total medical school faculties. However, with the movement toward collaborative care models, emphasis on interprofessional teams, and increased emphasis on psychological science topics in medical curricula, psychologists are well-positioned to make further contributions. Another path through which psychologists can further increase their contributions and value within academic health centers is to aspire to leadership roles. This article describes the first author's reflections on her experiences in a two-year, cohort-based, educational leadership development certificate program in academic medicine. The cohort was comprised largely of physicians and basic scientists, and a small number of non-physician participants of which the first author was the only clinical psychologist. The insights gained from this experience provide recommendations for psychologists interested in leadership opportunities in academic medicine.

  18. Academic Year Abroad, 1994/95. The Most Complete Guide to Planning Academic Year Study Abroad.

    ERIC Educational Resources Information Center

    Steen, Sara J., Ed.

    This book describes over 2,100 academic programs (at least one academic quarter in length) sponsored by accredited U.S. postsecondary institutions or developed for U.S. students by foreign universities and other organizations. Entries are based on a 1993 survey. While most programs listed are available to undergraduates, many programs are also…

  19. The Impact of the Social, Academic, and Moral Development Programs of an Achievable Dream on Students during Their College and University Experience

    ERIC Educational Resources Information Center

    Runge, Amy L.

    2016-01-01

    This evaluation case study explores the impact of the An Achievable Dream social, academic, and moral program on college student's performance in college. Through this study, the researcher was able to provide insight on college student and college student advocates perceptions of An Achievable Dream's social, academic, and moral program's impact…

  20. Factors affecting academic leadership in dermatology.

    PubMed

    Martires, Kathryn J; Aquino, Lisa L; Wu, Jashin J

    2015-02-01

    Although prior studies have examined methods by which to recruit and retain academic dermatologists, few have examined factors that are important for developing academic leaders in dermatology. This study sought to examine characteristics of dermatology residency programs that affect the odds of producing department or division chairs/chiefs and program directors (PDs). Data regarding program size, faculty, grants, alumni residency program attended, lectures, and publications for all accredited US dermatology residency programs were collected. Of the 103 programs examined, 46% had graduated at least 1 chair/chief, and 53% had graduated at least 1 PD. Results emphasize that faculty guidance and research may represent modifiable factors by which a dermatology residency program can increase its graduation of academic leaders.

  1. Turning an Extension Aide into an Extension Agent

    ERIC Educational Resources Information Center

    Seevers, Brenda; Dormody, Thomas J.

    2010-01-01

    For any organization to remain sustainable, a renewable source of faculty and staff needs to be available. The Extension Internship Program for Juniors and Seniors in High School is a new tool for recruiting and developing new Extension agents. Students get "hands on" experience working in an Extension office and earn college credit…

  2. Inventory of Academic Programs. Volume Three. Public Junior and Community Colleges, Regional Technical Institute. A Planning Document of the Alabama Commission on Higher Education.

    ERIC Educational Resources Information Center

    Alabama State Commission on Higher Education, Montgomery.

    An inventory of academic programs offered for credit and learning to an academic award offered by Alabama's public junior and community colleges and by the Regional Technical Institute as of June 1, 1985, is presented. For each college and program, charts indicate program titles, levels of degrees offered, and accreditation status. Included are…

  3. Predictive Modeling of Student Performances for Retention and Academic Support in a Diagnostic Medical Sonography Program

    ERIC Educational Resources Information Center

    Borghese, Peter; Lacey, Sandi

    2014-01-01

    As part of a retention and academic support program, data was collected to develop a predictive model of student performances in core classes in a Diagnostic Medical Sonography (DMS) program. The research goal was to identify students likely to have difficulty with coursework and provide supplemental tutorial support. The focus was on the…

  4. A New Extension Model: The Memorial Middle School Agricultural Extension and Education Center

    ERIC Educational Resources Information Center

    Skelton, Peter; Seevers, Brenda

    2010-01-01

    The Memorial Middle School Agricultural Extension and Education Center is a new model for Extension. The center applies the Cooperative Extension Service System philosophy and mission to developing public education-based programs. Programming primarily serves middle school students and teachers through agricultural and natural resource science…

  5. Perspectives and Practices of Academics and Students of English Language Teaching Post-Graduate Programs within the Mediation Theory

    ERIC Educational Resources Information Center

    Asmali, Mehmet

    2018-01-01

    Due to unsatisfactory number of researches investigating ELT post-graduate programs, and perceptions of academics and students in these programs regarding mediation theory of Feuerstein, this study attempted to investigate the aspects of this theory in doctorate and master programs in ELT department of a state university. Methodologically, this…

  6. Preadmission Academic Achievement Criteria as Predictors of Nursing Program Completion and NCLEX-RN Success

    ERIC Educational Resources Information Center

    Rogers, Tanya L.

    2009-01-01

    Admission policies and practices in higher education, including those in nursing programs, are diverse; yet administrators have traditionally relied upon preadmission academic achievement for selection of qualified students. Higher education administrators have the responsibility to serve the institution and all of its constituents, ensuring that…

  7. Effects of a Stretching Development and Maintenance Program on Hamstring Extensibility in Schoolchildren: A Cluster-Randomized Controlled Trial

    PubMed Central

    Mayorga-Vega, Daniel; Merino-Marban, Rafael; Manzano-Lagunas, Jorge; Blanco, Humberto; Viciana, Jesús

    2016-01-01

    The main purpose of the present study was to examine the effects of a physical education-based stretching development and maintenance program on hamstring extensibility in schoolchildren. A sample of 150 schoolchildren aged 7-10 years old from a primary school participated in the present study (140 participants were finally included). The six classes balanced by grade were cluster randomly assigned to the experimental group 1 (n = 51), experimental group 2 (n = 51) or control group (n = 49) (i.e., a cluster randomized controlled trial design was used). During the physical education classes, the students from the experimental groups 1 and 2 performed a four-minute stretching program twice a week for nine weeks (first semester). Then, after a five-week period of detraining coinciding with the Christmas holidays, the students from the experimental groups 1 and 2 completed another stretching program twice a week for eleven weeks (second semester). The students from the experimental group 1 continued performing the stretching program for four minutes while those from the experimental group 2 completed a flexibility maintenance program for only one minute. The results of the two-way analysis of variance showed that the physical education-based stretching development program significantly improved the students’ hamstring extensibility (p < 0.001), as well as that these gains obtained remained after the stretching maintenance program (p < 0.001). Additionally, statistically significant differences between the two experimental groups were not found (p > 0.05). After a short-term stretching development program, a physical education-based stretching maintenance program of only one-minute sessions twice a week is effective in maintaining hamstring extensibility among schoolchildren. This knowledge could help and guide teachers to design programs that allow a feasible and effective development and maintenance of students’ flexibility in the physical education setting. Key

  8. Peer Effects in College Academic Outcomes--Gender Matters!

    ERIC Educational Resources Information Center

    Ficano, Carlena Cochi

    2012-01-01

    An extensive literature exploring a range of peer influences on both academic and non-academic outcomes continues to produce contradictory evidence regarding the existence and magnitude of peer effects. Our results provide no evidence of peer effects in models where peer academic ability is measured in the aggregate. However, models that control…

  9. ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW INCOME FAMILIES.

    ERIC Educational Resources Information Center

    PRESSMAN, HARVEY

    A PROPOSAL FOR AN ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW-INCOME FAMILIES IN CERTAIN AREAS OF BOSTON IS PRESENTED. BASIC ASSUMPTIONS ARE THAT THERE IS AND OBVIOUS AND PRESSING NEED TO GIVE EXTRA HELP TO THE ABLE STUDENT FROM A DISADVANTAGED BACKGROUND, AND THAT A RELATIVELY BRIEF ENRICHMENT EXPERIENCE FOR…

  10. Faculty Use of Culturally Mediated Instruction in a Community College Academic Enrichment Program

    ERIC Educational Resources Information Center

    Lacey, Charna L.

    2009-01-01

    The purpose of this study was to examine faculty use of Culturally Mediated Instructional (CMI) practices in a community college-based academic enrichment program. The intent of the study was two-fold: (a) to search for evidence that instructional practices were reflective of Hollins' (1996) theory of CMI, and (b) to explore faculty perceptions of…

  11. A community translational research pilot grants program to facilitate community--academic partnerships: lessons from Colorado's clinical translational science awards.

    PubMed

    Main, Deborah S; Felzien, Maret C; Magid, David J; Calonge, B Ned; O'Brien, Ruth A; Kempe, Allison; Nearing, Kathryn

    2012-01-01

    National growth in translational research has increased the need for practical tools to improve how academic institutions engage communities in research. One used by the Colorado Clinical and Translational Sciences Institute (CCTSI) to target investments in community-based translational research on health disparities is a Community Engagement (CE) Pilot Grants program. Innovative in design, the program accepts proposals from either community or academic applicants, requires that at least half of requested grant funds go to the community partner, and offers two funding tracks: One to develop new community-academic partnerships (up to $10,000), the other to strengthen existing partnerships through community translational research projects (up to $30,000). We have seen early success in both traditional and capacity building metrics: the initial investment of $272,742 in our first cycle led to over $2.8 million dollars in additional grant funding, with grantees reporting strengthening capacity of their community- academic partnerships and the rigor and relevance of their research.

  12. Determining the Impact of a Summer Bridge Program on Academic Success for First-Year College Students

    ERIC Educational Resources Information Center

    Medina, Mary Christine

    2016-01-01

    The purpose of this study was to determine the impact of a summer bridge program geared toward first-year students at a large public university located in the Southeastern United States. The research question guiding this study was, "Does participation in a summer bridge program increase academic success for first-year college students?"…

  13. The women in science and engineering scholars program

    NASA Technical Reports Server (NTRS)

    Falconer, Etta Z.; Guy, Lori Ann

    1989-01-01

    The Women in Science and Engineering Scholars Program provides scientifically talented women students, including those from groups underrepresented in the scientific and technical work force, with the opportunity to pursue undergraduate studies in science and engineering in the highly motivating and supportive environment of Spelman College. It also exposes students to research training at NASA Centers during the summer. The program provides an opportunity for students to increase their knowledge of career opportunities at NASA and to strengthen their motivation through exposure to NASA women scientists and engineers as role models. An extensive counseling and academic support component to maximize academic performance supplements the instructional and research components. The program is designed to increase the number of women scientists and engineers with graduate degrees, particularly those with an interest in a career with NASA.

  14. Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers: A Systematic Review of the Literature

    PubMed Central

    Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.

    2013-01-01

    Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989

  15. Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

    PubMed

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

    To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  16. Academic program models for undergraduate biomedical engineering.

    PubMed

    Krishnan, Shankar M

    2014-01-01

    There is a proliferation of medical devices across the globe for the diagnosis and therapy of diseases. Biomedical engineering (BME) plays a significant role in healthcare and advancing medical technologies thus creating a substantial demand for biomedical engineers at undergraduate and graduate levels. There has been a surge in undergraduate programs due to increasing demands from the biomedical industries to cover many of their segments from bench to bedside. With the requirement of multidisciplinary training within allottable duration, it is indeed a challenge to design a comprehensive standardized undergraduate BME program to suit the needs of educators across the globe. This paper's objective is to describe three major models of undergraduate BME programs and their curricular requirements, with relevant recommendations to be applicable in institutions of higher education located in varied resource settings. Model 1 is based on programs to be offered in large research-intensive universities with multiple focus areas. The focus areas depend on the institution's research expertise and training mission. Model 2 has basic segments similar to those of Model 1, but the focus areas are limited due to resource constraints. In this model, co-op/internship in hospitals or medical companies is included which prepares the graduates for the work place. In Model 3, students are trained to earn an Associate Degree in the initial two years and they are trained for two more years to be BME's or BME Technologists. This model is well suited for the resource-poor countries. All three models must be designed to meet applicable accreditation requirements. The challenges in designing undergraduate BME programs include manpower, facility and funding resource requirements and time constraints. Each academic institution has to carefully analyze its short term and long term requirements. In conclusion, three models for BME programs are described based on large universities, colleges, and

  17. Factors Related to Academic Outcomes of Mexican American and American Indian Students in Doctoral Programs. ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Williamson, Madeline J.; Fenske, Robert H.

    In response to concern about the supply of minority faculty available to replace retiring academics, a study investigated academic achievement in doctoral programs by two of the United States' fastest-growing subpopulations, Mexican-Americans (MA) and American Indians (AI). The objectives were to establish a conceptual framework, to refine…

  18. CORBEH CLASS [Contingencies for Learning Academic and Social Skills] Program for Acting-Out Children. Manual for Teachers. First Edition.

    ERIC Educational Resources Information Center

    Hops, Hyman; And Others

    A program which describes contingencies for learning academic and social skills (CLASS) is explained to involve an educational consultant training teachers of acting-out first and second graders to reinforce desired academic and social behaviors. Examined are the pre-intervention procedures of initial identification of acting-out students,…

  19. Medical school and residency influence on choice of an academic career and academic productivity among neurosurgery faculty in the United States. Clinical article.

    PubMed

    Campbell, Peter G; Awe, Olatilewa O; Maltenfort, Mitchell G; Moshfeghi, Darius M; Leng, Theodore; Moshfeghi, Andrew A; Ratliff, John K

    2011-08-01

    Factors determining choice of an academic career in neurological surgery are unclear. This study seeks to evaluate the graduates of medical schools and US residency programs to determine those programs that produce a high number of graduates remaining within academic programs and the contribution of these graduates to academic neurosurgery as determined by h-index valuation. Biographical information from current faculty members of all accredited neurosurgery training programs in the US with departmental websites was obtained. Any individual who did not have an American Board of Neurological Surgery certificate (or was not board eligible) was excluded. The variables collected included medical school attended, residency program completed, and current academic rank. For each faculty member, Web of Science and Scopus h-indices were also collected. Ninety-seven academic neurosurgery departments with 986 faculty members were analyzed. All data regarding training program and medical school education were compiled and analyzed by center from which each faculty member graduated. The 20 medical schools and neurosurgical residency training programs producing the greatest number of graduates remaining in academic practice, and the respective individuals' h-indices, are reported. Medical school graduates of the Columbia University College of Physicians and Surgeons chose to enter academics the most frequently. The neurosurgery training program at the University of Pittsburgh produced the highest number of academic neurosurgeons in this sample. The use of quantitative measures to evaluate the academic productivity of medical school and residency graduates may provide objective measurements by which the subjective influence of training experiences on choice of an academic career may be inferred. The top 3 residency training programs were responsible for 10% of all academic neurosurgeons. The influence of medical school and residency experiences on choice of an academic career may

  20. On the Relationship between the IELTS Listening and Listening in Academic English Programs

    ERIC Educational Resources Information Center

    Sabet, Masood Khalili; Babaei, Hamid Reza

    2017-01-01

    The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFL. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS…

  1. A Global Worldview among Extension Professionals: A Case Study of Best Practices for Study Abroad Programs

    ERIC Educational Resources Information Center

    Lockett, Landry; Moore, Lori; Wingenbach, Gary

    2014-01-01

    Globalization and diversifying communities in the United States mandate internationally minded Extension professionals and programming. The knowledge necessary for successfully working in international agricultural and Extension education is vast and takes time to acquire. A catalyst for this learning process is participation in university- or…

  2. Characteristics, Views Held of Agricultural Extension Activities, and Communication Behavior of Hsien Extension Supervisors in Taiwan.

    ERIC Educational Resources Information Center

    Hong, Pi-Feng

    Government agencies in Taiwan have carried out agricultural extension programs since 1910, with the assistance of Farmers' Associations. Programs have been expanded since 1953, and now include both general extension (subsidy programs) and educational extension. Comparison of personal characteristics of hsien (county) Farmers' Association…

  3. Producer assessment of dairy extension programming in Kentucky.

    PubMed

    Russell, R A; Bewley, J M

    2011-05-01

    To assess the dairy production issues extension programming should be addressing, a survey was distributed to all licensed milk producers in Kentucky (n=1,074). A total of 236 surveys were returned; 7 were omitted due to incompletion, leaving 229 for subsequent analyses (21% response rate). Mean herd size was 83.0 ± 101.8 cows with a projected increase to 102.1 ± 114.4 cows by 2013. Mean producer age was 50.9 ± 12.9 with a range of 22 to 82. Mean milk production (kg/cow per day) was 23.9 ± 5.4 with a range of 6.8 to 38.6 kg. Mean somatic cell counts (SCC) were 304,824 ± 123,580 with a range of 75,000 to 750,000 cells/mL. When asked about meeting attendance frequency, 25% of producers indicated they attended meetings annually, whereas 29% attended twice yearly, 13% quarterly, 3% monthly, 2% at least twice monthly, and 28% indicated they never attended meetings. Surveyed producers were asked to assess what level of importance should be placed on a predetermined list of management topics. Mean response to each topic was calculated after assigning the following numeric values to producer response categories: not important: 1, important: 3, and very important: 5. Producers indicated mastitis and milk quality was the most important management topic with a response of 4.35 ± 1.05, followed by animal well-being (4.05 ± 1.14), disease prevention and vaccinations (4.01 ± 1.06), cow comfort (3.97±1.09), disease treatment (3.95 ± 1.10), and lameness and hoof health (3.95 ± 1.16). Producers were asked to identify their preferred information delivery method. The most effective delivery methods were printed farm magazines (81.0%), agricultural newspapers (77.4%), printed newsletters from county agricultural agents (75.7%), printed newsletters from university extension (65.0%), and local or regional meetings (55.8%). The least effective delivery methods were university website (11.9%), indirect access through allied industry consultants (11.5%), webinars (2

  4. Academic Productivity of US Neurosurgery Residents as Measured by H-Index: Program Ranking with Correlation to Faculty Productivity.

    PubMed

    Sarkiss, Christopher A; Riley, Kyle J; Hernandez, Christopher M; Oermann, Eric K; Ladner, Travis R; Bederson, Joshua B; Shrivastava, Raj K

    2017-06-01

    Engagement in research and academic productivity are crucial components in the training of a neurosurgeon. This process typically begins in residency training. In this study, we analyzed individual resident productivity as it correlated to publications across all Accreditation Council for Graduate Medical Education (ACGME)-accredited neurosurgery training programs in an attempt to identify how programs have developed and fostered a research culture and environment. We obtained a list of current neurosurgery residents in ACGME-accredited programs from the American Association of Neurological Surgeons database. An expanded PubMed and Scopus search was conducted for each resident through the present time. We tabulated all articles attributed to each resident. We then categorized the publications based on each neurosurgical subspecialty while in residency. A spreadsheet-based statistical analysis was performed. This formulated the average number of resident articles, h-indices, and most common subspecialty categories by training program. We analyzed 1352 current neurosurgery residents in 105 programs. There were a total of 10 645 publications, of which 3985 were resident first-author publications during the period of study. The most common subspecialties among all resident publications were vascular (24.9%), spine (16.9%), oncology (16.1%), pediatric (5.6%), functional (4.9%), and trauma (3.8%). The average resident published 2.9 first-author papers with average of 38.0 first-author publications by total residents at each program (range 0-241). The average h-index per resident is 2.47 ± 3.25. When comparing previously published faculty h-index program rankings against our resident h-index rankings, there is a strong correlation between the 2 datasets with a clear delineation between Top-20 productivity and that of other programs (average h-index 4.2 vs 1.7, respectively, P < .001). Increasing program size leads to a clear increase in academic productivity on both the

  5. Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

    PubMed Central

    Campion, MaryAnn W.; Bhasin, Robina M.; Beaudette, Donald J.; Shann, Mary H.; Benjamin, Emelia J.

    2016-01-01

    Purpose Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. Methods A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. Results At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Conclusion Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty. PMID:27942418

  6. Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

    PubMed

    Campion, MaryAnn W; Bhasin, Robina M; Beaudette, Donald J; Shann, Mary H; Benjamin, Emelia J

    2016-09-01

    Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty.

  7. Local Food Systems Course for Extension Educators in North Carolina: Summary of an Innovative Program

    ERIC Educational Resources Information Center

    Bloom, J. Dara; Lelekacs, Joanna Massey; Dunning, Rebecca; Piner, Abbey; Brinkmeyer, Emma

    2017-01-01

    Interest in local foods began in the early 2000s and has grown substantially over the past decade and a half. Although Extension is addressing local food systems in many states, training and materials in this program area are nascent. To address this circumstance, we developed a graduate course on local food systems for Extension educators.…

  8. Innovative Practice in Advancement of Academic Nurse Educator Careers: Developing Scholarship From Program Grants.

    PubMed

    Eddy, Linda L; Hoeksel, Renee; Fitzgerald, Cindy; Doutrich, Dawn

    We describe an innovative practice in advancing careers of academic nurse educators: demonstrating scholarly productivity from program grants. Scholarly productivity is often narrowly defined, especially in research-intensive institutions. The expectation may be a career trajectory based on the traditional scholarship of discovery. However, nurse educators, especially at the associate and full professor ranks, are often involved in leadership activities that include writing and managing program grants. We encourage the academy to value and support the development of program grants that include significant scholarly components, and we offer exemplars of associate and full professor scholarship derived from these projects.

  9. Examination of Applicant Profiles for Admission into and Completion of an Online Secondary Teacher Certification Program

    ERIC Educational Resources Information Center

    Denton, Jon J.; Davis, Trina J.; Capraro, Robert M.; Smith, Ben L.; Beason, Lynn; Graham, B. Diane; Strader, R. Arlen

    2007-01-01

    The purpose of this research was to determine whether particular biographic and academic characteristics would predict whether an applicant would matriculate into and successfully complete an online secondary teacher certification program for Texas public schools. Extensive biographic data on applicants were compiled into a program data base…

  10. Raising Awareness of Assistive Technology in Older Adults through a Community-Based, Cooperative Extension Program

    ERIC Educational Resources Information Center

    Sellers, Debra M.; Markham, Melinda Stafford

    2012-01-01

    The Fashion an Easier Lifestyle with Assistive Technology (FELAT) curriculum was developed as a needs-based, community educational program provided through a state Cooperative Extension Service. The overall goal for participants was to raise awareness of assistive technology. Program evaluation included a postassessment and subsequent interview to…

  11. An Examination of the Feasibility of Integrating Motivational Interviewing Techniques into FCS Cooperative Extension Programming

    ERIC Educational Resources Information Center

    Radunovich, Heidi Liss; Ellis, Sarah; Spangler, Taylor

    2017-01-01

    Demonstrating program impact through behavior change is critical for the continued success of Family and Consumer Sciences (FCS) Cooperative Extension programming. However, the literature suggests that simply providing information to participants does not necessarily lead to behavior change. This study pilot tested the integration of Motivational…

  12. B61 Mod 12 Life Extension Program Tailkit Assembly (B61 Mod 12 LEP TKA)

    DTIC Science & Technology

    2015-12-01

    Selected Acquisition Report ( SAR ) RCS: DD-A&T(Q&A)823-468 B61 Mod 12 Life Extension Program Tailkit Assembly (B61 Mod 12 LEP TKA) As of FY 2017... SAR March 23, 2016 10:38:20 UNCLASSIFIED 2 Table of Contents Common Acronyms and Abbreviations for MDAP Programs 3 Program Information...Unit Cost B61 Mod 12 LEP TKA December 2015 SAR March 23, 2016 10:38:20 UNCLASSIFIED 3 PB - President’s Budget PE - Program Element PEO - Program

  13. NASULGC Council on Extension, Committee on Program Innovation and Action Oriented Research; 1968 Report. Part 1. Program Innovations. Part 2. Action Oriented Research.

    ERIC Educational Resources Information Center

    National Association of State Universities and Land Grant Colleges, Washington, DC.

    This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education,…

  14. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... support activities other than tutoring? (a) If your program does not involve tutoring as defined in § 2522...

  15. Effectiveness of Selected Advanced Placement Programs on the Academic Performance and College Readiness of High School Students

    ERIC Educational Resources Information Center

    Lewis, Traschell S.

    2012-01-01

    The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…

  16. Farmers Extension Program Effects on Yield Gap in North China Plain

    NASA Astrophysics Data System (ADS)

    Sum, N.; Zhao, Y.

    2015-12-01

    Improving crop yield of the lowest yielding smallholder farmers in developing countries is essential to both food security of the country and the farmers' livelihood. Although wheat and maize production in most developed countries have reached 80% or greater of yield potential determined by simulated models, yield gap remains high in the developing world. One of these cases is the yield gap of maize in the North China Plain (NCP), where the average farmer's yield is 41% of his or her potential yield. This large yield gap indicates opportunity to raise yields substantially by improving agronomy, especially in nutrition management, irrigation facility, and mechanization issues such as technical services. Farmers' agronomic knowledge is essential to yield performance. In order to propagate such knowledge to farmers, agricultural extension programs, especially in-the-field guidance with training programs at targeted demonstration fields, have become prevalent in China. Although traditional analyses of the effects of the extension program are done through surveys, they are limited to only one to two years and to a small area. However, the spatial analysis tool Google Earth Engine (GEE) and its extensive satellite imagery data allow for unprecedented spatial temporal analysis of yield variation. We used GEE to analyze maize yield in Quzhou county in the North China Plain from 2007 to 2013. We based our analysis on the distance from a demonstration farm plot, the source of the farmers' agronomic knowledge. Our hypothesis was that the farther the farmers' fields were from the demonstration plot, the less access they would have to the knowledge, and the less increase in yield over time. Testing this hypothesis using GEE helps us determine the effectiveness of the demonstration plot in disseminating optimal agronomic practices in addition to evaluating yield performance of the demonstration field itself. Furthermore, we can easily extend this methodology to analyze the whole

  17. Monitoring Students' Academic & Disciplinary Progression.

    ERIC Educational Resources Information Center

    McDonald, Fred; Kellogg, Larry J.

    This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

  18. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    ERIC Educational Resources Information Center

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  19. School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students

    ERIC Educational Resources Information Center

    Bayer, Amanda; Grossman, Jean Baldwin; DuBois, David L.

    2013-01-01

    Previous research suggests that school-based mentoring programs like those offered by Big Brothers Big Sisters of America (BBBSA) yield small but statistically significant improvements in the academic performance of mentored students and in their beliefs in their own scholastic efficacy. The present study uses data from a randomized control trial…

  20. The ARAMCO Industrial Traiing Centers: Academic Training and College Preparatory Programs: A Descriptive Report.

    ERIC Educational Resources Information Center

    ARAMCO Services Co., Houston, TX.

    The report describes the components of the educational program provided by the Industrial Training Centers of the Training and Career Development Organization of ARAMCO (Arabian American Oil Company) in Saudi Arabia. ARAMCO provides in-house academic or job skills training to over 15,000 employees. Characteristics of the company's training program…

  1. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    ERIC Educational Resources Information Center

    Mulkerrin, Elizabeth A.

    2012-01-01

    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…

  2. A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

    PubMed

    Keith, L; Hollar, D

    2012-07-01

    This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn

  3. The Metaphorical Perceptions of Teacher Candidates Attending the Pedagogical Formation Program on Academic Staff--Gazi University Sample

    ERIC Educational Resources Information Center

    Arslangilay, A. Selcen; Taspinar, Mehmet

    2017-01-01

    Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff.…

  4. Commerce, Research and Education: Contributions and Challenges of Marine Extension Work in NOAA Sea Grant Program-Puerto Rico, Michigan and National office

    NASA Astrophysics Data System (ADS)

    Aleman Diaz, A.

    2006-12-01

    The National Sea Grant program represents NOAA's nationwide university-based program in support of coastal resource use and conservation. This program is composed of 30 university-based programs that work with local coastal communities. This study focuses on a historical and multi-sited ethnographic approach that analyzes two Sea Grant Programs and their connection to the overarching NOAA national goals from 1980- 2000.The project aims to offer insight on how the extension agent position facilitates the resolution of coastal and marine management and tourism issues. The extension agents are staff who have an extensive knowledge of available coastal resources and have the role of translating this information to coastal stakeholders. Additionally, these agents assess the needs of coastal communities and report back to the program making their role into a position that can effectively alter and/or contribute to institutional and environmental management programs at broader, cross-country and global levels. The extension programs in Michigan and Puerto Rico were examined to understand how local programs respond to cultural and regional processes shaping marine extension and the management of issues faced by coastal stakeholders. A total of 36 semi- structured in-depth interviews were completed at each site, to address the following questions: (1) How do extension agents view their role at the Puerto Rico and Michigan offices and in the Sea Grant program? How do they view the conditions of their work? (2) How do their views compare to the accomplishments by each Sea Grant administration and internal inquiries? How do their views reveal conditions documented in Puerto Rico and Michigan (e.g., social, cultural, political, economic, etc)? (3) What kind of strategies do agents develop for the management of specific coastal and tourism related projects? (4) How do the Puerto Rico and Michigan offices coordinate their work, and collaborate with other "college" programs and

  5. The Federal Work-Study Program: Impacts on Academic Outcomes and Employment. CAPSEE Policy Brief

    ERIC Educational Resources Information Center

    Center for Analysis of Postsecondary Education and Employment, 2015

    2015-01-01

    Policymakers may be interested in the extent to which Federal Work-Study programs (FWS) increase students' access to productive employment, and how they impact students' academic and career success. This brief summarizes findings from a recent study using national data and a propensity score matching approach to examine the overall effects of FWS…

  6. Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success

    ERIC Educational Resources Information Center

    Jenkins-Guarnieri, Michael A.; Horne, Melissa M.; Wallis, Aaron L.; Rings, Jeffrey A.; Vaughan, Angela L.

    2015-01-01

    In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the…

  7. Evaluation of the Academic Occupational Program of the County of Leduc, From September, 1981 to June, 1984. Executive Summary.

    ERIC Educational Resources Information Center

    Nyberg, V. R.

    The paper reports results of an academic occupational program intended for educable mentally handicapped and learning disabled secondary students in Leduc, Alberta. An introduction reviews history of the program and the evaluation process. The evaluation plan, based on R. Stake's model for program evaluation, is described, and sources of data…

  8. An Innovative Model to Design an Academic and Social Development Program for International College Students

    ERIC Educational Resources Information Center

    Eldaba, Abir

    2016-01-01

    The globalization of economies and societies has created many positive influences on American universities. One relevant influence is increasing the number of international students. Conversely, these students encounter many social and academic challenges. Therefore, universities should adapt their programs to assist international students in…

  9. Perceptions of academic administrators of the effect of involvement in doctoral programs on faculty members' research and work-life balance.

    PubMed

    Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Wise, Nancy; Jenkinson, Amanda

    Support for research strongly predicts doctoral program faculty members' research productivity. Although academic administrators affect such support, their views of faculty members' use of support are unknown. We examined academic administrators' perceptions of institutional support and their perceptions of the effects of teaching doctoral students on faculty members' scholarship productivity and work-life balance. An online survey was completed by a random sample of 180 deans/directors of schools of nursing and doctoral programs directors. Data were analyzed with descriptive statistics, chi-square analysis, and analysis of variance. Deans and doctoral program directors viewed the level of productivity of program faculty as high to moderately high and unchanged since faculty started teaching doctoral students. Deans perceived better administrative research supports, productivity, and work-life balance of doctoral program faculty than did program directors. Findings indicate the need for greater administrative support for scholarship and mentoring given the changes in the composition of doctoral program faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. Interprofessional education in academic family medicine teaching units: a functional program and culture.

    PubMed

    Price, David; Howard, Michelle; Hilts, Linda; Dolovich, Lisa; McCarthy, Lisa; Walsh, Allyn E; Dykeman, Lynn

    2009-09-01

    The new family health teams (FHTs) in Ontario were designed to enable interprofessional collaborative practice in primary care; however, many health professionals have not been trained in an interprofessional environment. To provide health professional learners with an interprofessional practice experience in primary care that models teamwork and collaborative practice skills. The 2 academic teaching units of the FHT at McMaster University in Hamilton, Ont, employ 6 types of health professionals and provide learning environments for family medicine residents and students in a variety of health care professions. Learners engage in formal interprofessional education activities and mixed professional and learner clinical consultations. They are immersed in an established interprofessional practice environment, where all team members are valued and contribute collaboratively to patient care and clinic administration. Other contributors to the success of the program include the physical layout of the clinics, the electronic medical record communications system, and support from leadership for the additional clinical time commitment of delivering interprofessional education. This academic FHT has developed a program of interprofessional education based partly on planned activities and logistic enablers, and largely on immersing learners in a culture of long-standing interprofessional collaboration.

  11. Establishing an academic neurology specialty program: experiences over a five-year period.

    PubMed

    Packer, Rebecca A; Lambrechts, Nicolaas E; Bentley, R Timothy

    2012-01-01

    Veterinary neurology is an expanding specialty field. At the time of this writing, 13 out of 33 (40%) US and Canadian veterinary colleges, and many more veterinary colleges outside of North America, had no active clinical neurology service. New academic programs will likely be established to fill this need, often starting with a single neurologist. Establishing a neurology service with one founding faculty member can be accomplished by developing the program in phases and creating a support network that optimizes faculty strengths and interests. Such an approach allows for the gradual expansion of services and staffing in a manageable way to ultimately provide a full-service program. A description of this development process at Purdue University School of Veterinary Medicine is presented as a case study and model for the establishment of other neurology or specialty services.

  12. Using iPads as a Data Collection Tool in Extension Programming Evaluation

    ERIC Educational Resources Information Center

    Rowntree, J. E.; Witman, R. R.; Lindquist, G. L.; Raven, M. R.

    2013-01-01

    Program evaluation is an important part of Extension, especially with the increased emphasis on metrics and accountability. Agents are often the point persons for evaluation data collection, and Web-based surveys are a commonly used tool. The iPad tablet with Internet access has the potential to be an effective survey tool. iPads were field tested…

  13. Leadership's Role in Support of Online Academic Programs: Implementing an Administrative Support Matrix

    PubMed Central

    Barefield, Amanda C.; Meyer, John D.

    2013-01-01

    The proliferation of online education programs creates a myriad of challenges for those charged with implementation and delivery of these programs. Although creating and sustaining quality education is a shared responsibility of faculty, staff, and academic leaders, this article focuses on the pivotal role of leadership in securing the necessary resources, developing the organizational structures, and influencing organizational culture. The vital foundation for a successful outcome when implementing online education programs is the role of leadership in providing adequate and appropriate support. Abundant literature extols the roles of leadership in project management; however, there is a dearth of models or systematic methods for leaders to follow regarding how to implement and sustain online programs. Research conducted by the authors culminated in the development of an Administrative Support Matrix, thus addressing the current gap in the literature. PMID:23346030

  14. EXTENSION IN RURAL COMMUNITIES, A MANUAL FOR AGRICULTURAL AND HOME EXTENSION WORKERS.

    ERIC Educational Resources Information Center

    SAVILE, A.H.

    A PRACTICAL GUIDE IS PROVIDED FOR TRAINERS OF ADVISORY AND EXTENSION WORKERS AND LOCAL LEADERS IN AGRICULTURE AND COMMUNITY DEVELOPMENT IN DEVELOPING NATIONS. BASIC PRINCIPLES OF AGRICULTURAL EXTENSION, COMMUNITY SURVEY PROCEDURES, ELEMENTS OF PROGRAM PLANNING, AND PURPOSES AND METHODS OF PROGRAM EVALUATION ARE DESCRIBED. THEN FOLLOW TWO CHAPTERS…

  15. 78 FR 65621 - Implementation of Title I/II Program Initiatives; Extension of Public Comment Period; Correction

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-01

    ... DEPARTMENT OF EDUCATION Implementation of Title I/II Program Initiatives; Extension of Public Comment Period; Correction AGENCY: Department of Education. ACTION: Correction notice. SUMMARY: On October... Title I/II Program Initiatives,'' Docket ID ED- 2013-ICCD-0090. The comment period for this information...

  16. Establishing a multidisciplinary academic cosmetic center.

    PubMed

    Rao, Venkat K; Schmid, Daniel B; Hanson, Summer E; Bentz, Michael L

    2011-12-01

    The demand for cosmetic services has risen rapidly in recent years, but has slowed down with the current economic downturn. Managed care organizations and Medicare have been steadily reducing their reimbursements for physician services. The payment for reconstructive surgical procedures has been decreasing and is likely to worsen with healthcare reform, and many plastic surgery residency programs are facing fiscal challenges. An adequate volume of patients needing cosmetic services is necessary to recruit and train the best candidates to the residency programs. Self-pay patients will help ensure the fiscal viability of plastic surgery residency programs. Attracting patients to an academic healthcare center will become more difficult in a recession without the appropriate facilities, programs, and pricing strategies. Setting up a modern cosmetic services program at an academic center has some unique challenges, including funding, academic politics, and turf. The authors opened a free-standing academic multidisciplinary center at their medical school 3 years ago. The center is an off-site, 13,000-sq ft facility that includes faculty from plastic surgery, ear, nose, and throat, dermatology, and vascular surgery. In this article, the authors discuss the process of developing and executing a plan for starting an aesthetic services center in an academic setting. The financing of the center and factors in pricing services are discussed. The authors show the impact of the center on their cosmetic surgery patient volumes, resident education, and finances. They expect that their experience will be helpful to other plastic surgery programs at academic medical centers.

  17. Relative Effects of Programmed Instruction and Demonstration Methods on Students' Academic Performance in Science

    ERIC Educational Resources Information Center

    Uhumuavbi, P. O.; Mamudu, J. A.

    2009-01-01

    This study compared the effects of Programmed Instruction and Demonstration methods on students academic performance in science in Esan West Local Government Area of Edo State. A sampling technique (balloting) was used in selecting two schools in Esan West local government area for the study. Two intact classes of fifty (50) students each from the…

  18. Three-Year Longitudinal Study of School Behavior and Academic Outcomes: Results from a Comprehensive Expanded School Mental Health Program

    ERIC Educational Resources Information Center

    Daly, Brian P.; Sander, Mark A.; Nicholls, Elizabeth G.; Medhanie, Amanuel; Vanden Berk, Eric; Johnson, James

    2014-01-01

    While there has been encouraging growth in the number of expanded school mental health programs (ESMH) across the country, few programs rigorously evaluate long-term academic outcomes associated with receipt of these services. This study examined the effects of services from an ESMH program on school behavior (number of out-of-school suspensions…

  19. Financial impact of hand surgery programs on academic medical centers.

    PubMed

    Hasan, Jafar S; Chung, Kevin C; Storey, Amy F; Bolg, Mary L; Taheri, Paul A

    2007-02-01

    This study analyzes the financial performance of hand surgery in the Department of Surgery at the University of Michigan. This analysis can serve as a reference for other medical centers in the financial evaluation of a hand surgery program. Fiscal year 2004 billing records for all patients (n = 671) who underwent hand surgery procedures were examined. The financial data were separated into professional revenues and costs (relating to the hand surgery program in the Section of Plastic Surgery) and into facility revenues and costs (relating to the overall University of Michigan Health System). Professional net revenue was calculated by applying historical collection rates to procedural and clinic charges. Facility revenue was calculated by applying historical collection rates to the following charge categories: inpatient/operating room, clinic facility, neurology/electromyography, radiology facilities, and occupational therapy. Total professional costs were calculated by adding direct costs and allocated overhead costs. Facility costs were obtained from the hospital's cost accounting system. Professional and facility incomes were calculated by subtracting costs from revenues. The net professional revenue and total costs were 1,069,836 and 1,027,421 dollars, respectively. Professional operating income was 42,415 dollars, or 3.96 percent of net professional revenue. Net facility revenue and total costs were 5,500,606 and 4,592,534 dollars, respectively. Facility operating income was 908,071 dollars, or 16.51 percent of net facility revenues. While contributing to the academic mission of the institution, hand surgery is financially rewarding for the Department of Surgery. In addition, hand surgery activity contributes substantially to the financial well-being of the academic medical center.

  20. Prematriculation Program Grades as Predictors of Black and Other Nontraditional Students' First-Year Academic Performances.

    ERIC Educational Resources Information Center

    Hesser, Al; Lewis, Lloyd

    1992-01-01

    A study explored predictors of African-American and other nontraditional medical students' first-year academic performance at the Medical College of Georgia. Variables included undergraduate grades and grades in a summer prematriculation program (SPP) featuring biochemistry, anatomy, and immunology courses. SPP grades were found useful in…

  1. Systematic Review and Meta-Analysis of the "Skills for Social and Academic Success" ("SASS") Program

    ERIC Educational Resources Information Center

    Mychailyszyn, Matthew P.

    2017-01-01

    The purpose of this systematic review and meta-analysis was to synthesize the available research on the "Skills for Social and Academic Success" ("SASS") program, a school-based cognitive/behavioural intervention for adolescents with social anxiety disorder. A search of online databases, combined with reference list examination…

  2. Best Practices When Using Student Survey Results in Academic Program Review. SERU Project Technical Report

    ERIC Educational Resources Information Center

    Chatman, Steve

    2011-01-01

    Using the example of responses from civil engineering students at a very highly ranked participating university, this guide demonstrates the importance of comparative data when using student questionnaire data for undergraduate academic program review. It also emphasizes the advantage of using factor structures for better questionnaire-based…

  3. Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report.

    ERIC Educational Resources Information Center

    Berney, Tomi D.; Plotkin, Donna

    Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and…

  4. Reconceptualizing Academic Support

    ERIC Educational Resources Information Center

    Vantine, Laura

    2016-01-01

    Over the past 30 years, more and more independent schools have established academic support programs and learning centers to address their students' individual learning needs. Perhaps not surprisingly, as the number of students being evaluated has increased, even more families have requested academic accommodations and services for their children.…

  5. The Academic Achievement of Second, Third, and Fourth Grade Regular Education Students Involved in Special Education Inclusion Programs.

    ERIC Educational Resources Information Center

    Liddiard, Hannah J.

    This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…

  6. Institutional Commitment to Sustainability: An Evaluation of Natural Resource Extension Programs in Universities in Alabama and Oregon

    ERIC Educational Resources Information Center

    Broussard, Shorna R.; Bliss, John C.

    2007-01-01

    Purpose: The purpose of this research is to determine institutional commitment to sustainability by examining Natural Resource Extension program inputs, activities, and participation. Design/methodology/approach: A document analysis of Natural Resource Extension planning and reporting documents was conducted to provide contextual and historical…

  7. Building the capacity of Extension educators to address climate change and agricultural sustainability

    NASA Astrophysics Data System (ADS)

    Pathak, T. B.; Doll, J. E.

    2016-12-01

    It is evident that changes in climate will adversely impact various sectors including agriculture and natural resources worldwide. Increased temperatures, longer than normal growing seasons, more frequent extreme weather events, decreased winter snowpack, earlier snowmelt, and vulnerability to pest are some of the examples of changes and impacts documented in the literature. According to the IPCC 2007, mainstreaming` climate change issues into decision-making is an important aspect for sustainability. Due to the lack of locally and regionally focused educational programs, it becomes difficult for people to translate the science into meaningful actions. One of the strengths of the Cooperative Extension system is that it is one of the most trusted sources of science-based information that is locally relevant. In order to utilize strong network of Cooperative Extension system, we implemented a project to provide regionally tailored climate change and sustainable agriculture professional development for Cooperative Extension and Natural Resources Conservation Services (NRCS) educators in 12 states in north central US. We conducted these activities: 1) creation and dissemination of a Climate Change and Sustainable Agriculture Resource Handbook and a curriculum and 2) two climate change and sustainable agriculture workshops. In general, this project resulted in improved ability of Cooperative Extension academics to respond to climate change questions with science-based information. Several workshop attendees also integrated information provided to them through resource handbook and curriculum into their existing programming. In the long-term, we hope these programs will result in educators and farmers making informed choices and recommendations that lead to sustainable agriculture in the face of climate change.

  8. Evaluating a New and Aspiring County Extension Director Leadership Education Program: Determining Outcomes and Needed Improvements

    ERIC Educational Resources Information Center

    Jayaratne, K. S. U.; Owen, Mitchel; Jones, David

    2010-01-01

    This leadership education evaluation study explored the leadership development outcomes of potential county extension directors and the ways to improve the program. The leadership education program aimed to improve participants' leadership abilities in understanding self, building relationships and managing resources. The analysis of quantitative…

  9. Academic Library Resource Sharing through Bibliographic Utility Program Participation.

    ERIC Educational Resources Information Center

    Trochim, Mary Kane

    Information on the growth of bibliographic utilities and academic library networking is presented in this report, as well as profiles of interlibrary loan activity at six academic libraries who are members of a major bibliographic utility. Applications of computer technology and network participation in academic libraries, and the major events in…

  10. 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…

  11. Choice of Variables and Gender Differentiated Prediction within Selected Academic Programs. Research Report #105.

    ERIC Educational Resources Information Center

    Gamache, LeAnn M.; Novick, Melvin R.

    The existence of differential prediction of two-year grade point average is reported for gender groups within programs of study at the University of Iowa. Academic records of all freshmen entering the University in 1978 in the fields of Business, Liberal Arts, Pre-Medicine, and those undecided as to major were analyzed with respect to American…

  12. Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model

    ERIC Educational Resources Information Center

    Delisle, Marie-Noelle; Guay, Frederic; Senecal, Caroline; Larose, Simon

    2009-01-01

    This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university…

  13. Focus on Results: An Academic Impact Analysis of the Knowledge Is Power Program (KIPP)

    ERIC Educational Resources Information Center

    Online Submission, 2005

    2005-01-01

    The Education Policy Institute (EPI) conducted an analysis of recent academic data collected from 24 KIPP (Knowledge is Power Program) schools on behalf of the KIPP Foundation. The purpose of this study was to evaluate these data to determine whether KIPP schools have had a positive impact on the student learning of 5th-grade students as…

  14. Relationshp between Academic Variables and Personality Type to Progression in an Associate Degree Nursing Program and Achievement on NCLEX-RN.

    ERIC Educational Resources Information Center

    Wood, Ione Norma

    This retrospective study was done to identify academic and personality variables that predict student progression through an associate degree nursing program and achievement on the National Council Licensing Examination for Registered Nurses (NCLEX-RN). The study searched for evidence of a decline in academic ability in the students over the 7…

  15. Does intentional support of degree programs in general surgery residency affect research productivity or pursuit of academic surgery?

    PubMed

    Joshua Smith, Jesse; Patel, Ravi K; Chen, Xi; Tarpley, Margaret J; Terhune, Kyla P

    2014-01-01

    Many residents supplement general surgery training with years of dedicated research, and an increasing number at our institution pursue additional degrees. We sought to determine whether it was worth the financial cost for residency programs to support degrees. We reviewed graduating chief residents (n = 69) in general surgery at Vanderbilt University from 2001 to 2010 and collected the data including research time and additional degrees obtained. We then compared this information with the following parameters: (1) total papers, (2) first-author papers, (3) Journal Citation Reports impact factors of journals in which papers were published, and (4) first job after residency or fellowship training. The general surgery resident training program at Vanderbilt University is an academic program, approved to finish training 7 chief residents yearly during the time period studied. Chief residents in general surgery at Vanderbilt who finished their training 2001 through 2010. We found that completion of a degree during residency was significantly associated with more total and first-author publications as compared with those by residents with only dedicated research time (p = 0.001 and p = 0.017). Residents completing a degree also produced publications of a higher caliber and level of authorship as determined by an adjusted resident impact factor score as compared with those by residents with laboratory research time only (p = 0.005). Degree completion also was significantly correlated with a first job in academia if compared to those with dedicated research time only (p = 0.046). Our data support the utility of degree completion when economically feasible and use of dedicated research time as an effective way to significantly increase research productivity and retain graduates in academic surgery. Aggregating data from other academic surgery programs would allow us to further determine association of funding of additional degrees as a means to encourage academic

  16. Building sustainable community partnerships into the structure of new academic public health schools and programs.

    PubMed

    Gaughan, Monica; Gillman, Laura B; Boumbulian, Paul; Davis, Marsha; Galen, Robert S

    2011-01-01

    We describe and assess how the College of Public Health at the University of Georgia, established in 2005, has developed formal institutional mechanisms to facilitate community-university partnerships that serve the needs of communities and the university. The College developed these partnerships as part of its founding; therefore, the University of Georgia model may serve as an important model for other new public health programs. One important lesson is the need to develop financial and organizational mechanisms that ensure stability over time. Equally important is attention to how community needs can be addressed by faculty and students in academically appropriate ways. The integration of these 2 lessons ensures that the academic mission is fulfilled at the same time that community needs are addressed. Together, these lessons suggest that multiple formal strategies are warranted in the development of academically appropriate and sustainable university-community partnerships.

  17. NCME Award: University-Wide Utilization of Student Outcome Information in Assessing and Improving Academic Programs.

    ERIC Educational Resources Information Center

    Educational Measurement: Issues and Practice, 1984

    1984-01-01

    The University of Tennessee, Knoxville conducted a system-wide effort to increase use of student outcome information in assessing and improving academic programs. For this effort, the university received the National Council on Measurement in Education award for an outstanding example of an application of educational measurement technology. (EGS)

  18. Directory of Academic Institutions and Organizations Offering Drug, Alcohol, and Employee Assistance Program Educational Resources.

    ERIC Educational Resources Information Center

    National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.

    This directory lists academic institutions, State offices of alcohol and drug abuse, and national organizations which offer drug, alcohol, and employee assistance program (EAP) educational resources. A matrix format is used. Entries include name, address, telephone number, and contact person. A dot appears directly under column headings which are…

  19. Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation

    ERIC Educational Resources Information Center

    Weis, Robert; Osborne, Karen J.; Dean, Emily L.

    2015-01-01

    The Good Behavior Game (GBG) is a universal prevention program designed to increase academic engagement and to decrease disruptive behavior in elementary school-age children. Teachers and other school personnel use interdependent group contingencies to improve students' behavior in the classroom. Previous research indicates the GBG is efficacious…

  20. What Is Professional Development Worth? Calculating the Value of Onboarding Programs in Extension

    ERIC Educational Resources Information Center

    Harder, Amy; Hodges, Alan; Zelaya, Priscilla

    2017-01-01

    Return on investment (ROI) is a commonly used metric for organizations concerned with demonstrating the value of their investments; it can be used to determine whether funds spent providing professional development programs for Extension professionals are good investments. This article presents a method for calculating ROI for an onboarding…

  1. Assessing Nature-Based Recreation to Support Economic Development and Environmental Sustainability Extension Programs

    ERIC Educational Resources Information Center

    Borisova, Tatiana; Bi, Xiang; Larkin, Sherry; Longanecker, James

    2016-01-01

    In support of community development, natural resource, and other Extension programs, the research reported here aimed to identify current and potential outdoor recreational opportunities in the St. Johns River Basin, an inland area in northeastern Florida. We identify the characteristics of the visitors participating in the recreational activities…

  2. Students as Spectators: Their Academic and Social Integration

    ERIC Educational Resources Information Center

    Clopton, Aaron

    2009-01-01

    There is extensive research literature addressing the impact that the college experience has on students, linking the campus environment to their persistence and graduation, satisfaction, sense of community, academic and social integration, and academic performance. Researchers have yet to fully address the connection between students identifying…

  3. Burnout in United States Academic Chairs of Radiation Oncology Programs

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

    Kusano, Aaron S.; Thomas, Charles R., E-mail: thomasch@ohsu.edu; Bonner, James A.

    Purpose: The aims of this study were to determine the self-reported prevalence of burnout in chairs of academic radiation oncology departments, to identify factors contributing to burnout, and to compare the prevalence of burnout with that seen in other academic chair groups. Methods and Materials: An anonymous online survey was administered to the membership of the Society of Chairs of Academic Radiation Oncology Programs (SCAROP). Burnout was measured with the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Results: Questionnaires were returned from 66 of 87 chairs (76% response rate). Seventy-nine percent of respondents reported satisfaction with their current positions. Common majormore » stressors were budget deficits and human resource issues. One-quarter of chairs reported that it was at least moderately likely that they would step down in the next 1 to 2 years; these individuals demonstrated significantly higher emotional exhaustion. Twenty-five percent of respondents met the MBI-HSS criteria for low burnout, 75% for moderate burnout, and none for high burnout. Group MBI-HSS subscale scores demonstrated a pattern of moderate emotional exhaustion, low depersonalization, and moderate personal accomplishment, comparing favorably with other specialties. Conclusions: This is the first study of burnout in radiation oncology chairs with a high response rate and using a validated psychometric tool. Radiation oncology chairs share similar major stressors to other chair groups, but they demonstrate relatively high job satisfaction and lower burnout. Emotional exhaustion may contribute to the anticipated turnover in coming years. Further efforts addressing individual and institutional factors associated with burnout may improve the relationship with work of chairs and other department members.« less

  4. Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

    PubMed Central

    2014-01-01

    Background It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. Methods We carried out a cross sectional study, in August 2013, at Cercle d’Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l’Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. Results In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. Conclusion It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short

  5. Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences.

    PubMed

    Bigna, Jean Joel R; Fonkoue, Loic; Tchatcho, Manuela Francette F; Dongmo, Christelle N; Soh, Dorothée M; Um, Joseph Lin Lewis N; Sime, Paule Sandra D; Affana, Landry A; Woum, Albert Ruben N; Noumegni, Steve Raoul N; Tabekou, Alphonce; Wanke, Arlette M; Taffe, Herman Rhais K; Tchoukouan, Miriette Linda N; Anyope, Kevin O; Ella, Stephane Brice E; Mouaha, Berny Vanessa T; Kenne, Edgar Y; Mbessoh, Ulrich Igor K; Tchapmi, Adrienne Y; Tene, Donald F; Voufouo, Steve S; Zogo, Stephanie M; Nouebissi, Linda P; Satcho, Kevine F; Tchoumo, Wati Joel T; Basso, Moise Fabrice; Tcheutchoua, Bertrand Daryl N; Agbor, Ako A

    2014-02-24

    It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students

  6. Perceptions of Academic Staff towards Accommodating Students with Disabilities in a Civil Engineering Undergraduate Program in a University in South Africa

    ERIC Educational Resources Information Center

    Mayat, Nafisa; Amosun, Seyi Ladele

    2011-01-01

    This study explored the perceptions of academic staff towards admission of students with disabilities, and their accommodation once accepted into an undergraduate Civil Engineering program in a South African university. Qualitative responses relating to the perceptions of five academic staff were obtained through semi-structured interviews. The…

  7. Pell Grants as Performance-Based Aid? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program. A CAPSEE Working Paper

    ERIC Educational Resources Information Center

    Schudde, Lauren; Scott-Clayton, Judith

    2014-01-01

    The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal of the award is contingent on their making satisfactory academic progress (SAP)--meeting minimum academic standards similar to those proposed in models of performance-based…

  8. Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

    ERIC Educational Resources Information Center

    Strong, Robert; Harder, Amy; Carter, Hannah

    2010-01-01

    The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

  9. Is Extension Ready to Adopt Technology for Delivering Programs and Reaching New Audiences?

    ERIC Educational Resources Information Center

    Diem, Keith G.; Hino, Jeff; Martin, Dana; Meisenbach, Terry

    2011-01-01

    The Cooperative Extension System is at a crossroads regarding educational program delivery and clientele relationships in a digital age. To "help prepare counties for a future that demands increased use of technology for improving work efficiencies and expanding audience outreach," an assessment team was appointed to conduct a case study to…

  10. Early Lessons for Planning and Implementing a Program to Prepare Urban Special Education Academic Leaders

    ERIC Educational Resources Information Center

    Barbetta, Patricia; Cramer, Elizabeth; Nevin, Ann; Moores-Abdool, Whitney

    2006-01-01

    The mission for Urban SEALS (Special Education Academic Leaders), a federally funded doctoral preparation program, is to prepare doctoral-level special educators, including those who are culturally and/or linguistically diverse (CLD) to assume leadership roles in the education of urban students with disabilities who are CLD. This paper provides…

  11. Assessing the Effectiveness of a Critical Thinking Program to Academic Success of Community College Students

    ERIC Educational Resources Information Center

    Fields, Jeffery B.

    2017-01-01

    The relational mixed methods study assesses success of a college-wide critical thinking program to the academic success of community college students. The research compared the pretest and posttest results of the California Critical Thinking Skills Test (CCTST) given to associate degree graduates during their first semester and last semester of…

  12. Effects of a 16-week Pilates exercises training program for isometric trunk extension and flexion strength.

    PubMed

    Kliziene, Irina; Sipaviciene, Saule; Vilkiene, Jovita; Astrauskiene, Audrone; Cibulskas, Gintautas; Klizas, Sarunas; Cizauskas, Ginas

    2017-01-01

    To evaluate the effects of Pilates exercises designed to improve isometric trunk extension and flexion strength of muscles in women with chronic low back pain (cLBP). Female volunteers with cLBP were divided into an experimental group (EG; n = 27) and a control group (CG; n = 27). Pilates exercises were performed twice per week by the EG; the duration of each session was 60 min. The program lasted for 16 weeks; thus patients underwent a total of 32 exercise sessions. The maximum isometric waist bending strength of the EG had improved significantly (p = 0.001) after 16 weeks of the Pilates program. The results of trunk flexion muscle endurance tests significantly depended on the trunk extension muscle endurance before the intervention, and at 1 month (r = 0.723, p < 0.001) and 2 months (r = 0.779, p < 0.001) after the Pilates exercise program. At the end of the 16-week exercise program, cLBP intensity decreased by 2.01 ± 0.8 (p < 0.05) in the EG, and this reduction persisted for 1 month after completion of the program. At 1 and 2 months after cessation of the Pilates exercise program the pain intensified and the functional state deteriorated much faster than the maximum trunk muscle strength. Therefore, it can be concluded that, to decrease pain and improve functional condition, regular exercise (and not only improved strength and endurance) is required. We established that, although the 16-week lumbar stabilization exercise program increased isometric trunk extension and flexion strength and this increase in strength persisted for 2 months, decreased LBP and improved functional condition endured for only 1 month. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Community-Academic Partnership to Implement a Breast and Cervical Cancer Screening Education Program in Puerto Rico.

    PubMed

    Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Feldman-Soler, Alana; Ayala-Escobar, Kelly; Ayala-Marín, Alelí M; Soto-Salgado, Marievelisse; Calo, William A; Pattatucci-Aragón, Angela; Rivera-Díaz, Marinilda; Fernández, María E

    2017-12-01

    To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidencebased educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community's needs.

  14. Repeat Customer Success in Extension

    ERIC Educational Resources Information Center

    Bess, Melissa M.; Traub, Sarah M.

    2013-01-01

    Four multi-session research-based programs were offered by two Extension specialist in one rural Missouri county. Eleven participants who came to multiple Extension programs could be called "repeat customers." Based on the total number of participants for all four programs, 25% could be deemed as repeat customers. Repeat customers had…

  15. Survey of veterinary extension in the United States.

    PubMed

    Sischo, W M; Floyd, J G; McKean, J D; Hueston, W D

    1999-11-15

    To assess veterinary extension in the United States as perceived by veterinary extension personnel. Cross-sectional survey. Extension veterinarians in the United States. 2 surveys were designed and mailed to extension veterinarians listed by the USDA and the American Association of Extension Veterinarians. 34 states had > or = 1 extension veterinarian. The majority (> 60%) of extension veterinarians did not commit time to resident education and were not involved in research activities. Paradoxically, 23% of responding extension veterinarians did not report extension work. Programs for food animal producers, horse owners, and companion animal owners were provided by 100, 63, and 37% of states, respectively. Continuing education (CE) programs were provided for food animal veterinarians, equine veterinarians, and companion animal veterinarians by 96, 63, and 52% of states, respectively. Challenges facing veterinary extension included limited recognition of veterinary extension activities by universities, lack of university personnel to support CE programs, and decreased support for companion animal extension programs. Extension veterinarians need to identify and clearly articulate the mission of veterinary extension, develop more collaborative programs across regions, and continue to serve as catalysts to bring diverse constituents together. Extension veterinarians must distinguish their mission not solely as information transfer, which can be accomplished in a variety of ways outside of extension, but as a coherent and consistent program of education and policy developed on a national level and distributed locally.

  16. Large-scale academic achievement testing of deaf and hard-of-hearing students: past, present, and future.

    PubMed

    Qi, Sen; Mitchell, Ross E

    2012-01-01

    The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.

  17. The Parents as Teachers Program in Missouri and the Resulting Difference in Academic Effects for Fifth- and Sixth-Grade Students

    ERIC Educational Resources Information Center

    Arnold, Jill Mayes

    2013-01-01

    Due to No Child Left Behind legislation, state education officials are increasing programs and funding for early childhood interventions. Missouri's Parents as Teachers Program (PAT) is one such program that works to increase students' academic achievement in school and on standardized tests. This study explored one Missouri school district's…

  18. A Case History in the Treatment of Academic Failure: Some Suggestions for Professionals in Work/Training Programs for the Disadvantaged.

    ERIC Educational Resources Information Center

    Hodell, Louise

    A case history of a 16-year-old Puerto Rican male high school dropout is presented to illustrate the visual-perception difficulties resulting in illiteracy and academic failure. The boy had had a number of years of formal schooling without learning any of the basic skills. Neither the academic nor the work training programs at Mobilization for…

  19. A qualitative evaluation of the 2005-2011 National Academic Centers of Excellence in Youth Violence Prevention Program.

    PubMed

    Holland, Kristin M; Vivolo-Kantor, Alana M; Dela Cruz, Jason; Massetti, Greta M; Mahendra, Reshma

    2015-12-01

    The Centers for Disease Control and Prevention's Division of Violence Prevention (DVP) funded eight National Academic Centers of Excellence (ACEs) in Youth Violence Prevention from 2005 to 2010 and two Urban Partnership Academic Centers of Excellence (UPACEs) in Youth Violence Prevention from 2006 to 2011. The ACEs and UPACEs constitute DVP's 2005-2011 ACE Program. ACE Program goals include partnering with communities to promote youth violence (YV) prevention and fostering connections between research and community practice. This article describes a qualitative evaluation of the 2005-2011 ACE Program using an innovative approach for collecting and analyzing data from multiple large research centers via a web-based Information System (ACE-IS). The ACE-IS was established as an efficient mechanism to collect and document ACE research and programmatic activities. Performance indicators for the ACE Program were established in an ACE Program logic model. Data on performance indicators were collected through the ACE-IS biannually. Data assessed Centers' ability to develop, implement, and evaluate YV prevention activities. Performance indicator data demonstrate substantial progress on Centers' research in YV risk and protective factors, community partnerships, and other accomplishments. Findings provide important lessons learned, illustrate progress made by the Centers, and point to new directions for YV prevention research and programmatic efforts. Published by Elsevier Ltd.

  20. Academic delay of gratification, self-efficacy, and time management among academically unprepared college students.

    PubMed

    Bembenutty, Héfer

    2009-04-01

    This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

  1. 41 CFR 300-90.8 - What must we do to apply for a test program extension?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 41 Public Contracts and Property Management 4 2014-07-01 2014-07-01 false What must we do to apply for a test program extension? 300-90.8 Section 300-90.8 Public Contracts and Property Management Federal Travel Regulation System GENERAL AGENCY REQUIREMENTS 90-TELEWORK TRAVEL EXPENSES TEST PROGRAMS...

  2. The Impact of an After-School Intervention Program on Academic Achievement among Middle School Students

    ERIC Educational Resources Information Center

    Sebastian, JoAnn

    2013-01-01

    The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…

  3. Effects of Family Functioning and Parenting Style on Early Entrants' Academic Performance and Program Completion

    ERIC Educational Resources Information Center

    Huey, Erron L.; Sayler, Michael F.; Rinn, Anne N.

    2013-01-01

    The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in…

  4. Academic Talent Development Programs: A Best Practices Model

    ERIC Educational Resources Information Center

    Gagné, Françoys

    2015-01-01

    This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

  5. Student Health and Academic Achievement

    MedlinePlus

    ... Innovative Programs Additional Evaluation Resources Health & Academics Anti-Bullying Policies and Enumeration: An Infobrief for Local Education ... and Academic Achievement Resources for Reporting on Suicide, Bullying, and Sexual Violence Bullying and Absenteeism: Information for ...

  6. Examining Extension's Capacity in Community Resource and Economic Development: Viewpoints of Extension Administrators on the Role of Community Resource and Economic Development in the Extension Portfolio

    ERIC Educational Resources Information Center

    Urbanowitz, Seth C.; Wilcox, Michael D., Jr.

    2013-01-01

    The survey-based research reported here offers insights on community, resource, and economic development (CRED) Extension programming at the national and regional level. The results present a national picture of CRED programming, research, and potential future programming opportunities that Extension could capitalize on. The research shows that…

  7. The eminent need for an academic program in universities to teach nanomedicine.

    PubMed

    Vélez, Juan Manuel; Vélez, Juan Jesus

    2011-01-01

    Nanomedicine is on the cutting edge of technology applied to medical and biological sciences. Nanodevices, nanomaterials, nanoinstruments, nanotechnologies, and nanotechniques (laboratory methods and procedures) are important for the modern practice of medicine and essential for research that could stimulate the discovery of new medical advances. Accordingly, there is an eminent need for implementing an academic program in universities to teach this indispensable and pragmatic discipline, especially in the departments of graduate studies and research in the areas of pharmacology, genetic engineering, proteomics, and molecular and cellular biology.

  8. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  9. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  10. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  11. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  12. 78 FR 63464 - William D. Ford Federal Direct Loan Program Repayment Plan Selection Form; Extension of Public...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-10-24

    ... DEPARTMENT OF EDUCATION William D. Ford Federal Direct Loan Program Repayment Plan Selection Form; Extension of Public Comment Period; Correction AGENCY: Department of Education. ACTION: Correction notice... entitled, ``William D. Ford Federal Direct Loan Program Repayment Plan Selection Form''. ED is extending...

  13. Academic Day Camp.

    ERIC Educational Resources Information Center

    Akron Public Schools, OH.

    This report of an academic day camp program for disadvantaged inner-city children includes a description of the program as well as an evaluation based on staff recommendations and standardized test scores. The program provides an all-day experience with an individualized approach to improvement in reading and mathematics skills; in the afternoon,…

  14. Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

    ERIC Educational Resources Information Center

    Berk, Saban

    2018-01-01

    Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

  15. 77 FR 36277 - Academic Development of a Training Program for Good Laboratory Practices in High Containment...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-18

    ... requirements in high and maximum biocontainment, scientists working in this environment and FDA staff who will...] Academic Development of a Training Program for Good Laboratory Practices in High Containment Environments... Containment Environments (U24).'' In this FOA, FDA announces its intention to accept and consider a single...

  16. Raising awareness of assistive technology in older adults through a community-based, cooperative extension program.

    PubMed

    Sellers, Debra M; Markham, Melinda Stafford

    2012-01-01

    The Fashion an Easier Lifestyle with Assistive Technology (FELAT) curriculum was developed as a needs-based, community educational program provided through a state Cooperative Extension Service. The overall goal for participants was to raise awareness of assistive technology. Program evaluation included a postassessment and subsequent interview to determine short-term knowledge gain and longer term behavior change. The sample consisted of mainly older, married females. The FELAT program was effective at raising awareness and increasing knowledge of assistive technology, and for many participants, the program acted as a catalyst for planning to or taking action related to assistive technology.

  17. A Profile of Academic Training Program Directors and Chairs in Radiation Oncology

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

    Wilson, Lynn D., E-mail: Lynn.wilson@yale.edu; Haffty, Bruce G.; Smith, Benjamin D.

    Purpose: To identify objective characteristics and benchmarks for program leadership in academic radiation oncology. Methods and Materials: A study of the 87 Accreditation Council for Graduate Medical Education radiation oncology training program directors (PD) and their chairs was performed. Variables included age, gender, original training department, highest degree, rank, endowed chair assignment, National Institutes of Health (NIH) funding, and Hirsch index (H-index). Data were gathered from online sources such as departmental websites, NIH RePORTER, and Scopus. Results: There were a total of 87 PD. The median age was 48, and 14 (16%) were MD/PhD. A total of 21 (24%) weremore » female, and rank was relatively equally distributed above instructor. Of the 26 professors, at least 7 (27%) were female. At least 24 (28%) were working at the institution from which they had received their training. A total of 6 individuals held endowed chairs. Only 2 PD had active NIH funding in 2012. The median H-index was 12 (range, 0-51) but the index dropped to 9 (range, 0-38) when those who served as both PD and chair were removed from the group. A total of 76 chairs were identified at the time of the study. The median age was 55, and 9 (12%) were MD/PhD. A total of 7 (9%) of the chairs were female, and rank was professor for all with the exception of 1 who was listed as “Head” and was an associate professor. Of the 76 chairs, at least 10 (13%) were working at the institution from which they received their training. There were a total of 21 individuals with endowed chairs. A total of 13 (17%) had NIH funding in 2012. The median H-index was 29 (range, 3-60). Conclusions: These data provide benchmarks for individuals and departments evaluating leadership positions in the field of academic radiation oncology. Such data are useful for evaluating leadership trends over time and comparing academic radiation oncology with other specialties.« less

  18. New optical engineering and instrument design programs at the University of California, Irvine Extension

    NASA Astrophysics Data System (ADS)

    Silberman, Donn M.; Doushkina, Valentina V.

    2010-08-01

    Three years ago we reported on a new optics education program established at the Irvine Center for Applied Competitive Technologies (CACT) at the Advanced Technology and Education Park (ATEP) operated by the South Orange County Community College District (SOCCCD). This paper reports on new Optical Engineering and Instrument Design Programs now being offered through the University of California, Irvine Extension. While there are some similarities between the two programs, the differences are mainly the students' level. The community college level programs were targeted primarily at technicians and junior level engineers. The university level programs are targeted at senior level engineering and physical sciences university students, graduate and post graduate students and designers in industry. This paper reviews the reasons for establishing these certificate programs and their content, the students' motivations for taking them and their employers' incentives for encouraging the students.

  19. Establishing an Integrative Medicine Program Within an Academic Health Center: Essential Considerations.

    PubMed

    Eisenberg, David M; Kaptchuk, Ted J; Post, Diana E; Hrbek, Andrea L; O'Connor, Bonnie B; Osypiuk, Kamila; Wayne, Peter M; Buring, Julie E; Levy, Donald B

    2016-09-01

    Integrative medicine (IM) refers to the combination of conventional and "complementary" medical services (e.g., chiropractic, acupuncture, massage, mindfulness training). More than half of all medical schools in the United States and Canada have programs in IM, and more than 30 academic health centers currently deliver multidisciplinary IM care. What remains unclear, however, is the ideal delivery model (or models) whereby individuals can responsibly access IM care safely, effectively, and reproducibly in a coordinated and cost-effective way.Current models of IM across existing clinical centers vary tremendously in their organizational settings, principal clinical focus, and services provided; practitioner team composition and training; incorporation of research activities and educational programs; and administrative organization (e.g., reporting structure, use of medical records, scope of clinical practice) and financial strategies (i.e., specific business plans and models for sustainability).In this article, the authors address these important strategic issues by sharing lessons learned from the design and implementation of an IM facility within an academic teaching hospital, the Brigham and Women's Hospital at Harvard Medical School; and review alternative options based on information about IM centers across the United States.The authors conclude that there is currently no consensus as to how integrative care models should be optimally organized, implemented, replicated, assessed, and funded. The time may be right for prospective research in "best practices" across emerging models of IM care nationally in an effort to standardize, refine, and replicate them in preparation for rigorous cost-effectiveness evaluations.

  20. Bringing Breakfast to Our Students: A Program to Increase School Breakfast Participation

    ERIC Educational Resources Information Center

    Olsta, Julia

    2013-01-01

    The relationship between breakfast consumption and academic success has been extensively studied over the past 30 years. Despite the wide availability of school breakfast programs and the preponderance of evidence that breakfast consumption has positive effects on a student's ability to learn and function in the school setting, many students do…

  1. The Impact of Social and Emotional Learning Programs on the Emotional Competence and Academic Achievement of Children in Greek Primary School

    ERIC Educational Resources Information Center

    Babalis, Thomas; Tsoli, Konstantina; Artikis, Constantinos T.; Mylonakou-Keke, Iro; Xanthakou, Yota

    2013-01-01

    The present study examined the relationship between emotional intelligence, academic achievement and school climate among primary school students. The purpose of the study was to investigate the impact of social and emotional learning programs on the emotional intelligence and the academic achievement of 143 students in the 5th and 6th grade of…

  2. "Planning Your Partnership": Report on Statewide Teleconference Presented by the California Academic Partnership Program (February 23, 1989).

    ERIC Educational Resources Information Center

    Karwin, Thomas J.

    "Planning Your Partnership," a statewide teleconference presented by the California Academic Partnership Program (CAPP), is described and evaluated in this report. Teleconference objectives included the solicitation of high-quality proposals for CAPP grants, increased information dissemination, and expanded experience with teleconference…

  3. Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women.

    PubMed

    Chang, Shine; Morahan, Page S; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

    2016-07-01

    For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan-Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention.

  4. Geriatric medicine fellowship programs: a national study from the Association of Directors of Geriatric Academic Programs' Longitudinal Study of Training and Practice in Geriatric Medicine.

    PubMed

    Warshaw, Gregg A; Bragg, Elizabeth J; Shaull, Ruth W; Goldenhar, Linda M; Lindsell, Christopher J

    2003-07-01

    This report documents the development and growth of geriatric medicine fellowship training in the United States through 2002. A cross-sectional survey of geriatric medicine fellowship programs was conducted in the fall 2001. All allopathic (119) and osteopathic (7) accredited geriatric medicine fellowship-training programs in the United States were involved. Data were collected using self-administered mailed and Web-based survey instruments. Longitudinal data from the American Medical Association (AMA) and the Association of American Medical Colleges' (AAMC) National Graduate Medical Education (GME) Census, the Accreditation Council for Graduate Medical Education (ACGME), and the American Osteopathic Association (AOA) were also analyzed. The survey instrument was designed to gather data about faculty, fellows, program curricula, and program directors (PDs). In addition, annual AMA/AAMC data from 1991 to the present was compiled to examine trends in the number of fellowship programs and the number of fellows. The overall survey response rate was 76% (96 of 126 PDs). Most (54%) of the PDs had been in their current position 4 or more years (range: <1-20 years), and 59% of PDs reported that they had completed formal geriatric medicine fellowship training. The number of fellowship programs and the number of fellows entering programs has slowly increased over the past decade. During 2001-02, 338 fellows were training in allopathic programs and seven in osteopathic programs (all years of training). Forty-six percent (n = 44) of responding programs offered only 1-year fellowship-training experiences. PDs reported that application rates for fellowship positions were stable during the academic years (AYs) 1999-2002, with the median number of applications per first year position available in AY 2000-01 being 10 (range: 1-77). In 2001-02, data from the AMA/AAMC National GME Census indicated a fill rate for first-year geriatric medicine fellowship positions of 69% (259 first

  5. Gifted Students' Perceptions of Gifted Programs: An Inquiry into Their Academic and Social-Emotional Functioning

    ERIC Educational Resources Information Center

    Kitsantas, Anastasia; Bland, Lori; Chirinos, David S.

    2017-01-01

    The aim of the present study was to examine elementary and middle school students' (N = 49) perceptions of their gifted and talented program using eight focus group interviews. Qualitative analyses revealed several themes regarding students' academic and social-emotional functioning and how teachers influenced students' experiences within their…

  6. Measuring Performance Excellence: Key Performance Indicators for Institutions Accepted into the Academic Quality Improvement Program (AQIP)

    ERIC Educational Resources Information Center

    Ballard, Paul J.

    2013-01-01

    Given growing interest in accountability and outcomes, the North Central Association's Higher Learning Commission developed a new path for accreditation, the Academic Quality Improvement Program (AQIP). The goal is to infuse continuous improvement and quality in the culture of higher education, and to blend traditional accreditation with the…

  7. Shaping Aspirations, Awareness, Academics, and Action: Outcomes of Summer Enrichment Programs for English-Learning Secondary Students

    ERIC Educational Resources Information Center

    Matthews, Paul H.; Mellom, Paula J.

    2012-01-01

    Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants' beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in…

  8. U.S. Nuclear Weapons Modernization - the Stockpile Life Extension Program

    NASA Astrophysics Data System (ADS)

    Cook, Donald

    2016-03-01

    required to assess many changes at once, or confidence in these weapons would be reduced. The strategy and details of the U.S. Stockpile Life Extension Program will be described in this talk. In brief, the strategy is to reduce the number of weapons in the stockpile while increasing confidence in the weapons that remain and, where possible, increase their safety, increase their security, and reduce their nuclear material quantities and yields. A number of ``myths'' pertaining to nuclear weapons, the SSP, and the Stockpile Life Extension Program will be explored.

  9. Academic Leadership Development: A Case Study.

    PubMed

    Berman, Audrey

    2015-01-01

    A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. The effect of health care reform on academic medicine in Canada. Editorial Committee of the Canadian Institute for Academic Medicine.

    PubMed

    Hollenberg, C H

    1996-05-15

    Although Canadian health care reform has constrained costs and improved efficiency, it has had a profound and mixed effect on Canadian academic medicine. Teaching hospitals have been reduced in number and size, and in patient programs have shifted to ambulatory and community settings. Specialized care programs are now multi-institutional and multidisciplinary. Furthermore, the influence of regional planning bodies has grown markedly. Although these changes have likely improved clinical service, their impact on the quality of clinical education is uncertain. Within the academic clinical department, recruitment of young faculty has been greatly complicated by constraints on licensing, billing numbers, fee-for-service income and research funding. The departmental practice plan based on university funds and fee-for-service income is being replaced by less favourable funding arrangements. However, emphasis on multidisciplinary programs has rendered these departments more flexible in structure. The future of Canadian academic medicine depends on an effective alliance with government. Academia and government must agree, particularly on human-resource requirements, research objectives and the delivery of clinical and academic programs in regional and community settings. The establishment of focal points for academic health sciences planning within academic health sciences centres and within governments would assist in these developments. Finally, government and the academic health sciences sector must work together to remove the current impediments to the recruitment of highly qualified young faculty.

  11. The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

    ERIC Educational Resources Information Center

    Springer, Ken; Diffily, Deborah

    2012-01-01

    We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

  12. Theme: Teaching Academically Disadvantaged Students.

    ERIC Educational Resources Information Center

    Iverson, Maynard J.; And Others

    1993-01-01

    Includes "Will We Serve the Academically Disadvantaged?" (Iverson); "Using Centers of Learning to Reach Academically Disadvantaged Students" (Gentry); "Georgia's Special Lamb Project Adoption Program" (Farmer); "Teacher Expectations" (Powers); "Providing Instruction for Special Populations" (Jewell); and "The Educational Reform Movement and…

  13. The Bilingual Academic Services and Integrated Career Systems Program, BASICS 1988-1989. OREA Evaluation Section Report.

    ERIC Educational Resources Information Center

    Berney, Tomi D.; Barrera, Marbella

    In its second year, the Bilingual Academic Services and Integrated Career Systems (BASICS) Program served 104 limited-English-proficient students at Bayside High School in Queens (New York City). Project goals were to develop English literacy skills, produce an organizing framework of thinking and language skills across the curriculum, generate a…

  14. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  15. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  16. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  17. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

    PubMed Central

    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 students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. PMID:26864688

  18. Student Writing in a Talent Development Program: Sanctuary and Academic Site of the "Personally Humane"

    ERIC Educational Resources Information Center

    Paley, Karen Surman

    2008-01-01

    The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…

  19. Strategic Directions for Extension Health and Wellness Programs

    ERIC Educational Resources Information Center

    Rodgers, Michelle; Braun, Bonnie

    2015-01-01

    The new Cooperative Extension National Framework for Health and Wellness is a tool to help Extension systematically address the programmatic area of health and wellness at the individual, community, environmental, and policy levels. Key strategies of the framework tool are provided and suggestions for ways that Extension can use this framework…

  20. 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…

  1. Decentralization and Educational Performance: Evidence from the PROHECO Community School Program in Rural Honduras

    ERIC Educational Resources Information Center

    Di Gropello, Emanuela; Marshall, Jeffery H.

    2011-01-01

    We analyze the effectiveness of the Programa Hondureno de Educacion Comunitaria (PROHECO) community school program in rural Honduras. The data include standardized tests and extensive information on school, teacher, classroom and community features for 120 rural schools drawn from 15 states. Using academic achievement decompositions we find that…

  2. Project A.B.C. (Bronx Academic Bilingual Career Program). O.E.E. Evaluation Report, 1981-1982.

    ERIC Educational Resources Information Center

    Collazo-Levy, Dora; And Others

    Project A.B.C. (Academic Bilingual Career Program) is a multisite project serving new immigrant students at three different high schools in the Bronx, New York: Vietnamese (Chinese ethnics) at Theodore Roosevelt, Italians at Christopher Columbus, and Cubans and Dominicans at John F. Kennedy high schools. Project students are incorporated into the…

  3. The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

    ERIC Educational Resources Information Center

    Alzu'bi, Mohammad Akram

    2014-01-01

    This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English…

  4. Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

    PubMed

    Forst, Kimberly A

    Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

  5. Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women

    PubMed Central

    Morahan, Page S.; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

    2016-01-01

    Abstract Background: For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. Methods: We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan–Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. Results: CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. Conclusion: National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention. PMID:27058451

  6. Prediction of Academic Achievement in an NATA-Approved Graduate Athletic Training Education Program

    PubMed Central

    Keskula, Douglas R.; Sammarone, Paula G.; Perrin, David H.

    1995-01-01

    The Purpose of this investigation was to determine which information used in the applicant selection process would best predict the final grade point average of students in a National Athletic Trainers Association (NATA) graduate athletic training education program. The criterion variable used was the graduate grade-point average (GPAg) calculated at the completion of the program of study. The predictor variables included: 1) Graduate Record Examination-Quantitative (GRE-Q) scores; and 2) Graduate Record Examination-Verbal (GRE-V) scores, 3) preadmission grade point average (GPAp), 4) total athletic training hours (hours), and 5) curriculum or internship undergraduate athletic training education (program). Data from 55 graduate athletic training students during a 5-year period were evaluated. Stepwise multiple regression analysis indicated that GPAp was a significant predictor of GPAg, accounting for 34% of the variance. GRE-Q, GRE-V, hours, and program did not significantly contribute individually or in combination to the prediction of GPAg. The results of this investigation suggest that, of the variables examined, GPAp is the best predictor of academic success in an NATA-approved graduate athletic training education program. PMID:16558312

  7. The Concept Approach to Programming in Adult Education--With Special Application to Extension Education.

    ERIC Educational Resources Information Center

    Collings, Mary L., Ed.

    The document reports a 10-year seminar effort to consider a framework for a series of inquiries valuable to all institutions engaged in curriculum development or programing. The work reported includes the study of the professional role of the extension adult educator and identifies concepts, propositions, procedures, and a model for use in…

  8. 77 FR 24992 - OSHA Strategic Partnership Program for Worker Safety and Health (OSPP); Extension of the Office...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-26

    ... Strategic Partnership Program for Worker Safety and Health (OSPP); Extension of the Office of Management and... specified in the OSHAs Strategic Partnership Program for Worker Safety and Health (OSPP). DATES: Comments... accepted during the Department of Labor's and Docket Office's normal business hours, 8:15 a.m. to 4:45 p.m...

  9. Fighting the War on Academic Terrorism. Advocacy

    ERIC Educational Resources Information Center

    Kaplan, Sandra N.

    2005-01-01

    While the attention of the country is focused on the global and national war on terrorism, the war on academic terrorism is being waged in classrooms, infiltrating the gifted programs, and altering the outcomes derived for students participating in gifted programs. The war on academic terrorism is related to the broad areas of curriculum and…

  10. 1890 Institutions' Extension Program and Rural Development.

    ERIC Educational Resources Information Center

    Brown, Adell, Jr.

    The extension role of Tuskegee Institute and the 16 black land grant colleges established by the Morrill Act of 1890 has been to diffuse among the non-university citizens of America useful and practical information on agriculture, home economics, and related areas. Tuskegee's extension efforts began in 1880 and flourished under the leadership of…

  11. A Comparative Case Study of Developing Leaders through a Doctoral Program: A Study of One Academic Institution

    ERIC Educational Resources Information Center

    Scanlon, Sheryl Lynne

    2012-01-01

    The purpose of this comparative case study was to determine how one academic institution could address the leadership gap facing organizations today, through a traditional, classroom doctoral program in Organizational Leadership. Data was gathered utilizing mixed methods methodology that included a survey questionnaire, focus group information,…

  12. Riding the Implementation Curve: Teacher Buy-In and Student Academic Growth under Comprehensive School Reform Programs

    ERIC Educational Resources Information Center

    Lee, Se Woong; Min, Sookweon

    2017-01-01

    While teachers have long been acknowledged as a key part of educational innovation, research has largely neglected the impact that their buy-in has on reform initiatives. This study addresses this problem by examining the association between teacher buy-in and student academic growth under school reform programs, with a particular focus on how…

  13. The Indiana Report: What 320 Broadcasters Think About Radio and TV Academic Programs in Higher Education.

    ERIC Educational Resources Information Center

    Wible, Darrell E.

    A survey was conducted of 70 Indiana radio and television station managers and 250 college-educated employees of their choosing to assess views on quality of academic programs in radio and television. Questionnaires were distributed and personal visits made to more than 50 stations. Questions and responses were grouped under three headings: Part 1…

  14. Quality and Variability of Online Available Physical Therapy Protocols From Academic Orthopaedic Surgery Programs for Anterior Cruciate Ligament Reconstruction.

    PubMed

    Makhni, Eric C; Crump, Erica K; Steinhaus, Michael E; Verma, Nikhil N; Ahmad, Christopher S; Cole, Brian J; Bach, Bernard R

    2016-08-01

    To assess the quality and variability found across anterior cruciate ligament (ACL) rehabilitation protocols published online by academic orthopaedic programs. Web-based ACL physical therapy protocols from United States academic orthopaedic programs available online were included for review. Main exclusion criteria included concomitant meniscus repair, protocols aimed at pediatric patients, and failure to provide time points for the commencement or recommended completion of any protocol components. A comprehensive, custom scoring rubric was created that was used to assess each protocol for the presence or absence of various rehabilitation components, as well as when those activities were allowed to be initiated in each protocol. Forty-two protocols were included for review from 155 U.S. academic orthopaedic programs. Only 13 protocols (31%) recommended a prehabilitation program. Five protocols (12%) recommended continuous passive motion postoperatively. Eleven protocols (26%) recommended routine partial or non-weight bearing immediately postoperatively. Ten protocols (24%) mentioned utilization of a secondary/functional brace. There was considerable variation in range of desired full-weight-bearing initiation (9 weeks), as well as in the types of strength and proprioception exercises specifically recommended. Only 8 different protocols (19%) recommended return to sport after achieving certain strength and activity criteria. Many ACL rehabilitation protocols recommend treatment modalities not supported by current reports. Moreover, high variability in the composition and time ranges of rehabilitation components may lead to confusion among patients and therapists. Level II. Copyright © 2016 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

  15. 78 FR 42778 - Medicare Program; Comprehensive ESRD Care Initiative; Extension of the Submission Deadlines for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-17

    ... ESRD Care Model would result in improved health outcomes for beneficiaries with ESRD regarding the... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Medicare & Medicaid Services [CMS-5506-N2] Medicare Program; Comprehensive ESRD Care Initiative; Extension of the Submission Deadlines for the Letters...

  16. Adlai E. Stevenson High School, Bilingual Academic and Technical Education for Youth Program. O.E.E. Evaluation Report, 1982-1983.

    ERIC Educational Resources Information Center

    Keyes, Jose Luis; Collins, Carla

    The Bilingual Academic and Technical Education for Youth (BATEY) Program completed its third and final year of funding at Adlai E. Stevenson High School, Bronx, New York. In 1982-83, the program offered bilingual instruction and support services to approximately 300 Hispanic students of limited English proficiency in grades 9-12. Although the…

  17. The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Doolittle, Fred; Zhu, Pei; Unterman, Rebecca; Grossman, Jean Baldwin

    2008-01-01

    This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This…

  18. 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.

  19. [On the partition of acupuncture academic schools].

    PubMed

    Yang, Pengyan; Luo, Xi; Xia, Youbing

    2016-05-01

    Nowadays extensive attention has been paid on the research of acupuncture academic schools, however, a widely accepted method of partition of acupuncture academic schools is still in need. In this paper, the methods of partition of acupuncture academic schools in the history have been arranged, and three typical methods of"partition of five schools" "partition of eighteen schools" and "two-stage based partition" are summarized. After adeep analysis on the disadvantages and advantages of these three methods, a new method of partition of acupuncture academic schools that is called "three-stage based partition" is proposed. In this method, after the overall acupuncture academic schools are divided into an ancient stage, a modern stage and a contemporary stage, each schoolis divided into its sub-school category. It is believed that this method of partition can remedy the weaknesses ofcurrent methods, but also explore a new model of inheritance and development under a different aspect through thedifferentiation and interaction of acupuncture academic schools at three stages.

  20. Summer at Oxford Requires Academic Rigor from U.S. Adults.

    ERIC Educational Resources Information Center

    Palmer, Stacy E.

    1987-01-01

    American universities are sponsoring overseas academic programs designed for their alumni and other adults. The programs last for 2 or 3 weeks, make money and cement cross-cultural academic ties. A program run by the University of California at Berkeley is described. (MLW)

  1. United Kingdom: Medical Laboratory Science, Occupational Therapy, Physiotherapy. A Study of These Programs and a Guide to the Academic Placement of Students from These Programs in Educational Institutions of the United States.

    ERIC Educational Resources Information Center

    Margolis, Alan M.; Monahan, Thomas J.

    Medical laboratory science, occupational therapy, and physiotherapy programs in the United Kingdom (U.K.) are described, and guidelines concerning the academic placement of students from these programs who wish to study in U.S. institutions are provided. For each of the programs, attention is directed to the relevant professional bodies, career…

  2. A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

    ERIC Educational Resources Information Center

    Sharp, Jason H.; Sharp, Laurie A.

    2017-01-01

    Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

  3. Mathematics intervention for children with fetal alcohol spectrum disorder: A replication and extension of the math interactive learning experience (MILE) program.

    PubMed

    Kully-Martens, Katrina; Pei, Jacqueline; Kable, Julie; Coles, Claire D; Andrew, Gail; Rasmussen, Carmen

    2018-07-01

    Individuals with fetal alcohol spectrum disorders (FASD) experience deficits in behavior, cognition, and academic functioning resulting from prenatal alcohol exposure (PAE). Although receiving intervention for developmental disabilities is a strong protective factor against negative outcomes in FASD, intervention research in this population is in its infancy. The purpose of this study was to replicate and extend a mathematics intervention, the Math Interactive Learning Experience (MILE) program, which was developed in the USA specifically for children with FASD. Twenty-eight Canadian children aged 4-10 years with confirmed PAE or an FASD diagnosis were assigned to either the MILE intervention or a contrast intervention. Following a relatively brief, individualized, one-on-one intervention, children in the MILE group demonstrated significantly greater changes in math achievement compared to the contrast group. Significant changes in other cognitive functions were not observed. Older age, lower IQ, and confirmed PAE but no FASD diagnosis were associated with greater math achievement change in the MILE group. The replication and extension of the math intervention appears to have significant, positive impact on mathematics achievement scores of children with PAE and FASD. Copyright © 2018 Elsevier Ltd. All rights reserved.

  4. Academic Status of Plastic Surgery in the United States and the Relevance of Independence.

    PubMed

    Liu, P; Singh, M; Eriksson, E

    2016-04-01

    The basic administrative structures at most academic institutions were implemented more than 50 years ago and have remained largely unchanged. Since the surgical specialties were in nascent stages during that time, they were clubbed together within the department of surgery. There has been extensive growth in the breadth and depth of plastic surgery over the past few decades and current administrative structures might not truly reflect the current standing of plastic surgery. The goal of this article was to review the academic status of Plastic Surgery in the United States and assess the relevance of independence from the department of surgery. A national survey of 94 hospitals with plastic surgery residency training programs in the United States was conducted to investigate the academic status of plastic surgery. 25 out of those 94 programs had department status with their respective hospitals while another 9 programs were actively planning on transitioning to department status. Out of the 25 plastic surgery hospital departments, 17 programs were also University departments. The number of plastic surgery departments has more than doubled over the past 10 years and continues to rise as more plastic surgery divisions seek department status. There are multiple advantages to seeking department status such as financial and administrative autonomy, ability to participate in medical school curricula, easier access to interdepartmental institutes and faculties, parity with other specialties, and increased control of resident education. There has been concerted advocacy for separating from surgery departments and seeking independent departmental status for plastic surgery. However, the transition from a division to department is a slow and demanding process and requires a well-planned strategy. © Georg Thieme Verlag KG Stuttgart · New York.

  5. "There Is a World out There": Spatial Imagination, Agency, and Academic Culture in a Mexican University Program

    ERIC Educational Resources Information Center

    Torres-Olave, Blanca Minerva

    2011-01-01

    This article examines the ways that students and professors imagine the space of higher education and thus shape their relationship to the larger academic community. Data come from a "Lengua Inglesa" program in northern Mexico. The findings reveal that personal and community histories, family networks, media, and migration converge to…

  6. The Effectiveness of Academic Supervision for Teachers

    ERIC Educational Resources Information Center

    Rahabav, Patris

    2016-01-01

    This research was conducted with the purpose of describing the general effectiveness of the academic supervision for teachers with three main focus, which is to analyze the competence of supervisors; academic supervision program implementation and the results and impact of academic supervision. The research location is SMU Maria Mediatrix Ambon,…

  7. Academic Delay of Gratification and Self-Efficacy Enhance Academic Achievement among Minority College Students.

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    The direct and indirect effects of academic delay of gratification and self-efficacy on academic performance of minority college students (n=45) were evaluated. The students were enrolled in an introductory writing course as part of a summer immersion program at a Midwestern university. The results of this study support the notion that delay of…

  8. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program.

    PubMed

    Hrastinski, Iva; Wilbur, Ronnie B

    2016-04-01

    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 students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  9. From Industry to Generativity: The First 12 Years of the Association for Academic Psychiatry Master Educator Program.

    PubMed

    Blitzstein, Sean M; Seritan, Andreea L; Sockalingam, Sanjeev; Randall, Melinda; Kablinger, Anita; Lieff, Susan; Azzam, Amin

    2016-08-01

    This study presents a mixed-methods evaluation of the first 12 years of the Association for Academic Psychiatry (AAP) Master Educator (ME) program, developed in 2003 to help academic psychiatrists hone their skills as educators. Participants attend two 3-h workshops at the annual meeting, organized in 3-year cycles, for a total of 18 h. Core topics include assessment, curriculum design, and program evaluation. Overall session rating scores from 2003 to 2014 were analyzed using descriptive statistics. A 20-question survey was sent to 58 program graduates in October 2014, exploring participant perspectives on the impact of the ME program on their careers and on the educational programs they were affiliated with. Survey responses were analyzed quantitatively (for multiple choice questions) and qualitatively (for open-ended questions). The mean overall session scores ranged between 4.1 and 4.9 (on a Likert-type scale of 1-5) for each 3-year cycle. Twenty-nine graduates completed the survey (50 % response rate). Survey responses indicated a positive perception of the impact of the ME program on participants' careers. Most respondents noted improvement in their teaching methods and curriculum development skills and being able to link educational theory with their individual practices. There was a significant increase in perceived confidence, leadership, and further contributions to their educational milieu. Fifteen (52 %) participants also reported generative behaviors that directly impacted others, such as developing new programs, enhancing existing programs at their institutions, or contributing to national educational efforts. The AAP ME program has demonstrated significant benefit over its 12 years of existence. This program represents one strategy to sustain and grow an international community of like-minded educators working to develop their own and future generations' skills in providing high-quality education in psychiatry.

  10. Extensive Reading Program Which Changes Reluctant Engineering Students into Autonomous Learners of English

    NASA Astrophysics Data System (ADS)

    Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

    This article introduces extensive reading (ER) as an approach to improve fundamental communication skills in English of reluctant EFL learners : average Japanese engineering students. It is distinct from concurrent translation approach from a perspective that the learners use English instead of Japanese to grasp the meaning of what they read and enjoy reading. In the ER program at Toyota National College of Technology, many students developed more positive attitude toward English, increased their reading speed, and achieved higher TOEIC scores, which was compared to those of the students before this ER program was introduced. Comparison between three groups of the students showed strong correlation between their TOEIC scores and the reading amount.

  11. Use of Interactive Electronic Audience Response Tools (Clickers) to Evaluate Knowledge Gained in Extension Programming

    ERIC Educational Resources Information Center

    Gunn, Patrick; Loy, Dan

    2015-01-01

    Effectively measuring short-term impact, particularly a change in knowledge resulting from Extension programming, can prove to be challenging. Clicker-based technology, when used properly, is one alternative that may allow educators to better evaluate this aspect of the logic model. While the potential interface between clicker technology and…

  12. All Our Children Can Make the Grade: A Report on the Illinois Preschool Program, Children at Risk of Academic Failure.

    ERIC Educational Resources Information Center

    Voices for Illinois Children, Chicago.

    Illinois' state-funded preschool program, the Illinois Prekindergarten Program for Children at Risk of Academic Failure, is serving almost 19,000 children in the 1989-90 period on an allocation of 48 million dollars, which was distributed to 184 projects in 353 school districts. The preschool projects serve children of 3-5 years, who are taught…

  13. CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

    PubMed

    Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

    2016-05-01

    A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

  14. Developing a Contemporary Dairy Foods Extension Program: A Training and Technical Resource Needs Assessment of Pennsylvania Dairy Foods Processors

    ERIC Educational Resources Information Center

    Syrko, Joseph; Kaylegian, Kerry E.

    2015-01-01

    Growth in the dairy industry and the passage of the Food Safety Modernization Act have renewed interest in dairy foods processing extension positions. A needs assessment survey was sent to Pennsylvania dairy processors and raw milk providers to guide priorities for a dairy foods extension program. The successful development and delivery of…

  15. The Hedwig van Ameringen Executive Leadership in Academic MedicineRTM Program for Women: An Explanatory Study Regarding Its Development and Persistence

    ERIC Educational Resources Information Center

    Mensel, Ruth

    2010-01-01

    This study was designed to determine which factors contributed to the development and persistence of a women's leadership development program in higher education. The "Hedwig van Ameringen" Executive Leadership in Academic Medicine[R] "Program for Women" was the basis for this single-case study. To speculate about ELAM's development and…

  16. Assessing the Effects of a Community-Based College Preparation Program on the Academic Performance and Noncognitive Factors of Middle School Students

    ERIC Educational Resources Information Center

    Aidman, Barry; Malerba, Catherine

    2017-01-01

    This study examines the intermediate effects of a community-based college preparation program in a fast growth, high-needs exurban district in Texas. Participants and a matched group of nonparticipants were compared on a variety of academic and noncognitive measures. Findings indicate program participation is associated with higher scores on the…

  17. Making the Connections across Institutional Types and Academic Programs: Recommendations for Institutional Research Practice and Future Research

    ERIC Educational Resources Information Center

    King, Beverly Rae

    2016-01-01

    This chapter sheds light on the ways in which institutional research (IR) professionals can be involved in the development and/or modification of high-quality academic programs. Suggestions from authors within this volume for how IR can assist in accomplishing these goals will be integrated and organized in alignment with Terenzini's (1993) three…

  18. Academic pharmacy administrators' perceptions of core requirements for entry into professional pharmacy programs.

    PubMed

    Broedel-Zaugg, Kimberly; Buring, Shauna M; Shankar, Nathan; Soltis, Robert; Stamatakis, Mary K; Zaiken, Kathy; Bradberry, J Chris

    2008-06-15

    To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

  19. Improving the Plasticity of LIMS Implementation: LIMS Extension through Microsoft Excel

    NASA Technical Reports Server (NTRS)

    Culver, Mark

    2017-01-01

    A Laboratory Information Management System (LIMS) is a databasing software with many built-in tools ideal for handling and documenting most laboratory processes in an accurate and consistent manner, making it an indispensable tool for the modern laboratory. However, a lot of LIMS end users will find that in the performance of analyses that have unique considerations such as standard curves, multiple stages incubations, or logical considerations, a base LIMS distribution may not ideally suit their needs. These considerations bring about the need for extension languages, which can extend the functionality of a LIMS. While these languages do provide the implementation team the functionality required to accommodate these special laboratory analyses, they are usually too complex for the end user to modify to compensate for natural changes in laboratory operations. The LIMS utilized by our laboratory offers a unique and easy-to-use choice for an extension language, one that is already heavily relied upon not only in science but also in most academic and business pursuits: Microsoft Excel. The validity of Microsoft Excel as a pseudo programming language and its usability and versatility as a LIMS extension language will be discussed. The NELAC implications and overall drawbacks of this LIMS configuration will also be discussed.

  20. The Relationship Between Cognitive and Non-Cognitive Variables and Academic Performance of Students in the Science Enrichment Preparation (S.E.P.) Program

    NASA Astrophysics Data System (ADS)

    Borden, Paula D.

    This dissertation study concerned the lack of underrepresented minority students matriculating through the health professions pipeline. The term pipeline is "the educational avenue by which one must travel to successfully enter a profession" (Sullivan Alliance, 2004). There are a significant number of health professional pipeline programs based across the United States and, for the purposes of this study, a focus was placed on the Science Enrichment Preparation (S.E.P.) Program which is based at The University of North Carolina at Chapel Hill. The S.E.P. Program, is an eight-week residential summer experience, designed to support underrepresented minority pre-health students develop the competitive edge for successful admission into health professional school programs. The bedrock of this dissertation study concerned itself with the relationships between cognitive variables and non-cognitive variables and academic performance of students in the S.E.P. Program from 2005-2013. The study was undertaken to provide a clearer understanding for the NC Health Careers Access Program's (NC-HCAP) leadership with regard to variables associated with the students' academic performance in the S.E.P. Program. The data outcomes were informative for NC-HCAP in identifying cognitive and non-cognitive variables associated with student academic performance. Additionally, these findings provided direction as to what infrastructures may be put into place to more effectively support the S.E.P. participants. It is the researcher's hope this study may serve as an educational model and resource to pipeline programs and others with similar educational missions. The consequences and implications of a non-diverse healthcare workforce are high and far reaching. Without parity representation in the healthcare workforce, health disparities between racial and economic groups will likely continue to grow.