Gender in Motion: Developmental Changes in Students' Conceptualizations of Gender through Participation in a First-Year Seminar Course

ERIC Educational Resources Information Center

Walters, Andrew S.; Sylaska, Kateryna M.

2012-01-01

Students enrolled in a first-year seminar course focused on gender provided attitudinal and experiential responses at two points during the course: during the first week of class and during the last week of class. A qualitative-quantitative method using concurrent triangulation was used to investigate pre- and post-test responses to core concepts…

Teaching and Learning in Dual and Concurrent Enrollment Programs: Performance Tasks in the Postsecondary Transition

ERIC Educational Resources Information Center

Fukuda, Erin; Hopper-Moore, Greg

2016-01-01

In 2012, the "Educational Policy Improvement Center" (EPIC) analyzed more than 2,000 entry-level course documents collected from a stratified sample of two- and four-year public and private institutions of higher education (IHEs) to establish an empirical understanding of entry-level college course expectations. Based on the findings of…

Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280

ERIC Educational Resources Information Center

Slama, Rachel; Molefe, Ayrin; Gerdeman, Dean; Herrera, Angelica; Brodziak de los Reyes, Iliana; August, Diane; Cavazos, Linda

2017-01-01

English learner students are challenged by the difficult task of learning English concurrently with learning content in areas such as reading and math. English learner students who have not attained proficiency in English or learned core course content by the middle and upper grades may not have the requisite skills to enroll in courses required…

38 CFR 21.7673 - Measurement of concurrent enrollments.

Code of Federal Regulations, 2012 CFR

2012-07-01

... in the program of education which the reservist is pursuing at the primary institution. This conversion will be accomplished as follows: (1) If VA measures the course at the primary institution on a... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance for Members of the Selected...

38 CFR 21.7673 - Measurement of concurrent enrollments.

Code of Federal Regulations, 2010 CFR

2010-07-01

... in the program of education which the reservist is pursuing at the primary institution. This conversion will be accomplished as follows: (1) If VA measures the course at the primary institution on a... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance for Members of the Selected...

Not Just Anywhere, Anywhen: Mapping Change through Studio Work

ERIC Educational Resources Information Center

Tassoni, John Paul; Lewiecki-Wilson, Cynthia

2005-01-01

In this autoethnographic, institutional narrative, we describe the evolution of a Studio program at an open-access, regional campus of a state university. The Studio, first conceptualized by Grego and Thompson, is a one-credit writing workshop taken by students concurrently enrolled in a composition course. Developing this program necessitated…

Teaching Integration with Layers and Representations: A Case Study

ERIC Educational Resources Information Center

Von Korff, Joshua; Rebello, N. Sanjay

2012-01-01

We designed a sequence of seven lessons to facilitate learning of integration in a physics context. We implemented this sequence with a single college sophomore, "Amber," who was concurrently enrolled in a first-semester calculus-based introductory physics course which covered topics in mechanics. We outline the philosophy underpinning these…

One-Shot Deal? Students' Perceptions of Assessment and Course Placement in California's Community Colleges

ERIC Educational Resources Information Center

Venezia, Andrea; Bracco, Kathy Reeves; Nodine, Thad

2010-01-01

There is substantial work being done--in California and nationwide--to develop college readiness standards; expand concurrent enrollment programs; communicate clearly about the key cognitive strategies necessary for postsecondary success (e.g., analytical thinking); improve student supports; and implement other approaches to improve students'…

Testing in a Personalized System of Instruction.

ERIC Educational Resources Information Center

Sides, Elizabeth; Edwards, K. Anthony

The testing procedures used in an introductory psychology class at Utah State University are described. Students who had either taken the course earlier or were concurrently enrolled in the class served as testing managers. Rooms were capable of supporting up to 250 students during class time for written exams. "Permits" to take a test have…

Three Views on Concurrent Enrollment. Feature on Research and Leadership. Vol. 1, No. 2

ERIC Educational Resources Information Center

Scheffel, Kent

2016-01-01

In this brief, Kent Scheffel offers a unique combination of expertise on dual credit and concurrent enrollment as he reviews questions of quality, program accreditation, and education policy for concurrent enrollment offerings from a national (National Alliance of Concurrent Enrollment Partnerships (NACEP), local (Lewis and Clark Community…

The Challenges of Career and Technical Education Concurrent Enrollment: An Administrative Perspective

ERIC Educational Resources Information Center

Haag, Patricia W.

2015-01-01

Career and technical education concurrent enrollment may pose unique challenges in programming and enrollment for program administrators, and this chapter describes the experiences and challenges of a CTE concurrent enrollment administrator.

Exploring the Popperian Framework in a Pre-Service Teacher Education Program

ERIC Educational Resources Information Center

Chitpin, Stephanie; Simon, Marielle

2006-01-01

The study reported in this article is derived from a critical analysis of the work of 28 pre-service teachers enrolled in the course "Teaching elementary language arts" in a Bachelor of Education concurrent program in a southern State university. The pre-service teachers were taught how to use an innovative knowledge-building framework based on…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

Preoperative Short-Course Concurrent Chemoradiation Therapy Followed by Delayed Surgery for Locally Advanced Rectal Cancer: A Phase 2 Multicenter Study (KROG 10-01)

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

Yeo, Seung-Gu; Department of Radiation Oncology, Soonchunhyang University College of Medicine, Cheonan; Oh, Jae Hwan

Purpose: A prospective phase 2 multicenter trial was performed to investigate the efficacy and safety of preoperative short-course concurrent chemoradiation therapy (CRT) followed by delayed surgery for patients with locally advanced rectal cancer. Methods and Materials: Seventy-three patients with cT3-4 rectal cancer were enrolled. Radiation therapy of 25 Gy in 5 fractions was delivered over 5 consecutive days using helical tomotherapy. Concurrent chemotherapy was administered on the same 5 days with intravenous bolus injection of 5-fluorouracil (400 mg/m{sup 2}/day) and leucovorin (20 mg/m{sup 2}/day). After 4 to 8 weeks, total mesorectal excision was performed. The primary endpoint was the pathologicmore » downstaging (ypStage 0-I) rate, and secondary endpoints included tumor regression grade, tumor volume reduction rate, and toxicity. Results: Seventy-one patients completed the planned preoperative CRT and surgery. Downstaging occurred in 20 (28.2%) patients, including 1 (1.4%) with a pathologic complete response. Favorable tumor regression (grade 4-3) was observed in 4 (5.6%) patients, and the mean tumor volume reduction rate was 62.5 ± 21.3%. Severe (grade ≥3) treatment toxicities were reported in 27 (38%) patients from CRT until 3 months after surgery. Conclusions: Preoperative short-course concurrent CRT followed by delayed surgery for patients with locally advanced rectal cancer demonstrated poor pathologic responses compared with conventional long-course CRT, and it yielded considerable toxicities despite the use of an advanced radiation therapy technique.« less

To a Higher Degree: Addressing Disparities in College Access with Concurrent Enrollment

ERIC Educational Resources Information Center

Ulate, David Delgado

2011-01-01

Concurrent enrollment--defined as high school students enrolling in college coursework--is increasingly being used as strategy to improve the college readiness levels of underrepresented students and to reduce disparities in college-going rates. States have developed policy and analyzed data to evaluate the practice of concurrent enrollment. This…

Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

NASA Astrophysics Data System (ADS)

Smith, Kendra Leigh

This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in introductory chemistry lecture course. It was also found that the higher the given ACT score (composite, science, mathematics), the higher the rate of success (between a 1.19-1.44 odds increase for every one point increase in ACT score) in both introductory biology and introductory chemistry lecture courses.

Continuous Activity Monitoring During Concurrent Chemoradiotherapy

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

Ohri, Nitin, E-mail: ohri.nitin@gmail.com; Kabarriti, Rafi; Bodner, William R.

Purpose: To perform a prospective trial testing the feasibility and utility of acquiring activity data as a measure of health status during concurrent chemoradiotherapy. Methods and Materials: Ambulatory patients who were planned for treatment with concurrent chemoradiotherapy with curative intent for cancers of the head and neck, lung, or gastrointestinal tract were provided with activity monitors before treatment initiation. Patients were asked to wear the devices continuously throughout the radiation therapy course. Step count data were downloaded weekly during radiation therapy and 2 and 4 weeks after radiation therapy completion. The primary objective was to demonstrate feasibility, defined as collection ofmore » step counts for 80% of the days during study subjects' radiation therapy courses. Secondary objectives included establishing step count as a dynamic predictor of unplanned hospitalization risk. Results: Thirty-eight enrolled patients were treated with concurrent chemoradiotherapy. Primary diagnoses included head and neck cancer (n=11), lung cancer (n=13), and a variety of gastrointestinal cancers (n=14). Step data were collected for 1524 of 1613 days (94%) during patients' radiation therapy courses. Fourteen patients were hospitalized during radiation therapy or within 4 weeks of radiation therapy completion. Cox regression modeling demonstrated a significant association between recent step counts (3-day average) and hospitalization risk, with a 38% reduction in the risk of hospitalization for every 1000 steps taken each day (hazard ratio 0.62, 95% confidence interval 0.46-0.83, P=.002). Inferior quality of life scores and impaired performance status were not associated with increased hospitalization risk. Conclusion: Continuous activity monitoring during concurrent chemoradiotherapy is feasible and well-tolerated. Step counts may serve as powerful, objective, and dynamic indicators of hospitalization risk.« less

Phase I trial of capecitabine rapidly disintegrating tablets and concomitant radiation therapy in children with newly diagnosed brainstem gliomas and high-grade gliomas

PubMed Central

Kilburn, Lindsay B.; Kocak, Mehmet; Schaedeli Stark, Franziska; Meneses-Lorente, Georgina; Brownstein, Carrie; Hussain, Sazzad; Chintagumpala, Murali; Thompson, Patrick A.; Gururangan, Sri; Banerjee, Anuradha; Paulino, Arnold C.; Kun, Larry; Boyett, James M.; Blaney, Susan M.

2013-01-01

Background We conducted a phase I study to estimate the maximum tolerated dose and describe the dose-limiting toxicities and pharmacokinetics of oral capecitabine rapidly disintegrating tablets given concurrently with radiation therapy to children with newly diagnosed brainstem or high-grade gliomas. Methods Children 3–21 y with newly diagnosed intrinsic brainstem or high-grade gliomas were eligible for enrollment. The starting dose was 500 mg/m2, given twice daily, with subsequent cohorts enrolled at 650 mg/m2 and 850 mg/m2 using a 3 + 3 phase I design. Children received capecitabine at the assigned dose daily for 9 wks starting from the first day of radiation therapy (RT). Following a 2-wk break, patients received 3 courses of capecitabine 1250 mg/m2 twice daily for 14 days followed by a 7-day rest. Pharmacokinetic sampling was performed in consenting patients. Six additional patients with intrinsic brainstem gliomas were enrolled at the maximum tolerated dose to further characterize the pharmacokinetic and toxicity profiles. Results Twenty-four patients were enrolled. Twenty were fully assessable for toxicity. Dose-limiting toxicities were palmar plantar erythroderma (grades 2 and 3) and elevation of alanine aminotransferase (grades 2 and 3). Systemic exposure to capecitabine and metabolites was similar to or slightly lower than predicted based on adult data. Conclusions Capecitabine with concurrent RT was generally well tolerated. The recommended phase II capecitabine dose when given with concurrent RT is 650 mg/m2, administered twice daily. A phase II study to evaluate the efficacy of this regimen in children with intrinsic brainstem gliomas is in progress (PBTC-030). PMID:23592571

Math remediation intervention for student success in the algebra-based introductory physics course

NASA Astrophysics Data System (ADS)

Forrest, Rebecca L.; Stokes, Donna W.; Burridge, Andrea B.; Voight, Carol D.

2017-12-01

Pretesting and early intervention measures to identify and remediate at-risk students were implemented in algebra-based introductory physics to help improve student success rates. Pretesting via a math and problem-solving diagnostic exam administered at the beginning of the course was employed to identify at-risk students based on their scores. At-risk students were encouraged to utilize an online math tutorial to increase their chances of passing the course. The tutorial covers the same math topics covered by the diagnostic exam. Results from 643 students enrolled in the course showed that the 61 at-risk students who successfully completed the math tutorial increased their odds of passing the course by roughly 4 times those of the at-risk students who did not. This intervention is easily implemented, short term, and can be administered concurrently with the course. Based on these results, the Department of Physics has implemented the math tutorials in all sections of the introductory algebra as well as the calculus-based physics courses.

An Assessment of Student Learning in an Online Oceanography Course: Five Years After Implementation

NASA Astrophysics Data System (ADS)

Reed, D. L.

2002-12-01

The results of assessing student learning in an online oceanography class offered over the past five years are compiled to reveal several general trends. In order to understand the context of these trends, it is important to first note that SJSU has a two-tiered general education program consisting of a category of core courses for frosh and sophomores and an advanced category for juniors and seniors, most of whom are community college transfers. The course described in this study is in the latter category and therefore composed largely of seniors. Enrollments in the course have exploded from 6 students in a pilot section offered during the 1998 fall semester to over 170 students in the summer semester of 2002. The course is now offered in both semesters of the academic year with four sections offered during 2002 summer session as part of a system-wide conversion to year-round operation. No other course, be it classroom, hybrid or online, in the general education category has experienced the level of student demand as this online course. All sections of the online course reach enrollment limits in the first days of registration with an equal or greater number of students turned away each semester. More female, students of color, returning students and K-12 in-service teachers enroll in the online sections than in the equivalent classroom sections of the course. Students enroll in the online section for the convenience of self-paced learning since attending a classroom section is not a viable option. Enrollments in concurrent classroom sections have not been negatively impacted by the addition of online sections. Enrollment attrition is higher in the first few days of the online course, but similar to that experienced in the classroom sections, once the class is underway. However, student requests for incompletes tend to be somewhat higher in the online course, especially during the summer offerings. Learning outcomes are reviewed at the beginning of the course and subsequent assessment on achieving each outcome is embedded in the graded assignments, which include a critical thinking essay on declining marine fisheries, one mid-term exam that emphasizes the application of basic math and the methods of scientific discovery in the context of ocean research; poster presentations in a symposium-style format, a course portfolio of web-based work, weekly discussions on an electronic bulletin board and a take-home final consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a number of perspectives, such as quantitative, qualitative, and analytical. Student learning compares favorably with classroom sections of the course, even though some students lack the discipline for self-paced learning. The distribution of the course grades in the online section typically differs from classroom sections by having higher percentages of both high and low performing students and fewer students clustered about the mean. Students strongly affirm that communication with the instructor in the online course is far greater, and of higher quality, than in classroom sections.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.

PubMed

Elliott, Emily R; Reason, Robert D; Coffman, Clark R; Gangloff, Eric J; Raker, Jeffrey R; Powell-Coffman, Jo Anne; Ogilvie, Craig A

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. © 2016 E. R. Elliott et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Concurrent Support Course for Intermediate Algebra

ERIC Educational Resources Information Center

Cooper, Cameron I.

2011-01-01

This article summarizes the creation and implementation of a concurrent support class for TRS 92--Intermediate Algebra, a developmental mathematics course at Fort Lewis College in Durango, Colorado. The concurrent course outlined in this article demonstrates a statistically significant increase in student success rates since its inception.…

Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

ERIC Educational Resources Information Center

Tennessee Department of Education, 2015

2015-01-01

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability

ERIC Educational Resources Information Center

Cook, Amy L.; Wilczenski, Felicia L.; Vanderberg, Laura

2017-01-01

There have been significant advances in educational programming and postsecondary options targeting acquisition of self-determination skills among students with intellectual disability. This article provides a description of an inclusive concurrent enrollment (ICE) program at an urban public university and describes findings related to student…

Characteristics of Concurrent/Dual Credit Students in the Gulf Coast Community Colleges of Texas

ERIC Educational Resources Information Center

Preston, David L.

2006-01-01

The Gulf Coast Association for Institutional Research (GCAIR) conducted a study of those concurrent/dual credit (CDC) students enrolled fall semester, 2001. The purpose was to determine a profile for this group of students which included gender, ethnicity, GPA, re enrollment, etc. Since there has been little research done on these students,…

A Genetically Optimized Predictive System for Success in General Chemistry Using a Diagnostic Algebra Test

NASA Astrophysics Data System (ADS)

Cooper, Cameron I.; Pearson, Paul T.

2012-02-01

In higher education, many high-enrollment introductory courses have evolved into "gatekeeper" courses due to their high failure rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks. At the authors' home institution, general chemistry has become a gatekeeper course in which approximately 25% of students do not pass. This failure rate in chemistry is common, and often higher, at many other institutions of higher education, and mathematical deficiencies are perceived to be a large contributing factor. This paper details the development of a highly accurate predictive system that identifies students at the beginning of the semester who are "at-risk" for earning a grade of C- or below in chemistry. The predictive accuracy of this system is maximized by using a genetically optimized neural network to analyze the results of a diagnostic algebra test designed for a specific population. Once at-risk students have been identified, they can be helped to improve their chances of success using techniques such as concurrent support courses, online tutorials, "just-in-time" instructional aides, study skills, motivational interviewing, and/or peer mentoring.

Win-win-win: collaboration advances critical care practice.

PubMed

Spence, Deb; Fielding, Sandra

2002-10-01

Against a background of increasing interest in education post registration, New Zealand nurses are working to advance their professional practice. Because the acquisition of highly developed clinical capabilities requires a combination of nursing experience and education, collaboration between clinicians and nurse educators is essential. However, the accessibility of relevant educational opportunities has been an ongoing issue for nurses outside the country's main centres. Within the framework of a Master of Health Science, the postgraduate certificate (critical care nursing) developed between Auckland University of Technology and two regional health providers is one such example. Students enrol in science and knowledge papers concurrently then, in the second half of the course, are supported within their practice environment to acquire advanced clinical skills and to analyse, critique and develop practice within their specialty. This paper provides an overview of the structure and pr month, distance education course focused on developing the context of critical care nursing.

Design and implementation of an online systemic human anatomy course with laboratory.

PubMed

Attardi, Stefanie M; Rogers, Kem A

2015-01-01

Systemic Human Anatomy is a full credit, upper year undergraduate course with a (prosection) laboratory component at Western University Canada. To meet enrollment demands beyond the physical space of the laboratory facility, a fully online section was developed to run concurrently with the traditional face to face (F2F) course. Lectures given to F2F students are simultaneously broadcasted to online students using collaborative software (Blackboard Collaborate). The same collaborative software is used by a teaching assistant to deliver laboratory demonstrations in which three-dimensional (3D) virtual anatomical models are manipulated. Ten commercial software programs were reviewed to determine their suitability for demonstrating the virtual models, resulting in the selection of Netter's 3D Interactive Anatomy. Supplementary online materials for the central nervous system were developed by creating 360° images of plastinated prosected brain specimens and a website through which they could be accessed. This is the first description of a fully online undergraduate anatomy course with a live, interactive laboratory component. Preliminary data comparing the online and F2F student grades suggest that previous student academic performance, and not course delivery format, predicts performance in anatomy. Future qualitative studies will reveal student perceptions about their learning experiences in both of the course delivery formats. © 2014 American Association of Anatomists.

Course Placement Series: Spotlight on Eighth Grade Algebra I. Policy Brief

ERIC Educational Resources Information Center

Tennessee Department of Education, 2015

2015-01-01

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on eighth grade Algebra I enrollment, which can propel students to take more rigorous math…

Concurrent and Predictive Validity of the Phelps Kindergarten Readiness Scale-II

ERIC Educational Resources Information Center

Duncan, Jennifer; Rafter, Erin M.

2005-01-01

The purpose of this research was to establish the concurrent and predictive validity of the Phelps Kindergarten Readiness Scale, Second Edition (PKRS-II; L. Phelps, 2003). Seventy-four kindergarten students of diverse ethnic backgrounds enrolled in a northeastern suburban school participated in the study. The concurrent administration of the…

76 FR 6845 - Agency Information Collection (Certificate of Affirmation of Enrollment Agreement for...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-08

... (Certificate of Affirmation of Enrollment Agreement for Correspondence Course) Activity Under OMB Review AGENCY....'' SUPPLEMENTARY INFORMATION: Title: Certificate of Affirmation of Enrollment Agreement for Correspondence Course... collection. Abstract: Claimants enrolled in a correspondence training course complete and submit VA Form 22...

75 FR 71796 - Proposed Information Collection (Certificate of Affirmation of Enrollment Agreement...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-24

... (Certificate of Affirmation of Enrollment Agreement--Correspondence Course); Comment Request AGENCY: Veterans... to determine a claimant's date of enrollment in a correspondence course. DATES: Written comments and... Enrollment Agreement-- Correspondence Course VA Form 22-1999c. OMB Control Number: 2900-0576. Type of Review...

The effect of offering distance education on enrollment in onsite training at the National Conservation Training Center

USGS Publications Warehouse

Ratz, Joan M.; Schuster, Rudy M.; Marcy, Ann H.

2011-01-01

The objective of this study was to explore the effect that providing distance education courses would have on enrollment in courses offered on the campus of the National Conservation Training Center. This is an exploratory study and the results should be interpreted as preliminary rather than conclusive. The study included two components: analysis of existing training-enrollment data for the time period from October 1, 2007 to June 24, 2009, and a survey of U.S. Fish and Wildlife Service (Service) employees regarding their preferences for onsite training and distance education. The analysis of training-enrollment data included training records for 2,823 Service employees. Using this dataset, we created a database that included region, supervisory status, number of enrollments in online training, instructor-led web-based classes, correspondence courses, courses at the campus of the National Conservation Training Center, and instructor-led courses off campus. Our analyses focused on differences between enrollment in distance education and onsite courses and the effects of regional affiliation, supervisory status, and course format. Generally, the regions closest to the campus had higher enrollment in onsite training and regions farther away had higher enrollment in distance education. Nonsupervisors were more likely to enroll in training on campus and supervisors were more likely to enroll in instructor-led training off site. Enrollment in instructor-led courses was higher than in self-paced courses, although this may result from fewer offerings of self-paced courses. The second component of the study involved a survey of Service employees regarding their preferences for distance education and onsite training. The survey was administered online and 911 Service employees responded. Overall, survey respondents indicated a small preference for onsite training and were more likely to enroll in onsite courses than distance education. When asked to indicate reasons that would lead them to choose one type of training over the other, practical reasons were more frequently indicated as influential in the decision to enroll in distance education and interactions with others were more frequently cited as reasons to enroll in onsite training.We conclude that the information we assembled and analyzed indicates that distance education currently functions as a supplemental approach to training when participation in training onsite at the National Conservation Training Center campus is impractical.

Resolving Bottlenecks: Converting Three High-Enrollment Nursing Courses to an Online Format.

PubMed

Chen, Ken-Zen; Anderson, Jeff; Hannah, Elizabeth Lyon; Bauer, Christine; Provant-Robishaw, Corinna

2015-07-01

Converting large undergraduate classes from the classroom to online has been an effective way to increase enrollments in high-demand courses in undergraduate education. However, challenges exist to maintaining students' high-quality learning interaction and engagement in large online courses. This article presents a collaborative model between faculty in health sciences and instructional designers to redesign and redevelop three high-enrollment courses to online at Boise State University. Health studies course faculty and eCampus instructional designers conducted this study to reflect the collaborative online course development process at Boise State. The offering of high-enrollment nursing courses met enrollment demand and maintained student retention. Challenges related to instruction were addressed by using a careful course redesign process and continuous improvement. Implications of this educational innovation for health science educators, instructional designers, and lessons learned are provided. Copyright 2015, SLACK Incorporated.

Modified Weekly Cisplatin-Based Chemotherapy Is Acceptable in Postoperative Concurrent Chemoradiotherapy for Locally Advanced Head and Neck Cancer

PubMed Central

Lu, Hsueh-Ju; Yang, Chao-Chun; Wang, Ling-Wei; Chu, Pen-Yuan; Tai, Shyh-Kuan; Chen, Ming-Huang; Yang, Muh-Hwa; Chang, Peter Mu-Hsin

2015-01-01

Background. Triweekly cisplatin-based postoperative concurrent chemoradiotherapy (CCRT) has high intolerance and toxicities in locally advanced head and neck cancer (LAHNC). We evaluated the effect of a modified weekly cisplatin-based chemotherapy in postoperative CCRT. Methods. A total of 117 patients with LAHNC were enrolled between December 2007 and December 2012. Survival, compliance/adverse events, and independent prognostic factors were analyzed. Results. Median follow-up time was 30.0 (3.1–73.0) months. Most patients completed the entire course of postoperative CCRT (radiotherapy ≥ 60 Gy, 94.9%; ≥6 times weekly chemotherapy, 75.2%). Only 17.1% patients required hospital admission. The most common adverse effect was grade 3/4 mucositis (28.2%). No patient died due to protocol-related adverse effects. Multivariate analysis revealed the following independent prognostic factors: oropharyngeal cancer, extracapsular spread, and total radiation dose. Two-year progression-free survival and overall survival rates were 70.9% and 79.5%, respectively. Conclusion. Modified weekly cisplatin-based chemotherapy is an acceptable regimen in postoperative CCRT for LAHNC. PMID:25793192

Analyzing cross-college course enrollments via contextual graph mining

PubMed Central

Liu, Xiaozhong; Chen, Yan

2017-01-01

The ability to predict what courses a student may enroll in the coming semester plays a pivotal role in the allocation of learning resources, which is a hot topic in the domain of educational data mining. In this study, we propose an innovative approach to characterize students’ cross-college course enrollments by leveraging a novel contextual graph. Specifically, different kinds of variables, such as students, courses, colleges and diplomas, as well as various types of variable relations, are utilized to depict the context of each variable, and then a representation learning algorithm node2vec is applied to extracting sophisticated graph-based features for the enrollment analysis. In this manner, the relations between any pair of variables can be measured quantitatively, which enables the variable type to transform from nominal to ratio. These graph-based features are examined by the random forest algorithm, and experiments on 24,663 students, 1,674 courses and 417,590 enrollment records demonstrate that the contextual graph can successfully improve analyzing the cross-college course enrollments, where three of the graph-based features have significantly stronger impacts on prediction accuracy than the others. Besides, the empirical results also indicate that the student’s course preference is the most important factor in predicting future course enrollments, which is consistent to the previous studies that acknowledge the course interest is a key point for course recommendations. PMID:29186171

Analyzing cross-college course enrollments via contextual graph mining.

PubMed

Wang, Yongzhen; Liu, Xiaozhong; Chen, Yan

2017-01-01

The ability to predict what courses a student may enroll in the coming semester plays a pivotal role in the allocation of learning resources, which is a hot topic in the domain of educational data mining. In this study, we propose an innovative approach to characterize students' cross-college course enrollments by leveraging a novel contextual graph. Specifically, different kinds of variables, such as students, courses, colleges and diplomas, as well as various types of variable relations, are utilized to depict the context of each variable, and then a representation learning algorithm node2vec is applied to extracting sophisticated graph-based features for the enrollment analysis. In this manner, the relations between any pair of variables can be measured quantitatively, which enables the variable type to transform from nominal to ratio. These graph-based features are examined by the random forest algorithm, and experiments on 24,663 students, 1,674 courses and 417,590 enrollment records demonstrate that the contextual graph can successfully improve analyzing the cross-college course enrollments, where three of the graph-based features have significantly stronger impacts on prediction accuracy than the others. Besides, the empirical results also indicate that the student's course preference is the most important factor in predicting future course enrollments, which is consistent to the previous studies that acknowledge the course interest is a key point for course recommendations.

The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses

ERIC Educational Resources Information Center

Smith, Michelle K.; Trujillo, Caleb; Su, Tin Tin

2011-01-01

Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an…

Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students' Oral Pathology Performance.

PubMed

Shumway, Brian S; Bernstein, Mark L; Qian, Chen; Kulkarni, Manjiri Y; Rai, Shesh N

2018-03-01

Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.

Impact of Medicare Advantage Prescription Drug Plan Star Ratings on Enrollment before and after Implementation of Quality-Related Bonus Payments in 2012

PubMed Central

Li, Pengxiang; Doshi, Jalpa A.

2016-01-01

Objective Since 2007, the Centers for Medicare and Medicaid Services have published 5-star quality rating measures to aid consumers in choosing Medicare Advantage Prescription Drug Plans (MAPDs). We examined the impact of these star ratings on Medicare Advantage Prescription Drug (MAPD) enrollment before and after 2012, when star ratings became tied to bonus payments for MAPDs that could be used to improve plan benefits and/or reduce premiums in the subsequent year. Methods A longitudinal design and multivariable hybrid models were used to assess whether star ratings had a direct impact on concurrent year MAPD contract enrollment (by influencing beneficiary choice) and/or an indirect impact on subsequent year MAPD contract enrollment (because ratings were linked to bonus payments). The main analysis was based on contract-year level data from 2009–2015. We compared effects of star ratings in the pre-bonus payment period (2009–2011) and post-bonus payment period (2012–2015). Extensive sensitivity analyses varied the analytic techniques, unit of analysis, and sample inclusion criteria. Similar analyses were conducted separately using stand-alone PDP contract-year data; since PDPs were not eligible for bonus payments, they served as an external comparison group. Result The main analysis included 3,866 MAPD contract-years. A change of star rating had no statistically significant effect on concurrent year enrollment in any of the pre-, post-, or pre-post combined periods. On the other hand, star rating increase was associated with a statistically significant increase in the subsequent year enrollment (a 1-star increase associated with +11,337 enrollees, p<0.001) in the post-bonus payment period but had a very small and statistically non-significant effect on subsequent year enrollment in the pre-bonus payment period. Further, the difference in effects on subsequent year enrollment was statistically significant between the pre- and post-periods (p = 0.011). Sensitivity analyses indicated that the findings were robust. No statistically significant effect of star ratings was found on concurrent or subsequent year enrollment in the pre- or post-period in the external comparison group of stand-alone PDP contracts. Conclusion Star ratings had no direct impact on concurrent year MAPD enrollment before or after the introduction of bonus payments tied to star ratings. However, after the introduction of these bonus payments, MAPD star ratings had a significant indirect impact of increasing subsequent year enrollment, likely via the reinvestment of bonuses to provide lower premiums and/or additional member benefits in the following year. PMID:27149092

Impact of Medicare Advantage Prescription Drug Plan Star Ratings on Enrollment before and after Implementation of Quality-Related Bonus Payments in 2012.

PubMed

Li, Pengxiang; Doshi, Jalpa A

2016-01-01

Since 2007, the Centers for Medicare and Medicaid Services have published 5-star quality rating measures to aid consumers in choosing Medicare Advantage Prescription Drug Plans (MAPDs). We examined the impact of these star ratings on Medicare Advantage Prescription Drug (MAPD) enrollment before and after 2012, when star ratings became tied to bonus payments for MAPDs that could be used to improve plan benefits and/or reduce premiums in the subsequent year. A longitudinal design and multivariable hybrid models were used to assess whether star ratings had a direct impact on concurrent year MAPD contract enrollment (by influencing beneficiary choice) and/or an indirect impact on subsequent year MAPD contract enrollment (because ratings were linked to bonus payments). The main analysis was based on contract-year level data from 2009-2015. We compared effects of star ratings in the pre-bonus payment period (2009-2011) and post-bonus payment period (2012-2015). Extensive sensitivity analyses varied the analytic techniques, unit of analysis, and sample inclusion criteria. Similar analyses were conducted separately using stand-alone PDP contract-year data; since PDPs were not eligible for bonus payments, they served as an external comparison group. The main analysis included 3,866 MAPD contract-years. A change of star rating had no statistically significant effect on concurrent year enrollment in any of the pre-, post-, or pre-post combined periods. On the other hand, star rating increase was associated with a statistically significant increase in the subsequent year enrollment (a 1-star increase associated with +11,337 enrollees, p<0.001) in the post-bonus payment period but had a very small and statistically non-significant effect on subsequent year enrollment in the pre-bonus payment period. Further, the difference in effects on subsequent year enrollment was statistically significant between the pre- and post-periods (p = 0.011). Sensitivity analyses indicated that the findings were robust. No statistically significant effect of star ratings was found on concurrent or subsequent year enrollment in the pre- or post-period in the external comparison group of stand-alone PDP contracts. Star ratings had no direct impact on concurrent year MAPD enrollment before or after the introduction of bonus payments tied to star ratings. However, after the introduction of these bonus payments, MAPD star ratings had a significant indirect impact of increasing subsequent year enrollment, likely via the reinvestment of bonuses to provide lower premiums and/or additional member benefits in the following year.

20 CFR 664.500 - May youth participate in both youth and adult/dislocated worker programs concurrently?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false May youth participate in both youth and adult... Concurrent Enrollment § 664.500 May youth participate in both youth and adult/dislocated worker programs concurrently? (a) Yes, under the Act, eligible youth are 14 through 21 years of age. Adults are defined in the...

20 CFR 664.500 - May youth participate in both youth and adult/dislocated worker programs concurrently?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false May youth participate in both youth and adult... Concurrent Enrollment § 664.500 May youth participate in both youth and adult/dislocated worker programs concurrently? (a) Yes, under the Act, eligible youth are 14 through 21 years of age. Adults are defined in the...

20 CFR 664.500 - May youth participate in both youth and adult/dislocated worker programs concurrently?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false May youth participate in both youth and adult... Concurrent Enrollment § 664.500 May youth participate in both youth and adult/dislocated worker programs concurrently? (a) Yes, under the Act, eligible youth are 14 through 21 years of age. Adults are defined in the...

Connecting Structure-Property and Structure-Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions.

PubMed

Kohn, Kathryn P; Underwood, Sonia M; Cooper, Melanie M

2018-06-01

While many university students take science courses in multiple disciplines, little is known about how they perceive common concepts from different disciplinary perspectives. Structure-property and structure-function relationships have long been considered important explanatory concepts in the disciplines of chemistry and biology, respectively. Fourteen university students concurrently enrolled in introductory chemistry and biology courses were interviewed to explore their perceptions regarding 1) the meaning of structure, properties, and function; 2) the presentation of these concepts in their courses; and 3) how these concepts might be related. Findings suggest that the concepts of structure and properties were interpreted similarly between chemistry and biology, but students more closely associated the discussion of structure-property relationships with their chemistry courses and structure-function with biology. Despite receiving little in the way of instructional support, nine students proposed a coherent conceptual relationship, indicating that structure determines properties, which determine function. Furthermore, students described ways in which they connected and benefited from their understanding. Though many students are prepared to make these connections, we would encourage instructors to engage in cross-disciplinary conversations to understand the shared goals and disciplinary distinctions regarding these important concepts in an effort to better support students unable to construct these connections for themselves.

Safety and feasibility of adjuvant chemotherapy with S-1 in Japanese breast cancer patients after primary systemic chemotherapy: a feasibility study.

PubMed

Shigekawa, Takashi; Osaki, Akihiko; Sekine, Hiroshi; Sato, Nobuaki; Kanbayashi, Chizuko; Sano, Hiroshi; Takeuchi, Hideki; Ueda, Shigeto; Nakamiya, Noriko; Sugitani, Ikuko; Sugiyama, Michiko; Shimada, Hiroko; Hirokawa, Eiko; Takahashi, Takao; Saeki, Toshiaki

2015-04-10

Advanced breast cancer patients have a higher risk of postoperative recurrence than early-stage breast cancer patients. Recurrence is believed to be caused by the increase in micrometases, which were not eradicated by preoperative or postoperative chemotherapy. Therefore, a new therapeutic strategy that can improve treatment efficacy is mandatory for advanced breast cancer. S-1 was shown to be effective and safe in Japanese metastatic breast cancer patients treated with previous chemotherapy, including anthracyclines. Thus, in this study, we evaluated S-1 as adjuvant chemotherapy in breast cancer patients after standard primary systemic chemotherapy. The treatment consisted of 18 courses (a 2-week administration and a 1-week withdrawal; one year) administered at 80-120 mg/body/day. In cases judged to require postoperative radiotherapy, it was concurrently initiated on Day 1 of the study. If the estrogen receptor and/or human epidermal growth factor receptor 2 were positive, endocrine therapy and/or trastuzumab were permitted, concurrently. Of the 45 patients enrolled between September 2007 and September 2009 from 3 institutions, 43 patients were eligible. Thirty-two of the 43 (74.4%) patients received concurrent radiotherapy. Twenty-two of the 43 (51.2%) patients completed the scheduled courses of chemotherapy. The most common reasons for withdrawal of treatment were subjective symptoms, such as nausea, anorexia, or general fatigue during the first 9 courses of treatment in 9/43 (20.9%) patients, recurrence in 7/43 (16.3%) patients, and adverse events in 5/43 (11.6%) patients. The cumulative percentage of administration for 365 days was 66.4% (95% confidence interval: 50.8-79.1%). Although grade 3 neutropenia (9.3%), leukopenia (4.7%), and diarrhea (4.7%) were observed, they were manageable. No grade 4 adverse effects were observed. The percentage of Japanese breast cancer patients completing the 18-course treatment and the cumulative percentage of administration for 365 days using S-1 after standard primary systemic chemotherapy were similar with the results of another study of adjuvant chemotherapy for the Japanese gastric cancer patients with no severe adverse effects. A phase III trial investigating the usefulness of adjuvant S-1 is now ongoing in Japan, and it is expected that S-1 will have a significant survival benefit in breast cancer patients. UMIN000013469.

The Impact of a Course on Nature of Science Pedagogical Views and Rationales. Comparing Preservice Teachers in Their First Versus Second Experience

NASA Astrophysics Data System (ADS)

Kruse, Jerrid W.; Easter, Jaclyn M.; Edgerly, Hallie S.; Seebach, Colin; Patel, Neal

2017-08-01

This study explored changes in preservice teachers' (PSTs) nature of science pedagogical (NOSP) views and nature of science (NOS) rationales using pre- and post-course written responses as well as interview data. Through systematic analysis, themes were generated and compared to the NOS literature. Comparisons between pre- and post-course data demonstrate improved and deepened NOS views, NOSP views that are more aligned with NOS literature, and a greater number of rationales for including NOS. All participants were enrolled in the "Inquiry and Natures of Science, Technology, and Engineering" (INSTE) course. However, six participants were enrolled in INSTE as their first course in which NOS and NOSP were addressed. The other six participants were enrolled in INSTE as their second course in which NOS and NOSP were addressed, with science methods as their first course in which NOS and NOSP were addressed. By comparing participants enrolled in INSTE as their first course to those enrolled in INSTE as their second course, we observed that NOS understanding seemed to develop in a first experience alongside some NOS rationales, but NOSP views lagged for participants in INSTE as their first course. Participants enrolled in INSTE as their second course developed more robust and literature-aligned NOSP views and more multifaceted NOS rationales. Therefore, this study bolsters arguments that teachers need to receive extended NOS and NOSP instruction.

Placement of Students into First-Year Writing Courses

ERIC Educational Resources Information Center

Elliot, Norbert; Deess, Perry; Rudniy, Alex; Joshi, Kamal

2012-01-01

The purpose of the present study is to examine concurrent and predictive evidence used in the validation of ACCUPLACER, a purchased test used to place first-year students into writing courses at an urban, public research university devoted to science and technology education. Concurrent evidence was determined by correlations between ACCUPLACER…

Online Course Selection: Using Course Dashboards to Inform Student Enrollment Decisions

ERIC Educational Resources Information Center

Marshall, James

2016-01-01

This article explores the potential of course dashboards as a front-end strategy for decreasing online course dropout rates. Scholarship has addressed course attrition once students are enrolled in online courses. However, supporting academic success by assisting students in the making of effective decisions about which online courses to take has…

A privacy preserving protocol for tracking participants in phase I clinical trials.

PubMed

El Emam, Khaled; Farah, Hanna; Samet, Saeed; Essex, Aleksander; Jonker, Elizabeth; Kantarcioglu, Murat; Earle, Craig C

2015-10-01

Some phase 1 clinical trials offer strong financial incentives for healthy individuals to participate in their studies. There is evidence that some individuals enroll in multiple trials concurrently. This creates safety risks and introduces data quality problems into the trials. Our objective was to construct a privacy preserving protocol to track phase 1 participants to detect concurrent enrollment. A protocol using secure probabilistic querying against a database of trial participants that allows for screening during telephone interviews and on-site enrollment was developed. The match variables consisted of demographic information. The accuracy (sensitivity, precision, and negative predictive value) of the matching and its computational performance in seconds were measured under simulated environments. Accuracy was also compared to non-secure matching methods. The protocol performance scales linearly with the database size. At the largest database size of 20,000 participants, a query takes under 20s on a 64 cores machine. Sensitivity, precision, and negative predictive value of the queries were consistently at or above 0.9, and were very similar to non-secure versions of the protocol. The protocol provides a reasonable solution to the concurrent enrollment problems in phase 1 clinical trials, and is able to ensure that personal information about participants is kept secure. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

The Excellent Inevitability of Online Courses

ERIC Educational Resources Information Center

Brooks, Margaret

2009-01-01

Online enrollments have grown much faster than overall higher-education enrollments over the past few years, according to a 2008 report, "Staying the Course: Online Education in the United States," published by the Sloan-C, a consortium that promotes online education. During the period 2002-7, enrollment in online courses grew 19.7 percent,…

Theoretical Model of Development of Information Competence among Students Enrolled in Elective Courses

ERIC Educational Resources Information Center

Zhumasheva, Anara; Zhumabaeva, Zaida; Sakenov, Janat; Vedilina, Yelena; Zhaxylykova, Nuriya; Sekenova, Balkumis

2016-01-01

The current study focuses on the research topic of creating a theoretical model of development of information competence among students enrolled in elective courses. In order to examine specific features of the theoretical model of development of information competence among students enrolled in elective courses, we performed an analysis of…

5 CFR 890.1304 - Enrollment.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS (CONTINUED) FEDERAL... Demonstration Project § 890.1304 Enrollment. (a) Open Season for eligible beneficiaries will be held concurrent... employee organization sponsored plans that are participating in the demonstration project. (c) DoD will...

34 CFR 668.38 - Enrollment in telecommunications and correspondence courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false Enrollment in telecommunications and correspondence... Student Eligibility § 668.38 Enrollment in telecommunications and correspondence courses. (a) If a student..., or graduate degree. (b)(1) For purposes of this section, a student enrolled in a telecommunications...

34 CFR 668.38 - Enrollment in telecommunications and correspondence courses.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Enrollment in telecommunications and correspondence... Student Eligibility § 668.38 Enrollment in telecommunications and correspondence courses. (a) If a student..., or graduate degree. (b)(1) For purposes of this section, a student enrolled in a telecommunications...

34 CFR 668.38 - Enrollment in telecommunications and correspondence courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false Enrollment in telecommunications and correspondence... Student Eligibility § 668.38 Enrollment in telecommunications and correspondence courses. (a) If a student..., or graduate degree. (b)(1) For purposes of this section, a student enrolled in a telecommunications...

34 CFR 668.38 - Enrollment in telecommunications and correspondence courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false Enrollment in telecommunications and correspondence... Student Eligibility § 668.38 Enrollment in telecommunications and correspondence courses. (a) If a student..., or graduate degree. (b)(1) For purposes of this section, a student enrolled in a telecommunications...

34 CFR 668.38 - Enrollment in telecommunications and correspondence courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false Enrollment in telecommunications and correspondence... Student Eligibility § 668.38 Enrollment in telecommunications and correspondence courses. (a) If a student..., or graduate degree. (b)(1) For purposes of this section, a student enrolled in a telecommunications...

Exploring the Link between Online Behaviours and Course Performance in Asynchronous Online High School Courses

ERIC Educational Resources Information Center

Lowes, Susan; Lin, Peiyi; Kinghorn, Brian

2015-01-01

As enrolment in online courses has grown and LMS data has become accessible for analysis, researchers have begun to examine the link between in-course behaviours and course outcomes. This paper explores the use of readily available LMS data generated by approximately 700 students enrolled in the 12 online courses offered by Pamoja Education, the…

Establishing a STEM Pipeline: Trends in Male and Female Enrollment and Performance in Higher Level Secondary STEM Courses

ERIC Educational Resources Information Center

Bergeron, Liz; Gordon, Melissa

2017-01-01

The purpose of this study was to understand enrollment and performance differences between male and females in higher level secondary STEM courses. This study analyzes performance and enrollment of 355,688 secondary students in higher level STEM courses. This research also enabled an exploration of country level differences. The enrollment…

Affective instability and the course of bipolar depression: results from the STEP-BD randomised controlled trial of psychosocial treatment

PubMed Central

Stange, Jonathan P.; Sylvia, Louisa G.; da Silva Magalhães, Pedro Vieira; Miklowitz, David J.; Otto, Michael W.; Frank, Ellen; Yim, Christine; Berk, Michael; Dougherty, Darin D.; Nierenberg, Andrew A.; Deckersbach, Thilo

2016-01-01

Background Little is known about predictors of recovery from bipolar depression. Aims We investigated affective instability (a pattern of frequent and large mood shifts over time) as a predictor of recovery from episodes of bipolar depression and as a moderator of response to psychosocial treatment for acute depression. Method A total of 252 out-patients with DSM-IV bipolar I or II disorder and who were depressed enrolled in the Systematic Treatment Enhancement Program for Bipolar Disorder (STEP-BD) and were randomised to one of three types of intensive psychotherapy for depression (n = 141) or a brief psychoeducational intervention (n = 111). All analyses were by intention-to-treat. Results Degree of instability of symptoms of depression and mania predicted a lower likelihood of recovery and longer time until recovery, independent of the concurrent effects of symptom severity. Affective instability did not moderate the effects of psychosocial treatment on recovery from depression. Conclusions Affective instability may be a clinically relevant characteristic that influences the course of bipolar depression. PMID:26795426

Recruitment of urban US women at risk for HIV infection and willingness to participate in future HIV vaccine trials

PubMed Central

Metch, Barbara; Frank, Ian; Novak, Richard; Swann, Edith; Metzger, David; Morgan, Cecilia; Lucy, Debbie; Dunbar, Debora; Graham, Parrie; Madenwald, Tamra; Escamilia, Gina; Koblin, Beryl

2012-01-01

Enrollment of US women with sufficient risk of HIV infection into HIV vaccine efficacy trials has proved challenging. A cohort of 799 HIV-negative women, aged 18-45, recruited from three US cities was enrolled to assess recruitment strategies based on geographic risk pockets, social and sexual networks and occurrence of sexual concurrency and to assess HIV seroincidence during follow-up (to be reported later). Among enrolled women, 90% lived or engaged in risk behaviors within a local risk pocket, 64% had a male partner who had concurrent partners and 50% had a male partner who had been recently incarcerated. Nearly half (46%) were recruited through peer referral. At enrollment, 86% of women said they were willing to participate in a vaccine efficacy trial. Results indicate that participant and partner risk behaviors combined with a peer referral recruitment strategy may best identify an at-risk cohort willing to participate in future trials. PMID:23090677

Climate Change Course Impacts on the Individual, Their Future, and Interactions with Others

ERIC Educational Resources Information Center

Yanascavage, Christina

2012-01-01

This report explores the impacts a university climate change course has on those enrolled in the course. The research quantitatively measures and compares opinions, attitudes, and knowledge among groups, then qualitatively explores the responses of the group to identify course impacts. The results show reasons people enroll in the course, how they…

Dual Enrollment Student Achievement in Various Learning Environments

ERIC Educational Resources Information Center

Arnold, Bethany; Knight, Hal; Flora, Bethany

2017-01-01

The purpose of this study was to examine whether variations in student achievement in college courses exist between high school students who took the courses as dual enrollment (DE) courses and academically comparable high school students (AIMS scholars) who took the courses upon matriculation to college. Additionally, the researcher explored…

Impact of Face-to-Face Interaction in Meeting Needs of Adult Students Enrolled in Web-Based Nursing Courses

ERIC Educational Resources Information Center

Murabito, Sandra Womeldorf

2013-01-01

The purpose of this dissertation is to study the impact of student to faculty face-to-face interaction in meeting the needs of adult students enrolled in web-based nursing courses. The study compared adult and traditional nursing students enrolled in online courses. A non-equivalent control group research design was utilized to compare students…

Preparing Students for Advanced Placement: An Evaluation of the Academic Contributions of Enrollment in Pre-AP Middle School Programs

ERIC Educational Resources Information Center

Benvenuto, Charles M.

2017-01-01

Over the past 20 years, the College Board has expanded its Advanced Placement program to consist of over 30 courses offered to millions of students throughout the United States. While more students are enrolling in AP courses, the percentage of students passing the exams has declined. With students enrolling in the Advanced Placement courses as…

Delirium during the course of electroconvulsive therapy in a patient on lithium carbonate treatment.

PubMed

Sadananda, Suneetha Karkada; Narayanaswamy, Janardhanan C; Srinivasaraju, Ravindra; Math, Suresh Bada

2013-01-01

The safety of concurrent mood stabilizers during the course of electroconvulsive therapy (ECT) is yet to be clearly established. Delirium with concurrent administration of ECT and lithium carbonate is described in this case report. A 30-year-old male with a past history of significant head injury developed delirium during the course of bitemporal ECT. The clinical picture and the details of the cognitive impairment have been discussed in the report with a focus on relationship between the lithium carbonate administration and the concurrent ECT. Patients with preexisting organic brain damage could be prone to develop the cognitive adverse effect while on a combination of lithium and ECT. Possible interactions between lithium and ECT need further systematic evaluation. Copyright © 2013 Elsevier Inc. All rights reserved.

How teaching practices are connected to student intention to enrol in upper secondary school physics courses

NASA Astrophysics Data System (ADS)

Juuti, Kalle; Lavonen, Jari

2016-05-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

Employment Status among Parenting Teenage Mothers Enrolled in High School

ERIC Educational Resources Information Center

Smith, Matthew Lee; Wilson, Kelly L.

2014-01-01

Background: Many programs emphasize subsequent pregnancy prevention and high school graduation among teenage mothers; however, less is known about their ability to increase financial earnings from employment opportunities while concurrently enrolled in school. This study evaluates factors influencing employment status among teenage mothers after…

Thirteen years and counting: Outcomes of a concurrent ASN/BSN enrollment program.

PubMed

Heglund, Stephen; Simmons, Jessica; Wink, Diane; D'Meza Leuner, Jean

In their 2011 report, The Future of Nursing, the Institute of Medicine called for 80% of the nursing workforce to be comprised of baccalaureate prepared Registered Nurses by the year 2020. One suggested approach to achieve this goal is the creation of programs that allow students to progress through associate and baccalaureate nursing preparation simultaneously. This paper describes the University of Central Florida's 13-year experience after implementing a Concurrent Enrollment Program. Development and structure of the program, advisement and curriculum details, facilitators and barriers are described. Data on National Council Licensure Examination for Registered Nurses pass rates, completion rates, comparison with traditional RN-BSN students, and progression to graduate school are also included. The Concurrent Program model described here between a specific university and state college partners, demonstrated positive outcomes that support achievement of the Institute of Medicine's goals. Copyright © 2017 Elsevier Inc. All rights reserved.

A Comparison of the Achievement of Statistics Students Enrolled in Online and Face-to-Face Settings

ERIC Educational Resources Information Center

Christmann, Edwin P.

2017-01-01

This study compared the achievement of male and female students who were enrolled in an online univariate statistics course to students enrolled in a traditional face-to-face univariate statistics course. The subjects, 47 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to…

Effect of Couples Counselling on Reported HIV Risk Behaviour among HIV Serodiscordant Couples by ART Use, HIV Status and Gender in Rural Uganda

PubMed Central

King, Rachel; Min, Jeong; Birungi, Josephine; Nyonyintono, Maureen; Muldoon, Katherine A.; Khanakwa, Sarah; Kaleebu, Pontiano; Moore, David M.

2015-01-01

Background We examined several measures of self-reported HIV risk behaviour in mutually disclosed sero-discordant couples over time to see if a couples counselling intervention was associated with changes in these behaviors. Methods We analysed data from a prospective cohort study of HIV sero-discordant couples in Jinja, Uganda collected between June 2009 and December 2011. Participants received couples counselling, at 3-monthly intervals. We examined trends in reported condom-use, number of concurrent sexual partners, knowledge of HIV serostatus of concurrent partners and condom use of concurrent partners using Generalized Estimating Equation models, comparing responses at study enrollment with responses at six, 12 18 and 24 months of follow-up. Results A total of 586 couples were enrolled and the female member was HIV positive in 255 (44%) of them. The median age for female participants was 35 years and 42 years for men. Reported condom use at last sex with spouse increased over time (p<0.001) with the largest increases found among couples where the positive participant never received ART during the study(an increase from 68.8% at enrollment to 97.1% at 24 months). Male participants reported reductions in the number of concurrent sexual partners (p<0.001), increase in the knowledge of the HIV serostatus of these partners (p = 0.001) and a trend towards improved condom-use among non-primary partners (p = 0.070). Reported reduced risky behaviors did not wane over the study period. Conclusion Couples counselling resulted in increased condom use among all participants and among men the intervention resulted in reductions in risk behaviour with concurrent sexual partners. Routine counselling for serodiscordant couples should be integrated in routine ART care programs. PMID:26384103

Short-course versus long-course chemoradiation in rectal cancer--time to change strategies?

PubMed

Palta, Manisha; Willett, Christopher G; Czito, Brian G

2014-09-01

There is significant debate regarding the optimal neoadjuvant regimen for resectable rectal cancer patients. Short-course radiotherapy, a standard approach throughout most of northern Europe, is generally defined as 25 Gy in 5 fractions over the course of 1 week without the concurrent administration of chemotherapy. Long-course radiotherapy is typically defined as 45 to 50.4 Gy in 25-28 fractions with the administration of concurrent 5-fluoropyrimidine-based chemotherapy and is the standard approach in other parts of Europe and the United States. At present, two randomized trials have compared outcomes for short course radiotherapy with long-course chemoradiation showing no difference in respective study endpoints. Late toxicity data are lacking given limited follow-up. Although the ideal neoadjuvant regimen is controversial, our current bias is long-course chemoradiation to treat patients with locally advanced, resectable rectal cancer.

An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

2016-06-01

We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

Fresno State Students Enrolled in Multiple Higher Education Institutions

ERIC Educational Resources Information Center

Rogulkin, Dmitri

2009-01-01

According to the national studies (Bahr, 2009; Peter, 2006; McCormick, 2003) the proportion of college students attending multiple institutions during their undergraduate career is growing. In this report, we examined the extent of concurrent and back-and-forth enrollment, characteristics of students who attended multiple institutions, the type of…

Advanced Placement Course Enrollment and School-Level Characteristics

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel

2011-01-01

The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…

Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement

ERIC Educational Resources Information Center

Mooring, Suazette R.; Mitchell, Chloe E.; Burrows, Nikita L.

2016-01-01

Organic Chemistry is recognized as a course that presents many difficulties and conceptual challenges for students. To combat the high failure rates and poor student attitudes associated with this challenging course, we implemented a "flipped" model for the first-semester, large-enrollment, Organic Chemistry course. In this flipped…

Predictors of Academic Success in Web-Based Courses: Age, GPA, and Instruction Mode

ERIC Educational Resources Information Center

Vella, Elizabeth J.; Turesky, Elizabeth F.; Hebert, Jenni

2016-01-01

Purpose: The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction.…

Study Skills Course Impact on Academic Self-Efficacy

ERIC Educational Resources Information Center

Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

2014-01-01

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

Astronomy Enrollments and Degrees: Results from the 2012 Survey of Astronomy Enrollments and Degrees. Focus On

ERIC Educational Resources Information Center

Mulvey, Patrick; Nicholson, Starr

2014-01-01

Interest in astronomy degrees in the U.S. remains strong, with astronomy enrollments at or near all-time highs for the 2012-13 academic year. The total number of students taking an introductory astronomy course at a degree-granting physics or astronomy department is approaching 200,000. Enrollments in introductory astronomy courses have been…

Developing the Learning Physical Science Curriculum: Adapting a Small Enrollment, Laboratory and Discussion Based Physical Science Course for Large Enrollments

ERIC Educational Resources Information Center

Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

2012-01-01

We report on the adaptation of the small enrollment, lab and discussion based physical science course, "Physical Science and Everyday Thinking" (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new "Learning Physical Science" (LEPS) curriculum was designed around specific principles based on research on learning to meet the…

A Model-Driven Approach to Teaching Concurrency

ERIC Educational Resources Information Center

Carro, Manuel; Herranz, Angel; Marino, Julio

2013-01-01

We present an undergraduate course on concurrent programming where formal models are used in different stages of the learning process. The main practical difference with other approaches lies in the fact that the ability to develop correct concurrent software relies on a systematic transformation of formal models of inter-process interaction (so…

Impact of post-remission therapy in patients aged 65–70 years with de novo acute myeloid leukemia: a comparison of two concomitant randomized ALFA trials with overlapping age inclusion criteria

PubMed Central

Itzykson, Raphael; Gardin, Claude; Pautas, Cécile; Thomas, Xavier; Turlure, Pascal; Raffoux, Emmanuel; Terré, Christine; Fenaux, Pierre; Castaigne, Sylvie; Dombret, Hervé; Boissel, Nicolas

2011-01-01

Background There is no standard post-remission therapy in older patients with acute myeloid leukemia. Design and Methods From 1999 to 2006, the Acute Leukemia French Association group ran two concurrent randomized trials with overlapping inclusion criteria for patients aged 65 to 70 with acute myeloid leukemia, with different post-remission strategies: two intensive courses in the 9801 trial, one intensive course or six outpatient courses in the 9803 trial. We analyzed the outcome of these patients per protocol and per post-remission therapy. Results Two hundred and eleven patients aged 65 to 70 years with de novo acute myeloid leukemia were enrolled in trial 9801 (n=76) or 9803 (n=135). The patients in the two trials had comparable white blood cell counts (P=0.3), cytogenetics (P=0.49), and complete remission rates (70% and 57%, respectively; P=0.17). Overall survival was identical in both trials (32% and 34% at 2 years, respectively; P=0.71). Overall survival after complete remission was identical in the 103 of 130 patients who received the planned post-remission courses (n=44 with two intensive courses, n=28 with one intensive course, n=31 with six outpatient courses; 41%, 55%, and 58% at 2 years, respectively; P=0.34). Even in patients with favorable or normal karyotype (n=97), overall survival from complete remission was not improved by more intensive post-remission therapy. Conclusions In patients aged 65 to 70 years with de novo acute myeloid leukemia in complete remission after standard intensive induction chemotherapy, there is no apparent benefit from intensive post-remission therapy. (ClinicalTrials.gov Identifiers: NCT00931138 and NCT00363025) PMID:21459791

Impact of post-remission therapy in patients aged 65-70 years with de novo acute myeloid leukemia: a comparison of two concomitant randomized ALFA trials with overlapping age inclusion criteria.

PubMed

Itzykson, Raphael; Gardin, Claude; Pautas, Cécile; Thomas, Xavier; Turlure, Pascal; Raffoux, Emmanuel; Terré, Christine; Fenaux, Pierre; Castaigne, Sylvie; Dombret, Hervé; Boissel, Nicolas

2011-06-01

There is no standard post-remission therapy in older patients with acute myeloid leukemia. From 1999 to 2006, the Acute Leukemia French Association group ran two concurrent randomized trials with overlapping inclusion criteria for patients aged 65 to 70 with acute myeloid leukemia, with different post-remission strategies: two intensive courses in the 9801 trial, one intensive course or six outpatient courses in the 9803 trial. We analyzed the outcome of these patients per protocol and per post-remission therapy. Two hundred and eleven patients aged 65 to 70 years with de novo acute myeloid leukemia were enrolled in trial 9801 (n=76) or 9803 (n=135). The patients in the two trials had comparable white blood cell counts (P=0.3), cytogenetics (P=0.49), and complete remission rates (70% and 57%, respectively; P=0.17). Overall survival was identical in both trials (32% and 34% at 2 years, respectively; P=0.71). Overall survival after complete remission was identical in the 103 of 130 patients who received the planned post-remission courses (n=44 with two intensive courses, n=28 with one intensive course, n=31 with six outpatient courses; 41%, 55%, and 58% at 2 years, respectively; P=0.34). Even in patients with favorable or normal karyotype (n=97), overall survival from complete remission was not improved by more intensive post-remission therapy. In patients aged 65 to 70 years with de novo acute myeloid leukemia in complete remission after standard intensive induction chemotherapy, there is no apparent benefit from intensive post-remission therapy. (ClinicalTrials.gov Identifiers: NCT00931138 and NCT00363025).

The Influence of Self-Efficacy on Reading Achievement of General Educational Development (GED) and High School Graduates Enrolled in Developmental Reading Skills Courses in an Urban Community College System

ERIC Educational Resources Information Center

Barnes, Martha J.

2010-01-01

This study was undertaken to investigate the effects of self-efficacy on the performance of General Educational Development (GED) and high school graduates enrolled in developmental reading skills courses. The sample for the study consisted of 100 high school and 31 GED graduates enrolled in developmental reading courses in a midwestern community…

Forecasting Enrollment in Intensive English Language Programs.

ERIC Educational Resources Information Center

Davidson, Joseph O.; Mead, Linda

The development of a successful short-range forecasting model for predicting enrollment in a university intensive English course began with examination of the characteristics (nationality, enrollment patterns, persistence) of both course participants and no-shows; the resulting figures revealed consistent patterns for country of origin and for…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

PubMed Central

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2014-01-01

Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803

Increasing Secondary Student Enrollment in a Vocational Child Care Services Course through a Marketing Plan.

ERIC Educational Resources Information Center

Wilson, Judy Lacy

This practicum met its goals of increasing enrollment in an inner city high school vocational home economics course on child guidance, care, and management services; increasing students' and counselors' knowledge about the course; and providing audiovisual and printed materials to help students make an informed selection of the course. The…

National Online Learners Priorities Report. 2014-15 Research Report

ERIC Educational Resources Information Center

Noel-Levitz, Inc., 2014

2014-01-01

In 2012, more than 7,000,000 students were enrolled in at least one online course. Among Title IV colleges and universities, 25 percent of students were enrolled in at least one online course, with 10 percent exclusively taking online courses and 22 percent of graduate students taking only courses online (U.S. Department of Education, 2014). While…

Using Collaborative Two-Stage Examinations to Address Test Anxiety in a Large Enrollment Gateway Course

ERIC Educational Resources Information Center

Fournier, Kimberly A.; Couret, Jannelle; Ramsay, Jason B.; Caulkins, Joshua L.

2017-01-01

Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here,…

Reasons for Student Dropout in an Online Course in a Rural K-12 Setting

ERIC Educational Resources Information Center

de la Varre, Claire; Irvin, Matthew J.; Jordan, Adam W.; Hannum, Wallace H.; Farmer, Thomas W.

2014-01-01

Rural schools in the USA use online courses to overcome problems such as attracting and retaining teachers, geographic isolation, low student enrollment, and financial constraints. This paper reports on the reasons that 39% of rural high school students who enrolled in an online Advanced Placement course subsequently dropped the course. Students…

Student Learning and Performance in Information Systems Courses: The Role of Academic Motivation

ERIC Educational Resources Information Center

Herath, Tejaswini C.

2015-01-01

Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student…

Barriers to Online Postsecondary Education Crumble: Enrollment in Traditional Face-to-Face Courses Declines as Enrollment in Online Courses Increases

ERIC Educational Resources Information Center

Gray, Dahli

2013-01-01

Contrary to expectations, total postsecondary enrollment in the United States (US) declined in Fall 2011. In fact, it continues to decline while online enrollment continues to increase. Students can more easily cross geographic boundaries as online access causes barriers to postsecondary education to crumble, and more than 50% of the demand for…

An Analysis of Female Enrollment and Persistence in Five Selected Industry and Technology Courses.

ERIC Educational Resources Information Center

Garlock, Jerry C.

An investigation was made to determine the number of female students who completed or withdrew from five industry and technology courses predominantly enrolled by male students, over an 11 year period from 1964 to 1974. A total of 59 females had enrolled in Auto Mechanics, while 9, 8, and 5 females had enrolled in Welding, Construction Technology,…

Online Learning and the Development of Counseling Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Watson, Joshua C.

2012-01-01

This study examined the relationship between enrollment in online counseling courses and students' counseling selfefficacy beliefs. Results indicate that students enrolled in online courses report statistically significant higher selfefficacy beliefs than students in traditional FTF courses. Online instructional method may increase counselor…

An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt.

PubMed

Abdelhai, Rehab; Yassin, Sahar; Ahmad, Mohamad F; Fors, Uno G H

2012-03-20

The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

PubMed Central

2012-01-01

Background The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring. PMID:22433670

A comparison of the number of hours of sleep in high school students who took advanced placement and/or college courses and those who did not.

PubMed

Jin, Qiushuang; Shi, Qian

2008-12-01

This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high school students were sleep deprived. Sleep deprivation was significantly associated with enrollment in AP/college courses. Results indicated that enrollment in AP/college courses had a greater impact on younger students than older students. Compared with non-AP/college course takers, AP/college course takers slept approximately 20 minutes less per night. Specifically, 9th- and 10th-grade AP/college course takers slept approximately 1 hour less and 40 minutes less, respectively. In addition, students enrolled in two or more AP/college classes received 1 hour less and 30 minutes less among 10th and 11th graders, respectively. These results provide useful information on adolescent sleep patterns for school nurses.

Utah System of Higher Education 2015-16 Annual Report

ERIC Educational Resources Information Center

Utah System of Higher Education, 2016

2016-01-01

This annual report describes Utah System of Higher Education's progress in the 2015-2016 academic year in the following areas: (1) Strategic plan; (2) Enrollment and completion; (3) Paying for college; (4) Funding higher education; (5) College preparation; (6) Concurrent enrollment and math; (7) Outreach and access; and (8) Industry and the…

The Extent of Instructor Participation in an Online Computer Science Course How Much Is Enough?

ERIC Educational Resources Information Center

Arslanyilmaz, Abdurrahman; Sullins, John

2013-01-01

This study compares the discussion participation and performance of 7 undergraduate students enrolled in an e-commerce programming course during the spring semester of 2010 to that of 13 students enrolled in the same course during fall of that year. In the former course, the instructor participated in the required discussion only at the very end…

A Comparison of Pre- and Post- Levels of Mathematics Anxiety among Preservice Teacher Candidates Enrolled in a Mathematics Methods Course.

ERIC Educational Resources Information Center

Sloan, Tina Rye; Vinson, Beth; Haynes, Jonita; Gresham, Regina

This study examined the effectiveness of a methods course in the reduction of mathematics anxiety levels among three groups of preservice teachers majoring in elementary education. The sample included 61 novices enrolled in a course entitled Mathematics for the Young Child. This methods course utilized concrete manipulatives and active learning…

Energy Connections and Misconnections across Chemistry and Biology.

PubMed

Kohn, Kathryn P; Underwood, Sonia M; Cooper, Melanie M

2018-01-01

Despite the number of university students who take courses in multiple science disciplines, little is known about how they connect concepts between disciplines. Energy is a concept that underlies all scientific phenomena and, as such, provides an appropriate context in which to investigate student connections and misconnections across disciplines. In this study, university students concurrently enrolled in introductory chemistry and biology were interviewed to explore their perceptions of the integration of energy both within and across the disciplines, and how they attempted to accommodate and reconcile different disciplinary approaches to energy, to inform future, interdisciplinary course reform. Findings suggest that, while students believed energy to be important to the scientific world and to the disciplines of biology and chemistry, the extent to which it was seen as central to success in their courses varied. Differences were also apparent in students' descriptions of the molecular-level mechanisms by which energy transfer occurs. These findings reveal a disconnect between how energy is understood and used in introductory science course work and uncovers opportunities to make stronger connections across the disciplines. We recommend that instructors engage in interdisciplinary conversations and consider the perspectives and goals of other disciplines when teaching introductory science courses. © 2018 K. P. Kohn et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

20 CFR 664.500 - May youth participate in both youth and adult/dislocated worker programs concurrently?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false May youth participate in both youth and adult... Enrollment § 664.500 May youth participate in both youth and adult/dislocated worker programs concurrently? (a) Yes, under the Act, eligible youth are 14 through 21 years of age. Adults are defined in the Act...

20 CFR 664.500 - May youth participate in both youth and adult/dislocated worker programs concurrently?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false May youth participate in both youth and adult... Enrollment § 664.500 May youth participate in both youth and adult/dislocated worker programs concurrently? (a) Yes, under the Act, eligible youth are 14 through 21 years of age. Adults are defined in the Act...

Flipping College Algebra: Effects on Student Engagement and Achievement

ERIC Educational Resources Information Center

Ichinose, Cherie; Clinkenbeard, Jennifer

2016-01-01

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

Sources of Influence on Students' Enrollment Decision in Post-Secondary Vocational-Technical Education.

ERIC Educational Resources Information Center

Sandford, Brian A.; Torres, Robert M.

Descriptive survey research methodology was used to explore and describe factors--demographic, influential, or informational--that influenced student enrollment decisions in entry-level Welding Technology Program (WTP) courses. The target population included 38 students enrolled in the first semester courses offered by the WTP at Dona Ana…

34 CFR 690.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2010 CFR

2010-07-01

... No. of credit hours regular work No. of credit hours correspondence Total course load in credit hours... institution, the correspondence work may be included in determining the student's enrollment status to the... section, the correspondence work that may be included in determining a student's enrollment status is that...

Comparing Enrollment, Characteristics, and Academic Outcomes of Students in Developmental Courses and Those in Credit-Bearing Courses at Northern Marianas College. REL 2017-269

ERIC Educational Resources Information Center

Herman, Phillip; Scanlan, Spencer; Carreon, Daisy

2017-01-01

Many students graduate from high school academically unprepared for college. When such students enroll in college as first-time freshmen, they are commonly placed in non-credit-bearing developmental English and math courses to develop the skills necessary to complete freshman-level credit-bearing courses. Understanding students' college readiness…

Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276

ERIC Educational Resources Information Center

Garland, Marshall; Rapaport, Amie

2017-01-01

Taking advanced high school courses predicts such postsecondary outcomes as enrolling in college, persisting in college courses, and completing a degree. In Texas, where Hispanic students make up 51 percent of the student population, their access to and enrollment in advanced courses is an ongoing concern despite recent gains. In particular,…

Pursuit of stem enrollment in high school and higher education for Latino and Caucasian students with disabilities

NASA Astrophysics Data System (ADS)

White, Laurel Ann

This study examined course enrollments for female and male Latino and Caucasian students with disabilities (SWD) in Science, Technology, Engineering, and Math (STEM) to establish baseline data in one region of the state of Washington. The study analyzed five academic years of STEM course enrollment in one high school Career and Technical Education (CTE) program and one comprehensive community college. The study uncovered the following findings: (a) Latino and Caucasian SWD STEM enrollment percentages were not significantly different in the high school CTE program, but were significantly different in the STEM program in the comprehensive community college; (b) more females enrolled in Science and males in Engineering than anticipated, (c) Mathematics had the smallest enrollment pattern by ethnicity and gender in both settings, and (d) more males than females enrolled in Technology courses in the comprehensive community college. This research suggests the use of universal design of learning, theory of mind, and the ecological learning theory to encourage STEM enrollment for students with disabilities. Keywords: Career and Technical Education (CTE), Caucasian, comprehensive community college, disability, enrollment, female, high school, Latino, male, STEM, student enrollment, and students with disabilities.

A case study of non-traditional students re-entry into college physics and engineering

NASA Astrophysics Data System (ADS)

Langton, Stewart Gordon

Two groups of students in introductory physics courses of an Access Program for engineering technologies were the subjects of this study. Students with a wide range of academic histories and abilities were enrolled in the program; many of the students were re-entry and academically unprepared for post-secondary education. Five years of historical data were evaluated to use as a benchmark for revised instruction. Data were gathered to describe the pre-course academic state of the students and their academic progress during two physics courses. Additional information was used to search for factors that might constrain academic success and as feedback for the instructional methods. The data were interpreted to regulate constructivist design features for the physics courses. The Engineering Technology Access Program was introduced to meet the demand from non-traditional students for admission to two-year engineering' technology programs, but who did not meet normal academic requirements. The duration of the Access Program was two terms for electronic and computer engineering students and three terms for civil and mechanical engineering students. The sequence of mathematics and physics courses was different for the two groups. The Civil/Mechanical students enrolled in their first mathematics course before undertaking their first physics course. The first mathematics and physics courses for the Electronics students were concurrent. Academic success in the two groups was affected by this difference. Over a five-year period the success rate of students graduating with a technology diploma was approximately twenty-five percent. Results from this study indicate that it was possible to reduce the very high attrition in the combined Access/Technology Programs. While the success rate for the Electronics students increased to 38% the rate for the Civil/Mechanical students increased dramatically to 77%. It is likely that several factors, related to the extra term in the Access Program for the Civil/Mechanical students, contributed to this high retention rate. Additional time, with less academic pressure in the first term of the Access Program, provided the Civil/Mechanical students with the opportunity to develop academic skills and maturity resulting in improved self-concept and academic identity. These students may have been better equipped to take advantage of the alternate instructional setting of the revised physics courses. Results from a wide range of studies in Physics Education Research provide ideas and opportunities to improve instruction and students conceptual understanding in introductory physics courses. Most studies focus on traditional students and curriculum. The development and implementation of alternate curriculum and instruction may improve outcomes for different groups of students, particularly for students in disciplines indirectly related to the sciences.

How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses

ERIC Educational Resources Information Center

Juuti, Kalle; Lavonen, Jari

2016-01-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine…

A Blended Model: Simultaneously Teaching a Quantitative Course Traditionally, Online, and Remotely

ERIC Educational Resources Information Center

Lightner, Constance A.; Lightner-Laws, Carin A.

2016-01-01

As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes.…

Track Placement and the Motivational Predictors of Math Course Enrollment

ERIC Educational Resources Information Center

Reyes, Marcela; Domina, Thurston

2017-01-01

Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

Real Estate Education in Community Colleges: The Texas Experience.

ERIC Educational Resources Information Center

Lyon, Robert

The paper describes courses and enrollments for the 43 Texas community colleges offering real estate courses during the 1973-74 school year. The most frequently offered courses were principles, appraisal, finance, law, practice, and brokerage. Results of questionnaire surveys of the 43 community colleges indicate a larger part-time enrollment by…

Student Perceptions of a Comprehensive Orientation Program for Online Courses

ERIC Educational Resources Information Center

Robichaud, Wendy

2016-01-01

This dissertation presents a qualitative case study of students enrolled in online courses and how they perceived the orientation program they completed before starting these courses. The study was based on the perspectives of students enrolled in a fully online program at a small community college in western Maine. They were interviewed…

Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses

ERIC Educational Resources Information Center

Carr, Caleb T.

2014-01-01

This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication…

Where the girls aren't: High school girls and advanced placement physics enrollment

NASA Astrophysics Data System (ADS)

Barton, Susan O'brien

During the high school years, when many students first have some choice in course selection, research indicates that girls choose to enroll in more math and science courses, take more advanced placement courses, and take more honors courses in English, biology, chemistry, mathematics, and foreign languages than ever before. Yet, not only are boys more likely to take all of the three core science courses (biology, chemistry, and physics), boys enroll in advanced placement physics approximately three times as often as do girls. This study examines the perceptions, attitudes, and aspirations of thirty high school girls enrolled in senior-level science electives in an attempt to understand their high school science course choices, and what factors were influencing them. This is a qualitative investigation employing constructivist grounded theory methods. There are two main contributions of this study. First, it presents a new conceptual and analytical framework to investigate the problem of why some high school girls do not enroll in physics coursework. This framework is grounded in the data and is comprised of three existing feminist perspectives along the liberal/radical continuum of feminist thought. Second, this study illuminates a complex set of reasons why participants avoided high school physics (particularly advanced placement physics) coursework. These reasons emerged as three broad categories related to: (a) a lack of connectedness with physics curriculum and instruction; (b) prior negative experiences with physics and math classroom climates; and (c) future academic goals and career aspirations. Taken together, the findings of this study indicate that the problem of high school girls and physics enrollment---particularly advanced placement physics enrollment---is a problem that cannot be evaluated or considered from one perspective.

What's in a Name? Impact of marketing different course titles on enrollment for online classes.

PubMed

Kemper, Kathi J; Woods, Charles; McBride, Allison

2008-12-01

Little is known about the impact of different marketing strategies on enrollment of online courses for health professionals. The authors compared one aspect of marketing, course titles, for online classes about herbs and dietary supplements (HDS). The authors marketed two titles-one knowledge-oriented, the other behavior-oriented-for each of seven online HDS classes. The two titles were (1) "Introduction to topic" (Knowledge) and (2) "Talking with patients about topic" (Behavior). The seven classes were two general (introduction and safety) and five specialty (women, children, the elderly, depression, and gastrointestinal) topics. The Area Health Education Center in northwest North Carolina marketed the classes. Altogether, 195 clinicians enrolled in an average of 7.6 classes per enrollee (1,487 total). For every class, enrollment was higher for knowledge-oriented than behavior-oriented titled classes (average of 124 versus 89 enrollees per class, P < .01). Enrollment, combining the two general classes, was also significantly higher for general than specialty classes (266 versus 191 enrollees per class, P < .01). Differences in titles and levels of generality significantly impacted enrollment rates in these online classes on an unfamiliar topic. Additional marketing research is needed to inform efforts to enroll clinicians into courses on more familiar topics.

Pursuit of STEM Enrollment in High School and Higher Education for Latino and Caucasian Students with Disabilities

ERIC Educational Resources Information Center

White, Laurel Ann

2017-01-01

This study examined course enrollments for female and male Latino and Caucasian students with disabilities (SWD) in Science, Technology, Engineering, and Math (STEM) to establish baseline data in one region of the state of Washington. The study analyzed five academic years of STEM course enrollment in one high school Career and Technical Education…

Changing the Introductory IS Course to Improve Future Enrollments: An Irish Perspective

ERIC Educational Resources Information Center

Whelan, Eoin; Firth, David

2012-01-01

A significant challenge facing the IS discipline worldwide is the reversal of the low numbers of students currently enrolling in IS courses. While there is a growing body of literature which offers various insights into the IS enrollment crisis, almost all of this work is either from U.S. scholars or based on findings from U.S. universities. This…

Motivational Regulatory Styles of Graduate Students Enrolled in Online Prescribed and Elective Courses

ERIC Educational Resources Information Center

Wasmanski, Stephanie Lynn

2018-01-01

The purpose of this study was to explore the regulatory styles, as identified in Ryan and Deci's Self-Determination Theory, of graduate students enrolled in prescribed and elective courses, in a fully online Master of Education degree program. A sample consisting of 53 participants, enrolled in a master's degree program in education at a state…

Evaluating the Effect of No Child Left Behind on U.S. Music Course Enrollments

ERIC Educational Resources Information Center

Elpus, Kenneth

2014-01-01

The purpose of this study was to investigate nationwide enrollment in high school music courses from 1982 until 2009 to determine what trends in music enrollment existed and whether these trends were affected by the passage and implementation of the No Child Left Behind Act of 2001 (NCLB). With data from 10 separate nationally representative high…

Dual Credit Enrollment and GPA by Ethnicity and Gender at Texas 2-Year Colleges

ERIC Educational Resources Information Center

Young, Robert D., Jr.

2013-01-01

Purpose: The purpose of this investigation was to determine the extent to which differences were present in dual credit course enrollment. Specifically examined were whether differences were present in the first semester GPA and at the end of the first two semesters for students who enrolled in dual credit courses while in high school from…

Comparison of High School Dual-Enrollment and Traditional First-Term General/Organic/Biochemistry College Chemistry Class Outcomes

ERIC Educational Resources Information Center

Zuidema, Daniel R.; Eames, Kevin J.

2014-01-01

Student performance in a high school dual-enrollment chemistry course was compared with student performance in the corresponding traditional college course. The two courses were taught by the same instructor and evaluated using the same American Chemical Society (ACS) standardized examination. Interestingly, the high school dual-enrollment…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

ERIC Educational Resources Information Center

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture…

An Approach to Engaging Students in a Large-Enrollment, Introductory STEM College Course

ERIC Educational Resources Information Center

Swap, Robert J.; Walter, Jonathan A.

2015-01-01

While it is clear that engagement between students and instructors positively affects learning outcomes, a number of factors make such engagement difficult to achieve in large-enrollment introductory courses. This has led to pessimism among some education professionals regarding the degree of engagement possible in these courses. In this paper we…

A Critical Discourse Analysis of Engineering Course Syllabi and Recommendations for Increasing Engagement among Women in STEM

ERIC Educational Resources Information Center

Savaria, Michael; Monteiro, Kristina

2017-01-01

Men outnumber women in the enrollment of science, technology, engineering, and mathematics (STEM) undergraduate majors. Course syllabi are distributed to students during open enrollment and provide key insights into the courses. A critical discourse analysis of introductory engineering syllabi at a 4-year public university revealed limited to no…

Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergraduate Marketing Courses

ERIC Educational Resources Information Center

Fontenot, Renée J.; Mathisen, Richard E.; Carley, Susan S.; Stuart, Randy S.

2015-01-01

An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online…

The Importance of Course Design on Classroom Performance of Marketing Students

ERIC Educational Resources Information Center

Black, Gregory S.; Daughtrey, Clayton L.; Lewis, Jeffrey S.

2014-01-01

The main objective of this study was to investigate the impact of course design on marketing student outcomes by examining data gathered over several semesters from 563 undergraduate students enrolled in marketing classes at a major university. During this period of time, respondents were enrolled in one of four marketing courses, each of which…

Why Good Teaching Evaluations May Reward Bad Teaching: On Grade Inflation and Other Unintended Consequences of Student Evaluations.

PubMed

Stroebe, Wolfgang

2016-11-01

In this article, I address the paradox that university grade point averages have increased for decades, whereas the time students invest in their studies has decreased. I argue that one major contributor to this paradox is grading leniency, encouraged by the practice of university administrators to base important personnel decisions on student evaluations of teaching. Grading leniency creates strong incentives for instructors to teach in ways that would result in good student evaluations. Because many instructors believe that the average student prefers courses that are entertaining, require little work, and result in high grades, they feel under pressure to conform to those expectations. Evidence is presented that the positive association between student grades and their evaluation of teaching reflects a bias rather than teaching effectiveness. If good teaching evaluations reflected improved student learning due to effective teaching, they should be positively related to the grades received in subsequent courses that build on knowledge gained in the previous course. Findings that teaching evaluations of concurrent courses, though positively correlated with concurrent grades, are negatively related to student performance in subsequent courses are more consistent with the assumption that concurrent evaluations are the result of lenient grading rather than effective teaching. Policy implications are discussed. © The Author(s) 2016.

Better Together: Ensuring Quality District Schools in Times of Charter Growth and Declining Enrollment

ERIC Educational Resources Information Center

Toner, Mark

2017-01-01

Across the country, many large school districts have seen flat or declining enrollments in recent years, including in places where there's been concurrent growth in charter schools. The result has been a growing perception that charter expansion is coming at the expense of the health of traditional school districts--a perception that, even if…

Follow-Up Study of Students Who Enrolled in Small Business Non-Credit Courses at Harper College. Volume XXIV, Number 8.

ERIC Educational Resources Information Center

Lucas, John A.; Soto, Linda

As part of a review of its Small Business Management courses and seminars, William Rainey Harper College in Illinois conducted a study of students currently enrolled in spring 1995 and students who had enrolled from fall 1993 to fall 1994 to determine the students' characteristics, the effectiveness of marketing efforts, and students' perceptions…

Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges. CCRC Working Paper No. 31

ERIC Educational Resources Information Center

Xu, Di; Jaggars, Shanna Smith

2011-01-01

This report investigates enrollment patterns and academic outcomes in online, hybrid, and face-to-face courses among students who enrolled in Washington State community and technical colleges in the fall of 2004. Students were tracked for nearly five years, until the spring of 2009. Results were similar to those found in a parallel study in…

Comparing the Self-Efficacy of Dual Enrollment Students Taking Classes at the High School, at the College, and Online

ERIC Educational Resources Information Center

Wallace, Tyler Lewis

2017-01-01

This quantitative causal comparative study investigated how the modality of course content delivery impacts the self-efficacy of dual enrollment students. The problem was that it is unclear how the benefits of dual enrollment impact different student groups based on the location of the course. The purpose was to verify existing research linking…

The Impact of Taking a College Pre-Calculus Course on Students' College Calculus Performance

ERIC Educational Resources Information Center

Sonnert, Gerhard; Sadler, Philip M.

2014-01-01

Poor performance on placement exams keeps many US students who pursue a STEM (science, technology, engineering, mathematics) career from enrolling directly in college calculus. Instead, they must take a pre-calculus course that aims to better prepare them for later calculus coursework. In the USA, enrollment in pre-calculus courses in two- and…

Enrolment, Content and Assessment: A Review of Examinable Senior Secondary (16-19 Year Olds) Physical Education Courses: An International Perspective

ERIC Educational Resources Information Center

Whittle, Rachael Jayne; Benson, Amanda Clare; Telford, Amanda

2017-01-01

Senior secondary physical education courses for certification continue to attract increasing student enrolments amidst international concerns for the state and status of physical education in schools. Curricula analysis of senior secondary physical education has typically focussed on courses in local contexts. This review aims to contribute to the…

A Decade of Change: Motivating and Discouraging Factors Affecting Faculty Participation in Online Business Education Courses

ERIC Educational Resources Information Center

Hurt, Ransom Todd

2014-01-01

The number of college students enrolled in online courses increased more than 22 percent between 2002 and 2011. Despite this rapid rise in online course enrollment, only a two-percent gain in faculty acceptance of online learning occurred during this same time period. The majority of teaching faculty remain resistant to online instruction with…

Redesigning a Large Enrollment Course: The Impact on Academic Performance, Course Completion and Student Perceptions in Introductory Psychology

ERIC Educational Resources Information Center

Hudson, Danae L.; Whisenhunt, Brooke L.; Shoptaugh, Carol F.; Rost, Ann D.; Fondren-Happel, Rachel N.

2014-01-01

Increasing college enrollments, and decreased funding have led institutions and instructors to focus on developing courses that can be taught effectively in a large class format. This article presents the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections. The goals of the project included improving…

Teachers' Engagement with New Literacies: Support for Implementing Technology in the English/Language Arts Classroom

ERIC Educational Resources Information Center

Zoch, Melody; Myers, Joy; Belcher, Jennifer

2017-01-01

This qualitative study examined in-service teachers who were enrolled in a graduate level course that focused on new literacies and the integration of technology with literacy. They also taught children enrolled in a summer writing camp as part of the course. The authors followed the teachers into their classrooms once the graduate course ended to…

Bridge over the River Qua: Using Simulations to Span the Divide between Prelaw and Political Science Students

ERIC Educational Resources Information Center

Woessner, Matthew; Winters, Kathleen H.; Kopko, Kyle C.

2017-01-01

Undergraduate public law courses often attract students with competing expectations. Some students enroll in these courses to prepare for law school, while others enroll in the courses to gain a broader understanding of courts in the American system of government. These differing student constituencies can create a dilemma for instructors. A…

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

ERIC Educational Resources Information Center

Brown, Sydney E.; Karle, Sarah Thomas; Kelly, Brian

2015-01-01

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online…

Course Selection Theory and College Transition Seminars: An Adaptation of College Choice Models to Explain First-Year Students' Course Enrollment Behavior

ERIC Educational Resources Information Center

Graff, Curt Gerard

2011-01-01

This dissertation examines the course-enrollment behavior of first-year students at a public Midwestern university. Using the student choice construct, modern college choice theory, and the constructs of habitus, human capital, financial capital, social capital, cultural capital, along with background variables such as gender and locus of control,…

Broadening Units to Broadened Horizons: The Impact of "New Courses 2012" on Enrolments in Italian at the University of Western Australia

ERIC Educational Resources Information Center

Caruso, Marinella; Brown, Joshua

2014-01-01

"New Courses 2012" refers to a new course structure adopted by the University of Western Australia, which has established a three-year general Bachelor degree followed by professional degrees. Since its introduction, enrolments in languages have increased, in a context in which languages across Australia have found themselves "under…

Delicate Engagement: The Lived Experience of Community College Students Enrolled in High-Risk Online Courses

ERIC Educational Resources Information Center

Bambara, Cynthia S.; Harbour, Clifford P.; Davies, Timothy Gray; Athey, Susan

2009-01-01

This article reports the findings of a phenomenological study that examined the lived experience of community college students enrolled in high-risk online courses (HRCs) at a community college in the American Southeast. HRCs were defined as college courses with withdrawal or failure rates of 30% or more. In-depth interviews were conducted with 13…

Final results of a multi-institutional phase II trial of reirradiation with concurrent weekly cisplatin and cetuximab for recurrent or second primary squamous cell carcinoma of the head and neck.

PubMed

Awan, M J; Nedzi, L; Wang, D; Tumati, V; Sumer, B; Xie, X-J; Smith, I; Truelson, J; Hughes, R; Myers, L L; Lavertu, P; Wong, S; Yao, M

2018-04-01

The optimal regimen of chemotherapy and reirradiation (re-XRT) for recurrent head and neck squamous cell carcinoma (HNSCC) is controversial. We report the final outcomes of a multicenter phase II trial evaluating cetuximab and cisplatin-based chemotherapy concurrent with re-XRT for patients with recurrent HNSCC. Patients with unresectable recurrent disease or positive margins after salvage surgery arising within a previously irradiated field with KPS ≥ 70 were eligible for this trial. Cetuximab 400 mg/m2 was delivered as a loading dose in week 1 followed by weekly cetuximab 250 mg/m2 and cisplatin 30 mg/m2 concurrent with 6 weeks of intensity-modulated radiotherapy to a dose of 60-66 Gy in 30 daily fractions. Patients who previously received both concurrent cetuximab and cisplatin with radiation or who received radiotherapy less than 6 months prior were ineligible. From 2009 to 2013, 48 patients enrolled on this trial, 2 did not receive any protocol treatment. Of the remaining 46 patients, 34 were male and 12 female, with a median age of 62 years (range 36-85). Treatment was feasible and only 1 patient did not complete the treatment course. Common grade 3 or higher acute toxicities were lymphopenia (46%), pain (22%), dysphagia (13%), radiation dermatitis (13%), mucositis (11%) and anorexia (11%). There were no grade 5 acute toxicities. Eight grade 3 late toxicities were observed, four of which were swallowing related. With a median follow-up of 1.38 years, the 1-year overall survival (OS) was 60.4% and 1-year recurrence-free survival was 34.1%. On univariate analysis, OS was significantly improved with young age (P = 0.01). OS was not associated with radiation dose, surgery before re-XRT or interval from prior XRT. Concurrent cisplatin and cetuximab with re-XRT is feasible and offers good treatment outcomes for patients with high-risk features. Younger patients had significantly improved OS. NCT00833261.

Exploring the Impact of Learning Communities at a Community College: An Effort to Support Students Enrolled in a Developmental Math Course

ERIC Educational Resources Information Center

VonHandorf, Teri A.

2012-01-01

The purpose of this mixed-methods participatory action research study was to explore the impact of learning communities on students enrolled in the lowest level of developmental math at a two-year college. The learning community consisted of twenty-three students who were enrolled in both a student success course (GEN102) and a developmental math…

High School Students' Perception of Career Technical Education and Factors that Influence Enrollment in Programs at a Regional Occupational Center

ERIC Educational Resources Information Center

St. Gean, Laurie M.

2010-01-01

The purpose of this study was to learn about the demographic profile of South Bay-area high school Career Technical Education (CTE) students (those who enroll in CTE courses outside the school day), their perceptions related to CTE, the people and other factors that influence them to enroll in CTE courses, and students' opinions on which…

Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

NASA Astrophysics Data System (ADS)

Haseltine, Jessica

2006-10-01

A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

38 CFR 21.7122 - Courses precluded.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... decisions. (Authority: 3034, 3689(d), 3696) (d) Restrictions on enrollment: percentage of students receiving... students enrolled in the course are having all or part of their tuition, fees or other charges paid for...

38 CFR 21.7122 - Courses precluded.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... decisions. (Authority: 3034, 3689(d), 3696) (d) Restrictions on enrollment: percentage of students receiving... students enrolled in the course are having all or part of their tuition, fees or other charges paid for...

38 CFR 21.7122 - Courses precluded.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... decisions. (Authority: 3034, 3689(d), 3696) (d) Restrictions on enrollment: percentage of students receiving... students enrolled in the course are having all or part of their tuition, fees or other charges paid for...

38 CFR 21.7122 - Courses precluded.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... decisions. (Authority: 3034, 3689(d), 3696) (d) Restrictions on enrollment: percentage of students receiving... students enrolled in the course are having all or part of their tuition, fees or other charges paid for...

38 CFR 21.7122 - Courses precluded.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... decisions. (Authority: 3034, 3689(d), 3696) (d) Restrictions on enrollment: percentage of students receiving... students enrolled in the course are having all or part of their tuition, fees or other charges paid for...

Teaching a Basic Religious Studies Course Using Guided Design and an Individualized Course Requirements Plan.

ERIC Educational Resources Information Center

Trobian, Helen R.

The religious studies course described in this paper is offered at Bennett College, a predominantly Black college for women. It utilizes an extensive book list and library reserves rather than a textbook, and emphasizes individualized research carried on concurrently with classroom presentations. Specific components of the course are listed and/or…

Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course versus Online Course

ERIC Educational Resources Information Center

Rosenzweig, Amanda H.

2012-01-01

Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need…

Investigating Developmental and College-Level Course Enrollment and Passing before and after Florida's Developmental Education Reform. REL 2017-203

ERIC Educational Resources Information Center

Hu, Shouping; Park, Toby J.; Woods, Chenoa S.; Tandberg, David A.; Richard, Keith; Hankerson, Dava

2016-01-01

Developmental education courses in college--defined as classes taken in college that are below college level (Bautsch, 2013)--have come under increased scrutiny in recent years. Concerns focus on the large number of students enrolled in developmental education courses, the high cost of providing them, and the low success rates among students who…

What is Comprehensive Sexuality Education Really All About? Perceptions of Students Enrolled in an Undergraduate Human Sexuality Course

ERIC Educational Resources Information Center

Goldfarb, Eva S.

2005-01-01

The purpose of this study was to use qualitative evaluation techniques to explore the perceptions of students enrolled in undergraduate human sexuality classes regarding their expectations for the course as well as outcomes. One hundred forty-eight students were surveyed at the beginning and again at the end of the semester long course. While…

Concurrent Etoposide, Steroid, High-dose Ara-C and Platinum chemotherapy with radiation therapy in localised extranodal natural killer (NK)/T-cell lymphoma, nasal type.

PubMed

Michot, Jean-Marie; Mazeron, Renaud; Danu, Alina; Lazarovici, Julien; Ghez, David; Antosikova, Anna; Willekens, Christophe; Chamseddine, Ali N; Minard, Veronique; Dartigues, Peggy; Bosq, Jacques; Carde, Patrice; Koscielny, Serge; De Botton, Stéphane; Ferme, Christophe; Girinsky, Theodore; Ribrag, Vincent

2015-11-01

Radiation combined with chemotherapy has recently been proposed to treat patients with localised extranodal natural killer (NK)/T lymphoma (ENKTL), nasal type. However, the modalities of the chemoradiotherapy combination and drug choices remain a matter of debate. We conducted a concurrent chemoradiotherapy (CCRT) study with the ESHAP (Etoposide, Steroid, High-dose Ara-C and Platinum) regimen. An induction phase with two upfront courses of CCRT delivering a 40Gy dose of radiation concurrently with two cycles of the ESHAP chemotherapy regimen, followed by a consolidation phase with 2-3 cycles of ESHAP chemotherapy alone. Thirteen patients with localised ENKTL nasal type were enrolled between January 2005 and December 2014. The median age was 62years. Ten and three patients had Ann Arbor stage IE and IIE disease, respectively. They all completed the induction CCRT phase. A median of two consolidation ESHAP cycles were delivered. During consolidation, 8/13 (62%) patients had a reduction in the number of chemotherapy cycles or reduced chemotherapy doses, due to haematologically adverse events. The other five patients (38%) received the full number of ESHAP cycles of chemotherapy scheduled without a dose reduction. All but one patient (92%) experienced grade 3-4 haematological toxicity. The main non-haematological grade 3-4 toxicity was mucositis in 6/13 (46%) patients. All but one patient (92%) achieved a complete remission. Two-year overall survival was 72%. With optimal management of the specific toxicities induced by this treatment modality, CCRT with the ESHAP regimen yielded high efficacy against localised ENKTL, nasal type. Copyright © 2015 Elsevier Ltd. All rights reserved.

University students' perspectives on a psychology of death and dying course: exploring motivation to enroll, goals, and impact.

PubMed

Buckle, Jennifer L

2013-10-01

This study provides an in-depth investigation of the motivations, goals, and impact on 23 university students enrolled in a Psychology of Death and Dying course. Through a grounded theory analysis of precourse perspective and postcourse reflection assignments, several key themes emerged. Participants were motivated to enroll in the course by their self-identified lack of knowledge on the topic and its professional and personal relevance. They identified three main course goals: cognitive comfort, preparation to support others, and personal growth. At the end of the course, participants noted heightened awareness of personal mortality and increased comfort with death-related topics, as well as reduced fear, surprise at the depth of the thanatology field, and enriched context for their experiences with death and dying. The implications of the results for death educators, researchers, and students are discussed.

Students' conceptual performance on synthesis physics problems with varying mathematical complexity

NASA Astrophysics Data System (ADS)

Ibrahim, Bashirah; Ding, Lin; Heckler, Andrew F.; White, Daniel R.; Badeau, Ryan

2017-06-01

A body of research on physics problem solving has focused on single-concept problems. In this study we use "synthesis problems" that involve multiple concepts typically taught in different chapters. We use two types of synthesis problems, sequential and simultaneous synthesis tasks. Sequential problems require a consecutive application of fundamental principles, and simultaneous problems require a concurrent application of pertinent concepts. We explore students' conceptual performance when they solve quantitative synthesis problems with varying mathematical complexity. Conceptual performance refers to the identification, follow-up, and correct application of the pertinent concepts. Mathematical complexity is determined by the type and the number of equations to be manipulated concurrently due to the number of unknowns in each equation. Data were collected from written tasks and individual interviews administered to physics major students (N =179 ) enrolled in a second year mechanics course. The results indicate that mathematical complexity does not impact students' conceptual performance on the sequential tasks. In contrast, for the simultaneous problems, mathematical complexity negatively influences the students' conceptual performance. This difference may be explained by the students' familiarity with and confidence in particular concepts coupled with cognitive load associated with manipulating complex quantitative equations. Another explanation pertains to the type of synthesis problems, either sequential or simultaneous task. The students split the situation presented in the sequential synthesis tasks into segments but treated the situation in the simultaneous synthesis tasks as a single event.

Association of Active Human Herpesvirus-6, -7 and Parvovirus B19 Infection with Clinical Outcomes in Patients with Myalgic Encephalomyelitis/Chronic Fatigue Syndrome

PubMed Central

Chapenko, Svetlana; Krumina, Angelika; Logina, Inara; Rasa, Santa; Chistjakovs, Maksims; Sultanova, Alina; Viksna, Ludmila; Murovska, Modra

2012-01-01

Frequency of active human herpesvirus-6, -7 (HHV-6, HHV-7) and parvovirus B19 (B19) infection/coinfection and its association with clinical course of ME/CFS was evaluated. 108 ME/CFS patients and 90 practically healthy persons were enrolled in the study. Viral genomic sequences were detected by PCR, virus-specific antibodies and cytokine levels—by ELISA, HHV-6 variants—by restriction analysis. Active viral infection including concurrent infection was found in 64.8% (70/108) of patients and in 13.3% (12/90) of practically healthy persons. Increase in peripheral blood leukocyte DNA HHV-6 load as well as in proinflammatory cytokines' levels was detected in patients during active viral infection. Definite relationship was observed between active betaherpesvirus infection and subfebrility, lymphadenopathy and malaise after exertion, and between active B19 infection and multijoint pain. Neuropsychological disturbances were detected in all patients. The manifestation of symptoms was of more frequent occurrence in patients with concurrent infection. The high rate of active HHV-6, HHV-7 and B19 infection/coinfection with the simultaneous increase in plasma proinflammatory cytokines' level as well as the association between active viral infection and distinctive types of clinical symptoms shows necessity of simultaneous study of these viral infections for identification of possible subsets of ME/CFS. PMID:22927850

A case-based toxicology elective course to enhance student learning in pharmacotherapy.

PubMed

Brown, Stacy D; Pond, Brooks B; Creekmore, Kathryn A

2011-08-10

To assess the impact of a case-based toxicology elective course on student learning in related required courses and student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) examination. A case-based clinical toxicology elective course that contained topics from 2 required courses, Pharmacology III and Pharmacotherapy II, was offered in the spring 2009 to second- and third-year pharmacy students. Scores on the Toxicology subsection of the PCOA of students enrolled in the elective were higher than those of students not enrolled (91.3% ± 4.1 vs. 67.2% ± 5.7). Enrollment in the elective was related to increased examination scores among Pharmacotherapy II students (89.5% ± 2.0 vs. 83.9% ± 1.8). Students indicated on course survey instruments that they were satisfied with the new elective offering. A toxicology elective provided a clinically relevant, active-learning experience for pharmacy students that addressed a curricular need within the college and increased examination scores.

What Drives Students to Complete Online Courses? What Drives Faculty to Teach Online? Validating a Measure of Motivation Orientation in University Students and Faculty

ERIC Educational Resources Information Center

Johnson, Ruth; Stewart, Cindy; Bachman, Christine

2015-01-01

Although online student enrollment has shown double digit growth for almost a decade and academic leaders recognize that online education is necessary for enrollment growth, little is known about what motivates students to enroll in or faculty to teach face-to-face (F2F) versus online courses. The psychometric properties of a motivation scale were…

The Presence of Chronic Mucus Hypersecretion across Adult Life in Relation to Chronic Obstructive Pulmonary Disease Development

PubMed Central

Shaheen, Seif O.

2016-01-01

Rationale: Chronic mucus hypersecretion (CMH) is common among smokers and is associated with chronic obstructive pulmonary disease development and progression. Objectives: To understand how the relationships between smoking, CMH, and chronic obstructive pulmonary disease develop during adult life, and facilitate earlier disease detection and intervention. Methods: We analyzed data on CMH, smoking, and lung function prospectively collected by the Medical Research Council National Survey of Health and Development, a nationally representative British cohort followed since birth in 1946. We analyzed the longitudinal relationships between smoking and CMH, how symptoms during life related to airflow limitation at 60–64 years, and how CMH duration between ages 43 and 60–64 years related to concurrent FEV1 decline. Measurements and Main Results: From 5,362 individuals enrolled at birth, 4,427 contributed data between ages 20 and 64 years (52% male; 63% ever-smoker). Among smokers CMH prevalence escalated between ages 36 and 43 from 7.6 ± 2.0% to 13.0 ± 2.6%. At these ages, symptoms were associated with a higher risk of subsequent airflow limitation (odds ratio [95% confidence interval], 3.70 [1.62–8.45] and 4.11 [1.85–9.13], respectively). Across adult life, CMH followed a dynamic remitting–relapsing course. Symptom prevalence following smoking cessation returned to levels seen among never-smokers. The longer CMH was present across three occasions (ages 43, 53, and 60–64 yr), the greater the concurrent FEV1 decline, corresponding to an additional decrement of 3.6 ± 2.5 ml/yr per occasion that CMH was present (P = 0.005). Conclusions: CMH among middle-aged smokers represents an early developmental phase of chronic obstructive pulmonary disease. Smoking-related CMH usually resolves following smoking cessation but the longer its duration the greater the FEV1 lost, suggesting the course of CMH across adult life may reflect the underlying course of airway disease activity. PMID:26695373

Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study

PubMed Central

Aboshady, Omar A; Radwan, Ahmed E; Eltaweel, Asmaa R; Azzam, Ahmed; Aboelnaga, Amr A; Hashem, Heba A; Darwish, Salma Y; Salah, Rehab; Kotb, Omar N; Afifi, Ahmed M; Noaman, Aya M; Salem, Dalal S; Hassouna, Ahmed

2015-01-01

Objectives To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. Design A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Settings Ten out of 19 randomly selected medical schools in Egypt. Participants 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary and secondary outcome measures Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Results Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student–instructor (8; 32%) and student–student (5; 20%) interactions. Conclusions About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience. PMID:25564149

Rigorous Courses, Fresh Enrollment

ERIC Educational Resources Information Center

McNeil, Michele

2007-01-01

School leaders have joined a six-state effort by the National Governors Association (NGA) aimed at making Advanced Placement (AP) classes more widely available, recruiting nontraditional students to enroll, and working to make sure those students succeed in the college-level courses. Participants say the NGA initiative is showing impressive early…

Reflectors as Online Extraverts?

ERIC Educational Resources Information Center

Downing, Kevin; Chim, Tat Mei

2004-01-01

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom-based courses to…

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

MOOCs: Tips for Enrollment Professionals

ERIC Educational Resources Information Center

Fomin, Elizabeth

2013-01-01

Massive Open Online Courses (MOOCs) are courses offered for free for any students with an internet connection. Many institutions now offer free MOOCs, including prestigious state universities and private schools. MOOCs are differentiated from ordinary online classes in several ways. Some MOOCs may have as many 50,000 students enrolled in a course…

Guaranteeing the Course Schedule

ERIC Educational Resources Information Center

Carroll, Jonathan; Campbell, Lea

2008-01-01

It is an event administrators, faculty, staff, and students dread every semester--the course cancellation meeting, when it is decided which low enrollment classes will be canceled. No one wins. Students are left scrambling to make last-minute adjustments to their schedules, and administrators are forced to cancel low-enrollment classes even though…

Determinants of Middle School Students' Intention to Enroll in a High School Science Course: An Application of the Theory of Reasoned Action.

ERIC Educational Resources Information Center

Crawley, Frank E.; Coe, Annette S.

1990-01-01

Investigated were the determinants of intentions to enroll in a high school science course by middle school earth science students. The impact on intentions of students' attitudes, social pressures, and specific external variables are discussed. (KR)

Academic Engagement: Hispanic Developmental and Nondevelopmental Education Students

ERIC Educational Resources Information Center

Brickman, Stephanie J.; Alfaro, Edna C.; Weimer, Amy A.; Watt, Karen M.

2013-01-01

The purpose of this research is to identify any differences in the academic engagement of Hispanic students enrolled in a developmental course compared to those enrolled in a retention initiative course. Researchers proposed that personal interests and perceptions of instrumentality to future goals would help develop, guide, and direct successful…

38 CFR 21.7131 - Commencing dates.

Code of Federal Regulations, 2010 CFR

2010-07-01

... standard college degree. (1) When the student enrolls in a course offered by independent study, the commencing date of the award or increased award of educational assistance will be the date the student began...) When a student enrolls in a resident course or subject, the commencing date of the award or increased...

Video-Modeling and Pre-Performance Apprehension: Ignorance Is Bliss.

ERIC Educational Resources Information Center

Newburger, Craig; Hemphill, Michael

A study examined the effect of successful and unsuccessful video models on pre-performance public speaking anxiety of students enrolled in basic communication courses. Two hundred twenty-five students enrolled in the basic communication courses served as participants. Subjects were divided into four conditions according to how the instructions for…

Educational Attainment as Process: Using Hierarchical Discrete-Time Event History Analysis to Model Rate of Progress

ERIC Educational Resources Information Center

Bahr, Peter Riley

2009-01-01

Variables that address student enrollment patterns (e.g., persistence, enrollment inconsistency, completed credit hours, course credit load, course completion rate, procrastination) constitute a longstanding fixture of analytical strategies in educational research, particularly research that focuses on explaining variation in academic outcomes.…

Should Tutoring Services Be Added to Our High-Enrolling Distance Education Courses?

ERIC Educational Resources Information Center

Williams, Peter B.; Howell, Scott L.; Laws, R. Dwight; Metheny, Emily

2006-01-01

The researchers of this study selected four pragmatic research questions that distance learning administrators with high-enrolling Independent Study courses, similar to those that Brigham Young University offers through its Department of Independent Study, may be interested in exploring. These questions included: (1) When tutoring services are…

Tidewater Community College Distance Learning Report.

ERIC Educational Resources Information Center

Tidewater Community Coll., Norfolk, VA.

This study of distance learning at Tidewater Community College (TCC) was conducted to determine enrollment patterns, retention, and success in distance learning courses and student perceptions. Distance learning was defined as students enrolled in one of three modes of course delivery: telecourse, online, and compressed video. The time frame for…

Six Ways to Increase Enrollments at an Extended Campus

ERIC Educational Resources Information Center

Christensen, Steven S.; Howell, Scott L.; Christensen, Jordan

2015-01-01

This is a "best practices" article focused on sharing six new academic scheduling strategies recently employed by the BYU Salt Lake Center to optimize course offerings and increase enrollments. These strategies are generalizable to other academic programs that help extend academic programs at a distance, including online courses. The…

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 4 2011-07-01 2011-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 4 2014-07-01 2014-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 4 2012-07-01 2012-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 4 2013-07-01 2013-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

An Analysis of the Students Enrolled in the Correspondence Study Course, "Medical Terminology."

ERIC Educational Resources Information Center

Schrader, Marvin A.

A study was conducted to obtain information regarding students enrolled in a Medical Terminology correspondence course developed jointly by the Wisconsin Vocational, Technical and Adult Education System and the University of Wisconsin's Extension Division. Specifically, the study sought to gather information about student types and…

75 FR 43995 - Agency Information Collection Activities: Submission for OMB Review; Comment Request, OMB No...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-27

... DEPARTMENT OF HOMELAND SECURITY Federal Emergency Management Agency [Docket ID: FEMA-2010-0026...; FEMA/EMI Independent Study Course Enrollment and Test Answer Sheet AGENCY: Federal Emergency Management... Course Enrollment and Test Answer Sheet (paper and electronic). SUMMARY: The Federal Emergency Management...

Phase I study of neoadjuvant accelerated short course radiation therapy with photons and capecitabine for resectable pancreatic cancer.

PubMed

Wo, Jennifer Y; Mamon, Harvey J; Ferrone, Cristina R; Ryan, David P; Blaszkowsky, Lawrence S; Kwak, Eunice L; Tseng, Yolanda D; Napolitano, Brian N; Ancukiewicz, Marek; Swanson, Richard S; Lillemoe, Keith D; Fernandez-del Castillo, Carlos; Hong, Theodore S

2014-01-01

In this phase I study, we sought to determine the feasibility and tolerability of neoadjuvant short course radiotherapy (SC-CRT) delivered with photon RT with concurrent capecitabine for resectable pancreatic adenocarcinoma. Ten patients with localized, resectable pancreatic adenocarcinoma were enrolled from December 2009 to August 2011. In dose level I, patients received 3 Gy × 10. In dose level 2, patients received 5 Gy × 5 (every other day). In dose level 3, patients received 5 Gy × 5 (consecutive days). Capecitabine was given during weeks 1 and 2. Surgery was performed 1-3 weeks after completion of chemotherapy. With an intended accrual of 12 patients, the study was closed early due to unexpected intraoperative complications. Compared to the companion phase I proton study, patients treated with photons had increased intraoperative RT fibrosis reported by surgeons (27% vs. 63%). Among those undergoing a Whipple resection, increased RT fibrosis translated to an increased mean OR time of 69 min. Dosimetric comparison revealed significantly increased low dose exposure to organs at risk for patients treated with photon RT. This phase I experience evaluating the tolerability of neoadjuvant SC-CRT with photon RT closed early due to unexpected intraoperative complications. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

The Teaching Effectiveness of a Relevant Physics Course

NASA Astrophysics Data System (ADS)

Hobson, Art

1998-04-01

If America is to achieve the science literacy that is ssential to industrialized democracy, all students must study such topics as scientific methodology, pseudoscience, critical thinking, ozone depletion, technological risk, and global warming. My large-enrollment liberal-arts physics course covers the great principles of physics along with several such philosophical and societal topics. Students find these topics relevant and fascinating, leading to strong course evaluations and large enrollments by non-scientists even in courses labeled physics. I will describe this course and present some evidence indicating that the course is effective in communicating physics and its interdisciplinary connections. A textbook, Physics: Concepts and Connections (Prentice Hall, 1995, 2nd edition to appear in June 1998), is available.

Hybrid Health: An Analysis of a Foundations Curriculum Personal Health Course

ERIC Educational Resources Information Center

Signorelli, Johnny; Chaney, Beth; Aeby, Victor; Tavasso, Debra

2015-01-01

Hybrid courses are becoming increasingly common at the university level. With this type of course comes questions about the effectiveness of each method of instruction (face-to-face and online) when used concurrently. The available literature supports a hybrid format for many university subjects; however, research in this area with a personal…

Dual Enrollment Participation from the Student Perspective

ERIC Educational Resources Information Center

Kanny, M. Allison

2015-01-01

This chapter examines the experiences of five high school students previously enrolled in dual enrollment courses, and discusses the perceived benefits and disadvantages of these experiences from the student perspective.

Incorporation of Blended Learning in Introductory Courses: A Research-Based Approach to Evaluation

NASA Astrophysics Data System (ADS)

Strey, S. T.; Charlevoix, D. J.; Guarente, B. A.; Snodgrass, E. R.

2008-12-01

We evaluate the learning outcomes of students in large enrollment classes comparing a blended learning course format and a traditional lecture section. Blended learning, here, describes instruction that is a combination of face-to-face meeting with asynchronous online learning, resulting in reduced class time. The course, Severe and Hazardous Weather, relies heavily on graphics and animations of weather events available online, both current and archived, and thereby lends itself well to a blended format. Severe and Hazardous Weather is a popular general education requirement course at the University of Illinois with consistently high enrollments (greater than 200 students per section) and classes at capacity. Unlike many past studies, this blended learning format is applied to a large-enrollment course of approximately 100 students. Curriculum was redesigned during fall 2007 from typical lecture to the blended format. The redesign process followed best practices grounded in peer-reviewed literature on blended and online learning. We will provide a brief overview of the course structure, but focus on the evaluation of both the curriculum design and student outcomes as compared to the traditional lecture-based course. Evaluation is based on course objectives stated in the course syllabus and is conducted following best practices; the research project received University Institutional Review Board approval prior to the start of the study.

The Case for Biocalculus: Design, Retention, and Student Performance

PubMed Central

Eaton, Carrie Diaz; Highlander, Hannah Callender

2017-01-01

Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus is being actively cut from biology program requirements at many institutions. Here, we present an alternative: a model for learning mathematics that sees the partner disciplines as crucial to student success. We equip faculty with information to engage in dialogue within and between disciplinary departments involved in quantitative education. This includes presenting a process for interdisciplinary development and implementation of biology-oriented Calculus I courses at two institutions with different constituents, goals, and curricular constraints. When life science students enrolled in these redesigned calculus courses are compared with life science students enrolled in traditional calculus courses, students in the redesigned calculus courses learn calculus concepts and skills as well as their traditional course peers; however, the students in the redesigned courses experience more authentic life science applications and are more likely to stay and succeed in the course than their peers who are enrolled in traditional courses. Therefore, these redesigned calculus courses hold promise in helping life science undergraduate students attain Vision and Change recommended competencies. PMID:28450445

Disordered gambling and co-morbidity of psychiatric disorders among college students: an examination of problem drinking, anxiety and depression.

PubMed

Martin, Ryan J; Usdan, Stuart; Cremeens, Jennifer; Vail-Smith, Karen

2014-06-01

We assessed the occurrence of co-morbid psychiatric disorders (i.e., problem drinking, anxiety, and depression) among college students who met the threshold for disordered gambling. The participants included a large sample of undergraduate students (n = 1,430) who were enrolled in an introductory health course at a large, southeastern university in Spring 2011 and completed an online assessment that included scales to assess disordered gambling, problem drinking, anxiety, and depression. We calculated screening scores, computed prevalence rates for each disorder, and calculated Pearson correlations and Chi square tests to examine correlations and co-morbid relationships between the four disorders. Analyses indicated that all disorders were significantly associated (p < .01) except for disordered gambling and anxiety. Because college students who experience disordered gambling (and other psychiatric disorders) are at increased risk of experiencing co-occurring disorders, it might be useful for college health professionals to concurrently screen and intervene for co-occurring disorders.

38 CFR 21.7622 - Courses precluded.

Code of Federal Regulations, 2011 CFR

2011-07-01

... are: (i) Any photography course or entertainment course; or (ii) Any music course, instrumental or... courses, except courses of applied music, physical education, or public speaking which are offered by... completion of the course; (iii) The student remains enrolled in the institution of higher learning during the...

A discussion group program enhances the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

PubMed

Peteroy-Kelly, Marcy A

2007-01-01

It has been well-established that discussion groups enhance student learning in large lecture courses. The goal of this study was to determine the impact of a discussion group program on the development of conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course. In the discussion group, students worked on problems based on topics discussed in lecture. The program was evaluated using three assessment tools. First, student responses to pre- and posttests were analyzed. The test question asked the students to demonstrate the relationships between 10 different but related terms. Use of a concept map to link the terms indicated an advanced level of conceptual reasoning skills. There was a 13.8% increase in the use of concept maps from pre- to posttest. Second, the students took a Likert-type survey to determine the perceived impact of the program on their conceptual reasoning skills. Many of the students felt that the program helped them understand and use the main course concepts to logically solve problems. Finally, average exam grades increased as the semester progressed. The average final grade in the course was 75%. Students enrolled in the course the previous year (where the lecture component of the course did not assess or reflect student learning in the discussion group) had an average final grade of 69%. The results of this study demonstrate that the discussion group program improves the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

Implementation of an Online Climate Science Course at San Antonio College

NASA Astrophysics Data System (ADS)

Reyes, R.; Strybos, J.

2016-12-01

San Antonio College (SAC) plans to incorporate an online climate science class into the curriculum with a focus on local weather conditions and data. SAC is part of a network of five community colleges based around San Antonio, Texas, has over 20,000 students enrolled, and its student population reflects the diversity in ethnicity, age and gender of the San Antonio community. The college understands the importance of educating San Antonio residents on climate science and its complexities. San Antonio residents are familiar with weather changes and extreme conditions. The region has experienced an extreme drought, including water rationing in the city. Then, this year's El Niño intensified expected annual rainfalls and flash floods. The proposed climate science course will uniquely prepare students to understand weather data and the evidence of climate change impacting San Antonio at a local level. This paper will discuss the importance and challenges of introducing the new climate science course into the curriculum, and the desired class format that will increase the course's success. Two of the most significant challenges are informing students about the value of this class and identifying the best teaching format. Additionally, measuring and monitoring enrollment will be essential to determine the course performance and success. At the same time, Alamo Colleges is modifying the process of teaching online classes and is officially working to establish an online college. Around 23% of students enrolled in SAC offered courses are currently enrolled in online courses only, representing an opportunity to incorporate the climate science class as an online course. Since the proposed course will be using electronic textbooks and online applications to access hyperlocal weather data, the class is uniquely suited for online students.

Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

ERIC Educational Resources Information Center

Bohn, Dawn M.; Schmidt, Shelly J.

2008-01-01

Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and…

Student Success Courses in the Community College: Early Enrollment and Educational Outcomes

ERIC Educational Resources Information Center

Cho, Sung-Woo; Karp, Melinda Mechur

2013-01-01

Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment, as well as student and institutional characteristics, has positive associations with shorter-term student outcomes, including earning any college credits within the first year and…

WHY STUDENTS SELECT AGRICULTURE AS A MAJOR COURSE OF STUDY.

ERIC Educational Resources Information Center

JOHNSON, CECIL H.; MACK, KINSLER B.

BECAUSE AGRICULTURAL COLLEGE ENROLLMENTS WERE NOT KEEPING PACE WITH THE DEMANDS FOR AGRICULTURAL GRADUATES, A STUDY WAS UNDERTAKEN TO DETERMINE FACTORS WHICH INFLUENCE SCHOOL OF AGRICULTURE ENROLLMENT AT CLEMSON UNIVERSITY AND REASONS FOR THE HIGH PERCENTAGE OF MAJOR COURSE CHANGES. A FOUR-SECTION SCHEDULE, ADMINISTERED IN CLASSES TO 159 SCHOOL OF…

Postsecondary Enrollment Options (PSEO) Reference Guide

ERIC Educational Resources Information Center

Minnesota Department of Education, 2017

2017-01-01

The PSEO program is a dual credit program that allows high school students to simultaneously earn high school and college credit through enrollment in and successful completion of college-level courses on a college campus or online. Students may take PSEO courses on a full- or part-time basis. The PSEO program provides students with a greater…

38 CFR 21.7652 - Certification of enrollment and verification of pursuit.

Code of Federal Regulations, 2011 CFR

2011-07-01

... maintain daily attendance records for any course leading to a standard college degree. (a) Content of... breaks between school years. (3) When a reservist enrolls in independent study leading to a standard...) Verification of pursuit. (1) A reservist who is pursuing a course leading to a standard college degree must...

Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

ERIC Educational Resources Information Center

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…

Developmental Education's Impact on Students' Academic Self-Concept and Self-Efficacy

ERIC Educational Resources Information Center

Martin, Kimberly; Goldwasser, Molly; Harris, Eugenia

2017-01-01

Students who are enrolled in developmental courses often persist at lower rates than students who enter college prepared for college-level work. This phenomenon has been attributed to numerous potential factors, including the psychological impact of assignment to developmental courses. This study examines the impact of enrollment in multiple…

42 CFR 57.2202 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

42 CFR 57.2202 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

42 CFR 57.2202 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

42 CFR 57.2202 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

42 CFR 57.2202 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

Retaining Underprepared Students Enrolled in Remedial Courses at the Community College.

ERIC Educational Resources Information Center

Young, Kristine M.

According to 1995 data collected by the National Center for Educational Statistics, first-year students at public community colleges were twice as likely to be enrolled in a remedial education course than their public four-year counterparts. Ninety-five percent of community colleges offer remedial instruction, yet critics of the community college…

Personality: A Predictor of Theoretical Orientation of Students Enrolled in a Counseling Theories Course

ERIC Educational Resources Information Center

Freeman, Mark S.; Hayes, B. Grant; Kuch, Tyson H.; Taub, Gordon

2007-01-01

Selecting a single psychotherapeutic orientation can be a challenge for counselor education students. The authors examined the relationship between counseling theory selection and personality variables of students enrolled in a counseling theories course. A discriminant function analysis was used to identify the personality traits that would…

The Effects of an Active Learning Intervention in Biology on College Students' Classroom Motivational Climate Perceptions, Motivation, and Achievement

ERIC Educational Resources Information Center

Corkin, Danya M.; Horn, Catherine; Pattison, Donna

2017-01-01

This study examined differences in students' classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether…

UCSC Extension in Silicon Valley: Early Enrollment Incentives

ERIC Educational Resources Information Center

Desrosier, James

2010-01-01

An economically healthy continuing education institution thrives or declines on its ability to offer courses that sufficient numbers of students want to enroll in and do in timely fashion. A key metric associated with this is the percentage of courses offered in any given quarter that are cancelled. Low cancellation rates contribute to…

Factors Influencing Enrollment in a Vocationally Oriented Course: Perceptions of Students and Teachers.

ERIC Educational Resources Information Center

Johnson, Faye C. Stucy

1987-01-01

Tested hypotheses regarding importance of various factors on students' decision to enroll in a food service-related course. Findings include (1) interests and persons close to students were most influential and (2) teachers and students perceived similarly the order but not degree of importance of factors. (Author/CH)

38 CFR 21.7652 - Certification of enrollment and verification of pursuit.

Code of Federal Regulations, 2010 CFR

2010-07-01

... maintain daily attendance records for any course leading to a standard college degree. (a) Content of... breaks between school years. (3) When a reservist enrolls in independent study leading to a standard...) Verification of pursuit. (1) A reservist who is pursuing a course leading to a standard college degree must...

Harvesting Alternative Credit Transfer Students: Redefining Selectivity in Your Online Learning Program Enrollment Leads

ERIC Educational Resources Information Center

Corlett, Bradly

2014-01-01

Several recent issues and trends in online education have resulted in consolidation of efforts for Massive Open Online Courses (MOOCs), increased Open Educational Resources (OER) in the form of asynchronous course repositories, with noticeable increases in governance and policy amplification. These emerging enrollment trends in alternative online…

Managing Large-Enrollment Courses in Hybrid Instruction Mode

ERIC Educational Resources Information Center

Khanna, Pooja

2016-01-01

This essay addresses the hitches and glitches in the hybrid instruction system of teaching and learning for large-enrollment courses. This new instructional methodology asks facilitators to redesign their entire traditional teaching and learning practices. The nature of subject to be taught via the hybrid mode further affects the success rate of…

Improving the Quality of Experience Journals: Training Educational Psychology Students in Basic Qualitative Methodology

ERIC Educational Resources Information Center

Reynolds-Keefer, Laura

2010-01-01

This study evaluates the impact of teaching basic qualitative methodology to preservice teachers enrolled in an educational psychology course in the quality of observation journals. Preservice teachers enrolled in an educational psychology course requiring 45 hr of field experience were given qualitative methodological training as a part of the…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

ERIC Educational Resources Information Center

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2015-01-01

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

A Study of the Relationship between Student Enrollment in First Year/Second Year Science Courses and Gender at Pima College. Societal Factors Affecting Education.

ERIC Educational Resources Information Center

Iadevaia, David G.

A study was conducted on the enrollments of students (N=13,856) in first and second year science courses at Pima Community College, Arizona, over a 5-year preiod. Of those students who passed these courses with a C grade or better (N=5,974), frequency distributions by sex were made. It was found that the distribution of male/female registered as…

77 FR 20886 - Proposed Information Collection (Advertising, Sales, and Enrollment Materials, and Candidate...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-06

... information needed to ensure that educational institutions or agents enrollment materials meet VA's guidelines... information technology. Title: Advertising, Sales, and Enrollment Materials, and Candidate Handbooks, 38 CFR... collection. Abstract: VA approved educational institutions offering courses approved for the enrollment of...

High school science enrollment of black students

NASA Astrophysics Data System (ADS)

Goggins, Ellen O.; Lindbeck, Joy S.

How can the high school science enrollment of black students be increased? School and home counseling and classroom procedures could benefit from variables identified as predictors of science enrollment. The problem in this study was to identify a set of variables which characterize science course enrollment by black secondary students. The population consisted of a subsample of 3963 black high school seniors from The High School and Beyond 1980 Base-Year Survey. Using multiple linear regression, backward regression, and correlation analyses, the US Census regions and grades mostly As and Bs in English were found to be significant predictors of the number of science courses scheduled by black seniors.

Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment

PubMed Central

Heritage, Brody; Roberts, Lynne D.; Gasson, Natalie

2016-01-01

Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students’ course of enrolment and (b) students’ year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct’s utility. PMID:26909058

Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment.

PubMed

Heritage, Brody; Roberts, Lynne D; Gasson, Natalie

2016-01-01

Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students' course of enrolment and (b) students' year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct's utility.

Open Online Courses in Public Health: experience from Peoples-uni.

PubMed

Heller, Richard F; Zurynski, Robert; Barrett, Alan; Oaiya, Omo; Madhok, Rajan

2017-01-01

Open Online Courses (OOCs) are offered by Peoples-uni at http://ooc.peoples-uni.org to complement the courses run on a separate site for academic credit at http://courses.peoples-uni.org. They provide a wide range of online learning resources beyond those usually found in credit bearing Public Health courses. They are self-paced, and students can enrol themselves at any time and utilise Open Educational Resources free of copyright restrictions.  In the two years that courses have been running, 1174 students from 100 countries have registered and among the 1597 enrolments in 14 courses, 15% gained a certificate of completion. Easily accessible and appealing to a wide geographical and professional audience, OOCs have the potential to play a part in establishing global Public Health capacity building programmes.

Open Online Courses in Public Health: experience from Peoples-uni

PubMed Central

Heller, Richard F.; Zurynski, Robert; Barrett, Alan; Oaiya, Omo; Madhok, Rajan

2017-01-01

Open Online Courses (OOCs) are offered by Peoples-uni at http://ooc.peoples-uni.org to complement the courses run on a separate site for academic credit at http://courses.peoples-uni.org. They provide a wide range of online learning resources beyond those usually found in credit bearing Public Health courses. They are self-paced, and students can enrol themselves at any time and utilise Open Educational Resources free of copyright restrictions.  In the two years that courses have been running, 1174 students from 100 countries have registered and among the 1597 enrolments in 14 courses, 15% gained a certificate of completion. Easily accessible and appealing to a wide geographical and professional audience, OOCs have the potential to play a part in establishing global Public Health capacity building programmes. PMID:28491283

[Renal hemodynamic in hydronephrosis concurrent with hepatobiliary system disorders, its dynamics in the course of treatment].

PubMed

Mambetov, Zh S; Salimov, B G

2016-02-01

This article examines measurements of renal vascular ultrasound in 85 patients with hydronephrosis concurrent with disorders of the gallbladder and biliary tract, depending on severity and dynamics during treatment. The estimation of blood flow changes depending on applied renoprotective and hepatoprotective therapy is provided.

Utilizing Human Patient Simulators (HPS) to Meet Learning Objectives across Concurrent Core Nursing Courses: A Pilot Study

ERIC Educational Resources Information Center

Miller, Charman L.; Leadingham, Camille; Vance, Ronald

2010-01-01

Associate Degree Nursing (ADN) faculty are challenged by the monumental responsibility of preparing students to function as safe, professional nurses in a two year course of study. Advances in computer technology and emphasis on integrating technology and active learning strategies into existing course structures have prompted many nurse educators…

One-Course-at-a-Time "Block Plan" Re-examined by College That Adopted It 25 Years Ago.

ERIC Educational Resources Information Center

Gose, Ben

1995-01-01

Colorado College is reconsidering its block scheduling, in which students take eight immersion courses consecutively within the academic year, rather than taking several courses concurrently. Advantages of block scheduling include more intensive instruction and increased student focus on subject matter. Some students and faculty are concerned that…

Alternating sequential chemotherapy with high-dose ifosfamide and doxorubicin/cyclophosphamide for adult non-small round cell soft tissue sarcomas.

PubMed

Kawai, Akira; Umeda, Toru; Wada, Takuro; Ihara, Koichiro; Isu, Kazuo; Abe, Satoshi; Ishii, Takeshi; Sugiura, Hideshi; Araki, Nobuhito; Ozaki, Toshifumi; Yabe, Hiroo; Hasegawa, Tadashi; Tsugane, Shoichiro; Beppu, Yasuo

2005-05-01

Doxorubicin and ifosfamide are the two most active agents used to treat soft tissue sarcomas. However, because of their overlapping side effects, concurrent administration to achieve optimal doses of each agent is difficult. We therefore conducted a Phase II trial to investigate the efficacy and feasibility of a novel alternating sequential chemotherapy regimen consisting of high dose ifosfamide and doxorubicin/cyclophosphamide in advanced adult non-small round cell soft tissue sarcomas. Adult patients with non-small round cell soft tissue sarcomas were enrolled. The treatment consisted of four sequential courses of chemotherapy that was planned for every 3 weeks. Cycles 1 and 3 consisted of ifosfamide (14 g/m(2)), and cycles 2 and 4 consisted of doxorubicin (60 mg/m(2)) and cyclophosphamide (1200 mg/m(2)). Forty-two patients (median age 47 years) were enrolled. Of the 36 assessable patients, 1 complete response and 16 partial responses were observed, for a response rate of 47.2%. Responses were observed in 57% of patients who had received no previous chemotherapy and 13% of those who had previously undergone chemotherapy. Grade 3-4 neutropenia was observed during 70% of all cycles. Sequential administration of high-dose ifosfamide and doxorubicin/cyclophosphamide has promising activity with manageable side effects in patients with advanced adult non-small round cell soft tissue sarcomas.

Health Care Reform and Concurrent Curative Care for Terminally Ill Children: A Policy Analysis

PubMed Central

Lindley, Lisa C.

2012-01-01

Within the Patient Protection and Affordable Care Act of 2010 or health care reform, is a relatively small provision about concurrent curative care that significantly affects terminally ill children. Effective on March 23, 2010, terminally ill children, who are enrolled in a Medicaid or state Children’s Health Insurance Plans (CHIP) hospice benefit, may concurrently receive curative care related to their terminal health condition. The purpose of this article was to conduct a policy analysis of the concurrent curative care legislation by examining the intended goals of the policy to improve access to care and enhance quality of end of life care for terminally ill children. In addition, the policy analysis explored the political feasibility of implementing concurrent curative care at the state-level. Based on this policy analysis, the federal policy of concurrent curative care for children would generally achieve its intended goals. However, important policy omissions focus attention on the need for further federal end of life care legislation for children. These findings have implications nurses. PMID:22822304

A Phase I Study of the Combination of Sorafenib With Temozolomide and Radiation Therapy for the Treatment of Primary and Recurrent High-Grade Gliomas

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

Den, Robert B., E-mail: robert.den@jeffersonhospital.org; Kamrava, Mitchell; Sheng, Zhi

2013-02-01

Purpose: Despite recent advances in the management of high-grade and recurrent gliomas, survival remains poor. Antiangiogenic therapy has been shown to be efficacious in the treatment of high-grade gliomas both in preclinical models and in clinical trials. We sought to determine the safety and maximum tolerated dose of sorafenib when combined with both radiation and temozolomide in the primary setting or radiation alone in the recurrent setting. Methods and Materials: This was a preclinical study and an open-label phase I dose escalation trial. Multiple glioma cell lines were analyzed for viability after treatment with radiation, temozolomide, or sorafenib or combinationsmore » of them. For patients with primary disease, sorafenib was given concurrently with temozolomide (75 mg/m{sup 2}) and 60 Gy radiation, for 30 days after completion of radiation. For patients with recurrent disease, sorafenib was combined with a hypofractionated course of radiation (35 Gy in 10 fractions). Results: Cell viability was significantly reduced with the combination of radiation, temozolomide, and sorafenib or radiation and sorafenib. Eighteen patients (11 in the primary cohort, 7 in the recurrent cohort) were enrolled onto this trial approved by the institutional review board. All patients completed the planned course of radiation therapy. The most common toxicities were hematologic, fatigue, and rash. There were 18 grade 3 or higher toxicities. The median overall survival was 18 months for the entire population. Conclusions: Sorafenib can be safely combined with radiation and temozolomide in patients with high-grade glioma and with radiation alone in patients with recurrent glioma. The recommended phase II dose of sorafenib is 200 mg twice daily when combined with temozolomide and radiation and 400 mg with radiation alone. To our knowledge, this is the first publication of concurrent sorafenib with radiation monotherapy or combined with radiation and temozolomide.« less

Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study.

PubMed

Aboshady, Omar A; Radwan, Ahmed E; Eltaweel, Asmaa R; Azzam, Ahmed; Aboelnaga, Amr A; Hashem, Heba A; Darwish, Salma Y; Salah, Rehab; Kotb, Omar N; Afifi, Ahmed M; Noaman, Aya M; Salem, Dalal S; Hassouna, Ahmed

2015-01-05

To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Ten out of 19 randomly selected medical schools in Egypt. 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student-instructor (8; 32%) and student-student (5; 20%) interactions. About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Divided by a Common Degree Program? Profiling Online and Face-to-Face Information Science Students

ERIC Educational Resources Information Center

Haigh, Maria

2007-01-01

This study examines profiles of online and face-to-face students in a single information science school: the University of Wisconsin-Milwaukee School of Information Studies. A questionnaire was administered to 76 students enrolled in online course sections and 72 students enrolled in face-to-face course sections. The questionnaire examined student…

Course Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Newman, Lynn A.; Marschark, Marc; Shaver, Debra M.; Javitz, Harold

2016-01-01

Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education (CTE) institutions. The analyses included a nationally…

Course Pass Rates in Fall 1987. Enrollment Analysis Report EA88-6.

ERIC Educational Resources Information Center

Clagett, Craig A.; Diehl, Patricia K.

A study was conducted at Prince George's Community College (PGCC) in Maryland to determine the percentage of students enrolled in courses in fall 1987 who received passing grades, and to examine these pass rates with respect to academic discipline, and student gender, age, race, and admission status. Study findings included the following: (1) the…

Evaluating the Value-Added Impact of Outdoor Management Training for Leadership Development in an MBA Program

ERIC Educational Resources Information Center

Kass, Darrin; Grandzol, Christian

2012-01-01

This study examined the benefits of Outdoor Management Training for the leadership development of students enrolled in an MBA-level Organizational Behavior course. Students enrolled in one of two experiential courses. Both were identical, except one included an intensive outdoor training component called Leadership on the Edge. The…

The Nature of Discourse throughout 5E Lessons in a Large Enrolment College Biology Course

ERIC Educational Resources Information Center

Sickel, Aaron J.; Witzig, Stephen B.; Vanmali, Binaben H.; Abell, Sandra K.

2013-01-01

Large enrolment science courses play a significant role in educating undergraduate students. The discourse in these classes usually involves an instructor lecturing with little or no student participation, despite calls from current science education reform documents to elicit and utilize students' ideas in teaching. In this study, we used the 5E…

Meeting the Aims of Honors in the Online Environment

ERIC Educational Resources Information Center

Johnson, Melissa L.

2013-01-01

While little data-based research is available on the use of technology in the honors classroom, data on the nature of online honors courses are even rarer. In undergraduate education generally, enrollment in online courses has been increasing annually, outpacing enrollment in traditional, face-to-face environments. During fall 2011, more than 6.7…

Using Market Segmentation to Develop a Large Section, Web-Enhanced Survey Course

ERIC Educational Resources Information Center

Cole, Jason; Robertson, Bruce

2006-01-01

Increasing enrollment and decreasing budgets have caused many public universities, such as San Fransisco State University (SFU), to offer mega-sections of courses to hundreds of students. Yet the needs of many students are at odds with the large enrollments, inflexible times, and inconvenient locations of these classes. Jason Cole and Bruce…

Generalizing a Categorization of Students' Interpretations of Linear Kinematics Graphs

ERIC Educational Resources Information Center

Bollen, Laurens; De Cock, Mieke; Zuza, Kristina; Guisasola, Jenaro; van Kampen, Paul

2016-01-01

We have investigated whether and how a categorization of responses to questions on linear distance-time graphs, based on a study of Irish students enrolled in an algebra-based course, could be adopted and adapted to responses from students enrolled in calculus-based physics courses at universities in Flanders, Belgium (KU Leuven) and the Basque…

Increasing Impact of Technology in Higher Education

ERIC Educational Resources Information Center

Utah System of Higher Education, 2016

2016-01-01

For Fall 2016, of the 175,509 students enrolled in the Utah System of Higher Education at third week, 69,535 (39.6 %) are participating in some form of technology delivered instruction. Of that total, 54,269 (30.9%) enrolled in at least one online class. Despite availability of online courses and degrees, students prefer using online courses to…

Can High School Assessments Predict Developmental Education Enrollment in New Mexico?

ERIC Educational Resources Information Center

Weldon, Tyler L.

2013-01-01

Thousands of American's enter postsecondary institutions every year and many are under prepared for college-level work. Subsequently, students enroll in or are placed in remedial courses in preparation for the rigor of college level classes. Numerous studies have looked at the impact of developmental course work on student outcomes, but few focus…

A Comparison of Student Confidence Levels in Open Access and Undergraduate University Courses

ERIC Educational Resources Information Center

Atherton, Mirella

2017-01-01

Confidence levels of students enrolled in open access programs and undergraduate courses were measured at the University of Newcastle. The open access science students aimed to gain access to undergraduate studies in various disciplines at University. The undergraduate students were enrolled in a variety of degrees and were surveyed during their…

Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile

ERIC Educational Resources Information Center

Jiménez, Verónica A.; Acuña, Fabiola C.; Quiero, Felipe J.; López, Margarita; Zahn, Carmen I.

2015-01-01

This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population…

20 CFR 901.12 - Eligibility for enrollment of individuals applying for enrollment before January 1, 1976.

Code of Federal Regulations, 2010 CFR

2010-04-01

... course of study in which the major area of concentration was actuarial science, or (2) Received a... mathematics, statistics, or computer science, and shall have successfully completed at least 6 semester hours or 9 quarter hours of courses in life contingencies at an accredited college or university. (e...

20 CFR 901.12 - Eligibility for enrollment of individuals applying for enrollment before January 1, 1976.

Code of Federal Regulations, 2011 CFR

2011-04-01

... course of study in which the major area of concentration was actuarial science, or (2) Received a... mathematics, statistics, or computer science, and shall have successfully completed at least 6 semester hours or 9 quarter hours of courses in life contingencies at an accredited college or university. (e...

What Happens to Students Who Take Community College "Dual Enrollment" Courses in High School?

ERIC Educational Resources Information Center

Fink, John; Jenkins, Davis; Yanagiura, Takeshi

2017-01-01

The number of students taking college courses while they are in high school has grown dramatically over the past two decades--particularly at community colleges--but many colleges and states do not track participants' outcomes. Using student enrollment and degree records from the National Student Clearinghouse, this report is the first to look…

Socioeconomic Status- and Gender-Based Differences in Students' Perceptions of E-Learning Systems

ERIC Educational Resources Information Center

Albert, Leslie Jordan; Johnson, Camille S.

2011-01-01

Many universities are pursuing increases in on-line course offerings as a means of offsetting the rising costs of providing high-quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is…

An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online

ERIC Educational Resources Information Center

Scarabottolo, Nello

2016-01-01

This paper analyzes the main characteristics of the students enrolled to a three-years undergraduate course on Security of Computer Systems and Networks, offered in traditional, classroom based fashion as well as online at the University of Milan (Italy). This allows to compare classroom and online students from several points of view, and gives…

Attitudes of College Students Enrolled in 2-Year Health Care Programs towards Online Learning

ERIC Educational Resources Information Center

Abdulla, Dalya

2012-01-01

Colleges offering 2-year diplomas to high-school graduates were among the forefront leaders in online learning however studies illustrating appropriate course construction for such student populations are scarce. Pharmacy Math (MATH16532) is a core course for students enrolled in the Practical Nursing (PN) and Pharmacy Technician (PT) programs at…

The Effects of Self-Regulated Learning Training on Community College Students' Metacognition and Achievement in Developmental Math Courses

ERIC Educational Resources Information Center

Bol, Linda; Campbell, Karen D. Y.; Perez, Tony; Yen, Cherng-Jyh

2016-01-01

The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four…

The Inequivalence of an Online and Classroom Based General Psychology Course

ERIC Educational Resources Information Center

Edmonds, Christopher L.

2006-01-01

One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…

2016-2017 Florida Adult High School Technical Assistance Paper

ERIC Educational Resources Information Center

Florida Department of Education, 2017

2017-01-01

The Adult High School (AHS) program enables an adult no longer enrolled in public high school to complete the required courses and state assessments to earn a standard high school diploma. Course requirements are in accordance with standards established by the state. A program of instruction for both traditional and co-enrolled AHS students shall…

Challenges in Teaching Modern Manufacturing Technologies

ERIC Educational Resources Information Center

Ngaile, Gracious; Wang, Jyhwen; Gau, Jenn-Terng

2015-01-01

Teaching of manufacturing courses for undergraduate engineering students has become a challenge due to industrial globalisation coupled with influx of new innovations, technologies, customer-driven products. This paper discusses development of a modern manufacturing course taught concurrently in three institutions where students collaborate in…

Abstinence Rates among College Cigarette Smokers Enrolled in A Randomized Clinical Trial Evaluating Quit and Win Contests: The Impact of Concurrent Hookah Use

PubMed Central

Bengtson, J.E.; Wang, Q.; Luo, X.; Marigi, Erick; Winta, Ghidei; Ahluwalia, J.S.

2015-01-01

Objective To examine baseline characteristics and biochemically verified 1-, 4-, and 6-month tobacco quit rates among college students enrolled in a Quit and Win cessation trial, comparing those who concurrently smoke both hookah and cigarettes with those who deny hookah use. Methods Analyses were conducted on data from 1,217 college students enrolled in a Quit and Win tobacco cessation randomized clinical trial from 2010–2012. Multivariable logistic regression (MLR) analyses examined group differences in baseline characteristics and cotinine verified 30-day abstinence at 1, 4, and 6-month follow-up, adjusting for baseline covariates. Results Participants smoked 11.5(±8.1) cigarettes per day on 28.5(±3.8) days/month, and 22% smoked hookah in the past 30 days. Hookah smokers (n=270) were more likely to be male (p<0.0001), younger (p<0.0001), report more binge drinking (p<0.0001) and score higher on impulsivity (p<0.001). MLR results indicate that hookah users, when compared to non-users, had a 36% decrease in odds of self-reported 30-day abstinence at 4-months (OR= 0.64, 95% CI=0.45–0.93, p=0.02) and a 63% decrease in odds in biochemically verified continuous abstinence at 6-months (OR = 0.37, CI=0.14–0.99, p=0.05). Conclusion College cigarette smokers who concurrently use hookah display several health risk factors and demonstrate lower short and long-term tobacco abstinence rates. PMID:25773472

38 CFR 21.7152 - Certification of enrollment.

Code of Federal Regulations, 2013 CFR

2013-07-01

... organized on a term, quarter or semester basis generally shall report enrollment for the term, quarter... organized on a year-round basis will report enrollment for the length of the course. The certification will... in its approval data as breaks between school years. (3) When a veteran enrolls in independent study...

38 CFR 21.7152 - Certification of enrollment.

Code of Federal Regulations, 2012 CFR

2012-07-01

... organized on a term, quarter or semester basis generally shall report enrollment for the term, quarter... organized on a year-round basis will report enrollment for the length of the course. The certification will... in its approval data as breaks between school years. (3) When a veteran enrolls in independent study...

38 CFR 21.7152 - Certification of enrollment.

Code of Federal Regulations, 2011 CFR

2011-07-01

... organized on a term, quarter or semester basis generally shall report enrollment for the term, quarter... organized on a year-round basis will report enrollment for the length of the course. The certification will... in its approval data as breaks between school years. (3) When a veteran enrolls in independent study...

Incidence, clinical features, and implications on outcomes of neonatal late-onset sepsis with concurrent infectious focus.

PubMed

Wu, I-Hsyuan; Tsai, Ming-Horng; Lai, Mei-Yin; Hsu, Lee-Fen; Chiang, Ming-Chou; Lien, Reyin; Fu, Ren-Huei; Huang, Hsuan-Rong; Chu, Shih-Ming; Hsu, Jen-Fu

2017-07-03

Neonatal bloodstream infection (BSI) is the most important cause of morbidity and mortality in the neonatal intensive care unit (NICU). Although most neonatal BSIs are primary bacteremia, some are associated with a focus of infection. This distinction is not well characterized. All patients with neonatal late-onset sepsis (LOS) between January 2006 and December 2013 were enrolled. LOS was categorized as a BSI with a concurrent focus of infection if LOS occurred before or within 24 h after the diagnosis of a specific infectious entity, and as "primary bacteremia" if no concurrent focus of infection was identified. Data concerning demographics, hospital course, microbiology, and outcomes were compared via univariate and multivariate analyses. Of 948 episodes of neonatal LOS, 781 (82.4%) were primary bacteremia, whereas 167 (17.6%) were associated with a known focus of infection, including meningitis (n = 51, 5.4%), ventilator-associated pneumonia (VAP) (n = 36, 3.8%), catheter-related bloodstream infections (n = 57, 6.0%), and necrotizing enterocolitis (NEC) (n = 21, 2.2%). The majority of NEC-associated BSIs were caused by gram-negative bacilli (85.7%). Group B streptococcus accounted for nearly one-third of all meningitis cases (29.4%). Although sepsis-attributable mortality was comparable between primary bacteremia and neonatal BSIs with a focus of infection, neonatal BSIs with meningitis, VAP, and NEC had significantly higher rates of infectious complications. The independent risk factors of sepsis-attributable mortality were infectious complications (Odds ratio [OR] 6.98; 95% confidence interval [CI] 3.64-13.39, P < 0.001); history of one or more than one previous episode(s) of BSI (OR 2.40 and 7.40; 95% CI 1.21-4.74 and 3.70-14.78, P = 0.012 and <0.001, respectively); and underlying secondary pulmonary hypertension in neonates (OR 4.77; 95% CI 1.91-11.96, P = 0.001). A considerable proportion of neonatal LOS can be associated with known infectious foci in the NICU. The microbiologic etiology of neonatal LOS with a concurrent focus of infection is significantly different from that of primary bacteremia. Neonatal BSIs with concurrent meningitis, VAP, or NEC are significantly more likely to have infectious complications. This association independently leads to sepsis-attributable mortality.

38 CFR 21.7722 - Courses and enrollments which may not be approved.

Code of Federal Regulations, 2010 CFR

2010-07-01

... course; (2) A cooperative course; (3) An apprenticeship or other on-job training program; (4) A nursing... by an institution of higher learning; (6) A refresher, remedial, or deficiency course; or (7) A...

Through Increasing "Information Literacy" Capital and Habitus (Agency): The Complementary Impact on Composition Skills When Appropriately Sequenced

ERIC Educational Resources Information Center

Karas, Timothy

2017-01-01

Through a case study approach of a cohort of community college students at a single community college, the impact on success rates in composition courses was analyzed based on the sequence of completing an information literacy course. Two student cohorts were sampled based on completing an information literacy course prior to, or concurrently with…

Reforming Access: Trends in Medicaid Enrollment for New Medicare Beneficiaries, 2008-2011.

PubMed

Keohane, Laura M; Rahman, Momotazur; Mor, Vincent

2016-04-01

To evaluate whether aligning the Part D low-income subsidy and Medicaid program enrollment pathways in 2010 increased Medicaid participation among new Medicare beneficiaries. Medicare enrollment records for years 2007-2011. We used a multinomial logistic model with state fixed effects to examine the annual change in limited and full Medicaid enrollment among new Medicare beneficiaries for 2 years before and after the reforms (2008-2011). We identified new Medicare beneficiaries in the years 2008-2011 and their participation in Medicaid based on Medicare enrollment records. The percentage of beneficiaries enrolling in limited Medicaid at the start of Medicare coverage increased in 2010 by 0.3 percentage points for individuals aging into Medicare and by 1.3 percentage points for those qualifying due to disability (p < .001). There was no significant difference in the size of enrollment increases between states with and without concurrent limited Medicaid eligibility expansions. Our findings suggest that streamlining financial assistance programs may improve Medicare beneficiaries' access to benefits. © Health Research and Educational Trust.

Multicenter phase II study of weekly docetaxel, cisplatin, and S-1 (TPS) induction chemotherapy for locally advanced squamous cell cancer of the head and neck.

PubMed

Bae, Woo Kyun; Hwang, Jun Eul; Shim, Hyun Jeong; Cho, Sang Hee; Lee, Ki Hyeong; Han, Hye Suk; Song, Eun-Kee; Yun, Hwan Jung; Cho, In Sung; Lee, Joon Kyoo; Lim, Sang-Chul; Chung, Woong-Ki; Chung, Ik-Joo

2013-03-06

The purpose of this study was to evaluate the efficacy and tolerability of weekly docetaxel, cisplatin, and S-1 (weekly TPS) as induction chemotherapy for patients with locally advanced head and neck squamous cell carcinoma (HNSCC). A total of 35 patients with previously untreated, locally advanced HNSCC were enrolled. Seven patients (20%) were diagnosed with stage III HNSCC and 28 patients (80%) were diagnosed with stage IV. Induction treatment included 30 mg/m(2) docetaxel on day 1 and 8, 60 mg/m(2) cisplatin on day 1, and 70 mg/m(2) S-1 on days 1 to 14. The regimen was repeated every 21 days. After three courses of induction chemotherapy, patients received concurrent chemoradiotherapy. Among the 35 patients, 30 (85.7%) completed induction chemotherapy. The response to induction chemotherapy was as follows: nine patients (25.7%) achieved a complete response (CR) and the overall response rate (ORR) was 85.7%. Grades 3-4 toxicity during induction therapy included neutropenia (28.5%), neutropenic fever (8.5%), and diarrhea (17.1%). After completion of concurrent chemoradiotherapy, the CR rate was 62.8% and the partial response (PR) was 22.8%. Estimates of progression-free and overall survival at 2 years were 73.2% and 79.3%, respectively. Weekly TPS is a promising regimen that is well-tolerated, causes minimal myelosuppression and is effective as an outpatient regimen for locally advanced HNSCC. ClinicalTrials.gov: NCT01645748.

38 CFR 21.7622 - Courses precluded.

Code of Federal Regulations, 2010 CFR

2010-07-01

... courses, except courses of applied music, physical education, or public speaking which are offered by...) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance for Members of the Selected Reserve Courses...) Courses not part of a program of education. VA will not pay educational assistance for an enrollment in...

Readiness, Behavior, and Foundational Mathematics Course Success

ERIC Educational Resources Information Center

Li, Kevin; Zelenka, Richard; Buonaguidi, Larry; Beckman, Robert; Casillas, Alex; Crouse, Jill; Allen, Jeff; Hanson, Mary Ann; Acton, Tara; Robbins, Steve

2013-01-01

This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework completion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior…

Faculty Qualification Policies and Strategies Relevant to Dual Enrollment Programs: An Analysis of States and Regional Accreditation Agencies. Policy Report

ERIC Educational Resources Information Center

Horn, Aaron S.; Reinert, Leah; Jang, Sung Tae; Zinth, Jennifer Dounay

2016-01-01

As dual enrollment programs continue to expand, a critical challenge is to ensure that the quality of such courses offered in high schools is equivalent to the quality of courses taught in postsecondary institutions. Standards for faculty qualifications have historically constituted one facet of efforts to regulate educational quality, and thus…

High School and Community College Dual Enrollment: Issues of Rigor and Transferability.

ERIC Educational Resources Information Center

Windham, Patricia

In December 1993, the University of Florida issued a report that found that the vast majority of students who had taken chemistry courses in dual enrollment programs at a community college and who did not meet standard admissions requirements were required to retake their courses at the University. In response to the report, the state's Community…

Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Newman, Lynn A.; Marschark, Marc; Shaver, Debra M.; Javitz, Harold

2017-01-01

Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or…

Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment

ERIC Educational Resources Information Center

Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye

2012-01-01

Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…

Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course

ERIC Educational Resources Information Center

Salemi, Michael K.

2009-01-01

One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how…

Research and Teaching: Exploring the Use of an Online Quiz Game to Provide Formative Feedback in a Large-Enrollment, Introductory Biochemistry Course

ERIC Educational Resources Information Center

Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne

2015-01-01

In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…

Using Computer-Assisted Personalized Assignment System in a Large-Enrollment General Physics

ERIC Educational Resources Information Center

Gok, Tolga

2010-01-01

The on-line tutoring system, LON-CAPA, was implemented in Introductory Calculus-Based Physics-II course at Colorado School of Mines in fall 2008 and spring 2009. In this paper, the features and the case study of the LON-CAPA implementation were described. The performance data obtained from the scores of students enrolled in the course represented…

Persistence of New Students Who Entered College of the Desert, Fall 1991 and Fall 1992.

ERIC Educational Resources Information Center

Breindel, Matthew D.

A study was undertaken at California's College of the Desert to determine the persistence rates of new students who entered the college in fall 1991 and fall 1992. Course enrollment was tracked for these students through fall 1996, with outcomes examined by student gender, ethnicity, and age; student enrollment in credit or non-credit courses;…

Considerations and Recommendations for Implementing a Dual-Enrollment Program: Bridging the Gap between High School and College Level Science

ERIC Educational Resources Information Center

Lukes, Laura A.

2014-01-01

Dual-enrollment (DE) science courses offer a way to strengthen the science, technology, engineering, and mathematics pipeline between high school and college. These courses offer high school students the opportunity to experience college science in a more supported environment, allowing them to adjust to the different academic and social demands…

Andragogy in Public Universities: Understanding Adult Education Needs in the 1980's. AIR Annual 1984 Forum Paper.

ERIC Educational Resources Information Center

Hengstler, Dennis D.; And Others

Differences between the traditional college-age students and adults enrolled in credit courses in degree and non-degree programs at a public southeast, urban university were studied. Surveys were sent to 433 non-degree-seeking students enrolled in credit courses, 441 traditional college-age degree-seeking students, and 429 degree-seeking students…

High Enrollment Course Success Factors in Virtual School: Factors Influencing Student Academic Achievement

ERIC Educational Resources Information Center

Liu, Feng; Cavanaugh, Cathy

2011-01-01

This paper describes a study of success factors in high enrollment courses in a K-12 virtual school learning environment. The influence of variables: time student spent in the learning management system (LMS), number of times logged into the LMS, teacher comment, participation in free or reduced lunch programs, student status in the virtual school…

Research on Young Women in Computer Science: Promoting High Technology for Girls.

ERIC Educational Resources Information Center

Crombie, Gail

When the public school system of Ontario, Canada, began offering an all-female computer science course for girls in grade 11, female enrollment in computer science increased to approximately 40%. This increased enrollment level has been maintained for 3 years. The new course's effects on girls' attitudes were examined in a survey of 184 grade 11…

Course Completion Rates: Volume and Efficiency Measures, and Grade Distributions, 1982-1983. Technical Report 84-03.

ERIC Educational Resources Information Center

McMaster, Anne

Available statistical data on student completion of courses at Mercer County Community College (MCCC) were compiled and analyzed for the 2-year period, summer 1981 to spring 1982, and summer 1982 to spring 1983. Two different measures of student enrollment were used: volume measures such as student headcount enrollment, student credit hours…

Integrating writing research with curricular development in large-enrollment introductory physics

NASA Astrophysics Data System (ADS)

Demaree, Dedra

2008-05-01

Multiple research projects have been undertaken as part of an ongoing study to develop methods to do quantitative assessment of writing to learn within physics. The ability to make use of writing to learn at first glance appears limited in large-enrollment courses due to the time-intensive nature of essay writing and grading. However, effective ways to implement writing are quite possible. One study that will be discussed required students to do textbook summary writing in introductory physics in the 2007 spring semester of the ``Foundation Physics Course'' at the University of Cape Town. This course is a component of the special access program which contains mostly second language English speakers. Another use of writing will be reported that is currently being used in the introductory physics course at Oregon State University as a way to enhance problem solving. This project is also aimed at scaffolding students toward goals in our upper division courses. This talk will report on some of what we know about writing to learn, how we are working to improve ways to study it quantitatively, and how we are incorporating some aspects of it in accessible ways in large-enrollment introductory courses.

Concurrent sexual partnerships among female sex workers and their non-commercial male partners in Tijuana and Ciudad Juarez, Mexico.

PubMed

Robertson, Angela Marie; Syvertsen, Jennifer L; Rangel, M Gudelia; Staines, Hugo S; Morris, Martina; Patterson, Thomas L; Ulibarri, Monica D; Strathdee, Steffanie A

2013-06-01

To investigate the prevalence and correlates of concurrent (overlapping) sexual partnerships among female sex workers (FSWs) and their non-commercial male partners in two Mexico-US border cities. A cross-sectional survey of FSWs and their non-commercial male partners was conducted in Tijuana and Ciudad Juárez, Mexico (2010-2011). Eligible FSWs and verified non-commercial partners were aged ≥18 years; FSWs had ever used hard drugs (lifetime) and recently exchanged sex for money, drugs or other goods (past month). Participants underwent baseline questionnaires obtaining dates of sex and condom use with ≤5 other recurring partners, including FSWs' regular clients. These dates were compared with dates of sex with enrolled study partners to determine overlap (ie, 'recurring' concurrency). Bivariate probit regression identified recurring concurrency correlates. Among 428 individuals (214 couples), past-year recurring concurrency prevalence was 16% and was higher among women than their non-commercial male partners (26% vs 6%). In 10 couples (5%), both partners reported recurring concurrency. The majority of couples (64%) always had unprotected sex, and most of the individuals (70%) with recurring concurrency 'sometimes' or 'never' used condoms with their concurrent partners. Recurring concurrency was positively associated with FSWs' income, men's caballerismo (a form of traditional masculinity) and men's belief that their FSW partners had sexually transmitted infections (STIs). Recurring concurrency, representing sustained periods of overlapping partnerships in which unprotected sex was common, should be addressed by couple-based STI prevention interventions.

Cognitive behavior therapy may sustain antidepressant effects of intravenous ketamine in treatment-resistant depression

PubMed Central

Wilkinson, Samuel T.; Wright, DaShaun; Fasula, Madonna K.; Fenton, Lisa; Griepp, Matthew; Ostroff, Robert B.; Sanacora, Gerard

2017-01-01

Introduction Ketamine has shown rapid though short-lived antidepressant effects. The possibility of concerning neurobiological changes following repeated exposure to the drug motivate the development of strategies that obviate or minimize the need for longer-term treatment with ketamine. In this open-label trial, we investigated whether cognitive behavioral therapy (CBT) can sustain or extend ketamine's antidepressant effects. Methods Patients who were pursuing ketamine infusion therapy for treatment-resistant depression (TRD) were invited to participate in the study. If enrolled, the subjects initiated a 12-session, 10-week course of CBT concurrently with a short 4-treatment, 2-week course of intravenous ketamine (0.5mg/kg infused over 40 mins) provided under a standardized clinical protocol. Results Sixteen participants initiated the protocol, with 8 (50%) attaining a response to the ketamine and 7 (43.8%) achieving remission during the first two weeks of protocol. Among ketamine responders, the relapse rate at the end of the CBT course (8 weeks following the last ketamine exposure) was 25% (2/8). On longer-term follow up, 5 of 8 subjects eventually relapsed, the median time-to-relapse being 12 weeks following ketamine exposure. Among ketamine remitters, 3 of 7 retained remission until at least 4 weeks following the last ketamine exposure, with 2 retaining remission through 8 weeks following ketamine exposure. Ketamine non-responders did not appear to benefit from CBT. Conclusions CBT may sustain the antidepressant effects of ketamine in TRD. Well-powered randomized controlled trials are warranted to further investigate this treatment combination as a way to sustain ketamine's antidepressant effects. PMID:28490030

The Encouragement of Summer Enrollment.

ERIC Educational Resources Information Center

Montgomery, David C.

1982-01-01

Florida's unsuccessful statewide, 20-year effort to encourage summer enrollment began with conversion from a semester to trimester calendar, then to a quarter system, and included such incentives as tuition reduction, dormitory rate reduction, adoption of full course schedules, and mandatory enrollment. (MSE)

[Characteristics of the course of gastric and duodenal ulcer disease concurrent with duodenal insufficiency].

PubMed

Busygina, M S; Vakhrushev, Ya M

To comprehensively study the course of gastric ulcer disease (GUD) and duodenal ulcer disease (DUD) concurrent with chronic duodenal insufficiency (CDI). Ulcer disease (UD) was verified on the basis of the results of clinical and fibrogastroduodenoscopic examinations. The data of contrast duodenography and cavitary manometry were used to identify CDI. Gastroduodenal motor activity was investigated using the peripheral electrogastrograph EGG-4M. The results of pH measurements were employed to assess the state of gastric acid secretion and duodenal pH values. A comprehensive examination was made in 106 patients with UD concurrent with CDI (a study group) and 30 UD patients without CDI (a comparison group). Epigastric pain was noted in the patients with GUD in the study and comparison groups (91.5 and 84.6%, respectively), but the pain was mainly aching in the patients with concomitant CDI and more intense (77.8%) in those without this condition. In the study group, heartburn was more common in patients with GUD and DUD (75.3 and 71.4%, respectively) than in those with UD in the comparison group (28.5 and 37.5%, respectively). Helicobacter pylori tests were positive in 23.8% of the patients in the study group and in 57.2% in the comparison group. Electrogastrography indicated that the patients with GUD and CDI had bradygastria and hypokinesis on an empty stomach; the electrical activity was reduced after eating. In the comparison group, tachygastria and hyperkinesis were detected on an empty stomach; these postprandial indicators were elevated. H. pylori tests were positive in 34.7% of the patients with DUD and CDI and in 63.6% of those with DUD without CDI. The postprandial electrical activity increased in patients with DUD and decreased in the comparison group. The specific features of changes in gastric and duodenal pH values in GUD and DUD concurrent with CDI in comparison with the isolated course of UD. The immediate and long-term follow-ups show that GUD and DUD concurrent with CDI run a more persistent course; the time of ulcer healing increases and the periods of remission decrease.

Paired Courses: A New Paradigm for College Teaching

ERIC Educational Resources Information Center

Klemm, W. R.

2017-01-01

Instead of flipping a conventional college course, here we consider flipping part of a conventional course into a whole new course. The idea tested here for three semesters was to split a full-featured traditional course into two linked courses: a condensed, 1-credit-hour, online mass-enrollment course on core ideas and skills paired with a…

An exploration of the gateway math and science course relationships in the Los Angeles Community College District

NASA Astrophysics Data System (ADS)

Buchanan, Donald G.

This study evaluated selected demographic, pre-enrollment, and economic status variables in comparison to college-level performance factors of GPA and course completion ratios for gateway math and science courses. The Transfer and Retention of Urban Community College Students (TRUCCS) project team collected survey and enrollment data for this study in the Los Angeles Community College District (LACCD). The TRUCCS team surveyed over 5,000 students within the nine campus district beginning in the fall of 2000 and spring of 2001 with follow-up data for next several years. This study focused on the math and science courses; established background demographics; evaluated pre-enrollment high school self-reported grades; reviewed high school and college level math courses taken; investigated specific gateway courses of biology, chemistry and physics; and compared them to the overall GPAs and course completion ratios for 4,698 students. This involved the SPSS development of numerous statistical products including the data from frequency distributions, means, cross-tabulations, group statistics t-tests, independent samples t-tests, and one-way ANOVA. Findings revealed demographic and economic relationships of significance for students' performance factors of GPA and course completion ratios. Furthermore, findings revealed significant differences between the gender, age, ethnicity and economic employment relationships. Conclusions and implications for institutions of higher education were documented. Recommendations for dissemination, intervention programs, and future research were also discussed.

Who Enrolls in Dual Enrollment and Other Acceleration Programs in Florida High Schools? Issues & Answers. REL 2012-No. 119

ERIC Educational Resources Information Center

Estacion, Angela; Cotner, Bridget A.; D'Souza, Stephanie; Smith, Chrystal A. S.; Borman, Kathryn M.

2011-01-01

This study of advanced-level high school courses that offer credit toward both a high school diploma and a college degree in Florida compares one such program (dual enrollment) with others, describing the number and characteristics of grade 11 and 12 students enrolled overall and by district. It also examines dual enrollment partnerships between…

Who Enrolls in Dual Enrollment and Other Acceleration Programs in Florida High Schools? Summary. Issues & Answers. REL 2012-No. 119

ERIC Educational Resources Information Center

Estacion, Angela; Cotner, Bridget A.; D'Souza, Stephanie; Smith, Chrystal A. S.; Borman, Kathryn M.

2011-01-01

This study of advanced-level high school courses that offer credit toward both a high school diploma and a college degree in Florida compares one such program (dual enrollment) with others, describing the number and characteristics of grade 11 and 12 students enrolled overall and by district. It also examines dual enrollment partnerships between…

Dual Enrollment in Maryland and Baltimore City: An Examination of Program Components and Design. The Abell Report. Volume 30, No. 4

ERIC Educational Resources Information Center

Sunderman, Gail L.

2017-01-01

Dual enrollment programs offer high school students the chance to enroll in college courses and earn transferable college credit while they are still pursuing a high school diploma. Research shows that dual enrollment participants are more likely to enroll and persist in college, earn higher GPAs during college, and accumulate more college credit.…

Dual Enrollment at the Community College and High School: Where Do Students Hear about It?

ERIC Educational Resources Information Center

Brophy, Michael; Johnson, Todd

2007-01-01

Dual enrollment programs allow high school students to enroll in community college courses for credit while they are still enrolled in high school. The present study explored how 350 11th and 12th grade high school students learned about the dual enrollment program. The study also explored which of these sources of information were most predictive…

[Comorbidity in generalized anxiety disorder: prevalence and course after cognitive-behavioural therapy].

PubMed

Provencher, Martin D; Ladouceur, Robert; Dugas, Michel J

2006-02-01

To evaluate the prevalence and course of Axis I concurrent disorders in a population of patients who underwent cognitive-behavioural therapy (CBT) to treat their generalized anxiety disorder (GAD). This study is a secondary analysis combining patients from 3 treatment studies done at Université Laval. A total of 90 patients with a DSM-IV consistent GAD diagnosis received from 12 to 16 CBT sessions to treat GAD. Symptomatology was assessed at pretest, posttest, and 6 months after treatment, with the Anxiety Disorders Interview Schedule, a structured diagnostic interview. Seventy-three per cent of patients had both GAD and a concurrent diagnosis. The most common diagnoses were simple phobia, social phobia, panic disorder, and major depression. CBT applied to GAD decreases the number of concurrent diagnoses. A panic disorder or a greater number of concurrent diagnoses at pretest is associated with a less efficient treatment at follow-up 6 months later. Patients with GAD have a high comorbidity rate with other Axis I disorders, but these significantly decrease after a short CBT aimed at GAD. Implications for GAD treatment and mechanisms that might explain these findings are discussed.

Utilizing the CIPP Model as a Means to Develop an Integrated Service-Learning Component in a University Health Course

ERIC Educational Resources Information Center

Powell, Brent; Conrad, Eric

2015-01-01

Purpose: To examine the enhancement of a university health course through the utilization of the CIPP Model as a means to develop an integrated service-learning component. Methods: The CIPP model was utilized in two concurrent semesters of an undergraduate health course in order to design and evaluate the implementation of a drug and alcohol…

Reducing the Spatial Distance between Printed and Online Information Sources by Means of Mobile Technology Enhances Learning: Using 2D Barcodes

ERIC Educational Resources Information Center

Ozcelik, Erol; Acarturk, Cengiz

2011-01-01

Online information sources, such as pictures and animations on web pages are frequently used for complementing printed course material in educational contexts. The concurrent use of online and printed information sources by students, however, requires going back and forth between physically separated course material, such as a course book and a…

Black Literature Course: 1973 vs. 1978.

ERIC Educational Resources Information Center

Simson, Renate

Surveys in 1972 and 1977 of colleges and universities in New York state were used to judge advances and declines in black literature course offerings, course enrollment, course content, and instructor preparation. In 1972, 76 of the responding registrars said that their schools were offering black literature courses, while only 36 registrars made…

38 CFR 21.4256 - Correspondence programs and courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... and courses. 21.4256 Section 21.4256 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS... Programs Courses § 21.4256 Correspondence programs and courses. (a) Approval of correspondence programs and courses. (1) An educational institution desiring to enroll veterans under 38 U.S.C. chapter 30 or 32...

38 CFR 21.4256 - Correspondence programs and courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... and courses. 21.4256 Section 21.4256 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS... Programs Courses § 21.4256 Correspondence programs and courses. (a) Approval of correspondence programs and courses. (1) An educational institution desiring to enroll veterans under 38 U.S.C. chapter 30 or 32...

38 CFR 21.4256 - Correspondence programs and courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... and courses. 21.4256 Section 21.4256 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS... Programs Courses § 21.4256 Correspondence programs and courses. (a) Approval of correspondence programs and courses. (1) An educational institution desiring to enroll veterans under 38 U.S.C. chapter 30 or 32...

Investigation Of Student Learning In Thermodynamics And Implications For Instruction In Chemistry And Engineering

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2007-01-01

As part of an investigation into student learning of thermodynamics, we have probed the reasoning of students enrolled in introductory and advanced courses in both physics and chemistry. A particular focus of this work has been put on the learning difficulties encountered by physics, chemistry, and engineering students enrolled in an upper-level thermal physics course that included many topics also covered in physical chemistry courses. We have explored the evolution of students' understanding as they progressed from the introductory course through more advanced courses. Through this investigation we have gained insights into students' learning difficulties in thermodynamics at various levels. Our experience in addressing these learning difficulties may provide insights into analogous pedagogical issues in upper-level courses in both engineering and chemistry which focus on the theory and applications of thermodynamics.

A Comparison of the Cognitive and Personal Development of College-Level Mathematics Students and Developmental Mathematics Students at a Community College

ERIC Educational Resources Information Center

Smith, Bridgett Pressley

2010-01-01

Education is a major focal point of individual justice within a free society as well as a central point of human capital for the world. This study compared the cognitive and personal developmental levels of community college students enrolled in developmental-level mathematics courses to students enrolled in college-level mathematics courses. In…

Networks of Encouragement: Who's Encouraging Latina/o Students and White Students to Enroll in Honors and Advanced-Placement (AP) Courses?

ERIC Educational Resources Information Center

Witenko, Vanessa; Mireles-Rios, Rebeca; Rios, Victor M.

2017-01-01

Using affiliation network data collected at a large high school, this study examined differences between who encourages Latina/o and White students to enroll in advanced courses. Previous research has shown a positive association between emotional support and academic achievement, and thus, this study shifts the focus from who informs students to…

Variability in Anxiety for Teaching Mathematics among Pre-service Elementary School Teachers Enrolled in a Mathematics Course.

ERIC Educational Resources Information Center

Levine, Gavrielle

This investigation traced changes in anxiety for teaching mathematics (ATM) among pre-service elementary school teachers (n=36) enrolled in a mathematics methods course by analyzing their weekly journal entries. Journal entries were coded for high level of ATM (ATM-high) or absence of ATM (ATM-absent) during the first class session, as well as…

A Solution to the Small Enrollment Problem in Aerospace Engineering--Self-Paced Materials Used in an Independent Studies Mode.

ERIC Educational Resources Information Center

Fowler, Wallace T.; Watkins, R. D.

With the decline in enrollment in the early 1970's, many aerospace engineering departments had too few students to offer some required courses. At the University of Texas at Austin, a set of personalized system of instruction (PSI) materials for the aircraft performance, stability, and control course was developed. The paper includes a description…

A Design-Based Engineering Graphics Course for First-Year Students.

ERIC Educational Resources Information Center

Smith, Shana Shiang-Fong

2003-01-01

Describes the first-year Introduction to Design course at Iowa State University which incorporates design for manufacturing and concurrent engineering principles into the curriculum. Autodesk Inventor was used as the primary CAD tool for parametric solid modeling. Test results show that student spatial visualization skills were dramatically…

Atmosphere, Science (Experimental): 5343.08.

ERIC Educational Resources Information Center

Reese, Sandra Kay

This unit of instruction deals with a study of the general atmosphere by layers with an emphasis on physical characteristics. The formation of layers in the atmosphere and the energy relationships that exist between them are also discussed. No requisites for prior course work, experience, or courses to be taken concurrently are required for…

The Contemporary Property Law Course: A Study of Syllabi.

ERIC Educational Resources Information Center

Kwall, Roberta Rosenthal; Organ, Jerome M.

1997-01-01

Reports an analysis of content in 40 property law courses, comparing coverage reflected in the syllabi with coverage reflected in a 1976 survey of property teachers, including these topics: adverse possession; estates and future interests; concurrent estates; landlord-tenant law; real estate transactions; easements, covenants, and equitable…

University Instruction in HRD. [Concurrent Symposium Session at AHRD Annual Conference, 1997.

ERIC Educational Resources Information Center

1997

This document contains four papers from a symposium on university instruction in human resource development (HRD). "Comparison of Student Reactions in Traditional and Videoconferencing Courses in Training and Development " (Julie A. Furst-Bowe) finds few differences in student attitudes about the two types of courses. "The…

Causal modeling of secondary science students' intentions to enroll in physics

NASA Astrophysics Data System (ADS)

Crawley, Frank E.; Black, Carolyn B.

The purpose of this study was to explore the utility of the theory of planned behavior model developed by social psychologists for understanding and predicting the behavioral intentions of secondary science students regarding enrolling in physics. In particular, the study used a three-stage causal model to investigate the links from external variables to behavioral, normative, and control beliefs; from beliefs to attitudes, subjective norm, and perceived behavioral control; and from attitudes, subjective norm, and perceived behavioral control to behavioral intentions. The causal modeling method was employed to verify the underlying causes of secondary science students' interest in enrolling physics as predicted in the theory of planned behavior. Data were collected from secondary science students (N = 264) residing in a central Texas city who were enrolled in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade) courses. Cause-and-effect relationships were analyzed using path analysis to test the direct effects of model variables specified in the theory of planned behavior. Results of this study indicated that students' intention to enroll in a high school physics course was determined by their attitude toward enrollment and their degree of perceived behavioral control. Attitude, subjective norm, and perceived behavioral control were, in turn, formed as a result of specific beliefs that students held about enrolling in physics. Grade level and career goals were found to be instrumental in shaping students' attitude. Immediate family members were identified as major referents in the social support system for enrolling in physics. Course and extracurricular conflicts and the fear of failure were shown to be the primary beliefs obstructing students' perception of control over physics enrollment. Specific recommendations are offered to researchers and practitioners for strengthening secondary school students' intentions to study physics.

Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula.

PubMed

Domina, Thurston; Penner, Andrew M; Penner, Emily K; Conley, Annemarie

2014-08-01

Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. (1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students' mathematics achievement? Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district's 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts' students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004-20-05 through 2007-20-08 school years. During the study period, Towering Pines dramatically intensified middle school students' math curricula: In the 2004-20-05 school year 32% of the district's 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007-20-08 school year that proportion had increased to 84%. We use an interrupted time-series design, comparing students' 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement. We find that students' odds of taking higher level mathematics courses increased as this district implemented the state's Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined. Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement.

Phase II Study of Chemoradiotherapy With 5-Fluorouracil and Cisplatin for Stage II-III Esophageal Squamous Cell Carcinoma: JCOG Trial (JCOG 9906)

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

Kato, Ken, E-mail: kenkato@ncc.go.jp; Muro, Kei; Department of Clinical Oncology, Aichi Cancer Center Hospital, Nagoya, Aichi

Purpose: In this Phase II study, we evaluated the efficacy and toxicity of chemoradiotherapy (CRT) with cisplatin (CDDP) and 5-fluorouracil (5-FU) for Stage II-III esophageal squamous cell carcinoma (ESCC). Patients and Methods: Patients with clinical Stage II-III (T1N1M0 or T2-3N0-1M0) thoracic ESCC were enrolled between April 2000 and March 2002. Chemotherapy comprised two courses of protracted infusion of 5-FU (400 mg/m{sup 2}/day) on Days 1-5 and 8-12, and 2-h infusion of CDDP (40 mg/m{sup 2}) on Days 1 and 8; this regimen was repeated every 5 weeks. Concurrent radiotherapy involved 60-Gy irradiation (30 fractions) for 8 weeks with a 2-weekmore » break. Responders received two courses of 5-FU (800 mg/m{sup 2}/day) on Days 1-5 and CDDP (80 mg/m{sup 2}) on Day 1. Final analysis was conducted in March 2007. Survival and late toxicities were monitored for 5 years. Results: The characteristics of the 76 patients enrolled were as follows: median age, 61 years; male/female, 68/8; performance status 0/1, 59/17 patients; Stage IIA/IIB/III, 26/12/38 patients. Of the 74 eligible patients, 46 (62.2%) achieved complete response. Median survival time was 29 months, with 3- and 5-year survival rates of 44.7% and 36.8%, respectively. Acute toxicities included Grade 3/4 esophagitis (17%), nausea (17%), hyponatremia (16%), and infection without neutropenia (12%). Late toxicities comprised Grade 3/4 esophagitis (13%), pericardial (16%) and pleural (9%) effusion, and radiation pneumonitis (4%), causing 4 deaths. Conclusions: CRT is effective for Stage II-III ESCC with manageable acute toxicities and can provide a nonsurgical treatment option. However, further improvement is required for reduction in late toxicity.« less

The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

NASA Astrophysics Data System (ADS)

Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

2017-04-01

Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class investigated where declared soil science students made up the largest single group of students, with other agricultural students being the second largest group. Results of the study showed that students from many different academic majors take soil science classes at American universities, and the most common majors in these classes depended on the class and the material it addressed.

Teaching an Introductory Programming Language in a General Education Course

ERIC Educational Resources Information Center

Ali, Azad; Smith, David

2014-01-01

A department of computer science (CS) has faced a peculiar situation regarding their selection of introductory programming course. This course is a required course for the students enrolled in the CS program and is a prerequisite to their other advanced programming courses. At the same time, the course can be considered a general education course…

Dual Enrollment: The Missing Link to College Readiness

ERIC Educational Resources Information Center

Swanson, Joni

2010-01-01

Dual enrollment programs have sparked the interest of educational researchers and practitioners who want to determine whether offering college courses to high school students might positively affect their persistence in college or other postsecondary education. Current research suggests that participating in dual enrollment programs improves…

Phase 1 Dose Escalation Study of Accelerated Radiation Therapy With Concurrent Chemotherapy for Locally Advanced Lung Cancer

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

Kelsey, Chris R., E-mail: christopher.kelsey@duke.edu; Das, Shiva; Gu, Lin

2015-12-01

Purpose: To determine the maximum tolerated dose of radiation therapy (RT) given in an accelerated fashion with concurrent chemotherapy using intensity modulated RT. Methods and Materials: Patients with locally advanced lung cancer (non-small cell and small cell) with good performance status and minimal weight loss received concurrent cisplatin and etoposide with RT. Intensity modulated RT with daily image guidance was used to facilitate esophageal avoidance and delivered using 6 fractions per week (twice daily on Fridays with a 6-hour interval). The dose was escalated from 58 Gy to a planned maximum dose of 74 Gy in 4 Gy increments in a standardmore » 3 + 3 trial design. Dose-limiting toxicity (DLT) was defined as acute grade 3-5 nonhematologic toxicity attributed to RT. Results: A total of 24 patients were enrolled, filling all dose cohorts, all completing RT and chemotherapy as prescribed. Dose-limiting toxicity occurred in 1 patient at 58 Gy (grade 3 esophagitis) and 1 patient at 70 Gy (grade 3 esophageal fistula). Both patients with DLTs had large tumors (12 cm and 10 cm, respectively) adjacent to the esophagus. Three additional patients were enrolled at both dose cohorts without further DLT. In the final 74-Gy cohort, no DLTs were observed (0 of 6). Conclusions: Dose escalation and acceleration to 74 Gy with intensity modulated RT and concurrent chemotherapy was tolerable, with a low rate of grade ≥3 acute esophageal reactions.« less

Real Reality Revisited: An Experimental Communicative Course in ESL.

ERIC Educational Resources Information Center

Montgomery, Carol; Eisenstein, Miriam

1985-01-01

Describes an experimental oral communication course designed around weekly, structured field trips to sites where students typically need to communicate in English. Students taking this course were also enrolled in a grammar-based English as a second-language course and were compared with a control group taking only the grammar-based course. (SED)

Plans of Implementation and Methods for Increasing Student Enrollment in the Earth Systems Science Course at Elizabeth City State University

NASA Astrophysics Data System (ADS)

Porter, W.

2001-12-01

This presentation reviews the experience of Elizabeth City State University (ECSU) in offering the Earth Systems Science (ESS) online course sponsored the Earth System Science Education Alliance (ESSEA) and how it relates to our plans to offer the course in the Spring Semester of 2002. The course was offered for the first time at ECSU during the Fall semester 2000. Eight students were enrolled in the course, which may not be considered a large number; however, we felt the administration of the course was successful because of the staff's learning experience. The small number is also a reflection of the nature of ECSU's primary recruitment region of northeastern North Carolina; this area is extremely rural with a smaller population, lower economic development, and fewer cultural amenities than most regions of the state. Our approach to this project is for a long-term effective offering of a course that is much needed, especially in this area of the state. The ultimate goal is to develop ESS as our online offering of courses in the Geoscience Department curriculum as to recruit students who might not have the opportunity to take college-level courses because of daytime work commitments and/or inaccessibility to a local college or university. A major component of ESS is its focus on problem-based learning built upon the life experiences of participating students. Having learned from the previous offering of the course, the following are objectives related to the Spring Semester 2002: 1. To get ESS to become a part of the Geoscience curriculum so that it will be listed on the schedule of classes for the Spring Semester 2002 and each succeeding semester; 2. To aggressively reach out to the public school teachers, especially in the recruitment region of ECSU in northeastern North Carolina, by using effective recruitment strategies; 3. To have an active and continuous communication with prospective students prior to and immediately after the enrollment, as well as being accessible to them during the entire period of the course; and 4. To have students focus on the problem-based aspect of the course as it relates to their life experiences. These objectives are designed to increase enrollment in the course as well as to enhance the retention of participating students.

Concurrent Group Treatment for Hepatitis C: Implementation and Outcomes in a Methadone Maintenance Treatment Program

PubMed Central

Stein, Melissa R.; Soloway, Irene J.; Jefferson, Karen S.; Roose, Robert J.; Arnsten, Julia H.; Litwin, Alain H.

2012-01-01

Chronic hepatitis C virus (HCV) infection is highly prevalent among current and former drug users. However, the minority of patients enrolled in drug treatment programs have initiated HCV treatment. New models are needed to overcome barriers to care. In this retrospective study, we describe the implementation and outcomes of 42 patients treated in a Concurrent Group Treatment (CGT) program. Patients participated in weekly provider-led group treatment sessions which included review of side effects; discussion of adherence and side effect management; administration of interferon injections; brief physical exam; and ended with brief meditation. Of the first 27 patients who initiated CGT, 42% achieved a sustained viral response. Additionally, 87% (13/15) of genotype-1 infected patients treated with direct acting antiviral agent achieved an undetectable viral load at 24 weeks. The CGT model may be effective in overcoming barriers to treatment and improving adherence and outcomes among patients enrolled in drug treatment programs. PMID:23036920

A Study Examining the Impact of Vocabulary Instruction on the Vocabulary Growth and Acquisition of Adults Enrolled in a Community College Developmental Reading Course

ERIC Educational Resources Information Center

Robson, Jodi McGeary

2009-01-01

The purpose of this study was to examine the effects of four instructional methods--context clues, definition, elaboration technique, or word parts and word families--on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four…

A Statewide Survey of Adult Learners: Program Awareness, Nonenrolled Participants and Intention to Enroll. Office of Research Technical Report No. 2.

ERIC Educational Resources Information Center

Brown, Laurence A., Jr.; Sell, G. Roger

In order to determine why course enrollments in the SUN (State University of Nebraska) program, which is the University of Mid-America's course delivery system in Nebraska, were markedly lower than expected over a two-year period, a telephone survey with a stratified sample of approximately 1,200 adults was conducted. The survey questions provided…

The Effects of Using Flashcards to Develop Automaticity with Key Vocabulary Words for Students with and without Learning Disabilities Enrolled in a High School Spanish Course

ERIC Educational Resources Information Center

Stager, Phillip A.

2010-01-01

The purpose of this study was to investigate the effects of using flashcards to develop automaticity (rapid word recognition) with key vocabulary words and phrases in order to improve fluency and reading comprehension skills for participants with and without diagnosed learning disabilities enrolled in a high school Spanish course. Eighty-seven…

Advanced Course Enrollment and Performance in Washington State: Comparing Spanish-Speaking Students with Other Language Minority Students and English-Only Speakers. REL 2017-220

ERIC Educational Resources Information Center

Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

2017-01-01

Students who take advanced courses in high school are more likely to enroll and persist in college. This report describes patterns in advanced coursetaking among three groups of students in Washington state: Spanish-speaking students, other language minority students whose primary or home language is not Spanish, and English-only speakers. This…

Investigations of Stability in Junior High School Math and English Classes: The Texas Junior High School Study. Research and Development Report No. 77-3.

ERIC Educational Resources Information Center

Evertson, Carolyn M.; And Others

The stability of classroom behavior is examined from several perspectives: (1) the relative consistency of teacher behavior in two different sections of the same course taught concurrently; (2) the relative consistency of student behavior in math and English classes attended concurrently; and (3) differences in student and teacher behavior in math…

Concurrent sexual partnerships among female sex workers and their non-commercial male partners in Tijuana and Ciudad Juárez, Mexico

PubMed Central

Robertson, Angela M.; Syvertsen, Jennifer L.; Rangel, M. Gudelia; Staines, Hugo S.; Morris, Martina; Patterson, Thomas L.; Ulibarri, Monica D.; Strathdee, Steffanie A.

2013-01-01

Objectives To investigate the prevalence and correlates of concurrent (overlapping) sexual partnerships among female sex workers (FSWs) and their non-commercial male partners in two Mexico-U.S. border cities. Methods A cross-sectional survey of FSWs and their non-commercial male partners was conducted in Tijuana and Ciudad Juárez, Mexico (2010–2011). Eligible FSWs and verified non-commercial partners were aged ≥18 years; FSWs had ever used hard drugs (lifetime) and recently exchanged sex for money, drugs, or other goods (past month). Participants underwent baseline questionnaires obtaining dates of sex and condom use with ≤5 other recurring partners, including FSWs’ regular clients. These dates were compared to dates of sex with enrolled study partners to determine overlap (i.e., “recurring” concurrency). Bivariate probit regression identified recurring concurrency correlates. Results Among 428 individuals (214 couples), past-year recurring concurrency prevalence was 16% and was higher among women than their non-commercial male partners (26% vs. 6%). In 10 couples (5%), both partners reported recurring concurrency. The majority of couples (64%) always had unprotected sex, and most of the individuals (70%) with recurring concurrency “sometimes” or “never” used condoms with their concurrent partners. Recurring concurrency was positively associated with FSWs’ income, men’s caballerismo (a form of traditional masculinity), and men’s belief that their FSW-partners had STIs. Conclusions Recurring concurrency, representing sustained periods of overlapping partnerships in which unprotected sex was common, should be addressed by couple-based STI prevention interventions. PMID:23172036

"Seven Ideas" and "Entertainment and the Arts": Two Courses for the Non-Science Major

ERIC Educational Resources Information Center

Spielberg, N.; Christensen, S. H.

1977-01-01

Discusses the course content and teaching techniques of two one-quarter descriptive physics courses which have been particularly successful. Reports on large enrollments and positive reception by students and faculty. (MLH)

38 CFR 21.7722 - Courses and enrollments which may not be approved.

Code of Federal Regulations, 2011 CFR

2011-07-01

... does not meet the licensing requirements in the State where the course is offered; or (4) Effective... by an institution of higher learning; (6) A refresher, remedial, or deficiency course; or (7) A...

38 CFR 21.7722 - Courses and enrollments which may not be approved.

Code of Federal Regulations, 2014 CFR

2014-07-01

... does not meet the licensing requirements in the State where the course is offered; or (4) Effective... by an institution of higher learning; (6) A refresher, remedial, or deficiency course; or (7) A...

38 CFR 21.7722 - Courses and enrollments which may not be approved.

Code of Federal Regulations, 2012 CFR

2012-07-01

... does not meet the licensing requirements in the State where the course is offered; or (4) Effective... by an institution of higher learning; (6) A refresher, remedial, or deficiency course; or (7) A...

38 CFR 21.7722 - Courses and enrollments which may not be approved.

Code of Federal Regulations, 2013 CFR

2013-07-01

... does not meet the licensing requirements in the State where the course is offered; or (4) Effective... by an institution of higher learning; (6) A refresher, remedial, or deficiency course; or (7) A...

Using Dimensional Data to Address Enrollment Management Questions in Higher Education

ERIC Educational Resources Information Center

Duniway, Bob; Wiegand, Karl

2009-01-01

Enrollment management is central to the success of a college or university. A school must enroll students into courses, completion of a series of which will lead to graduation. While all colleges and universities must manage the enrollment process at least operationally, it is challenging to keep track of all the related data that would allow for…

The Effects of High-Stakes Testing Policy on Arts Education

ERIC Educational Resources Information Center

Baker, Richard A., Jr.

2012-01-01

This study examined high-stakes test scores for 37,222 eighth grade students enrolled in music and/or visual arts classes and those students not enrolled in arts courses. Students enrolled in music had significantly higher mean scores than those not enrolled in music (p less than 0.001). Results for visual arts and dual arts were not as…

Blended Learning: The Student Viewpoint.

PubMed

Shantakumari, N; Sajith, P

2015-01-01

Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

Predicting Course Performance in Freshman and Sophomore Physics Courses: Women Are More Predictable than Men.

ERIC Educational Resources Information Center

McCammon, Susan; And Others

1988-01-01

Investigates the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Finds that algebra ability and critical thinking skills were the best predictors. (Author/YP)

Retention of Information Taught in Introductory Psychology Courses across Different Accelerated Course Formats

ERIC Educational Resources Information Center

Deichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph

2016-01-01

The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…

Personality Change as a Function of Voluteer Experience in a Psychiatric Hospital

ERIC Educational Resources Information Center

King, Mark; And Others

1970-01-01

Members of an undergraduate course in psychology (n equals 416) were tested for moral tolerance and self acceptance before and after course completion. Sixteen students did concurrent hospital work. The volunteer experience did not significantly affect moral tolerance scores, but did result in greater self acceptance scores. (Author/CJ)

Explaining Student Interaction and Satisfaction: An Empirical Investigation of Delivery Mode Influence

ERIC Educational Resources Information Center

Johnson, Zachary S.; Cascio, Robert; Massiah, Carolyn A.

2014-01-01

How interpersonal interactions within a course affect student satisfaction differently between face-to-face and online modes is an important research question to answer with confidence. Using students from a marketing course delivered face-to-face and online concurrently, our first study demonstrates that student-to-professor and…

Learning effectiveness: A comparative study to measure effectiveness of webcasting in success of students in an introductory computer science class

NASA Astrophysics Data System (ADS)

Ghyam, Massoud

This study investigates if providing delayed webcast of college lectures would improve the retention of students enrolled in an introductory computer science class over a span of six semesters. The population for this study was undergraduate engineering students enrolled in the same course at a major research university in a western state in six different semesters. The same instructor taught all sections of the course, the same textbook and software were used, and the number of lab/teaching assistants were also exactly the same. Assignments and exams were changed but were kept at the same level of difficulty. Some students were enrolled in the courses where webcasting was not utilized as a tool, while others took the same course where delayed webcasting was used. The research question that guided the study was: Will use of the delayed webcast and the availability of the course lectures on line improve students' grades and therefore the success ratio in the Introduction to Computer Science and Programming course? For the purposes of this study successful completion is defined as the number of students who did not drop the course, and who passed the course with a grade of C- or better. Grade improvement of students who completed the course was also examined. Result of the study showed providing delayed webcast of the lectures did not improve retention, but neither did it harm the student's learning. Future study is recommended to include coding for gender and student's field of study.

Assessing risk-adjustment approaches under non-random selection.

PubMed

Luft, Harold S; Dudley, R Adams

2004-01-01

Various approaches have been proposed to adjust for differences in enrollee risk in health plans. Because risk-selection strategies may have different effects on enrollment, we simulated three types of selection--dumping, skimming, and stinting. Concurrent diagnosis-based risk adjustment, and a hybrid using concurrent adjustment for about 8% of the cases and prospective adjustment for the rest, perform markedly better than prospective or demographic adjustments, both in terms of R2 and the extent to which plans experience unwarranted gains or losses. The simulation approach offers a valuable tool for analysts in assessing various risk-adjustment strategies under different selection situations.

The Effects of a Teaching Methods Course on Early Childhood Preservice Teachers' Beliefs

ERIC Educational Resources Information Center

Isikoglu, Nesrin

2008-01-01

This study examines the effectiveness of an educational methods course for changing early childhood preservice teachers' instructional beliefs. The teaching methods course emphasized constructivist teaching principles. Seventy-eight of the early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief…

A Comparison of Student Academic Motivations across Three Course Disciplines

ERIC Educational Resources Information Center

Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini; Sturges, Diana

2013-01-01

Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the…

Students' Conceptions of Mathematics Bridging Courses

ERIC Educational Resources Information Center

Gordon, Sue; Nicholas, Jackie

2013-01-01

In this study we investigate the conceptions of mathematics bridging courses held by students enrolled in these courses at a major Australian university. We report on the participants' responses to email-interview questions about the mathematics bridging courses to describe a two-dimensional outcome space of variations in awareness about the…

Student Perceptions of Cheating in Online Business Courses

ERIC Educational Resources Information Center

Watters, Michael P.; Robertson, Paul J.; Clark, Renae K.

2011-01-01

Accounting majors enrolled in business courses at two different universities were asked to complete a survey questionnaire pertaining to cheating in online business courses. Specifically, students majoring in Accounting were asked about their awareness of cheating in online business courses as well as their opinions regarding the credibility of…

Exploring the Science--Society Interface with a Bridging Research Course

ERIC Educational Resources Information Center

Boltax, Ariana L.; Kosinski-Collins, Melissa S.; Pontrello, Jason K.

2016-01-01

This article describes the development of a model for an optional, research-based course that bridges two existing, traditionally separate, introductory science courses. This research course provided freedom for students to design and implement new experiments on the basis of technical foundations built from enrollment in separate introductory…

Gender Differences in Online High School Courses

ERIC Educational Resources Information Center

Lowes, Susan; Lin, Peiyi; Kinghorn, Brian R. C.

2016-01-01

Prior research has suggested that there may be differences in the ways that male and female students approach their online courses. Using data for 802 high school students enrolled in 14 online courses, this study explored gender differences in the interrelationships among online behaviors and course performance. The findings show that females…

Cooperative and Concurrent Enrollment and College Retention

ERIC Educational Resources Information Center

Foster, Regina

2010-01-01

Oklahoma has a unique system of high schools, technology centers and community colleges that work together to enable students to receive education in technical areas. Given Oklahoma's shortage of technical degree recipients, the Cooperative Alliance Program (CAP) was developed to encourage additional students to begin technical programs during…

Using Compositional Writing Samples to Explore Student Usage Patterns in a Learning Management System

ERIC Educational Resources Information Center

Kokensparger, Brian Jay

2013-01-01

This study explored relationships between writing sample features and LMS usage patterns for 366 college students who enrolled in Theology courses, junior-level courses cross-listed with theology courses, or Senior Perspective Program courses in the fall semester of 2012. These hybrid courses were managed inside the Canvas(TM) learning management…

Corequisite Model: An Effective Strategy for Remediation in Freshmen Level Quantitative Reasoning Course

ERIC Educational Resources Information Center

Kashyap, Upasana; Mathew, Santhosh

2017-01-01

The purpose of this study was to compare students' performances in a freshmen level quantitative reasoning course (QR) under three different instructional models. A cohort of 155 freshmen students was placed in one of the three models: needing a prerequisite course, corequisite (students enroll simultaneously in QR course and a course that…

Course Pass Rates in Fall 1993. Enrollment Analysis EA94-4.

ERIC Educational Resources Information Center

Diehl, Patricia K.

Student performance in individual courses constitutes a fundamental learning outcome, as assessed by the faculty. Examination of student outcomes at the course level is especially appropriate at community colleges, since as many as half the students in credit courses have no intention of earning a degree. Fall 1993 final course grades of students…

Redesigning a Large-Enrollment Introductory Biology Course

PubMed Central

Ueckert, Catherine; Adams, Alison; Lock, Judith

2011-01-01

Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course. PMID:21633065

Impact of Advanced Grade 8 U.S. History on Participation and Performance in Advanced Placement Social Studies Courses in Grade 9

ERIC Educational Resources Information Center

Maina, Nyambura Susan

2015-01-01

At the request of the Office of Curriculum and Instructional Programs, the Office of Shared Accountability examined the impact of offering Advanced Grade 8 U.S. History on enrollment and performance in Advanced Placement (AP) social studies courses in Grade 9. The study compared Grade 9 enrollment and performance in AP U.S. History or AP U.S.…

Applicability of Online Education to Large Undergraduate Engineering Courses

NASA Astrophysics Data System (ADS)

Bir, Devayan Debashis

With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.

Treatment Outcomes and Adverse Events Following In-Office Angiolytic Laser With or Without Concurrent Polypectomy for Vocal Fold Polyps.

PubMed

Lin, Yu-Hsuan; Wang, Chi-Te; Lin, Feng-Chuan; Liao, Li-Jen; Lo, Wu-Chia; Cheng, Po-Wen

2018-03-01

In-office angiolytic laser procedures have been used successfully as an alternative treatment for vocal fold polyps; little is known in detail about the treatment outcomes and adverse events. To examine the outcomes and incidence rates of adverse events associated with in-office angiolytic laser procedures with or without concurrent polypectomy as an alternative treatment for vocal fold polyps. Retrospective cohort study at a tertiary medical center. We identified 114 consecutive patients with vocal polyps who underwent in-office angiolytic laser treatments between January 1, 2014, and August 31, 2016. After the exclusion of 17 with missing or incomplete data, 97 were enrolled. In-office 532-nm laser procedures with or without concurrent polypectomy. Between 1 and 2 months after the surgical procedures, we collected the following outcome data: videolaryngostroboscopy, perceptual rating of voice quality, acoustic analysis, maximal phonation time, and subjective rating of voice quality using a visual analogue scale and 10-item voice handicap index. This study enrolled 97 patients (mean [SD] age, 45.6 [11.3] years; 48 [49%] male). The mean duration of symptoms was 10.1 months (range, 1-60 months). Twenty-nine patients (30%) had angiolytic laser procedures only, while 68 (70%) received laser with concurrent polypectomy. Both treatment modalities offered significant improvements. Only 1 patient (1%) receiving angiolytic laser with concurrent polypectomy underwent another treatment session, so this group had significantly less need for multiple treatments than those receiving laser treatment alone (6 [21%]; effect size, -1.57; 95% CI, -2.77 to -0.36). We identified 8 adverse events (8% of the cases): vocal fold edema (n = 5), vocal hematoma (n = 2), and vocal ulceration (n = 1). Patients treated with laser plus concurrent polypectomy had significantly fewer adverse events than those treated with angiolytic laser alone (2 [3%] vs 6 [21%]; effect size, 1.20; 95% CI, 0.26 to 2.13). In-office angiolytic laser procedures can be an effective alternative treatment for vocal polyps, although with possible need for multiple treatment sessions and occasional occurrence of minor postoperative adverse events. Concurrent polypectomy following laser coagulation allows less laser energy delivery and reduces the risk of postoperative adverse events and the need for additional treatment sessions.

Reducing the failure rate in introductory physics classes

NASA Astrophysics Data System (ADS)

Saul, Jeff; Coulombe, Patrick; Lindell, Rebecca

2017-01-01

Calculus-based introductory physics courses are often among the most difficult at many colleges and universities. With the national movement to increase STEM majors, the introductory calculus-based courses need to be less of a weed-out course and more of a course that propels students forward into successful majors. This talk discusses two approaches to reduce DFW rates and improve student retention: studio courses and parachute courses. Studio courses integrate lecture/laboratory into one course where the primary mode of instruction is small group activities. Typically, any students enrolled in the college or university can enroll in a studio version of the course. Parachute courses on the other hand, focus on the poor performing students. Designed so that students not doing well in an introductory physics course can switch into the parachute class mid-semester without harm to their GPA. In addition, the parachute course focuses on helping students build the knowledge and skills necessary for success when retaking the calculus-based Physics course. The studio course format has been found to reduce DFW rates at several universities by 40-60% compared with separate lecture and laboratory format versions of the same courses, while parachutes courses were less successful. At one university, the parachute course succeeded in helping 80% of students maintain their GPA, but only helped 20% successfully pass the calculus-based physics course.

Characteristics of Residual Symptoms in Korean Patients with Major Depressive Disorder: A Validation Study for the Korean Version of Depression Residual Symptom Scale.

PubMed

Park, Sol A; Jeon, Sang Won; Yoon, Ho-Kyoung; Yoon, Seo Young; Shin, Cheolmin; Ko, Young-Hoon

2018-02-01

Residual symptoms of depression are related to more severe and chronic course of functional impairment with higher risk of relapse. The objective of this study was to validate, and determine psychometric properties of the Korean version of Depression Residual Symptom Scale (KDRSS). A total of 203 outpatients with recent episode of major depression based on DSM-IV criteria were enrolled in this study. They had been treated with antidepressants and assessed by KDRSS, Hamilton Depression Rating Scale-24 (HDRS-24), and Montgomery-Åsberg Depression Rating Scale (MARDS). The validity and reliability of KDRSS were assessed, including internal consistency reliability, concurrent validity, temporal stability, factorial validity, and discriminative validity. Internal consistency (Cronbach's alpha=0.961), concurrent validity (MADRS: r=0.731, p<0.01, HDRS-24: r=0.663, p<0.01), and temporal stability (r=0.726, p<0.01) of KDRSS were all excellent. KDRSS showed good discriminative validity based on MARDS. KDRSS consisted of one-factor structure accounting for 63.8% of total variance. All subjects except two in full remission group had one or more residual symptoms. In 7 subscales of KDRSS consisting of similar items respectively, 'lack of energy' was the most commonly reported, followed by 'increased emotionalism' in this group. KDRSS is a useful and sensitive instrument for measuring residual depressive symptoms. Since some depressive symptoms including 'lack of energy' and 'increased emotionalism' in patients with full remission might be persistent during psychiatric intervention, these symptoms need to be focused on in clinical practice.

From Divergent Lifestyles to Professional Issues: Fifteen Years with a University Sexuality Course.

ERIC Educational Resources Information Center

Moy, Caryl T.

1987-01-01

Describes a college course on human sexuality, its goals and evolution. Includes a section on student enrollment, student reasons for taking the course, and a discussion of goals and techniques for human sexuality instruction. (Author/AEM)

Finding the Right Fit: Assessing the Impact of Traditional v. Large Lecture/Small Lab Course Formats on a General Education Course

ERIC Educational Resources Information Center

Wildermuth, Susan M.; French, Tammy; Fredrick, Edward

2013-01-01

This study explores alternative approaches for teaching general education courses burdened with serving extremely large enrollments. It compares the effectiveness of a self-contained course in which each course section is taught by one instructor to a large lecture/small lab format in which all course enrollees attend one large lecture section and…

Successful Concurrent Programs: An EXCELerate Program in Oklahoma

ERIC Educational Resources Information Center

Vargas, Juanita Gamez; Roach, Rick; David, Kevin M.

2014-01-01

The article presents the implementation and findings of a successful collaborative effort with the Oklahoma State Regents for Higher Education (OSRHE), Tulsa Community College (TCC), and two local public school districts, Tulsa Public Schools (TPS) and Union Public Schools (UPS). Known as EXCELerate, it's a five-semester dual enrollment pilot…

Rationale in Choosing a Teacher Preparation Program.

ERIC Educational Resources Information Center

Raine, LaVerne; Harkins, Donna; Sampson, Mary Beth

A study examined students' reasons for, and implications of, choosing a traditional student teaching program or a field-based program of preservice teacher education. The traditional student teaching program and the field-based program were offered concurrently for a short period of time at Texas A&M University--Commerce. Students enrolled in…

The Impact of State Authorization Regulations on a Statewide Community College System

ERIC Educational Resources Information Center

Albo-Lopez, Nicole M.

2016-01-01

This concurrent mixed methods study revealed the impacts of the Title IV, Federal Regulation, State Authorization (SA), on a statewide community college system, with regard to staffing, establishment of local processes, obtainment of authorizations, fiscal resources, and student enrollment. The study takes place within the California community…

Algebra for All: California’s Eighth-Grade Algebra Initiative as Constrained Curricula

PubMed Central

Domina, Thurston; Penner, Andrew M.; Penner, Emily K.; Conley, Annemarie

2015-01-01

Background/Context Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. Research Questions (1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students’ mathematics achievement? Setting Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district’s 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts’ students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004–20-05 through 2007–20-08 school years. Intervention/Program/Practice During the study period, Towering Pines dramatically intensified middle school students’ math curricula: In the 2004–20-05 school year 32% of the district’s 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007–20-08 school year that proportion had increased to 84%. Research Design We use an interrupted time-series design, comparing students’ 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement. Findings/Results We find that students’ odds of taking higher level mathematics courses increased as this district implemented the state’s Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined. Conclusions/Recommendations Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement. PMID:26120219

Simulation of RIRS in soft cadavers: a novel training model by the Cadaveric Research On Endourology Training (CRET) Study Group.

PubMed

Huri, Emre; Skolarikos, Andreas; Tatar, İlkan; Binbay, Murat; Sofikerim, Mustafa; Yuruk, Emrah; Karakan, Tolga; Sargon, Mustafa; Demiryurek, Deniz; Miano, Roberto; Bagcioglu, Murat; Ezer, Mehmet; Cracco, Cecilia Maria; Scoffone, Cesare Marco

2016-05-01

The aim of the current study was to evaluate the use of fresh-frozen concurrently with embalmed cadavers as initial training models for flexible ureteroscopy (fURS) in a group of urologists who were inexperienced in retrograde intrarenal surgery (RIRS). Twelve urologists involved in a cadaveric fURS training course were enrolled into this prospective study. All the participants were inexperienced in fURS. Theoretical lectures and step-by-step tips and tricks video presentations on fURS were used to incorporate the technical background of the procedure to the hands-on-training course and to standardize the operating steps of the procedure. An 8-item survey was administered to the participants upon initiation and at the end of the course. Pre- and post-training scores were similar for each question. All the participants successfully completed the hands-on-training tasks. Mean pre-training duration [3.56 ± 2.0 min (range 1.21-7.46)] was significantly higher than mean post-training duration [1.76 ± 1.54 min (range 1.00-6.34)] (p = 0.008). At the end of the day, the trainers checked the integrity of the collecting system both by endoscopy and by fluoroscopy and could not detect any injury of the upper ureteral wall or pelvicalyceal structures. The functionality of the scopes was also checked, and no scope injury (including a reduction in the deflection capacity) was noted. The fURS simulation training model using soft human cadavers has the unique advantage of perfectly mimicking the living human tissues. This similarity makes this model one of the best if not the perfect simulator for an effective endourologic training.

38 CFR 21.9720 - Certification of enrollment.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Certification of enrollment. 21.9720 Section 21.9720 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Post-9/11 GI Bill Pursuit of Courses § 21.9720 Certification of enrollment. Except as stated in §...

Causal Modeling of Secondary Science Students' Intentions to Enroll in Physics.

ERIC Educational Resources Information Center

Crawley, Frank E.; Black, Carolyn B.

1992-01-01

Reports a study using the causal modeling method to verify underlying causes of student interest in enrolling in physics as predicted by the theory of planned behavior. Families were identified as major referents in the social support system for physics enrollment. Course and extracurricular conflicts and fear of failure were primary beliefs…

Increasing Enrollment by Better Serving Your Institution's Target Audiences through Benefit Segmentation.

ERIC Educational Resources Information Center

Goodnow, Betsy

The marketing technique of benefit segmentation may be effective in increasing enrollment in adult educational programs, according to a study at College of DuPage, Glen Ellyn, Illinois. The study was conducted to test applicability of benefit segmentation to enrollment generation. The measuring instrument used in this study--the course improvement…

Different Approaches to Dual Enrollment: Understanding Program Features and Their Implications. Insight

ERIC Educational Resources Information Center

Edwards, Linsey; Hughes, Katherine L.; Weisberg, Alan

2011-01-01

Dual enrollment programs allow high school students to take college courses and earn college credit. While dual enrollment has historically focused on high-achieving students, these programs can have significant benefits for underperforming students as well, particularly if integrated with a career focus. This research shows that student…

Dual Enrollment Students' Efficacy Beliefs: An Interpretive Phenomenological Analysis

ERIC Educational Resources Information Center

Gronlund, Elizabeth Robin

2017-01-01

This interpretive phenomenological analysis explores the lived experience and self-efficacy beliefs of Vermont high school students who participated in a dual enrollment course. Vermont state policy makers have enacted legislation that supports dual enrollment in order to bridge the high school to college transition and create a better educated…

State Approaches to Funding Dual Enrollment. ECS Education Policy Analysis

ERIC Educational Resources Information Center

Zinth, Jennifer

2015-01-01

Research shows that students who dually enroll are more likely to finish high school and succeed in postsecondary education than their peers with a similar grade point average (GPA), test scores, demographics, etc. Yet in many states, students and parents are largely--if not entirely--responsible for covering dual enrollment course costs, placing…

An Evaluation of Instructor Qualifications for Teaching Dual Enrollment Classes

ERIC Educational Resources Information Center

Abdul-Karim, Barbara Daaiyah

2010-01-01

This study examined instructor qualifications for teaching dual enrollment students, college-level work. This research focused on Maryland dual enrollment programs that offered both high school and college credit to high school students for each college Associate of Arts and Associate of Science transfer course taken. One significant goal of dual…

The Brave New World of Strategic Enrollment Management

ERIC Educational Resources Information Center

Bontrager, Bob

2007-01-01

The practice of strategic enrollment management (SEM) can be likened to navigating a ship through uncharted waters. Dating back to the 1970s, the very concept of enrollment management came into being and has since evolved in the face of a steady progression of daunting challenges requiring repeated course corrections. A massive demographic…

Student Perception of Metacognitive Activities in Entry-Level Science Courses

ERIC Educational Resources Information Center

Sandall, Leah; Mamo, Martha; Speth, Carol; Lee, Don; Kettler, Timothy

2014-01-01

A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n greater than 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their…

Study of the Index System for Assessing Learner-Centered Online Courses

ERIC Educational Resources Information Center

Li, Mei

2015-01-01

With the development of e-learning, the quality of web-based courses attracts extensive interest. This paper draws upon the results conducted amongst students enrolled in an online language course at a northern Chinese university. The design of the course aims to create the learner-centered environment: personalized learning environment,…

Who Is Repeating Anatomy? Trends in an Undergraduate Anatomy Course

ERIC Educational Resources Information Center

Schutte, Audra F.

2016-01-01

Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study,…

Design Principles for "Thriving in Our Digital World": A High School Computer Science Course

ERIC Educational Resources Information Center

Veletsianos, George; Beth, Bradley; Lin, Calvin; Russell, Gregory

2016-01-01

"Thriving in Our Digital World" is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its…

Personality and Student Performance on Evaluation Methods Used in Business Administration Courses

ERIC Educational Resources Information Center

Lakhal, Sawsen; Sévigny, Serge; Frenette, Éric

2015-01-01

The objective of this study was to verify whether personality (Big Five model) influences performance on the evaluation methods used in business administration courses. A sample of 169 students enrolled in two compulsory undergraduate business courses responded to an online questionnaire. As it is difficult within the same course to assess…

The Effect of Relevance Strategies on Student Perceptions of Introductory Courses

ERIC Educational Resources Information Center

Fedesco, Heather N.; Kentner, Ashley; Natt, Jane

2017-01-01

The purpose of this study was to test whether increasing the relevancy of course assignments in a large multisection introductory public-speaking course would lead to improvements in student perceptions of course outcomes. Survey responses from 1,878 students were analyzed to test whether differences exist between students enrolled in classes held…

FLEX: A Foreign Language Experience.

ERIC Educational Resources Information Center

Raven, Patrick T.

An exploratory course was designed to give secondary school students exposure to all languages in the foreign language curriculum, in sequence, so they may decide which, if any, to enroll in. This course was begun in 1979 to counter an elitist image of foreign language courses. Course topics encouraged students to explore the languages fully by:…

Incoming Leadership-Oriented Differences between Students in a Leadership Studies Course and a Team-Based Project Course

ERIC Educational Resources Information Center

Rosch, David M.; Collier, Daniel

2013-01-01

This study examined the incoming leadership-oriented differences between students (N = 166) enrolled in either an elective leadership studies course (n = 50) or an elective team-based engineering projects course (n = 116) to determine significant predictors of transformational leadership behavior. Participants completed measures of…

Creating a Game Development Course with Limited Resources: An Evaluation Study

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.

2009-01-01

This article provides an overview of the challenges in implementing a game development course with limited resources in computing curricula. An approach to a holistic game development course is outlined in terms of its organization, software, and instructional methods. The course had 23 students enrolled in its first offering and was…

Online Persistence in Higher Education Web-Supported Courses

ERIC Educational Resources Information Center

Hershkovitz, Arnon; Nachmias, Rafi

2011-01-01

This research consists of an empirical study of online persistence in Web-supported courses in higher education, using Data Mining techniques. Log files of 58 Moodle websites accompanying Tel Aviv University courses were drawn, recording the activity of 1189 students in 1897 course enrollments during the academic year 2008/9, and were analyzed…

The Maryland Career Course: Type/Learning Style Issues. Brief Report #2.

ERIC Educational Resources Information Center

Moore, William S.

The Maryland career course is a one-credit career planning course for undecided undergraduates which has provided training for teaching apprentices, and research on students' career decision making. To investigate typology differences in the population enrolling in the course, the Strong-Campbell Interest Inventory (SCII) and the Myers-Briggs Type…

At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know

ERIC Educational Resources Information Center

Viano, Samantha L.

2018-01-01

The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery…

A Comparison of Final Grades Awarded in Campus-Based Courses and Courses Offered through Distance Education for Winter Term 1997.

ERIC Educational Resources Information Center

MacFarland, Thomas W.

This study examined differences in final course grades for campus-based and distance education students at Nova Southeastern University (Florida). Data on over 26,000 course grades for winter term 1997 were obtained from university records. It was found that students enrolled in courses offered through distance education received a significantly…

The Duality of Courses and Students: A Field-Theoretic Analysis of Secondary School Course-Taking

ERIC Educational Resources Information Center

Ferrare, Joseph J.

2013-01-01

Significant attention has been given to how students become grouped or "tracked" through the courses they share in common. However, this work has yet to be connected to a targeted analysis of the way in which courses are grouped with other courses through the students they co-enroll. Drawing on insights from field theory, the author…

Accuracy of Course Placement Validity Statistics under Various Soft Truncation Conditions. ACT Research Report Series 99-2.

ERIC Educational Resources Information Center

Schiel, Jeff L.; King, Jason E.

Analyses of data from operational course placement systems are subject to the effects of truncation; students with low placement test scores may enroll in a remedial course, rather than a standard-level course, and therefore will not have outcome data from the standard course. In "soft" truncation, some (but not all) students who score…

Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course

ERIC Educational Resources Information Center

Olson, Joann S.; McCracken, Fawn E.

2015-01-01

This study explores student achievement, sense of social community, and sense of learning community (Rovai, 2002) in two sections of an online course taught concurrently by the same instructor. One section was delivered in a fully asynchronous format; the other incorporated weekly synchronous lectures using an Adobe Connect environment. Students…

Participation in a Multi-Institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs about Teaching Science

ERIC Educational Resources Information Center

Donovan, Deborah A.; Borda, Emily J.; Hanley, Daniel M.; Landel, Carolyn C.

2015-01-01

Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science…

Aviation Pilot Training I & II. Flight Syllabus. Field Review Copy.

ERIC Educational Resources Information Center

Upchurch, Richard

This guide for aviation pilot training I and II begins with a course description, resource information, and a course outline. The syllabus is designed to be used concurrently with the ground school program. A minimum of 29 flights are scheduled with a minimum of 40 hours total flight time. Tasks/competencies are categorized into five concept/duty…

Success of students in a college physics course with and without experiencing a high school course

NASA Astrophysics Data System (ADS)

Yager, Robert E.; Krajcik, Joseph S.

High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre- and posttest measures concerning course content and attitude were given. After the eight-week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high-ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.

Blended Learning: The Student Viewpoint

PubMed Central

Shantakumari, N; Sajith, P

2015-01-01

Background: Blended learning (BL) is defined as “a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning.” The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. Aim: To determine the students’ perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. Subjects and Methods: This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann–Whitney U-test and Kruskal–Wallis test on the basis of gender, age, and course enrollment. Results: The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Conclusion Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception. PMID:26500788

Concurrent malaria and arbovirus infections in Kedougou, southeastern Senegal.

PubMed

Sow, Abdourahmane; Loucoubar, Cheikh; Diallo, Diawo; Faye, Oumar; Ndiaye, Youssoupha; Senghor, Cheikh Saadibou; Dia, Anta Tal; Faye, Ousmane; Weaver, Scott C; Diallo, Mawlouth; Malvy, Denis; Sall, Amadou Alpha

2016-01-28

Malaria is one of the leading causes of acute febrile illness (AFI) in Africa. With the advent of malaria rapid diagnostic tests, misdiagnosis and co-morbidity with other diseases has been highlighted by an increasing number of studies. Although arboviral infections and malaria are both vector-borne diseases and often have an overlapping geographic distribution in sub-Saharan Africa, information about their incidence rates and concurrent infections is scarce. From July 2009 to March 2013 patients from seven healthcare facilities of the Kedougou region presenting with AFI were enrolled and tested for malaria and arboviral infections, i.e., yellow fever (YFV), West Nile (WNV), dengue (DENV), chikungunya (CHIKV), Crimean Congo haemorrhagic fever (CCHFV), Zika (ZIKV), and Rift Valley fever viruses (RVFV). Malaria parasite infections were investigated using thick blood smear (TBS) and rapid diagnostics tests (RDT) while arbovirus infections were tested by IgM antibody detection (ELISA) and RT-PCR assays. Data analysis of single or concurrent malaria and arbovirus was performed using R software. A total of 13,845 patients, including 7387 with malaria and 41 with acute arbovirus infections (12 YFV, nine ZIKV, 16 CHIKV, three DENV, and one RVFV) were enrolled. Among the arbovirus-infected patients, 48.7% (20/41) were co-infected with malaria parasites at the following frequencies: CHIKV 18.7% (3/16), YFV 58.3% (7/12), ZIKV 88.9% (8/9), DENV 33.3% (1/3), and RVF 100% (1/1). Fever ≥40 °C was the only sign or symptom significantly associated with dual malaria parasite/arbovirus infection. Concurrent malaria parasite and arbovirus infections were detected in the Kedougou region from 2009 to 2013 and need to be further documented, including among asymptomatic individuals, to assess its epidemiological and clinical impact.

A Phase I Dose Escalation Study of Hypofractionated IMRT Field-in-Field Boost for Newly Diagnosed Glioblastoma Multiforme

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

Monjazeb, Arta M., E-mail: arta.monjazeb@ucdmc.ucdavis.edu; Ayala, Deandra; Jensen, Courtney

2012-02-01

Objectives: To describe the results of a Phase I dose escalation trial for newly diagnosed glioblastoma multiforme (GBM) using a hypofractionated concurrent intensity-modulated radiotherapy (IMRT) boost. Methods: Twenty-one patients were enrolled between April 1999 and August 2003. Radiotherapy consisted of daily fractions of 1.8 Gy with a concurrent boost of 0.7 Gy (total 2.5 Gy daily) to a total dose of 70, 75, or 80 Gy. Concurrent chemotherapy was not permitted. Seven patients were enrolled at each dose and dose limiting toxicities were defined as irreversible Grade 3 or any Grade 4-5 acute neurotoxicity attributable to radiotherapy. Results: All patientsmore » experienced Grade 1 or 2 acute toxicities. Acutely, 8 patients experienced Grade 3 and 1 patient experienced Grade 3 and 4 toxicities. Of these, only two reversible cases of otitis media were attributable to radiotherapy. No dose-limiting toxicities were encountered. Only 2 patients experienced Grade 3 delayed toxicity and there was no delayed Grade 4 toxicity. Eleven patients requiring repeat resection or biopsy were found to have viable tumor and radiation changes with no cases of radionecrosis alone. Median overall and progression-free survival for this cohort were 13.6 and 6.5 months, respectively. One- and 2-year survival rates were 57% and 19%. At recurrence, 15 patients received chemotherapy, 9 underwent resection, and 5 received radiotherapy. Conclusions: Using a hypofractionated concurrent IMRT boost, we were able to safely treat patients to 80 Gy without any dose-limiting toxicity. Given that local failure still remains the predominant pattern for GBM patients, a trial of dose escalation with IMRT and temozolomide is warranted.« less

Preservice Teachers' Views of Instructor Presence in Online Courses

ERIC Educational Resources Information Center

Hodges, Charles B.; Cowan, S. Forrest

2012-01-01

The researchers conducted this study to investigate undergraduate preservice teacher candidates' perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in 100% online technology integration courses at a doctoral research university in the southeastern…

Student Success in Developmental Mathematics Courses

ERIC Educational Resources Information Center

Zientek, Linda Reichwein; Yetkiner Ozel, Z. Ebrar; Fong, Carlton J.; Griffin, Mel

2013-01-01

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model…

Introduction.

ERIC Educational Resources Information Center

Goodman, Allen E.

1985-01-01

Political science departments were surveyed to determine the extent of course offerings on any aspect of the Vietnam War or its legacy. Survey results are discussed. Provided is a chart indicating the name of the university, course title, professor(s) teaching course, level and enrollment, and when offered. (RM)

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

Adaptive adjustment of the randomization ratio using historical control data

PubMed Central

Hobbs, Brian P.; Carlin, Bradley P.; Sargent, Daniel J.

2013-01-01

Background Prospective trial design often occurs in the presence of “acceptable” [1] historical control data. Typically this data is only utilized for treatment comparison in a posteriori retrospective analysis to estimate population-averaged effects in a random-effects meta-analysis. Purpose We propose and investigate an adaptive trial design in the context of an actual randomized controlled colorectal cancer trial. This trial, originally reported by Goldberg et al. [2], succeeded a similar trial reported by Saltz et al. [3], and used a control therapy identical to that tested (and found beneficial) in the Saltz trial. Methods The proposed trial implements an adaptive randomization procedure for allocating patients aimed at balancing total information (concurrent and historical) among the study arms. This is accomplished by assigning more patients to receive the novel therapy in the absence of strong evidence for heterogeneity among the concurrent and historical controls. Allocation probabilities adapt as a function of the effective historical sample size (EHSS) characterizing relative informativeness defined in the context of a piecewise exponential model for evaluating time to disease progression. Commensurate priors [4] are utilized to assess historical and concurrent heterogeneity at interim analyses and to borrow strength from the historical data in the final analysis. The adaptive trial’s frequentist properties are simulated using the actual patient-level historical control data from the Saltz trial and the actual enrollment dates for patients enrolled into the Goldberg trial. Results Assessing concurrent and historical heterogeneity at interim analyses and balancing total information with the adaptive randomization procedure leads to trials that on average assign more new patients to the novel treatment when the historical controls are unbiased or slightly biased compared to the concurrent controls. Large magnitudes of bias lead to approximately equal allocation of patients among the treatment arms. Using the proposed commensurate prior model to borrow strength from the historical data, after balancing total information with the adaptive randomization procedure, provides admissible estimators of the novel treatment effect with desirable bias-variance trade-offs. Limitations Adaptive randomization methods in general are sensitive to population drift and more suitable for trials that initiate with gradual enrollment. Balancing information among study arms in time-to-event analyses is difficult in the presence of informative right-censoring. Conclusions The proposed design could prove important in trials that follow recent evaluations of a control therapy. Efficient use of the historical controls is especially important in contexts where reliance on pre-existing information is unavoidable because the control therapy is exceptionally hazardous, expensive, or the disease is rare. PMID:23690095

Concurrent and sequential initiation of ovarian function suppression with chemotherapy in premenopausal women with endocrine-responsive early breast cancer: an exploratory analysis of TEXT and SOFT.

PubMed

Regan, M M; Walley, B A; Francis, P A; Fleming, G F; Láng, I; Gómez, H L; Colleoni, M; Tondini, C; Pinotti, G; Salim, M; Spazzapan, S; Parmar, V; Ruhstaller, T; Abdi, E A; Gelber, R D; Coates, A S; Goldhirsch, A; Pagani, O

2017-09-01

Recent breast cancer treatment guidelines recommend that higher-risk premenopausal patients should receive ovarian function suppression (OFS) as part of adjuvant endocrine therapy. If chemotherapy is also given, it is uncertain whether to select concurrent or sequential OFS initiation. We analyzed 1872 patients enrolled in the randomized phase III TEXT and SOFT trials who received adjuvant chemotherapy for hormone receptor-positive, HER2-negative breast cancer and upon randomization to an OFS-containing adjuvant endocrine therapy, initiated gonadotropin-releasing-hormone-agonist triptorelin. Breast cancer-free interval (BCFI) was compared between patients who received OFS concurrently with chemotherapy in TEXT (n = 1242) versus sequentially post-chemotherapy in SOFT (n = 630). Because timing of trial enrollment relative to adjuvant chemotherapy differed, we implemented landmark analysis re-defining BCFI beginning 1 year after final dose of chemotherapy (median, 15.5 and 8.1 months from enrollment to landmark in TEXT and SOFT, respectively). As a non-randomized treatment comparison, we implemented comparative-effectiveness propensity score methodology with weighted Cox modeling. Distributions of several clinico-pathologic characteristics differed between groups. Patients who were premenopausal post-chemotherapy in SOFT were younger on average. The median duration of adjuvant chemotherapy was 18 weeks in both groups. There were 231 (12%) BC events after post-landmark median follow-up of about 5 years. Concurrent use of triptorelin with chemotherapy was not associated with a significant difference in post-landmark BCFI compared with sequential triptorelin post-chemotherapy, either in the overall population (HR = 1.11, 95% CI 0.72-1.72; P = 0.72; 4-year BCFI 89% in both groups), or in the subgroup of 692 women <40 years at diagnosis (HR = 1.13, 95% CI 0.69-1.84) who are less likely to develop chemotherapy-induced amenorrhea. Based on comparative-effectiveness modeling of TEXT and SOFT after about 5 years median follow-up, with limited statistical power especially for the subgroup <40 years, neither detrimental nor beneficial effect of concurrent administration of OFS with chemotherapy on the efficacy of adjuvant therapy that includes chemotherapy was detected. NCT00066690 and NCT00066703. © The Author 2017. Published by Oxford University Press on behalf of the European Society for Medical Oncology. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Adaptive adjustment of the randomization ratio using historical control data.

PubMed

Hobbs, Brian P; Carlin, Bradley P; Sargent, Daniel J

2013-01-01

Prospective trial design often occurs in the presence of 'acceptable' historical control data. Typically, these data are only utilized for treatment comparison in a posteriori retrospective analysis to estimate population-averaged effects in a random-effects meta-analysis. We propose and investigate an adaptive trial design in the context of an actual randomized controlled colorectal cancer trial. This trial, originally reported by Goldberg et al., succeeded a similar trial reported by Saltz et al., and used a control therapy identical to that tested (and found beneficial) in the Saltz trial. The proposed trial implements an adaptive randomization procedure for allocating patients aimed at balancing total information (concurrent and historical) among the study arms. This is accomplished by assigning more patients to receive the novel therapy in the absence of strong evidence for heterogeneity among the concurrent and historical controls. Allocation probabilities adapt as a function of the effective historical sample size (EHSS), characterizing relative informativeness defined in the context of a piecewise exponential model for evaluating time to disease progression. Commensurate priors are utilized to assess historical and concurrent heterogeneity at interim analyses and to borrow strength from the historical data in the final analysis. The adaptive trial's frequentist properties are simulated using the actual patient-level historical control data from the Saltz trial and the actual enrollment dates for patients enrolled into the Goldberg trial. Assessing concurrent and historical heterogeneity at interim analyses and balancing total information with the adaptive randomization procedure lead to trials that on average assign more new patients to the novel treatment when the historical controls are unbiased or slightly biased compared to the concurrent controls. Large magnitudes of bias lead to approximately equal allocation of patients among the treatment arms. Using the proposed commensurate prior model to borrow strength from the historical data, after balancing total information with the adaptive randomization procedure, provides admissible estimators of the novel treatment effect with desirable bias-variance trade-offs. Adaptive randomization methods in general are sensitive to population drift and more suitable for trials that initiate with gradual enrollment. Balancing information among study arms in time-to-event analyses is difficult in the presence of informative right-censoring. The proposed design could prove important in trials that follow recent evaluations of a control therapy. Efficient use of the historical controls is especially important in contexts where reliance on preexisting information is unavoidable because the control therapy is exceptionally hazardous, expensive, or the disease is rare.

Communicating the Benefits of a Full Sequence of High School Science Courses

NASA Astrophysics Data System (ADS)

Nicholas, Catherine Marie

High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

The Case for Biocalculus: Design, Retention, and Student Performance.

PubMed

Eaton, Carrie Diaz; Highlander, Hannah Callender

2017-01-01

Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus is being actively cut from biology program requirements at many institutions. Here, we present an alternative: a model for learning mathematics that sees the partner disciplines as crucial to student success. We equip faculty with information to engage in dialogue within and between disciplinary departments involved in quantitative education. This includes presenting a process for interdisciplinary development and implementation of biology-oriented Calculus I courses at two institutions with different constituents, goals, and curricular constraints. When life science students enrolled in these redesigned calculus courses are compared with life science students enrolled in traditional calculus courses, students in the redesigned calculus courses learn calculus concepts and skills as well as their traditional course peers; however, the students in the redesigned courses experience more authentic life science applications and are more likely to stay and succeed in the course than their peers who are enrolled in traditional courses. Therefore, these redesigned calculus courses hold promise in helping life science undergraduate students attain Vision and Change recommended competencies. © 2017 C. D. Eaton and H. C. Highlander. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

SETI: A good introductory physics topic

NASA Astrophysics Data System (ADS)

Hobson, Art

1997-04-01

If America is to achieve the science literacy that is essential to industrialized democracy, all students must study such topics as scientific methodology, pseudoscience, ozone depletion, and global warming. My large-enrollment liberal-arts physics course covers the great principles of physics along with several such philosophical and societal topics. It is easy to include the interdisciplinary context of physics in courses for non-scientists, because these courses are flexible, conceptual, and taught to students whose interests span a broad range. Students find these topics relevant and fascinating, leading to large enrollments by non-scientists even in courses labeled ''physics.'' I will discuss my approach to teaching the search for extra-terrestrial intelligence (SETI), a topic with lots of good physics and with connections to scientific methodology and pseudoscience. A textbook for this kind of course has been published, Physics: Concepts and Connections (Prentice-Hall, 1995).

Drugs of Abuse and Addiction: An integrated approach to teaching.

PubMed

Miller, Lindsey N; Mercer, Susan L

2017-05-01

To describe the design, implementation, and student perceptions of a Drugs of Abuse and Addiction elective course utilizing an integrated teaching model. Third-year pharmacy students enrolled in the two credit hour elective. Teaching methodology included didactic lecture, journal club, simulated addiction assignment with reflection, debates, external speakers, site visit to a residential drug court program and research paper with presentation. A course objective survey was administered upon course completion. All students strongly agreed that having science- and clinical-based faculty members develop and deliver course content was beneficial. Additionally, all students agree to strongly agree that their research project helped them integrate and comprehend the science and practice surrounding drugs of abuse and addiction. Students enjoyed an integrated teaching approach and multiple teaching methodologies leading to increased engagement and enhancement of student learning. Course enrollment was beneficial for personalized learning, but limited student perspective. Copyright © 2017 Elsevier Inc. All rights reserved.

Forensic Science

ERIC Educational Resources Information Center

Berry, Keith O.; Nigh, W. G.

1973-01-01

A course is described, which was given during an interim, with an enrollment of 41 students. The course involved an in-depth study of forensic science, involving students with the methodology of science. (DF)

The impact of taking a college pre-calculus course on students' college calculus performance

NASA Astrophysics Data System (ADS)

Sonnert, Gerhard; Sadler, Philip M.

2014-11-01

Poor performance on placement exams keeps many US students who pursue a STEM (science, technology, engineering, mathematics) career from enrolling directly in college calculus. Instead, they must take a pre-calculus course that aims to better prepare them for later calculus coursework. In the USA, enrollment in pre-calculus courses in two- and four-year colleges continues to grow, and these courses are well-populated with students who already took pre-calculus in high school. We examine student performance in college calculus, using regression discontinuity to estimate the effects of taking college pre-calculus or not, in a national US sample of 5507 students at 132 institutions. We find that students who take college pre-calculus do not earn higher calculus grades.

Music: Chorus, Junior.

ERIC Educational Resources Information Center

Owen, Joan; And Others

A music course of instruction in junior chorus, to develop students' performance skills individually and in ensemble, is described. A prerequisite for pupils is the ability to read music. Outlined are: the course description; enrollment guidelines; study objectives; course content; procedures; resources for pupils and teachers; and the assessment.…

The Commercial Course: Defense et Illustration.

ERIC Educational Resources Information Center

Scavillo, Anthony

The development of commercial foreign language courses by colleges and universities would help to satisfy the need for language enrollments and the expressed need of the international business community for foreign language skills in American business employees. Three major problems inhibit commercial language course development: limited…

Develop and teach graduate course on rail terminal design and operations.

DOT National Transportation Integrated Search

2017-06-02

This project planned and developed the course material for CEE 598 RTD, and taught it as a fullsemester course open to graduate students at UIUC in Fall 2014. Students enrolled in the class participated in lecture-discussion sessions, twice a week fo...

Outdoor Living.

ERIC Educational Resources Information Center

Cotter, Kathy

Course objectives and learning activities are contained in this curriculum guide for a 16-week home economics course which teaches cooking and sewing skills applicable to outdoor living. The course goals include increasing male enrollment in the home economics program, developing students' self-confidence and ability to work in groups, and…

Course Enrollment in the High School: The Perspective of Working-Class Females.

ERIC Educational Resources Information Center

Gaskell, Jane

1985-01-01

Interviews with high school senior girls in Vancouver, Canada, who selected business courses are used to illustrate how students' knowledge of the school and of the society produces course choices that in turn tend to reproduce class and gender categories. (RM)

Phase 1 Trial of Bevacizumab With Concurrent Chemoradiation Therapy for Squamous Cell Carcinoma of the Head and Neck With Exploratory Functional Imaging of Tumor Hypoxia, Proliferation, and Perfusion

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

Nyflot, Matthew J., E-mail: nyflot@uw.edu; Kruser, Tim J.; Traynor, Anne M.

2015-04-01

Purpose: A phase 1 trial was completed to examine the safety and feasibility of combining bevacizumab with radiation and cisplatin in patients with locoregionally advanced squamous cell carcinoma of the head and neck (HNSCC) treated with curative intent. Additionally, we assessed the capacity of bevacizumab to induce an early tumor response as measured by a series of biological imaging studies. Methods and Materials: All patients received a single induction dose of bevacizumab (15 mg/kg) delivered 3 weeks (±3 days) before the initiation of chemoradiation therapy. After the initial dose of bevacizumab, comprehensive head and neck chemoradiation therapy was delivered with curativemore » intent to 70 Gy in 33 fractions with concurrent weekly cisplatin at 30 mg/m{sup 2} and bevacizumab every 3 weeks (weeks 1, 4, 7) with dose escalation from 5 to 10 to 15 mg/kg. All patients underwent experimental imaging with [{sup 18}F]fluorothymidine positron emission tomography (FLT-PET) (proliferation), [{sup 61}Cu]Cu-diacetyl-bis(N4-methylthiosemicarbazone) PET (Cu-ATSM-PET) (hypoxia), and dynamic contrast-enhanced computed tomography (DCE-CT) (perfusion) at 3 time points: before bevacizumab monotherapy, after bevacizumab monotherapy, and during the combined therapy course. Results: Ten patients were enrolled. All had stage IV HNSCC, all achieved a complete response to treatment, and 9 of 10 remain alive, with a mean survival time of 61.3 months. All patients experienced grade 3 toxicity, but no dose-limiting toxicities or significant bleeding episodes were observed. Significant reductions were noted in tumor proliferation (FLT-PET), tumor hypoxia (Cu-ATSM-PET), and DCE-CT contrast enhancement after bevacizumab monotherapy, with further decreases in FLT-PET and Cu-ATSM-PET during the combined therapy course. Conclusions: The incorporation of bevacizumab into comprehensive chemoradiation therapy regimens for patients with HNSCC appears safe and feasible. Experimental imaging demonstrates measureable changes in tumor proliferation, hypoxia, and perfusion after bevacizumab monotherapy and during chemoradiation therapy. These findings suggest opportunities to preview the clinical outcomes for individual patients and thereby design personalized therapy approaches in future trials.« less

How Do We Train Our Future Faculty to Teach? A Multidisciplinary Comparison of Graduate-Level Pedagogy Courses Offered at A Large Midwestern University

ERIC Educational Resources Information Center

O'Loughlin, Valerie Dean; Kearns, Katherine; Sherwood-Laughlin, Catherine; Robinson, Jennifer Meta

2017-01-01

This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a…

Add and Subtract: Dual Enrollment as a State Strategy to Increase Postsecondary Success for Underrepresented Students

ERIC Educational Resources Information Center

Hoffman, Nancy

2005-01-01

Dual enrollment--the arrangements by which high school students take college courses during the junior and senior year--is a promising "next best thing" for states wishing to increase the number of underrepresented students gaining a postsecondary credential. Dual enrollment also has the potential to save money for families and taxpayers…

Expanding the Reach of Dual-Enrollment Programs

ERIC Educational Resources Information Center

Bailey, Thomas; Karp, Melinda Mechur

2005-01-01

Dual-enrollment programs, which allow high school students to enroll in college courses and earn college and high school credit simultaneously, are one method to introduce students to the idea of college and to its academic and social demands. The college credits that high school students potentially can earn also tend to be free or low-cost--a…

Using Web Technology to Teach Students about Their Digital World

ERIC Educational Resources Information Center

Braender, Lynn M.; Kapp, Craig M.; Yeras, Jeddel

2009-01-01

In the School of Business at The College of New Jersey, students are required to take two courses in Management Information Technology (MIT). All students enroll in the same first course. This course focuses on Emerging Technologies and intermediate level data analysis skills. Students are then free to choose their second course. Each MIT course…

Distance Education Quality Course Delivery Framework: A Formative Research Study

ERIC Educational Resources Information Center

Berta, Michael Raymond

2013-01-01

In the Fall 2010 semester, student enrollment in distance education courses increased in the United States to over 6.1 million students taking at least one distance course. Distance education allows institutions to meet increasing demands from the government and business sectors for more graduates in ways that face-to-face courses cannot meet with…

Advanced Course Enrollment and Performance among English Learner Students in Washington State. REL 2017-187

ERIC Educational Resources Information Center

Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

2016-01-01

Taking advanced high school courses (for example, honors, Advanced Placement, and dual-credit courses that offer college credits in high school) can help prepare students for postsecondary education and careers. English learner students, however, face unique obstacles to taking advanced courses because they must divide their time between acquiring…

An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

ERIC Educational Resources Information Center

Arra, Christopher T.

2010-01-01

The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

An Examination of the Outcomes of a Distance-Delivered Science Course.

ERIC Educational Resources Information Center

Schoenfeld-Tacher, Regina; McConnell, Sherry

A comparative study was conducted to examine the effects of distance delivery on student performance in a science course. Academic outcomes and interactions were compared among students (n=44) enrolled in two sections of an upper level histology course taught over the course of a single semester by the same instructor. Eleven students took the…

Analysis of Student Performance in Large-Enrollment Life Science Courses

ERIC Educational Resources Information Center

Creech, Leah Renee; Sweeder, Ryan D.

2012-01-01

This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0-62.8% of the variance in students' grades in the courses analyzed. The primary predictor of a student's course grade was his or her…

Open Access Enabling Courses: Risking Academic Standards or Meeting Equity Aspirations

ERIC Educational Resources Information Center

Shah, Mahsood; Whannell, Robert

2017-01-01

Open access enabling courses have experienced growth in Australia. The growth is evidenced in student enrolments and the number of public and private institutions offering such courses. Traditionally these courses have provided a second chance to many students from various equity groups who have been unable to access tertiary education due to poor…

Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

ERIC Educational Resources Information Center

Montiel, Mariana; Bhatti, Uzma

2010-01-01

This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

ERIC Educational Resources Information Center

Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

2015-01-01

College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

Enrollment, Engagement, and Satisfaction in the BlendKit Faculty Development Open, Online Course

ERIC Educational Resources Information Center

Moskal, Patsy; Thompson, Kelvin; Futch, Linda

2015-01-01

BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. The evaluation of this course provides us with interesting and valuable information on the success of…

Changes in Critical Thinking Skills Following a Course on Science and Pseudoscience: A Quasi-Experimental Study

ERIC Educational Resources Information Center

McLean, Carmen P.; Miller, Nathan A.

2010-01-01

We assessed changes in paranormal beliefs and general critical thinking skills among students (n = 23) enrolled in an experimental course designed to teach distinguishing science from pseudoscience and a comparison group of students (n = 30) in an advanced research methods course. On average, both courses were successful in reducing paranormal…

14 CFR Appendix J to Part 141 - Aircraft Type Rating Course, For Other Than an Airline Transport Pilot Certificate

Code of Federal Regulations, 2010 CFR

2010-01-01

... AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES PILOT SCHOOLS Pt. 141, App. J Appendix J to Part 141—Aircraft Type Rating Course, For Other Than an...-of-course tests. (a) Each student enrolled in an aircraft type rating course must satisfactorily...

Remediation Strategies for Learners at Risk of Failure: A Course Based Retention Model

ERIC Educational Resources Information Center

Gajewski, Agnes; Mather, Meera

2015-01-01

This paper presents an overview and discussion of a course based remediation model developed to enhance student learning and increased retention based on literature. This model focuses on course structure and course delivery in a compressed semester format. A comparative analysis was applied to a pilot study of students enrolled in a course…

Do Introductory Statistics Courses in the United States Improve Students' Attitudes?

ERIC Educational Resources Information Center

Schau, Candace; Emmioglu, Esma

2012-01-01

We examined the attitudes of about 2200 students enrolled in 101 sections of post-secondary introductory statistics service courses located across the United States. Using the "Survey of Attitudes Toward Statistics-36," we assessed students' attitudes when they entered and left their courses, as well as changes in attitudes across their courses.…

Integrating a Stress Management Mini-Course into a Personal Health Course.

ERIC Educational Resources Information Center

Lang, Darrel

A study investigated whether stress management could be enhanced among college students after the completion of a three credit personal health course. The subjects were 20 randomly selected male and female students enrolled in a personal health course at Emporia State University (Kansas). The 20 experimental subjects and the 15 members of a…

Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

PubMed Central

2005-01-01

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students. PMID:15917873

Undergraduate homeopathy education in Europe and the influence of accreditation.

PubMed

Viksveen, Petter; Steinsbekk, Aslak

2011-10-01

The safety of patients consulting with practitioners of complementary and alternative medicine (CAM) partially depends on practitioners' competence, and thus the standard of undergraduate education. Describe undergraduate homeopathy courses in Europe, student/graduate numbers and whether there were differences between recognised/accredited and non-recognised/non-accredited courses. Cross sectional survey of current homeopathy undergraduate education in Europe in 2008. Data from 145 (94.8%) out of 153 identified courses were collected. Eighty-five (55.6%) responded to a questionnaire survey. For others some data was extracted from their websites. Only data from the questionnaire survey is used for the main analysis. The average course in the questionnaire survey had 47 enrolled students and 142 graduates, and lasted 3.6 years part-time. An estimated 6500 students were enrolled and 21,000 had graduated from 153 identified European undergraduate homeopathy courses. Out of 85 courses most had entry requirements and provided medical education (N = 48) or required students to obtain this competence elsewhere (N = 33). The average number of teaching hours were 992 (95% confidence interval (CI) 814, 1170) overall, with 555 h (95%CI 496, 615) for homeopathy. Four out of five courses were recognised/accredited. Recognised/accredited part-time courses lasted significantly longer than non-recognised/non-accredited courses (difference 0.6 years, 95%CI 0.0-1.2, P = 0.040), and offered significantly larger numbers of teaching hours in homeopathy (difference 167 h, 95%CI 7-327, P = 0.041). About 6500 currently enrolled students are doing undergraduate homeopathy education in Europe and 21,000 have graduated from such courses over a period of about 30 years. Undergraduate homeopathy education in Europe is heterogeneous. Recognised/accredited courses are more extensive with more teaching hours. Copyright © 2011 Elsevier Ltd. All rights reserved.

Interaction in Online Courses: More Is NOT Always Better

ERIC Educational Resources Information Center

Grandzol, Christian J.; Grandzol, John R.

2010-01-01

Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction, two indicators of success useful to program administrators. Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in…

Assessing Course Redesign: The Case of Developmental Math

ERIC Educational Resources Information Center

Ariovich, Laura; Walker, Sadé A.

2014-01-01

Higher education institutions have taken to redesigning high-enrollment, introductory courses to improve student learning outcomes, student success, and degree completion. This paper presents findings from the assessment of course redesign by focusing on the case of developmental math at a large community college. The college adopted…

Cost Analysis of Online Courses. AIR 2000 Annual Forum Paper.

ERIC Educational Resources Information Center

Milam, John H., Jr.

This paper presents a complex, hybrid, method of cost analysis of online courses, which incorporates data on expenditures; student/course enrollment; departmental consumption/contribution; space utilization/opportunity costs; direct non-personnel costs; computing support; faculty/staff workload; administrative overhead at the department, dean, and…

A Pharmaceutical Industry Elective Course on Practice Experience Selection and Fellowship Pursuit by Pharmacy Students

PubMed Central

Blustein, Leona; Morel, Diane; Davis, Lisa

2014-01-01

Objective. To design and implement 2 pharmaceutical industry elective courses and assess their impact on students’ selection of advanced pharmacy practice experiences (APPEs) and pursuit of pharmaceutical industry fellowships. Methods. Two 2-credit-hour elective courses that explored careers within the prescription and nonprescription pharmaceutical drug industries were offered for second- and third-year pharmacy students in a doctor of pharmacy (PharmD) degree program. Results. The impact of the courses on pharmacy students’ pursuit of a pharmaceutical industry fellowship was evaluated based on responses to annual graduating students’ exit surveys. A greater percentage (17.9%) of students who had taken a pharmaceutical industry elective course pursued a pharmaceutical industry fellowship compared to all PharmD graduates (4.8%). Of the students who enrolled in pharmaceutical industry APPEs, 31% had taken 1 of the 2 elective courses. Conclusion. Exposure to a pharmaceutical industry elective course within a college or school of pharmacy curriculum may increase students’ interest in pursuing pharmaceutical industry fellowships and enrolling in pharmaceutical industry APPEs. PMID:25147398

Beyond Course Availability: An Investigation into Order and Concurrency Effects of Undergraduate Programming Courses on Learning.

ERIC Educational Resources Information Center

Urbaczewski, Andrew; Urbaczewski, Lise

The objective of this study was to find the answers to two primary research questions: "Do students learn programming languages better when they are offered in a particular order, such as 4th generation languages before 3rd generation languages?"; and "Do students learn programming languages better when they are taken in separate semesters as…

Satisfaction, Challenges, and Interaction in Online Education: A Generational Comparison

ERIC Educational Resources Information Center

Yousef, Martin C.

2012-01-01

Problem: Research suggests that multiple generations of students (predominantly Generation X and millennials) are concurrently enrolled in online classes and that the number of online students continues to grow. The problem investigated in this study was to identify the level of satisfaction as well as the preferences of students from Generation X…

Affirmative Action's Fate: Are 20 More Years Enough?

ERIC Educational Resources Information Center

Moses, Michele S.; Yun, John T.; Marin, Patricia

2009-01-01

In this article we examine the current status of affirmative action in postsecondary admissions through a concurrent review of recent court rulings, state legislation, and higher education enrollment data. Analyzing each of these factors in the context of the others is important because the court decisions and state-level legislation interact to…

The Educational Value of Microcomputers: Perceptions among Parents of Young Gifted Children.

ERIC Educational Resources Information Center

Johnson, Lawrence J.; Lewman, Beverly S.

1986-01-01

Parents of 62 children enrolled in a private school for young gifted students completed a questionnaire designed to assess home use of computers, as well as parental concerns and expectations for appropriate concurrent and future computer use in educational settings. Familiarity with computers increased perceptions of their beneficial educational…

Conceptualizing Concurrent Enrollment: Why High-Achieving Students Go For It

ERIC Educational Resources Information Center

Dare, Lynn; Nowicki, Elizabeth

2015-01-01

Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students' motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured…

Small Engine Maintenance and Repair, Course Description.

ERIC Educational Resources Information Center

Hunt, Edward B.; Anderson, Floyd L.

Prepared by an instructor and curriculum specialists, this course of study was designed to meet individual needs of the dropout and/or hard-core unemployed youth by providing skill training, related information, and supportive services knowledge in small engine maintenance and repair. Students enrolled in this course work independently on a…

Writing in Chemistry: An Effective Learning Tool.

ERIC Educational Resources Information Center

Sherwood, Donna W.; Kovac, Jeffrey

1999-01-01

Presents some general strategies for using writing in chemistry courses based on experiences in developing a systematic approach to using writing as an effective learning tool in chemistry courses, and testing this approach in high-enrollment general chemistry courses at the University of Tennessee-Knoxville. Contains 18 references. (WRM)

Factors Affecting Retention in Online Courses

ERIC Educational Resources Information Center

Berling, Victoria L.

2010-01-01

The purpose of this study was to expand what is known regarding the factors that relate to successful completion of online, undergraduate college courses. It addressed 13 student factors available through archival data at Northern Kentucky University based on 1,493 students enrolled in fully online courses in fall 2008. It included programmatic…

14 CFR Appendix C to Part 141 - Instrument Rating Course

Code of Federal Regulations, 2010 CFR

2010-01-01

... rating appropriate to the instrument rating for which the course applies prior to enrolling in the flight...) of this section appropriate to the instrument rating for which the course applies: (1) 30 hours of...) Aeronautical decision making and judgment; and (10) Crew resource management, to include crew communication and...

The Importance of Attendance in an Introductory Textile Science Course

ERIC Educational Resources Information Center

Marcketti, Sara B.; Wang, Xinxin; Greder, Kate

2013-01-01

At Iowa State University, the introductory textile science course is a required 4-credit class for all undergraduate students enrolled in the Apparel, Merchandising, and Design Program. Frustrated by a perceived gap between students who easily comprehended course material and those who complained and struggled, the instructor implemented an…

Course Redesign: An Evidence-Based Approach

ERIC Educational Resources Information Center

Nomme, Kathy; Birol, Gülnur

2014-01-01

A first year non-majors biology course, with an enrollment of around 440 students, has been redesigned from a course of traditional content and teaching style to one that emphasizes biological concepts in current global issues and incorporates active learning strategies. We were informed by the education literature incorporating many aspects of…

Reaching Students in Online Courses Using Alternative Formats

ERIC Educational Resources Information Center

Fidaldo, Patricia; Thormann, Joan

2017-01-01

This research was conducted to explore whether students enrolled in graduate level courses found some Universal Design for Learning (UDL) strategies useful and if they actually used them. The strategies we investigated were presenting course information in alternative formats including PowerPoints with voiceover, screencasts, and videos as an…

Characterizing and Improving Spatial Visualization Skills

ERIC Educational Resources Information Center

Titus, Sarah; Horsman, Eric

2009-01-01

Three-dimensional spatial visualization is an essential skill for geoscientists. We conducted two evaluations of students' spatial skills to examine whether their skills improve after enrollment in a geology course or courses. First, we present results of pre- and post-course survey of abstract visualization skills used to characterize the range…

Course Placement Influences on Student Motivation

ERIC Educational Resources Information Center

Simzar, Rahila; Domina, Thurston; Conley, AnneMarie; Tran, Cathy

2013-01-01

A national initiative encourages STEM careers to prepare students to succeed in an increasingly competitive economy (National Research Council, 2011). The STEM pipeline is dependent on students' mathematics course-taking trajectories, which are determined once a student enrolls in his/her first Algebra course. Despite efforts to increase access to…

The Effect of Project-Based Learning on Student Self-Efficacy in a Developmental Mathematics Course

ERIC Educational Resources Information Center

Deutsch, Melissa

2017-01-01

Each year, post-secondary institutions across the nation enroll thousands of students into developmental mathematics courses. Success rates are low for students placed in developmental mathematics courses employing traditional teaching practices. Secondary institutions utilizing more engaging pedagogies and high impact practices, such as…

Economics.

ERIC Educational Resources Information Center

Kemp, Rodger

This course presents basic economic concepts and explores issues such as how goods and services are produced and distributed, what affects costs and profits, and how wealth is spread around or concentrated. The course is designed to be used with students enrolled in an adult high school diploma program; course content is appropriate to meet social…

Perpetual Enrollment Online Courses: Advantages, Administration, and Caveats

ERIC Educational Resources Information Center

Fekula, Michael J.

2010-01-01

Although the advent of online learning has revolutionized the delivery of education, from the average student's perspective there have been few radical innovations in the general administration of pure online courses since their inception. With some exceptions the scheduling of online courses generally aligns with the university calendar, while…

The Impact of Presentation Graphics on Students' Experience in the Classroom

ERIC Educational Resources Information Center

Apperson, Jennifer M.; Laws, Eric L.; Scepansky, James A.

2006-01-01

To investigate the benefits and perceived effectiveness of instructional technology, students enrolled in several courses were compared on student evaluations of instruction, grades and an attitudinal questionnaire. The instructors of the courses taught the same course across two successive semesters, using traditional "chalk-and-talk" methods the…

Using Game Elements to Increase Student Engagement in Course Assignments

ERIC Educational Resources Information Center

Armier, David Des, Jr.; Shepherd, Craig E.; Skrabut, Stan

2016-01-01

Gamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior. This study examined participant's willingness to take part in gamified activities where reward systems were not directly tied to course grades. Participants enrolled in a technology integration course for preservice teachers, were…

Effect of College Health Course Enrollment on Interest, Knowledge and Behavior

ERIC Educational Resources Information Center

Finley, Britney A.

2009-01-01

Health of college students is a national public health concern, however general health courses which cover topics of concern such as responsible sexual behaviors, alcoholism, drug abuse, tobacco use, nutrition, weight management, cardiovascular health, and mental health issues are rarely a required course for college students. University health…

The Memorability of Introductory Psychology Revisited

ERIC Educational Resources Information Center

Landrum, R. Eric; Gurung, Regan A. R.

2013-01-01

Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

PSI for Low-Enrollment Junior-Senior Physics Courses

ERIC Educational Resources Information Center

Frahm, Charles P.; Young, Robert D.

1976-01-01

The administration of a Personalized System of Instruction (PSI) for junior-senior level courses in mechanics, electricity and magneturn, atomic physics, mathematical physics, physics and computers, astrophysics, and relativity is described. (CP)

The effect of gender on the attitudes of undergraduates toward young-earth creationism after enrollment in an origins course

NASA Astrophysics Data System (ADS)

Vinaja, Sean Stephen

Many Christian students graduate from secondary schools and enter Christian colleges with worldviews that are unbiblical or contain unbiblical components, many of which stem from their beliefs regarding origins. Little research has been done to study the effect of gender on the role of a young-earth creationist (YEC) origins course in shaping students' worldview. Research has shown that males and females respond differently to science and religion instruction; because the origins discussion is an intersection of science and religion, the study of gender's effect in developing a Bible-based worldview is important so that Christian colleges might more effectively guide their students in developing that biblical worldview. The purpose of this causal-comparative study was to determine whether students' gender affected their YEC worldview components after enrollment in a YEC origins course while controlling for their pre-course worldviews. A sample of 315 residential students enrolled in a YEC origins course at a conservative Christian college in the Southeast completed the Creationist Worldview Scale before and after taking the course; the survey also contained a demographic questionnaire that collected information regarding students' gender, major, classification, ethnicity, and secondary schooling. The data were analyzed using a one way ANCOVA. There were no statistically significant differences between male and female students' posttest age scores or posttest science scores, but there was a significant difference between their posttest theology scores. Suggestions for further research are also included.

A Comparison of College Freshman Achievement in Remedial English Courses and in Freshman Composition Courses at a Two-Year College.

ERIC Educational Resources Information Center

Baker, Roger G.

A study was conducted at Snow College to compare the efficiency and effectiveness of college remedial courses with that of regular courses of study. The study compared the performance of 48 students in four sections of a remedial English class with that of 24 students with similar skill levels enrolled in a freshman composition course. The…

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

PubMed

Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

2018-05-01

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

[Planned neck dissection in the treatment of locally advanced head and neck squamous cell carcinoma].

PubMed

Jiang, L; Lou, J L; Wang, K J; Fang, M Y; Fu, Z F

2018-02-07

Objective: To investigate the value of planned neck dissection combined with induction chemotherapy and concurrent chemoradiotherapy in regional control and the outcome of locally advanced head and neck squamous cell carcinoma. Methods: A prospective randomized controlled study totally enrolled sixty-four patients of head and neck squamous cell carcinomas(include oropharynx, hypopharynx, and larynx) in stages Ⅳa-Ⅳb with lymph node metastase was were N2-N3. All patients firstly received 2-3 cycles of induction chemotherapy(ICT), then divided into two groups randomly, according to the efficacy of ICT. Group A(the study group) received planned neck dissection(PND) and concurrent chemoradiotherapy(CCRT). Group B(the control group) received concurrent chemoradiotherapy(CCRT). The differences in clinicopathologic features, local recurrence(LR), regional recurrence(RR), disease-free survival(DFS), and overall survival(OS) between the two groups were estimated. SPSS 19.0 software was used to analyze the data. Results: Group A enrolled twenty-one patients, and group B enrolled forty-three patients.The follow-up of all patients were 4-55 months, median follow-up time was 22 months. In study group, two-year OS and DFS were 80.9% and 68.3%, respectively. In control group, two-year OS and DFS were 90.7% and 67.1%, respectively. There was no significant difference in gender( P =0.215), age( P =0.828), primary tumor site( P =0.927), LR( P =0.126), DFS( P =0.710), and OS( P =0.402) between the two groups, while the RR(χ(2)=5.640, P <0.05) and distant metastasis(χ(2)=10.363, P <0.01) showed significant differences between the two groups. Conclusion: The ICT+ PND+ CCRT treatment model has benefit on regional control of locally advanced head and neck squamous cell carcinoma.

A Case Study of Professional Boundary Issues Experienced by Undergraduate Psychology Students in a Supervised Field Experience Course

ERIC Educational Resources Information Center

Sharp, Gwen; Yao, Richard; Cresiski, Robin; Hahn, Kate

2013-01-01

There has been little research on the types of boundary issues encountered in undergraduate psychology field experience courses, despite the increased popularity of such courses. This case study identifies the frequency and types of boundary issues faced by undergraduate psychology students enrolled in such a course, including the most common…

An Assessment of the Effects of Teaching Methods on Academic Performance of Students in Accounting Courses

ERIC Educational Resources Information Center

Hosal-Akman, Nazli; Simga-Mugan, Can

2010-01-01

This study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups.…

Expectations of University Students in Team Taught Interdisciplinary Courses.

ERIC Educational Resources Information Center

Goodwin, William M.; LeBold, William K.

Educational goals were presented to faculty involved in a group of eight team taught interdisciplinary (TTI) courses and were rated in terms of their importance to the courses as a group. The goals rated highest by the faculty were then presented to students enrolled in one of the TTI courses during the first and last weeks of the semester and…

Impact of a Sleep Course on Sleep, Mood and Anxiety Symptoms in College Students: A Pilot Study

ERIC Educational Resources Information Center

Baroni, Argelinda; Bruzzese, Jean-Marie; Di Bartolo, Christina A.; Ciarleglio, Adam; Shatkin, Jess P.

2018-01-01

Objective: To examine the impact of a sleep course on sleep-related behaviors, mood, and anxiety in college students. Participants: Participants were 145 students enrolled in either the sleep course (n = 70) or a psychology course (n = 75); data were collected in September 2014, November 2014, and February 2015. Methods: Sleep characteristics and…

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology

ERIC Educational Resources Information Center

Goldey, Ellen S.; Abercrombie, Clarence L.; Ivy, Tracie M.; Kusher, Dave I.; Moeller, John F.; Rayner, Doug A.; Smith, Charles F.; Spivey, Natalie W.

2012-01-01

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which greater than 50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in…

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

ERIC Educational Resources Information Center

Glaude-Bolte, Katherine

2010-01-01

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are…

Instructor and Student Perceptions of Online Courses: Implications of Positioning Theory

ERIC Educational Resources Information Center

Phillips, Miriam Seyelene

2013-01-01

The increase in online course delivery in higher education has implications for students and instructors. In fall 2002, 1.6 million students took at least one online course and this number increased by the fall of 2012 to 6.7 million. The increase in the rate of enrollment in online courses in higher education provides an opportunity to examine…

Assessing the Impact of First-Year Experience Courses on Student Success in Community and Technical Colleges

ERIC Educational Resources Information Center

Robertson, Luv'Tesha L.

2016-01-01

This study examined the impact first-year experience courses have on first-year student performance when enrolled in these courses at public community and technical colleges in Kentucky. The target population for this research study was composed of freshman students participating in the course compared to students not participating in the same…

Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Report.

ERIC Educational Resources Information Center

Baggett, Connie D.; And Others

This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production,…

Goodbye to Summer Vacation? The Effects of Summer Enrollment on College and Employment Outcomes. A CAPSEE Working Paper

ERIC Educational Resources Information Center

Liu, Vivian Yuen Ting

2016-01-01

Despite rich evidence on the benefit of summer enrollment at the K-12 level, the college completion literature has so far focused on college readiness, remediation, and financial aid, and has largely overlooked the potential benefits of taking summer courses among college students. Academic momentum theory suggests that summer enrollment may…

Another Simple yet Effective Best Practice for Increasing Enrollments at an Extended Campus

ERIC Educational Resources Information Center

Christensen, Steven S.; Howell, Scott L.; Hall, C. Giles

2016-01-01

This article is a follow-up to a previous article, "Six Ways to Increase Enrollments at an Extended Campus," published in this journal (vol. 17, no. 4, winter 2015), wherein a seventh best practice to increase course offerings and increase enrollments at an extended campus is presented. This best practice seeks to identify those areas of…

The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status

ERIC Educational Resources Information Center

An, Brian P.

2013-01-01

I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students…

Higher Education Enrollments and Student Success in Times of Budget Scarcity: Examining System-Level Impacts in Recessionary Periods

ERIC Educational Resources Information Center

Wetstein, Matthew; Hays, Brianna; Nguyen, Alyssa

2011-01-01

This study seeks to extend the literature on higher education enrollment patterns during times of recession by examining patterns of enrollment and successful course completion in one of the world's largest higher education systems--the California Community College system. The data are drawn from publicly available data sources on the web. CCC…

Impacting Society through Astronomy Undergraduate Courses

NASA Astrophysics Data System (ADS)

Schleigh, Sharon

2015-04-01

A high percentage of non-science majors enroll in undergraduate, introductory astronomy courses across the country. The perception of the astronomy course as being easier than the ``hard sciences'' and the idea that the course will focus on ``pretty pictures'', influences the interests of the non-science majors. Often the students that enroll in these courses will not take other science courses, resulting in the only opportunity to teach college students about basic scientific concepts that impact their lives. Vast misconceptions about the nature of science, the role of science and scientists in society, and social issues embedded in scientific information, impact the decisions that individuals make about every day events. In turn, these decisions influence the policies that construct our society. This talk will provide an overview of the common misconceptions and discuss how they impact our society as a whole. The research presented provides evidence of the impact that introductory college astronomy courses have on changing these everyday misconceptions and influencing non-science majors' ideas about science in society. The research suggests that introductory courses designed for non-science majors are extremely important in impacting our society, and begs for a stronger understanding and implementation of best practices for teaching and learning in the college classroom environment.

Strategies for Growth in a Young Earth Sciences Department

NASA Astrophysics Data System (ADS)

Clement, B. M.; Hickey-Vargas, R.; Draper, G.

2005-12-01

The Department of Earth Sciences at Florida International University (FIU) has been fortunate to be part of a rapidly growing university. FIU began offering classes in 1972 with an initial enrollment of 5600 students, and today enrollment exceeds 35,000 students. During this time the Department of Earth Sciences has grown to a faculty of 14 and offers the BA, BS, MS and PhD degrees. Our department, however, has faced the same challenges meeting many Earth Science departments in that our number of undergraduate majors has not grown at the same pace as the university enrollment (or at the same pace as enrollment in our graduate program). Two strategies have proven effective and have helped the department build its program in spite of this challenge. The first strategy was to create tenure-track positions with a 50% assignment in the Earth Sciences Department and 50% in a research center on campus. We currently have two faculty who have half-time appointments in the Southeast Environmental Research Center, and we have a new faculty member joining in the Spring who will have a joint appointment with the International Hurricane Research Center. This strategy has made it possible to gain expertise in, and to offer courses in, critical areas (such as hydrogeology and meteorology) that we otherwise would not be able to offer. The second strategy is to develop strong courses for non-majors that satisfy FIU's University Common Curriculum requirements. A particularly successful example is a new course titled "The History of Life". This course was designed to take advantage of our existing expertise in paleobiology, and offer a class that satisfies the University Common Curriculum requirement that every student take a laboratory course in the life sciences. This class now fills to capacity each semester with more than 200 students. This course not only boosts our department's productivity, but it lets us reach 200 new students each semester with many potential new Earth Science majors among them.

Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course

NASA Astrophysics Data System (ADS)

Rosenzweig, Amanda H.

Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students' grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students' final grades and class type, face-to-face or online, and instructor. Administrators, faculty and students can use this information to understand what needs to be done to successfully teach and enroll in biology courses, face-to-face or online. biology courses, online courses, face-to-face courses, class type, teacher influence, grades, CGPA, community college

38 CFR 17.37 - Enrollment not required-provision of hospital and outpatient care to veterans.

Code of Federal Regulations, 2011 CFR

2011-07-01

... healthcare system: (a) A veteran rated for service-connected disabilities at 50 percent or greater will... complete a course of VA treatment started when the veteran was enrolled in the VA healthcare system, a...

38 CFR 17.37 - Enrollment not required-provision of hospital and outpatient care to veterans.

Code of Federal Regulations, 2013 CFR

2013-07-01

... healthcare system: (a) A veteran rated for service-connected disabilities at 50 percent or greater will... complete a course of VA treatment started when the veteran was enrolled in the VA healthcare system, a...

38 CFR 17.37 - Enrollment not required-provision of hospital and outpatient care to veterans.

Code of Federal Regulations, 2012 CFR

2012-07-01

... healthcare system: (a) A veteran rated for service-connected disabilities at 50 percent or greater will... complete a course of VA treatment started when the veteran was enrolled in the VA healthcare system, a...

38 CFR 17.37 - Enrollment not required-provision of hospital and outpatient care to veterans.

Code of Federal Regulations, 2014 CFR

2014-07-01

... healthcare system: (a) A veteran rated for service-connected disabilities at 50 percent or greater will... complete a course of VA treatment started when the veteran was enrolled in the VA healthcare system, a...

Learner-Centered Strategy for Investments in Technology in Community Colleges.

ERIC Educational Resources Information Center

Bleed, Ronald D.

1998-01-01

Argues that community colleges should use enrollment patterns to guide technology-investment strategies. Suggests that technology investment should be focused on improving those few courses with the highest enrollment concentration. Describes how various colleges implemented this investment strategy. (JDI)