Sample records for degree completion programs

  1. Impact of a Dual PharmD/MBA Degree on Graduates' Academic Performance, Career Opportunities, and Earning Potential

    PubMed Central

    Chumney, Elinor C.G.; Jones, Kathy J.

    2008-01-01

    Objective To evaluate the academic experience and satisfaction of students who completed a dual PharmD/MBA degree program and the program's long-term impact on the students' career choice and earning potential. Methods GPAs, job placement, and starting job salaries were compared between graduates who completed the dual PharmD/MBA program and those who completed only the PharmD program. A satisfaction survey instrument was administered to 17 students who completed the dual PharmD/MBA degree program in May 2007. Data from a standardized job placement and starting salary survey instrument completed by all PharmD graduates were also obtained, as well as all students' final grade point averages (GPAs). GPAs, job placement, and starting job salaries were compared between graduates who had completed the dual PharmD/MBA program and those who had completed only the PharmD program. Results The graduating GPAs of dual-degree students were higher than those of both pharmacy (3.52 vs 3.41, p > 0.10) and business (3.82 vs. 3.68, p = 0.018) students not enrolled in the dual-degree program. Dual-degree students were slightly less likely to enter a residency (17% vs. 27%, p = 0.44) than other pharmacy graduates. Among those who elected not to pursue a residency, both mean starting salaries ($111,090 vs. $101,965) and mean total first-year compensation ($127,290 vs. $110,388) were significantly higher for dual-degree graduates compared to the PharmD graduates. Conclusions Students enrolled in the dual-degree program did slightly better academically than students who completed only the MBA or PharmD programs and indicated a high level of satisfaction with the program. Dual-degree graduates reported increased career opportunities and were slated to earn significantly more during their first year in the workforce. These results affirm continuation of our program and make the case for support of similar programs across the nation. PMID:18483594

  2. Effects of a retention intervention program for associate degree nursing students.

    PubMed

    Fontaine, Karen

    2014-01-01

    To evaluate the effects of a retention intervention program on nursing students' persistence in obtaining an associate's degree. An associate degree nursing program at a large community college used a three-year grant from the US Department of Labor to create a program to improve retention of nursing students. Seven retention interventions (stipends, learning communities, comprehensive orientation, individualized academic planning, counseling, peer tutoring, and community nurse mentoring) were provided to participants. Correlational analyses were conducted between demographic variables and degree completion and between individual intervention program participation and degree completion. The program produced a statistically significant improvement in retention, but no specific intervention or mixture of interventions was significantly correlated with retention. Retention programs must be comprehensive, integrated efforts in order to increase the degree completion rate.

  3. Predictors of Associate's Degree Completion in Engineering and Engineering Technologies

    NASA Astrophysics Data System (ADS)

    Reys-Nickel, Lynsey L.

    The purpose of this ex post facto study was to describe completers and non-completers of associate's degree programs in engineering and engineering technologies and determine whether and to what extent completion in these programs is a function of selected student-related variables and institutional variables. Data from the 2004/2009 Beginning Postsecondary Students Longitudinal Study (BPS: 04/09) of associate's degree completers and non-completers in engineering and engineering technologies were accessed and analyzed through PowerStats, a web-based data analysis tool from National Center for Education Statistics (NCES). Descriptive data indicated that, proportionally, engineering and engineering technologies completers were mostly White, married, middle income, employed part-time, enrolled full-time, did not hold a high school diploma or certificate, completed Trigonometry/Algebra II, had a father who's highest education level was an associate's degree, but did not know their mother's highest level of education, completed remedial coursework, and started college with the goal of earning an associate's degree. While more males enrolled in the programs, males and females demonstrated similar completion rates, proportionally--with females showing a slightly higher percentage of completion. Results from the logistic regression further indicated that the variables significant to completion in associate's degree programs in engineering and engineering technologies were gender and enrollment size. Findings suggested that female students were more likely to earn the degree, and that the larger the institution, the more likely the student would become a completer. However, since a major limitation of the study was the small weighted sample size, the results of the study are inconclusive in terms of the extent to which the findings can be generalized to the population of students in associate's degree programs in engineering and engineering technologies. This study fills a gap in the literature of what is known about engineering and engineering technician students. It also contributes to the body of research on an understudied STEM educational and professional pathway, the associate's degree in engineering and engineering technologies.

  4. Development of an Information Literacy Program for the Degree Completion Program at Philadelphia College of Bible.

    ERIC Educational Resources Information Center

    Brown, Lyn S.; Ryan, G. Jeremiah

    One of the major requirements in the degree completion program at Philadelphia College of Bible (Pennsylvania) is the completion of a major research paper. The paper is designed to develop research skills, sharpen writing skills, encourage critical thinking, and promote problem-solving skills. Students were not adequately prepared by either the…

  5. Building the Stock of College-Educated Labor

    ERIC Educational Resources Information Center

    Dynarski, Susan

    2008-01-01

    Half of college students drop out without completing a degree. This paper establishes a causal link between college costs and degree completion. I use quasi-experimental methodology to analyze two state scholarship programs. The programs increase the share of the exposed population with a college degree by three percentage points, with stronger…

  6. Financial Aid, Persistence, and Degree Completion in Masters Degree Programs.

    ERIC Educational Resources Information Center

    Luan, Jing; Fenske, Robert H.

    1996-01-01

    A study at Arizona State University investigated the relationships between types and amounts of student financial aid, student demographic and academic characteristics, persistence, and degree completion among 472 master's program students over a 4-year period from fall 1985 through summer 1989. Variables found to affect patterns included economic…

  7. An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program

    ERIC Educational Resources Information Center

    Gavin, Russell B.

    2016-01-01

    The purpose of this study was to explore the experiences of students (N = 26) in an undergraduate music education degree program in an attempt to identify commonalities among students persisting to degree completion. All participants were in their final year of the music education degree at the time of the study. Multiple data collection methods…

  8. The Development of a Stress Management Program for the Adult Degree Completion Program Admissions Team at a Four-Year Private Liberal Arts College.

    ERIC Educational Resources Information Center

    Satterlee, Brian

    A stress management program was developed for the adult degree completion program admissions team at Warner Southern College, a four-year private liberal arts college. A relatively recent stress-inducing change was caused by an administrative decision to expand the program offerings from five sites to seven, using current staff. Derived from the…

  9. A Comparison of the Cognitive Moral Development of Christian University Seniors in Traditional versus Adult Degree Completion Programs

    ERIC Educational Resources Information Center

    Loomis, Michael J.

    2009-01-01

    This research uses the Defining Issues Test-2 (DIT-2) to investigate the cognitive moral development of college seniors in adult degree completion (ADC) programs and traditional undergraduate (TU) programs at three Council of Christian College and University institutions. Overall, TU students had significantly higher scores on the DIT-2, TU…

  10. Mentoring from Different Social Spheres: How Can Multiple Mentors Help in Doctoral Student Success in Ed.D Programs?

    ERIC Educational Resources Information Center

    Terry, Tarae; Ghosh, Rajashi

    2015-01-01

    Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program.…

  11. Assessment of Critical Thinking as a Predictor of Success in Completion of an Associate Degree Respiratory Care Program

    ERIC Educational Resources Information Center

    Campbell, Fiona B.

    2017-01-01

    The purpose of this study was to explore the relationship between assessment of critical thinking as admission criteria as a predictor of success in the completion of an associate degree respiratory care program. The research site was a community college located in the southern United States. The sample included 176 students who completed Health…

  12. Leadership in Dental Hygiene Degree Completion Programs: A Pilot Study Comparing Stand-Alone Leadership Courses and Leadership-Infused Curricula.

    PubMed

    Smith, Michelle L; Gurenlian, JoAnn R; Freudenthal, Jacqueline J; Farnsworth, Tracy J

    2016-05-01

    The aim of this study was to define the extent to which leadership and leadership skills are taught in dental hygiene degree completion programs by comparing stand-alone leadership courses/hybrid programs with programs that infuse leadership skills throughout the curricula. The study involved a mixed-methods approach using qualitative and quantitative data. Semi-structured interviews were conducted with program directors and faculty members who teach a stand-alone leadership course, a hybrid program, or leadership-infused courses in these programs. A quantitative comparison of course syllabi determined differences in the extent of leadership content and experiences between stand-alone leadership courses and leadership-infused curricula. Of the 53 U.S. dental hygiene programs that offer degree completion programs, 49 met the inclusion criteria, and 19 programs provided course syllabi. Of the program directors and faculty members who teach a stand-alone leadership course or leadership-infused curriculum, 16 participated in the interview portion of the study. The results suggested that competencies related to leadership were not clearly defined or measurable in current teaching. Reported barriers to incorporating a stand-alone leadership course included overcrowded curricula, limited qualified faculty, and lack of resources. The findings of this study provide a synopsis of leadership content and gaps in leadership education for degree completion programs. Suggested changes included defining a need for leadership competencies and providing additional resources to educators such as courses provided by the American Dental Education Association and the American Dental Hygienists' Association.

  13. The Impact of Adult Degree-Completion Programs on the Organizational Climate of Christian Colleges and Universities

    ERIC Educational Resources Information Center

    Giles, Pamela

    2010-01-01

    Leaders in Christian higher education are often unaware of how adult degree completion programs (ADCPs) impact a school's organizational behavior, and no research has examined employees' perceptions of its impact. This nonexperimental, descriptive study examined differences in employees' perceptions of the impact on organizational climate of the…

  14. Student Satisfaction with Graduate Supervision in Doctoral Programs Primarily Delivered in Distance Education Settings

    ERIC Educational Resources Information Center

    Erichsen, Elizabeth Anne; Bolliger, Doris U.; Halupa, Colleen

    2014-01-01

    There are no universal, precise, or explicit criteria for completing a doctoral degree successfully. Researchers and practitioners have pointed out how difficult and time consuming the supervision of graduate student research can be. When students in doctoral programs complete their degrees via distance delivery, supervision of graduate students…

  15. The Effect of Student Attributes and Program Characteristics on Doctoral Degree Completion

    ERIC Educational Resources Information Center

    Gittings, Glenn Allen

    2010-01-01

    More than a decade after the state of Kentucky enacted higher education reform that provided specific direction to the University of Kentucky and the University of Louisville, this research study sought to examine the effect of student characteristics and program characteristics on doctoral degree completion. This study attempted to address the…

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

    PubMed

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

    2014-01-01

    Many residents supplement general surgery training with years of dedicated research, and an increasing number at our institution pursue additional degrees. We sought to determine whether it was worth the financial cost for residency programs to support degrees. We reviewed graduating chief residents (n = 69) in general surgery at Vanderbilt University from 2001 to 2010 and collected the data including research time and additional degrees obtained. We then compared this information with the following parameters: (1) total papers, (2) first-author papers, (3) Journal Citation Reports impact factors of journals in which papers were published, and (4) first job after residency or fellowship training. The general surgery resident training program at Vanderbilt University is an academic program, approved to finish training 7 chief residents yearly during the time period studied. Chief residents in general surgery at Vanderbilt who finished their training 2001 through 2010. We found that completion of a degree during residency was significantly associated with more total and first-author publications as compared with those by residents with only dedicated research time (p = 0.001 and p = 0.017). Residents completing a degree also produced publications of a higher caliber and level of authorship as determined by an adjusted resident impact factor score as compared with those by residents with laboratory research time only (p = 0.005). Degree completion also was significantly correlated with a first job in academia if compared to those with dedicated research time only (p = 0.046). Our data support the utility of degree completion when economically feasible and use of dedicated research time as an effective way to significantly increase research productivity and retain graduates in academic surgery. Aggregating data from other academic surgery programs would allow us to further determine association of funding of additional degrees as a means to encourage academic productivity and retention. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  17. Predictors of success for Saudi Arabian students enrolled in an accelerated baccalaureate degree program in nursing in the United States.

    PubMed

    Carty, Rita M; Moss, Margaret M; Al-Zayyer, Wael; Kowitlawakul, Yanika; Arietti, Lesley

    2007-01-01

    In the mid 1980s, a professional nursing education program was initiated between the Kingdom of Saudi Arabia and the United States. Based on a perceived and documented need, a collaborative education and research program was established with George Mason University in Fairfax, Virginia, to begin building a community of new scholars to assist in the advancement of professional nursing in the Kingdom of Saudi Arabia. Four cohorts of Saudi citizens from three institutions (King Faisal Specialist Hospital and Research Center, Saudi Arabia National Guard Hospital, and Ministry of Aviation and Defense Hospital), who held a degree in science or a related field, were enrolled in an accelerated baccalaureate program leading to a bachelor of science in nursing degree. This project was funded by Saudi Arabian sources. A descriptive research study was conducted to identify predictors of success in the program. Results indicated a rate of program completion that was higher than expected. Some of the first graduates went on for a doctor of philosophy degree, but not all enrolled completed the program. Many countries around the world are seeking ways to upgrade and increase the supply of qualified nurses within their own borders. This study identified those factors that were predictors of success for Saudi Arabian students who completed a baccalaureate degree in nursing program in the United States.

  18. Relationship between Admission Criteria and Program Completion in a Radiation Therapy Program

    ERIC Educational Resources Information Center

    Dougherty, Adrienne M.

    2017-01-01

    Poor completion rates in the radiation therapy associate's degree program offered through a community college did not meet the standards set by the college and damaged the program's reputation. The relationship between admission criteria and program completion was not known. The purpose of this study was to determine if there were any…

  19. Motivational Factors in Registered Nurses Completing a Baccalaureate Completion Program

    ERIC Educational Resources Information Center

    Alonzo, Amanda L.

    2009-01-01

    The purpose of this qualitative descriptive study was to investigate what motivates associate degree (AND) and diploma prepared registered nurses (RN) to pursue a baccalaureate degree (BSN) through an RN-to-BSN program. Studies have shown that the educational level of nurses has direct impact on the safety and quality of care provided to patients.…

  20. Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

    ERIC Educational Resources Information Center

    Tsokris, Maureen

    2010-01-01

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

  1. A survey of degree completion programs in dental hygiene education.

    PubMed

    Portillo, Karen M; Rogo, Ellen J; Calley, Kristin H; Cellucci, Leigh W

    2013-05-01

    The purpose of this descriptive study was to identify specific information related to U.S. dental hygiene baccalaureate degree completion programs. Learning experiences, assessment methods, and baccalaureate institutional partnerships were assessed. Of the sixty dental hygiene programs that offer a degree completion program, the forty-two that met the inclusion criteria (including having operated for at least three years) were invited to participate in a thirty-eight item online survey. A 62 percent (n=26) response rate was obtained. Learning experiences in responding programs included core dental hygiene courses, general education courses, and elective dental hygiene courses. Emphasis areas offered by various programs were in the specialty areas of education, public or community health, and research. Respondents reported that their graduates were employed in multiple settings (65 percent; n=17), with 19 percent (n=5) reporting employment in the combined grouping of private practice, education, and public health. Institutional partnerships included articulation agreements (88 percent; n=21), community college baccalaureate (8 percent; n=2), and university extension (4 percent; n=1) models. The findings of this study provide a baseline for assessing the educational composition and design of U.S. dental hygiene degree completion programs. However, results of this study showed inconsistencies among learning experiences that might raise concerns when considering students' level of preparation for graduate education and future leadership roles in the profession.

  2. Communication of Career Pathways Through Associate Degree Program Web Sites: A Baseline Assessment.

    PubMed

    Becker, Ellen A; Vargas, Jenny

    2018-05-08

    The American Association for Respiratory Care sponsored a series of conferences that addressed the competency of the future workforce of respiratory therapists (RTs). Based upon the findings from those conferences, several initiatives emerged that support RTs earning a baccalaureate (or bachelor's) degree. The objective of this study was to identify the ways that associate degree programs communicate career pathways toward a baccalaureate degree through their Web sites. This cross-sectional observational study used a random sample of 100 of the 362 associate degree programs approved by the Commission on Accreditation for Respiratory Care. Data were collected from 3 specific categories: demographic data, baccalaureate completion information, and the Web page location for the program. The presence of statements related to any pathway toward a bachelor's degree, transfer credits, articulation agreements, and links for baccalaureate completion were recorded. The descriptive statistics in this study were reported as total numbers and percentages. Of the 100 programs in the random sample, only 89 were included in the study. Only 39 (44%) programs had links on their program Web site that had any content related to bachelor's degrees, 16 (18%) identified college transfer courses toward a bachelor's degree, and 26 (29%) programs included baccalaureate articulation agreements on their Web site. A minority of associate degree programs communicated career pathway information to their prospective and current students through program Web sites. An informative Web site would make the path more transparent for entry-level students to meet their future educational needs as their careers progress. Copyright © 2018 by Daedalus Enterprises.

  3. Fellowships for Students Pursuing Interdisciplinary MS with a Focus on Wind Energy

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

    Naughton, Jonathan W.

    The production of electricity from wind has grown rapidly in the U.S. and abroad. A problem generated by this rapid growth is the need for a highly trained workforce as has been discussed openly in recent workshops and in discussions with wind energy manufacturers and developers. In addition, the 20% by 2030 report lists workforce development as among the critical needs if the initiative is to succeed. This report also identified that, for this initiative to succeed, many of the wind energy related technologies needed to advance. As a result, a critical component of the workforce development is the highlymore » trained personnel that can contribute to this technology advancement. The objective of this effort was to attract several highly qualified candidates to pursue a wind-energy focused interdisciplinary degree at the Masters Degree level. Since it was desired to produce these candidates as quickly as possible, fellowships were to be provided to the best candidates so that they could complete their degree quickly and transition to the workforce in the minimum time possible. In the course of advertising for these high quality candidates, it was hoped that other students would also be made aware of the educational and research opportunities offered by the Wind Energy Research Center (WERC). To ensure a wind energy focus for the students, a curriculum focused on wind was encouraged, but the curriculum was sufficiently flexible to allow the students to tailor the experience to meet their interests. Options for the students included internships or a thesis in addition to coursework only programs. The results of this effort are considered to be an overall success. Six students started the program and all have either completed or are in the last stages of completing the program. Individuals with a broad range of backgrounds started the program demonstrating that students from many areas can successfully complete such a program. On average, the students took longer than the expected three semesters and summer to complete the program, but this was largely due to the choices they made in their degree programs. All of the students completing their degree have either moved on to employment, graduate school, or are finishing up their degrees and actively looking for their next position. The outcomes of this program can thus serve to guide institutions looking to develop a similar program« less

  4. Supporting Academic Integrity in a Fully-Online Degree Completion Program through the Use of Synchronous Video Conferences

    ERIC Educational Resources Information Center

    Wagner, Erica; Enders, Jeanne; Pirie, Melissa Shaquid; Thomas, Domanic

    2016-01-01

    Since 2012, we have used synchronous, web-based video conferences in our fully-online degree completion program. Students are required to participate in four live video conferences with their professor and a small group of peers in all upper division online courses as a minimum requirement for passing the class. While these synchronous video…

  5. Admitting At-Risk Students into a Principal Preparation Program: Predicting Success.

    ERIC Educational Resources Information Center

    Malone, Bobby G.; Nelson, Jacquelyn S.; Nelson, C. Van

    2001-01-01

    Study of graduation rates of at-risk students admitted to a master's degree program at a doctoral-degree-granting university found that the best predictor of degree completion was the product of the undergraduate GPA multiplied by the GRE Verbal score. (Contains 41 references.)

  6. Current Trends in Adult Degree Programs: How Public Universities Respond to the Needs of Adult Learners

    ERIC Educational Resources Information Center

    Gast, Angela

    2013-01-01

    Although many adult students turn to online degree programs due to their flexibility and convenience, a majority of prospective adult learners prefer to take classes on traditional brick-and-mortar campuses. This chapter examines how public research universities create pathways to degree attainment and boost degree completion rates among adult…

  7. The Effect of Labor Market Conditions and Financial Aid on Doctoral Student Retention

    ERIC Educational Resources Information Center

    Ampaw, Frimpomaa D.

    2010-01-01

    Forty-three percent of doctoral students never complete their degree. This dropout is the highest among graduate and professional degree programs. Previous cross sectional studies of doctoral students' retention show the importance of financial aid in predicting degree completion. The studies however, do not estimate the labor market's effect on…

  8. Comparison of the Completion Pathways of Four Categories of Doctoral Students from a Midwestern University

    ERIC Educational Resources Information Center

    Garbarini, Laticia

    2017-01-01

    The purpose of this study was to determine doctoral students' reasoning for completing the required course work for their degree, but not completing their dissertation and thus the degree. There had not been formal research conducted on the students at Lindenwood that had not completed the doctoral program and the variables behind their not…

  9. Program Elimination, Financial Emergency, and Student Rights.

    ERIC Educational Resources Information Center

    Olswang, Steven Glenn; And Others

    1982-01-01

    The rights of students to complete programs into which they have matriculated and the obligations of colleges and universities to maintain these programs for sufficient periods of time to fulfill any existing contracts with students are discussed. Contract principles are applied in protecting a student's right to complete degree programs. (MLW)

  10. Programs Offered and Programs Completed at North Dakota Institutions of Postsecondary Education, July 1, 2008-June 30, 2009

    ERIC Educational Resources Information Center

    Schepp, Julie; Domagala, Anna

    2009-01-01

    This report provides information on degree and certificate programs offered and student program completions for fiscal year 2008-09 in North Dakota's public and private postsecondary educational institutions. Institutional programs are coded in accordance with the Classification of Instructional Programs (CIP Code) system provided by the National…

  11. Programs Offered and Programs Completed at North Dakota Institutions of Postsecondary Education, July 1, 2001-June 30, 2002.

    ERIC Educational Resources Information Center

    North Dakota Univ. System, Bismarck.

    This report provides information on degree and certificate programs offered and student program completions for fiscal year 2001-2002 in North Dakota's public and private postsecondary education institutions. Institutional programs are coded in accordance with the Classification of Instructional Programs (CIP Code) system provided by the National…

  12. Programs Offered and Programs Completed at North Dakota Institutions of Postsecondary Education, July 1, 2002-June 30, 2003.

    ERIC Educational Resources Information Center

    North Dakota Univ. System, Bismarck.

    This report provides information on degree and certificate programs offered and student program completions for fiscal year 2002-2003 in North Dakota's public and private postsecondary educational institutions. Institutional programs are coded in accordance with the Classification of Instructional Programs (CIP) code system and are organized in…

  13. Programs Offered and Programs Completed at North Dakota Institutions of Postsecondary Education, July 1, 2000-June 30, 2001.

    ERIC Educational Resources Information Center

    North Dakota Univ. System, Bismarck.

    This report provides information on degree and certificate programs offered and student program completions for fiscal year 2000-2001 in North Dakota's public and private postsecondary educational institutions. Institutions programs are coded in accordance with the Classification of Instructional Programs (CIP) code system of the National Center…

  14. An Application of Break-Even Analysis To Determine the Costs Associated with the Implementation of an Off-Campus Bachelor Degree Completion Program.

    ERIC Educational Resources Information Center

    Satterlee, Brian

    This paper applies the management science tool of break-even analysis to determine the costs of implementing an off-campus bachelor degree completion program at a four-year private liberal arts college. The first section describes break-even analysis which, in this application, is calculated by dividing the total annual cost for a cohort of…

  15. African Social Studies Program-2, 1990-91. A Master's Degree Program for African Social Studies Leaders. Final Report.

    ERIC Educational Resources Information Center

    Indiana Univ., Bloomington. School of Education.

    Eight social studies educators from various African countries completed their masters degrees in education from the Indiana University School of Education during the 1990-91 school year. This report describes the program, including the selection process, the master of science in education program, specialized courses, social studies organizations,…

  16. Creating Career Ladders in University Systems: The Accelerated Associate's Degree Program for Unemployed Licensed Nurses at the Inter-American University of Puerto Rico.

    ERIC Educational Resources Information Center

    Melendez, Edwin; Suarez, Carlos

    This document describes the Accelerated Associate's Degree Program for Licensed Practical Nurses (LPN) at the Inter-American University of Puerto Rico. The program, targeting unemployed LPNs living in San Juan, Puerto Rico, allows students to complete an associate's degree in one year. Fifty-four students enrolled during the first year and 50% of…

  17. An online survey of chiropractors' opinions of continuing education

    PubMed Central

    Stuber, Kent J; Grod, Jaroslaw P; Smith, Dean L; Powers, Paul

    2005-01-01

    Background Continuing Education (CE) for chiropractors is mandatory for licensure in most North American jurisdictions. Numerous chiropractic colleges have begun collaborating with universities to offer master's degree programs. Distance education master's degree programs may be desirable to allow full-time practicing doctors to further their post-graduate education. The present survey sought to answer three questions. First, what is the level of satisfaction of chiropractors with their continuing education? Second, what is the level of interest of chiropractors in online master's degree programs? Lastly, what is the response rate of chiropractors to an online survey? Methods An online survey consisting of 22 multiple choice questions was e-mailed to 1000 chiropractors randomly selected from the mailing list of an online chiropractic newsletter. Upon completion of the questionnaire, participants' answers were saved on a secure site. Data analysis included evaluation of the demographic characteristics of the respondents, their opinions of and patterns of taking CE including online education, preferred learning formats, and their interest in proposed online master's degree programs. A survey response rate was determined. Results Nearly 86% of respondents felt their previously completed CE courses were either somewhat or extremely satisfactory. Over ninety percent of respondents who had completed online or distance CE coursesfound them to be somewhat or extremelysatisfactory. Almost half the respondents indicated that they most preferred online distance learning, while 34.08% most preferred face-to-face interaction. Fifty-three percent of respondents indicated an interest in starting a master's degree program; however 70.46% of respondents were interested in an online master's degree program that would offer CE credit. A response rate of 35.8% was obtained. Conclusion Satisfaction among chiropractors with CE programs is high. The notion of completing a part-time online master's degree (or online combined with face-to-face interaction) appears to be popular among respondents, with a M.Sc. in Chiropractic Sciences being the most popular of those mentioned. Online surveys are a viable method of obtaining opinion in a cost and time efficient manner; there are some sources of bias involved in this type of research, and numerous steps need to be taken to obtain a suitable response rate. PMID:16242035

  18. First to the Finish Line: A Case Study of First Generation Baccalaureate Degree Completers in the University of Maryland Student Support Services Program

    ERIC Educational Resources Information Center

    Mahan, Christine Pour

    2010-01-01

    This study explores factors first generation college graduates identify as impacting their successful baccalaureate degree attainment. This research was conducted using qualitative case study method, and a cross case analysis of individual case summaries was completed. Through a review of degree attainment, persistence, and first generation…

  19. Establishing a framework for a physician assistant/bioethics dual degree program.

    PubMed

    Carr, Mark F; Bergman, Brett A

    2014-01-01

    : Numerous medical schools currently offer a master of arts (MA) in bioethics dual degree for physicians. A degree in bioethics enhances the care physicians provide to patients and prepares physicians to serve on ethics committees and consult services. Additionally, they may work on institutional and public policy issues related to ethics. Several physician assistant (PA) programs currently offer a master of public health (MPH) dual degree for PAs. A degree in public health prepares PAs for leadership roles in meeting community health needs. With the success of PA/MPH dual degree programs, we argue here that a PA/bioethics dual degree would be another opportunity to advance the PA profession and consider how such a program might be implemented. The article includes the individual perspectives of the authors, one of whom completed a graduate-level certificate in bioethics concurrently with his 2-year PA program, while the other served as a bioethics program director.

  20. What Works! Encouraging Diversity in Science, Mathematics, Engineering, and Technology through Effective Mentoring. A 5-Year Overview of the Research Careers for Minority Scholars Program.

    ERIC Educational Resources Information Center

    National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.

    The National Science Foundation's (NSF) Research Careers for Minority Scholars (RCMS) program was initiated to encourage individuals from underrepresented groups in science, mathematics, engineering and technology (SMET) disciplines to complete undergraduate degree programs and matriculate to SMET graduate degree programs. This report describes…

  1. "Creating" a University System for the 21st Century. Programs Offered and Programs Completed at North Dakota Institutions of Postsecondary Education. July 1, 2006-June 30, 2007

    ERIC Educational Resources Information Center

    North Dakota University System, 2008

    2008-01-01

    This report provides information on degree and certificate programs offered and student program completions for fiscal year 2006-2007 in North Dakota's public and private postsecondary educational institutions. Institutional programs are coded in accordance with the Classification of Instructional Programs (CIP) code system and are organized in…

  2. Improving completion rates of students in biomedical PhD programs: an interventional study.

    PubMed

    Viđak, Marin; Tokalić, Ružica; Marušić, Matko; Puljak, Livia; Sapunar, Damir

    2017-08-25

    Analysis of graduation success at the University of Split School of Medicine PhD programs conducted in 2011 revealed that only 11% of students who enrolled and completed their graduate coursework between 1999 and 2011 earned a doctoral degree. In this prospective cohort study we evaluated and compared three PhD programs within the same medical school, where the newest program, called Translational Research in Biomedicine (TRIBE), established in the academic year 2010/11, aimed to increase the graduation rate through an innovative approach. The intervention in the new program was related to three domains: redefined recruitment strategy, strict study regulations, and changes to the curriculum. We compared performance of PhD students between the new and existing programs and analyzed their current status, time to obtain a degree (from enrolment to doctorate), age at doctorate, number of publications on which the thesis was based and the impact factor of journals in which these were published. These improvement strategies were associated with higher thesis completion rate and reduced time to degree for students enrolled in the TRIBE program. There was no change in the impact factor or number of publications that were the basis for the doctoral theses. Our study describes good practices which proved useful in the design or reform of the PhD training program.

  3. Perceptions of Community of Associate Degree Nurse Learners in an RN-to-BSN Online Program

    ERIC Educational Resources Information Center

    Rebar, Cherie R.

    2010-01-01

    Registered Nurses (RNs), when educated in an Associate Degree (AD) program, learn in a face-to-face environment. Today's preferred standard of education for RNs is to achieve a minimum of a Bachelor's degree. For convenience while they continue working, numerous AD-prepared nurses seek online education to complete their Bachelor of Science in…

  4. Professional Master's degree in Nursing: knowledge production and challenges

    PubMed Central

    Munari, Denize Bouttelet; Parada, Cristina Maria Garcia de Lima; Gelbcke, Francine de Lima; Silvino, Zenith Rosa; Ribeiro, Luana Cássia Miranda; Scochi, Carmen Gracinda Silvan

    2014-01-01

    Objective to analyze the production of knowledge resulting from the professional master's degree programs in Nursing and to reflect about their perspectives for the area. Method descriptive and analytical study. Data collected from the dissertations of three educational institutions that graduated students in programs of professional master's degree in Nursing between 2006 and 2012 were included. Results most of the 127 course completion studies analyzed were developed within hospital contexts; there was a focus on the organizational and healthcare areas, in the research fields care process and management, and predominance of qualitative studies. There are various products resulting from the course completion studies: evaluation of services/healthcare programs and development of processes, care or educational protocols. Conclusion the programs of professional master's degree in Nursing, which are undergoing a consolidation stage, have recent production under development and there is a gap in the creation of hard technologies and innovation. They are essential for the development of innovative professional practices that articulate the healthcare and educational areas. PMID:26107826

  5. The Influence of Academic Momentum and Associate Degree Credit Requirements on Community College Student Degree Completion

    ERIC Educational Resources Information Center

    Knox, Daniel

    2017-01-01

    This study addresses gaps in the theoretical and policy literature by examining the relationship between associate degree program credit requirements and four student outcomes: associate degree attainment, time to degree, final associate degree grade point average, and persistence. Using student unit record data, a longitudinal quantitative study…

  6. Challenging Conventional Wisdom: Building an Adult-Centered Degree Completion Program at a Traditional University's Satellite Campus

    ERIC Educational Resources Information Center

    Parkinson Norton, Susan; Pickus, Keith

    2011-01-01

    This essay will discuss the creation of adult-learner degree programs at Wichita State University's satellite campuses with a particular focus on how such programs complement the mission of a traditional urban-serving research institution. It will assess the decision-making process that led to the transformation of satellite campuses into…

  7. Recruitment Strategies Aiming to Attract Females into Undergraduate Engineering Programs: Examining Their Role and Use

    ERIC Educational Resources Information Center

    Howenstine, Julie Anne

    2013-01-01

    By 2009, the percentage of women who graduated with general undergraduate degrees had increased to almost 58% of all students who completed 4-year degree programs (National Center for Education Statistics, 2009a). These percentages, however, have not been reflected in the enrollment rates of females into undergraduate engineering programs. In…

  8. Prior Work and Educational Experience Are Not Associated With Successful Completion of a Master's-Level, Distance Education Midwifery Program.

    PubMed

    Niemczyk, Nancy A; Cutts, Alison; Perlman, Dana B

    2018-03-01

    In order to increase and diversify the midwifery workforce, admissions criteria for midwifery education programs must not contain unnecessary barriers to entry. Once accepted, students need to successfully complete the program. Many admissions criteria commonly used in midwifery education programs in the United States are not evidence based and could be unnecessary barriers to education. The primary objective of this study was to identify factors known during the admission process that were related to successful completion or failure to complete a midwifery program educating both student nurse-midwives (SNMs) and student midwives (SMs); a secondary objective was to quantify reasons for program noncompletion. This master's-level, distance education program educates a diverse group of both SNMs and SMs. A pilot, retrospective cohort study examined all students matriculating at the program from fall 2012 on and scheduled to graduate by summer 2016 (N = 58). Demographic information, admissions information, academic records, and advising notes were reviewed. Reasons for noncompletion were identified, and characteristics were compared between students who did and did not complete the program. Program completion was not significantly associated with students' status as nurses prior to admission, labor and delivery nursing experience, length of nursing experience, nursing degree held, presence of children at home, working while in school, or undergraduate grade point average. Being a nurse, years of nursing experience, type of nursing degree, or labor and delivery nursing experience were not associated with completion of this midwifery program. © 2018 by the American College of Nurse-Midwives.

  9. The current status of education and career paths of students after completion of medical physicist programs in Japan: a survey by the Japanese Board for Medical Physicist Qualification.

    PubMed

    Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Yamada, Syogo

    2015-07-01

    To standardize educational programs and clinical training for medical physics students, the Japanese Board for Medical Physicist Qualification (JBMP) began to accredit master's, doctorate, and residency programs for medical physicists in 2012. At present, 16 universities accredited by the JBMP offer 22 courses. In this study, we aimed to survey the current status of educational programs and career paths of students after completion of the medical physicist program in Japan. A questionnaire was sent in August 2014 to 32 universities offering medical physicist programs. The questionnaire was created and organized by the educational course certification committee of the JBMP and comprised two sections: the first collected information about the university attended, and the second collected information about characteristics and career paths of students after completion of medical physicist programs from 2008 to 2014. Thirty universities (16 accredited and 14 non-accredited) completed the survey (response rate 94 %). A total of 209, 40, and 3 students graduated from the master's, doctorate, and residency programs, respectively. Undergraduates entered the medical physicist program constantly, indicating an interest in medical physics among undergraduates. A large percentage of the students held a bachelor's degree in radiological technology (master's program 94 %; doctorate program 70 %); graduates obtained a national radiological technologist license. Regarding career paths, although the number of the graduates who work as medical physicist remains low, 7 % with a master's degree and 50 % with a doctorate degree worked as medical physicists. Our results could be helpful for improving the medical physicist program in Japan.

  10. Adult Learners' Experiences in Accelerated Degree-Completion Programs at Christian Colleges: Transactions and Transformations

    ERIC Educational Resources Information Center

    Decker, Allyn

    2017-01-01

    The aim of this qualitative study was to investigate the lived experiences of adult learners at 4 Christian colleges in Indiana who desired to pursue bachelor and associate degrees in accelerated programs. The growing trend of accelerated programming exists to meet the needs of a growing number of adults who believe that earning an academic…

  11. Graduate Program Culture and Intention to Persist: Working Adults in Cohort and Non-Cohort Programs

    ERIC Educational Resources Information Center

    Little, Diana Mitchell

    2009-01-01

    Cohort programs have been instituted at many universities to accommodate the growing number of mature adult graduate students who pursue degrees while maintaining multiple commitments such as work and family. While it is estimated that as many as 40-60% of students who begin graduate study fail to complete degrees, it is thought that attrition may…

  12. Superintendents' Perceptions of Online Education for Principals

    ERIC Educational Resources Information Center

    Rutledge, David

    2017-01-01

    The proliferation of online educational leadership programs has led many aspiring principal candidates to complete their entire degree or licensure program online. While the online education is convenient and flexible for the learner, there is sparse research to determine the acceptability of online degrees in educational leadership, especially…

  13. Degree Partnerships in the BC Context. Special Report, December 2006

    ERIC Educational Resources Information Center

    Gaber, Devron

    2006-01-01

    Degree partnership is a term used to describe a variety of models that provide a guarantee to students who maintain adequate grades in a college program of continuation of degree studies at another institution. This "guarantee" that space will be available for degree completion at another institution separates degree partnerships from…

  14. Learning To Compete: Post-graduate Training in an Aerospace Company.

    ERIC Educational Resources Information Center

    Hyland, Paul; Sloan, Terry; Beckett, Ron

    2002-01-01

    A master of technology management degree program was offered to aerospace employees on site; many completed modules and 20 completed degrees. Responses from 38.5% of 65 participants indicated both personal and company benefits (improved capacity for change, movement toward a learning culture), but some experienced problems in applying learning on…

  15. The Impact of Higher Education on Mature Age Students.

    ERIC Educational Resources Information Center

    West, Leo H. T.; And Others

    Changes in the working and personal lives of adults as a result of completing a bachelor's degree as a mature-age student were studied in Australia. Also considered were students' progress through the degree, patterns of employment while enrolled, and additional formal higher education after completing (or withdrawing from) the program. The study…

  16. Demand for University Continuing Education in Canada: Who Participates and Why?

    ERIC Educational Resources Information Center

    Adamuti-Trache, Maria; Schuetze, Hans G.

    2009-01-01

    The demand for and participation in continuing education by Canadian university graduates who completed bachelor and/or first professional degrees in 1995 are analyzed in this article. Within five years of completing their first degree, in addition to participating in graduate programs, a large number of those graduates participated in non-degree…

  17. Structural conceptualization of learning experiences in nursing master's degree programs utilized in occupational health nursing activities.

    PubMed

    Aoyama, Wakako; Tatsumi, Asami

    2017-01-31

    In this study, concepts were constructed that express learning experiences in nursing master's degree programs utilized in occupational health nursing activities with the aim of clarifying those characteristics. This was based on the idea that elucidation of the characteristics of learning experiences in nursing master's degree programs used in occupational health nursing activities would be meaningful in providing high-quality occupational health services that respond to the needs of society. Semi-structured interviews were conducted with 10 people who fulfilled the three conditions of having completed a master's degree programs, working as an occupational health nurse after completion of the program, and not continuing on to a doctoral program. The nursing conceptualization method of Naomi Funashima was used. From the obtained data, 512 code items expressing learning experiences in master's degree programs utilized in occupational health nursing activities were identified. These items included five core categories (concepts), 34 categories, and 69 subcategories. The five concepts constructed were "Pursuit of expertise and self-evaluation," "Mutual understanding of various people that leads to human resources utilization," "Theoretical and academic learning that influences changes in activities," "Research learning that lead to activities based on scientific evidence," and "Learning that leads to high-quality activities making use of expertise." It was found that various learning experiences in the master's program to pursue the specialty of occupational health nurses in order to recognize their roles as well as the experiences to take the initiative in learning had been integrated in their activities after completion of the course and had contributed to their high-quality occupational health nursing activities. It was suggested that the learning experiences in the master's program, which had been revealed in this study, were the experiences necessary for providing high-quality occupational health nursing activities to satisfy the social needs.

  18. A Brief Look at...the Texas B-On-Time Loan Program. Research Report

    ERIC Educational Resources Information Center

    Shook, Melissa

    2012-01-01

    The Texas B-On-Time (BOT) Loan Program is a unique state aid program intended to increase access to higher education in Texas and encourage on-time graduation. This state student loan may be completely forgiven if the otherwise eligible borrower completes his or her degree on time. The BOT Loan Program was developed in response to low on-time…

  19. Evaluative Assessment for NASA/GSFC Equal Opportunity Programs Office Sponsored Programs

    NASA Technical Reports Server (NTRS)

    Jarrell, H. Judith

    1995-01-01

    The purpose of PREP (Pre-College Minority Engineering Program) is to upgrade skills of minority students who have shown an interest in pursuing academic degrees in electrical engineering. The goal is to upgrade skills needed for successful completion of the rigorous curriculum leading to a Bachelor of Science degree in engineering through a comprehensive upgrade of academic, study and interpersonal skills.

  20. INTEREST AND INTELLECTUAL INDICES RELATED TO SUCCESSFUL AND NON-SUCCESSFUL MALE COLLEGE STUDENTS IN TECHNICAL AND ASSOCIATE DEGREE PROGRAMS. FINAL REPORT.

    ERIC Educational Resources Information Center

    HECKER, DONALD L.; TAYLOR, RONALD G.

    THE PURPOSE OF THE PROJECT WAS TO STUDY THE DIFFERENCES AND SIMILARITIES IN INTEREST, ABILITY, AND PREVIOUS ACHIEVEMENT PATTERNS OF 941 MEN STUDENTS WHO ENROLLED IN VARIOUS TECHNICAL AND ASSOCIATE DEGREE 2-YEAR PROGRAMS AND TO DETERMINE WHICH VARIABLES COULD DIFFERENTIATE BETWEEN STUDENTS WHO COMPLETED, CHANGED TO AN ALTERNATE PROGRAM, OR WITHDREW…

  1. Advanced Industrial Materials (AIM) fellowship program

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

    McCleary, D.D.

    1997-04-01

    The Advanced Industrial Materials (AIM) Program administers a Graduate Fellowship Program focused toward helping students who are currently under represented in the nation`s pool of scientists and engineers, enter and complete advanced degree programs. The objectives of the program are to: (1) establish and maintain cooperative linkages between DOE and professors at universities with graduate programs leading toward degrees or with degree options in Materials Science, Materials Engineering, Metallurgical Engineering, and Ceramic Engineering, the disciplines most closely related to the AIM Program at Oak Ridge National Laboratory (ORNL); (2) strengthen the capabilities and increase the level of participation of currentlymore » under represented groups in master`s degree programs, and (3) offer graduate students an opportunity for practical research experience related to their thesis topic through the three-month research assignment or practicum at ORNL. The program is administered by the Oak Ridge Institute for Science and Education (ORISE).« less

  2. Work Force Preparation for Technician-Level Occupations.

    ERIC Educational Resources Information Center

    Harmon, Hobart L.

    The Tech Prep Associate Degree (TPAD) program must be clearly focused on technician-level occupations, which are expected to have the greatest occupational growth. Generally, the preparation required to enter the work force at the technician level is completion of an associate degree program that includes 50 percent theory and 50 percent applied…

  3. Program Evaluation of the Associate of Arts Degree. Revised.

    ERIC Educational Resources Information Center

    2003

    This document is the program evaluation of the associate of Arts Degree in Holmes Community College (Mississippi) that was completed in 2001. The Southern Association of Colleges and Schools mandate the evaluation so that all colleges have the opportunity to evaluate themselves and use the results of the evaluation to improve instruction. The…

  4. Complete Your Dissertation or Thesis in Two Semesters or Less

    ERIC Educational Resources Information Center

    Ogden, Evelyn Hunt

    2006-01-01

    This newly updated guide describes how to effectively and efficiently manage the dissertation or thesis process in two semesters or less. Written for doctoral and master's degree students enrolled in on-campus programs and students pursuing accelerated and online-based degree programs, this book demystifies the seemingly daunting process. From…

  5. The Growing Importance of Prior Learning Assessment in the Degree-Completion Toolkit

    ERIC Educational Resources Information Center

    Klein-Collins, Rebecca; Wertheim, Judith B.

    2013-01-01

    Starting in 1974, the "Council for Adult and Experiential Learning" (CAEL) has helped colleges and universities develop and expand their prior learning assessment (PLA) programs for adult and other non-traditional learners. In the past several years, with new and ambitious degree completion goals for adults, the U.S. is witnessing what…

  6. 34 CFR 668.2 - General definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    .... (Authority: 20 U.S.C. 1078-1) Federal Work Study (FWS) program: The part-time employment program for students... degree; and (3) Has completed the equivalent of at least three years of full-time study either prior to... of study to eligible financially needy undergraduate students who successfully complete rigorous...

  7. Do Graduate Teacher Education Programs Change Teachers' Attitudes toward Inclusion and Efficacy Beliefs?

    ERIC Educational Resources Information Center

    Tournaki, Nelly; Samuels, W. Ellery

    2016-01-01

    This study compared changes in attitudes toward inclusion and efficacy of 98 general and 76 special education students completing their master's degree. Data were collected at the beginning of the program, at the end of the first semester--upon completion of an Introduction to Inclusion course--and at the end of the program. Results indicated…

  8. The Self-Reported Impact of Graduate Program Completion on the Careers and Plans of Graduates

    ERIC Educational Resources Information Center

    Fahy, Patrick J.; Spencer, Bob; Halinski, Tara

    2008-01-01

    The Centre for Distance Education, Athabasca University, commenced a survey of all graduates of its two programs, the master of distance education (MDE) degree, and the graduate diploma (GD) in technology, in late 2006. Alumni were asked how program completion had affected their careers, and their plans for the future. A total of 84 graduates…

  9. Lincoln Advanced Science and Engineering Reinforcement (LASER) program

    NASA Technical Reports Server (NTRS)

    Williams, Willie E.

    1989-01-01

    Lincoln University, under the Lincoln Advanced Science and Engineering Reinforcement (LASER) Program, has identified and successfully recruited over 100 students for majors in technical fields. To date, over 70 percent of these students have completed or will complete technical degrees in engineering, physics, chemistry, and computer science. Of those completing the undergraduate degree, over 40 percent have gone on to graduate and professional schools. This success is attributable to well planned approaches to student recruitment, training, personal motivation, retention, and program staff. Very closely coupled to the above factors is a focus designed to achieve excellence in program services and student performance. Future contributions by the LASER Program to the pool of technical minority graduates will have a significant impact. This is already evident from the success of the students that began the first year of the program. With program plans to refine many of the already successful techniques, follow-on activities are expected to make even greater contributions to the availability of technically trained minorities. For example, undergraduate research exposure, broadened summer, and co-op work experiences will be enhanced.

  10. Workforce Readiness: Changes in Critical Thinking Skills of Adult Learners in an Accelerated Undergraduate Degree Program

    ERIC Educational Resources Information Center

    Slemp, Kathleen N.

    2012-01-01

    This mixed-method case study explored the change in critical thinking skills over the span of the adult student's accelerated lock-step cohort experience pursuing an organizational management and leadership degree completion program at a liberal arts institution in the Midwest. Three areas of research informed this study: workforce readiness,…

  11. 34 CFR 668.20 - Limitations on remedial coursework that is eligible for Title IV, HEA program assistance.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... course in English as a second language, the educational level of instruction provided in that course is... complete a degree or certificate program; (2) The educational level of instruction provided in the noncredit or reduced credit remedial course is below the level needed to pursue successfully the degree or...

  12. Gender Homophily, Ph.D. Completion, and Time to Degree in the Humanities and Humanistic Social Sciences

    ERIC Educational Resources Information Center

    Main, Joyce B.

    2014-01-01

    Doctoral programs in the humanities and humanistic social sciences contend with relatively lower graduation rates and longer duration to degree. While reforming graduate education can include changes to financial aid awards and program requirements, enhancements in the area of advising can also improve student educational experiences and outcomes…

  13. What We Know about Guided Pathways: Helping Students to Complete Programs Faster. Research Overview

    ERIC Educational Resources Information Center

    Bailey, Thomas; Jaggars, Shanna Smith; Jenkins, Davis

    2015-01-01

    The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan. However, most…

  14. Teacher Retention and Satisfaction: A Comparison of M.A.T. and B.S./B.A. Graduates in Teacher Education.

    ERIC Educational Resources Information Center

    Matthes, William A.; Duffy, William E.

    1989-01-01

    Reports on characteristics, career patterns, and career satisfaction of 269 teacher education graduates, 1966-1976, who completed either a bachelors degree or an M.A. in teaching. Finds that career satisfaction was related to degree program completed (masters vs. bachelors) and to school locale (rural vs. suburban). Contains 19 references. (SV)

  15. Career opportunities for graduates with professional master's vs. PhD degrees.

    PubMed

    Gwirtz, Patricia A

    2014-09-01

    Professional science master's degree programs are an appealing option to those who want to pursue a professional career and/or seek advancement in their career that does not necessarily require the more advanced PhD degree. These programs are designed to meet a workforce need for professionals and can be completed within 2 years. The student learns the professional skills to be successful in their chosen field, and data indicate a great deal of satisfaction by graduates from these programs. In contrast, those who wish to have a career goal in academia or research usually will pursue a PhD degree. Table 1 shows the important similarities and differences a student should consider when deciding whether to pursue a PSM or Ph.D. degree.

  16. Meaningful Engagement to Enhance Diversity: Broadened Impact Actualized

    NASA Astrophysics Data System (ADS)

    Whitney, V. W.; Pyrtle, A. J.

    2008-12-01

    The MS PHD'S Professional Development Program was established by and for UR/US populations to facilitate increased and sustained participation within the Earth system science community. MS PHD'S is jointly funded by NSF and NASA. Fourteen (14) minority Earth system scientists served as Program mentors and one- hundred fifteen (115) minority and non-minority scientists served as Meeting Mentors to student participants. Representatives from fifty-six (56) agencies and institutions provided support and exposure to MS PHD'S student participants. Two hundred fifty-eight (258) highly qualified UR/US students completed on-line applications to participate in the MS PHD'S Professional Development Program. Because of funding limitations, slightly fewer than 50% of the applicants were selected to participate. One-hundred twenty-six (126) undergraduate and graduate students from 26 states and Puerto Rico participated in the MS PHD'S program. Sixty-eight (68) MS PHD'S student participants self-identified as African American; thirty-four (34) as Puerto Rican; nine (9) as Hispanic/Mexican American, ten (10) as Native American and one (1) each as African, Asian, Pacific Islander, Hispanic and Multi-Ethnic. During the five year span of MS PHD'S programming, sixteen (16) student participants completed BS degrees, twelve (12) completed MS degrees and ten (10) completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions (FAQ's) on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

  17. Completing the Three Stages of Doctoral Education: An Event History Analysis

    ERIC Educational Resources Information Center

    Ampaw, Frim D.; Jaeger, Audrey J.

    2012-01-01

    Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students' retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market's effect on doctoral student retention and…

  18. The Path through Graduate School: A Longitudinal Examination 10 Years after Bachelor's Degree. Postsecondary Education Descriptive Analysis Report. NCES 2007-162

    ERIC Educational Resources Information Center

    Nevill, Stephanie C.; Chen, Xianglei

    2007-01-01

    The report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) to examine the characteristics related to graduate degree enrollment, persistence, and completion among 1992-93 bachelor's degree recipients. About 40 percent of 1992-93 bachelor's degree recipients had enrolled in a graduate degree program by 2003.…

  19. 34 CFR 647.21 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION RONALD E. MCNAIR POSTBACCALAUREATE ACHIEVEMENT PROGRAM How Does... from completing baccalaureate programs and continuing to postbaccalaureate programs; and demonstrates... program. (3) (2 points) Continued enrollment in graduate study. (4) (2 points) Doctoral degree attainment...

  20. 34 CFR 647.21 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION RONALD E. MCNAIR POSTBACCALAUREATE ACHIEVEMENT PROGRAM How Does... from completing baccalaureate programs and continuing to postbaccalaureate programs; and demonstrates... program. (3) (2 points) Continued enrollment in graduate study. (4) (2 points) Doctoral degree attainment...

  1. SOARS: Significant Opportunities in Atmospheric Research and Science

    NASA Astrophysics Data System (ADS)

    Windham, T. L.; Hagan, M. E.

    2001-05-01

    SOARS, a model program, has developed a unique mutli-year mentoring and learning community to support, teach, and guide college students from diverse backgrounds. SOARS is dedicated to increasing the number of African American, American Indian, and Hispanic/Latino students enrolled in master's and doctoral degree programs in the atmospheric and related sciences with the goal of supporting the development of a diverse, internationally competitive and globally engaged workforce within the scientific community. Since its 1996 inception, 51 undergraduates have participated. All 51 completed or are on schedule to complete their undergraduate degrees with a major in an atmospheric or related science. Currently 17 protégés are in graduate programs. Eight have completed M.S. degrees; two are Ph.D. candidates. SOARS has a retention rate of 82 percent. The SOARS learning community provides multi-year programing for protégés that includes educational and research opportunities, mentoring, career counseling and guidance, and the possibility of financial support for a graduate level program. Protégés spend their summers at NCAR, participate in ongoing research projects, an eight week scientific writing and communication workshop, and scientific seminars. They benefit from long-term mentoring from respected scientists and professionals, learn about career opportunities, practice leadership and are encouraged to complete a graduate program in an atmospheric or related science. In this presentation we highlight the SOARS program structure and objectives with particular emphasis on the mentoring model that is fundamental to SOARS. We conclude with a summary of SOARS protégés' contributions to the broader scientific community which include oral and poster presentations at national and regional scientific conferences, as well as co-authorship of refereed journal articles.

  2. Report of the Task Force to Explore Feasibility of a Three-Year Baccalaureate Program. Established March 1, 1972.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    Presented in this document are the results of a Task Force study in Florida that explored the feasibility of a baccalaureate degree program that can be completed in 3 academic years. The Task Force addressed itself to the issues surrounding time-shortened degrees: acceleration; locksteps; relevancy of educational objectives to individual and…

  3. An Alternative Path to Becoming a Successful Middle Grades Math and Science Teacher

    ERIC Educational Resources Information Center

    Jeanpierre, Bobby; Lewis, Nancy

    2007-01-01

    In 2003, the University of Central Florida began a Transition to Mathematics and Science Teaching (T-MAST) program, a one-year, fast-track program that prepares and certifies bachelor's degree holders who will work as teachers in a job-sharing paid internship, while completing a Master of Arts degree in middle grades (5-9) mathematics education or…

  4. An Analysis of the Relationship between Distance from Campus and GPA of Commuter Students

    ERIC Educational Resources Information Center

    Nelson, Danielle; Misra, Kaustav; Sype, Gail E.; Mackie, Wayne

    2016-01-01

    A variety of factors influence a student's ability to succeed in college and complete a degree program. Students who live on-campus, at least during their freshman year, have been shown to be more likely to complete their degrees than are students who live off-campus. Students who are commuters may have more demands on their time and may have…

  5. Guided Pathways to College Completion. Policy Snapshot

    ERIC Educational Resources Information Center

    Fulton, Mary

    2017-01-01

    Guided pathways are emerging as a strategy to help students complete a credential in a timely manner by encouraging or requiring them to select a program, and develop a degree plan or map, on a specified timeline. At a minimum, institutions may ask students to identify a meta-major, which is a broad area of academic programs with related courses…

  6. Testing the Efficacy of a Scholarship Program for Single Parent, Post-Freshmen, Full Time Undergraduates

    ERIC Educational Resources Information Center

    Carpenter, Dick M., II; Kaka, Sarah J.; Tygret, Jennifer A.; Cathcart, Katy

    2018-01-01

    This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and…

  7. Resiliency in Physics: The Lived Experiences of African-American Women Who Completed Doctoral Physics Programs

    ERIC Educational Resources Information Center

    Burnette, Samara Fleming

    2013-01-01

    Currently, little is known about African-American women with doctoral degrees in physics. This study examined the lived experiences of African-American women who completed doctoral programs in physics. Due to factors of race and gender, African-American women automatically enter a double-bind in science, technology, engineering, and mathematics…

  8. An Assessment of Computer Science Degree Programs in Virginia. A Report to the Council of Higher Education and Virginia's State-Supported Institutions of Higher Education.

    ERIC Educational Resources Information Center

    Virginia State Council of Higher Education, Richmond.

    This report presents the results of a review of all significant instructional efforts in the computer science discipline in Virginia institutions of higher education, with emphasis on those whose instructional activities constitute complete degree programs. The report is based largely on information provided by the institutions in self-studies. A…

  9. Accelerated second-degree nursing students: predictors of graduation and NCLEX-RN first-time pass rates.

    PubMed

    Penprase, Barbara B; Harris, Margaret A

    2013-01-01

    It is important to understand and identify factors that affect students' academic performance before entry into a nursing program and as they progress through the program. The authors discuss a study, and its outcomes, that assessed accelerated second-degree nursing students' prenursing and core nursing grades that served to predict their success at completing the nursing program and passing NCLEX-RN on first attempt. Strategies were identified to help at-risk students to be successful in the program and with first-time passage of NCLEX-RN.

  10. Dual Degree Programs in Social Work and Divinity: Graduates' Experiences of "Journey Companions"

    ERIC Educational Resources Information Center

    Muehlhausen, Beth L.

    2010-01-01

    There is a growing trend for graduate schools of social work to offer students the option of receiving dual degrees, which gives students the ability to obtain a Master of Social Work (MSW) along with a second graduate degree in less time than it would take to complete each degree individually. As of 2005, there were approximately 30 different…

  11. 38 CFR 21.4234 - Change of program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... commuting distance. (ii) Unexpected financial difficulties preventing completion of the last program because... eligible person's program. For example, an eligible person enrolled for a bachelor of science degree may... considered only an adjustment in the program, not a change, so long as the subjects he or she pursues lead to...

  12. 38 CFR 21.4234 - Change of program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... commuting distance. (ii) Unexpected financial difficulties preventing completion of the last program because... eligible person's program. For example, an eligible person enrolled for a bachelor of science degree may... considered only an adjustment in the program, not a change, so long as the subjects he or she pursues lead to...

  13. 38 CFR 21.4234 - Change of program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... commuting distance. (ii) Unexpected financial difficulties preventing completion of the last program because... eligible person's program. For example, an eligible person enrolled for a bachelor of science degree may... considered only an adjustment in the program, not a change, so long as the subjects he or she pursues lead to...

  14. 38 CFR 21.4234 - Change of program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... commuting distance. (ii) Unexpected financial difficulties preventing completion of the last program because... eligible person's program. For example, an eligible person enrolled for a bachelor of science degree may... considered only an adjustment in the program, not a change, so long as the subjects he or she pursues lead to...

  15. 38 CFR 21.4234 - Change of program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... commuting distance. (ii) Unexpected financial difficulties preventing completion of the last program because... eligible person's program. For example, an eligible person enrolled for a bachelor of science degree may... considered only an adjustment in the program, not a change, so long as the subjects he or she pursues lead to...

  16. Student Perspectives: Evaluating a Higher Education Administration Program

    ERIC Educational Resources Information Center

    Roberts, Jalynn; Gentry, Debra; Townsend, Amy

    2011-01-01

    The purpose of this mixed-method study was to evaluate a Higher Education Administration doctoral program, to understand student perceptions of program quality, to improve both student satisfaction and retention to degree completion, and to plan for the future. Findings from survey data and focus group interviews indicated program strengths to…

  17. A Research Program in Flight Sciences

    NASA Technical Reports Server (NTRS)

    Whitesides, John L.; Waggoner, Edgar G. (Technical Monitor)

    2005-01-01

    Since its inception in January 2003, thc program has provided support for 1 faculty and a total of 7 Graduate Research Scholar Assistants, of these all 7 have completed their MS degree program. The program has generated 5 MS thesis and 2 MS project reports. Attachment: Appendix A, B, C, and D.

  18. Minority Engineering Program Pipeline: A Proposal to Increase Minority Student Enrollment and Retention in Engineering

    NASA Technical Reports Server (NTRS)

    Charity, Pamela C.; Klein, Paul B.; Wadhwa, Bhushan

    1995-01-01

    The Cleveland State University Minority Engineering Program Pipeline consist of programs which foster engineering career awareness, academic enrichment, and professional development for historically underrepresented minority studies. The programs involved are the Access to Careers in Engineering (ACE) Program for high school pre-engineering students: the LINK Program for undergraduate students pursuing degree which include engineering; and the PEP (Pre-calculus Enrichment Program) and EPIC (Enrichment Program in Calculus) mathematics programs for undergraduate academic enrichment. The pipeline is such that high school graduates from the ACE Program who enroll at Cleveland State University in pursuit of engineering degrees are admitted to the LINK Program for undergraduate level support. LINK Program students are among the minority participants who receive mathematics enrichment through the PEP and EPIC Programs for successful completion of their engineering required math courses. THese programs are interdependent and share the goal of preparing minority students for engineering careers by enabling them to achieve academically and obtain college degree and career related experience.

  19. Negative Impact of Employment on Engineering Student Time Management, Time to Degree, and Retention: Faculty, Administrator, and Staff Perspectives

    ERIC Educational Resources Information Center

    Tyson, Will

    2012-01-01

    Interviews with faculty, administrators, staff, and students at four engineering programs reveal the role of undergraduate student employment on retention and timely degree completion among engineering students. Dueling narratives reveal how student approaches to earning an engineering degree differ greatly from faculty, administrator, and staff…

  20. The "New" DSW Is Here: Supporting Degree Completion and Student Success

    ERIC Educational Resources Information Center

    Diaz, Mery

    2015-01-01

    Some have questioned whether there should be a practice doctorate in social work. Academics and other key stakeholders would appear to agree that the degree has a role within 21st-century social work practice and education. Practitioners increasingly seek out the degree, and current and emerging programs have developed to meet that demand. This…

  1. Policies and Procedures for Bachelor of Business Administration Degree through the External Plan of Study from Northwood Institute, Midland, in Cooperation with Lansing Community College.

    ERIC Educational Resources Information Center

    Lansing Community Coll., MI.

    Information is provided for students interested in completing a bachelor's degree through a cooperative program between Lansing (Michigan) Community College (LCC) and Northwood Institute (Midland, Michigan). A 4-year program has been designed in which a student takes approximately 144 credit hours of course work at LCC and a minimum of 36 credit…

  2. Is a Baccalaureate in Nursing Worth It? The Return to Education, 2000–2008

    PubMed Central

    Spetz, Joanne; Bates, Timothy

    2013-01-01

    Objective. A registered nurse (RN) license can be obtained by completing a baccalaureate degree (BSN), an associate degree (AD), or a diploma program. The aim of this article is to examine the return to baccalaureate education from the perspective of the nurse. Data Sources. National Sample Survey of Registered Nurses, 2000, 2004, and 2008. Study Design. The effect of education on RN wages is estimated using multivariate regression, both for initial education and for completing a second degree. The coefficients are used to calculate lifetime expected earnings. Multinomial logistic regression is used to examine the relationship between education and job title. Principal Findings. Lifetime earnings for nurses whose initial education is the BSN are higher than those of AD nurses only if the AD program requires 3 years and the discount rate is 2 percent. For individuals who enter nursing with an AD, lifetime earnings are higher if they complete a BSN. The BSN is associated with higher likelihood of being an advanced practice registered nurse, having an academic title, and having a management title. Conclusions. Because baccalaureate education confers benefits both for RNs and their patients, policies to encourage the pursuit of BSN degrees need to be supported. PMID:24102422

  3. Broader Impact Actualized: Collaborative Efforts that Facilitate Successful Movement of Underrepresented Students Through the Pipeline

    NASA Astrophysics Data System (ADS)

    Pyrtle, A. J.; Whitney, V. W.

    2007-12-01

    The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative \\(MS PHD'S)\\ was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. Based on successful experiences of students within the SOARS program, the MS PHD'S 2003 pilot project incorporated a team mentoring structure. Student interaction with multiple mentors resulted in exposure to multiple learning perspectives and increased one-on-one, mentee/mentor interaction. Since program inception, eleven \\(11)\\ minority Earth system scientists have served as Program mentors and eighty-two (82) minority and non-minority scientists have served as Meeting Mentors to MS PHD'S student participants A total of ninety-nine \\(99)\\ undergraduate and graduate students from underrepresented populations have participated in the MS PHD'S program. Twenty-five undergraduate and graduate students participated in the MS PHD'S pilot program in 2003 as Cohort I. During FY 04-05, Cohort II consisted of twenty-seven students and twenty-three students formed Cohort III. FY 06-07, twenty-four (24) students formed Cohort IV. Of the ninety-nine \\(99)\\ student participants, fifty-four \\(54)\\ MS PHD'S student participants self-identified as African American, twenty-seven \\(27)\\ as Puerto Rican, six \\(6)\\ as Hispanic/Mexican American, eight \\(8)\\ as Native American and one \\(1)\\ each as African, Asian, Pacific Islander and Multi-Ethnic. During the five \\(5)\\ year span of MS PHD'S programming, fourteen \\(14)\\ student participants completed BS degrees, ten (10) completed MS degrees and seven \\(7\\ completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement of the science community to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions \\ (FAQ's)\\ on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

  4. Changes in Generic and Degree Completion Dental Hygiene Student Characteristics.

    ERIC Educational Resources Information Center

    Carr, Sandra; Rubinstein, Linda

    1989-01-01

    A study compared the characteristics of dental hygiene students in two programs (bachelor's degree and two-year professional dental hygiene training) in 1978 and 1987 to assess changes over time. Results are presented and the implications for enrollment management are discussed. (MSE)

  5. A Program of Research and Education to Advance the Design, Synthesis, and Optimization of Aero-Space System Concepts

    NASA Technical Reports Server (NTRS)

    Sandusky, Robert

    2002-01-01

    Since its inception in December 1999, the program has provided support for a total of 11 Graduate Research Scholar Assistants, of these, 6 have completed their MS degree program. The program has generated 3 MS theses and a total of 4 publications/presentations.

  6. STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University

    PubMed Central

    Sens, Donald A.; Cisek, Karen L.; Garrett, Scott H.; Somji, Seema; Dunlevy, Jane R.; Sens, Mary Ann; Conway, Pat; Doze, Van A.

    2017-01-01

    This study documents outcomes, including student career choices, of the North Dakota Institutional Development Award Networks of Biomedical Research Excellence program that provides 10-week, summer undergraduate research experiences at the University of North Dakota School of Medicine and Health Sciences. Program evaluation initiated in 2008 and, to date, 335 students have completed the program. Of the 335, 214 students have successfully completed their bachelor’s degree, 102 are still undergraduates, and 19 either did not complete a bachelor’s degree or were lost to follow-up. The program was able to track 200 of the 214 students for education and career choices following graduation. Of these 200, 76% continued in postgraduate health-related education; 34.0% and 20.5% are enrolled in or have completed MD or PhD programs, respectively. Other postbaccalaureate pursuits included careers in pharmacy, optometry, dentistry, public health, physical therapy, nurse practitioner, and physician’s assistant, accounting for an additional 21.5%. Most students electing to stop formal education at the bachelor’s degree also entered fields related to health care or science, technology, engineering, and mathematics (19.5%), with only a small number of the 200 students tracked going into service or industries which lacked an association with the health-care workforce (4.5%). These student outcomes support the concept that participation in summer undergraduate research boosts efforts to populate the pipeline of future researchers and health professionals. It is also an indication that future researchers and health professionals will be able to communicate the value of research in their professional and social associations. The report also discusses best practices and issues in summer undergraduate research for students originating from rural environments. PMID:29057317

  7. STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University.

    PubMed

    Sens, Donald A; Cisek, Karen L; Garrett, Scott H; Somji, Seema; Dunlevy, Jane R; Sens, Mary Ann; Conway, Pat; Doze, Van A

    2017-01-01

    This study documents outcomes, including student career choices, of the North Dakota Institutional Development Award Networks of Biomedical Research Excellence program that provides 10-week, summer undergraduate research experiences at the University of North Dakota School of Medicine and Health Sciences. Program evaluation initiated in 2008 and, to date, 335 students have completed the program. Of the 335, 214 students have successfully completed their bachelor's degree, 102 are still undergraduates, and 19 either did not complete a bachelor's degree or were lost to follow-up. The program was able to track 200 of the 214 students for education and career choices following graduation. Of these 200, 76% continued in postgraduate health-related education; 34.0% and 20.5% are enrolled in or have completed MD or PhD programs, respectively. Other postbaccalaureate pursuits included careers in pharmacy, optometry, dentistry, public health, physical therapy, nurse practitioner, and physician's assistant, accounting for an additional 21.5%. Most students electing to stop formal education at the bachelor's degree also entered fields related to health care or science, technology, engineering, and mathematics (19.5%), with only a small number of the 200 students tracked going into service or industries which lacked an association with the health-care workforce (4.5%). These student outcomes support the concept that participation in summer undergraduate research boosts efforts to populate the pipeline of future researchers and health professionals. It is also an indication that future researchers and health professionals will be able to communicate the value of research in their professional and social associations. The report also discusses best practices and issues in summer undergraduate research for students originating from rural environments.

  8. Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs.

    PubMed

    Bowman, Thomas G; Mazerolle, Stephanie M; Pitney, William A; Dodge, Thomas M; Hertel, Jay

    2015-09-01

    The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Cross-sectional study. Web-based survey. A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. The PDs completed a Web-based survey. We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = -2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = -5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ(2)1 = 0.720, P = .40, Φ = .061). Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.

  9. Coping and Its Relation to Retention among Male Minority Nursing Students in an Associate Degree Nursing Program in a South Texas Community College: An Explanatory Sequential Mixed Methods Inquiry

    ERIC Educational Resources Information Center

    Diggs, Gwendolyn Smith

    2013-01-01

    In Texas, there is an increase in the enrollment of men of various ethnicities in nursing schools, especially Associate Degree Nursing (ADN) programs. As these men strive to complete the nursing education, they face many concerns that center on barriers that are encountered in what is still a predominately Caucasian and female environment. In…

  10. Perceptions of Dental Hygiene Master's Degree Learners About Dental Hygiene Doctoral Education.

    PubMed

    Tumath, Ursula G M; Walsh, Margaret

    2015-08-01

    To determine perceptions about dental hygiene doctoral education among dental hygiene master's degree program enrollees. In this cross-sectional national study, all dental hygiene master degree program directors were sent an email requesting they forward an attached consent form and online-survey-link to their graduate learners. The 29-item online survey assessed their perceptions about need for, importance of and interest in applying to proposed dental hygiene doctoral degree programs. A second-request was sent 1 month later to capture non-responders. Frequencies and cross-tabulations of responses were analyzed using the online software program, Qualtrics.™ Of the 255 graduate learners enrolled in 2014 reported by dental hygiene program directors, 159 completed the survey for a 62% response rate. The majority of respondents (77%) indicated that doctoral education in dental hygiene is needed for the advancement of the dental hygiene discipline and such programs are important to the dental hygiene profession (89%). Although most respondents supported both the PhD in dental hygiene and the Doctor of Dental Hygiene Practice (DDHP) degrees, more were interested in applying to a DDHP program (62%) than to a dental hygiene PhD program (38%). In addition, 43% expressed interest in enrolling in a doctoral degree program in the next 1 to 5 years and most preferred a hybrid online/onsite program format. The most frequently reported reasons for pursing a doctoral degree were: to become a better teacher, to expand clinical practice opportunities, to become a better researcher and to increase salary. Most dental hygiene master degree learners in this study believed doctoral dental hygiene education is needed and important to the dental hygiene discipline and profession, and were interested in applying to such programs. Future research is needed in this area. Copyright © 2015 The American Dental Hygienists’ Association.

  11. The McNair Program as a Socializing Influence on Doctoral Degree Attainment

    ERIC Educational Resources Information Center

    Gittens, Cheryl Bailey

    2014-01-01

    The quality of doctoral students' academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author…

  12. "Special Delivery": Case Studies in Alternative Teacher Licensure Programs for Students of Color.

    ERIC Educational Resources Information Center

    Hasslen, Robin; Green, Les

    St. Cloud State University's Teacher of Color project provides alternate licensure for degreed individuals needing only to complete their teacher education core and subject area coursework. It offers minority students on- and off-campus programs, financial support, flexible hours, and a compressed program. Researchers examined participating…

  13. The Returns to Quality in Graduate Education

    ERIC Educational Resources Information Center

    Stevenson, Adam

    2016-01-01

    This paper estimates the monetary return to quality in US graduate education, controlling for cognitive ability and self-selection across award level, program quality, and field-of-study. In most program types, I cannot reject the hypothesis of no returns to either degree completion or program quality. Important exceptions include master's…

  14. 34 CFR 668.32 - Student eligibility-general.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Direct Loan programs, is enrolled for no longer than one twelve-month period in a course of study... student enrolled in a post-baccalaureate program, has not completed the requirements for a first baccalaureate degree; or (ii) For the purposes of a student in a first post-baccalaureate program, has not...

  15. 34 CFR 668.32 - Student eligibility-general.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Direct Loan programs, is enrolled for no longer than one twelve-month period in a course of study... student enrolled in a post-baccalaureate program, has not completed the requirements for a first baccalaureate degree; or (ii) For the purposes of a student in a first post-baccalaureate program, has not...

  16. 34 CFR 668.32 - Student eligibility-general.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Direct Loan programs, is enrolled for no longer than one twelve-month period in a course of study... student enrolled in a post-baccalaureate program, has not completed the requirements for a first baccalaureate degree; or (ii) For the purposes of a student in a first post-baccalaureate program, has not...

  17. 34 CFR 668.32 - Student eligibility-general.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Direct Loan programs, is enrolled for no longer than one twelve-month period in a course of study... student enrolled in a post-baccalaureate program, has not completed the requirements for a first baccalaureate degree; or (ii) For the purposes of a student in a first post-baccalaureate program, has not...

  18. 34 CFR 668.32 - Student eligibility-general.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Direct Loan programs, is enrolled for no longer than one twelve-month period in a course of study... student enrolled in a post-baccalaureate program, has not completed the requirements for a first baccalaureate degree; or (ii) For the purposes of a student in a first post-baccalaureate program, has not...

  19. The Civil Engineering Graduate Program at PUC-Rio: A Brazilian Experience.

    ERIC Educational Resources Information Center

    Romanel, Celso; Filho, Jose Napoleao

    This document discusses the graduate programs in civil engineering at the Pontifical Catholic University of Rio de Janeiro, Brazil, the oldest Brazilian private university. The report features discussions of faculty member backgrounds, trends in student enrollment, women's participation in the program, degree completion, student origins,…

  20. Student degree program and attitudes toward gays and lesbians in the military: is there a connection?

    PubMed

    Wallenberg, Joanna; Anspach, Audrey; Leon, Ana M

    2011-01-01

    Individuals routinely experience discrimination based on sexual orientation. Since the implementation of Don't Ask, Don't Tell in 1994, over 13,000 military personnel have been discharged from the U.S. military on the basis of sexual orientation. As helping professionals, social workers will often provide services to returning gay and lesbian veterans. Therefore, social work programs must ensure that students develop positive attitudes toward and understanding of the needs presented by this population. Little is known about whether a specific degree program can be a predictor of student attitude toward gay and lesbian individuals in the military. Eighty-nine graduate students completed the Attitudes Toward Homosexuals in the Military (ATHM) scale, and scores were compared between two graduate degree programs: Social Work and Business Administration. A statistically significant relationship was found between degree program and ATHM scores. Implications for policy, practice and research related to gay and lesbian veterans are discussed.

  1. School-related expenses, living expenses, and income sources for graduate students in nurse anesthesia programs.

    PubMed

    Heikkila, Dianna

    2002-02-01

    Nurse anesthesia programs (NAPs) are the highest priced programs for graduate students compared with 7 other nursing master's degree programs. Not only are nurse anesthesia programs expensive, but also most students are encouraged by the policies within their individual programs to terminate full-time employment before matriculation. The purpose of this study was to determine school-related and living expenses, as well as the income and sources of income for graduate students in the second year of their NAP. To obtain the information, a student cost survey was designed and administered to participants attending NAPs across the United States during the 2001 school year. In addition, total degree costs were analyzed using a cost model assessing 4 components: educational costs, living expenses, net income foregone, and loan costs. The results showed that total degree costs incurred by graduate students in NAPs to complete their nurse anesthesia education totals $173,007. The analysis of the sources of income showed the following sources were used by respondents: guaranteed student loans; a spouse's income; agreements with future employers; stipends from universities, hospitals, and/or the military; grants; family support; and self-income. Completing a nurse anesthesia education program is expensive, although the expected return on the investment is high. Nevertheless, the expense may keep qualified graduate students from entering NAPs.

  2. Workforce and graduate school outcomes of NOAA's Educational Partnership Program

    NASA Astrophysics Data System (ADS)

    Christenson, T.; Kaplan, M.

    2017-12-01

    Underrepresented groups, including Black, Hispanic, Native American, Alaska Native, Native Hawaiian and Pacific Island professionals remain underrepresented in STEM fields generally, and in the ocean and atmospheric sciences specifically. NOAA has tried to address this disparity through a number of initiatives under the Educational Partnership Program with Minority Serving Institutions (EPP MSI) which currently has two components: four Cooperative Science Centers (CSCs) aligned with NOAA's mission areas; and an Undergraduate Scholarship Program (USP), both established in 2001. In order to determine the outcomes for the program participants and the impacts of these programs on degree completions and on the workforce, the EPP MSI undertook a multi-pronged effort to identify career and education achievements for 80% of the approximately 1750 EPP MSI alumni, 75% of whom are from underrepresented groups. This was accomplished through 1) searching online resources (e.g. professional web pages, LinkedIn, etc.), 2) personal communication with program-associated faculty, 3) National Student Clearinghouse, 4) a survey of former scholars conducted by Insight Policy Research, and 5) self-reporting though NOAA's Voluntary Alumni Update System. Results show that 60% of CSC alumni currently hold an advanced degree in a STEM field with another 8% currently working toward one. 66% of EPP Undergraduate Scholars go to graduate school. 72% of CSC and USP alumni are currently employed in or pursuing a graduate degree in a NOAA-related* field. More than 70 CSC graduates currently work for NOAA as contractors or federal employees while more than 240 work for other government agencies. More than 400 are employed in the private sector. Of more than 225 PhD graduates, 66 have completed or currently hold post-doctoral positions in NOAA mission fields; 71 have held faculty positions at major universities. However, one challenge is retaining diverse STEM talent within the Geosciences in light of the lure of lucrative jobs in other STEM fields and ensuring robust outcomes beyond degree completions.

  3. Program of Research and Education in Aerospace Structures

    NASA Technical Reports Server (NTRS)

    Whitesides, John L.; Johansen, Laurie W.

    2005-01-01

    Since its inception in January 2003, the program has provided support for 1 research professor and a total of 10 Graduate Research Scholar Assistants of these all 10 have completed their MS degree program. The program has generated 10 MS thesis. Final report lists papers presented in seminars for the period January 1, 2003 through June 30, 2005.

  4. Faculty Navigating Institutional Waters: Suggestions for Bottom-Up Design of Online Programs

    ERIC Educational Resources Information Center

    Ferdig, Richard E.; Dawson, Kara

    2006-01-01

    Many faculty make the mistake of trying to start with an online degree. Administration, administrative policies and even other faculty are not necessarily ready for completely online programs. Large-scale programs are risky in the eyes of administration. Putting a program online will often involve decisions at multiple levels, months for business…

  5. Restructuring a Master's Degree Dissertation as a Patchwork Text.

    ERIC Educational Resources Information Center

    Maisch, Maire

    2003-01-01

    Describes the introduction of the Patchwork Text format into the dissertation on a Master's degree in Social Work. Discusses the rationale for rethinking the conventional dissertation and the "patches" making up the revised dissertation format. Draws upon completed dissertations of two students on the program to illustrate how the characteristics…

  6. Economic Analysis of Earning a PhD Degree After Completion of a PharmD Degree

    PubMed Central

    Murawski, Matthew M.

    2011-01-01

    Objective To determine the net present value (NPV) and internal rate of return (IRR) for earning a doctor of philosophy (PhD) degree and pursuing careers commonly associated with that degree after completion of a doctor of pharmacy (PharmD) degree compared to entering pharmacy practice directly upon completion of the PharmD degree. Methods Income profiles were constructed based on 2008 annual salary data. NPV and IRR were calculated for careers resulting from the PhD degree and compared to those of the practicing community pharmacist. Trends in IRR also were examined across career paths from 1982 to 2008. A priori assumptions were developed and sensitivity analyses were conducted. Results The NPVs for all careers associated with the PhD degree were negative compared to that of the practicing community pharmacist. IRRs ranged from -1.4% to 1.3% for PhD careers. Longitudinal examination of IRRs indicated a negative trend from 1982 to 2008. Conclusions Economic financial incentives for PharmD graduates to pursue graduate school are lacking. The study illustrates the need to consider financial incentives when developing recruitment methods for PharmD graduates to pharmacy graduate programs. PMID:21451769

  7. National Institute for Petroleum and Energy Research quarterly technical report, July 1--September 30, 1992. [Dinitrogen compound 1,10-phenanthroline

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

    Not Available

    Progress reports are presented for the following two fuel research programs: (1) development of analytical methodology for analysis of heavy crudes; and (2) thermochemistry and thermophysical properties of organic nitrogen and diheteroatom-containing compounds. For the first research program, gasoline range (82--43[degree]) components in liquid products from catalytic cracking whole Wilmington >650[degree]F resid, Wilmington >650[degree]F neutrals, and blends of neutrals plus 650--1000[degree]F acids and bases were determined by gas chromatography/mass spectroscopy. For the second research program, density measurements were completed for thianthrene between 450 K and near 570 K, and for phenoxathiin between 348 K and 548 K. Heat capacity measurementsmore » were begun for the dinitrogen compound 1,10-phenanthroline.« less

  8. Using student satisfaction data to evaluate a new online accelerated nursing education program.

    PubMed

    Gazza, Elizabeth A; Matthias, April

    2016-10-01

    As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. 42 CFR 62.9 - Under what circumstances can the period of obligated service be deferred to complete approved...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... obligated service be deferred to complete approved graduate training? 62.9 Section 62.9 Public Health PUBLIC... approved graduate training? (a) Requested deferment. Upon the request of any participant receiving a degree... complete an approved graduate training program. The period of this deferment may not exceed (1) three years...

  10. 42 CFR 62.9 - Under what circumstances can the period of obligated service be deferred to complete approved...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... obligated service be deferred to complete approved graduate training? 62.9 Section 62.9 Public Health PUBLIC... approved graduate training? (a) Requested deferment. Upon the request of any participant receiving a degree... complete an approved graduate training program. The period of this deferment may not exceed (1) three years...

  11. 42 CFR 62.9 - Under what circumstances can the period of obligated service be deferred to complete approved...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... obligated service be deferred to complete approved graduate training? 62.9 Section 62.9 Public Health PUBLIC... approved graduate training? (a) Requested deferment. Upon the request of any participant receiving a degree... complete an approved graduate training program. The period of this deferment may not exceed (1) three years...

  12. Sleep technologists educational needs assessment: a survey of polysomnography, electroneurodiagnostic technology, and respiratory therapy education program directors.

    PubMed

    Wells, Mary Ellen; Vaughn, Bradley V

    2013-10-15

    In this study, we assessed the community and educational needs for sleep technologists by surveying program directors of nationally accredited polysomnography, electroneurodiagnostic technology, and respiratory care educational programs. Currently, little is known about our educational capacity and the need for advanced degrees for sleep medicine technical support. A questionnaire was developed about current and future community and educational needs for sleep technologists. The questionnaire was sent to directors of CAAHEP-accredited polysomnography and electroneurodiagnostic technology programs (associate degree and certificate programs), and directors of CoARC-accredited respiratory therapy associate degree and bachelor degree programs (n = 358). Qualitative and quantitative data were collected via an internet survey tool. Data analysis was conducted with the IBM SPSS statistical package and included calculating means and standard deviations of the frequency of responses. Qualitative data was analyzed and classified based on emerging themes. One hundred seven of 408 program directors completed the survey. Seventy-four percent agreed that demand for qualified sleep technologists will increase, yet 50% of those surveyed believe there are not enough educational programs to meet the demand. Seventy-eight percent of those surveyed agreed that the educational requirements for sleep technologists will soon increase; 79% of those surveyed believe sleep centers have a need for technologists with advanced training or specialization. Our study shows educators of associate and certificate degree programs believe there is a need for a bachelor's degree in sleep science and technology.

  13. Evaluating a Middle Level Master's Program at Southeastern University: Recommendations and Outcomes

    ERIC Educational Resources Information Center

    Armstrong, Abbigail J.

    2015-01-01

    This article describes original research to determine reasons graduate students do not complete requirements for a Master's (M.Ed.) in Middle Level Education degree at the Southeastern University. Since the program's initial cohort the graduation rate has decreased. Program faculty was concerned about the increasing difference between the number…

  14. Adult Learners as Graduate Students: Underlying Motivation in Completing Graduate Programs

    ERIC Educational Resources Information Center

    Hegarty, Niall

    2011-01-01

    The majority of graduate part-time programs are fueled by adult learners seeking to enhance their human capital and advance professional careers. In contrast, degree-granting programs seek to impart knowledge and advance learning in a particular discipline. At this intersection lies the individual student's motivation to satisfy their personal…

  15. Undergraduate Summer Research Programs and Graduate School Outcomes: Don't Ignore Rejected Program Applicants

    ERIC Educational Resources Information Center

    Sibulkin, Amy E.; Butler, J. S.

    2015-01-01

    We tracked a sample of primarily Black psychology baccalaureates' advanced degree enrollments and completions and estimated the association of those outcomes with summer research experience by merging three data sets: (a) summer research program participants, (b) a comparison group of alumni, mostly without summer research, and (c) degree…

  16. Adaptive Competency Acquisition: Why LPN-to-ADN Career Mobility Education Programs Work.

    ERIC Educational Resources Information Center

    Coyle-Rogers, Patricia G.

    Adaptive competencies are the skills required to effectively complete a particular task and are the congruencies (balance) between personal skills and task demands. The differences between the adaptive competency acquisition of students in licensed practical nurse (LPN) programs and associate degree nurse (ADN) programs were examined in a…

  17. An Alternative School Teacher Education Program. Teacher Education Forum; Volume 3, Number 7.

    ERIC Educational Resources Information Center

    Barr, Robert D.

    The Alternative School Teacher Education Program, cooperatively developed by participating public schools and Indiana University, is a field-based masters degree program designed for completion in one calendar year. Students spend two summers on campus pursuing graduate course work. During the academic year between these summers, students earn…

  18. Dual Enrollment Academy Programs

    ERIC Educational Resources Information Center

    Gonzalez, Nicolas; Chavez, Guadalupe

    2009-01-01

    Dual Enrollment Engineering (DEEA) and Medical Science (DEMSA) Academies are two-year dual enrollment programs for high school students. Students explore engineering and medical careers through college coursework. Students prepare for higher education in engineering and medical fields while completing associate degrees in biology or engineering…

  19. New Careers in Nursing: Optimizing Diversity and Student Success for the Future of Nursing.

    PubMed

    DeWitty, Vernell P; Huerta, Carolina G; Downing, Christine A

    2016-01-01

    In 2008, the Robert Wood Johnson Foundation collaborated with the American Association of Colleges of Nursing to create the New Careers in Nursing (NCIN) scholarship program. Two goals of the program were to alleviate the nursing shortage and to increase diversity of the workforce. During this 7-year program (i.e., seven funding cycles), 130 schools of nursing in 41 states and the District of Columbia were selected as grantees, and they awarded 3,517 scholarships to second-degree accelerated nursing students who were members of groups underrepresented in nursing or who were economically disadvantaged. This article describes the demographic characteristics of the NCIN students, degree of satisfaction with their learning environment, perceptions of their mentoring experiences, and self-identified facilitators and barriers to program completion. Data sources for this article resulted from three surveys completed by scholars during their academic programs: the beginning, the midpoint, and within 6 months postgraduate. Results of analysis indicated that NCIN scholars are significantly more diverse compared with the national nurse population, and they reported high levels of satisfaction with their learning environments. Student relationships with peers and faculty improved during the period of program enrollment. Faculty support was the greatest facilitator for program completion, and competing priorities of finances and family responsibilities were the greatest challenges. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. A Proposal to the Massachusetts Board of Regional Community Colleges for a New Occupational Program.

    ERIC Educational Resources Information Center

    Viaux, Frederic B.

    The development of a Mental Health Technology Program at Middlesex Community College is proposed. The 2-year program would train the student to become a middle-level generalist in the field of mental health with special abilities as a communicator. On successfully completing the program, the student would receive an Associate Degree in Mental…

  1. 42 CFR 57.214 - Repayment of loans made after November 17, 1971, for failure to complete a program of study.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... have failed to complete the course of study leading to the first professional degree for which an..., adjusted annually for changes in the Consumer Price Index, and adjusted by the Secretary for use in this...

  2. 42 CFR 57.214 - Repayment of loans made after November 17, 1971, for failure to complete a program of study.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... have failed to complete the course of study leading to the first professional degree for which an..., adjusted annually for changes in the Consumer Price Index, and adjusted by the Secretary for use in this...

  3. A summer pharmacy camp for high school students as a pharmacy student recruitment tool.

    PubMed

    Myers, Tristan L; DeHart, Renee M; Dunn, Eddie B; Gardner, Stephanie F

    2012-05-10

    To determine the effectiveness of a summer pharmacy camp on participants' pursuit of enrollment in doctor of pharmacy degree programs. All participants (n = 135) in a pharmacy camp at the University of Arkansas for Medical Sciences (UAMS) College of Pharmacy from 2007-2010 were invited to complete an anonymous online survey instrument. Seventy-three students completed the survey instrument (54% response rate). Ninety-six percent of pharmacy camp participants said that they would recommend pharmacy camp to a friend, and 76% planned to apply or had applied to doctor of pharmacy degree program. Seven of the camp participants had enrolled in the UAMS College of Pharmacy. The pharmacy summer camp at UAMS is effective in maintaining high school students' interest in the profession of pharmacy. Continued use of the pharmacy camp program as a recruitment tool is warranted; however, additional research on this topic is needed.

  4. Socio-Pedagogical Portrait of a Master's Degree Student in International Arbitration: Experience of Great Britain

    ERIC Educational Resources Information Center

    Nagorna, Olga

    2016-01-01

    International arbitration as the efficient means of alternative dispute resolution has become, due to globalization, a highly specialised service rendered by professionals. Master's degree program (LLM) completion enables those interested to become competent and competitive specialists in arbitration on the international arena. Great Britain has…

  5. e-Mentoring Possibilities for Online Doctoral Students: A Literature Review

    ERIC Educational Resources Information Center

    Columbaro, Norina L.

    2009-01-01

    A growing number of adult learners invest time, energy, and financial resources in completing online doctoral degrees. Several factors, other than the program itself, influence a person's decision to pursue a degree online. Many choose online learning because they are faced with challenges often typical for adult learners that prohibit them from…

  6. Optimizing Reverse Transfer Policies and Processes: Lessons from Twelve CWID States. Thought Paper

    ERIC Educational Resources Information Center

    Taylor, Jason L.; Bragg, Debra D.

    2015-01-01

    In 2012, five foundations launched the Credit When Its Due (CWID) initiative that was "designed to encourage partnerships of community colleges and universities to significantly expand programs that award associate degrees to transfer students when the student completes the requirements for the associate degree while pursuing a bachelor's…

  7. Issues Associated with Developing a Dental Hygiene Baccalaureate Completion Program in Florida

    ERIC Educational Resources Information Center

    Smith, Rebecca M.

    2011-01-01

    The American Dental Hygienists' Association (ADHA) and the American Dental Education Association (ADEA) supported the notion that the baccalaureate degree should be the entry-level degree for the dental hygiene profession. There was also clear evidence that there was a national shortage of baccalaureate-earned-minimum dental hygiene educators.…

  8. The Financial Aid Office's Role in Enrollment Management: Part 2

    ERIC Educational Resources Information Center

    McGhee, Kenneth

    2016-01-01

    Student retention is an important part of a strategic enrollment management plan. Many scholars have written about the challenges of helping students not only enroll in college but also complete their degree programs. Among students pursuing a doctoral degree in higher education administration, student retention is a popular topic. Many doctoral…

  9. Dedicated to Their Degrees: Adult Transfer Students in Engineering Baccalaureate Programs

    ERIC Educational Resources Information Center

    Allen, Taryn Ozuna; Zhang, Yi

    2016-01-01

    Objective: Increasing degree completion in science, technology, engineering, and mathematics (STEM) fields, particularly engineering, is a national priority. With an aspiration to increase the number of STEM graduates by one million in the next 10 years, more research is needed to understand the role of community colleges in achieving this…

  10. The Community College Website as Virtual Advisor: A Usability Study

    ERIC Educational Resources Information Center

    Margolin, Jonathan; Miller, Shazia Rafiullah; Rosenbaum, James E.

    2013-01-01

    This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these…

  11. Schiller's Rotten Apples and the Larger Mission of FIT.

    ERIC Educational Resources Information Center

    Feldman, Marvin

    1987-01-01

    Describes the Fashion Institute of Technology's (FIT's) 2 + 2 curriculum, in which students complete an associate degree in applied science degree before applying for selective admission to a baccalaureate program. Considers the relevance of creativity to the mission of FIT. Quotes well-known creative people about the sources of creativity and the…

  12. Marketing an Alternate Model for Science and Mathematics Initial Teacher Education

    ERIC Educational Resources Information Center

    Seen, Andrew; Fraser, Sharon P.; Beswick, Kim; Penson, Margaret; Whannell, Robert

    2016-01-01

    An innovative initial teacher education undergraduate degree has been offered for the first time in 2016 at an Australian University. The degree provides for qualification as a secondary science and mathematics teacher through the completion of a four-year-integrated science, mathematics and education program of study where the synergies available…

  13. Nursing, Nursing Education, and Anxiety.

    ERIC Educational Resources Information Center

    Biggers, Thompson; And Others

    In response to the current crisis in the field of nursing, a study examined nursing students' perceived work-related stress and differences among associate degree, diploma, and baccalaureate nursing programs in their preparation of nursing students. The 171 subjects, representing the three different nursing programs, completed a questionnaire…

  14. Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs

    PubMed Central

    Bowman, Thomas G.; Mazerolle, Stephanie M.; Pitney, William A.; Dodge, Thomas M.; Hertel, Jay

    2015-01-01

    Context  The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective  To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design  Cross-sectional study. Setting  Web-based survey. Patients or Other Participants  A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s)  The PDs completed a Web-based survey. Main Outcome Measure(s)  We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results  We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions  Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted. PMID:26308497

  15. Differences in Adaptive Competency Acquisition between Traditionally Certified and Alternatively Certified Technology Education Teachers.

    ERIC Educational Resources Information Center

    Coyle-Rogers, Patricia G.; Rogers, George E.

    A study determined whether there are any differences in the adaptive competency acquisition between technology education teachers who have completed a school district add-on alternative certification process and technology education teachers who completed a traditional baccalaureate degree certification program. Non-probability sampling was used…

  16. The Potential Impact of Offshore Outsourcing on Information Systems Education Programs

    ERIC Educational Resources Information Center

    Pollack, Thomas A.

    2004-01-01

    As recently as the 1999-2000 academic year, the most sought after graduates were those completing degree requirements in a wide variety of information systems based programs. Many graduates were enticed by lucrative signing bonuses as organizations prepared for the dreaded uncertainty of Y2K. Information systems and computer science programs and…

  17. Students' Perceptions of an Online Graduate Program in Special Education for Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Leader-Janssen, Elizabeth M.; Nordness, Philip D.; Swain, Kristine D.; Hagaman, Jessica L.

    2016-01-01

    The purpose of this study was to evaluate graduate students' perceptions of a completely online master's degree program in special education for emotional and behavioral disorders. The Community of Inquiry survey was used to examine graduate students' perceptions of the online program in the areas of teaching, cognitive, and social presences. The…

  18. Doing More with Less: Marketing Educational Programs in Times of Declining Tuition Assistance.

    ERIC Educational Resources Information Center

    Breckon, Donald J.

    Degree completion programs on military installations are large, effective programs, with substantial support. Education will never be more convenient or less expensive for students. Education is a product military personnel need and want. In a time of declining tuition assistance, it is up to colleges that deal with the military to market their…

  19. Users manual: Dynamics of two bodies connected by an elastic tether, six degrees of freedom forebody and five degrees of freedom decelerator

    NASA Technical Reports Server (NTRS)

    Doyle, G. R., Jr.; Burbick, J. W.

    1974-01-01

    The equations of motion and a computer program for the dynamics of a six degree of freedom body joined to a five degree of freedom body by a quasilinear elastic tether are presented. The forebody is assumed to be a completely general rigid body with six degrees of freedom; the decelerator is also assumed to be rigid, but with only five degrees of freedom (symmetric about its longitudinal axis). The tether is represented by a spring and dashpot in parallel, where the spring constant is a function of tether elongation. Lagrange's equation is used to derive the equations of motion with the Lagrange multiplier technique used to express the constraint provided by the tether. A computer program is included which provides a time history of the dynamics of both bodies and the tension in the tether.

  20. Graduates Summary, 1995-96.

    ERIC Educational Resources Information Center

    Attinasi, Louis C., Jr.; Reece, Dee A.

    Providing data on 1995-96 graduates and program completers from Pima Community College (PCC) in Arizona, this report presents tables showing the number and percentage of associate degrees, technical and advanced certificates, and basic certificates by type; by instructional program; by ethnicity; and by gender. Seven- and 10-year comparative data…

  1. Graduates Summary, 1996-97.

    ERIC Educational Resources Information Center

    Attinasi, Louis C, Jr.; Reece, Dee A.

    Providing data on 1996-97 graduates and program completers from Pima Community College (PCC) in Arizona, this report presents tables showing the number and percentage of associate degrees, technical and advanced certificates, and basic certificates by type; by instructional program; by ethnicity; and by gender. Eight- and 10-year comparative data…

  2. MBA Curriculum: The Role of an Introductory "Toolkit" Course

    ERIC Educational Resources Information Center

    Carson, Charles M.; Jones, Steven T.; Dance, Jeffrey W.; Finch, James H.; Holloway, Betsy B.; Reburn, James P.; Belski, William H.

    2013-01-01

    Graduate business students enter MBA programs intent on completing their degrees to open new professional opportunities and enhance their prospective career earnings potential. Because of the diversity of backgrounds new students bring into their MBA programs, large variations exist among their academic and professional backgrounds. Curriculums…

  3. Teaching Grant Writing with Service Learning

    ERIC Educational Resources Information Center

    Griffith, James D.; Hart, Christian L.; Goodling, Morgan M.

    2006-01-01

    Grant writing experience can be a valuable asset for students completing masters-level degree programs across a variety of disciplines. A service learning grant writing project was incorporated in a multidisciplinary program evaluation course as part of a writing requirement. Twelve students served as "ghost writers" and wrote grant…

  4. 7 CFR 3402.23 - Documentation of progress on funded projects.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

  5. 7 CFR 3402.23 - Documentation of progress on funded projects.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

  6. 7 CFR 3402.23 - Documentation of progress on funded projects.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

  7. 7 CFR 3402.23 - Documentation of progress on funded projects.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

  8. Oceanography and Geoscience Scholars at Texas A&M University Funded through the NSF S-STEM (Scholarships in Science, Technology, Engineering and Mathematics) Program

    NASA Astrophysics Data System (ADS)

    Richardson, M. J.; Gardner, W. D.

    2016-02-01

    Over the last seven years we have led the creation and implementation of the Oceanography and Geoscience Scholars programs at Texas A&M University. Through these programs we have been able to provide scholarship support for 92 undergraduates in Geosciences and 29 graduate students in Oceanography. Fifty-seven undergraduate scholars have graduated in Geosciences: 30 undergraduate students in Meteorology, 7 in Geology, and 20 in Environmental Geosciences. Two students have graduated in other STEM disciplines. Twenty-four students are in the process of completing their undergraduate degrees in STEM disciplines. Twenty-three students have graduated with MS or PhD degrees in Oceanography and five PhD students are completing their dissertations. As specified in the program solicitation all of the scholars are academically talented students with demonstrated financial need as defined by the FAFSA (Free Application for Federal Student Aid). We have endeavored to recruit students from underrepresented groups. One-third of the undergraduate scholars were from underrepresented groups; 28% of the graduate students. We will present the challenges and successes of these programs.

  9. Pursuit of STEM: Factors shaping degree completion for African American females in STEM

    NASA Astrophysics Data System (ADS)

    Wilkins, Ashlee N.

    The primary purpose of the study was to examine secondary data from the Cooperative Institutional Research Program (CIRP) Freshman and College Senior Surveys to investigate factors shaping degree aspirations for African American female undergraduates partaking in science, technology, engineering, and mathematics (STEM) majors. Hierarchical multiple regression was used to analyze the data and identify relationships between independent variables in relation to the dependent variable. The findings of the study reveal four key variables that were predictive of degree completion for African American females in STEM. Father's education, SAT composite, highest degree planned, and self-perception were positive predictors for females; while independent variable overall sense of community among students remained a negative predictor. Lastly implications for education and recommendations for future research were discussed.

  10. Waltz Mill testing of 345-kV PPP cable

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

    Burghardt, R.R.

    1991-09-01

    A 345-kV PPP-insulated cable was subjected to a two-year accelerated life test program at the EPRI Waltz Mill Cable Test Facility. Testing started in November 1985 and was successfully completed in September 1988. The program included conductor temperatures ranging from 85{degrees}C to 105{degrees}C and line-to-line voltages from 362 kV to 474 kV. Cyclic testing was performed during 17 of the 24 months. Dissipation factor measurements were made throughout the program. The measurements indicated no deterioration of the cable or splices as a consequence of the high temperatures and voltages applied to them in this test program. 2 refs., 24 figs.

  11. Waltz Mill testing of 765-kV paper-polypropylene-paper (PPP) cable. Final report

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

    Burghardt, R.R.

    1992-06-01

    A 765-kV PPP-insulated cable was subjected to a 27-month accelerated life test program at the EPRI Waltz Mill Cable Test Facility. Testing started in August 1981 and was successfully completed in January 1985. The program included conductor temperatures ranging from 85{degree}C to 105{degree}C and line-to-line voltages from 800 kV to 1050 kV. Cyclic testing was performed during 20 of the 27 months. Dissipation factor measurements were made throughout the program. The measurements indicated no deterioration of the cable or splices as a consequence of the high temperatures and voltages applied to them in this test program.

  12. Waltz Mill testing of 765-kV paper-polypropylene-paper (PPP) cable

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

    Burghardt, R.R.

    1992-06-01

    A 765-kV PPP-insulated cable was subjected to a 27-month accelerated life test program at the EPRI Waltz Mill Cable Test Facility. Testing started in August 1981 and was successfully completed in January 1985. The program included conductor temperatures ranging from 85{degree}C to 105{degree}C and line-to-line voltages from 800 kV to 1050 kV. Cyclic testing was performed during 20 of the 27 months. Dissipation factor measurements were made throughout the program. The measurements indicated no deterioration of the cable or splices as a consequence of the high temperatures and voltages applied to them in this test program.

  13. Managerial Strategies to Plan, Promote, and Manage Adult Degree Completion Programs in Faith-Based Postsecondary Institutions

    ERIC Educational Resources Information Center

    Hoggatt, Deborah K.

    2014-01-01

    College and universities underwent tremendous shifts in the latter part of the 20th century caused in part by the shrinking pool of college ready 18 year-olds. Concerned about diminishing enrollments and lost revenue from traditionally-aged students, administrators at faith-based, tuition-driven universities instituted adult degree completion…

  14. Exploring the Experiences of Combat Veterans' Degree Attainment in Online Higher Education: A Phenomenological Study

    ERIC Educational Resources Information Center

    Warren, Ester

    2017-01-01

    The purpose of this transcendental phenomenological study was to describe the essence of the experiences of combat veterans with significant combat exposure who successfully completed their bachelor's degree through a private online program despite the presence of challenges related and unrelated to their combat exposure. For the purpose of this…

  15. Reforming Transfer to Meet the Needs of "Post-Traditional" Transfer Students: Insights from Credit When It's Due

    ERIC Educational Resources Information Center

    McCambly, Heather N.; Bragg, Debra D.

    2016-01-01

    In 2012, the Credit When It's Due (CWID) initiative was launched by the Funders Collaborative to "encourage partnerships of community colleges and universities to significantly expand programs that award associate degrees to transfer students when the student completes the requirements for the associate degree while pursuing a bachelor's…

  16. A study of the lived experiences of African American women STEM doctoral degree completers

    NASA Astrophysics Data System (ADS)

    Squires, Stephanie Michelle

    This study examined the lived experiences of African American women (AAW) who completed doctoral degrees in a STEM (science, technology, engineering, and mathematics) discipline in the United States. This study sought to fill the gap in the literature by examining how AAW described and made meaning of lived STEM educational experiences during doctoral degree completion in the context of the intersection of being African American and a woman. This study utilized a theoretical perspective based upon three theories: (a) critical race theory as a framework to gather AAW's narratives about STEM doctorate education, (b) Black feminist thought as a framework to view the intersection of being African American and a woman in the United States, and (c) the science identity model as a framework to view how women of color successfully complete scientific graduate degrees. Participants revealed that being an African American and a woman in a STEM doctoral program often complicated an already difficult process of completing the doctoral degree. The participants described the educational experience as challenging, particularly the writing of the dissertation. The challenges that the participants faced were due to various factors such as difficult advisor/advisee relationships, tedious writing and revision processes, politics, and lack of information regarding the doctoral degree process. The findings suggested that AAW participants confronted intrinsic bias while completing STEM doctoral degrees, which led to isolation and feelings of being an impostor---or feelings of not belonging in scientific studies. The findings also indicated that the women in this study ascribed success in dissertation writing and degree completion to one or more of the following attributes: (a) having a clear plan, (b) taking ownership of the writing process, (c) having an engaged advisor, (d) learning the writing style of the advisor, (e) understanding the temperament of the advisor, (f) personal will or self-motivation to finish, and (g) actively seeking support. Results also showed that despite being "one of the only ones," the AAW of this study utilized support networks and demonstrated resiliency and self-efficacy to reach doctoral degree completion.

  17. Michigan's "Higher-Education Mall" Viewed as a Model for Other Communities.

    ERIC Educational Resources Information Center

    Cage, Mary Crystal

    1990-01-01

    An innovative, cooperative Michigan program involves a higher education center built by the community in which 5 4-year institutions within the state offer a total of 11 degree programs. Most students will be able to complete studies without setting foot on a 4-year college campus. (MSE)

  18. Impact of Military Deployment and Distance Learning on Soldier-Students

    ERIC Educational Resources Information Center

    Murray, August T.

    2013-01-01

    Soldiers face complex challenges, issues, and decisions when pursuing distance learning while deployed. These challenges are encountered frequently while completing undergraduate and graduate degree programs on active duty overseas. Many learning programs and benefits are available and utilized by military online learners in a war zone. Education…

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

    ERIC Educational Resources Information Center

    Hardré, Patricia L.; Hackett, Shannon M.

    2015-01-01

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

  20. Advising Doctoral Students in Education Programs

    ERIC Educational Resources Information Center

    Craft, Christy Moran; Augustine-Shaw, Donna; Fairbanks, Amanda; Adams-Wright, Gayla

    2016-01-01

    Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor-advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content…

  1. How to Increase PhD Completion Rates? An Impact Evaluation of Two Reforms in a Selective Graduate School, 1976-2012

    ERIC Educational Resources Information Center

    Geven, Koen; Skopek, Jan; Triventi, Moris

    2018-01-01

    Graduate and doctoral schools around the world struggle to shorten the long time to degree and to prevent high dropout rates. While most of previous research studied individual determinants of PhD completion, we analyze the impact of two structural reforms of the doctoral program on thesis completion at a selective European graduate school.…

  2. Undergraduate Certificate Programs of Less than Two Years: 1991-92. Research Briefs, Volume 6, Number 1, 1995.

    ERIC Educational Resources Information Center

    Henderson, Cathy

    Many higher education institutions serve students enrolled in specialized training courses who receive undergraduate certificates rather than degrees. In academic year 1991-92, almost 65,000 postsecondary students earned certificates for programs of less than 1 year, and nearly 117,000 completed requirements for programs lasting between 1 and 2…

  3. Farther, Faster: Six Promising Programs Show How Career Pathway Bridges Help Basic Skills Students Earn Credentials That Matter

    ERIC Educational Resources Information Center

    Strawn, Julie

    2011-01-01

    Students forced to complete a long sequence of remedial or English language classes before they can begin their postsecondary program rarely earn college certificates or degrees. This brief highlights six promising programs that show how career pathway bridges help lower-skilled students move farther and faster along college and career paths…

  4. Reducing Sex Differences in Children's Empathy for Animals through a Training Intervention

    ERIC Educational Resources Information Center

    Angantyr, Malin; Hansen, Eric M.; Eklund, Jakob Håkansson; Malm, Kerstin

    2016-01-01

    Humane education programs designed to increase children's empathy for animals are becoming more common. A quasi-experiment tested the effectiveness of one such program by comparing 80 children who had completed the program with a control group of 57 children who had not. The children read a story involving an injured dog and rated the degree of…

  5. The Transition to Independent Research: Who Makes It, Who Doesn't, and Why

    ERIC Educational Resources Information Center

    Lovitts, Barbara E.

    2008-01-01

    This article addresses two important questions about the transition to independent research: (1) What facilitates or impedes graduate students' ability to make the transition, where "impede" is defined as leaving the program without completing the dissertation, making slow progress toward the degree, or completing an undistinguished dissertation…

  6. 34 CFR 263.10 - What are the payback reporting requirements?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... for payments. (Approved by the Office of Management and Budget under control number 1810-0580... notice of intent to complete a work-related or cash payback, or to continue in a degree program as a full..., but cannot complete, a work-related payback, the payback reverts to a cash payback that is prorated...

  7. Pathways to the Geosciences Summer High School Program: A Ten-Year Evaluation

    ERIC Educational Resources Information Center

    Carrick, Tina L.; Miller, Kate C.; Hagedorn, Eric A.; Smith-Konter, Bridget R.; Velasco, Aaron A.

    2016-01-01

    The high demand for scientists and engineers in the workforce means that there is a continuing need for more strategies to increase student completion in science, technology, engineering, and mathematics (STEM) majors. The challenge lies in finding and enacting effective strategies to increase students' completion of STEM degrees and in recruiting…

  8. Extended Opportunity Programs and Services (EOPS): A Quantitative Study of Latino Students' Goal Completion

    ERIC Educational Resources Information Center

    Barraza, Bertha

    2012-01-01

    A problem exists with consistency in measuring and tracking students' academic goals in California Community Colleges [CCC]. Effective measurements in CCC that embody academic goals below the associate degree and four-year college articulation agreements, call for attention to determine student academic interests and completion rates. Specific…

  9. Investigating Value Creation in a Community of Practice with Social Network Analysis in a Hybrid Online Graduate Education Program

    ERIC Educational Resources Information Center

    Cowan, John E.; Menchaca, Michael P.

    2014-01-01

    This study reports an analysis of 10?years in the life of the Internet-based Master in Educational Technology program (iMET) at Sacramento State University. iMET is a hybrid educational technology master's program delivered 20% face to face and 80% online. The program has achieved a high degree of success, with a course completion rate of 93% and…

  10. Pharmacy Education in the Context of Australian Practice

    PubMed Central

    Nation, Roger L.; Roller, Louis; Costelloe, Marian; Galbraith, Kirstie; Stewart, Peter; Charman, William N

    2008-01-01

    Accredited pharmacy programs in Australia provide a high standard of pharmacy education, attracting quality students. The principal pharmacy degree remains the 4-year bachelor of pharmacy degree; however, some universities offer graduate-entry master of pharmacy degrees taught in 6 semesters over a 2-year period. Curricula include enabling and applied pharmaceutical science, pharmacy practice, and clinical and experiential teaching, guided by competency standards and an indicative curriculum (a list of topics that are required to be included in a pharmacy degree curriculum before the program must be accredited by the Australian Pharmacy Council). Graduate numbers have increased approximately 250% with a dramatic increase from 6 pharmacy degree programs in 1997 to 21 such programs in 2008. Graduates must complete approximately 12 months of internship in a practice setting after graduation and prior to the competency-based registration examinations. An overview of pharmacy education in Australia is provided in the context of the healthcare system, a national system for subsidizing the cost of prescription medicines, the Australian National Medicines Policy and the practice of pharmacy. Furthermore, the innovations in practice and technology that will influence education in the future are discussed. PMID:19325951

  11. The Persistence Pyramid: Factors Related to Persistence for Low-Income Students in Baccalaureate Programs

    ERIC Educational Resources Information Center

    Opatz, Leslie Joseph

    2013-01-01

    Low-income students earn bachelor's degrees at significantly lower rates than their high-income peers. This qualitative study interviewed 21 Fall 2008 full-time first-year Pell Grant recipients in May 2012 when almost all were near the point of baccalaureate degree completion at a large urban doctoral-granting institution with very high research…

  12. Learning Together: A Study of Six B.A. Completion Cohort Programs in Early Care and Education--Year 4

    ERIC Educational Resources Information Center

    Kipnis, F.; Whitebook, M.; Almaraz, M.; Sakai, L.; Austin, L. J. E.

    2012-01-01

    The Learning Together longitudinal study focuses on four counties' efforts to expand bachelor's degree opportunities in early care and education (ECE) for adults currently working in the field. The "student cohort" model--in which small groups of ECE students with similar interests and characteristics pursue a bachelor's degree together,…

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

    PubMed

    Keith, L; Hollar, D

    2012-07-01

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

  14. Identifying and Addressing the Mental Health Needs of Online Students in Higher Education

    ERIC Educational Resources Information Center

    Barr, Bonny

    2014-01-01

    89% of colleges and universities in the United States offer online courses and of those institutions 58% offer degree programs that are completely online (Parker, Lenhart & Moore, 2011).Providing online student services is an important component of these distance programs and is often required by accrediting bodies. Health and wellness…

  15. Program Director Perspectives on Athletic Training Student Motivation to Complete Their Professional Athletic Training Degrees

    ERIC Educational Resources Information Center

    Mazerolle, Stephanie M.; Bowman, Thomas G.; Dodge, Thomas M.

    2013-01-01

    Context: Student motivation has been linked to persistence until graduation for athletic training students. There is little research, however on ways athletic training programs (ATPs) foster student motivation. Objective: To expand upon the existing literature regarding retention of students in ATPs, specifically examining the concept of student…

  16. Career and Technical Education as Pathways: Factors Influencing Postcollege Earnings of Selected Career Clusters

    ERIC Educational Resources Information Center

    Compton, Jonathan I.; Laanan, Frankie Santos; Starobin, Soko S.

    2010-01-01

    This study investigated the relationship between student characteristics such as gender, race/ethnicity, program of study, degree completion, and earnings outcomes for students enrolled in career and technical education (CTE) programs within the business, information technology (IT), and marketing career clusters in community colleges to determine…

  17. Academic Mentoring and Dropout Prevention for Students in Math, Science and Technology

    ERIC Educational Resources Information Center

    Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frederic; Godin, Fanny; Tarabulsy, George M; Deschenes, Claire

    2011-01-01

    In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control…

  18. But I Don't Understand You: One Faculty's Observations of the Challenges Facing International Healthcare Students

    ERIC Educational Resources Information Center

    DuBose, Cheryl O.

    2017-01-01

    International students face many challenges when pursuing a degree in higher education. Communication and cultural differences are typically cited as the most challenging aspects of any study abroad program. Students attempting to complete a healthcare program face sometimes insurmountable issues, as communication, cultural differences, and…

  19. Morning Star Cycle Two: Follow-up Study.

    ERIC Educational Resources Information Center

    Sloan, L. V.

    Semi-structured telephone interviews were used to gather follow-up data on students who completed the 1977-1979 Morning Star cycle two program, a community-based Native teacher education program at the Blue Quills Native Education Centre leading to a Bachelor of Education degree from the University of Alberta. Of the 24 students who completed…

  20. Molokai Farm Project. An Agricultural Training Program of the Maui Community College, University of Hawaii. Report for Fiscal Year 1982-83.

    ERIC Educational Resources Information Center

    Hawaii State Dept. of Agriculture, Honolulu.

    The Molokai Farm Project at Maui Community College grew out of a grant for a Youth Agricultural Entrepreneurship Demonstration Program. The program, which can lead either to an associate degree or to a certification of completion for any number of smaller units of course work, is designed to develop students' managerial proficiency and the…

  1. The dual DVM/MPH degree at the University of Wisconsin--Madison: a uniquely interdisciplinary collaboration.

    PubMed

    Olsen, Christopher W; Remington, Patrick L

    2008-01-01

    The University of Wisconsin-Madison (UWM) launched a new Master of Public Health (MPH) degree program in 2005. This 42-credit MPH degree consists of 18 core and 14 elective course credits, two seminar credits, and eight field project/culminating experience credits. Unique strengths of the program include its strongly interdisciplinary philosophy, encompassing both health science (human medicine, veterinary medicine, pharmacy, nursing) and social science units on campus, and its emphasis on service learning through instructional and field project ties to the public-health community of the state and beyond. To date, the program has admitted 87 students, including full-time students as well as part-time students who continue to work in the health care and/or public-health sectors. The program is currently proceeding with the process for accreditation through the Council for Education in Public Health. In 2007, a formal dual DVM/MPH program was approved to allow students to integrate DVM and MPH training and complete both degrees in a total of five years. Nine MPH students over the first three years of admissions have been individuals affiliated with veterinary medicine (five DVM students and four post-graduate veterinarians).

  2. Statistical panorama of female physics graduate students for 2000-2010 in Peru

    NASA Astrophysics Data System (ADS)

    Cerón Loayza, María Luisa; Bravo Cabrejos, Jorge Aurelio

    2013-03-01

    We report the results of a statistical study on the number of women entering the undergraduate and master's programs of physics at Universidad Nacional Mayor de San Marcos in Peru. From 2006 through 2010, 13 female students entered the master's degree program but no females graduated with the degree. Considering that Peru is a developing country, a career in physics is not considered an attractive professional choice even for male students because it is thought that there are no work centers to practice this profession. We recommend that the causes preventing female physics students from completing their studies and research work be analyzed, and that strategies be planned to help women complete their academic work. We are considering getting help from the Peruvian Physics Society (SOPERFI) in order to draw more attention for our plan.

  3. Teacher Professional Development in the Amazon Region: Strategies to Create Successful Learning Communities

    ERIC Educational Resources Information Center

    Teles, Lucio; Coutinho, Laura Maria

    2011-01-01

    The Faculty of Education, University of Brasilia, implemented an online undergraduate degree program for classroom teachers (student-teacher) who have not yet completed their studies. There are 1800 classroom teachers in the Brazilian state of Acre, bordering Peru and Bolivia, who have completed only high school. However, a new directive from the…

  4. Women Designing a Faculty Career: The Role of Self-Reliance

    ERIC Educational Resources Information Center

    Haley, Karen

    2013-01-01

    Self-reliance was an important personal attribute in the completion of a doctoral program and advancement to a faculty position. Self-reliance for the participants included self-motivation, motivated from within to return to school and advance to a faculty role; self-efficacy, believing they could complete their doctoral degree and become faculty;…

  5. Gates Fund Creates Plan for College Completion

    ERIC Educational Resources Information Center

    Gose, Ben

    2008-01-01

    The Bill & Melinda Gates Foundation plans to spend several hundred million dollars over the next five years to double the number of low-income young people who complete a college degree or certificate program by age 26. Foundation officials described the ambitious plan to an exclusive group of education leaders, citing 2025 as a target goal. If…

  6. Factors That Predict Time to In-Field Employment of Associate Degree Graduates: A Study of One College in the Technical College System of Georgia

    ERIC Educational Resources Information Center

    Futch, Karon Wilkerson

    2014-01-01

    This regression study examined the set of graduate characteristics (age, gender, ethnicity), as well as Grade Point Average Motivation, and environmental factors (program of study, use of career services, internship completion, Grade Point Average) that predicted time to in-field employment among associate degree graduates. Graduates ranging from…

  7. The Factors That Have Influenced Counseling Services to First Generation Students with Scarce Economic Resources Who Have Completed a Bachelor's Degree

    ERIC Educational Resources Information Center

    Morales Olivo, Elizabeth

    2009-01-01

    Obtaining a bachelor's degree favorably makes an impact in marginalized groups because it promotes social mobility to individuals who live in poverty. The students from the Academic Special Services Program of the Rio Piedras Campus at the University of Puerto Rico come from disadvantaged areas of society. The research was focused on finding out…

  8. Completeness of tuberculosis reporting forms in five Brazilian capitals with a high incidence of the disease.

    PubMed

    Santos, Normeide Pedreira dos; Lírio, Monique; Passos, Louran Andrade Reis; Dias, Juarez Pereira; Kritski, Afrânio Lineu; Galvão-Castro, Bernardo; Grassi, Maria Fernanda Rios

    2013-01-01

    The aim of this study was to evaluate the completeness of tuberculosis reporting forms in the greater metropolitan areas of five Brazilian capitals where the incidence of tuberculosis was high in 2010 - Salvador, Rio de Janeiro, Cuiabá, Porto Alegre, and Belém - using tabulations obtained from the Sistema Nacional de Informação de Agravos de Notificação (National Case Registry Database). The degree of completeness was highest in Porto Alegre and Cuiabá, whereas it was lowest in Rio de Janeiro, where there are more reported cases of tuberculosis than in any other Brazilian capital. A low degree of completeness of these forms can affect the quality of the Brazilian National Tuberculosis Control Program, which will have negative consequences for health care and decision-making processes.

  9. Completeness of tuberculosis reporting forms in five Brazilian capitals with a high incidence of the disease *

    PubMed Central

    dos Santos, Normeide Pedreira; Lírio, Monique; Passos, Louran Andrade Reis; Dias, Juarez Pereira; Kritski, Afrânio Lineu; Galvão-Castro, Bernardo; Grassi, Maria Fernanda Rios

    2013-01-01

    The aim of this study was to evaluate the completeness of tuberculosis reporting forms in the greater metropolitan areas of five Brazilian capitals where the incidence of tuberculosis was high in 2010-Salvador, Rio de Janeiro, Cuiabá, Porto Alegre, and Belém-using tabulations obtained from the Sistema Nacional de Informação de Agravos de Notificação (National Case Registry Database). The degree of completeness was highest in Porto Alegre and Cuiabá, whereas it was lowest in Rio de Janeiro, where there are more reported cases of tuberculosis than in any other Brazilian capital. A low degree of completeness of these forms can affect the quality of the Brazilian National Tuberculosis Control Program, which will have negative consequences for health care and decision-making processes. PMID:23670508

  10. Online-BSEE (Online Bachelor of Science in Electrical Engineering): An Asynchronous Online Electrical Engineering Degree Program with Laboratory

    ERIC Educational Resources Information Center

    Tang, Wendy; Westgate, Charles; Liu, Pao-Lo; Gouzman, Michael

    2014-01-01

    The Online Bachelor of Science in Electrical Engineering is a collaborative effort among three University Centers at SUNY (State University of New York), namely Stony Brook, Binghamton, and Buffalo. The program delivers the complete electrical engineering curriculum at the bachelor level to students online and asynchronously. Students, however,…

  11. Predictors of Success on the National Certification Examination for Graduate Nurse Anesthetists

    ERIC Educational Resources Information Center

    Hoversten, Mary

    2011-01-01

    Numerous challenges can be associated with pursuing a degree as a Certified Registered Nurse Anesthetist (CRNA). The risk to perspective students and their nurse anesthesia programs may be lessened if success factors for program completion and passing of the national certification examination (NCE) could be identified. The purpose of this ex post…

  12. Developmental Math Programs in California Community College: An Analysis of Math Boot Camp at Cosumnes River College

    ERIC Educational Resources Information Center

    Powell, Torence J.

    2017-01-01

    The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

  13. Including a Programming Course in General Education: Are We Doing Enough?

    ERIC Educational Resources Information Center

    Ferguson, Roger C.; Leidig, Paul M.; Reynolds, John H.

    2015-01-01

    General education is more than a list of required courses a student must take to complete their degree. For most universities, general education is the groundwork for the student's university experience. These courses span multiple disciplines and allow students to experience a wide range of topics on their path to graduation. Programming classes,…

  14. Promoting Career Opportunities in Nursing to the Minority and Male Population of Galveston.

    ERIC Educational Resources Information Center

    Garcia, Viola Ruth

    In 1991, a project was undertaken to increase the number of minority and male students entering and completing the Associate Degree Nursing (ADN) program at Galveston College (GC) in Texas. The goal of the project was achieved in three interrelated phases. The initial phase focused on establishing an outreach program within the community. The…

  15. Degree Completers at Baccalaureate Arts and Sciences Institutions and the Contemporary U. S. Macroeconomy

    ERIC Educational Resources Information Center

    Wilson, Rachel; Yontz, Brian

    2015-01-01

    Recent economic downturns have led some liberal arts institutions to consider changes to their program offerings. With this article we seek to enhance the understanding of the correlation between liberal arts and pre-professional programs with the economy in order to help inform higher education faculty and administration when exploring changes to…

  16. An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree

    ERIC Educational Resources Information Center

    Clounch, Teresa Lynn

    2010-01-01

    The study examined the relationship of the level and type of involvement of freshman students in the Hawk Link Retention Program, a first-year program at the University of Kansas, to intent to return and graduate. The study found that participants were retained at a high level but that their type and level of involvement were not related to…

  17. A Summer Research Training Program to Foster PharmD Students' Interest in Research

    PubMed Central

    Moore, Mariellen J.; Shin, Jaekyu; Frye, Reginald F.

    2008-01-01

    Objectives To establish and assess the effectiveness of a 10-week summer research program on increasing doctor of pharmacy (PharmD) students' interest in research, particularly as it related to future career choices. Design Survey instruments were sent to 25 participants who had completed the research program in the summer of 2004, 2005, or 2006 to assess their satisfaction with the program and its influence on their career choices after graduation. Assessment Respondents reported a high degree of satisfaction with the program, indicating that the program allowed them to determine their suitability for a career in research, and 55% reported their intention to pursue additional research training. Conclusion A brief introduction to the clinical research environment helped pharmacy students understand the clinical sciences and careers in research. The introduction increased the likelihood of students pursuing a research career path after obtaining their PharmD degree. PMID:18483591

  18. Students in Fully Online Programs Report More Positive Attitudes toward Science Than Students in Traditional, In-Person Programs

    PubMed Central

    Perera, Viranga; Mead, Chris; Buxner, Sanlyn; Lopatto, David; Horodyskyj, Lev; Semken, Steven; Anbar, Ariel D.

    2017-01-01

    Following the growth of online, higher-education courses, academic institutions are now offering fully online degree programs. Yet it is not clear how students who enroll in fully online degree programs are similar to those students who enroll in in-person (“traditional”) degree programs. Because previous work has shown students’ attitudes toward science can affect their performance in a course, it is valuable to ask how attitudes toward science differ between these two populations. We studied students who completed a fully online astrobiology course. In an analysis of 451 student responses to the Classroom Undergraduate Research Experience survey, we found online program students began the course with a higher scientific sophistication and a higher sense of personal value of science than those in traditional programs. Precourse attitudes also showed some predictive power of course grades among online students, but not for traditional students. Given established relationships between feelings of personal value, intrinsic motivation, and, in turn, traits such as persistence, our results suggest that open-ended or exploration-based learning may be more engaging to online program students due to their pre-existing attitudes. The converse may also be true, that certain pre-existing attitudes among online program students are more detrimental than they are for traditional program students. PMID:29146666

  19. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students.

    PubMed

    Foster, Kim; Fethney, Judith; McKenzie, Heather; Fisher, Murray; Harkness, Emily; Kozlowski, Desirée

    2017-08-01

    Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs. To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance. Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia. 111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36). EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up). Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time. Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula. Copyright © 2017. Published by Elsevier Ltd.

  20. Development of a Distance Education Program by a Land-Grant University Augments the 2-Year to 4-Year STEM Pipeline and Increases Diversity in STEM

    PubMed Central

    Drew, Jennifer C.; Oli, Monika W.; Rice, Kelly C.; Ardissone, Alexandria N.; Galindo-Gonzalez, Sebastian; Sacasa, Pablo R.; Belmont, Heather J.; Wysocki, Allen F.; Rieger, Mark; Triplett, Eric W.

    2015-01-01

    Although initial interest in science, technology, engineering and mathematics (STEM) is high, recruitment and retention remains a challenge, and some populations are disproportionately underrepresented in STEM fields. To address these challenges, the Microbiology and Cell Science Department in the College of Agricultural and Life Sciences at the University of Florida has developed an innovative 2+2 degree program. Typical 2+2 programs begin with a student earning an associate’s degree at a local community college and then transferring to a 4-year institution to complete a bachelor’s degree. However, many universities in the United States, particularly land-grant universities, are located in rural regions that are distantly located from their respective states’ highly populated urban centers. This geographical and cultural distance could be an impediment to recruiting otherwise highly qualified and diverse students. Here, a new model of a 2+2 program is described that uses distance education as the vehicle to bring a research-intensive university’s life sciences curriculum to students rather than the oft-tried model of a university attempting to recruit underrepresented minority students to its location. In this paradigm, community college graduates transfer into the Microbiology and Cell Science program as distance education students to complete their Bachelor of Science degree. The distance education students’ experiences are similar to the on-campus students’ experiences in that both groups of students take the same department courses taught by the same instructors, take required laboratory courses in a face-to-face format, take only proctored exams, and have the same availability to instructors. Data suggests that a hybrid online transfer program may be a viable approach to increasing STEM participation (as defined by enrollment) and diversity. This approach is particularly compelling as the distance education cohort has comparable grade point averages and retention rates compared to the corresponding on-campus transfer cohort. PMID:25875606

  1. Development of a distance education program by a Land-Grant University augments the 2-year to 4-year STEM pipeline and increases diversity in STEM.

    PubMed

    Drew, Jennifer C; Oli, Monika W; Rice, Kelly C; Ardissone, Alexandria N; Galindo-Gonzalez, Sebastian; Sacasa, Pablo R; Belmont, Heather J; Wysocki, Allen F; Rieger, Mark; Triplett, Eric W

    2015-01-01

    Although initial interest in science, technology, engineering and mathematics (STEM) is high, recruitment and retention remains a challenge, and some populations are disproportionately underrepresented in STEM fields. To address these challenges, the Microbiology and Cell Science Department in the College of Agricultural and Life Sciences at the University of Florida has developed an innovative 2+2 degree program. Typical 2+2 programs begin with a student earning an associate's degree at a local community college and then transferring to a 4-year institution to complete a bachelor's degree. However, many universities in the United States, particularly land-grant universities, are located in rural regions that are distantly located from their respective states' highly populated urban centers. This geographical and cultural distance could be an impediment to recruiting otherwise highly qualified and diverse students. Here, a new model of a 2+2 program is described that uses distance education as the vehicle to bring a research-intensive university's life sciences curriculum to students rather than the oft-tried model of a university attempting to recruit underrepresented minority students to its location. In this paradigm, community college graduates transfer into the Microbiology and Cell Science program as distance education students to complete their Bachelor of Science degree. The distance education students' experiences are similar to the on-campus students' experiences in that both groups of students take the same department courses taught by the same instructors, take required laboratory courses in a face-to-face format, take only proctored exams, and have the same availability to instructors. Data suggests that a hybrid online transfer program may be a viable approach to increasing STEM participation (as defined by enrollment) and diversity. This approach is particularly compelling as the distance education cohort has comparable grade point averages and retention rates compared to the corresponding on-campus transfer cohort.

  2. Characteristics of Social and Administrative Sciences graduate programs and strategies for student recruitment and future faculty development in the United States.

    PubMed

    Westrick, Salisa C; Kamal, Khalid M; Moczygemba, Leticia R; Breland, Michelle L; Heaton, Pamela C

    2013-01-01

    The rising demand of faculty in Social and Administrative Sciences (SAS) in pharmacy in the United States heightens the need to increase the number of Doctor of Philosophy (PhD) graduates in SAS who choose to pursue an academic career. To describe the characteristics of SAS graduate programs and graduate students and identify strategies for student recruitment and future faculty development. An Internet survey (phase I) with key informants (graduate program officers/department chairs) and semistructured telephone interviews (phase II) with phase I respondents were used. Items solicited data on recruitment strategies, number of students, stipends, support, and other relevant issues pertaining to graduate program administration. Descriptive statistics were tabulated. Of the 40 SAS graduate programs identified and contacted, 24 completed the Internet survey (response rate [RR]=60.0%) and, of these, 16 completed the telephone interview (RR=66.7%). At the time of the survey, the median number of graduate students with a U.S.-based PharmD degree was 3. An average annual stipend for graduate assistants was $20,825. The average time to PhD degree completion was 4.57 years, and approximately 31% of PhD graduates entered academia. Various strategies for recruitment and future faculty development were identified and documented. Findings allow SAS graduate programs to benchmark against other institutions with respect to their own achievement/strategies to remain competitive in student recruitment and development. Additional research is needed to determine the success of various recruitment strategies and identify potential new ones. Published by Elsevier Inc.

  3. The value of formal clinical research training in initiating a career as a clinical investigator.

    PubMed

    Kapoor, Karan; Wu, Bechien U; Banks, Peter A

    2011-12-01

    The aim of this study was to determine whether formal clinical research training is of value in the initiation of a successful career as a clinical investigator. We conducted a retrospective review of the career choices of all 25 fellows who entered the Academic Clinical Research Track at Brigham and Women's Hospital since its inception in 1995 and examined the impact of formal clinical research training during their fellowship on their career choice. The primary measure of a successful career as a clinical investigator was the obtainment of external funding for clinical research within 3 years of completion of fellowship. Thirteen of the 25 fellows (52%) received a Master of Public Health (MPH) degree at the Harvard School of Public Health during their fellowship. Ten of these 13 fellows (77%) obtained external funding for clinical research within 3 years of completion of their fellowship. None of the 5 fellows who had already obtained an MPH degree prior to their fellowship and none of the 7 fellows who completed a 7-week summer Program in Clinical Effectiveness but did not complete an MPH degree attempted to receive external funding for clinical research within 3 years of completion of their fellowship. We conclude that formal clinical research training culminating in an MPH degree was extremely valuable in the initiation of a successful career as a clinical investigator.

  4. From "AICE-ing" the Test to Earning the Degree: Enrollment and Graduation Patterns among Students with the Cambridge Advanced International Certificate of Education (AICE) Diploma

    ERIC Educational Resources Information Center

    Rodeiro, Carmen Vidal; Crawford, Cara; Shaw, Stuart

    2017-01-01

    A key issue for admissions teams is to distinguish which students of those who apply are truly able and sufficiently committed to complete a degree. One signal of a student's ability to achieve college-level academic requirements is participation in high school acceleration programs such as Advanced Placement, International Baccalaureate or…

  5. Overcoming Obstacles to College Attendance and Degree Completion: Toward a Pro-College Savings Agenda. Asset Building Program

    ERIC Educational Resources Information Center

    Black, Rachel; Huelsman, Mark

    2012-01-01

    The rise in student loan debt has directed critical attention to the growing pace of college costs as well as the reliance on loans to finance those costs. For graduates entering the workforce in recent years, many are finding that they are unable to find the type of job they thought they were securing when they received their degree, if they are…

  6. Evaluation of Curricula Content Based on Thai Pharmacy Competency Standards

    PubMed Central

    Maitreemit, Pagamas; Pongcharoensuk, Petcharat; Armstrong, Edward P.

    2008-01-01

    Objective To evaluate the curricula content of Thai pharmacy schools based on the Thai pharmacy competency standards. Methods Course syllabi were collected from 11 pharmacy schools. A questionnaire was developed based on the Thai pharmacy competency standards. Course coordinators completed the questionnaire assessing the curricula content. Results The curricula for both the bachelor of science in pharmacy degree (BS Pharm) and doctor of pharmacy (PharmD) degree programs included the minimum content required by the 8 competency domains. The dominant content area in BS Pharm degree programs was product-oriented material. The content ratio of patient to product to social and administrative pharmacy in the BS Pharm degree programs was 2:3:1, respectively. However, the content ratio suggested by the Thai Pharmacy Council was 3:2:1, respectively. For the PharmD programs, the largest content area was patient-oriented material, which was in agreement with the framework suggested by the Thai Pharmacy Council. Conclusions The curricula of all Thai pharmacy schools met the competency standards; however, some patient-oriented material should be expanded and some product-oriented content deleted in order to meet the recommended content ratio. PMID:18322571

  7. Strategies for Pursuing a Master's Degree.

    PubMed

    Thomas, Cynthia M; McIntosh, Constance E; Mensik, Jennifer S

    2016-01-01

    Health care has become very complex and is in a constant state of change. As a result of the evolving change and increasing complexity, a more educated nursing workforce is needed (Dracup K. Master's nursing programs. American Association of Colleges of Nursing. 2015; Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. 2010). It is now becoming necessary for registered nurses to earn an advanced degree to work at the highest level of their practice authority (Dracup K. Master's nursing programs. American Association of Colleges of Nursing. 2015; Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. 2010.). Preparing to reenter college may be an overwhelming prospect for some registered nurses seeking an advanced degree. However, there are some simple strategies that may help sort out the many degree options, financial obligations, decisions about brick and mortar versus online learning, commitment to degree completion, and changing career paths. This article will provide the registered nurse valuable information that will assist in the exciting process of returning to college.

  8. Current Practices of Awarding Graduation Honors within Doctor of Pharmacy Degree Programs

    PubMed Central

    DiPietro, Paul A.; Longo, Stacy L.; Welch, Beth E.; Kennedy, Daniel R.

    2017-01-01

    Objective. To survey the practices of awarding honors upon graduation with a doctor of pharmacy degree. Methods. College and school of pharmacy websites were systematically searched to identify if, and then how, graduation honors are awarded. Programs that offer graduation honors were categorized and quantified based upon grade point average (GPA) cutoffs, honors enrollment, research project completion, faculty vote, course failure considerations, and ethics code violations. Results. Of the 132 doctor of pharmacy programs reviewed, 86% (n=114) had accessible online resources and were included in data analysis. Of these 114 programs, 43% (n=49) award honors upon graduation, and 57% (n=65) do not. Among the 49 programs that award honors, 30 award the Latin honors. Of the remaining 19 programs, 18 award alternative graduation honors, and one awards both. Conclusions. Latin honors are the most common form of graduation honors utilized by doctor of pharmacy programs that award honors upon graduation. There is a variety of GPA cutoffs utilized across programs. PMID:28630510

  9. Current Practices of Awarding Graduation Honors within Doctor of Pharmacy Degree Programs.

    PubMed

    DiPietro, Paul A; Longo, Stacy L; Welch, Beth E; Kennedy, Daniel R; Nemec, Eric C

    2017-05-01

    Objective. To survey the practices of awarding honors upon graduation with a doctor of pharmacy degree. Methods. College and school of pharmacy websites were systematically searched to identify if, and then how, graduation honors are awarded. Programs that offer graduation honors were categorized and quantified based upon grade point average (GPA) cutoffs, honors enrollment, research project completion, faculty vote, course failure considerations, and ethics code violations. Results. Of the 132 doctor of pharmacy programs reviewed, 86% (n=114) had accessible online resources and were included in data analysis. Of these 114 programs, 43% (n=49) award honors upon graduation, and 57% (n=65) do not. Among the 49 programs that award honors, 30 award the Latin honors. Of the remaining 19 programs, 18 award alternative graduation honors, and one awards both. Conclusions. Latin honors are the most common form of graduation honors utilized by doctor of pharmacy programs that award honors upon graduation. There is a variety of GPA cutoffs utilized across programs.

  10. Women in Physics in Perú

    NASA Astrophysics Data System (ADS)

    Loayza, María Luisa Cerón; Vásquez, Yezeña Huaypar; Cabrejos, Jorge Aurelio Bravo

    2009-04-01

    The numbers of women receiving undergraduate and master's degrees in physics from San Marcos National University and undergraduate physics degrees from San Luis Gonzaga National University in Perú are reported. The number of undergraduate degrees in physics has increased for women in San Marcos University, but not for women earning master's degrees. Why don't women complete their post-degree studies? Economics and gender stereotypes are factors that women in Perú have to fight each day. Perú does not have a good scholar program in science, so few students are interested in beginning their university careers in science. Improvements in science education are needed for our country to reach its potential.

  11. Experiences of Incivility and Ageism in Currently Enrolled RN to BS Nursing Students and Their Intent to Quit

    ERIC Educational Resources Information Center

    Balko, Kimberly A.

    2013-01-01

    Student registered nurses face barriers to successful completion of a bachelor's of science degree program when faced with memories of incivility within their basic nursing program and their current experiences of incivility and ageism in the classroom, as well as in the workplace. This incivility, along with generational differences, adds to the…

  12. Understanding the Decision to Enroll in Graduate Business Programs: Influence of Sociological and Economic Factors and Gender

    ERIC Educational Resources Information Center

    Douglas, Stephanie

    2017-01-01

    This ex post facto study describes the associations of economic factors as well as social and cultural capital variables on enrollment in business master's degree programs and differences of associations by gender and race/ethnicity. Data from the 2008/2012 Baccalaureate and Beyond Longitudinal Study (B&B: 08/12) of those who completed a…

  13. Fellowship Effects in Graduate Education: Evaluating the Impact of the National Science Foundation's Graduate Research Fellowship Program. ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Goldsmith, Sharon S.; Presley, Jennifer B.

    This report results from an evaluation of the National Research Foundation's Graduate Research Fellowship program. The study sought to determine: (1) whether NSF fellows show evidence of more timely degree completion and early career success; (2) whether graduate fellows and minority graduate fellows experience similar education and career…

  14. Mount St. Mary's College, Doheny Campus: A Comprehensive Program of Retention for an Ethnically Diverse Student Body.

    ERIC Educational Resources Information Center

    Kelly, Kathleen

    In 1960, Mount St. Mary's College (MSMC) opened the Doheny campus as an alternative for students who had potential for college, but who were not eligible to enter MSMC's traditional baccalaureate campus. The Doheny Campus has consistently developed innovative programs to enable students to successfully complete associate in arts degrees and also…

  15. Alcohol Use Problems Mediate the Relation between Cannabis Use Frequency and College Functioning among Students Mandated to an Alcohol Diversion Program

    ERIC Educational Resources Information Center

    McChargue, Dennis E.; Klanecky, Alicia K.; Anderson, Jennifer

    2012-01-01

    The present study examined the degree to which alcohol use problems explained the relationship between cannabis use frequency and college functioning. Undergraduates (N = 546) mandated to an alcohol diversion program at a Midwestern United States university completed screening questionnaires between October 2003 and April 2006. Sobel's (1982) test…

  16. A Personal Statement about a Four-Year Curriculum for Heritage and Native Speakers of Spanish Programs.

    ERIC Educational Resources Information Center

    Stering, Edward

    This document shares a vision for a 4-year curriculum for Heritage Speakers of Spanish (HSS)/Spanish for Native Speakers (SNS), describing a course developed for SNS students within Mercy High School in San Francisco, California. The vision foresees an ever-increasing number of HSS and SNS students completing college level degree programs then…

  17. Improving Student Outcomes via Comprehensive Supports: Three-Year Outcomes from CUNY's Accelerated Study in Associate Programs (ASAP)

    ERIC Educational Resources Information Center

    Kolenovic, Zineta; Linderman, Donna; Karp, Melinda Mechur

    2013-01-01

    Community colleges are grappling with low rates of degree completion and transfer. The City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) aims to improve graduation rates by providing a range of comprehensive support services to community college students in select majors. Using student-unit record data, we…

  18. Long-Term Effects of Individual Development Accounts on Postsecondary Education: Follow-Up Evidence from a Randomized Experiment

    ERIC Educational Resources Information Center

    Grinstein-Weiss, Michal; Sherraden, Michael; Gale, William G.; Rohe, William M.; Schreiner, Mark; Key, Clinton

    2013-01-01

    This paper presents evidence from a randomized field experiment testing the impact of a 3-year matched savings program on educational outcomes 10 years after the start of the experiment. We examine the effect of an Individual Development Account (IDA) program on (1) educational enrollment, (2) degree completion, and (3) increased education level.…

  19. Programs and Services to Support Single Mothers in Graduating with a Postsecondary Education: A Delphi Study

    ERIC Educational Resources Information Center

    Smith, Dawnetta D.

    2017-01-01

    Single mothers and their children have the highest poverty rate with over 43% being impoverished. Currently, 43% of parenting students in higher education are single mothers, but only 27% complete a degree or certification within six years of enrollment. The purpose of the current study is to identify the key programs and services that higher…

  20. Servant-Leader Development in an Adult Accelerated Degree Completion Program: A Mixed-Methods Study

    ERIC Educational Resources Information Center

    Anderson, Angela R.

    2009-01-01

    Although many private Christian liberal arts programs exist today that seek to foster servant-leader (SL) development within their students, there is a void of both literature and data that details how servant-leadership development occurs and what contexts may be appropriate or necessary for this development. The purpose of this study was to…

  1. An Analysis of Retention Factors in Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics

    ERIC Educational Resources Information Center

    Johnson, Michael H.

    2012-01-01

    This mixed-methodological study explored the factors that predict a student's likelihood to complete an undergraduate program in a STEM discipline at one campus reliant upon that mission. Offered in response to a national imperative for the U.S. to compete globally, researchers contend educators must better prepare a STEM foundation and inspire…

  2. The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students' Success and Intent to Persist

    ERIC Educational Resources Information Center

    Tovar, Esau

    2015-01-01

    This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion for Latino/a community college students. Using social capital theory and college impact models, the study controls for the…

  3. Analysis of temperature and pressure distribution of containers for nuclear waste material disposal in space

    NASA Technical Reports Server (NTRS)

    Vanbibber, L. E.; Parker, W. G.

    1973-01-01

    A computer program was adapted from a previous generation program to analyze the temperature and internal pressure response of a radioactive nuclear waste material disposal container following impact on the earth. This program considers component melting, LiH dissociation, temperature dependent properties and pressure and container stress response. Analyses were performed for 21 cases with variations in radioactive power level, container geometry, degree of deformation of the container, degree of burial and soil properties. Results indicated that the integrity of SS-316 containers could be maintained with partial burials of either underformed or deformed containers. Results indicated that completely buried waste containers, with power levels above 5 kW, experienced creep stress rupture failures in 4 to 12 days.

  4. Post-Baccalaureate Laboratory Specialist Certifications and Master’s Degrees in Laboratory Medicine

    PubMed Central

    Johnson, Susan T.

    2013-01-01

    Opportunities to advance one’s knowledge and position are available within the clinical laboratory arena. By obtaining a specialist credential in chemistry, hematology or microbiology, a laboratorian has demonstrated advance knowledge and ability in their respective discipline. These specialist certifications open doors within and outside the laboratory profession and may lead to promotion. The specialist in blood banking credential is unique in that accredited training programs are available, some of which are affiliated with universities and graduate credit is granted for program completion. Other avenues available include pathologist assistants programs, diplomats in laboratory management and Master of Science degrees in clinical laboratory science. There are a number of choices available to achieve your professional goal. PMID:27683434

  5. PANDA2: Program for Minimum Weight Design of Stiffened, Composite, Locally Buckled Panels

    DTIC Science & Technology

    1986-09-01

    a flat panel or a panel that spans less than about 45 degrees of circumference. However, in PANDA2 complete cylindrical shells can be treated by the...compression and that corresponding to maximum in-plane shear. It is usually best to treat complete cylindrical shells in this way rather than try to set up a...to treat panels, not complete cylindrical shells. Therefore, it is best applied to panels. In PANDA2 the curved edges of a cylindrical panel lie in

  6. Status of PharmD/PhD Programs in Colleges of Pharmacy: The University of Tennessee Dual PharmD/PhD Program

    PubMed Central

    Gourley, Dick R.; Rowell, Crescent; Wingate, LaMarcus; Yates, Charles R.; Gourley, Greta K.; Miller, Duane D.; Vleet, Van

    2006-01-01

    Objectives To describe the University of Tennessee PharmD/PhD program and assess the prevalence and characteristics of PharmD/PhD programs in the United States. Methods Survey instruments were mailed in May 2004 to UT dual-degree program participants and deans of US colleges and schools of pharmacy. Results University of Tennessee PharmD/PhD students completed more than 30 hours of graduate credit before obtaining their PharmD and 72.2% agreed or strongly agreed that the program met their professional goals. More than 40% of US pharmacy colleges and schools have or plan to have PharmD/PhD programs. A wide variation exists in the level of integration, PhD concentrations offered, entrance requirements, and student benefits. Most schools with PharmD/PhD programs had few students enrolled in the program, but attrition rates were low (<20%) for 69% of the schools. Conclusions Dual-degree programs attract and retain pharmacy students in research programs and 47.6% of graduates entered academia and industry. PMID:17149422

  7. A flexible approach to training veterinarians in public health: an overview and early assessment of the DVM/MPH dual-degree program at the University of Minnesota.

    PubMed

    Minicucci, Larissa A; Hanson, Kate A; Olson, Debra K; Hueston, William D

    2008-01-01

    As a result of the growing need for public-health veterinarians, novel educational programs are essential to train future public-health professionals. The University of Minnesota School of Public Health, in collaboration with the College of Veterinary Medicine, initiated a dual DVM/MPH program in 2002. This program provides flexibility by combining distance learning and on-campus courses offered through a summer public-health institute. MPH requirements are completed through core courses, elective courses in a focus area, and an MPH project and field experience. Currently, more than 100 students representing 13 veterinary schools are enrolled in the program. The majority of initial program graduates have pursued public-practice careers upon completion of the program. Strengths of the Minnesota program design include accessibility and an environment to support multidisciplinary training. Continued assessment of program graduates will allow for evaluation and adjustment of the program in the coming years.

  8. Sense of Direction: The Importance of Helping Community College Students Select and Enter a Program of Study

    ERIC Educational Resources Information Center

    Moore, Colleen; Shulock, Nancy

    2011-01-01

    The California Community Colleges (CCC) are committed to increasing the rate at which entering students persist to completion of a certificate or degree or transfer to a university. Recent research suggests that efforts to increase student success in community colleges need to focus on helping new students choose and enter a program of study. Too…

  9. Using multiple methods to assess learning and outcomes in an online degree-granting dental hygiene program.

    PubMed

    Springfield, Emily; Gwozdek, Anne E; Peet, Melissa; Kerschbaum, Wendy E

    2012-04-01

    Program evaluation is a necessary component of curricular change and innovation. It ascertains whether an innovation has met benchmarks and contributes to the body of knowledge about educational methodologies and supports the use of evidence-based practice in teaching. Education researchers argue that rigorous program evaluation should utilize a mixed-method approach, triangulating both qualitative and quantitative methods to understand program effectiveness. This approach was used to evaluate the University of Michigan Dental Hygiene Degree Completion E-Learning (online) Program. Quantitative data included time spent on coursework, grades, publications, course evaluation results, and survey responses. Qualitative data included student and faculty responses in focus groups and on surveys as well as students' portfolio reflections. The results showed the program was academically rigorous, fostering students' ability to connect theory with practice and apply evidence-based practice principles. These results also demonstrated that the students had learned to critically reflect on their practice and develop expanded professional identities; going beyond the role of clinician, they began to see themselves as educators, advocates, and researchers. This evaluation model is easily adaptable and is applicable to any health science or other professional degree program. This study also raised important questions regarding the effect of meta-reflection on student confidence and professional behavior.

  10. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM.../qualifying examinations, whichever is later; (ii) Must be citizens or nationals of the United States as... successfully completed their doctoral degrees in areas of the food and agricultural sciences designated by NIFA...

  11. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM.../qualifying examinations, whichever is later; (ii) Must be citizens or nationals of the United States as... successfully completed their doctoral degrees in areas of the food and agricultural sciences designated by NIFA...

  12. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM.../qualifying examinations, whichever is later; (ii) Must be citizens or nationals of the United States as... successfully completed their doctoral degrees in areas of the food and agricultural sciences designated by...

  13. 7 CFR 3402.7 - Fellowship appointments.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM.../qualifying examinations, whichever is later; (ii) Must be citizens or nationals of the United States as... successfully completed their doctoral degrees in areas of the food and agricultural sciences designated by NIFA...

  14. Development, implementation and evaluation of an interprofessional graduate program for nursing-paramedicine double-degree graduates.

    PubMed

    Considine, Julie; Walker, Tony; Berry, Debra

    2015-11-01

    Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a 'purpose built' graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession.

  15. [New ways of higher education in nursing: globalisation of nursing leadership and its teaching--dual degree in nursing].

    PubMed

    Pop, Marcel; Hollós, Sándor; Vingender, István; Mészáros, Judit

    2009-03-08

    Our paper is presenting a new initiative regarding an international cooperation willing to develop a dual degree program in nursing, the so-called Transatlantic Curriculum in Nursing. The candidates--after successful completion of their studies--will get a European and an American partner diploma in nursing. The objective is to prepare an internationally and culturally competent workforce; develop the practice of nursing students' exchange programs; process the model of dual degree independent of geographical, political or cultural borders; spread the evidence-based nursing standards in the daily practice. The partners in this initiative are Semmelweis University in Budapest, Hungary, Nazareth College of Rochester, NY, USA and Laurea University in Tikkurila, Finland. The planned activities in the framework of the program: mutual student and staff mobility, joint curriculum development and teaching process, determining joint standards. The expected outcomes are: to develop a standardised model for the enhancement and implementation of international educational programs in nursing; to improve institutional work culture; to improve professional terminology and cultural abilities; to create the model of a new type of nursing professional having a high level of cultural and language competence which are indispensable for participating in global programs.

  16. Strengthening cancer biology research, prevention, and control while reducing cancer disparities: student perceptions of a collaborative master's degree program in cancer biology, preventions, and control.

    PubMed

    Jillson, I A; Cousin, C E; Blancato, J K

    2013-09-01

    This article provides the findings of a survey of previous and current students in the UDC/GU-LCCC master's degree program. This master's degree program, Cancer Biology, Prevention, and Control is administered and taught jointly by faculty of a Minority Serving Institution, the University of the District of Columbia, and the Lombardi Comprehensive Cancer Center to incorporate the strengths of a community-based school with a research intensive medical center. The program was initiated in 2008 through agreements with both University administrations and funding from the National Cancer Institute. The master's degree program is 36 credits with a focus on coursework in biostatistics, epidemiology, tumor biology, cancer prevention, medical ethics, and cancer outreach program design. For two semesters during the second year, students work full-time with a faculty person on a laboratory or outreach project that is a requirement for graduation. Students are supported and encouraged to transition to a doctoral degree after they obtain the master's and many of them are currently in doctorate programs. Since the inception of the program, 45 students have initiated the course of study, 28 have completed the program, and 13 are currently enrolled in the program. The survey was designed to track the students in their current activities, as well as determine which courses, program enhancements, and research experiences were the least and most useful, and to discern students' perceptions of knowledge acquired on various aspects of Cancer Biology Prevention, and Control Master's Program. Thirty of the 35 individuals to whom email requests were sent responded to the survey, for a response rate of 85.7%. The results of this study will inform the strengthening of the Cancer Biology program by the Education Advisory Committee. They can also be used in the development of comparable collaborative master's degree programs designed to address the significant disparities in prevalence of cancer, low screening awareness, and access to and outcomes of cancer prevention and treatment services. This, in turn, will contribute to the elimination of the dearth of underrepresented minority scientists who address these disparities. By far, the students were satisfied with the program and believe that it has had significant impact on their ability to contribute to cancer prevention and control. They provided both general and specific recommendations to strengthen the program.

  17. Evaluating the effectiveness of an online medical laboratory technician program.

    PubMed

    Hansen-Suchy, Kara

    2011-01-01

    The purpose of this study was to analyze the effectiveness of an online medical laboratory technician program in the academic preparation and development of laboratory professionals. A semi-quantitative comparative research design was used. Several factors were considered in this evaluation. Academic outcomes between online and campus medical laboratory technician (MLT) students was determined by comparing overall and categorical scores on certification exams as well as first time pass rate. Certification exam scores and first time pass rates were also compared to national norms when possible to do so. Demographic data, including age and experience were compared. Additionally, learning styles were assessed to determine if there was a correlation to overall GPA and MLT GPA and if learning styles could be used to predict successful completion of an online Associates of Applied Science. The research was conducted at an academic university located in the mountain west United States. Participants consisted of online and campus students enrolled in a Medical Laboratory Technician program that graduated with their Associate of Applied Science degree between the years 2007-2009. Results of these years were also compared to graduates from 2004-2006 in the same program. Certification performance and first time pass rates were the major outcomes measured. Age and experience were correlated. Online learning styles and GPA were also compared to successful degree completion. The researcher found no significant difference in certification performance with regard to total and categorical scores, and first time pass rates between campus and online MLT students. Online students were slightly older and had more experience working in a laboratory in some capacity. Correlation studies showed significant positive correlation between learning styles, GPA, and successful completion of an Associate of Applied Science degree. When registry scores were compared to the prior cohort of online students, some subcategories scores demonstrated a significant increase using Chi-squared analysis. The research demonstrated that the online MLT students studied were as academically prepared as their campus counterparts.

  18. Money Sense Makes a Difference.

    ERIC Educational Resources Information Center

    Varcoe, Karen P.; Wright, Joan

    1990-01-01

    Assesses the degree to which clients completing the Money Sense program adopted its family resource management techniques. Finds that, among 190 low income clients from rural California counties and military bases, there were significant positive changes in food shopping and money management behaviors and significant decreases in financial…

  19. Governance Review without Tears

    ERIC Educational Resources Information Center

    Davis, Lynn K.; Page, Deborah L.

    2006-01-01

    The faculty at the Raymond Walters College of the University of Cincinnati recently conceived, developed, and implemented a complete governance review that the faculty approved unanimously. Raymond Walters College is one of the sixteen colleges of the University of Cincinnati which offers transfer programs, associate degrees, and technical…

  20. Are Universities Providing Non-STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of A Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion

    ERIC Educational Resources Information Center

    Allen, Charles

    2017-01-01

    Informed by Gagne's belief in the necessity of prerequisite knowledge for new learning, and Bruner's Spiral Curriculum Theory, the objective of this case study was to explore the postsecondary pathway from remedial mathematics, through one gateway mathematics course, and into the quantitative literacy requirements of various non-STEM programs of…

  1. Registration | Cancer Prevention Fellowship Program

    Cancer.gov

    Online applications for the Summer Curriculum are accepted from November through February (deadlines may differ for domestic and international applicants). Space is limited. Preference is given to individuals with a doctoral degree or relevant experience in cancer prevention and control. Acceptance into the Cancer Prevention Fellowship Program is not necessary to attend either of the courses. To register, please complete the online application. For all applicants, provide the following documentation to apply:

  2. Strategies for lowering attrition rates and raising NCLEX-RN pass rates.

    PubMed

    Higgins, Bonnie

    2005-12-01

    This study was designed to determine strategies to raise the NCLEX-RN pass rate and lower the attrition rate in a community college nursing program. Ex-post facto data were collected from 213 former nursing student records. Qualitative data were collected from 10 full-time faculty, 30 new graduates, and 45 directors of associate degree nursing programs in Texas. The findings linked the academic variables of two biology courses and three components of the preadmission test to completion of the nursing program. A relationship was found between one biology course, the science component of the preadmission test, the HESI Exit Examination score, and the nursing skills course to passing the NCLEX-RN. Qualitative data indicated preadmission requirements, campus counselors, remediation, faculty, test-item writing, and teaching method were instrumental in completion of the program and passing the NCLEX-RN.

  3. Encouraging the pursuit of advanced degrees in science and engineering: Top-down and bottom-up methodologies

    NASA Technical Reports Server (NTRS)

    Maddox, Anthony B.; Smith-Maddox, Renee P.; Penick, Benson E.

    1989-01-01

    The MassPEP/NASA Graduate Research Development Program (GRDP) whose objective is to encourage Black Americans, Mexican Americans, American Indians, Puerto Ricans, and Pacific Islanders to pursue graduate degrees in science and engineering is described. The GRDP employs a top-down or goal driven methodology through five modules which focus on research, graduate school climate, technical writing, standardized examinations, and electronic networking. These modules are designed to develop and reinforce some of the skills necessary to seriously consider the goal of completing a graduate education. The GRDP is a community-based program which seeks to recruit twenty participants from a pool of Boston-area undergraduates enrolled in engineering and science curriculums and recent graduates with engineering and science degrees. The program emphasizes that with sufficient information, its participants can overcome most of the barriers perceived as preventing them from obtaining graduate science and engineering degrees. Experience has shown that the top-down modules may be complemented by a more bottom-up or event-driven methodology. This approach considers events in the academic and professional experiences of participants in order to develop the personal and leadership skills necessary for graduate school and similar endeavors.

  4. Predictors of performance of students in biochemistry in a doctor of chiropractic curriculum.

    PubMed

    Shaw, Kathy; Rabatsky, Ali; Dishman, Veronica; Meseke, Christopher

    2014-01-01

    Objective : This study investigated the effect of completion of course prerequisites, undergraduate grade point average (GPA), undergraduate degree, and study habits on the performance of students in the biochemistry course at Palmer College of Chiropractic Florida. Methods : Students self-reported information regarding academic preparation at the beginning of the semester using a questionnaire. Final exam grade and final course grade were noted and used as measures of performance. Multivariate analysis of variance was used to determine if number of prerequisites completed, undergraduate GPA, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program were associated significantly with the biochemistry final exam grade or the final grade for the biochemistry course. Results : The number of prerequisites completed, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program did not significantly affect the biochemistry final exam grade or the final grade for the biochemistry course, but undergraduate GPA did. Subsequent univariate analysis and Tukey's post hoc comparisons revealed that students with an undergraduate GPA in the 3.5 to 3.99 range earned significantly higher final course grades than students with an undergraduate GPA in the 2.5 to 2.99 range. Conclusion : No single variable was determined to be a factor that determines student success in biochemistry. The interrelationship between the factors examined warrants further investigation to understand fully how to predict the success of a student in the biochemistry course.

  5. Recruitment of minority students to U.S. epidemiology degree programs. The American College of Epidemiology Committee on Minority Affairs.

    PubMed

    St George, D M; Schoenbach, V J; Reynolds, G H; Nwangwu, J; Adams-Campbell, L

    1997-05-01

    African-, Hispanic-, and Native Americans are underrepresented in the field of epidemiology including degree programs. As part of the assessment component of its mandate, the American College of Epidemiology Committee on Minority Affairs conducted a survey of minority recruitment activities of U.S. epidemiology degree programs. The survey, containing questions related to marketing activities, institution infrastructure, financial support, academic offerings, and receptive/supportive environment, was mailed to all programs identified in Episource as offering epidemiology degrees. Separate responses were requested concerning activities at the department and school levels. Fifty-two completed questionnaires were received (response rate of 79%). All but two institutions had at least one activity conducted by either the department or the school. However, all activities were more common at the school- than at the department-level. Indeed, some activities [a written minority student recruitment plan (6% of departments and 52% of schools), personnel with minority recruitment responsibilities (4% of departments and 73% of schools)] were almost exclusively school-sponsored. Although marketing-type activities were the most common minority recruitment tool used by departments, only 21% made visits to minority schools, 17% visited other colleges specifically to recruit minorities, and 12% produced materials targeted to ethnic/racial minorities. Six percent of the departments and 19% of the schools offered financial support (grants, fellowships, scholarships) to almost all underrepresented minority students. Even though individual epidemiology degree programs may not see a need for general recruitment activities in order to maintain the size of their applicant pool, minority-specific recruitment activities should be undertaken to enhance and diversify that pool. We recommend that epidemiology departments develop, adopt, and implement comprehensive written plans for the recruitment of underrepresented minority students into their programs.

  6. State Higher Education Performance Funding: Data, Outcomes, and Policy Implications

    ERIC Educational Resources Information Center

    Tandberg, David A.; Hillman, Nicholas W.

    2014-01-01

    As states explore strategies for increasing educational attainment levels, attention is being paid to performance funding. This study asks, "Does the introduction of performance funding programs affect degree completion among participating states?" Utilizing a quasi-experimental research design we find limited evidence that performance…

  7. Focus Groups Help To Focus the Marketing Strategy.

    ERIC Educational Resources Information Center

    Ashar, Hanna; Lane, Maureen

    1996-01-01

    A university-based degree completion program for adults conducted focus group research to refine market positioning and promotion. Focus groups averaged five current students and recent graduates who reflected, demographically, the current student population. Results gave insight into reasons for selecting the university, aspects of the program…

  8. Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles.

    PubMed

    Dreifuerst, Kristina Thomas; McNelis, Angela M; Weaver, Michael T; Broome, Marion E; Draucker, Claire Burke; Fedko, Andrea S

    2016-01-01

    The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

  9. Educational and career goals of pharmacy students upon graduation.

    PubMed

    Migliore, Mattia M; Costantino, Ryan C; Campagna, Nicholas A; Albers, David S

    2013-11-12

    To assess the doctor of pharmacy (PharmD) students' desire to obtain additional degrees after graduation. During the spring 2011 semester, an anonymous 14-question survey instrument was administered to students across all 6 years of the PharmD program to evaluate their interest in obtaining an additional degree after graduation. Demographic data was also collected and analyzed from this convenience sample. Approximately 34% of the respondents (n=1,239) indicated a desire to seek an additional degree. Of the additional degrees offered in the survey instrument, more than one-third of the students expressed interest in the master of business administration (MBA). Also, 79% of those respondents were willing to take summer courses to achieve a dual or additional degree. Pharmacy students are interested in obtaining an additional degree(s) after graduation and are willing to complete summer courses to achieve their career goals.

  10. Institutional and ethnic variations in postgraduate enrollment and completion

    PubMed Central

    Tienda, Marta; Zhao, Linda

    2017-01-01

    Using the B&B:93/03 longitudinal cohort survey, we investigate (1) whether and how much variations in the timing of enrollment, the type of undergraduate institution attended, and type of graduate program pursued contribute to observed racial and ethnic differentials in post-baccalaureate enrollment, and (2) whether the observed enrollment differentials carry over to degree attainment. Dynamic event history methods that account both for the timing of matriculation and the hazard of enrolling reveal that compared to whites underrepresented minorities enroll earlier and also are more likely to enroll in doctoral and advanced professional degree programs relative to nonenrollment. Our results reveal sizable differences in the cumulative probability of advanced degree attainment according to undergraduate institutional mission, with graduates from research institutions enjoying a decided advantage over liberal arts college graduates. The conclusion discusses limitations of the analysis, directions for further research, and implications for strengthening the minority pipeline to graduate school. PMID:28890573

  11. "Fort Valley State University Cooperative Developmental Energy Program: Broadening the Participation of Underrepresented Minorities in the Geosciences"

    NASA Astrophysics Data System (ADS)

    Crumbly, I.; Hodges, J.; Kar, A.; Rashidi, L.

    2014-12-01

    According to the American Geological Institute's Status of Recent Geoscience Graduates, 2014, underrepresented minorities (URMs) make up only 7%, 5%, and 2% of graduates at the BS/BA, MA/MS, and Ph.D levels, respectively. Recruiting academically-talented URMs to major in the geosciences instead of majoring in other fields such as medicine, law, business, or engineering is a major undertaking. Numerous factors may contribute as to why few URMs choose geoscience careers. To address the underrepresentation of URMs in the geosciences 1992, the Cooperative Developmental Energy Program (CDEP) of Fort Valley State University (FVSU) and the College of Geosciences at the University of Oklahoma (OU) implemented a 3 + 2 dual degree program specifically in geology and geophysics. Since 1992, FVSU-CDEP has added the University of Texas at Austin (2004), Pennsylvania State University (2005), University of Arkansas (2010), and the University of Nevada at Las Vegas (2015) as partners to offer degrees in geology and geophysics. The dual degree programs consist of students majoring in chemistry or mathematics at FVSU for the first three years and transferring to one of the above partnering universities for years four and five to major in geology or geophysics. Upon completion of the program, students receive a BS degree in chemistry or mathematics from FVSU and a BS degree in geology or geophysics from a partnering university. CDEP has been responsible for recruiting 33 URMs who have earned BS degrees in geology or geophysics. Females constitute 50% of the graduates which is higher than the national average. Also, 56% of these graduates have earned the MS degree and 6% have earned the Ph.D. Currently, 60% of these graduates are employed with oil and gas companies; 20% work for academia; 12% work for governmental agencies; 6 % are professionals with environmental firms; and 2% of the graduate's employment is unknown.

  12. "Fort Valley State University Cooperative Developmental Energy Program: Broadening the Participation of Underrepresented Minorities in the Geosciences"

    NASA Astrophysics Data System (ADS)

    Crumbly, I.; Hodges, J.; Kar, A.; Rashidi, L.

    2015-12-01

    According to the American Geological Institute's Status of Recent Geoscience Graduates, 2014, underrepresented minorities (URMs) make up only 7%, 5%, and 2% of graduates at the BS/BA, MA/MS, and Ph.D levels, respectively. Recruiting academically-talented URMs to major in the geosciences instead of majoring in other fields such as medicine, law, business, or engineering is a major undertaking. Numerous factors may contribute as to why few URMs choose geoscience careers. To address the underrepresentation of URMs in the geosciences 1992, the Cooperative Developmental Energy Program (CDEP) of Fort Valley State University (FVSU) and the College of Geosciences at the University of Oklahoma (OU) implemented a 3 + 2 dual degree program specifically in geology and geophysics. Since 1992, FVSU-CDEP has added the University of Texas at Austin (2004), Pennsylvania State University (2005), University of Arkansas (2010), and the University of Nevada at Las Vegas (2015) as partners to offer degrees in geology and geophysics. The dual degree programs consist of students majoring in chemistry or mathematics at FVSU for the first three years and transferring to one of the above partnering universities for years four and five to major in geology or geophysics. Upon completion of the program, students receive a BS degree in chemistry or mathematics from FVSU and a BS degree in geology or geophysics from a partnering university. CDEP has been responsible for recruiting 33 URMs who have earned BS degrees in geology or geophysics. Females constitute 50% of the graduates which is higher than the national average. Also, 56% of these graduates have earned the MS degree and 6% have earned the Ph.D. Currently, 60% of these graduates are employed with oil and gas companies; 20% work for academia; 12% work for governmental agencies; 6 % are professionals with environmental firms; and 2% of the graduate's employment is unknown.

  13. What Can a Multifaceted Program Do for Community College Students? Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. Executive Summary

    ERIC Educational Resources Information Center

    Scrivener, Susan; Weiss, Michael J.; Sommo, Colleen

    2012-01-01

    In recent years, there has been unprecedented national focus on the importance of increasing graduation rates for community college students. Many reforms have been tried, but college completion rates remain stubbornly low: Only one-third of entering students graduate with a degree or certificate within five years. Reforms are often short-term,…

  14. Why Underprepared Students Drop out College

    ERIC Educational Resources Information Center

    Mattison, Helen

    2012-01-01

    Many students are entering college underprepared and do not earn a degree because of the many barriers they encounter. The purpose of this study was to identify reasons underprepared students did not complete college and to examine strategies, resources, and programs that underprepared students could have used to persist in college. The…

  15. 1994-95 Graduates Summary.

    ERIC Educational Resources Information Center

    Pima Community Coll., Tucson, AZ. Office of Research and Planning.

    Providing data on 1994-95 graduates and completers from Pima Community College (PCC), in Arizona, this report presents tables showing the number and percentage of associate degrees, technical and advanced certificates, and basic certificates by type; by instructional program; by ethnicity; and by gender. Six- and 10-year comparative data are also…

  16. Exploring the Success of Transfer Programs for Community College Students

    ERIC Educational Resources Information Center

    Blaylock, Reginald S.; Bresciani, Marilee J.

    2011-01-01

    The state's educational systems must collaborate together to enable transfer students to gain the necessary skills that support degree completion strategies. Given the current economic state, an investment in California community college transfer students in order to provide the best possible university transition would seem wise and fiscally…

  17. Students' Understanding of Alkyl Halide Reactions in Undergraduate Organic Chemistry

    ERIC Educational Resources Information Center

    Cruz-Ramirez de Arellano, Daniel

    2013-01-01

    Organic chemistry is an essential subject for many undergraduate students completing degrees in science, engineering, and pre-professional programs. However, students often struggle with the concepts and skills required to successfully solve organic chemistry exercises. Since alkyl halides are traditionally the first functional group that is…

  18. Students' Understanding of Alkyl Halide Reactions in Undergraduate Organic Chemistry

    ERIC Educational Resources Information Center

    Cruz-Ramírez de Arellano, Daniel; Towns, Marcy H.

    2014-01-01

    Organic chemistry is an essential subject for many undergraduate students completing degrees in science, engineering, and pre-professional programs. However, students often struggle with the concepts and skills required to successfully solve organic chemistry exercises. Since alkyl halides are traditionally the first functional group that is…

  19. Removing Remediation Requirements: Effectiveness of Intervention Programs

    ERIC Educational Resources Information Center

    Fine, Anne; Duggan, Mickle; Braddy, Linda

    2009-01-01

    Remediation of incoming college freshman students is a national concern because remediated students are at higher risk of failing to complete their degrees. Some Oklahoma higher education institutions are working to assist K-12 systems in finding ways to reduce the number of incoming college freshman students requiring remediation. This study…

  20. Redesigning State Financial Aid: Principles to Guide State Aid Policymaking

    ERIC Educational Resources Information Center

    Pingel, Sarah; Sponsler, Brian A.

    2015-01-01

    Several factors create a challenging environment for individuals seeking financial support to complete a postsecondary degree program. In recognition of the challenges of paying for higher education, decision-makers at the federal and state levels support college-going with public policy. Through direct institutional allocations, need and…

  1. Perceptions of Helpfulness of Teachers in Didactic Courses

    ERIC Educational Resources Information Center

    Moate, Randall M.; Cox, Jane A.; Brown, Steven R.; West, Erin M.

    2017-01-01

    Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.

  2. Australian university proposes academic program changes

    NASA Astrophysics Data System (ADS)

    Zielinski, Sarah

    The University of Melbourne in Australia has adopted a 10-year plan to create a U.S.-style of education where undergraduate university students would first have to complete a three-year general degree in science or the arts before being allowed to continue onto graduate or professional studies. Unlike in the United States, most Australian students are able to move from secondary school directly into professional studies.A major change for Earth science students would be the replacement of the one-year Bachelor of Science Honours with a two-year Masters program. According to Janet Hergt, head of the university's School of Earth Sciences, the longer program could allow students more time to develop and complete research projects, and would provide them with a better understanding of Ph.D.studies.

  3. A joint program with Japanese investigators to map carbon 2 line emission from the galaxy

    NASA Technical Reports Server (NTRS)

    Low, Frank J.; Nishimura, Tetsuo

    1993-01-01

    A large portion of the inner galactic plane has been mapped in the far-infrared (C II) line using a balloon-borne survey instrument. Complete coverage is reported from 25 degrees north to 80 degrees south of the galactic center and extending a few degrees on each side of the plane. Effective resolution is 14.1 acrmin (FWHM) and contour levels begin at 2 E -5 ergs/(s x sq. cm x ster). When compared with 100 micron dust emission observed by IRAS the (C II) appears well correlated with the dust emission except for a 10 degree region centered on the galactic center where emission from the gas is much weaker than that from the dust.

  4. Strengthening Cancer Biology Research, Prevention, and Control while Reducing Cancer Disparities: Student Perceptions of a Collaborative Master’s Degree Program in Cancer Biology, Preventions, and Control

    PubMed Central

    Cousin, C. E.; Blancato, J. K.

    2018-01-01

    This article provides the findings of a survey of previous and current students in the UDC/GU-LCCC master’s degree program. This master’s degree program, Cancer Biology, Prevention, and Control is administered and taught jointly by faculty of a Minority Serving Institution, the University of the District of Columbia, and the Lombardi Comprehensive Cancer Center to incorporate the strengths of a community-based school with a research intensive medical center. The program was initiated in 2008 through agreements with both University administrations and funding from the National Cancer Institute. The master’s degree program is 36 credits with a focus on coursework in biostatistics, epidemiology, tumor biology, cancer prevention, medical ethics, and cancer outreach program design. For two semesters during the second year, students work full-time with a faculty person on a laboratory or outreach project that is a requirement for graduation. Students are supported and encouraged to transition to a doctoral degree after they obtain the master’s and many of them are currently in doctorate programs. Since the inception of the program, 45 students have initiated the course of study, 28 have completed the program, and 13 are currently enrolled in the program. The survey was designed to track the students in their current activities, as well as determine which courses, program enhancements, and research experiences were the least and most useful, and to discern students’ perceptions of knowledge acquired on various aspects of Cancer Biology Prevention, and Control Master’s Program. Thirty of the 35 individuals to whom email requests were sent responded to the survey, for a response rate of 85.7 %. The results of this study will inform the strengthening of the Cancer Biology program by the Education Advisory Committee. They can also be used in the development of comparable collaborative master’s degree programs designed to address the significant disparities in prevalence of cancer, low screening awareness, and access to and outcomes of cancer prevention and treatment services. This, in turn, will contribute to the elimination of the dearth of underrepresented minority scientists who address these disparities. By far, the students were satisfied with the program and believe that it has had significant impact on their ability to contribute to cancer prevention and control. They provided both general and specific recommendations to strengthen the program. PMID:23784366

  5. Carroll County hands-on elementary science

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

    Herlocker, H.G.; Dunkleberger, G.L.

    1994-12-31

    Carroll County Hands-on Elementary Science is a nationally recognized Elementary Science Curriculum which has been disseminated in forty states, Puerto Rico, The Virgin Islands, Saipan, and Samoa. The curriculum is a non-textbook, process-based, constructivist approach to teaching science. Unique features of this curriculum include its teacher-written daily lesson plan format, its complete kit of science supplies, and its complete set of Spanish materials. In order to be included by the National Diffusion Network, Hands-on Elementary Science collected data to support the following claims: the program enhances teacher and student attitudes toward science; the program changes both the amount and themore » type of science instruction; the program is adaptable and transportable; the teacher training component is effective. The poster display will feature sample activities, data which demonstrates the effectiveness of the staff development plan, and samples which show the degree to which the program supports selected state curriculum frameworks.« less

  6. Mentoring advanced practice nurses in research: recommendations from a pilot program.

    PubMed

    Leung, Doris; Widger, Kimberley; Howell, Doris; Nelson, Sioban; Molassiotis, Alex

    2012-01-01

    Advanced Practice Nurses (APNs) need research skills to develop and advance their practice and, yet, many have limited access to research training and support following completion of their advanced degree. In this paper we report on the development, delivery, and evaluation of an innovative pilot program that combined research training and one-to-one mentorship for nine APNs in conducting research relevant to their practice. The program was organized within an academic institution and its affiliated hospitals in Toronto, Canada. Our experience with this program may assist those in other organizations to plan and deliver a similar program for APN research mentorship.

  7. Targeted drug discovery and development, from molecular signaling to the global market: an educational program at New York University, 5-year metrics

    PubMed Central

    Lee, Gloria; Plaksin, Joseph; Ramasamy, Ravichandran; Gold-von Simson, Gabrielle

    2018-01-01

    Drug discovery and development (DDD) is a collaborative, dynamic process of great interest to researchers, but an area where there is a lack of formal training. The Drug Development Educational Program (DDEP) at New York University was created in 2012 to stimulate an improved, multidisciplinary DDD workforce by educating early stage scientists as well as a variety of other like-minded students. The first course of the program emphasizes post-compounding aspects of DDD; the second course focuses on molecular signaling pathways. In five years, 196 students (candidates for PhD, MD, Master’s degree, and post-doctoral MD/PhD) from different schools (Medicine, Biomedical Sciences, Dentistry, Engineering, Business, and Education) completed the course(s). Pre/post surveys demonstrate knowledge gain across all course topics. 26 students were granted career development awards (73% women, 23% underrepresented minorities). Some graduates of their respective degree-granting/post-doctoral programs embarked on DDD related careers. This program serves as a framework for other academic institutions to develop compatible programs designed to train a more informed DDD workforce. PMID:29657854

  8. Informal Training in Staff Networks to Support Dissemination of Health Promotion Programs

    PubMed Central

    Ramanadhan, Shoba; Wiecha, Jean L.; Gortmaker, Steven L.; Emmons, Karen M.; Viswanath, Kasisomayajula

    2011-01-01

    Purpose To study informal skill transfer via staff networks as a complement to formal training among afterschool childcare providers implementing a health promotion program. Design Cross-sectional, sociometric network analysis. Setting Boston Young Men’s Christian Association (YMCA) afterschool programs implementing the iPLAY program. Participants All 91 staff members at 20 sites were eligible; 80 completed the survey (88% response rate). Measures At the network level, network density measured system-level connectedness. At the staff level, the independent variable was out degree, the number of individuals to whom respondents noted a program-related connection. The dependent variable was skill gains, the number of key implementation skills gained from the network. Analysis We mapped the staff program-related social network. We utilized multiple linear regression to estimate the relationship between out degree and skill gains, and we adjusted for clustering of staff in sites. Results Most staff (77%) reported gaining at least one skill from the network, but only 2% of potential network connections were established. The regression model showed that out degree (i.e., number of program-related contacts) was significantly associated with skill gains (β = .48, p < .01) independent of other variables. Conclusion Informal skill transfer in staff networks may be a useful complement to formal training for implementation of health promotion programs, but informal skill transfer was likely underutilized in this network. Future research employing longitudinal and/or multisite data should examine these findings in greater detail. PMID:20809826

  9. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students Who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution

    ERIC Educational Resources Information Center

    Hollands, Aisha La'Chae

    2012-01-01

    Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive…

  10. Promoting clinical competence: using scaffolded instruction for practice-based learning.

    PubMed

    Tilley, Donna Scott; Allen, Patricia; Collins, Cathie; Bridges, Ruth Ann; Francis, Patricia; Green, Alexia

    2007-01-01

    Competency-based education is essential for bridging the gap between education and practice. The attributes of competency-based education include an outcomes focus, allowance for increasing levels of competency, learner accountability, practice-based learning, self-assessment, and individualized learning experiences. One solution to this challenge is scaffolded instruction, where collaboration and knowledge facilitate learning. Collaboration refers to the role of clinical faculty who model desired clinical skills then gradually shift responsibility for nursing activity to the student. This article describes scaffolded instruction as applied in a Web-based second-degree bachelor of science in nursing (BSN) program. This second-degree BSN program uses innovative approaches to education, including a clinical component that relies on clinical coaches. Students in the program remain in their home community and complete their clinical hours with an assigned coach. The method will be described first, followed by a description of how the method was applied.

  11. Capacity-Building for Career Paths in Public Health and Biomedical Research for Undergraduate Minority Students: A Jackson Heart Study Success Model.

    PubMed

    White, Wendy Brown; Srinivasan, Asoka; Nelson, Cheryl; Fahmy, Nimr; Henderson, Frances

    2016-07-21

    This article chronicles the building of individual student capacity as well as faculty and institutional capacity, within the context of a population-based, longitudinal study of African Americans and cardiovascular disease. The purpose of this article is to present preliminary data documenting the results of this approach. The JHS Scholars program is designed, under the organizational structure of the Natural Sciences Division at Tougaloo College, to provide solid preparation in quantitative skills through: good preparation in mathematics and the sciences; a high level of reading comprehension; hands-on learning experiences; and mentoring and counseling to sustain the motivation of the students to pursue further studies. This program is on the campus of a private Historically Black College in Mississippi. The participants in the program are undergraduate students. Data, which included information on major area of study, institution attended, degrees earned and position in the workforce, were analyzed using STATA 14. Of 167 scholars, 46 are currently enrolled, while 118 have graduated. One half have completed graduate or professional programs, including; medicine, public health, pharmacy, nursing, and biomedical science; approximately one-fourth (25.4 %) are enrolled in graduate or professional programs; and nearly one tenth (9.3%) completed graduate degrees in law, education, business or English. These data could assist other institutions in understanding the career development process that helps underrepresented minority students in higher education to make career choices on a path toward public health, health professions, biomedical research, and related careers.

  12. NBOD2- PROGRAM TO DERIVE AND SOLVE EQUATIONS OF MOTION FOR COUPLED N-BODY SYSTEMS

    NASA Technical Reports Server (NTRS)

    Frisch, H. P.

    1994-01-01

    The analysis of the dynamic characteristics of a complex system, such as a spacecraft or a robot, is usually best accomplished through the study of a simulation model. The simulation model must have the same dynamic characteristics as the complex system, while lending itself to mathematical quantification. The NBOD2 computer program was developed to aid in the analysis of spacecraft attitude dynamics. NBOD2 is a very general program that may be applied to a large class of problems involving coupled N-body systems. NBOD2 provides the dynamics analyst with the capability to automatically derive and numerically solve the equations of motion for any system that can be modeled as a topological tree of coupled rigid bodies, flexible bodies, point masses, and symmetrical momentum wheels. NBOD2 uses a topological tree model of the dynamic system to derive the vector-dyadic equations of motion for the system. The user builds this topological tree model by using rigid and flexible bodies, point masses, and symmetrical momentum wheels with appropriate connections. To insure that the relative motion between contiguous bodies is kinematically constrained, NBOD2 assumes that contiguous rigid and flexible bodies are connected by physically reliable 0, 1, 2, and 3-degrees-of-freedom gimbals. These gimbals prohibit relative translational motion, while permitting up to 3 degrees of relative rotational freedom at hinge points. Point masses may have 0, 1, 2, or 3-degrees of relative translational freedom, and symmetric momentum wheels may have a single degree of rotational freedom relative to the body in which they are imbedded. Flexible bodies may possess several degrees of vibrational freedom in addition to the degrees of freedom associated with the connection gimbals. Data concerning the natural modes and vibrations of the flexible bodies must be supplied by the user. NBOD2 combines the best features of the discrete-body approach and the nested body approach to reduce the topological tree to a complete set of nonlinear equations of motion in vector-dyadic form for the system being analyzed. NBOD2 can then numerically solve the equations of motion. Input to NBOD2 consists of a user-supplied description of the system to be modeled. The NBOD2 system includes an interactive, tutorial, input support program to aid the NBOD2 user in preparing input data. Output from NBOD2 consists of a listing of the complete set of nonlinear equations of motion in vector-dyadic form and any userspecified set of system state variables. The NBOD2 program is written in FORTRAN 77 for batch execution and has been implemented on a DEC VAX-11/780 computer. The NBOD2 program was developed in 1978 and last updated in 1982.

  13. The role of professional education in building capacity for health promotion in the global South: a case study from Norway.

    PubMed

    Mittelmark, Maurice B

    2003-01-01

    The capacity to train public health professionals is far from sufficient to meet urgent global needs. Foreign aid programs hold much promise to deal with this challenge. A case study from Norway illustrates the possibilities. Since the early 1960s, Norwegian universities have offered English-taught masters and doctoral degree programs, with sufficient financial support that all Third World students have the resources to complete training, regardless of their personal financial circumstances. This facet of the program is its main distinguishing factor, compared to many educational opportunities that are available in other countries. Since the first visiting students were awarded degrees in 1968, almost 10,000 students have participated at more than 25 Norwegian institutions, including many offering public health training. Many eligible applicants have been turned away due to lack of resources, indicating a level of interest that cannot be met with existing resources. Similar programs in more countries could help alleviate the need.

  14. Effectiveness of hydroplasty and therapeutic exercise for treatment of frozen shoulder.

    PubMed

    Callinan, Nancy; McPherson, Scott; Cleaveland, Susan; Voss, Debra Gardiner; Rainville, Darcel; Tokar, Nancy

    2003-01-01

    The purpose of this retrospective review was to evaluate the effectiveness of a hydraulic distention technique (hydroplasty) combined with a therapy program for treatment of idiopathic frozen shoulder. Over a two-year period, 60 patients with idiopathic frozen shoulder were identified as having undergone the hydroplasty procedure and therapy protocol at the authors' hand center. Distention of the glenohumeral joint was achieved by an injection of a 10-mL combination of bupivacaine (Marcaine), lidocaine (Xylocaine), and corticosteroid followed by injection of 30 mL of chilled sterile normal saline. Therapy was initiated immediately after the surgeon had completed the hydroplasty. The mean active range of motion improvement was as follows: flexion 28 degrees, abduction 42 degrees, internal rotation 22 degrees, and external rotation 26 degrees. There was no significant difference in outcomes between diabetics and nondiabetics or subjects with symptoms less than six months' duration compared with subjects with symptom duration greater than six months. At discharge, only two (3%) of the subjects reported persistent pain during sleep. The hydroplasty procedure combined with a therapy program is a successful treatment for idiopathic frozen shoulder.

  15. A comprehensive mapping of the current capacity for human nutrition training in Cameroon.

    PubMed

    Sodjinou, Roger; Lezama, Ines; Asse, Marie-Louise; Okala, Georges; Bosu, William K; Fanou, Nadia; Mbala, Ludvine; Zagre, Noel Marie; Tchibindat, Félicité

    2016-01-01

    There is consensus among stakeholders in Cameroon on the need to develop and strengthen human resource capacity for nutrition. This study was conducted to provide a comprehensive mapping of the current capacity for tertiary-level human nutrition training in Cameroon. Participating institutions included university-level institutions offering dedicated nutrition degree programs or other programs in which nutrition courses were taught. A semi-structured questionnaire administered during in-person interviews was used to collect data on existing programs and content of training curricula. Nutrition curricula were reviewed against the following criteria: intended objectives, coverage of nutrition topics, and teaching methods. In total, five nutrition degree programs (four undergraduate programs and one master's program) were identified. Three additional programs were about to be launched at the time of data collection. We did not find any doctorate degree programs in nutrition. All the undergraduate programs only had little focus on public health nutrition whereas the master's program in our sample offered a good coverage of all dimensions of human nutrition including basic and applied nutrition. The predominant teaching method was didactic lecture in all the programs. We did not find any formal documentation outlining the competencies that students were expected to gain upon completion of these programs. Nutrition courses in agricultural and health schools were limited in terms of contact hours and scope. Public health nutrition was not covered in any of the health professional schools surveyed. We found no institution offering in-service nutrition training at the time of the study. Based on our findings, we recommend that nutrition training programs in Cameroon be redesigned to make them more responsive to the public health needs of the country.

  16. A comprehensive mapping of the current capacity for human nutrition training in Cameroon

    PubMed Central

    Sodjinou, Roger; Lezama, Ines; Asse, Marie-Louise; Okala, Georges; Bosu, William K.; Fanou, Nadia; Mbala, Ludvine; Zagre, Noel Marie; Tchibindat, Félicité

    2016-01-01

    Background There is consensus among stakeholders in Cameroon on the need to develop and strengthen human resource capacity for nutrition. This study was conducted to provide a comprehensive mapping of the current capacity for tertiary-level human nutrition training in Cameroon. Design Participating institutions included university-level institutions offering dedicated nutrition degree programs or other programs in which nutrition courses were taught. A semi-structured questionnaire administered during in-person interviews was used to collect data on existing programs and content of training curricula. Nutrition curricula were reviewed against the following criteria: intended objectives, coverage of nutrition topics, and teaching methods. Results In total, five nutrition degree programs (four undergraduate programs and one master's program) were identified. Three additional programs were about to be launched at the time of data collection. We did not find any doctorate degree programs in nutrition. All the undergraduate programs only had little focus on public health nutrition whereas the master's program in our sample offered a good coverage of all dimensions of human nutrition including basic and applied nutrition. The predominant teaching method was didactic lecture in all the programs. We did not find any formal documentation outlining the competencies that students were expected to gain upon completion of these programs. Nutrition courses in agricultural and health schools were limited in terms of contact hours and scope. Public health nutrition was not covered in any of the health professional schools surveyed. We found no institution offering in-service nutrition training at the time of the study. Conclusions Based on our findings, we recommend that nutrition training programs in Cameroon be redesigned to make them more responsive to the public health needs of the country. PMID:26818193

  17. The Influence of Campus Racial Climate on Diversity in Graduate Education

    ERIC Educational Resources Information Center

    Griffin, Kimberly A.; Muniz, Marcela M.; Espinosa, Lorelle

    2012-01-01

    Persistent disparities in doctoral degree completion have led many institutions to hire graduate diversity officers (GDOs) to increase the presence of underrepresented minorities in graduate programs. This qualitative study of 14 GDOs considers how the dimensions of campus racial climate (CRC) influence the ability of GDOs to carry out this work.…

  18. 42 CFR 486.104 - Condition for coverage: Qualifications, orientation and health of technical personnel.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...), or (4) of this section: (1) Successful completion of a program of formal training in X-ray technology in a school approved by the Joint Review Committee on Education in Radiologic Technology (JRCERT), or have earned a bachelor's or associate degree in radiologic technology from an accredited college or...

  19. Teaching Principles of Economics without "Chalk and Talk": The Experience of CNU Online.

    ERIC Educational Resources Information Center

    Vachris, Michelle Albert

    1999-01-01

    Discusses the Christopher Newport University (Virginia) [CNU] online program in which students can complete their general education required courses and earn four-year undergraduate degrees online. Addresses the effects of technology on students and the problems encountered in an online environment. Includes reactions by George Bredon and Howard…

  20. To Educate Engineers or to Engineer Educators?: Exploring Access to Engineering Careers

    ERIC Educational Resources Information Center

    Eastman, Michael G.; Christman, Jeanne; Zion, George H.; Yerrick, Randy

    2017-01-01

    Although studies claim increases in underrepresented populations choosing STEM majors, barriers to retention, and higher education degree completion in STEM still exist. This study examined efforts of a prominent technical university to attract and retain urban high school graduates through a tuition scholarship program. We sought to determine the…

  1. Certificates Awarded by Oregon's Degree Granting Colleges and Universities, 1993-94.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem. Office of Educational Policy and Planning.

    This document presents statistical data in summary form on the certificates awarded by institutions of higher education in Oregon. These data were obtained from a completions survey, part of the national Integrated Postsecondary Education Data System (IPEDS). Summary tables are arranged by institution and by program area, followed by tables…

  2. NRC/AMRMC Resident Research Associateship Program

    DTIC Science & Technology

    2018-05-01

    presidents, graduate deans, and heads of appropriate science and engineering departments and minority-affairs offices of all academic degree...variety of minority publications (e.g., Affirmative Action, Black Collegian). In advertising the Research Opportunities available to prospective ...data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information . Send comments regarding this

  3. Graduate and Employer Report, 1996-97 Graduates. Volumes One and Two.

    ERIC Educational Resources Information Center

    Horry-Georgetown Technical Coll., Conway, SC.

    Horry-Georgetown Technical College (SC) has completed graduate and employer surveys since 1994. The reports are divided into specific curricular areas leading to degrees or certificates for most of the programs offered at the college. Each section contains the original survey forms for employers and graduates, and the survey results and comments…

  4. Students' Perceptions of Baccalaureate Completion Programs at Community Colleges: A Qualitative Study

    ERIC Educational Resources Information Center

    Schmitigal, Linda

    2010-01-01

    The purpose of this research is to understand the perceptions of baccalaureate-seeking, community college students regarding their academic preparation as they transfer to university courses. The literature supports both the need to help students persist to baccalaureate degrees and the difficulty transfer students face in this process. However,…

  5. Outcomes-Based Funding in Historical and Comparative Context. Lumina Issue Papers

    ERIC Educational Resources Information Center

    Hearn, James C.

    2015-01-01

    With the advent of outcomes-based funding policies, state policymakers are increasingly committed to basing public college and university funding on how institutions perform on valued measures such as program progress and degree completion. This rising emphasis is considered here in the historical context of three earlier state funding approaches:…

  6. Are They Ready to Teach with Technology? An Investigation of Technology Instruction in Music Teacher Education Programs

    ERIC Educational Resources Information Center

    Haning, Marshall

    2016-01-01

    The purpose of this research was to investigate the type, quantity, and effects of technology instruction currently being provided to undergraduate music education majors. Undergraduate participants (n = 46) at 10 degree-granting institutions completed an online survey on the technology instruction received during their undergraduate degree…

  7. Rerouting Success: Several Academic Pathways Programs Are Fueling Reform at Community Colleges

    ERIC Educational Resources Information Center

    Woods, Bob

    2015-01-01

    "Completion" has become the rallying cry at community colleges. As the 21st century unfolds, the earlier emphasis on guaranteeing greater access to a postsecondary education has evolved into a sharp focus on student success. Whether that means earning a workforcerelated certificate or an associate degree transferable to a four-year…

  8. The Lived Experience of Applied Science Graduates Who Complete the Applied Baccalaureate

    ERIC Educational Resources Information Center

    Kujawa, Tricia A.

    2012-01-01

    The enrollment and transfer behaviors of college students are diverse. As a result college students travel various pathways to the baccalaureate degree. The purpose of this qualitative study was to better understand the lived experience of students who entered higher education through an associate of applied science (AAS) program and then…

  9. Course Delivery Platform Changes and Instructional Delivery Methods: Student Attitudes and Perceptions

    ERIC Educational Resources Information Center

    Garner, William E.; Pack, Tresvil G.; Szirony, Gary M.; Beeson, Eric T.

    2013-01-01

    The purposes of this study were to examine students' perceptions and attitudes toward changes in Distance Education (DE) course management systems and to evaluate their instructional delivery preferences. Students (N = 145) enrolled in an online master's degree program on either a full- or part-time basis completed an online survey instrument…

  10. Degree Production Trends by Program Area: A National Analysis 2004-2009

    ERIC Educational Resources Information Center

    Nash, Chad; Zaback, Katie

    2011-01-01

    The national imperative for increased postsecondary level completions has never been clearer. In order to remain competitive in an ever-changing global market, the United States must produce an educated workforce; one that is ready to lead and inspire a 21st century economy. Recognizing this urgency, the President, several foundations, policy…

  11. Teaching Communication to Indian Educators.

    ERIC Educational Resources Information Center

    Julien, Daniel J.; Monsma, John W.

    A course on communication in the classroom was designed as part of a program to bring education courses, taught by regular university faculty, to Indian reservations, making it possible for an Indian student to continue working while taking courses and to complete his degree in five years. This paper describes the objectives and philosophy of the…

  12. Exploring Emotional Intelligence, Learner Autonomy, and Retention in an Accelerated Undergraduate Degree Completion Program

    ERIC Educational Resources Information Center

    Buvoltz, Katie A.; Powell, Freda J.; Solan, Ann M.; Longbotham, Gail J.

    2008-01-01

    This article presents the results of research that explored the relationship between emotional intelligence and learner autonomy in the context of nontraditional higher education and their impact on student retention. This was predicated on previous research that suggested emotional intelligence might lead to student success and that autonomous…

  13. Does Financial Aid Impact College Student Engagement?: Evidence from the Gates Millennium Scholars Program

    ERIC Educational Resources Information Center

    Boatman, Angela; Long, Bridget Terry

    2016-01-01

    While increasing numbers of students have gained access to higher education during the last several decades, postsecondary persistence and academic success remain serious concerns with only about half of college entrants completing degrees. Given concerns about affordability and resources, policymakers and administrators wonder how financial aid…

  14. Creating a Culture of Student Success: The SEEK Scholars Peer Mentoring Program

    ERIC Educational Resources Information Center

    Zevallos, Ana L.; Washburn, Mara

    2014-01-01

    Over the past decades, Vincent Tinto, Edmund Thile, Francis Ianni, and others all link mentoring to better academic performance, improved social adjustment, enhanced academic experiences, and greater rates of degree completion. Even more specifically, Jean E. Rhodes, Renée Spencer, Thomas E. Keller, Belle Liang, and Gil Noam describe three…

  15. The Technical School: College and University Interface in Teaching Fiber, Textile, and Polymer Chemistry

    ERIC Educational Resources Information Center

    Roberts, Carleton W.

    1973-01-01

    Discusses the present status of technician and technology-oriented institutions and the two curricula offered by the Textile Department, Clemson University. Indicates that technical school, junior college, and community college graduates are allowed to complete formal training to the four-year degree level in the Clemson program. (CC)

  16. Data Mining Student Choices: A New Approach to Business Curriculum Planning

    ERIC Educational Resources Information Center

    Maldonado, Edgar; Seehusen, Vicky

    2018-01-01

    The authors used a clustering technique to analyze business course choices made by students who completed an individualized degree in a large, urban, public university. They looked for patterns to answer the research question, "What can we learn from students' choices to inform the curricular redesign process in business programs?" The…

  17. Quantifying a Relationship between Place-Based Learning and Environmental Quality

    ERIC Educational Resources Information Center

    Johnson, Brian; Duffin, Michael; Murphy, Michael

    2012-01-01

    The goal of this study was to investigate the degree to which school-based and nonformal education programs that focus on air quality (AQ) achieved measurable AQ improvements, and whether specific instructional methods were associated with those improvements. We completed a standardized telephone interview with representatives of 54 AQ education…

  18. Eleventh Annual Conference Proceedings: The Freedom to be Accountable: Adult Student Personnel Association.

    ERIC Educational Resources Information Center

    Miller, Ronald H., Ed.; Becker, Dorothy R., Ed.

    The conference proceedings focus on the concepts of academic freedom and public accountability in the educational process. It includes the complete texts of papers and addresses presented; proceedings of the Adult Student Personnel Annual business meeting; summary reports from the panels on special degree programs for adults and counseling for…

  19. Significant Opportunities in Atmospheric Research and Science (SOARS)

    NASA Astrophysics Data System (ADS)

    Wyndam, T.

    2002-12-01

    Science education is rapidly changing. It is becoming more exciting and challenging, and also more accessible. Little more than a decade ago, the dreams of students from historically underrepresented groups to successfully pursue careers in science were admirable, but mostly elusive. Today, while African Americans, Chicano/Hispanic/LatinoAmericans, and Native Americans make up 25% of the U.S.A. population, these groups combined constitute fewer than 7% of scientists and engineers in the labor force and approximately 3% of the current AMS membership. Achieving the goal of a diverse, internationally competitive, and globally engaged workforce of scientists, engineers, and well prepared citizens calls for different educational goals and strategies. In 1995 UCAR teamed up with NSF and established a program, SOARS, that extends science education and encourages university students from diverse backgrounds to sustain interests, develop skills, and create paths that lead them to careers in the atmospheric and related sciences. SOARS combines research opportunities with a comprehensive mentoring component and a number of other proven learning strategies to create a student (protégé) centered learning community. To date, seventy-two protégés have traveled this pathway. Thirteen protégés have completed their master's degrees and are SOARS alumni: Ten have entered the professional scientific workforce; four are enrolled in Ph.D. programs; and two are Ph.D. candidates. Twenty-four protégés are enrolled in graduate programs: Three are AMS graduate fellows; one an NSF graduate fellow. Forty-two protégés have completed bachelor's degrees; three have completed associate's degrees and are now enrolled in a four-year research university. SOARS sponsorship has expanded to include DOE, NASA, and NOAA. Though SOARS continues to learn from the experiences of its community of protégés and mentors, results to date suggest that it is a successful model.

  20. Use of a student support group to reduce student stress in a nurse anesthesia program.

    PubMed

    Kless, J R

    1989-02-01

    Stress in nurse anesthesia programs may be excessive at times, especially in new students. While some degree of stress is necessary to motivate learning, excessive or prolonged stress can interfere with the normal learning process, thereby prolonging a student's clinical and academic progress. In the extreme, excessive stress may even preclude a student's successful completion of the educational program. Active faculty intervention through a student support group is advocated as a method for controlling stress levels and facilitating student learning. The positive effects of such intervention also increase the overall productivity of a program and better prepare nurse anesthesia students for their future careers.

  1. A qualitative study of motivation in Alaska Native Science and Engineering Program (ANSEP) precollege students

    NASA Astrophysics Data System (ADS)

    Yatchmeneff, Michele

    The dramatic underrepresentation of Alaska Natives in science, technology, engineering and mathematics (STEM) degrees and professions calls for rigorous research in how students access these fields. Research has shown that students who complete advanced mathematics and science courses while in high school are more academically prepared to pursue and succeed in STEM degree programs and professions. There is limited research on what motivates precollege students to become more academically prepared before they graduate from high school. In Alaska, Alaska Native precollege students regularly underperform on required State of Alaska mathematics and science exams when compared to non-Alaska Native students. Research also suggests that different things may motivate Alaska Native students than racial majority students. Therefore there is a need to better understand what motivates Alaska Native students to take and successfully complete advanced mathematics and science courses while in high school so that they are academically prepared to pursue and succeed in STEM degrees and professions. The Alaska Native Science & Engineering Program (ANSEP) is a longitudinal STEM educational enrichment program that works with Alaska Native students starting in middle school through doctoral degrees and further professional endeavors. Research suggests that Alaska Native students participating in ANSEP are completing STEM degrees at higher rates than before the program was available. ANSEP appears to be unique due to its longitudinal approach and the large numbers of Alaska Native precollege, university, and graduate students it supports. ANSEP provides precollege students with opportunities to take advanced high school and college-level mathematics and science courses and complete STEM related projects. Students work and live together on campus during the program components. Student outcome data suggests that ANSEP has been successful at motivating precollege participants to successfully complete advanced high school and college-level mathematics and science courses prior to high school graduation. This study was designed to examine the motivations of Alaska Native high school students who participated in the ANSEP Precollege components to take advanced mathematics and science courses in high school or before college. Participants were 30 high school or college students, 25 of whom were Alaska Native, who were currently attending or had attended Alaska Native Science & Engineering Program (ANSEP) Precollege components in high school. Self-determination theory was used as this study's theoretical framework to develop the semi-structured interview questions and also analyze the interviews. A thematic approach was used to analyze the interviews. The results of this study indicated that ANSEP helped the Alaska Native high school students gain a sense of autonomy, competence, and relatedness in order to be motivated to take advanced mathematics and science courses in high school or before college. In particular, Alaska Native high school students described that relatedness was an important element to them being motivated to take advanced mathematics and science courses. More specifically, participants reported that the Alaska Native community developed at the ANSEP Building and the relationships they developed with their Alaska Native high school peers and staff played an influential role in the motivation of these students. These findings are important because research suggests that autonomy and competence are more important elements than relatedness because they generate or maintain intrinsic motivation. Alaska Native high school students reported that ANSEP was more successful in helping them gain a sense of competence and relatedness than at helping them gain a sense of autonomy. More specifically, the reason the participants did not feel ANSEP developed their sense of autonomy was because ANSEP restricted their actions during the ANSEP Precollege study sessions. My study implies that Alaska Native students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. Educators and STEM program leaders should incorporate elements of belonging into the educational environments they develop for their Alaska Native students. Future research should be conducted to determine if other racial minority students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. My study also indicated that Alaska Native students were motivated to take advanced mathematics and science courses by knowing ANSEP would support them in future programming because of its longitudinal approach. Funding agencies of STEM programs should consider funding programs that provide a longitudinal approach to help Alaska Native students' sense of competence grow. Future research should include studying other STEM programs to determine if they are motivating their students to take and succeed in advanced mathematics and science courses.

  2. Are graduate students rational? Evidence from the market for biomedical scientists.

    PubMed

    Blume-Kohout, Margaret E; Clack, John W

    2013-01-01

    The U.S. National Institutes of Health (NIH) budget expansion from 1998 through 2003 increased demand for biomedical research, raising relative wages and total employment in the market for biomedical scientists. However, because research doctorates in biomedical sciences can often take six years or more to complete, the full labor supply response to such changes in market conditions is not immediate, but rather is observed over a period of several years. Economic rational expectations models assume that prospective students anticipate these future changes, and also that students take into account the opportunity costs of their pursuing graduate training. Prior empirical research on student enrollment and degree completions in science and engineering (S&E) fields indicates that "cobweb" expectations prevail: that is, at least in theory, prospective graduate students respond to contemporaneous changes in market wages and employment, but do not forecast further changes that will arise by the time they complete their degrees and enter the labor market. In this article, we analyze time-series data on wages and employment of biomedical scientists versus alternative careers, on completions of S&E bachelor's degrees and biomedical sciences PhDs, and on research expenditures funded both by NIH and by biopharmaceutical firms, to examine the responsiveness of the biomedical sciences labor supply to changes in market conditions. Consistent with previous studies, we find that enrollments and completions in biomedical sciences PhD programs are responsive to market conditions at the time of students' enrollment. More striking, however, is the close correspondence between graduate student enrollments and completions, and changes in availability of NIH-funded traineeships, fellowships, and research assistantships.

  3. Flexner 2.0-Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona.

    PubMed

    Briehl, Margaret M; Nelson, Mark A; Krupinski, Elizabeth A; Erps, Kristine A; Holcomb, Michael J; Weinstein, John B; Weinstein, Ronald S

    2016-01-01

    Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, "Mechanisms of Human Disease." Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master's: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises.

  4. Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

    PubMed Central

    Briehl, Margaret M.; Nelson, Mark A.; Krupinski, Elizabeth A.; Erps, Kristine A.; Holcomb, Michael J.; Weinstein, John B.

    2016-01-01

    Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, “Mechanisms of Human Disease.” Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master’s: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises. PMID:28725783

  5. A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

    PubMed

    Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E

    2017-11-01

    Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  6. Education and certification of genetic counselors.

    PubMed

    Katsichti, L; Hadzipetros-Bardanis, M; Bartsocas, C S

    1999-01-01

    Genetic counseling is defined by the American Society of Human Genetics as a communication process which deals with the human problems associated with the occurrence, or risk of occurrence, of a genetic disorder in a family. The first graduate program (Master's degree) in genetic counseling started in 1969 at Sarah Lawrence College, NY, USA, while in 1979 the National Society of Genetic Counseling (NSGC) was established. Today, there are 29 programs in U.S.A. offering a Master's degree in Genetic Counseling, five programs in Canada, one in Mexico, one in England and one in S. Africa. Most of these graduate programs offer two year training, consisting of graduate courses, seminars, research and practical training. Emphasis is given in human physiology, biochemistry, clinical genetics, cytogenetics, molecular and biochemical genetics, population genetics and statistics, prenatal diagnosis, teratology and genetic counseling in relation to psychosocial and ethical issues. Certification for eligible candidates is available through the American Board of Medical Genetics (ABMG). Requirements for certification include a master's degree in human genetics, training at sites accredited by the ABMG, documentation of genetic counseling experience, evidence of continuing education and successful completion of a comprehensive ABMG certification examination. As professionals, genetic counselors should maintain expertise, should insure mechanisms for professional advancement and should always maintain the ability to approach their patients.

  7. Characteristics and outcomes of Canadian MD/PhD program graduates: a cross-sectional survey

    PubMed Central

    Skinnider, Michael A.; Squair, Jordan W.; Twa, David D.W.; Ji, Jennifer X.; Kuzyk, Alexandra; Wang, Xin; Steadman, Patrick E.; Zaslavsky, Kirill; Dey, Ayan K.; Eisenberg, Mark J.; Gagné, Ève-Reine; HayGlass, Kent T.; Lewis, James F.; Margetts, Peter J.; Underhill, D. Alan; Rosenblum, Norman D.; Raymond, Lynn A.

    2017-01-01

    Background: Combined MD/PhD programs provide a structured path for physician-scientist training, but assessment of their success within Canada is limited by a lack of quantitative data. We collected outcomes data for graduates of Canadian MD/PhD programs. Methods: We developed and implemented a Web-based survey consisting of 41 questions designed to collect outcomes data for Canadian MD/PhD program alumni from 8 Canadian universities who had graduated before September 2015. Respondents were categorized into 2 groups according to whether they had or had not completed all training. Results: Of the 186 eligible alumni of MD/PhD programs, 139 (74.7%) completed the survey. A total of 136/138 respondents (98.6%) had completed or were currently completing residency training, and 66/80 (82%) had completed at least 1 postgraduate fellowship. Most (58 [83%]) of the 70 respondents who had completed all training were appointed as faculty at academic institutions, and 37 (53%) had been principal investigators on at least 1 recent funded project. Among the 58 respondents appointed at academic institutions, 44/57 (77%) dedicated at least 20% of their time to research, and 25/57 (44%) dedicated at least 50% to research. During their combined degree, 102/136 respondents (75.0%) published 3 or more first-author papers, and 133/136 (97.8%) matched with their first choice of specialty. The median length of physician-scientist training was 13.5 years. Most respondents graduated with debt despite having been supported by Canadian Institutes of Health Research MD/PhD studentships. Interpretation: Most Canadian MD/PhD program alumni pursued careers consistent with their physician-scientist training, which indicates that these programs are meeting their primary objective. Nevertheless, our findings highlight that a minority of these positions are research intensive; this finding warrants further study. Our data provide a baseline for future monitoring of the output of Canadian MD/PhD programs. PMID:28442493

  8. The New Mexico EPSCoR Undergraduate Research Opportunities Program: A Successful Summer Research Program for Community College and PUI College Students

    NASA Astrophysics Data System (ADS)

    Pullin, M. J.

    2013-12-01

    The statewide NSF New Mexico EPSCoR Program (Climate Change and Water in New Mexico) sponsored a summer undergraduate research program from 2009 to 2013. This program was open to undergraduates attending the state's community colleges and primarily undergraduate institutions (PUIs). Participants who are chosen for the program attend a week of workshops on climate change, hydrology, water quality and professional development. Following that, they spend eight weeks working with an EPSCoR-funded scientist at a research intensive university or related field site. Participants are paired during their research project. This strategy has been shown to be a key factor in the success and comfort level of the participants. The program concludes with a research conference and many of the participants later present their work at national and regional conferences. The program has shown to be effective at introducing students from non-research institutions to authentic research in the Earth and Environmental Sciences and improving their confidence in future success at higher degree levels. The program is also successful at recruiting underrepresented minority students, mainly from Hispanic and Native American populations. We will also present data on participant degree completions, transfers to four year colleges, STEM career attainment, and graduate school admissions.

  9. Moving Toward an Anti-Deficit Perspective: African American Science, Technology, Engineering, Mathematics (STEM) Students at Hispanic-Serving Institutions (HSI)

    NASA Astrophysics Data System (ADS)

    Mahoney, Melissa M.

    The increased demand for qualified STEM workers, necessitates addressing the bachelor's science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper's (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system. Coding of the twelve semi-structured interviews revealed six major themes: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. All themes were intertwined at each phase of participants' academic careers, thereby, highlighting the complexity of this population's experience and what is needed to address their low STEM degree attainment. Findings indicated that this student population benefits from positive, sustained faculty-student interactions, holistic STEM success programming, and genuine networks of social support. Furthermore, Harper's framework can be modified to explore the motivation of African American STEM students as well as the African American student's relationship with disability support services.

  10. Spatial perception predicts laparoscopic skills on virtual reality laparoscopy simulator.

    PubMed

    Hassan, I; Gerdes, B; Koller, M; Dick, B; Hellwig, D; Rothmund, M; Zielke, A

    2007-06-01

    This study evaluates the influence of visual-spatial perception on laparoscopic performance of novices with a virtual reality simulator (LapSim(R)). Twenty-four novices completed standardized tests of visual-spatial perception (Lameris Toegepaste Natuurwetenschappelijk Onderzoek [TNO] Test(R) and Stumpf-Fay Cube Perspectives Test(R)) and laparoscopic skills were assessed objectively, while performing 1-h practice sessions on the LapSim(R), comprising of coordination, cutting, and clip application tasks. Outcome variables included time to complete the tasks, economy of motion as well as total error scores, respectively. The degree of visual-spatial perception correlated significantly with laparoscopic performance on the LapSim(R) scores. Participants with a high degree of spatial perception (Group A) performed the tasks faster than those (Group B) who had a low degree of spatial perception (p = 0.001). Individuals with a high degree of spatial perception also scored better for economy of motion (p = 0.021), tissue damage (p = 0.009), and total error (p = 0.007). Among novices, visual-spatial perception is associated with manual skills performed on a virtual reality simulator. This result may be important for educators to develop adequate training programs that can be individually adapted.

  11. Using online program development to foster curricular change and innovation.

    PubMed

    Gwozdek, Anne E; Springfield, Emily C; Peet, Melissa R; Kerschbaum, Wendy E

    2011-03-01

    Distance education offers an opportunity to catalyze sweeping curricular change. Faculty members of the University of Michigan Dental Hygiene Program spent eighteen months researching best practices, planning outcomes and courses, and implementing an e-learning (online) dental hygiene degree completion program. The result is a collaborative and portfolio-integrated program that focuses on the development of reflective practitioners and leaders in the profession. A team-based, systems-oriented model for production, implementation, and evaluation has been critical to the program's success. The models and best practices on which this program was founded are described. Also provided is a framework of strategies for development, including the utilization of backward course design, which can be used in many areas of professional education.

  12. College Graduation Rates Depend Mainly on the Students--But Colleges Matter Too. Here's How Much.

    ERIC Educational Resources Information Center

    Joy, Stephen P.

    2017-01-01

    College graduation rates are a source of concern; many students fail to complete degree programs and therefore miss out on the socioeconomic benefits accruing to college graduates. Some have proposed that colleges be evaluated based on their graduation rates, with financial aid dollars directed away from poor performers. However, none of these…

  13. Dropping Back In: How to Complete Your College Education Quickly & Economically. First Edition.

    ERIC Educational Resources Information Center

    Hecht, Miriam; Traub, Lillian

    A handbook for the adult student returning to college is presented. Attention is directed to the pros and cons of reentry; how to choose a program; options for financing an education; admissions applications; maximizing preentry credits; colleges, credits, and degrees; coping with academic demands such as exam-taking; and achieving a balance…

  14. Changes in Health Resulting from the "Internship Process" in a Cohort of Professional Psychology Doctoral Student Applicants

    ERIC Educational Resources Information Center

    Manning, John Merrill

    2017-01-01

    Graduate students enrolled in clinical, counseling, and school psychology doctoral programs are required to complete a one-year internship prior to graduating and earning their degree. Recently, an imbalance has grown between the number of internship positions and the number of applicants, with more applicants than available internship positions.…

  15. Learners' Perspectives on Pure Science Content in Vocational Degree Programs: Chemistry for Pharmacists

    ERIC Educational Resources Information Center

    Smith, James R.; Chungh, Melleisha K.; Sadouq, Sara; Kandiah, Asarthan

    2017-01-01

    The objective of this study was to enquire how the chemistry experience of pharmacy students can be enhanced and how the virtual learning environment (VLE) for chemistry-related pharmacy modules might be improved. All Master of Pharmacy students at the University of Portsmouth United Kingdom were asked to complete a project-designed online…

  16. Beacon of Hope: Award-Winning Program Redesign for Post-Traditional Students

    ERIC Educational Resources Information Center

    Cherrstrom, Catherine A.; Boden, Carrie J.

    2018-01-01

    Many Americans dream of completing a college degree, positively influencing wages and economic mobility. The number of students entering college or returning to college later in life is growing. Up to 75% of university enrollments are comprised of students in one or more of the following circumstances: 25 years old or older, attend school…

  17. NRC/AMRMC Resident Research Associateship Program

    DTIC Science & Technology

    2018-05-01

    materials to presidents, graduate deans, and heads of appropriate science and engineering departments and minority-affairs offices of all academic degree...variety of minority publications (e.g., Affirmative Action, Black Collegian). In advertising the Research Opportunities available to prospective ...data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information . Send comments regarding this

  18. Obstacles Facing Veterans in Applied Sciences Programs at the Community College Level

    ERIC Educational Resources Information Center

    Neeley, Alexander B.

    2017-01-01

    The purpose of this study was to determine the presence (or absence) of barriers that hindered the ability of veteran student populations in completing degrees in the applied sciences field. Furthermore, in this study, the researcher sought to identify and to understand any detected barriers. The researcher examined the academic performances of…

  19. Specialized High Schools and Talent Search Programs: Incubators for Adolescents with High Ability in STEM Disciplines

    ERIC Educational Resources Information Center

    Almarode, John T.; Subotnik, Rena F.; Crowe, Edward; Tai, Robert H.; Lee, Geesoo Maie; Nowlin, Fiona

    2014-01-01

    The purpose of this study is to investigate the association between self-efficacy and maintenance of interest in science, technology, engineering, and mathematics (STEM) resulting in completion of an undergraduate degree in a science related area. To pursue this analysis, the researchers surveyed 3,510 graduates from selective specialized science…

  20. Education: A Reciprocal Civic-Military Objective.

    ERIC Educational Resources Information Center

    Tamburello, G. B.

    The Navy's Associate Degree Completion Program was set up as a career incentive to retain able enlisted men in critical ratings whether ashore or at sea. It aims to increase their value to the Navy and their chances for promotion. The author feels the community/junior college is the best answer to the problem of providing technical, vocational, or…

  1. Soaring to Excellence. Proceedings of the Annual North East Association for Institutional Research (NEAIR) Conference (33rd, Philadelphia, Pennsylvania, November 4-7, 2006)

    ERIC Educational Resources Information Center

    Alvord, Catherine, Ed.

    2006-01-01

    The NEAIR 2006 Conference Proceedings is a compilation of papers presented at the Philadelphia, Pennsylvania conference. Topics include: Policy Analysis, Grading Policy, State Higher Education Accountability Program, Performance Assessment, Freshmen Transfer Risk, Assessment, Degree Completion, First-Year Academic Success, Effectiveness in…

  2. A National Study of Student Early Alert Programs at Two-Year Institutions of Higher Education

    ERIC Educational Resources Information Center

    Fletcher, Darla Michelle Keel

    2012-01-01

    Approximately half of students at the community college level leave the institution before degree completion. Community college students are more likely than four-year students to be first-generation students, attend school part-time, be less prepared academically, work full-time, have family responsibilities, and have entered college later in…

  3. Using Peer Teaching to Support Co-Operative Learning in Undergraduate Pharmacology

    ERIC Educational Resources Information Center

    Depaz, Iris; Moni, Roger W.

    2008-01-01

    We report findings from the second phase of a study of co-operative, group-based assessment in Pharmacology for second-year undergraduates at The University of Queensland, Australia. Students (n = 285) enrolled in the 2006 Bachelor of Science degree program completed a group-based assessment task (weighted 10% of their course). Blended teaching…

  4. Adult Learners and Spiritual Formation: Exploring Outcomes at Christ-Centered Universities

    ERIC Educational Resources Information Center

    Barkley, Heather R.

    2017-01-01

    The limited research on adult learners and spiritual formation has created a knowledge gap regarding whether bachelor's degree-completion students value the faith aspects of their education at Christian colleges. As this population grows, so does the need to better understand if the spiritual components of adult programs are having an impact and…

  5. Enjoyment in Online Learning: What Instructional Delivery Methods Contribute to Online RN-BSN Student Satisfaction?

    ERIC Educational Resources Information Center

    Price, Jill M.

    2013-01-01

    The purpose of this quantitative study was to determine the relationship between six instructional delivery methods defined by Walker and Fraser (2005) in the Distance Education Learning Environments Survey (DELES) and the satisfaction levels of registered nurses enrolled in online bachelor of science in nursing (BSN) degree completion programs.…

  6. The Dissertation Can No Longer Be Defended

    ERIC Educational Resources Information Center

    Patton, Stacey

    2013-01-01

    The dissertation is broken, many scholars agree. Rethinking the academic centerpiece of a graduate education is an obvious place to start if, as many people believe, Ph.D. programs are in a state of crisis. Universities face urgent calls to reduce the time it takes to complete degrees, reduce attrition, and do more to prepare doctoral candidates…

  7. Preservice Teachers of High School Mathematics: Success, Failure, and Persistence in the Face of Mathematical Challenges

    ERIC Educational Resources Information Center

    Sinicrope, Rose; Eppler, Marion; Preston, Ronald V.; Ironsmith, Marsha

    2015-01-01

    The goal of this study was to identify variables related to success and resilience in an undergraduate, high school mathematics teacher education program. Over a five-year period, we tracked the academic performance and achievement motivation goals of multiple cohorts of students. Students who successfully completed their degrees had higher grade…

  8. Voices of Family Therapy Doctoral Students of Color: Aspirations and Factors Influencing Careers in Academia

    ERIC Educational Resources Information Center

    Miller, John K.; Stone, Dana J.

    2011-01-01

    The authors examined factors influencing career aspirations of doctoral students of color in family therapy doctoral programs across the country, with a special focus on careers in the professoriate. Qualitative interviews were conducted with students at varying levels of degree completion. Respondents discussed barriers to careers in academia as…

  9. Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

    ERIC Educational Resources Information Center

    Geng, Gretchen; Midford, Richard; Buckworth, Jenny

    2016-01-01

    In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers' sense of stress, reflection and identity development, this study compared the stress levels…

  10. Improving Undergraduate Online Retention through Gated Advisement and Redundant Communication

    ERIC Educational Resources Information Center

    Clay, Melanie N.; Rowland, Stacey; Packard, Abbot

    2009-01-01

    The University of West Georgia implemented a successful research-based initiative, Project DEW (Developing eCore Winners) to improve retention in its eCore courses. eCore courses are those offered through a collaborative University System of Georgia program, and includes courses required to complete the first two years of an undergraduate degree.…

  11. Re-Imagining Competencies in North Carolina Community Colleges: Integrating Certifications into Academic Programs at Two Community Colleges

    ERIC Educational Resources Information Center

    Vester, Jonathan Steven

    2017-01-01

    Once a community college graduate completes an associate's degree, the institution is committing to the public that the graduate possesses a prescriptive set of knowledge, skills, and abilities either gained through, or enhanced by, their college attendance. At most institutions, these skill sets are assessed almost exclusively through internal…

  12. The Impact of Intrinsic and Extrinsic Motivation on the Academic Achievement of Non-Traditional Undergraduate Students

    ERIC Educational Resources Information Center

    Arce, Alma Lorenia

    2017-01-01

    Non-traditional students have become a growing component of the student population in today's college systems. Research has shown that non-traditional students are less likely to achieve academically and complete their degree programs compared to traditional students. The purpose of this quantitative, correlational study was to investigate the…

  13. Confidence and Academic Success in Higher Education

    ERIC Educational Resources Information Center

    Telbis, Miky

    2010-01-01

    A dropout rate can be used to determine student's ability to fulfill their perspective program of study, as well as the college's ability to qualify the right students for the completion of their academic degree. College advertisement can also play a significant role when it comes to dropout rates as it can be viewed as ineffective if the learners…

  14. An Informed Look at Doctoral Vivas (Oral Examinations) in the Preparation of Counselor Educators

    ERIC Educational Resources Information Center

    McAdams, Charles R., III; Robertson, Derek L.

    2012-01-01

    Viva voce is the Latin expression traditionally used to refer to doctoral oral examinations. Viva voce, or simply viva, examinations are a standard requirement for doctoral candidacy and degree completion in many counselor education programs. Despite the prevalent use of vivas as an assessment and learning tool, the counselor education literature…

  15. Completing PhDs: The Perils and Enduring Promise of Deep Study

    ERIC Educational Resources Information Center

    Butler, Jon

    2009-01-01

    What is a PhD? People answer this question too often by succumbing to the bureaucratic lure. They describe formal processes, "outcomes", time to degree, funding, training in teaching--indeed, almost everything except central intellectual attraction and personal focus of the PhD enterprise: deep study. Certainly in United States PhD programs, the…

  16. Engineer Support to the Brigade Combat Team

    DTIC Science & Technology

    2010-05-20

    Director, Robert F. Baumann, Ph.D. Graduate Degree Programs Disclaimer: Opinions, conclusions, and recommendations expressed or implied...companies, now totaling over seven thousand 12 Robert R. Ploger, MG, USA, Vietnam Studies: U.S...mission was complete they would be reallocated to other assets who needed them. The commander of the 18th Engineer Brigade, Major General Robert P

  17. An investigation of empennage buffeting

    NASA Technical Reports Server (NTRS)

    Lan, C. E.; Lee, I. G.

    1986-01-01

    Progress in the investigation of empennage buffeting in reviewed. In summary, the following tasks were accomplished: relevant literatures was reviewed; equations for calculating structural response were formulated; root-mean-square values of root bending moment for a 65-degree rigid delta wing were calculated and compared with data; and a water-tunnel test program for an F-18 model was completed.

  18. "The Writing Writes Itself": Deleuzian Desire and the Creative Writing MFA Degree

    ERIC Educational Resources Information Center

    Walker, Ginger Marie

    2017-01-01

    This post-qualitative inquiry project investigated subjectivity (sense of self) among graduates of creative writing Master of Fine Arts (MFA) programs. The project asked how subjectivity is involved in the creative writing process and how that process fuels further writing after a creative piece (such as the MFA thesis) is completed. A…

  19. Understanding the Factors Affecting Degree Completion of Doctoral Women in the Science and Engineering Fields

    ERIC Educational Resources Information Center

    Ampaw, Frim D.; Jaeger, Audrey J.

    2011-01-01

    The rate of doctoral degree completion, compared to all other degrees, is the lowest in the academy, with only 57 percent of doctoral students completing their degree within a ten-year period. In the science, engineering, and mathematics (SEM) fields, 62 percent of the male students complete their doctoral degree in ten years, which is better than…

  20. Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach

    NASA Astrophysics Data System (ADS)

    Doerschuk, Peggy; Bahrim, Cristian; Daniel, Jennifer; Kruger, Joseph; Mann, Judith; Martin, Cristopher

    2016-08-01

    There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these "at-risk" students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program's success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program's theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned.

  1. Engaging Key Stakeholders to Assess and Improve the Professional Preparation of MPH Health Educators

    PubMed Central

    Steckler, Allan; Maman, Suzanne; Ellenson, Meg; French, Elizabeth; Blanchard, Lynn; Bowling, Mike; Yamanis, Nina; Succop, Stacey; Davenport, Amy; Moracco, Beth

    2010-01-01

    Objectives. We described the process of engaging key stakeholders in a systematic review of requirements for a master of public health (MPH) degree within the Department of Health Behavior and Health Education, University of North Carolina Gillings School of Global Public Health, and summarized resulting changes. Methods. A benchmarking study of 11 peer institutions was completed. Key stakeholders (i.e., current students, alumni, faculty, staff, employers, and practicum preceptors) received online or print surveys. A faculty retreat was convened to process results and reach consensus on program revisions. Results. MPH program changes included (1) improved advising and mentoring program, (2) elimination of research and practice track options, (3) increased elective and decreased required credit hours, (4) replacement of master's paper requirement with “deliverables” (written products such as reports, documents, and forms) produced as part of the required “Capstone” course, (5) extended community field experience to 2 semesters and moved it to year 2 of the program, and (6) allowed practica of either 200, 300, or 400 hours. Conclusions. Engaging key stakeholders in the program review process yielded important changes to the MPH degree program requirements. Others may consider this approach when undertaking curriculum reviews. PMID:20395575

  2. An innovative educational approach to professional development of medical laboratory scientists in Botswana.

    PubMed

    Magowe, Mabel Km; Ledikwe, Jenny H; Kasvosve, Ishmael; Martin, Robert; Thankane, Kabo; Semo, Bazghina-Werq

    2014-01-01

    To address the shortage of laboratory scientists in Botswana, an innovative, one-year academic bridging program was initiated at the University of Botswana, to advance diploma-holding laboratory technicians towards becoming laboratory scientists holding Bachelor's degrees. An evaluation was conducted, which described the outcomes of the program and the lessons learned from this novel approach to meeting human resource needs. This was a cross-sectional, mixed-methods evaluation. Qualitative interviews were conducted with graduates of the Bachelor of Science (BSc) Medical Laboratory Sciences (MLS) bridging program, along with the graduates' current supervisors, and key informants who were involved in program development or implementation. The quantitative data collected included a written questionnaire, completed by program graduates, with a retrospective pre-test/post-test survey of graduates' confidence, in terms of key laboratory competencies. The BSc MLS bridging program produced thirty-three laboratory scientists over 3 years. There was a significant increase in confidence among graduates, for specified competencies, after the program (P<0.05). Graduates reported acquiring new skills and, often, accepting new responsibilities at their former workplace, particularly in relationship to leadership and management. Five graduates enrolled in advanced degree programs. Most graduates assumed increased responsibility. However, only two graduates were promoted after completing the training program. The lessons learned include: the importance of stakeholder involvement, the need for data to identify local needs, financial sustainability, catering for the needs of adult learners, and ensuring a technically challenging work environment, conducive to the application of skills learned during training. A strong public health and clinical laboratory system is essential for the rapid detection and control of emerging health threats, and for patient care. However, there is a need to adequately prepare laboratory human resources, to ensure efficient and effective laboratory services. Advancement of laboratory technicians towards becoming laboratory scientists, through a bridging program, can provide the necessary skills within a short time.

  3. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences

    NASA Astrophysics Data System (ADS)

    Figueroa, Tanya

    Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country's future, it is troubling that many underrepresented racial minority (URM) students start graduate STEM programs, but do not finish. However, some institutional contexts better position students for degree completion than others. The purpose of this study was to uncover the academic and social experiences, power dynamics, and programmatic/institutional structures URM students face within their graduate STEM programs that hinder or support degree progression. Using a critical socialization framework applied in a cross-comparative qualitative study, I focused on how issues of race, ethnicity, and underrepresentation within the educational contexts shape students' experiences. Data was collected from focus group interviews involving 53 URM graduate students pursuing STEM disciplines across three institution types -- a Predominately White Institution, a Hispanic-Serving Institution, and a Historically Black University. Results demonstrate that when students' relationships with faculty advisors were characterized by benign neglect, students felt lost, wasted time and energy making avoidable mistakes, had less positive views of their experiences, and had more difficulty progressing through classes or research, which could cause them to delay time to degree completion or to leave with a master's degree. Conversely, faculty empowered students when they helped them navigate difficult processes/milestones with regular check-ins, but also allowed students room to make decisions and solve problems independently. Further, faculty set the tone for the overall interactional culture and helping behavior in the classroom and lab contexts; where faculty modeled collaboration and concern for students, peers were likely to do the same. International peers sometimes excluded domestic students both socially and academically, which had a negative affect on intergroup dynamics and limited the opportunities for learning among URM students. Interestingly, students describe peer dynamics that occasionally suggest racial undertones in interactions; however, many students were unaware of implications on their training experiences or were simply uncomfortable naming racism. Prevailing racial stereotypes even impacted students trained in welcoming and culturally respectful programs. The study expands studies on URM graduate students, socialization theory, and formal and informal structures in programs that can assure success in graduate school.

  4. Early Mentoring of Medical Students and Junior Doctors on a Path to Academic Cardiothoracic Surgery.

    PubMed

    Fricke, Tyson A; Lee, Melissa G Y; Brink, Johann; d'Udekem, Yves; Brizard, Christian P; Konstantinov, Igor E

    2018-01-01

    In 2005 the Department of Cardiothoracic Surgery at The Royal Children's Hospital started an early academic mentoring program for medical students and junior doctors with the aim of fostering an interest in academic surgery. Between 2005 and 2015, 37 medical students and junior doctors participated in research in the Department of Cardiothoracic Surgery at The Royal Children's Hospital. Each was given an initial project on which to obtain ethics approval, perform a literature review, data collection, statistical analysis, and prepare a manuscript for publication. A search of the names of these former students and doctors was conducted on PubMed to identify publications. A total of 113 journal articles were published in peer-reviewed journals with an average impact factor of 4.1 (range, 1.1 to 19.9). Thirty (30 of 37, 81%) published at least one article. A mean of 4.3 journal articles was published per student or junior doctor (range, 0 to 29). Eleven (11 of 37, 30%) received scholarships for their research. Nine (9 of 37, 24%) have completed or are enrolled in higher research degrees with a cardiothoracic surgery focus. Of these 9, 2 have completed doctoral degrees while in cardiothoracic surgery training. Five will complete their cardiothoracic surgery training with a doctoral degree and the other 2 are pursuing training in cardiology. A successful early academic mentoring program in a busy cardiothoracic surgery unit is feasible. Mentoring of motivated individuals in academic surgery benefits not only their medical career, but also helps maintain high academic output of the unit. Copyright © 2018 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

  5. Attrition in an undergraduate program in allied health education.

    PubMed

    Hedl, J J

    1987-08-01

    The present study compared the characteristics of allied health professionals who completed a bachelor's degree program in allied health education with those who failed to complete the program, in order to develop recommendations for a retention program. The data base included all graduates and dropouts for the period September 1972 to August 1986. Analyses indicated that alumni and those who dropped out were remarkedly similar with regard to demographic characteristics such as age, sex, ethnicity, and prior academic achievement. Fifty percent of the dropouts occurred within the first semester, although attrition continued to occur over a five-year period. The reasons for dropping out were varied, and few were recorded for academic reasons. It was concluded that adult allied health professionals pose difficult problems for retention because motivation and commitment variables appear more important than academic ability or social/academic integration factors. These findings were consistent with research on attrition in higher education, and with the literature on adult learning.

  6. Library residencies and internships as indicators of success: evidence from three programs.

    PubMed Central

    Lanier, D; Henderson, C L

    1999-01-01

    This paper discusses post-master's degree internships in three very different organizations; the University of Illinois at Chicago, the National Library of Medicine, and the Library of Congress. It discusses the internships using several questions. Do the programs serve as a recruitment strategy? Do the programs develop key competencies needed by the participant or organization? Do the programs develop leaders and managers? Is acceptance into a program an indicator of future career success? A survey was mailed to 520 persons who had completed internships in one of the three programs. There was a 49.8% response rate. Responses to fifty-four questions were tabulated and analyzed for each program and for the total group. The results confirm the value of internships to the career of participants. PMID:10219479

  7. A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age.

    PubMed

    Reynolds, Arthur J; Ou, Suh-Ruu; Temple, Judy A

    2018-03-01

    Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate's to master's or higher. A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate's degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master's degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1.3%-4.1%), and years of education (12.81 vs 12.32; difference, 0.49; 95% CI, 0.20-0.77). Duration of participation showed a consistent linear association with outcomes. Compared with fewer years, preschool to second or third grade participation led to higher rates of associate's degree or higher (18.5% vs 12.5%; difference, 6.0%; 95% CI, 1.0%-11.0%), bachelor's degree (14.3% vs 8.2%; difference, 6.1%; 95% CI, 1.3%-10.9%), and master's degree or higher (5.9% vs 2.3%; difference, 3.6%; 95% CI, 1.4%-5.9%). The pattern of benefits was robust and favored male participants for high school graduation, female participants for college attainment, and those from lower-educated households. This study indicates that an established early and continuing intervention is associated with higher midlife postsecondary attainment. Replication and extension of findings to other locations and populations should further strengthen confidence in the health benefits of large-scale preventive interventions.

  8. Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

    PubMed Central

    Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.

    2016-01-01

    National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296

  9. Minority University Research and Education Division (MURED) Update

    NASA Technical Reports Server (NTRS)

    Malone, John

    2000-01-01

    Program priorities include: (1) Expand and advance NASA's scientific and technological base by building on prior year's efforts in research and academic infrastructure; (2) Increase exposure to NASA's unique mission and facilities by developing closer relationships with NASA Strategic Enterprises; (3) Increase involvement in competitive peer review and merit selection processes; (4) Contribute significantly to the Agency's strategic goals and objectives; (5) Create systemic and sustainable change through partnerships and programs that enhance research and education programs; (6) Prepare faculty and students at HBCU's for NASA-related fields and increase number of students that enter and successfully complete degrees in NASA-related fields; (7) Establish measurable program goals and objectives; and (8) Improve financial management performance.

  10. [Experiments on disinfection of vaccinia virus embedded in scabs and/or at the hand].

    PubMed

    Schümann, K; Grossgebauer, K

    1977-01-01

    Vaccinia viruses embedded in rabbit dermal scabs were subjected to physical and chemical disinfection procedures. Scabs were suspended in vitro without saline or in physiological saline, and left for 1 hour at 70 to 90 degrees C. A complete inactivation was achived only in those scab samples which had been incubated at 90 degrees C for 1 hour and suspended in physiological saline. Scabs which had been placed in a disinfecting apparatus (Vacudes 4000) filled with mattrasses consistently proved to be free of infectious vaccinia viruses in each of the chosen programs. In addition scabs were subjected to disinfection by means of chemical disinfecting agents. The scabs had been placed in a chemical disinfecting suspension and left there for 90 minutes. Complete disinfection was obtained with glutaraldehyde 2%, formaldehyde 2%, Lysoformin 2% or 3%, phenol 5% and chloramine T 2%. Complete disinfection was likewise achieved after 3 hours treatment with some alchohols (ethylalcohol 80%, isopropylalcohol 7%, n-propylalcohol 60%), Amocid 5% and formaldehyde 1%.0.5% formaldehyde caused complete disinfection when applied for 6 hours. The only exception was a Quat which did not disinfect fully even after 18 hours application. Concerning the tests to disinfect the hands complete disinfection occurs when using chloramine T (1.5%) or isopropylalcohol (70%) in 2 to 5 minutes. Further tests were performed with scabs which were placed in sick rooms that were terminally disinfected with formaline vapor. It could be confirmed that the usual terminal disinfection with formaldehyde vapor was unable to completely disinfect the scabs. It is necessary to double the amount of formaldehyde (10 g formaldehyde per cubic metre of space) and prolong the period of treatment to 24 hours to achieve a greater degree of disinfection rate.

  11. Are Graduate Students Rational? Evidence from the Market for Biomedical Scientists

    PubMed Central

    Blume-Kohout, Margaret E.; Clack, John W.

    2013-01-01

    The U.S. National Institutes of Health (NIH) budget expansion from 1998 through 2003 increased demand for biomedical research, raising relative wages and total employment in the market for biomedical scientists. However, because research doctorates in biomedical sciences can often take six years or more to complete, the full labor supply response to such changes in market conditions is not immediate, but rather is observed over a period of several years. Economic rational expectations models assume that prospective students anticipate these future changes, and also that students take into account the opportunity costs of their pursuing graduate training. Prior empirical research on student enrollment and degree completions in science and engineering (S&E) fields indicates that “cobweb” expectations prevail: that is, at least in theory, prospective graduate students respond to contemporaneous changes in market wages and employment, but do not forecast further changes that will arise by the time they complete their degrees and enter the labor market. In this article, we analyze time-series data on wages and employment of biomedical scientists versus alternative careers, on completions of S&E bachelor's degrees and biomedical sciences PhDs, and on research expenditures funded both by NIH and by biopharmaceutical firms, to examine the responsiveness of the biomedical sciences labor supply to changes in market conditions. Consistent with previous studies, we find that enrollments and completions in biomedical sciences PhD programs are responsive to market conditions at the time of students' enrollment. More striking, however, is the close correspondence between graduate student enrollments and completions, and changes in availability of NIH-funded traineeships, fellowships, and research assistantships. PMID:24376573

  12. Dualling Thomas: Maine College Helps Students Earn College Credit While in High School

    ERIC Educational Resources Information Center

    MacKenzie, Riley

    2016-01-01

    The Pathways Program allows juniors and seniors in high school who have a high school GPA of 3.0, a demonstrated capacity for college work, and a recommendation of the high school guidance counselor, to pursue their associate degrees at Thomas College in Waterville, Maine, while completing the requirements for their high school diploma at…

  13. Trait Emotional Intelligence and University Graduation Outcomes: Using Latent Profile Analysis to Identify Students at Risk for Degree Noncompletion

    ERIC Educational Resources Information Center

    Keefer, Kateryna V.; Parker, James D. A.; Wood, Laura M.

    2012-01-01

    This study explored the utility of trait emotional intelligence (EI) for predicting students' university graduation outcomes six years after enrolment in university. At the start of the program, 1,015 newly registered students completed a brief multidimensional self-report EI assessment and provided consent to track their subsequent degree…

  14. Gender Rationales in Selecting a Major in Information Technology at the Undergraduate Level of a University Program: A Focus Group Approach

    ERIC Educational Resources Information Center

    Mishra, Sushma; Draus, Peter; Caputo, Donald; Leone, Gregory; Kohun, Frederick; Repack, Diana

    2014-01-01

    Previous research studies of women applying to, enrolling and completing computing degrees at the undergraduate collegiate level suggest a significant underrepresentation of females in the Information Technology domain in the past decade. This study employs a focus group approach to the gender gap that encompasses forays into the qualitative…

  15. The Effects of Non-Compulsory Freshman Seminar and Core Curriculum Completion Ratios on Post-Secondary Persistence and Baccalaureate Degree Attainment

    ERIC Educational Resources Information Center

    Clouse, Wendi A.

    2012-01-01

    This study contributes to the body of research that is attempting to uncover what student characteristics and university programs and policies are predictive of student persistence and graduation. Loss of student enrollments through attrition prior to graduation and low graduation rates have significant negative consequences for universities and…

  16. Learning Style Differences in Adult Students' Perceptions of the Effectiveness of Classroom Techniques for Teaching Quantitative Skills

    ERIC Educational Resources Information Center

    Deever, Walter Thomas

    2012-01-01

    More than half of adults in the USA have quantitative literacy ratings at or below a basic level. This lack of literacy often becomes a barrier to employability. To overcome this barrier, adults are returning to college to improve their quantitative skills and complete an undergraduate education, often through an accelerated degree program. A…

  17. Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores

    ERIC Educational Resources Information Center

    Mayfield, Linda Riggs

    2010-01-01

    This study examined the effects of being taught the Mayfield's Four Questions multiple-choice test-taking strategy on the perceived self-efficacy and multiple-choice test scores of nursing students in a two-year associate degree program. Experimental and control groups were chosen by stratified random sampling. Subjects completed the 10-statement…

  18. A Multiple Comparison Case Study of Factors Related to Success of Associate Degree Nursing (ADN) Students

    ERIC Educational Resources Information Center

    Wieting, Shelley

    2017-01-01

    The nursing profession is facing a serious shortage of registered nurses based on current numbers, projected retirements, and estimates of future need. Nursing schools accept the largest numbers of students that they are able to accommodate, but many of these students do not complete the programs; this is especially true for associate degree…

  19. Pharmacoeconomics and outcomes research degree-granting PhD programs in the United States.

    PubMed

    Slejko, Julia F; Libby, Anne M; Nair, Kavita V; Valuck, Robert J; Campbell, Jonathan D

    2013-01-01

    Evidence is missing on showcasing current practices of degree programs specific to the field of pharmaceutical outcomes research. To measure current practices of pharmacoeconomics and outcomes research PhD programs in the United States and synthesize recommendations for improving the success of programs and prospective students. A 23-question online survey instrument was created and distributed to 32 program directors identified in the International Society for Pharmacoeconomics and Outcomes Research educational directory. Descriptive statistics summarized both the program characteristics (including observed and desired number of faculty and students) and training recommendations (traits of program and student success). Of 30 eligible programs that conferred a PhD in pharmacoeconomics, pharmaceutical outcomes research, or a related field, 16 respondents (53%) completed the survey. Seventy-five percent of respondents were located in a school of pharmacy. The average observed number of faculty (7.5) and students (11.5) was lower than the average desired numbers (8.1) and (14.7), respectively. Reputation of faculty research and a collaborative environment with other disciplines were rated highest for a program's success. Faculty's mentoring experience and reputation and student funding opportunities were rated highest for prospective students' success. Existing and emerging programs as well as prospective students can use these findings to further their chances of success. Copyright © 2013 Elsevier Inc. All rights reserved.

  20. Effect of standardized orders and provider education on head-of-bed positioning in mechanically ventilated patients.

    PubMed

    Helman, Donald L; Sherner, John H; Fitzpatrick, Thomas M; Callender, Marcia E; Shorr, Andrew F

    2003-09-01

    Semirecumbent head-of-bed positioning in mechanically ventilated patients decreases the risk of developing ventilator-associated pneumonia (VAP). The purpose of this study was to determine whether the addition of a standardized order followed by the initiation of a provider education program would increase the frequency with which our patients were maintained in the semirecumbent position. Prospective, pre-, and postintervention observational study. A tertiary care, U.S. Army teaching hospital. Mechanically ventilated medical and surgical intensive care unit patients. The first intervention involved the addition of an order for semirecumbent head-of-bed positioning to our intensive care unit order sets. This was followed 2 months later with a second intervention, which was a nurse and physician education program emphasizing semirecumbent positioning. Data regarding head-of-bed positioning were collected on 100 patient observations at baseline and at 1 and 2 months after each of our interventions. The mean angle of head of bed increased from 24 +/- 9 degrees at baseline to 35 +/- 9 degrees (p <.05) 2 months after the addition of the standard order. The percentage of observations with head of bed >45 degrees increased from 3% to 16% 2 months after the standardized order (p <.05). Two months after our provider education program, the mean angle of the head of bed was 34 +/- 11 degrees and the percentage of patients with head of bed >45 degrees was 29% (p = NS compared with values after the first intervention). Data collected 6 months after completion of our education programs showed that these improvements were maintained. Standardizing the process of care via the addition of an order specifying head-of-bed position significantly increased the number of patients who were placed in the semirecumbent position. In an era of cost-conscious medicine, interventions that utilize protocols and education programs should be emphasized.

  1. Graduate engineering research participation in aeronautics

    NASA Technical Reports Server (NTRS)

    Roberts, A. S., Jr.

    1984-01-01

    Graduate student engineering research in aeronautics at Old Dominion University is surveyed. Student participation was facilitated through a NASA sponsored university program which enabled the students to complete degrees. Research summaries are provided and plans for the termination of the grant program are outlined. Project topics include: Failure modes for mechanically fastened joints in composite materials; The dynamic stability of an earth orbiting satellite deploying hinged appendages; The analysis of the Losipescu shear test for composite materials; and the effect of boundary layer structure on wing tip vortex formation and decay.

  2. Effect of a 10-week strength training program and recovery drink on body composition, muscular strength and endurance, and anaerobic power and capacity.

    PubMed

    Chromiak, Joseph A; Smedley, Brianne; Carpenter, William; Brown, Robert; Koh, Yun S; Lamberth, John G; Joe, Lee Ann; Abadie, Ben R; Altorfer, Greg

    2004-05-01

    We investigated whether postexercise consumption of a supplement containing whey protein, amino acids, creatine, and carbohydrate combined with a strength training program promotes greater gains in fat-free mass (FFM), muscle strength and endurance, and anaerobic performance compared with an isocaloric, carbohydrate-only control drink combined with strength training. The study was double blind and randomized, and the experimental supplement was compared with a carbohydrate-only control. Forty-one males (n = 20 in control group, n = 21 in the supplement group; mean age, 22.2 y) participated in a 4 d/wk, 10-wk periodized strength training program. Subjects had to complete at least 70% of the workouts. Before and after 10 wk of strength training, subjects were tested for body composition by using hydrostatic weighing and skinfold thicknesses, one repetition maximum strength and muscular endurance for the bench press and 45-degree leg press, and anaerobic performance using a 30-s Wingate test. Thirty-three subjects (80.5%) completed the training program (n = 15 in control group, n = 18 in the supplement); these 33 subjects also completed all post-training test procedures. Data were analyzed with two-way analysis of variance with repeated measures on time. P <== 0.05 was set as statistically significant. All statistical analyses, including calculation of effect size and power, were completed with SPSS 11.0. Across groups, FFM increased during 10 wk of strength training. Although there was no statistically significant time x group interaction for FFM, there was a trend toward a greater increase in FFM for the supplement group (+3.4 kg) compared with the control group (+1.5 kg; P = 0.077). The effect size (eta(2) = 0.100) was moderately large. Percentage of body fat declined and fat mass was unchanged; there were no differences between groups. One repetition maximum strength for the bench press and 45-degree leg press increased, but there were no differences between groups. Muscular endurance expressed as the number of repetitions completed with 85% of the one repetition maximum was unchanged; external work, which was estimated as repetitions completed x resistance used, increased for the 45-degree leg press but not for the bench press over the 10-wk training period; there were no time x group interactions for either measurement. Anaerobic power and capacity improved, but there were no differences between groups for these variables or for fatigue rate. Consumption of a recovery drink after strength training workouts did not promote greater gains in FFM compared with consumption of a carbohydrate-only drink; however, a trend toward a greater increase in FFM in the supplement group suggests the need for longer-term studies. Performance variables such as muscle strength and endurance and anaerobic performance were not improved when compared with the carbohydrate-only group.

  3. The Two-Year Colleges' Role in Building the Future Geoscience Technical Workforce

    NASA Astrophysics Data System (ADS)

    Wolfe, B.

    2014-12-01

    Careers in energy science related fields represent significant job growth in the U.S. Yet post-secondary career and technical programs have not kept pace with demand and energy science curriculum, including fundamental concepts of energy generation and environmental impact, lacks a firm position among general or career and technical education courses. Many of these emerging energy related jobs are skilled labor and entry level technical positions requiring less than a bachelor's degree. These include jobs such as solar/photovoltaic design and installation, solar water and space heating installation, energy management, efficiency and conservation auditor, environmental technician, etc. These energy related career pathways fit naturally within the geosciences discipline. Many of these jobs can be filled by individuals from HVAC, Industrial technology, welding, and electrical degree programs needing some additional specialized training and curriculum focused on fundamental concepts of energy, fossil fuel exploration and use, atmospheric pollution, energy generation, alternative energy sources, and energy conservation. Two-year colleges (2ycs) are uniquely positioned to train and fill these workforce needs as they already have existing career and technical programs and attract both recent high school graduates, as well as non-traditional students including displaced workers and returning veterans. We have established geoscience related workforce certificate programs that individuals completing the traditional industrial career and technical degrees can obtain to meet these emerging workforce needs. This presentation will discuss the role of geosciences programs at 2ycs in training these new workers, developing curriculum, and building a career/technical program that is on the forefront of this evolving industry.

  4. The First Hydrology (Geoscience) Degree at a Tribal College or University: Salish Kootenai College

    NASA Astrophysics Data System (ADS)

    Lesser, G.; Berthelote, A. R.

    2010-12-01

    A new Hydrology Degree Program was developed at Salish and Kootenai College in western Montana. This program will begin to address the fact that our nation only awards 20 to 30 Geoscience degrees annually to Native American students. Previously absent from SKC and the other 36 Tribal Colleges or Universities (TCU) Science, Technology, Engineering, and Mathematics (STEM) related programs are specific Geoscience disciplines, particularly those focusing on hydrological and water based sciences. Though 23 TCU’s offer some classes to supplement their environmental science or natural resource programs. This program is timely and essential for addressing the concerns that Native Americans have who maintain sovereignty over approximately 20% of our nation’s fresh water resources which are becoming more stressed each year. The overall objective of this new SKC Hydrology degree program is to produce students who are able to “give voice” to the perspectives of Native peoples on natural resources and particularly water-related issues, including water rights, agriculture, environmental health (related to water), beliefs and spirituality related to water, and sustainability of water resources. It will provide the opportunity for interdisciplinary study in physical, chemical, and biological water resources and their management. Students will gain theoretical, conceptual, computational, and practical knowledge/experiences in quantifying, monitoring, qualifying, and managing today’s water resource challenges with particular emphasis on Tribal lands. Completion of the Associate of Science Degree will provide the student with the necessary skills to work as a hydrology- water quality- or geo-technician within the Reservation area, the U. S. Forest Service, the Environmental Protection Agency, the Bureau of Reclamation, the United States Geological Society, and other earth science disciplines. The Bachelor’s Degree program provides students with a broad-based theoretical and technological understanding of environmental and physical sciences and prepares students to design and direct research and programs related to water resources. Graduates of the Bachelor of Science Degree program are prepared to continue their education in graduate school or obtain employment as managers or directors of programs in industry, consulting, local, state, federal and tribal programs. Graduates will find that due to sovereignty issues, most tribes either have in place or are seeking trained professionals to monitor, manage, and protect their respective water resources. Hydrology and Geoscience job openings are expected to continue to exceed the number of qualified jobseekers through the 2018 projection period. And, nationally, 1 in 4 geoscientist positions are employed as hydrologists (30% engineering related services, 30 % Government, and 20% management and technical consulting). The mission of SKC is to provide quality postsecondary educational opportunities for Native Americans, locally and from throughout the United States, and defines cultural understanding as: "The awareness of your own system of values, beliefs, traditions and history, and knowledge and respect for the systems of others, particularly those of American Indian Tribes, and specifically the Salish, Pend d'Oreille and Kootenai People".

  5. Tech-Prep/Associate Degree Program Guide: Tech Prep Associate Degree Program, Business Administration Associate Degree Program, Office Administration Associate Degree Program, Allied Health Associate Degree Program.

    ERIC Educational Resources Information Center

    Marmaras, Judy; Neri, Pat

    The Tech-Prep Associate Degree Program (TPAD) at the Community College of Rhode Island (CCRI) in Warwick, is a high school/community college partnership providing high school students with an alternative program of study focused on goal setting, basic academic skills development, and the skills needed to pursue a career in a technical, business or…

  6. Mentoring Strategies and Outcomes of Two Federally Funded Cancer Research Training Programs for Underrepresented Students in the Biomedical Sciences.

    PubMed

    Ford, Marvella E; Abraham, Latecia M; Harrison, Anita L; Jefferson, Melanie S; Hazelton, Tonya R; Varner, Heidi; Cannady, Kimberly; Frichtel, Carla S; Bagasra, Omar; Davis, Leroy; Rivers, David E; Slaughter, Sabra C; Salley, Judith D

    2016-06-01

    The US is experiencing a severe shortage of underrepresented biomedical researchers. The purpose of this paper is to present two case examples of cancer research mentoring programs for underrepresented biomedical sciences students. The first case example is a National Institutes of Health/National Cancer Institute (NIH/NCI) P20 grant titled "South Carolina Cancer Disparities Research Center (SC CaDRe)" Training Program, contributing to an increase in the number of underrepresented students applying to graduate school by employing a triple-level mentoring strategy. Since 2011, three undergraduate and four graduate students have participated in the P20 SC CaDRe program. One graduate student published a peer-reviewed scientific paper. Two graduate students (50 %) have completed their master's degrees, and the other two graduate students will receive their degrees in spring 2015. Two undergraduate students (67 %) are enrolled in graduate or professional school (grad./prof. school), and the other graduate student is completing her final year of college. The second case example is a prostate cancer-focused Department of Defense grant titled "The SC Collaborative Undergraduate HBCU Student Summer Training Program," providing 24 students training since 2009. Additionally, 47 students made scientific presentations, and two students have published peer-reviewed scientific papers. All 24 students took a GRE test preparation course; 15 (63 %) have applied to graduate school, and 11 of them (73 %) are enrolled in grad./prof. school. Thirteen remaining students (54 %) are applying to grad./prof. school. Leveraged funding provided research-training opportunities to an additional 201 National Conference on Health Disparities Student Forum participants and to 937 Ernest E. Just Research Symposium participants at the Medical University of South Carolina.

  7. A quantitative analysis of factors that influence and predict students' intention to major in and complete an undergraduate program in STEM or non-STEM

    NASA Astrophysics Data System (ADS)

    Yang, Xuemei

    2005-11-01

    The goal of this study was to explore and understand the factors that influence students' intention to major in and complete an undergraduate program in a science, technology, engineering, or mathematics (STEM) discipline, in a non-STEM field, and how students' gender directly and indirectly affects their success in college. A quantitative study of three thousand four (3004) ACT-tested students who entered a Midwestern, land-grant university as freshmen in fall, 1999 was conducted based on their ACT Assessment information and their enrollment and graduation status after five years. A wide variety of variables were considered and logistic regression, factor analysis, and path analysis were used to analyze the data. The results show that students who intended to major in or completed STEM programs generally have better academic qualifications than their counterparts who intended to major in non-STEM fields. Students who intended to major in or completed STEM programs came from lower income families and smaller communities than those who intended to major in or graduated from non-STEM programs. In this study, gender's direct effect on students' college achievement is eleven times the total of gender's indirect effects through several major factors for students in both STEM fields and non-STEM fields. Perhaps nature has favored females when students' achievement is measured as their college GPA. The results also show that the overall high dropout rate is strongly associated with students' inadequate preparation in high school and family income. Out-of-school accomplishment in community service is a negative influence on their completion of a college degree. ACT scores are not necessary for prediction of college graduation.

  8. The Experience of Completion: Female Counselor Education Graduates' Process of Degree Attainment

    ERIC Educational Resources Information Center

    Perjessy, Caroline C.

    2013-01-01

    This research was a constructivist grounded theory study exploring what experiences facilitated doctoral degree completion for female CES degree recipients. Researchers have discovered that women doctoral students are at greater risk for not completing their doctoral degrees. Additionally, there is a dearth of information related to how CES women…

  9. Electronic Warfare for Cyber Warriors

    DTIC Science & Technology

    2008-06-01

    This research paper provides complete course content for the AFIT EENG 509, Electronic Warfare class. It is intended as a replacement for the existing course and designed for Intermediate Developmental Education (IDE) students in the Cyber Warfare degree program. This course provides relevant academic courseware and study material to give cyber warriors an academic and operational perspective on electronic warfare and its integration in the cyber domain.

  10. Factors Contributing to the Educational Success of Single-Mother Welfare Recipients at an Urban Southwestern Community College Case Studies of Six Success Stories

    ERIC Educational Resources Information Center

    Faul, Rhonda

    2012-01-01

    This study gave voice to the issues, needs, and concerns of economically disadvantaged single mothers and determined the motivational and institutional factors that helped lead them to their successful completion of a community college degree or certificate program while at the same time coping with the challenges of financially surviving on…

  11. Enhancing the International Business Curriculum through Partnership with the United States Department of Commerce: The "E" Award Internship Program

    ERIC Educational Resources Information Center

    Mello, Jeffrey A.

    2006-01-01

    Management education has been subjected to scrutiny and criticism over its lack of relevance to the "real world" of management practice. In response, many institutions have developed and, in some cases, require students to complete an internship as part of their degree requirements. International business is a field of study where internships can…

  12. Understanding the Experiences of Women, Graduate Student Stress, and Lack of Marital/Social Support: A Mixed Method Inquiry

    ERIC Educational Resources Information Center

    Williams-Tolliver, Sarah D.

    2010-01-01

    The purpose of this study was to explore how women attending graduate degree programs in public universities in Virginia were affected by such issues as stress and lack of marital/social support. Utilizing a mixed method approach for data collection, 23 participants completed demographic data, an essay response, and the PSS-10 Stress Scale; 8 were…

  13. Adult Student Retention and Achievement with Language-Based Modular Materials. POR FIN: Program Organizing Related Family Instruction in the Neighborhood.

    ERIC Educational Resources Information Center

    Bexar County School Board, San Antonio, TX.

    The goal of the POR FIN research design was to develop a language-based curriculum emphasizing the audiolingual approach and integrating academic and social-functioning subject matter. The modular curriculum is designed so that each lesson is independent and complete in itself, and provides a high degree of motivation, retention, and achievement…

  14. Broadening the Participation of Native Americans in Earth Science

    NASA Astrophysics Data System (ADS)

    Bueno Watts, Nievita

    Climate change is not a thing of the future. Indigenous people are being affected by climate changes now. Native American Earth scientists could help Native communities deal with both climate change and environmental pollution issues, but are noticeably lacking in Earth Science degree programs. The Earth Sciences produce the lowest percentage of minority scientists when compared with other science and engineering fields. Twenty semi-structured interviews were gathered from American Indian/ Alaska Native Earth Scientists and program directors who work directly with Native students to broaden participation in the field. Data was analyzed using qualitative methods and constant comparison analysis. Barriers Native students faced in this field are discussed, as well as supports which go the furthest in assisting achievement of higher education goals. Program directors give insight into building pathways and programs to encourage Native student participation and success in Earth Science degree programs. Factors which impede obtaining a college degree include financial barriers, pressures from familial obligations, and health issues. Factors which impede the decision to study Earth Science include unfamiliarity with geoscience as a field of study and career choice, the uninviting nature of Earth Science as a profession, and curriculum that is irrelevant to the practical needs of Native communities or courses which are inaccessible geographically. Factors which impede progress that are embedded in Earth Science programs include educational preparation, academic information and counseling and the prevalence of a Western scientific perspective to the exclusion of all other perspectives. Intradepartmental relationships also pose barriers to the success of some students, particularly those who are non-traditional students (53%) or women (80%). Factors which support degree completion include financial assistance, mentors and mentoring, and research experiences. Earth scientists can begin broaden participation by engaging in community-inspired research, which stems from the needs of a community and is developed in collaboration with it. Designed to be useful in meeting the needs of the community, it should include using members of the community to help gather and analyze data. These community members could be students or potential students who might be persuaded to pursue an Earth Science degree.

  15. Producing physician-scientists: a survey of graduates from the Harvard--MIT Program in Health Sciences and Technology.

    PubMed

    Wilkerson, L; Abelmann, W H

    1993-03-01

    The Harvard-MIT Program in Health Sciences and Technology (HST) is a flexible, preclinical curriculum, taught by members of the faculties of both Harvard University and the Massachusetts Institute of Technology, that stresses a rigorous, scientific, quantitative approach, small classes (usually fewer than 50 students), and student-faculty interaction. The program is aimed at students with strong backgrounds in quantitative and biological sciences who are interested in careers as physician-scientists. The first 234 students of the program, who graduated between 1975 and 1985, were asked to participate in a 1990 follow-up study by completing a four-page questionnaire and submitting curricula vitae and lists of publications, if available. Data were analyzed quantitatively and qualitatively. Of the 234 graduates, 211 (90%) responded. Sixty-three (30%) had received both MD and PhD degrees. The graduates were twice as likely to describe their primary professional roles as academic than as clinical practice; 94 held full-time faculty positions at 50 medical schools. The 154 (73%) in research spent an average of 51% of their time on this activity. According to the 179 graduates (85%) who stated that they would choose HST again, the most frequently mentioned reasons were the quantitative approach that emphasized integration of basic science and clinical practice (49%) and the small class size (37%). The HST MD curriculum, with its emphasis on basic science and research experience, has been successful in preparing carefully selected students for careers as physician-scientists, without necessarily requiring the completion of a PhD degree.

  16. Exploring the acquisition of entry-to-practice competencies by second-degree nursing students during a preceptorship experience.

    PubMed

    Sedgwick, Monique; Kellett, Peter; Kalischuck, Ruth Grant

    2014-03-01

    Nursing programs across Canada have begun to implement at an unprecedented rate second-degree nursing programs in response to consumer demands and a nursing shortage. While these types of programs are enjoying considerable popularity among prospective students and employers, it is imperative that nursing programs assess their graduates' ability to meet Registered Nursing entry-to-practice competencies (ETCs). This study sought to determine if second-degree undergraduate nursing students achieved the entry-to-practice competencies established by the provincial regulatory body for registered nurses of Alberta, Canada. The study took place in southern Alberta, Canada as the first cohort of second-degree undergraduate nursing students were completing the final practice course for the program. In this exploratory study, quantitative and qualitative data generation approaches were used. Quantitative data were collected using the nursing program's standardized Clinical Evaluation Tool which is mapped to the 119 ETCs established by the regulatory body. Qualitative data were generated by conducting focus group interviews with students, faculty advisors, and preceptors. A convenience sample consisting of both male and female students (n=14) submitted their mid-term and final clinical evaluations for inclusion in the dataset. Thirteen preceptors submitted mid-term and final clinical evaluations. Three students, three faculty advisors, and two preceptors participated in focus group interviews. At mid-term, statistically significant differences were noted on 31% of the indicators within the clinical evaluation tool between students and preceptors with preceptors consistently ranking students higher than the students' ratings of their performance. Student and preceptor ratings of students' clinical performance were more consistent on the final evaluation. However, where there were differences, preceptors rated students higher than student ratings. Qualitative data analysis suggests that the concept of competence is complex and multifaceted and understood differently by students, preceptors, and advisors. The findings of this study suggest that there is ambiguity among second-degree students, preceptors and faculty advisors surrounding the concept of competence. In order to develop an understanding of competence, nursing program administrators must encourage faculty advisors, preceptors and students to engage in a discussion at the outset of the preceptored practice experience in regard to what is meant by competence within various practice setting. Further, we suggest nursing programs in collaboration with their clinical partners and re-examine their practice evaluation tools to determine the degree to which they are sensitive to the clinical practice context. Copyright © 2013 Elsevier Ltd. All rights reserved.

  17. Factors Influencing Clinical Performance of Baccalaureate Nursing Majors: A Retrospective Audit.

    PubMed

    Johnston, Sandra; Fox, Amanda; Coyer, Fiona Maree

    2018-06-01

    Transition of nursing student to new graduate depends on successful completion of clinical work placement during an undergraduate course. Supporting students during the clinical placement is imperative. This study examined associations between grade point average, domestic or international status, course entry qualification, and single or dual nursing degree to successful completion of clinical placement. A retrospective audit of 665 students in a baccalaureate nursing program was conducted to examine factors influencing clinical performance of baccalaureate nursing students. A significant association between entry qualification, lower grade point average, international status, and receipt of a constructive note was found: χ 2 = 8.678, df = 3, p = .034, t(3.862), df = 663, p ⩽ .001, and Fisher's exact test = 8.581, df = 1, p = .003, respectively. Understanding factors that affect clinical performance may help early identification of students at risk and allow for supportive intervention during placement and subsequent program completion. [J Nurs Educ. 2018;57(6):333-338.]. Copyright 2018, SLACK Incorporated.

  18. Evaluation of an online continuing education program from the perspective of new graduate nurses.

    PubMed

    Karaman, Selcuk; Kucuk, Sevda; Aydemir, Melike

    2014-05-01

    The aim of this study is to evaluate the online continuing education program from the perspectives of new graduate nurses. An evaluation framework includes five factors (program and course structure, course materials, technology, support services and assessment). In this study, descriptive research methods were used. Participants of the study included 2.365 registered nurses enrolled in the first online nursing bachelor completion degree program in the country. Data were collected by survey. The findings indicated that students were mostly satisfied with this program. The results of this study suggest that well designed asynchronous online education methods can be effective and appropriate for registered nurses. However, the provision of effective support and technological infrastructure is as vital as the quality of teaching for online learners. © 2013.

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

    PubMed

    Bryer, Jennifer

    2012-01-01

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

  20. Methodology and outcomes of a family medicine research fellowship.

    PubMed

    Cronholm, Peter F; Straton, Joseph B; Bowman, Marjorie A

    2009-08-01

    There has not been a strong tradition of training researchers to provide the great amount of new evidence needed for the practice of family medicine. Few models for creating successful family medicine researchers have been presented in the literature. The authors report on the methodology and outcomes of a faculty development research fellowship in the University of Pennsylvania's Department of Family Medicine and Community Health. The fellowship focuses on the two domains-intensive research training and academic career development-and frames them with coursework in a content-appropriate master's degree program and clinical practice in an underserved community. Fifteen fellows have completed the program, which began in 1997. Most fellows' research work has been related to primary care and health disparities. Program completers have been the principal investigators on 39 funded studies and coinvestigators on 24 funded studies. They have, at the time this article was written, described their work in 236 publications, 114 of them peer reviewed. All but one program completer hold academic faculty positions, and 12 practice in underserved areas. In a research-intense institution, the fellowship program successfully trained family physicians to be independent clinical researchers and leaders who have substantially contributed to the national effort to mitigate health disparities through practice and research. The authors suggest that the outcomes strongly support the development of similar training opportunities in family medicine departments in other resource- and research-rich institutions.

  1. EN to RN: the transition experience pre- and post-graduation.

    PubMed

    Rapley, Patrica A; Nathan, Pauline; Davidson, Laura

    2006-01-01

    The context for this study is a conversion program for enrolled nurses (ENs) or division 2 level nurses who want to further their career as a registered nurse (RN) or division 1 nurse. While the conversion program is available to both metropolitan and rural nurses, it is designed specifically for experienced rural ENs. The conversion program is able to offer an educational alternative that does not disrupt family life or adversely impact the rural nursing workforce. This alternative is necessary for both the rural EN's career opportunities and for the health outcomes of rural communities in particular. This article reports on the experiences of the first cohort to graduate from the EN to RN conversion program. The conversion program offers three semesters of advanced standing within a seven-semester Bachelor of Science (Nursing) degree. The advanced standing or recognition of prior learning is awarded to applicants with more than one year's clinical experience, regardless of the type of enrolled nurse course completed. Enrolled nurses with a technical college qualification or higher meet university entry criterion but students from a hospital-based program are required to complete a mature-age university entry test. The degree to which the three semesters of advanced standing within an external conversion course for ENs would adversely affect participants' transition to student status and course completion is not known. The conversion program: The two-year, fully external EN conversion program relies on learning centre partnerships with country hospitals and agencies. Teaching strategies consist of a mix of external-mode strategies, including fully web-based units, and a compulsory eight-day on-campus foundation study block at the beginning. The compulsory study block provides the opportunity for students to familiarize themselves with the various areas of the university they need to contact as an external student, prepare for expectations of their first unit, including assessment expectations, and to practise selected nursing skills that are not common to the EN role. With the program being delivered from the metropolitan area of a vast state that occupies one-third of the Australian landmass, a key feature is the establishment of rural learning centres to support students. Apart from two of the seven clinical units in their course, the designated rural academic mentors arrange clinical placements in school-approved health care agencies situated locally or in nearby towns. This later strategy avoids the necessity for students to relocate to the metropolitan area or larger towns to complete the clinical component of the course. The conversion program has enrolled a limited number each year since 2000 and continues to be in high demand. Rural ENs are given preference and metropolitan enrolled nurses are included when quota allows. The purpose of this article is to describe the two aspects of the transition experiences of graduates from an external conversion degree. First, their transition experience from experienced enrolled nurse to undergraduate student and, second, from graduate to novice RN. Participants were volunteer graduates from the Bachelor of Science (Nursing) two-year conversion degree. The 10 study participants were mature-age females, aged between 33 and 53 years (mean = 42 years). Five were from rural areas. Their educational background included hospital-based diploma or technical college certificate. Data were collected using open-ended questions in semi-structured interviews. The interviews were transcribed and thematic analyses of the data were undertaken. Major categories were identified and relationships among them detailed. The four categories identified included adjusting to higher education, achieving academically, becoming critical thinkers and adjusting to the RN role: accepting responsibility. Participant responses in this study have highlighted the necessity for timely responses to email, feedback on assignments and more mentor support for rural students during the course. Participants report changing the way they approached their nursing practice. The transition experiences for participants in the external conversion program are generally positive although, as with other studies, the transition to student status is stressful. However, the course is able to facilitate the career aspirations of the study participants and to contribute to the retention of nursing staff in rural areas. Strategies to provide career opportunities for health-care professionals in rural areas are always a challenge. As one such strategy, the external mode EN to RN conversion program has proven to be effective for experienced ENs.

  2. A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age

    PubMed Central

    Ou, Suh-Ruu; Temple, Judy A.

    2018-01-01

    Importance Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. Objective To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. Design, Setting, and Participants This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. Interventions The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Main Outcomes and Measures Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate’s to master’s or higher. Results A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate’s degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master’s degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1.3%-4.1%), and years of education (12.81 vs 12.32; difference, 0.49; 95% CI, 0.20-0.77). Duration of participation showed a consistent linear association with outcomes. Compared with fewer years, preschool to second or third grade participation led to higher rates of associate’s degree or higher (18.5% vs 12.5%; difference, 6.0%; 95% CI, 1.0%-11.0%), bachelor’s degree (14.3% vs 8.2%; difference, 6.1%; 95% CI, 1.3%-10.9%), and master’s degree or higher (5.9% vs 2.3%; difference, 3.6%; 95% CI, 1.4%-5.9%). The pattern of benefits was robust and favored male participants for high school graduation, female participants for college attainment, and those from lower-educated households. Conclusions and Relevance This study indicates that an established early and continuing intervention is associated with higher midlife postsecondary attainment. Replication and extension of findings to other locations and populations should further strengthen confidence in the health benefits of large-scale preventive interventions. PMID:29379955

  3. The Significance of Interactions: Understanding Gender, Ethnicity/Race, and Socioeconomic Status as Related to the Likelihood of Bachelor's Degree Completion

    ERIC Educational Resources Information Center

    Lundy, Valerie Cyrina

    2010-01-01

    Although access to a postsecondary education has increased exponentially since 1970, access to a bachelor's degree has not grown as swiftly. Moreover, while national longitudinal trend data highlight improvements in bachelor's degree completion in the aggregate, they disguise important disparities in bachelor's degree completion across groups.…

  4. The ASTER Global Topographic Data Set

    NASA Astrophysics Data System (ADS)

    Abrams, M.; Bailey, B.; Tsu, H.; Hato, M.

    2009-12-01

    The availability of an up-to-date, high-resolution global digital elevation model (DEM) has been a priority of the Earth observation community for a long time. Until now, the best publicly available global data set has been the 100 m SRTM topography, covering 60 degrees north to 57 degrees south latitude On June 29 Japan’s Ministry of Economy, Trade, and Industry (METI) and the United States National Aeronautics and Space Administration (NASA) released the ASTER Global (GDEM) created from Advanced Spaceborne Thermal Emission and Reflection Radiometer (ASTER) data. ASTER is an imaging instrument built by METI and operating on the NASA Terra platform. ASTER has a backward- looking stereo band, producing stereo pairs in the near-infrared wavelength region; from these stereo pairs, DEMs with 30 m postings (1 arc-second) can be produced. The joint US/Japan ASTER Project completed a program to produce a global DEM (GDEM). The ASTER GDEM was created by stereo-correlating the entire 1,200,000-scene ASTER archive; stacking and averaging the individual DEMs; cloud screening; and filling voids or holes using SRTM 100 m or other data where available. An extensive validation program was completed prior to release of the GDEM. Validation of the GDEM involved comparisons against higher resolution DEMs worldwide by many organizations. Results indicate that globally, the GDEM meets the 20 m vertical accuracy requirement at the 95% confidence level. Accompanying each tile is another data plane indicating the number of individual DEMs that went into the stack, or identifying the data source used to fill the void. At the November 2007 GEO Ministerial Summit, NASA and METI were invited by GEO to contribute this global DEM to GEOSS. Both countries accepted the invitation. Consequently, the ASTER GDEM is offered at no charge to users worldwide. It is packaged in 1 degree-by-1 degree tiles, and covers the Earth’s land surfaces between 83 degree N and 83 degree S latitudes with estimated accuracies of 20 m for vertical data and 30 m for horizontal data. It is distributed by both METI’s Earth Remote Sensing Data Analysis Center organization in Japan, and NASA’s Land Processes Distributed Active Archive Center in the U.S.

  5. STEM enrichment programs and graduate school matriculation: the role of science identity salience

    PubMed Central

    Serpe, Richard T.

    2013-01-01

    Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education. PMID:24578606

  6. STEM enrichment programs and graduate school matriculation: the role of science identity salience.

    PubMed

    Merolla, David M; Serpe, Richard T

    2013-12-01

    Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education.

  7. The Master's program in Advanced Optical Technologies: an interdisciplinary, international and individual approach

    NASA Astrophysics Data System (ADS)

    Großmann, Jürgen; Schmauss, Bernhard

    2017-08-01

    The Master's Program in Advanced Optical Technologies (MAOT) was established at the Friedrich-Alexander Universität Erlangen-Nürnberg in 2007 as part of the Elite Network of Bavaria (ENB), an initiative by the Bavarian State Government comprising about 40 elite Master's programs and doctoral programs. MAOT can be studied after a Bachelor in physics or an engineering subject. The Master's program realizes an innovative concept combining three core elements: (1) Interdisciplinarity: The program integrates courses and researchers from five engineering subjects and from physics. The degree of interdisciplinarity goes far beyond traditional programs. (2) Internationality: The program is taught entirely in English and special support is given to international students. (3). Individuality: The course curriculum was adapted at several points based on the experience in the initial years. The same is true for the way in which international students are supported and the type of support they need. The students are given an unusually high degree of freedom to develop an individual curriculum and to pursue research projects. Crucial experience and lessons learned are: (1) Lecturers and researchers have to be coordinated and the perspectives of the different disciplines have to be integrated within one program. Students must be guided in order to deal with the demands and challenges of the different disciplines. (2) International students need support with settling in Germany and with learning and working in a German cultural environment. They need support with administrative issues. Furthermore, they need to analyze and understand cultural differences and how they impact on the cooperation between lecturers and students and on the work in research groups. (3) Students must be helped to develop their own curriculum. They must learn how to combine their first-degree qualification with the specialized qualification which they gain after completing their Master's program. They need to develop the skills to match their preferences with what is realistic and feasible.

  8. The 1995 NASA guide to graduate support

    NASA Technical Reports Server (NTRS)

    1994-01-01

    The future of the United States is in the classrooms of America and tomorrow's scientific and technological capabilities are derived from today's investments in research. In 1980, NASA initiated the Graduate Student Researchers Program (GSRP) to cultivate additional research ties to the academic community and to support promising students pursuing advanced degrees in science and engineering. Since then, approximately 1300 students have completed the program's requirements. In 1987, the program was expanded to include the Underrepresented Minority and Disabled Focus (UMDF) Component. This program was designed to increase participation of underrepresented groups in graduate study and research and, ultimately, in space science and aerospace technology careers. Approximately 270 minority students have completed the program's requirements while making significant contributions to the nation's aerospace efforts. Continuing to expand fellowship opportunities, NASA announced the Graduate Student Fellowships in Global Change Research in 1990. Designed to support the rapid growth in the study of earth as a system, more than 250 fellowships have been awarded. And, in 1992, NASA announced opportunities in the multiagency High Performance Computing and Communications (HPCC) Program designed to accelerate the development and application of massively parallel processing. Approximately five new fellowships will be awarded yearly. This booklet will guide you in your efforts to participate in programs for graduate student support.

  9. Designing and implementing an undergraduate health administration program for nontraditional students.

    PubMed

    Borkowski, Nancy; Gordon, Jean; Rushing, John

    2005-01-01

    This paper describes the development and implementation of an undergraduate health administration program for nontraditional students at a Hispanic serving institution. The program had to meet the needs of a diverse, adult student population, the local community, and the future leadership requirements of the healthcare industry. As such, the program was designed as a "bridge" for full-time employed healthcare licensed professionals seeking to complete a baccalaureate degree and obtain positions in the healthcare management field. It answered the call of the local community to strengthen partnerships between business and education by offering the program at healthcare employer worksites. Furthermore, the program addressed three needs of the healthcare industry: (1) the recognized shortage of future healthcare leaders, (2) the under-representation of minorities in the industry, and (3) proposed changes in health administration programs' curricula to focus on competencies in the areas of communication skills, decision making, ethical leadership, and self-development.

  10. Systems change resulting from HIV/AIDS education and training. A cross-cutting evaluation of nine innovative projects.

    PubMed

    Henderson, H; German, V F; Panter, A T; Huba, G J; Rohweder, C; Zalumas, J; Wolfe, L; Uldall, K K; Lalonde, B; Henderson, R; Driscoll, M; Martin, S; Duggan, S; Rahimian, A; Melchior, L A

    1999-12-01

    An evaluation of nine diverse HIV/AIDS training programs assessed the degree to which the programs produced changes in the ways that health care systems deliver HIV/AIDS care. Participants were interviewed an average of 8 months following completion of training and asked for specific examples of a resulting change in their health care system. More than half of the trainees gave at least one example of a systems change. The examples included the way patient referrals are made, the manner in which agency collaborations are organized, and the way care is delivered.

  11. Secondary School Advanced Mathematics, Chapter 6, The Complex Number System, Chapter 7, Equations of the First and Second Degree in Two Variables. Student's Text.

    ERIC Educational Resources Information Center

    Stanford Univ., CA. School Mathematics Study Group.

    This text is the fourth of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This text begins with a brief discussion of quadratic equations which motivates the…

  12. Secondary School Advanced Mathematics, Chapter 6, The Complex Number System, Chapter 7, Equations of the First and Second Degree in Two Variables. Teacher's Commentary.

    ERIC Educational Resources Information Center

    Stanford Univ., CA. School Mathematics Study Group.

    This manual was designed for use with the fourth of five texts in the Secondary School Advanced Mathematics (SSAM) series. Developed for students who have completed the Secondary School Mathematics (SSM) program and wish to continue their studies in mathematics, this series is designed to review, strengthen, and fill gaps in the material covered…

  13. Peterson's College Money Handbook 1989. The Only Complete Guide to Scholarships, Costs, and Financial Aid at U.S. Colleges. Sixth Edition.

    ERIC Educational Resources Information Center

    Lehman, Andrea E., Ed.; Suber, Eric A., Ed.

    A comprehensive guide to the cost of a college education today and the ways colleges and other sources can help people meet that cost is presented. All accredited institutions in the United States and U.S. territories offering full 4- or 5-year baccalaureate degree programs are included except institutions with primarily part-time, correspondence,…

  14. The Long Run Impacts of Merit Aid: Evidence from California's Cal Grant. CEPA Working Paper No. 16-13

    ERIC Educational Resources Information Center

    Bettinger, Eric; Gurantz, Oded; Kawano, Laura; Sacerdote, Bruce

    2016-01-01

    We examine the impacts of being awarded a Cal Grant, among the most generous state merit aid programs. We exploit variation in eligibility rules using GPA and family income cutoffs that are ex ante unknown to applicants. Cal Grant eligibility increases degree completion by 2 to 5 percentage points in our reduced form estimates. Cal Grant also…

  15. Short- and long-term effects of the modified swedish version of the Active Communication Education (ACE) program for adults with hearing loss.

    PubMed

    Oberg, Marie; Bohn, Therese; Larsson, Ulrika

    2014-10-01

    In Sweden, there is a lack of evidence-based rehabilitation programs for hearing loss. The Active Communication Education program (ACE) has successfully been used in Australia and was translated and evaluated in a Swedish pilot study. The pilot study included 23 participants (age 87 yr). No statistically significant effects were found, but the qualitative assessments indicated that this population found the program to be beneficial. The participants requested more focus on the psychosocial consequences of hearing loss, and the modules in the original ACE program were modified. The aim of this study was to explore the effects of a modified Swedish version of the ACE program in a population aged 39-82 yr old. Design was a between-group and within-group intervention study. The participants were recruited from the hearing health clinic in Linköping during 2010 and 2012. A total of 73 participants agreed to undergo the ACE, and 67 (92%) completed three or more sessions. The ACE program consists of five weekly 2 hr group sessions with 6 to 10 participants per group. The outcomes were measured before initiation of the program, 3 wk after program completion, and 6 mo after program completion and included communication strategy use, activity and participation, health-related quality of life, and anxiety and depression. In addition, outcomes were measured after program completion using the International Outcome Inventory-Alternative Interventions, a modified version of the Client Oriented Scale of Improvement, and qualitative feedback was obtained about the response to the program and actions taken as a result of participation. The treatment effects were examined using repeated-measures analyses of variance. Statistically significant effects were found for communication strategy use, activity and participation, and psychosocial well-being. Statistically significant effects were found for gender and degree of hearing loss, indicating that women and those with mild hearing loss significantly improved communication strategies. It is suggested that the program be implemented as part of regular audiological rehabilitation and offered in an early stage of rehabilitation. American Academy of Audiology.

  16. The History of Science as a Tool To Identify and Confront Pseudoscience

    NASA Astrophysics Data System (ADS)

    Rasmussen, Seth C.

    2007-06-01

    Many are concerned by the widespread popularity pseudoscience has achieved in modern society. While it is easy to dismiss such beliefs as belonging to the uneducated, numerous studies have shown that such beliefs are not significantly reduced by a university education. In fact, one study found that belief in astrology was largely unaffected by the completion of a U.S. science degree: students who commenced a degree program believing in astrology finished that program still believing in it. This illustrates the extent to which even a successful science education has failed to transform students’ intellectual outlook, and should raise sharp concern as to the deficiencies in our present science curriculum. Over the years various authors have given sound justification for the inclusion of a historical component in science programs. I would like to add to these arguments the fact that knowledge of science history allows one to more easily identify and confront pseudoscience and that rectifying the current deficiency of historical context in our science education may be an effective approach to change the way students view claims and ideas presented to them.

  17. A distance education in undergraduate dietetic education.

    PubMed

    Benton-King, Carrie; Webb, Derek F; Holmes, ZoeAnn

    2005-01-01

    Distance education is an exploding phenomenon that allows people to pursue higher education on their own time, at a pace that meets their needs, in locations where there are no colleges and universities, or where there is not a desired program of study. This study examined the use of distance education in undergraduate dietetic education programs and the opportunities for obtaining an undergraduate degree in dietetics solely via distance education. A survey was sent to all directors (n = 279) of undergraduate programs accredited/approved by the Commission on Accreditation for Dietetics Education to determine the current status and projected future use of distance education in their institutions' on-campus programs. The survey had a 54% response rate. Approximately 32% (n = 150) of undergraduate dietetics programs offer distance education courses in some format. Institutions that offer nondietetics distance education courses were more likely to offer dietetics distance education courses. The most common distance education format utilized in dietetics was 100% Internet courses (48%). The most common distance education dietetics course offered was a basic or introductory nutrition course (31%). From the data of courses offered, or permitted to be transferred, it would not be possible for a student to complete an undergraduate degree in dietetics solely via distance education methodologies at the time this study was conducted.

  18. Enhancing Diversity in Physics: The Fisk-Vanderbilt Masters-to-PhD Bridge Program

    NASA Astrophysics Data System (ADS)

    Stassun, Keivan

    2010-03-01

    We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a model for partnering with minority-serving institutions to increase the representation of women and minorities earning PhDs in astronomy and related disciplines. Since its inception in 2004, the Fisk-Vanderbilt Bridge program has attracted 30 minority students, 60% of whom are female, and with a retention rate of 94%. When the first Bridge students completed their PhDs in 2010-11, the program will become the top awarder of astronomy PhDs to underrepresented minorities in the United States. Already, Fisk has become the top producer of physics Masters degrees to African Americans. We summarize the program's structure, approach, and research basis with the goal of providing a replicable model for other institutions seeking to build similar collaborative, research-based bridging partnerships.

  19. The effect of an enrolled nursing registration pathway program on undergraduate nursing students' confidence level: A pre- and post-test study.

    PubMed

    Crevacore, Carol; Jonas-Dwyer, Diana; Nicol, Pam

    2016-04-01

    In the latter half of the 20th century, registered nurse education moved to university degree level. As a result, there has been a reduction in access for students to clinical experience. In numerous studies, nursing graduates have reported that they do not feel prepared for practice. The importance of maximising every learning opportunity during nursing school is paramount. At Edith Cowan University, a program was initiated that allows students to become enrolled nurses at the midway point of their degree to enable them to work and therefore gain experience in the clinical practice setting during their education. This study investigated the effect of the program on the nursing students' perception of their clinical abilities and explored their ability to link theory to practice. The research design for this study was a quasi-experimental, prospective observational cohort study. The study included 39 second-year nursing students not enrolled in the program (Group 1), 45 second-year nursing students enrolled in the program (Group 2), and 28 third-year nursing students who completed the program and are working as enrolled nurses (Group 3). Participants were asked to complete a Five Dimension of Nursing Scale questionnaire. The quantitative analyses showed that students in Group 1 had statistically significant higher pre-questionnaire perceived abilities across all domains, except in two dimensions when compared to Group 2. The post-questionnaire analysis showed that Group 1 had statistically significant lower perceived abilities in four of the five dimensions compared to Group 2. Group 1 also had significantly lower abilities in all dimensions compared to Group 3. Group 3 had a significantly higher perception of their clinical abilities compared to Group 2. This study highlights the value of meaningful employment for undergraduate nursing students by providing opportunities to increase confidence in clinical abilities. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. Implementing Cognitive Remediation Programs in France: The "Secret Sauce".

    PubMed

    Amado, Isabelle; Sederer, Lloyd I

    2016-07-01

    Cognitive remediation (CR) is a psychosocial therapy that seeks to restore patients' cognitive abilities by providing strategies to improve functioning in cognitive domains and helping them transfer acquired capabilities to everyday life. Since 2008, CR programs have been introduced in several regional health ministry areas in France. This column describes that implementation initiative, which includes creation of a network of the most active CR programs to conduct multicenter trials; establishment of a university degree in CR, awarded after completion of a one-year clinical training program; and implementation activities of regional health agencies. The authors describe three core elements of a "secret sauce"-a common language, timing, and leadership-that has helped ensure the success of the implementation efforts and that may be useful in other countries.

  1. Motivation and Degree Completion in a University-Based Teacher Education Programme

    ERIC Educational Resources Information Center

    Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara

    2015-01-01

    This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching…

  2. Langley Aerospace Research Summer Scholars. Part 2

    NASA Technical Reports Server (NTRS)

    Schwan, Rafaela (Compiler)

    1995-01-01

    The Langley Aerospace Research Summer Scholars (LARSS) Program was established by Dr. Samuel E. Massenberg in 1986. The program has increased from 20 participants in 1986 to 114 participants in 1995. The program is LaRC-unique and is administered by Hampton University. The program was established for the benefit of undergraduate juniors and seniors and first-year graduate students who are pursuing degrees in aeronautical engineering, mechanical engineering, electrical engineering, material science, computer science, atmospheric science, astrophysics, physics, and chemistry. Two primary elements of the LARSS Program are: (1) a research project to be completed by each participant under the supervision of a researcher who will assume the role of a mentor for the summer, and (2) technical lectures by prominent engineers and scientists. Additional elements of this program include tours of LARC wind tunnels, computational facilities, and laboratories. Library and computer facilities will be available for use by the participants.

  3. Technical Reports: Langley Aerospace Research Summer Scholars. Part 1

    NASA Technical Reports Server (NTRS)

    Schwan, Rafaela (Compiler)

    1995-01-01

    The Langley Aerospace Research Summer Scholars (LARSS) Program was established by Dr. Samuel E. Massenberg in 1986. The program has increased from 20 participants in 1986 to 114 participants in 1995. The program is LaRC-unique and is administered by Hampton University. The program was established for the benefit of undergraduate juniors and seniors and first-year graduate students who are pursuing degrees in aeronautical engineering, mechanical engineering, electrical engineering, material science, computer science, atmospheric science, astrophysics, physics, and chemistry. Two primary elements of the LARSS Program are: (1) a research project to be completed by each participant under the supervision of a researcher who will assume the role of a mentor for the summer, and (2) technical lectures by prominent engineers and scientists. Additional elements of this program include tours of LARC wind tunnels, computational facilities, and laboratories. Library and computer facilities will be available for use by the participants.

  4. Bachelor of science degree education programs: organization, structure, and curriculum.

    PubMed

    Douce, F Herbert

    2005-09-01

    Therapists with bachelor's degrees in respiratory therapy have become the new advanced clinicians of the twenty-first century. Although the opportunity has increased in recent years, earning a baccalaureate degree in respiratory therapy remains a limited option. The "2-year preprofessional plus 2-year respiratory therapy" is the most popular curriculum design, but several other notable designs also fulfill the definition of a bachelor's degree in respiratory therapy. Two landmark documents issued in 2003 make strong arguments for expanding opportunities for baccalaureate education in respiratory therapy. Recognizing the "need to increase the number of respiratory therapists with advanced levels of training and education to meet the demands of providing services requiring complex cognitive abilities and patient management skills," the American Association for Respiratory Therapy has strongly encouraged the continuing development of baccalaureate education. Strategies for expanding baccalaureate opportunities include increasing the number and capacities of traditional programs, creating more articulation and bridge agreements between community and junior colleges with 4-year colleges and universities, and offering baccalaureate respiratory therapy through distance education. For the profession of respiratory therapy to require a baccalaureate at entry level, expansion of baccalaureate education will be necessary, and educators, managers, practitioners, and professional leaders will need to pursue all viable strategies. As an interim phase in the evolution of the profession, Becker suggests a strategy of"reprofessionalism" aimed at assisting therapists currently in the workforce to complete their degrees. Through a combination of strategies, a bachelor's degree in respiratory therapy will inevitably become the standard for clinicians in the decades to come.

  5. Improved Organizational Outcomes Associated With Incorporation of Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center.

    PubMed

    Pinelli, Nicole R; McLaughlin, Jacqueline E; Chen, Sheh-Li; Luter, David N; Arnall, Justin; Smith, Shayna; Roth, Mary T; Rodgers, Philip T; Williams, Dennis M; Amerine, Lindsey B

    2017-02-01

    To assess the feasibility of engaging second professional year student pharmacists in the medication reconciliation process on hospital and health system pharmacy practice outcomes. Student pharmacists in their second professional year in the Doctor of Pharmacy degree program at our institution were randomly selected from volunteers to participate. Each participant completed training prior to completing three 5-hour evening shifts. Organizational metrics, student pharmacist perception regarding quality of interactions with health care professionals, and pharmacist perceptions were collected. A total of 83 medication histories were performed on complex medical patients (57.0 ± 19.2 years, 51% female, 65% Caucasian, 12 ± 6 medications); of those, 93% were completed within 24 hours of hospital admission. Second professional student pharmacists completed on average 1.9 ± 0.6 medication histories per shift (range 1-3). Student pharmacists identified 0.9 medication-related problems per patient in collaboration with a pharmacist preceptor. Student pharmacists believed the quality of their interactions with health care professionals in the Student Medication and Reconciliation Team (SMART) program was good or excellent. The program has been well received by clinical pharmacists involved in its design and implementation. This study provides evidence that second professional year student pharmacists can assist pharmacy departments in the care of medically complex patients upon hospital admission.

  6. Dynamic Modelling Of A SCARA Robot

    NASA Astrophysics Data System (ADS)

    Turiel, J. Perez; Calleja, R. Grossi; Diez, V. Gutierrez

    1987-10-01

    This paper describes a method for modelling industrial robots that considers dynamic approach to manipulation systems motion generation, obtaining the complete dynamic model for the mechanic part of the robot and taking into account the dynamic effect of actuators acting at the joints. For a four degree of freedom SCARA robot we obtain the dynamic model for the basic (minimal) configuration, that is, the three degrees of freedom that allow us to place the robot end effector in a desired point, using the Lagrange Method to obtain the dynamic equations in matrix form. The manipulator is considered to be a set of rigid bodies inter-connected by joints in the form of simple kinematic pairs. Then, the state space model is obtained for the actuators that move the robot joints, uniting the models of the single actuators, that is, two DC permanent magnet servomotors and an electrohydraulic actuator. Finally, using a computer simulation program written in FORTRAN language, we can compute the matrices of the complete model.

  7. Magic-Angle-Spinning NMR Magnet Development: Field Analysis and Prototypes

    PubMed Central

    Voccio, John; Hahn, Seungyong; Park, Dong Keun; Ling, Jiayin; Kim, Youngjae; Bascuñán, Juan; Iwasa, Yukikazu

    2013-01-01

    We are currently working on a program to complete a 1.5 T/75 mm RT bore magic-angle-spinning nuclear magnetic resonance magnet. The magic-angle-spinning magnet comprises a z-axis 0.866-T solenoid and an x-axis 1.225-T dipole, each to be wound with NbTi wire and operated at 4.2 K in persistent mode. A combination of the fields creates a 1.5-T field pointed at 54.74 degrees (magic angle) from the rotation (z) axis. In the first year of this 3-year program, we have completed magnetic analysis and design of both coils. Also, using a winding machine of our own design and fabrication, we have wound several prototype dipole coils with NbTi wire. As part of this development, we have repeatedly made successful persistent NbTi-NbTi joints with this multifilamentary NbTi wire. PMID:24058275

  8. Interest in nursing among academic degree holders in Israel: A cross-sectional quantitative study.

    PubMed

    Ben Natan, Merav

    2016-03-01

    The shortage of nurses is a global problem. One strategy for producing more registered nurses worldwide and in Israel in particular is to offer graduate entry nursing programs for individuals with non-nursing academic degrees. In order to recruit academic degree holders into the nursing profession, it is important to identify factors that might attract them. The purpose of this study was to explore whether the perception of nurse characteristics by academic degree holders is associated with their interest in enrolling in a graduate entry nursing program or in recommending this program to a family member, and whether ethnic background, gender and interaction with a nurse have an effect on this interest. A cross-sectional quantitative study. The setting of the study was on the campus of Tel Aviv University. A convenience sample of 522 individuals with an academic education, men and women, aged 18-60 and equally distributed between Jewish and Arab Israelis, took part in the study. Participants completed a questionnaire based on the Porter Nursing Image Scale. A moderate positive correlation was found between perception of nurses and interest in nursing (r=0.32, p<0.01). Arab Israelis, women, and individuals who have or have had interactions with nurses, viewed nurses in a more positive light and had a higher interest in nursing than their counterparts. Efforts should be made to foster a positive public image of nursing among the population of people with an academic education. Recruitment strategies should be tailored to each of this population's subgroups. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. Relationship between student selection criteria and learner success for medical dosimetry students

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

    Baker, Jamie, E-mail: jabaker@mdanderson.org; Tucker, Debra; Raynes, Edilberto

    Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force medical dosimetry educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average (GPA), science grade point average (SGPA), prior experience as a radiation therapist, and previous academic degrees)more » and the successful completion of a medical dosimetry program, as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student's previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample, representative of more medical dosimetry student populations, and additional studies concerning the relationship of previous work as a radiation therapist and the effect on success as a medical dosimetry student. Based on the quantitative correlation analysis, medical dosimetry leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant's undergraduate cumulative GPA and increase the weight assigned to previous degrees.« less

  10. Relationship between student selection criteria and learner success for medical dosimetry students.

    PubMed

    Baker, Jamie; Tucker, Debra; Raynes, Edilberto; Aitken, Florence; Allen, Pamela

    2016-01-01

    Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force medical dosimetry educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average (GPA), science grade point average (SGPA), prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program, as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student׳s previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample, representative of more medical dosimetry student populations, and additional studies concerning the relationship of previous work as a radiation therapist and the effect on success as a medical dosimetry student. Based on the quantitative correlation analysis, medical dosimetry leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant׳s undergraduate cumulative GPA and increase the weight assigned to previous degrees. Copyright © 2016 American Association of Medical Dosimetrists. Published by Elsevier Inc. All rights reserved.

  11. The state of leadership education in US medical schools: results of a national survey

    PubMed Central

    Neeley, Sabrina M.; Clyne, Brian; Resnick-Ault, Daniel

    2017-01-01

    ABSTRACT Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/46) indicated both required and elective components. Of schools with formal leadership curricula ​(n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably. Further study is needed to identify the optimal content, competencies, and pedagogy for leadership education. Identifying best practices may help guide standards for leadership curricula across UME and fill this educational need.​ PMID:28298155

  12. The state of leadership education in US medical schools: results of a national survey.

    PubMed

    Neeley, Sabrina M; Clyne, Brian; Resnick-Ault, Daniel

    2017-01-01

    Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/46) indicated both required and elective components. Of schools with formal leadership curricula ​(n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably. Further study is needed to identify the optimal content, competencies, and pedagogy for leadership education. Identifying best practices may help guide standards for leadership curricula across UME and fill this educational need.​.

  13. Design and Implementation of an International Nurse Faculty Partnership.

    PubMed

    Tuxbury, Janis S; Vilton, Yves; Hays, Antoinette; Street, Nancy

    2016-01-01

    Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. Copyright © 2016 Elsevier Inc. All rights reserved.

  14. Hands-On Educational Programs and Projects at SICSA

    NASA Astrophysics Data System (ADS)

    Bell, L.

    2002-01-01

    The Sasakawa International Center for Space Architecture (SICSA) has a long history of projects that involve the design of space structures, including habitats for low-Earth orbit (LEO) and planetary applications. Some of these projects are supported by corporate sponsors, such as a space tourism research, planning and design study conducted for the owner of national U.S. hotel chain. Some have been undertaken in support of programs sponsored by the State Government of Texas, including current commercial spaceport development planning for the Texas Aerospace Commission and three counties that represent candidate spaceport sites. Other projects have been supported by NASA and the Texas Aerospace Consortium, including the design and development of SICSA's "Space Habitation Laboratory", a space station module sized environmental simulator facility which has been featured in the "NASA Select" television broadcast series. This presentation will highlight representative projects. SICSA is internationally recognized for its leadership in the field of space architecture. Many program graduates have embarked upon productive and rewarding careers with aerospace organizations throughout the world. NASA has awarded certificates of appreciation to SICSA for significant achievements contributing to its advanced design initiatives. SICSA and its work have been featured in numerous popular magazines, professional publications, and public media broadcasts in many countries. SICSA applies a very comprehensive scope of activities to the practice of space architecture. Important roles include mission planning conceptualization of orbital and planetary structures and assembly processes, and design of habitats to optimize human safety, adaptation and productivity. SICSA sponsors educational programs for upper division undergraduate students and graduate students with interests in space and experimental architecture. Many fourth year participants continue in the SICSA program throughout their remaining undergraduate studies, and are joined by other new fifth year students. Selected graduate applicants holding a professional degree in architecture from accredited colleges and universities can earn a Master of Architecture degree with a specialization in space and experimental architecture upon completion of 32 credit hours of study which includes two six-hour design studios. Accepted graduate students seeking a Master of Architecture degree who do not hold a professional architecture degree may enter SICSA studios during the final year of their minimum 72 credit hours of study. Subject to necessary University of Houston and Texas Higher Education Coordinating Board approvals, SICSA and the College of Architecture propose to expand their graduate education role to add a Master of Science in Space Architecture degree program. This new program is primarily being planned in response to known interests of non-architect professionals from NASA and aerospace corporations who wish to pursue advanced space architecture research and design studies. The program will be also available to working professionals holding an undergraduate architectural degree.

  15. An International Polar Year Adventure in the Arctic

    NASA Astrophysics Data System (ADS)

    Wartes, D.

    2008-12-01

    RAHI, the Rural Alaska Honors Institute at the University of Alaska Fairbanks began in 1983 after a series of meetings between the Alaska Federation of Natives and the University of Alaska, to discuss the retention rates of Alaska Native and rural students. RAHI is a six-week college-preparatory summer bridge program on the University of Alaska Fairbanks campus for Alaska Native and rural high school juniors and seniors. The program's student body is approximately 94 percent Alaska Native. RAHI students take classes that earn them seven to ten college credits, thus giving them a head start on college. Courses include: writing, study skills, desk top publishing, Alaska Native dance or swimming, and a choice of biochemistry, math, business, or engineering. A program of rigorous academic activity combines with social, cultural, and recreational activities to make up the RAHI program of early preparation for college. Students are purposely stretched beyond their comfort levels academically and socially to prepare for the big step from home or village to a large culturally western urban campus. They are treated as honors students and are expected to meet all rigorous academic and social standards set by the program. All of this effort and activity support the principal goal of RAHI: promoting academic success for rural students in college. Over 26 years, 1,200 students have attended the program. Sixty percent of RAHI's alumni have entered four-year academic programs. Over 245 have earned a bachelor's degree, thirty-one have earned master's degrees, and seven have graduated with professional degrees (J.D., Pharm., or M.D.), along with 156 associate degrees and certificates. In looking at the RAHI cohort, removing those students who have not been in college long enough to obtain a degree, 27.3 percent of RAHI alums have received a bachelor's degree. An April 2006 report by the American Institutes for Research through the National Science Foundation found that: Rural Native students in the UA system who participated in RAHI are nearly twice as likely to earn a bachelor's degree, than those who did not attend RAHI. The past two summers, in celebration of the International Polar Year, in collaboration with Ilisagvik College, at the completion of the traditional RAHI program, ten RAHI students flew to Barrow for an additional two weeks of study. Five students participated in an archaeological dig and five students performed research with the Barrow Arctic Science Consortium scientists studying climate change. And another student was the Alaskan delegate to the Students on Ice, a 2-week ship-based adventure in northern Canada. In addition, ten students from Greenland visited the program, with plans to more fully participate next summer. This added dimension to the program has proved successful, allowing the students to compare and contrast between their own countries and indigenous perspectives. Global warming was an issue that was hotly debated, as its effects are so evident in the Polar Regions. In the Arctic, one's life is directly tied to the ice and snow. As the ice disappears and/or changes, the Indigenous people have to adapt. RAHI would like to share with you some of the results of this past summer's IPY activities.

  16. Alaskan Exemplary Program The Rural Alaska Honors Institute (RAHI) A Quarter Century of Success of Educating, Nurturing, and Retaining Alaska Native and Rural Students An International Polar Year Adventure in Barrow

    NASA Astrophysics Data System (ADS)

    Wartes, D.; Owens, G.

    2007-12-01

    RAHI, the Rural Alaska Honors Institute, began in 1983 after a series of meetings between the Alaska Federation of Natives and the University of Alaska, to discuss the retention rates of Alaska Native and rural students. RAHI is a six-week college-preparatory summer bridge program on the University of Alaska Fairbanks campus for Alaska Native and rural high school juniors and seniors. The student body is approximately 94 percent Alaska Native. RAHI students take classes that earn them seven to ten college credits, thus giving them a head start on college. Courses include: writing, study skills, desk top publishing, Alaska Native dance or swimming, and a choice of geoscience, biochemistry, math, business, rural development, or engineering. A program of rigorous academic activity combines with social, cultural, and recreational activities to make up the RAHI program of early preparation for college. Students are purposely stretched beyond their comfort levels academically and socially to prepare for the big step from home or village to a large culturally western urban campus. They are treated as honors students and are expected to meet all rigorous academic and social standards set by the program. All of this effort and activity support the principal goal of RAHI: promoting academic success for rural students in college. Over 25 years, 1,200 students have attended the program. Sixty percent of the RAHI alumni have entered four-year academic programs. Over 230 have earned a bachelors degree, twenty-nine have earned masters degrees, and seven have graduated with professional degrees (J.D., Ph.D., or M.D.), along with 110 associate degrees and certificates. In looking at the RAHI cohort, removing those students who have not been in college long enough to obtain a degree, 27.3 percent of RAHI alums have received a bachelors degree. An April 2006 report by the American Institutes for Research through the National Science Foundation found that: Rural Native students in the UA system who participated in RAHI are nearly twice as likely to earn a bachelors degree, than those who did not attend RAHI. This summer, in celebration of the International Polar Year, in collaboration with Ilisagvik College, at the completion of the traditional RAHI program, ten RAHI students flew to Barrow for an additional two weeks of study. Five students participated in an archaeological dig and five students performed research with the Barrow Arctic Science Consortium scientists studying climate change. In addition, ten students from Greenland visited the program, with plans to more fully participate next summer. This added dimension to the program has proved successful, allowing the students to compare and contrast between their own countries and indigenous perspectives. Global warming was an issue that was hotly debated, as its effects are so evident in the Polar Regions. In the Arctic, life is directly tied to the ice and snow. As the ice disappears and/or changes, the Indigenous people have to adapt. RAHI would like to share with you some of the results of this past summers IPY activities.

  17. Blast/Fire Interactions. Program Information

    DTIC Science & Technology

    1978-10-01

    for shelter identification and for emergency food and medical stockpiles. This vigorous effort was largely completed by the end of 1963. On April 1...transportation, food supplies, etc.) can be exercised and tested to some degree. (The need for local’or regional autonomy is less in the peacetimeS...Corporation 7125 Saltsburg Road P.O Box 235 Pittsburgh, PA 15235 Buffalo, New York 14221i • Dr. Franch • E. Fendell National Fire Protection Association

  18. Realized Potential or Lost Talent: High School Variables and Bachelor's Degree Completion

    ERIC Educational Resources Information Center

    Trusty, Jerry; Niles, Spencer G.

    2004-01-01

    This study examined how background and high school variables affected participants in either realizing their potential by completing a bachelor's degree or experiencing lost talent by not completing a bachelor's degree. A sample of participants who had demonstrated above average cognitive ability and had high postsecondary educational goals when…

  19. A Study of Prior Learning Assessment in Degree Completion

    ERIC Educational Resources Information Center

    Chappell, Jean Marie

    2012-01-01

    The purpose of this study was to examine the role of prior learning assessment (PLA) in postsecondary degree completion for adult community college students at Mountwest Community and Technical College (MCTC). The study group consisted of 339 MCTC graduates, who applied PLA credits toward degree completion between the academic year 2006 and 2011.…

  20. Science and Engineering Doctorate Production among Minorities with Non-Traditional Backgrounds.

    ERIC Educational Resources Information Center

    Brazziel, William F.; Brazziel, Marian E.

    This study examined the extent to which minority individuals with baccalaureate origins as non-traditional students (baccalaureates completed at age 25 or over) completed doctoral degrees in science and engineering. It compared the efficacy of their degree completion, i.e., elapsed time and registered time to degree, with that of counterparts with…

  1. Factors Affecting Bachelor's Degree Completion among Black Males with Prior Attrition

    ERIC Educational Resources Information Center

    Matthews-Whetstone, Rayna; Scott, Joyce A.

    2015-01-01

    Black males lag behind their female counterparts in bachelor's degree completion. This study examined why Black males leave higher education, eventually return, and complete their degrees. Researchers are aware of some of the challenges that Black males encounter in higher education, but there is little information factors affecting successful…

  2. Why Study Geoscience? Identifying Effective Recruitment and Retention Strategies for an Undergraduate Earth & Environmental Sciences Program

    NASA Astrophysics Data System (ADS)

    Vajoczki, S.; Eyles, C. H.; Stewart, J.; Dasilva, L.

    2005-12-01

    McMaster University is a `research intensive' university with 17,000+ full time undergraduate students. The School of Geography and Earth Sciences (SGES) is located within the Faculty of Science, offers B.Sc., B.A., M.Sc., M.A. and PhD degree programs and teaches more than 70 undergraduate courses on an annual basis. The Honours B.Sc program in Earth and Environmental Sciences (EES) graduates approximately 25 students per year. Students enroll in undergraduate SGES programs in their second year, after completion of an introductory first year in the Faculty of Science in which they take compulsory science courses including math, physics, chemistry, and biology. First year students, as well as those in upper years, may also elect to take one or more of three introductory courses offered by SGES (Earth & the Environment, The Living Environment, Atmosphere & Hydrosphere) to complete their science requirements. Most students entering the Faculty of Science know little about geoscience as it does not form an important part of the Ontario secondary school curriculum. Hence, recruitment into the EES program is primarily via the first year courses. In order to establish reasons why students elected to take the introductory courses offered by SGES, and their reasons for considering subsequent entry to the B.Sc program, a survey of students taking one of the courses was conducted in the fall of 2003. Results from the survey indicate that students enroll in the course, and subsequently the EES program, for a variety of reasons including: general interest in how the planet works, concern for the environment, interesting title of the course and reputation of the instructor. Student concern over lack of potential jobs is cited as the main reason for not pursuing a degree in geoscience. This survey has helped to direct the multifaceted recruitment strategies used by SGES to continue to develop its undergraduate program through delivery of high quality first year courses. Additional recruitment strategies used to recruit and retain high quality students include an active undergraduate society and departmental events that contribute towards a culture of learning and sense of belonging that is sought by students.

  3. Factors influencing pharmacy students’ attitudes towards pharmacy practice research and strategies for promoting research interest in pharmacy practice

    PubMed Central

    Kritikos, Vicky S.; Saini, Bandana; Carter, Stephen; Moles, Rebekah J.; Krass, Ines

    2015-01-01

    Objectives: To (1) investigate the relationships between students’ characteristics and their (a) perceptions of research in general and (b) attitudes towards pharmacy practice research; (2) identify strategies that could be used by pharmacy educators to promote research interest in pharmacy practice; and (3) identify perceived barriers to the pursuit or completion of a pharmacy practice research degree. Methods: A survey was administered to all students enrolled in each year of the four-year pharmacy undergraduate program, University of Sydney, Australia. Perceptions of research in general were measured using 4 items on a five-point semantic-differential scale and attitudes towards pharmacy practice research were measured using 16 items on a five-point Likert scale. Student characteristics were also collected as were responses to open-ended questions which were analysed using content analysis. Results: In total 853 students participated and completed the survey (83% response rate). Participants’ characteristics were associated with some but not all aspects of research and pharmacy practice research. It appeared that positive attitudes and perspectives were influenced strongly by exposure to the ‘research’ process through projects, friends or mentors, previous degrees or having future intentions to pursue a research degree. Results from both the quantitative and qualitative analyses suggest positive attitudes and perceptions of research can be nurtured through the formal inclusion in research processes, particularly the utility of practice research in clinical practice across the four years of study. Participants indicated there was a lack of awareness of the needs, benefits and career opportunities associated with pharmacy practice research and voiced clear impediments in their career path with respect to the choice of practice research-related careers. Conclusions: Future research should investigate changes in perceptions and attitudes in a single cohort over the four-year degree, other factors influencing students’ perceptions and attitudes, and evaluate the effectiveness of research promoting strategies and programs. PMID:26445620

  4. Comparing the frequency of physical examination techniques performed by associate and baccalaureate degree prepared nurses in clinical practice: does education make a difference?

    PubMed

    Giddens, Jean

    2006-03-01

    Rapid changes in health care have underscored the need for reform in health professions education, including nursing education. One of many problems cited in the nursing and other health sciences education literature is overcrowded curricula; therefore, an evaluation of content is necessary. The purpose of this study was to determine whether differences exist in the frequency that physical examination techniques are performed by associate and baccalaureate degree prepared nurses. Participants completed a survey on performance of various physical examination techniques. A Mann-Whitney test showed no differences between the two groups in terms of frequency of techniques performed. A small negative correlation was found between frequency and years of experience with the nutrition assessment category. A comparison of physical examination content covered in baccalaureate and associate degree nursing programs is needed to further understand these findings.

  5. Report of the Defense Science Board Task Force on National Aero-Space Plane (NASP) Program

    NASA Technical Reports Server (NTRS)

    1992-01-01

    Six years ago, the Defense Science Board (DSB) initiated a review of the concept, technical basis, program content, and missions of the National Aerospace Plane (NASP) program. The report was completed in Sep. 1988, and the recommendations contributed to strengthening the technical efforts in the NASP program. Since then, substantial technological progress has been made in the technology development phase (Phase 2) of the program. Phase 2 of the program is currently scheduled to end in late Fiscal Year 1993, with a decision whether to proceed to the experimental flight vehicle phase (Phase 3) to be made at that time. This decision will be a very significant one for the Department of Defense (DoD) and the National Aeronautics and Space Administration (NASA). In February of this year, the DSB was chartered to revisit the NASP program to assess the degree to which the many technical challenges of the program have been resolved, or are likely to be resolved by the end of Phase 2.

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

    Not Available

    Gulf Research and Development Company is implementing a DOE-sponsored Underground Coal Gasification project in Steeply Dipping Coal Beds (UCG/SDB) in order to assess the economic and technical viability of UCG in SDB. In the Fall 1980 drilling program, 2 vertical and 2 slant process wells; 3 hydrologic and 1 exploratory well and 4 HFEM wells were completed. The Spring, 1981 program will consist of drilling the remaining instrumentation wells necessary to track the progress of the underground reactor in real time. These will consist of: 6 additional High Frequency Electromagnetic wells (HFEM) and 3 extensometer wells (X). These wells willmore » be installed vertically with an expected deviation of two degrees or less.« less

  7. Reactor Materials Program - Baseline Material Property Handbook - Mechanical Properties of 1950's Vintage Stainless Steel Weldment Components, Task Number 89-23-A-1

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

    Stoner, K.J.

    1999-11-05

    The Process Water System (primary coolant) piping of the nuclear production reactors constructed in the 1950''s at Savannah River Site is comprised primarily of Type 304 stainless steel with Type 308 stainless steel weld filler. A program to measure the mechanical properties of archival PWS piping and weld materials (having approximately six years of service at temperatures between 25 and 100 degrees C) has been completed. The results from the mechanical testing has been synthesized to provide a mechanical properties database for structural analyses of the SRS piping.

  8. Clean Energy Infrastructure Educational Initiative

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

    Hallinan, Kevin; Menart, James; Gilbert, Robert

    2012-08-31

    The Clean Energy Infrastructure Educational Initiative represents a collaborative effort by the University of Dayton, Wright State University and Sinclair Community College. This effort above all aimed to establish energy related programs at each of the universities while also providing outreach to the local, state-wide, and national communities. At the University of Dayton, the grant has aimed at: solidfying a newly created Master's program in Renewable and Clean Energy; helping to establish and staff a regional sustainability organization for SW Ohio. As well, as the prime grantee, the University of Dayton was responsible for insuring curricular sharing between WSU andmore » the University of Dayton. Finally, the grant, through its support of graduate students, and through cooperation with the largest utilities in SW Ohio enabled a region-wide evaluation of over 10,000 commercial building buildings in order to identify the priority buildings in the region for energy reduction. In each, the grant has achieved success. The main focus of Wright State was to continue the development of graduate education in renewable and clean energy. Wright State has done this in a number of ways. First and foremost this was done by continuing the development of the new Renewable and Clean Energy Master's Degree program at Wright State . Development tasks included: continuing development of courses for the Renewable and Clean Energy Master's Degree, increasing the student enrollment, and increasing renewable and clean energy research work. The grant has enabled development and/or improvement of 7 courses. Collectively, the University of Dayton and WSU offer perhaps the most comprehensive list of courses in the renewable and clean energy area in the country. Because of this development, enrollment at WSU has increased from 4 students to 23. Secondly, the grant has helped to support student research aimed in the renewable and clean energy program. The grant helped to solidify new research in the renewable and clean energy area. The educational outreach provided as a result of the grant included activities to introduce renewable and clean energy design projects into the Mechanical and Materials Engineering senior design class, the development of a geothermal energy demonstration unit, and the development of renewable energy learning modules for high school students. Finally, this grant supported curriculum development by Sinclair Community College for seven new courses and acquisition of necessary related instrumentation and laboratory equipment. These new courses, EGV 1201 Weatherization Training, EGV 1251 Introduction to Energy Management Principles, EGV 2301 Commercial and Industrial Assessment, EGV 2351 LEED Green Associate Exam Preparation, EGV 2251 Energy Control Strategies, EGV Solar Photovoltaic Design and Installation, and EGV Solar Thermal Systems, enable Sinclair to offer complete Energy Technology Certificate and an Energy Management Degree programs. To date, 151 students have completed or are currently registered in one of the seven courses developed through this grant. With the increasing interest in the Energy Management Degree program, Sinclair has begun the procedure to have the program approved by the Ohio Board of Regents.« less

  9. 2009-10 Degrees and Certificates Completed at Connecticut Higher Education Institutions. Report

    ERIC Educational Resources Information Center

    Connecticut Department of Higher Education (NJ1), 2010

    2010-01-01

    This report presents the degrees and certificates completed at Connecticut's higher education institutions for 2009-2010. Students at Connecticut colleges and universities completed a record 38,912 degrees and certificates in 2009-10, up 2.3% from 2008-09. This increase represents the state's ninth consecutive year of growth, with a 30.8% increase…

  10. Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion

    ERIC Educational Resources Information Center

    Dynarski, Susan; Hyman, Joshua; Schanzenbach, Diane Whitmore

    2013-01-01

    This paper examines the effect of early childhood investments on college enrollment and degree completion. We used the random assignment in Project STAR (the Tennessee Student/Teacher Achievement Ratio experiment) to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on…

  11. PROMISE: Maryland's Alliance for Graduate Education and the Professoriate enhances recruitment and retention of underrepresented minority graduate students.

    PubMed

    Tull, Renetta G; Rutledge, Janet C; Carter, Frances D; Warnick, Jordan E

    2012-11-01

    PROMISE: Maryland's Alliance for Graduate Education and the Professoriate (AGEP), sponsored by the National Science Foundation, is a consortium that is designed to increase the numbers of underrepresented minority (URM) PhDs in science, technology, engineering, and mathematics fields who will pursue academic careers. A strength of PROMISE is its alliance infrastructure that connects URM graduate students on different campuses through centralized programming for the three research universities in Maryland: the University of Maryland Baltimore County (the lead institution in the alliance), the University of Maryland College Park, and the University of Maryland Baltimore (UMB). PROMISE initiatives cover graduate student recruitment, retention, community building, PhD completion, and transition to careers.Although it is not a fellowship, PROMISE offers professional development and skill-building programs that provide academic and personal support for URM students on all three campuses. PROMISE on UMB's campus includes the School of Medicine, which sponsors tricampus programs that promote health and wellness to accompany traditional professional development programs. PROMISE uniquely and atypically includes a medical school within its alliance. The PROMISE programs serve as interventions that reduce isolation and facilitate degree completion among diverse students on each campus. This article describes details of the PROMISE AGEP and presents suggestions for replicating professional development programs for URMs in biomedical, MD/master's, and MD/PhD programs on other campuses.

  12. Does formal research training lead to academic success in otolaryngology?

    PubMed

    Bobian, Michael R; Shah, Noor; Svider, Peter F; Hong, Robert S; Shkoukani, Mahdi A; Folbe, Adam J; Eloy, Jean Anderson

    2017-01-01

    To evaluate whether formalized research training is associated with higher researcher productivity, academic rank, and acquisition of National Institutes of Health (NIH) grants within academic otolaryngology departments. Each of the 100 civilian otolaryngology program's departmental websites were analyzed to obtain a comprehensive list of faculty members credentials and characteristics, including academic rank, completion of a clinical fellowship, completion of a formal research fellowship, and attainment of a doctorate in philosophy (PhD) degree. We also recorded measures of scholarly impact and successful acquisition of NIH funding. A total of 1,495 academic physicians were included in our study. Of these, 14.1% had formal research training. Bivariate associations showed that formal research training was associated with a greater h-index, increased probability of acquiring NIH funding, and higher academic rank. Using a linear regression model, we found that otolaryngologists possessing a PhD had an associated h-index of 1.8 points higher, and those who completed a formal research fellowship had an h-index of 1.6 points higher. A PhD degree or completion of a research fellowship was not associated with a higher academic rank; however, a higher h-index and previous acquisition of an NIH grant were associated with a higher academic rank. The attainment of NIH funding was three times more likely for those with a formal research fellowship and 8.6 times more likely for otolaryngologists with a PhD degree. Formalized research training is associated with academic success in otolaryngology. Such dedicated research training accompanies greater scholarly impact, acquisition of NIH funding, and a higher academic rank. NA Laryngoscope, 127:E15-E21, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

  13. An evaluation of pharmacology curricula in Australian science and health-related degree programs.

    PubMed

    Lloyd, Hilary; Hinton, Tina; Bullock, Shane; Babey, Anna-Marie; Davis, Elizabeth; Fernandes, Lynette; Hart, Joanne; Musgrave, Ian; Ziogas, James

    2013-11-19

    Pharmacology is a biomedical discipline taught in basic science and professional degree programs. In order to provide information that would facilitate pharmacology curricula to be refined and developed, and approaches to teaching to be updated, a national survey was undertaken in Australia that investigated pharmacology course content, teaching and summative assessment methods. Twenty-two institutions participated in a purpose-built online questionnaire, which enabled an evaluation of 147 courses taught in 10 different degrees. To enable comparison, degrees were grouped into four major degree programs, namely science, pharmacy, medicine and nursing. The pharmacology content was then classified into 16 lecture themes, with 2-21 lecture topics identified per theme. The resultant data were analysed for similarities and differences in pharmacology curricula across the degree programs. While all lecture themes were taught across degree programs, curriculum content differed with respect to the breadth and hours of coverage. Overall, lecture themes were taught most broadly in medicine and with greatest coverage in pharmacy. Reflecting a more traditional approach, lectures were a dominant teaching method (at least 90% of courses). Sixty-three percent of science courses provided practical classes but such sessions occurred much less frequently in other degree programs, while tutorials were much more common in pharmacy degree programs (70%). Notably, problem-based learning was common across medical programs. Considerable diversity was found in the types of summative assessment tasks employed. In science courses the most common form of in-semester assessment was practical reports, whereas in other programs pen-and-paper quizzes predominated. End-of-semester assessment contributed 50-80% to overall assessment across degree programs. The similarity in lecture themes taught across the four different degree programs shows that common knowledge- and competency-based learning outcomes can be defined for pharmacology. The authors contend that it is the differences in breadth and coverage of material for each lecture theme, and the differing teaching modes and assessment that characterise particular degree programs. Adoption of pharmacology knowledge-based learning outcomes that could be tailored to suit individual degree programs would better facilitate the sharing of expertise and teaching practice than the current model where pharmacology curricula are degree-specific.

  14. The standard calibration instrument automation system for the atomic absorption spectrophotometer. Part 3: Program documentation

    NASA Astrophysics Data System (ADS)

    Ryan, D. P.; Roth, G. S.

    1982-04-01

    Complete documentation of the 15 programs and 11 data files of the EPA Atomic Absorption Instrument Automation System is presented. The system incorporates the following major features: (1) multipoint calibration using first, second, or third degree regression or linear interpolation, (2) timely quality control assessments for spiked samples, duplicates, laboratory control standards, reagent blanks, and instrument check standards, (3) reagent blank subtraction, and (4) plotting of calibration curves and raw data peaks. The programs of this system are written in Data General Extended BASIC, Revision 4.3, as enhanced for multi-user, real-time data acquisition. They run in a Data General Nova 840 minicomputer under the operating system RDOS, Revision 6.2. There is a functional description, a symbol definitions table, a functional flowchart, a program listing, and a symbol cross reference table for each program. The structure of every data file is also detailed.

  15. Parent Engagement With a Telehealth-Based Parent-Mediated Intervention Program for Children With Autism Spectrum Disorders: Predictors of Program Use and Parent Outcomes

    PubMed Central

    Berger, Natalie I

    2015-01-01

    Background There has been growing interest in using telehealth to increase access to parent-mediated interventions for children with ASD. However, little is known about how parents engage with such programs. Objective This paper presents program engagement data from a pilot study comparing self-directed and therapist-assisted versions of a novel telehealth-based parent-mediated intervention for young children with autism spectrum disorders (ASD). Methods Parents of young children with ASD were randomly assigned to receive a self-directed or therapist-assisted version of ImPACT Online. Parent engagement and satisfaction with the different components of the program website were examined using the program’s automated data collection and a post-treatment evaluation survey. We examined the relationship between program engagement and changes in parent knowledge and implementation and participant characteristics associated with program engagement. Results Of the 27 parent participants, the majority were female (26/27, 96%), married (22/27, 81%), with a college degree or higher (15/27, 56%), and less than half were not employed outside of the home (10/27, 37%). The mean chronological age of the child participants was 43.26 months, and the majority were male (19/27, 70%) and white (21/27, 78%). Most of the families (19/27, 70%) resided in a rural or medically underserved area. Parents logged into the website an average of 46.85 times, spent an average of 964.70 minutes on the site, and completed an average of 90.17% of the lesson learning activities. Participants in the therapist-assisted group were more likely to engage with the website than those in the self-directed group: F 2,24=17.65, P<.001. In total, 85% of participants completed the program, with a significantly greater completion rate in the therapist-assisted group (N=27): χ2 1=5.06, P=.03. Lesson learning activities were visited significantly more often than the supplemental activities (all Ps<.05). Multiple regression controlling for pretreatment performance indicated that program completion (beta=.51, P=.02) predicted post-treatment intervention knowledge, and program completion (beta=.43, P=.03) and group assignment (beta=-.37, P=.045) predicted post-treatment intervention fidelity. Partial correlations indicated that parent depressive symptoms at pretreatment were negatively associated with program completion (r=-.40, P=.04), but other key parent and child demographic factors were not. Post-treatment measures of website usability (r=.65, P<.001), treatment acceptability (r=.58, P=.002), and overall satisfaction (r=.58, P=.002) were all related to program completion. Conclusions Parent engagement and satisfaction with ImPACT Online was high for both self-directed and therapist-assisted versions of the program, although therapist assistance increased engagement. Program completion was associated with parent outcomes, providing support for the role of the website in parent learning. This program has the potential to increase access to parent-mediated intervention for families of children with ASD. PMID:26443557

  16. Convention on the rights of persons with disabilities, assistive technology and information and communication technology requirements: where do we stand on implementation?

    PubMed

    Gould, Martin; Leblois, Axel; Cesa Bianchi, Francesca; Montenegro, Viviana

    2015-07-01

    This article presents 2013 data from a survey provided by G3ict and Disabled Peoples International (DPI). The Progress Report identifies the degree that each of the CRPD dispositions on ATs and ICTs accessibility are enacted in local laws, policies and regulations and their impacts. The initial methodology used to develop the survey involved several steps. First, a systematic review of CRPD AT and ICT technology requirements was conducted. Second, 57 variables were identified. Third, variables were grouped into three clusters representing countries': (a) legal, regulatory and programmatic commitments; (b) capacity to implement; and (c) actual implementation results. Surveys were completed by experts in a total of 74 countries. With respect to select CRPD AT and ICT dispositions, respondent countries report an: (a) average degree of compliance within their general legal and regulatory framework at 66%; (b) average 29% of the capacity to implement; and (c) average degree of implementation and impact of 42%. Implications for Rehabilitation Survey results reflect low levels of ratifying countries implementation of laws, policies or programs that promote awareness-raising and training programs about the CRPD and its AT and ICT technology requirements. Implication 1: CRPD ratifying countries need to promote disability-inclusive AT and ICT policies and programs identified as priority areas by key stakeholders Implication 2: Government leaders and key policymakers need to address gaps in capacity building such as professional training of professionals in the areas of AT and ICT accessibility and programming through disability-inclusive cooperative development practices.

  17. Proposed Accreditation Standards for Degree-Granting Correspondence Programs Offered by Accredited Institutions.

    ERIC Educational Resources Information Center

    McGraw-Hill Continuing Education Center, Washington, DC.

    A study on proposed accreditation standards grew out of a need to (1) stimulate the growth of quality correspondence degree programs; and (2) provide a policy for accreditation of correspondence degree programs so that graduates would be encouraged to pursue advanced degree programs offered elsewhere by educational institutions. The study focused…

  18. FabricS: A user-friendly, complete and robust software for particle shape-fabric analysis

    NASA Astrophysics Data System (ADS)

    Moreno Chávez, G.; Castillo Rivera, F.; Sarocchi, D.; Borselli, L.; Rodríguez-Sedano, L. A.

    2018-06-01

    Shape-fabric is a textural parameter related to the spatial arrangement of elongated particles in geological samples. Its usefulness spans a range from sedimentary petrology to igneous and metamorphic petrology. Independently of the process being studied, when a material flows, the elongated particles are oriented with the major axis in the direction of flow. In sedimentary petrology this information has been used for studies of paleo-flow direction of turbidites, the origin of quartz sediments, and locating ignimbrite vents, among others. In addition to flow direction and its polarity, the method enables flow rheology to be inferred. The use of shape-fabric has been limited due to the difficulties of automatically measuring particles and analyzing them with reliable circular statistics programs. This has dampened interest in the method for a long time. Shape-fabric measurement has increased in popularity since the 1980s thanks to the development of new image analysis techniques and circular statistics software. However, the programs currently available are unreliable, old and are incompatible with newer operating systems, or require programming skills. The goal of our work is to develop a user-friendly program, in the MATLAB environment, with a graphical user interface, that can process images and includes editing functions, and thresholds (elongation and size) for selecting a particle population and analyzing it with reliable circular statistics algorithms. Moreover, the method also has to produce rose diagrams, orientation vectors, and a complete series of statistical parameters. All these requirements are met by our new software. In this paper, we briefly explain the methodology from collection of oriented samples in the field to the minimum number of particles needed to obtain reliable fabric data. We obtained the data using specific statistical tests and taking into account the degree of iso-orientation of the samples and the required degree of reliability. The program has been verified by means of several simulations performed using appropriately designed features and by analyzing real samples.

  19. [Evaluation of possibility of using new financial instruments for supporting biomedical projects].

    PubMed

    Starodubov, V I; Kurakova, N G; Eremchenko, O A; Tsvetkova, L A; Zinov, V G

    2014-01-01

    Analysis of selection criteria on projects of Russian medical research centers for funding in Russian scientific fund and Federal program "Research and innovations" was done. It was noted that a high degree of uncertainty of such concepts as "priority direction", "applied" and "search" research and "industrial partner" in regards to research of biomedical theme. Analysis of classified "Medicine and health care" "Forecast of scientific-technological development of Russian Federation till 2030 year" were completed.

  20. Student and Institutional Variables that Affect Time to Degree Completion of Community College Students

    ERIC Educational Resources Information Center

    Barrett, Iris Killian

    2012-01-01

    This research study investigated student and institutional variables associated with timely degree completion of the associate degree by community college students. Along with increased community college enrollments, time to degree has also increased. Three years (150% time or six semesters) currently stands as the community college standard for…

  1. Facilitating Timely Completion of a College Degree with Optimization Technology

    ERIC Educational Resources Information Center

    Dechter, Avi

    2009-01-01

    Students who pursue a bachelor's degree in four-year colleges and universities often take longer than four years to complete their degrees. The reasons for prolonging the time to degree seem to fall into three broad categories: part-time enrollment, deficiencies in academic readiness, and inadequate course planning. This paper focuses on the…

  2. MD/MBA Students: An Analysis of Medical Student Career Choice.

    PubMed

    Sherrill, Windsor Westbrook

    2004-12-01

    An increasing number of medical schools are offering dual degree MD/MBA programs. Career choices and factors influencing students to enter these programs provide an indicator of the roles in which dual degree students will serve in health care as well as the future of dual degree programs. Using career choice theory as a conceptual framework, career goals and factors influencing decisions to enter dual degree programs were assessed among dual degree medical students. Students enrolled at dual degree programs at six medical schools were surveyed and interviewed. A control group of traditional medical students was also surveyed. Factors influencing students to seek both medical and business training are varied but are often related to a desire for leadership opportunities, concerns about change in medicine and job security and personal career goals. Most students expect to combine clinical and administrative roles. Students entering these programs do so for a variety of reasons and plan diverse careers. These findings can provide guidance for program development and recruitment for dual degree medical education programs.

  3. DOE/PSU Graduate Student Fellowship Program for Hydropower

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

    Cimbala, John M.

    The primary objective of this project is to stimulate academic interest in the conventional hydropower field by supplying research support for at least eight individual Master of Science (MS) or Doctoral (PhD) level research projects, each consisting of a graduate student supervised by a faculty member. We have completed many of the individual student research projects: 2 PhD students have finished, and 4 are still working towards their PhD degree. 4 MS students have finished, and 2 are still working towards their MS degree, one of which is due to finish this April. In addition, 4 undergraduate student projects havemore » been completed, and one is to be completed this April. These projects were supervised by 7 faculty members and an Advisory/Review Panel. Our students and faculty have presented their work at national or international conferences and have submitted several journal publications. Three of our graduate students (Keith Martin, Dan Leonard and Hosein Foroutan) have received HRF Fellowships during the course of this project. All of the remaining students are anticipated to be graduated by the end of Fall Semester 2014. All of the tasks for this project will have been completed once all the students have been graduated, although it will be another year or two until all the journal publications have been finalized based on the work performed as part of this DOE Hydropower project.« less

  4. Second-Degree Learners in Associate Degree Nursing Programs: Characteristics and Progression Success

    ERIC Educational Resources Information Center

    McGinley, Patricia M.

    2013-01-01

    Second degree learners are attending associate (ADN), accelerated baccalaureate (BSN), and entry level masters (ELM) degree nursing programs. There is limited data related to the socio-demographic characteristics and graduation success rates of students attending accelerated BSN or ELM programs and no data related to second-degree learners…

  5. Two Universities, Two Degrees: A Dual Degree Program for Pharmacists.

    ERIC Educational Resources Information Center

    Milio, Frank

    2001-01-01

    Describes a dual degree program between Towson University and the University of Maryland School of Pharmacy, which allows a student to receive both a B.S. degree in Medicinal Chemistry and a Doctor of Pharmacy degree in a combined 7-year program. It also allows flexibility in pursuing alternate career goals. (EV)

  6. Multidisciplinary Graduate Education in Bioprocess Engineering

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

    Mark A. Eiteman

    2006-04-18

    This report describes the accomplishments of the University of Georgia in establishing an academic program geared toward the emerging biobased products industry. By virtue of its strengths and structure, the University of Georgia is particularly well-suited for developing a program focused on plant- and microbial-based bioproducts, and it was in this general area that this program was developed. The program had several unique characteristics. First, we implemented a distinguished lecture series that brought outstanding scientists and engineers to our University to interact with students and share their vision of the biobased economy. Second, we offered industrially-oriented and multidisciplinary courses thatmore » provided students with a broad background on various facets of biobased business and technology. Third, we provided the students with opportunities to expand beyond the classroom by engaging in research lab rotations and industrial internships. Fourth, each student was engaged in a creative research project as led by a multidisciplinary faculty team. Throughout the implementation of these activities, we maintained a student-centered, mentoring approach to education. The most tangible outcome of this project was the graduation of two students who participated in a variety of scholarly activities, culminating in research toward the completion of a thesis and dissertation. Both research projects involved the use of microorganisms to produce industrial products from agricultural substrates via fermentation processes. The research advanced our understanding of microorganisms as used for industrial processes and products, as described in several articles published in scholarly journals and presentations made at scientific conferences (see information on pp. 14-15). Another outcome is one graduate course, Fermentation Engineering Laboratory, which is a unique experiential and multidisciplinary course. This course will be offered in the future as an elective to graduate students in several engineering and science degree programs. Other significant developments have arisen as direct or indirect consequences of this project. The University of Georgia has established a B.S. Biochemical Engineering degree and an M.S. Biochemical Engineering degree. A strong component of these degree programs is education toward a biobased economy. We will integrate particularly positive components of this project (such as the distinguished lecture series) into these degree programs. The University of Georgia is establishing a Center for Biorefining and Carbon Cycling. This multidisciplinary Center houses a pilot scale biorefinery, comprising a pyrolysis unit and an ethanol plant. Together with new faculty positions that are currently being advertised, this project has encouraged the University of Georgia to assume a leadership role in the preparation of students in the biobased industries of the future.« less

  7. Brief 74 Nuclear Engineering Enrollments and Degrees Survey, 2014 Data

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

    None, None

    2015-03-15

    The 2014 survey includes degrees granted between September 1, 2013 and August 31, 2014, and enrollments for fall 2014. There are three academic programs new to this year's survey. Thirty-five academic programs reported having nuclear engineering programs during 2014, and data were provided by all thirty-five. The enrollments and degrees data include students majoring in nuclear engineering or in an option program equivalent to a major. Two nuclear engineering programs have indicated that health physics option enrollments and degrees are also reported in the health physics enrollments and degrees survey.

  8. A proposal to establish master's in biomedical sciences degree programs in medical school environments.

    PubMed

    Ingoglia, Nicholas A

    2009-04-01

    Most graduate schools associated with medical schools offer programs leading to the PhD degree but pay little attention to master's programs. This is unfortunate because many university graduates who are interested specifically in biomedical rather than pure science fields need further education before making decisions on whether to enter clinical, research, education, or business careers. Training for these students is done best in a medical school, rather than a graduate university, environment and by faculty who are engaged in research in the biomedical sciences. Students benefit from these programs by exploring career options they might not have previously considered while learning about disease-related subjects at the graduate level. Graduate faculty can also benefit by being compensated for their teaching with a portion of the tuition revenue, funds that can help run their laboratories and support other academic expenses. Faculty also may attract talented students to their labs and to their PhD programs by exposing them to a passion for research. The graduate school also benefits by collecting masters tuition revenue that can be used toward supporting PhD stipends. Six-year outcome data from the program at Newark show that, on completion of the program, most students enter educational, clinical, or research careers and that the graduate school has established a new and significant stream of revenue. Thus, the establishment of a master's program in biomedical sciences that helps students match their academic abilities with their career goals significantly benefits students as well as the graduate school and its faculty.

  9. Preparing new Earth Science teachers via a collaborative program between Research Scientists and Educators

    NASA Astrophysics Data System (ADS)

    Grcevich, Jana; Pagnotta, Ashley; Mac Low, Mordecai-Mark; Shara, Michael; Flores, Kennet; Nadeau, Patricia A.; Sessa, Jocelyn; Ustunisik, Gokce; Zirakparvar, Nasser; Ebel, Denton; Harlow, George; Webster, James D.; Kinzler, Rosamond; MacDonald, Maritza B.; Contino, Julie; Cooke-Nieves, Natasha; Howes, Elaine; Zachowski, Marion

    2015-01-01

    The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a innovative program designed to prepare participants to be world-class Earth Science teachers. New York State is experiencing a lack of qualified Earth Science teachers, leading in the short term to a reduction in students who successfully complete the Earth Science Regents examination, and in the long term potential reductions in the number of students who go on to pursue college degrees in Earth Science related disciplines. The MAT program addresses this problem via a collaboration between practicing research scientists and education faculty. The faculty consists of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level education experts. During the 15-month, full-time program, students participate in a residency program at local urban classrooms as well as taking courses and completing field work in astrophysics, geology, earth science, and paleontology. The program targets high-needs schools with diverse populations. We seek to encourage, stimulate interest, and inform the students impacted by our program, most of whom are from traditionally underrepresented backgrounds, about the rich possibilities for careers in Earth Science related disciplines and the intrinsic value of the subject. We report on the experience of the first and second cohorts, all of whom are now employed in full time teaching positions, and the majority in high needs schools in New York State.

  10. 45 CFR 2400.41 - Degree programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

  11. 45 CFR 2400.41 - Degree programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

  12. 45 CFR 2400.41 - Degree programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

  13. 45 CFR 2400.41 - Degree programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

  14. 45 CFR 2400.41 - Degree programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

  15. Residue level, persistence, and storage performance of citrus fruit treated with fludioxonil.

    PubMed

    Schirra, Mario; D'Aquino, Salvatore; Palma, Amedeo; Marceddu, Salvatore; Angioni, Alberto; Cabras, Paolo; Scherm, Barbara; Migheli, Quirico

    2005-08-24

    The potential of postharvest dip treatments with fludioxonil (FLU) (a synthetic analogue of the bacterial metabolite of pyrrolnitrin), in controlling postharvest decay caused by Penicillium digitatum and Penicillium italicum of citrus fruit was investigated in comparison with the conventional fungicide imazalil (IMZ). The ultrastructural changes of fruit epicuticular wax was investigated as a function of water dip temperature, and the possible role of these changes was related to residue accumulation under FLU treatment. Residues retained by fruit were determined as a function of fungicide concentration, dip temperature, and fruit storage conditions. Scanning electron microscopy analysis revealed that fruit dipping in water at 30 or 40 degrees C did not cause differences in cuticular wax's ultrastructure in comparison to control fruit, while treatments at 50, 55, or 60 degrees C caused the disappearance of wax platelets, resulting in relatively homogeneous skin surface, due to partial "melting" of epicuticular wax. Residues of FLU in fruit treated at 20 or 50 degrees C were significantly correlated with the doses of fungicide applied. When equal amounts of fungicide were employed, the residue concentrations were notably higher (from 2.6- to 4-fold) in fruit treated at 50 degrees C than in fruit treated at 20 degrees C. The dissipation rate of FLU in "Salustiana" and "Tarocco" oranges was lower in fruit subjected to treatment at 50 degrees C. The minimal FLU concentration for almost complete decay control in artificially wounded fruit during 7-d storage at 20 degrees C was 400 mg/L active ingredient (ai) in fruit treated at 20 degrees C and 100 mg/L ai in fruit treated at 50 degrees C. Results on nonwounded Tarocco oranges subjected to 3 weeks of simulated quarantine conditions at 1 degrees C, plus 6 weeks of standard storage at 8 degrees C and an additional two weeks of simulated marketing period (SMP) at 20 degrees C revealed that almost complete decay control with FLU applications of 100 mg/L at 50 degrees C and 400 mg/L at 20 degrees C resulted in ca. 0.8 mg/kg FLU fruit residues, in agreement with results on wounded citrus fruit. When equal concentrations and temperatures were applied, FLU treatments were as effective as IMZ. In vitro trials showed a low sensitivity to FLU against P. digitatum and P. italicum isolates. MIC values for the complete inhibition of mycelium growth were >or=100 microg/mL, while ED(50) values ranged from 0.1 to 1 microg/mL for P. digitatum and from 1 to >100 microg/mL for P. italicum. The latter result suggests that care should be taken to avoid exclusive application of FLU in a sustainable program for management of fruit decay. However, integrating fungicide application and hot water dip may reduce the possibility of selecting fungicide-resistant populations of the pathogen, by increasing the effectiveness of the treatment.

  16. Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion. NBER Working Paper No. 17533

    ERIC Educational Resources Information Center

    Dynarski, Susan; Hyman, Joshua M.; Schanzenbach, Diane Whitmore

    2011-01-01

    This paper examines the effect of early childhood investments on college enrollment and degree completion. We use the random assignment in the Project STAR experiment to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually detailed…

  17. A Thriving and Innovative Undergraduate Experiential Physics Program

    NASA Astrophysics Data System (ADS)

    Roughani, Bahram

    2013-03-01

    The thriving physics program at Kettering University has experienced a three-fold increase in the number of physics majors since 2002. Our unique physics program requires students alternate between on-campus academic terms and off-campus co-op work terms on a three months rotation format to complete their degree in 4.5 years that includes summer as either school or co-op term. Students complete a minimum of five terms (~15 months) of cooperative work terms, and two terms (~6 months) of senior thesis work. The IP of the thesis work done at a co-op site belongs to the company. This has attracted co-op sponsors for our program by removing the IP concerns. The cooperative and experiential education part of our program is required for graduation, without any credits assigned to it. At the end of every co-op term students' work performance is evaluated by their co-op supervisor, which should match expected performance standards. In addition to co-op and thesis, our programs include a senior capstone design project course, concentrations within physics (Acoustics, Optics, and Materials), a required technical sequence outside physics, as well as entrepreneurship across curriculum. The success of our student securing the highest paid jobs for undergraduate physics majors in the nation plus their success in graduate studies are the main ``Pull Factors'' that has lead to three fold increase the physics majors since 2002.

  18. Outcomes of Global Public Health Training Program for US Minority Students: A Case Report.

    PubMed

    Krawczyk, Noa; Claudio, Luz

    The numbers and success of minority students in science and the health fields remain relatively low. This study presents the outcomes of a research training program as an illustrative case study. The Short-Term Training Program for Minority Students (STPMS) recruits underrepresented minority undergraduate and graduate students for immersion in research training. A total of 69 students participated in the STPMS between 1995 and 2012, and 59 of these completed our survey to determine the perceived impact of the program on the students' motivations and professional development. Results indicated that motivations to participate in the STPMS were commonly related to long-term professional development, such as obtaining mentoring and guidance in career decision making, rather than gaining specific research skills or for economic reasons. Students reported that participation in short-term research training had the most significant effect on improving their attitudes toward biomedical research and promoted positive attitudes toward future careers in health research. A total of 85% of the program's alumni have since completed or are currently working toward a degree in higher education, and 79% are currently working in science research and health care fields. Overall, the short-term training program improved students' attitudes toward research and health science careers. Mentoring and career guidance were important in promoting academic development in students. Copyright © 2017. Published by Elsevier Inc.

  19. Report on an Investigation into an Entry Level Clinical Doctorate for the Genetic Counseling Profession and a Survey of the Association of Genetic Counseling Program Directors.

    PubMed

    Reiser, Catherine; LeRoy, Bonnie; Grubs, Robin; Walton, Carol

    2015-10-01

    The master's degree is the required entry-level degree for the genetic counseling profession in the US and Canada. In 2012 the Association of Genetic Counseling Program Directors (AGCPD) passed resolutions supporting retention of the master's as the entry-level and terminal degree and opposing introduction of an entry-level clinical doctorate (CD) degree. An AGCPD workgroup surveyed directors of all 34 accredited training programs with the objective of providing the Genetic Counseling Advanced Degrees Task Force (GCADTF) with information regarding potential challenges if master's programs were required to transition to an entry-level CD. Program demographics, projected ability to transition to an entry-level CD, factors influencing ability to transition, and potential effects of transition on programs, students and the genetic counseling workforce were characterized. Two programs would definitely be able to transition, four programs would close, thirteen programs would be at risk to close and fourteen programs would probably be able to transition with varying degrees of difficulty. The most frequently cited limiting factors were economic, stress on clinical sites, and administrative approval of a new degree/program. Student enrollment under an entry-level CD model was projected to decrease by 26.2 %, negatively impacting the workforce pipeline. The results further illuminate and justify AGCPD's position to maintain the master's as the entry-level degree.

  20. Medial collateral ligament injuries and subsequent load on the anterior cruciate ligament: a biomechanical evaluation in a cadaveric model.

    PubMed

    Battaglia, Michael J; Lenhoff, Mark W; Ehteshami, John R; Lyman, Stephen; Provencher, Matthew T; Wickiewicz, Thomas L; Warren, Russell F

    2009-02-01

    Numerous studies have documented the effect of complete medial collateral ligament injury on anterior cruciate ligament loads; few have addressed how partial medial collateral ligament disruption affects knee kinematics. To determine knee kinematics and subsequent change in anterior cruciate ligament load in a partial and complete medial collateral ligament injury model. Controlled laboratory study. Ten human cadaveric knees were sequentially tested by a robot with the medial collateral ligament intact, in a partial injury model, and in a complete injury model with a universal force-moment sensor measuring system. Tibial translation, rotation, and anterior cruciate ligament load were measured under 3 conditions: anterior load (125 N), valgus load (10 N x m), and internal-external rotation torque (4 N x m; all at 0 degrees and 30 degrees of flexion). Anterior and posterior translation did not statistically increase with a partial or complete medial collateral ligament injury at 0 degrees and 30 degrees of flexion. In response to a 125 N anterior load, at 0 degrees , the anterior cruciate ligament load increased 8.7% (from 99.5 to 108.2 N; P = .006) in the partial injury and 18.3% (117.7 N; P < .001) in the complete injury; at 30 degrees , anterior cruciate ligament load was increased 12.3% (from 101.7 to 114.2 N; P = .001) in the partial injury and 20.6% (122.7 N; P < .001) in the complete injury. In response to valgus torque (10 N x m) at 30 degrees , anterior cruciate ligament load was increased 55.3% (30.4 to 47.2 N; P = .044) in the partial injury model and 185% (86.8 N; P = .001) in the complete injury model. In response to internal rotation torque (4 N.m) at 30 degrees , anterior cruciate ligament load was increased 29.3% (27.6 to 35.7 N; P = .001) in the partial injury model and 65.2% (45.6 N; P < .001) in the complete injury model. The amount of internal rotation at 30 degrees of flexion was significantly increased in the complete injury model (22.8 degrees ) versus the intact state (19.5 degrees ; P < .001). Partial and complete medial collateral ligament tears significantly increased the load on the anterior cruciate ligament. In a partial tear, the resultant load on the anterior cruciate ligament was increased at 30 degrees of flexion and with valgus load and internal rotation torque. Patients may need to be protected from valgus and internal rotation forces after anterior cruciate ligament reconstruction in the setting of a concomitant partial medial collateral ligament tear. This information may help clinicians understand the importance of partial injuries of the medial collateral ligament with a combined anterior cruciate ligament injury complex.

  1. Self-compacting concrete for prestressed bridge girders

    NASA Astrophysics Data System (ADS)

    Erkmen, Bulent

    The purpose of this study was to examine social mobility as a motivation for first-generation college students in reaching attainment at two-year technical colleges. The research question was to what degree has the perception of social mobility influenced first generation college students at technical colleges to complete their career educational goals. Graduates of a two-year technical college were asked a series of open-ended questions regarding their past experiences and perceptions of attending and completing a two-year technical college program; their childhood perceptions of their social status; and experiences with family members regarding their change in social class status. These questions were designed to determine their feelings, viewpoints, reflections, experiences, struggles, and thoughts about attainment (completing their post-secondary education) and the extent to which social mobility influenced their decision to complete their education. The benefits of this research include an understanding of social mobility and educational attainment. Results of this study could be used to better understand the process that first generation college students go through in order to attain their educational goals. The information from this study may be useful for technical college administrations to help design programs and processes for future first-generation college students' success and aid in retention of these students.

  2. Career Progression of the Pharmacy/MBA Professional: Characterization and Perceptions of the Combined Degree.

    PubMed

    Daly, Christopher J; Tierney, Sarah-Elizabeth L; O'Brien, Erin; Fiebelkorn, Karl D; Jacobs, David M

    2017-05-01

    Objectives. To characterize pharmacy/MBA professionals during their entry-level and current positions and to describe their attitudes and perceptions toward their combined degree. Methods. A cross-sectional survey of University at Buffalo (UB) alumni who obtained both pharmacy and MBA degrees was used. An electronic survey was developed through collaboration with the UB School of Management and administered in winter 2015. Results. A total of 68/115 (59% response rate) pharmacy/MBA professionals responded to the survey. Post-graduate training was completed by 24% of respondents, and most commonly it was a residency program. After adjusting for inflation to 2014 dollars, the median entry-level salary for pharmacy/MBA professionals was $140,123 (mean = $144,327) and this increased to $179,947 (mean = $205,623) for those in their current position. Practice settings for entry-level professionals included pharmaceutical industry (25%) and chain pharmacies (18%). Most respondents believed that a combined degree helped in career advancement (85%) and made them more competitive in the job market (90%). Conclusion. Pharmacy/MBA professionals are well-compensated, work in a wide-range of professional settings, and have a high-level of satisfaction with their combined degree.

  3. Career Progression of the Pharmacy/MBA Professional: Characterization and Perceptions of the Combined Degree

    PubMed Central

    Daly, Christopher J.; Tierney, Sarah-Elizabeth L.; O’Brien, Erin; Fiebelkorn, Karl D.

    2017-01-01

    Objectives. To characterize pharmacy/MBA professionals during their entry-level and current positions and to describe their attitudes and perceptions toward their combined degree. Methods. A cross-sectional survey of University at Buffalo (UB) alumni who obtained both pharmacy and MBA degrees was used. An electronic survey was developed through collaboration with the UB School of Management and administered in winter 2015. Results. A total of 68/115 (59% response rate) pharmacy/MBA professionals responded to the survey. Post-graduate training was completed by 24% of respondents, and most commonly it was a residency program. After adjusting for inflation to 2014 dollars, the median entry-level salary for pharmacy/MBA professionals was $140,123 (mean = $144,327) and this increased to $179,947 (mean = $205,623) for those in their current position. Practice settings for entry-level professionals included pharmaceutical industry (25%) and chain pharmacies (18%). Most respondents believed that a combined degree helped in career advancement (85%) and made them more competitive in the job market (90%). Conclusion. Pharmacy/MBA professionals are well-compensated, work in a wide-range of professional settings, and have a high-level of satisfaction with their combined degree. PMID:28630513

  4. Efficient minimization of multipole electrostatic potentials in torsion space

    PubMed Central

    Bodmer, Nicholas K.

    2018-01-01

    The development of models of macromolecular electrostatics capable of delivering improved fidelity to quantum mechanical calculations is an active field of research in computational chemistry. Most molecular force field development takes place in the context of models with full Cartesian coordinate degrees of freedom. Nevertheless, a number of macromolecular modeling programs use a reduced set of conformational variables limited to rotatable bonds. Efficient algorithms for minimizing the energies of macromolecular systems with torsional degrees of freedom have been developed with the assumption that all atom-atom interaction potentials are isotropic. We describe novel modifications to address the anisotropy of higher order multipole terms while retaining the efficiency of these approaches. In addition, we present a treatment for obtaining derivatives of atom-centered tensors with respect to torsional degrees of freedom. We apply these results to enable minimization of the Amoeba multipole electrostatics potential in a system with torsional degrees of freedom, and validate the correctness of the gradients by comparison to finite difference approximations. In the interest of enabling a complete model of electrostatics with implicit treatment of solvent-mediated effects, we also derive expressions for the derivative of solvent accessible surface area with respect to torsional degrees of freedom. PMID:29641557

  5. The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

    PubMed Central

    Stolle-McAllister, Kathy; Sto. Domingo, Mariano R.; Carrillo, Amy

    2011-01-01

    The Meyerhoff Scholarship Program (MSP) is widely recognized for its comprehensive approach of integrating students into the science community. The supports provided by the program aim to develop students, primarily Blacks, into scientists by offering them academic, social, and professional opportunities to achieve their academic and career goals. The current study allowed for a rich understanding of the perceptions of current Meyerhoff students and Meyerhoff alumni about how the program works. Three groups of MSP students were included in the study: 1) new Meyerhoff students participating in Summer Bridge (n=45), 2) currently enrolled Meyerhoff students (n=92), and 3) graduates of the MSP who were currently enrolled in STEM graduate studies or had completed an advanced STEM degree (n=19). Students described the importance of several key aspects of the Meyerhoff Scholars Program: financial support, the Summer Bridge Program, formation of Meyerhoff identity, belonging to the Meyerhoff family, and developing networks - all of which serve to integrate students both academically and socially. PMID:21850153

  6. Successful recruiting strategies for geoscience degrees and careers at the two-year college: An example from Metropolitan Community College - Kansas City

    NASA Astrophysics Data System (ADS)

    Wolfe, B.

    2012-12-01

    The overwhelming majority of students at 2-year colleges take geoscience courses (e.g. physical geology or physical geography) to fulfill part of the general education requirements of the Associates in Arts degree or General Education certificates for transfer to a 4-year school. It is common in community college earth science programs to have a relatively small number of students continuing on to major in geoscience programs at their transfer 4-year institution. To increase interest and retention in geosciences courses, we have developed a two prong approach - one aimed at students looking to transfer to a 4-year institution and the other aimed at students in the often overlooked career and technical education (CTE) programs. In the case of transfer students, we employ a "high touch" approach in introductory Physical Geology courses. This includes raising awareness of geoscience related careers combined with faculty mentor and advisor activities for students who express interest in science on their admission forms or in discussions of potential careers in science in first-year experience courses. Faculty mentorships have been very effective, not only in recruiting students to consider careers in geology, but also in advising a curriculum for students necessary to be successful upon transfer to a 4-year institution (such as completing college level chemistry, physics, and calculus courses prior to transfer). The second approach focuses on students pursuing certificates and degrees in CTE energy-related programs (such as HVAC, industrial engineering technology, electrician, and utility linemen). To increase awareness of vocational related geoscience careers, many of which require a good foundation in the vocational training students are currently pursing, we developed a foundation energy course - Energy and the Environment - which fulfills both the science general education component of the AA degree for students looking to transfer as well as CTE students. The curriculum focuses on fundamental concepts of energy generation and environmental impact, including analysis of energy fundamentals, fossil fuel exploration and use, atmospheric pollution, global climate change, nuclear energy, alternative energy sources, and energy conservation, all of which are directly related to geologic processes. This new course is part of newly created energy certificate programs in Photovoltaics, energy efficiency, and solar thermal - with the intention of expanding to AAS degrees in each.

  7. 9.5 college credit fiber optic training program for under- and unemployed women: a private/public/continuing education partnership designed to promote women in fiber optics as a workforce initiative

    NASA Astrophysics Data System (ADS)

    Stroup, Margaret H.; Valentin, Marjorie R.; Seebeck, Randall G.; Williams, Joseph; Jeffers, Deborah; Markoja, Robert

    2002-05-01

    Three Rivers Community College, in conjunction with CiDRA Corporation a fiber-optic telecommunication company and Middlesex Community College, offered a 12 week, 9.5 college credit Fiber Optics training program for 14 unemployed and underemployed women in central Connecticut. Classes were held at the Meriden Center of Middlesex Community College, with some laboratory activities held at CiDRA's headquarters in Wallingford. Connecticut photonics related manufacturing companies project a need to hire anywhere from 100 to 1000 new photonics workers over the next several years. Despite this incredible demand, Three Rivers Community College is the only community college to offer an associate degree program in Photonics Engineering Technology in Connecticut, and one of only two colleges in new England. Funded in part by monies targeting Non-Traditional Occupations for women through the Connecticut Department of Labor, this accelerated program enabled participants to learn industry basics, be interview ready, and earn valuable credit towards an associate degree. The goal of the training program is to provide these former waitresses, truck drivers, certified nurse aides and medical technicians an opportunity to enter the higher-paying field of fiber-optic technology. The course, designed with curriculum assistance from Connecticut companies, will provide education and training needed to qualify for an entry-level position in fiber-optic manufacturing. In addition to free tuition students enrolled in the program received all supplies needed for the course including textbooks, a scientific calculator and an optics experiment kit. Students also practiced fiber termination and splicing skills and were eligible to take the Fiber Optic Association Certification Test at the conclusion of the program. The cost for the test was also paid by the grant. Students met regularly with female employees of CiDRA who served as mentors for the 12- week program. Math and science tutoring was provided by Middlesex Community College as well as basic employability skills and job search skills. CiDRA interviewed all participants who successfully complete the program. All students will complete pre- and post-tests in Math, Photonics, and Fiber Optics in addition to receiving grades for the courses.

  8. Determinants of Timely Completion: The Impact of Bachelor's Degree Programme Characteristics and Student Motivation on Study Progress

    ERIC Educational Resources Information Center

    Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Torenbeek, M.

    2013-01-01

    Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics,…

  9. Aerosol reactor production of uniform submicron powders

    NASA Technical Reports Server (NTRS)

    Flagan, Richard C. (Inventor); Wu, Jin J. (Inventor)

    1991-01-01

    A method of producing submicron nonagglomerated particles in a single stage reactor includes introducing a reactant or mixture of reactants at one end while varying the temperature along the reactor to initiate reactions at a low rate. As homogeneously small numbers of seed particles generated in the initial section of the reactor progress through the reactor, the reaction is gradually accelerated through programmed increases in temperature along the length of the reactor to promote particle growth by chemical vapor deposition while minimizing agglomerate formation by maintaining a sufficiently low number concentration of particles in the reactor such that coagulation is inhibited within the residence time of particles in the reactor. The maximum temperature and minimum residence time is defined by a combination of temperature and residence time that is necessary to bring the reaction to completion. In one embodiment, electronic grade silane and high purity nitrogen are introduced into the reactor and temperatures of approximately 770.degree. K. to 1550.degree. K. are employed. In another embodiment silane and ammonia are employed at temperatures from 750.degree. K. to 1800.degree. K.

  10. Aerosol reactor production of uniform submicron powders

    DOEpatents

    Flagan, Richard C.; Wu, Jin J.

    1991-02-19

    A method of producing submicron nonagglomerated particles in a single stage reactor includes introducing a reactant or mixture of reactants at one end while varying the temperature along the reactor to initiate reactions at a low rate. As homogeneously small numbers of seed particles generated in the initial section of the reactor progress through the reactor, the reaction is gradually accelerated through programmed increases in temperature along the length of the reactor to promote particle growth by chemical vapor deposition while minimizing agglomerate formation by maintaining a sufficiently low number concentration of particles in the reactor such that coagulation is inhibited within the residence time of particles in the reactor. The maximum temperature and minimum residence time is defined by a combination of temperature and residence time that is necessary to bring the reaction to completion. In one embodiment, electronic grade silane and high purity nitrogen are introduced into the reactor and temperatures of approximately 770.degree. K. to 1550.degree. K. are employed. In another embodiment silane and ammonia are employed at temperatures from 750.degree. K. to 1800.degree. K.

  11. Isaac Newton and Student College Completion

    ERIC Educational Resources Information Center

    Tinto, Vincent

    2013-01-01

    Success in college is built upon classroom success, but success in the classroom does not in itself ensure college completion. Completion arises from success in a sequence of classes one after another over time. It does so most frequently when students are presented with coherent course pathways to degree completion, are able to gain degree credit…

  12. [Transcultural self-efficacy and educational needs for cultural competence in nursing of Korean nurses].

    PubMed

    Kim, Sun-Hee

    2013-02-01

    This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

  13. Energy efficient engine sector combustor rig test program

    NASA Technical Reports Server (NTRS)

    Dubiel, D. J.; Greene, W.; Sundt, C. V.; Tanrikut, S.; Zeisser, M. H.

    1981-01-01

    Under the NASA-sponsored Energy Efficient Engine program, Pratt & Whitney Aircraft has successfully completed a comprehensive combustor rig test using a 90-degree sector of an advanced two-stage combustor with a segmented liner. Initial testing utilized a combustor with a conventional louvered liner and demonstrated that the Energy Efficient Engine two-stage combustor configuration is a viable system for controlling exhaust emissions, with the capability to meet all aerothermal performance goals. Goals for both carbon monoxide and unburned hydrocarbons were surpassed and the goal for oxides of nitrogen was closely approached. In another series of tests, an advanced segmented liner configuration with a unique counter-parallel FINWALL cooling system was evaluated at engine sea level takeoff pressure and temperature levels. These tests verified the structural integrity of this liner design. Overall, the results from the program have provided a high level of confidence to proceed with the scheduled Combustor Component Rig Test Program.

  14. Systematic Review of Postgraduate Surgical Education in Low- and Middle-Income Countries.

    PubMed

    Rickard, Jennifer

    2016-06-01

    Surgical care is recognized as an important component of public health, however, many low- and middle- income countries (LMICs) are faced with a shortage of trained personnel. In response to this unmet need, many countries have developed local postgraduate training programs in surgery. This study aims to characterize general surgery postgraduate education in LMICs. PubMed, EMBASE, and Global Index Medicus databases were searched for articles related to postgraduate general surgery education in LMICs. Studies in other surgical specialties and those published prior to 1990 were excluded. Data were collected on the characteristics of postgraduate training programs. Sixty-four articles discussed postgraduate surgical education in LMICs. Programs in 34 different countries and 6 different regions were represented. Nine countries were low-income, 12 were low-middle-income, and 13 were upper-middle-income countries. Sixty-four articles described aspects of the local postgraduate training program. Prior to postgraduate training, residents complete an undergraduate medical degree with 19 programs describing a pre-training experience such as internship. Surgical curricula were broad-based to prepare trainees to work in low-resource settings. At the completion of postgraduate training, examination formats varied including oral, written, and clinical exams. Postgraduate general surgery programs ranged from 2.5 to 7 years. Postgraduate surgical education is one mechanism to increase surgical capacity in LMICs. Different strategies have been employed to improve surgical education in LMICs and learning from these programs can optimize surgical education across teaching sites.

  15. Joint MS Degree Program between the Korea University of Technology and Education and the University of Kansas

    NASA Astrophysics Data System (ADS)

    Dougherty, R. L.; Kim, Kwang Su

    This paper provides an overview of the Joint MS Degree Program between Korea University of Technology and Education’ s (KUT) Mechatronics Department and Kansas University’ s (KU) Mechanical Engineering Department. Discussions were initiated in early 2005 which resulted in a formal agreement being approved by both parties in mid-2007. The Joint MS Degree Program is composed of 30 semester credit hours, equally split between the two universities, with the actual degree being awarded by the institution at which the thesis work is performed. Issues addressed during the development of this Joint MS Program included: joint versus dual degrees, institutional acceptance of the transfer of fifteen hours of credit for an MS degree, different admissions requirements and procedures for the two institutions, financial support of the students, faculty advisors at each institution, Graduate Directors at each institution, transcript acknowledgement of the Joint Degree, residency requirements, English speaking requirements/abilities, thesis publication allowances/requirements, and time zone differences for virtual meetings. These issues have been addressed, and the Joint MS Degree Program is functioning with a small number of students having taken advantage of the opportunity since the Program’ s inception. Future considerations are: growing the number of students in the Program, expansion to other Departments besides KU-Mechanical Engineering and KUTMechatronics, including other universities in the Program, expansion to a Joint PhD Degree Program, and stronger funding resources.

  16. The Impact of an Incentive on the Use of an Online Self-Directed Wellness and Self-Management Program

    PubMed Central

    Greene, Jessica

    2014-01-01

    Background Those who pay for health care are increasingly looking for strategies to influence individuals to take a more active role in managing their health. Incenting health plan members and/or employees to participate in wellness programs is a widely used approach. Objective In this study, we examine financial incentives to health plan members to participate in an online self-management/wellness program—US $20 for completing the patient activation measure (PAM) and an additional US $40 for completing 8 learning modules. We examined whether the characteristics of plan members differed by the degree to which they responded to the incentives. Further, we examined whether participation in the wellness program was associated with improvements in PAM scores and changes in health care utilization. Methods This retrospective study compared demographic characteristics and change in PAM scores and health utilization for 144,625 health plan members in 2011. Four groups were compared: (1) those who were offered the incentives but chose not to participate (n=128,634), (2) those who received the initial incentive (PAM only) but did not complete 8 topics (n=7099), (3) those who received both incentives (completing 8 topics but no more) (n=2693), and (4) those who received both incentives and continued using the online program beyond what was required by the incentives (n=6249). Results The vast majority of health plan members did not participate in the program (88.91%, 128,634/144,675). Of those who participated, only 7099 of 16,041 (44.25%) completed the PAM for the first incentive, 2693 (16.79%) completed 8 topics for the second incentive, and 6249 (38.96%) received both incentives and continued using the program beyond the incentive requirements. Nonparticipants were more likely to be men and to have lower health risk scores on average than the other three groups of participants (P<.001). In multivariate regression models, those who used the online program (8 topics or beyond) increased their PAM score by approximately 1 point more than those who only took the PAM and did not use the wellness program (P<.03). In addition, emergency department visits were lower for all groups who responded to any level of the incentive as compared to those who did not (P<.01). No differences were found in other types of utilization. Conclusions The incentive was not sufficient to spark most health plan members to use the wellness program. However, the fact that many program participants went beyond the incentive in their use of the online wellness program suggests that the users of the online program found value in using it, and it was their own internal motivation that stimulated this additional use. Providing an incentive for program participation may be an effective pathway for working with less activated patients, particularly if the program is tailored to the needs of the less activated. PMID:25280348

  17. MS PHD'S PDP: Vision, Design, Implementation, and Outcomes of a Minority-Focused Earth System Sciences Program

    NASA Astrophysics Data System (ADS)

    Habtes, S. Y.; Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Williamson Whitney, V.

    2007-05-01

    As minorities are predicted to comprise at least 33% of the US population by the year 2010, their representation in the STEM fields, including the ocean sciences, is still poorly established. In order to advance the goal of better decision making, the Ocean Sciences community must achieve greater levels of diversity in membership. To achieve this objective of greater diversity in the sciences, the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP), which was launched in 2003, is supported via grants from NASA's Office of Earth Science, and NSF's Directorate for Geosciences. The MS PHD'S PDP is designed to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth System Science careers. The MS PHD'S PDP is structured in three phases, connected by engagement in a virtual community, continuous peer and mentor to mentee interactions, and the professional support necessary for ensuring the educational success of the student participants. Since the pilot program in 2003, the MSPHD'S PDP, housed at the University of South Florida's College of Marine Science, has produced 4 cohorts of students. Seventy-five have completed the program; of those 6 have earned their doctoral degrees. Of the 45 current participants 10 are graduate students in Marine Science and 15 are still undergraduates, the remaining 10 participants are graduate students in other STEM fields. Since the implementation of the MSPHD'S PDP a total of 87 students and 33 scientist mentors have become part of the MSPHD'S virtual community, helping to improve the learning environment for current and future participants as well as build a community of minority students that encourages each other to pursue their academic degrees.

  18. An Analysis of National Surveys: Associate Degree Programs in Manufacturing Engineering and Related Programs. A Preliminary Report.

    ERIC Educational Resources Information Center

    Mathias, Elizabeth A.

    In 1993, a study was conducted to investigate the responses of associate degree programs in manufacturing and related technical programs to current technical education initiatives. The study focused on the relationships of associate degree programs to secondary and postsecondary education and industry, curricular trends, familiarity with the…

  19. MASTER'S DEGREE PROGRAMS AND THE LIBERAL ARTS COLLEGE. REPORT AND RECOMMENDATIONS FOR FINCH COLLEGE.

    ERIC Educational Resources Information Center

    HAWKES, CAROL

    A STUDY OF MASTER'S DEGREE PROGRAMS WAS CONDUCTED IN ORDER TO DETERMINE THE FEASIBILITY OF ESTABLISHING SUCH A PROGRAM AT FINCH COLLEGE. THE NEED FOR PROGRAMS ON THE GRADUATE LEVEL, TYPES OF MASTER'S DEGREES OFFERED, AND ADMINISTRATIVE POLICIES AND STANDARDS ARE DISCUSSED IN PART ONE. PART TWO, "PROGRAMS IN OPERATION," DESCRIBES IN…

  20. A faculty development course to enhance dental hygiene distance education: a pilot study.

    PubMed

    Johnstone-Dodge, Vicki; Bowen, Denise M; Calley, Kristin H; Peterson, Teri S

    2014-09-01

    This article describes the implementation and evaluation of a dental hygiene faculty development course to enhance online teaching practices that foster a sense of community and satisfaction. The sampled population was drawn from the forty-seven U.S. dental hygiene programs that the American Dental Hygienists' Association identified as offering bachelor's degree completion or master's degree programs with 76-100 percent of coursework delivered in an online format. This requirement was applied to exclude programs using hybrid instruction (combination of online and face-to-face). Of the thirty-four faculty members who self-identified as meeting the criteria, seven agreed to participate (21 percent response rate); however, only five completed all parts of the study (a final response rate of 15 percent). A Community of Inquiry framework was the basis for the author-designed Distance Education Best Practices Survey used as a pretest and posttest to assess participants' use of and perceived importance of twenty-five best practices before and after taking the online faculty development course. Frequency of use ratings ranged from 4.0 (regularly) to 5.0 (always) on a response scale from 1.0 to 5.0. The results showed significant increases from before to after the course in participants' perceptions of the importance of four practices: activities promoting relevant, lifelong learning (p=0.03); faculty communication fostering a sense of community (p=0.04); encouraging students' self-introduction (p=0.04); and encouraging productive dialogue and respecting diverse opinions (p=0.04). The findings indicate a potential value for a faculty development course designed to enhance online teaching, sense of community, and satisfaction, even for faculty members with high self-ratings regarding best practices.

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