Impact of Orientation Programs on Nontraditional Students' Perceived Academic Success in Adult Education Programs

ERIC Educational Resources Information Center

Webster, Marsha

2016-01-01

Many administrators and faculty within higher education institutions have grappled with identifying and employing effective strategies to facilitate student success and persistence. The current study focuses on assessing nontraditional students' self-efficacy beliefs and their perception of the orientation program at a 2-year continuing education…

Allied health careers special resources and services program: increasing the probabilities of success for 'high risk' students in allied health career programs.

PubMed

Murtha, J P; Grimm, F M

1979-11-01

This article describes a successful developmental program specifically designed for academically "high risk" students entering a two-year community college career program in allied health. The program consisted of providing an intensive three-week instructional program to students before they entered the allied health career program, and subsequently providing an ongoing support system of tutoring, counseling and career development activities. Participants attained higher levels of academic performance and retention than nonparticipants.

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.

Predicting Success: How Predictive Analytics Are Transforming Student Support and Success Programs

ERIC Educational Resources Information Center

Boerner, Heather

2015-01-01

Every year, Lone Star College in Texas hosts a "Men of Honor" program to provide assistance and programming to male students, but particularly those who are Hispanic and black, in hopes their academic performance will improve. Lone Star might have kept directing its limited resources toward these students--and totally missed the subset…

Examining the Impact of the Engineering Successful/Unsuccessful Grading (SUG) Program on Student Retention

ERIC Educational Resources Information Center

Novak, Heather; Paguyo, Christina; Siller, Thomas

2016-01-01

In this study, we analyzed the Successful/Unsuccessful Grading (SUG) program, an intervention that was founded at a large public university to support students during their transition into the first year of undergraduate engineering (EG) coursework. To understand how the SUG program impacts student retention of EG majors, we conducted an analysis…

The Red River College model: enhancing success of Native Canadian and other nursing students from disenfranchised groups.

PubMed

Labun, Evelyn

2002-10-01

The recruitment and retention of students from culturally diverse backgrounds remains a critical issue in nursing education. This article describes one program that was very successful in helping Native Canadian and other disenfranchised students succeed academically in nursing. The program design and operation as well as issues related to recruitment and retention of these students are presented. Many aspects of this program are now incorporated into the baccalaureate nursing program in the college.

The Persistence and Retention of Students Participating in a Student Success Program

ERIC Educational Resources Information Center

Kitchens, Karen Westerman

2016-01-01

The purpose of this mixed methods study was to examine and explore the institutional policy levers that facilitate successful educational outcomes in a TRiO funded Student Success Program at a large, urban research university in the Mid-South. Three research questions guided the study: (1) how do the educational outcomes of the university's TRiO…

Variables Affecting the Success of Alternative School Programs in Mississippi

ERIC Educational Resources Information Center

Haley, Sherlyn Williams

2009-01-01

This study focused on examining the effect of two alternative school types on student success in Mississippi. To determine alternative school type, alternative program directors self-reported program design, and schools were divided into two groups. Type I schools were defined as "punitive-based" programs in which students receive…

Effective Compiler Error Message Enhancement for Novice Programming Students

ERIC Educational Resources Information Center

Becker, Brett A.; Glanville, Graham; Iwashima, Ricardo; McDonnell, Claire; Goslin, Kyle; Mooney, Catherine

2016-01-01

Programming is an essential skill that many computing students are expected to master. However, programming can be difficult to learn. Successfully interpreting compiler error messages (CEMs) is crucial for correcting errors and progressing toward success in programming. Yet these messages are often difficult to understand and pose a barrier to…

The Students-Recruiting-Students Undergraduate Engineering Recruiting Programme.

ERIC Educational Resources Information Center

Gattis, Carol; Nachtmann, Heather; Youngblood, Alisha D.

2003-01-01

Describes the Students-Recruiting-Students (SRS) program developed to recruit high school students into the Industrial Engineering Department at the University of Arkansas. Presents four phases of the program along with seven years of program results. Encourages successful development of similar recruiting programs. (KHR)

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

ERIC Educational Resources Information Center

Medina, Mary Christine

2016-01-01

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

Multiple Measures in Assessment: The Requirements and Challenges of Multiple Measures in the California Community Colleges. Adopted Spring 2014

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2014

2014-01-01

Assessing a student's ability to be successful in courses and programs is an important and necessary aspect of student success. Two major practices exist to predict a student's likelihood of succeeding in a course or program: (1) Successful completion of prerequisite or advisory courses (as documented on transcripts) and (2) the assessment for…

Transforming First-Year Learning Experiences to Enhance Success for At-Risk Undergraduates

ERIC Educational Resources Information Center

Zander, Douglas; Mack, Nakia; Aviles, Jose; Corkery, Caleb; Shettel, Jennifer; Prabhu,Vilas; Shibley, Lisa

2013-01-01

The Millersville Scholars Program at Millersville University of Pennsylvania, located in the Southeastern Pennsylvania metropolitan area, provides a compelling best practice for transition programs that address the specific needs of underprepared students so their success mirrors success rates of well-prepared students.

Mentoring Programs: The Great Hope or Great Hype? Critical Essay. ASHE/Lumina Fellows Series. Issue 7

ERIC Educational Resources Information Center

Smith, Buffy

2009-01-01

Mentoring has oftentimes been touted as critical to the academic success of underrepresented students defined as first-generation college students and/or students of color. Several studies on traditional mentor programs have reported success increasing the retention and graduation rates among underrepresented students (Haring, 1997; Jacobi, 1991;…

A Web-Based Blended Learning Environment for Programming Languages: Students' Opinions

ERIC Educational Resources Information Center

Yagci, Mustafa

2017-01-01

A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students' success in a computer programming course in which face-to-face and web-based…

Student Success Skills: An Evidence-Based Cognitive and Social Change Theory for Student Achievement

ERIC Educational Resources Information Center

Lemberger, Matthew E.; Brigman, Greg; Webb, Linda; Moore, Molly M.

2012-01-01

An overview of the Student Success Skills program is offered, including descriptions of the curricular structure, extant research support related to SSS effectiveness for academic achievement and improved school behaviors, and a theory of change for student development. Recent research has demonstrated the value of the SSS program as it connects…

START! The Successful Transitions and Retention Track Program: A Comprehensive Approach to Supporting GED Holders Entering College

ERIC Educational Resources Information Center

Nix, J. Vincent; Michalak, Megan B.

2012-01-01

Students entering college face many obstacles to success. Students who received a General Education Development (GED) face additional barriers that must be addressed in order for success in higher education. The Successful Transitions and Retention Track Program employs a holistic approach to addressing the needs of GED holders entering college.

A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican American Students to a Successful Student Identity

ERIC Educational Resources Information Center

Reyes, Reynaldo, III

2007-01-01

Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program--CAMP). These case studies document how they perceived their learning and how they…

Pedagogy and Academic Success in Prelicensure Nursing Education.

PubMed

Murray, Teri A

2016-01-01

The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Successes and Challenges in the SAGE (Summer of Applied Geophysical Experience) REU Program

NASA Astrophysics Data System (ADS)

Braile, L. W.; Baldridge, W. S.; Pellerin, L.; Ferguson, J. F.; Bedrosian, P.; Biehler, S.; Jiracek, G. R.; Snelson, C. M.; Kelley, S.; McPhee, D.

2014-12-01

The SAGE program was initiated in 1983 to provide an applied geophysics research and education experience for students. Since 1983, 820 students have completed the SAGE summer program. Beginning in 1992, with funding from the NSF, SAGE has included an REU (Research Experience for Undergraduates) experience for selected undergraduate students from U.S. colleges and universities. Since 1992, 380 undergraduate REU students have completed the SAGE program. The four week, intensive, summer program is based in Santa Fe, New Mexico, and involves students in learning geophysical theory and applications; collection of geophysical field data in the northern Rio Grande Rift area; data processing, modeling and interpretation; and presentation (oral and written) of results of each student's research results. Students (undergraduates, graduates and professionals) and faculty are together on a school campus for the summer program. Successful strategies (developed over the years) of the program include teamwork experience, mentoring of REUs (by faculty and more senior students), cultural interchange due to students from many campuses across the U.S. and international graduate students, including industry visitors who work with the students and provide networking, a capstone experience of the summer program that includes all students making a "professional-meeting" style presentation of their research and submitting a written report, a follow-up workshop for the REU students to enhance and broaden their experience, and providing professional development for the REUs through oral or poster presentations and attendance at a professional meeting. Program challenges include obtaining funding from multiple sources; significant time investment in program management, reporting, and maintaining contact with our many funding sources and industry affiliates; and, despite significant efforts, limited success in recruiting racial and ethnic minority students to the program.

Bridges to Student Success: Exemplary Programs, 2002.

ERIC Educational Resources Information Center

National Association of Student Personnel Administrators, Inc.

This document presents 11 student affairs programs selected by the National Association of Student Personnel Administrators as being exemplary programs in their field. All of the programs demonstrate innovative approaches to improving campus life and expanding opportunities for students. The programs address a broad range of objectives, including…

Gender differences in the use of computers, programming, and peer interactions in computer science classrooms

NASA Astrophysics Data System (ADS)

Stoilescu, Dorian; Egodawatte, Gunawardena

2010-12-01

Research shows that female and male students in undergraduate computer science programs view computer culture differently. Female students are interested more in the use of computers than in doing programming, whereas male students see computer science mainly as a programming activity. The overall purpose of our research was not to find new definitions for computer science culture but to see how male and female students see themselves involved in computer science practices, how they see computer science as a successful career, and what they like and dislike about current computer science practices. The study took place in a mid-sized university in Ontario. Sixteen students and two instructors were interviewed to get their views. We found that male and female views are different on computer use, programming, and the pattern of student interactions. Female and male students did not have any major issues in using computers. In computing programming, female students were not so involved in computing activities whereas male students were heavily involved. As for the opinions about successful computer science professionals, both female and male students emphasized hard working, detailed oriented approaches, and enjoying playing with computers. The myth of the geek as a typical profile of successful computer science students was not found to be true.

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

ERIC Educational Resources Information Center

Kiss, Jessica E.

2017-01-01

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

Focus on Student Success: Components for Effective Summer Bridge Programs

ERIC Educational Resources Information Center

Gonzalez Quiroz, Alicia; Garza, Nora R.

2018-01-01

Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for…

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.

The Student Success Coach

ERIC Educational Resources Information Center

Neuhauser, Claudia; Weber, Kendra

2011-01-01

An innovative position, a Student Success Coach, was created in response to a newly developed undergraduate-degree program on the recently established University of Minnesota Rochester campus. Student Success Coaches serve as the link between the academic and student affairs sides of the campus. They interact closely with students and faculty to…

Student Health, Student Success.

ERIC Educational Resources Information Center

Broderick, Susan

2003-01-01

Describes the Student Health Services and Wellness Program at Santa Barbara City College, California. The program is funded by student health fees, and offers mental health services, health education, and academic services. The program also presents professional development seminars, offers program development consultations, and offers services in…

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…

Educator User Guide for Adminstrators and Educational Personnel. A Supplement to the Texas Successful Schools Study: Quality Education for Limited English Proficient Students.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

The Texas Successful Schools Study profiled the contributions of programs, policies, and school personnel to the academic success of limited English proficient (LEP) students in seven successful elementary schools. This guide shares study information with school administrators to assist them in designing, implementing, and enhancing programs for…

An evaluation of the nursing success program: reading comprehension, graduation rates, and diversity.

PubMed

Symes, Lene; Tart, Kathryn; Travis, Lucille

2005-01-01

The Nursing Success Program was developed to enhance retention of baccalaureate nursing students. Reading comprehension scores are used to identify students who are at risk for failure and direct them into the retention program that addresses their skill deficits. To evaluate the program, the authors assessed reading comprehension, graduation rates, and ethnic diversity.

An Evaluation of the Target Success Mentor Program.

ERIC Educational Resources Information Center

Jackson, Jerlando F. L.; Mathews, Jerry G.

Auburn University's Office of Minority Advancement, in conjunction with Auburn Junior High School, implemented a joint program to assist at-risk African-American male students while at Auburn Junior High School. Using the help of faculty and trained college student mentors, the Success in Reading Program was designed to enhance successful…

Student Attendance: Research and Strategies. Research Brief

ERIC Educational Resources Information Center

Johnston, Howard

2005-01-01

What are the characteristics of successful student attendance programs for the high school? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor, encourage,…

The Effects of Project Success on Student Academic Performance: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Shamblen, Stephen R.; Ringwalt, Chris

2008-01-01

Project SUCCESS (PS) is a substance use prevention program that targets indicated high school students. We used archival data to explore the program's effects on students' academic achievement and disciplinary problems. It is essential to demonstrate such effects, if prevention curricula are to survive in schools that face multiple competing…

The Influence of Extracurricular Activities on Student Performance Perceived by Texas Rural High School Principals with Successful Extracurricular Programs

ERIC Educational Resources Information Center

Granger, Christopher John

2014-01-01

This study was designed to investigate the influence of student participation in extracurricular activities, as perceived by rural high school principals, with successful extracurricular programs. Participating principals were asked about their perceptions on the influence of student participation in extracurricular activities on student…

Using Student Success Skills to Address ASCA Behavior Standards in Grades K-3

ERIC Educational Resources Information Center

Abel, Nicholas R.; Oliver, Brandie M.; Keller, Thomas J.; McAulay, Andrew; Piatek, Lisa

2016-01-01

This study evaluated relationships between a school counselor's implementation of the Student Success Skills (SSS) program with 203 students in grades K-3 and teacher ratings of student competency on five learning behaviors from the ASCA Mindsets & Behaviors for Student Success (American School Counselor Association, 2014). Using a paired…

Planning for College Success

ERIC Educational Resources Information Center

PEPNet, 2009

2009-01-01

"Planning for College Success" (PCS) is a curriculum model designed by Sharon Downs, M.S., for a course intended to assist deaf and hard of hearing students during their initial introduction to college life. This program allows students to work one-on-one with a counselor to plan for their college success. The program includes short-term goals and…

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.

Thirty-three years of recruiting and graduating minority students at the University of New Orleans.

NASA Astrophysics Data System (ADS)

Serpa, L. F.; Pavlis, T. L.

2006-12-01

The University of New Orleans (UNO) began a formal program to recruit minority geoscience students in 1974 when Dr. Louis Fernandez initiated the program through a grant from the National Science Foundation. A major tool in the original program was to take minority high school students on a field trip. That early program was a major success at a time when even one African American student graduating with a B.S. degree in Geology or Geophysics from any university in the U.S. was considered to be significant. The field trip has continued every year since the program began and it continues to be part of a very successful recruiting effort. Over the last approximately 15 years, the minority geoscience undergraduate student population at UNO rose to approximately 40% with African American students making up the largest single ethnic group. The retention and graduation rates of these minority undergraduates at UNO are high and minority students are often graduating at or near the top of their class. Despite the disproportionate displacement of African Americans from the New Orleans area after Hurricane Katrina, those minority geoscience students who can return to UNO are doing so in significant numbers. Thus, the minority program appears to have achieved a high level of sustainability. Recently we took a closer look at the program to determine the possible explanations for its success. Although availability of scholarships, tutoring and mentors clearly contributes to our success, the key to the success of the program remains the field trip. The trip not only serves as an academic opportunity for students to see geological features first hand and develop a curiosity for earth sciences, but it also affords an opportunity to build trust and a relationship between the faculty on the trip and the meet other potential students. That trust may be the most important key to our successful recruitment of minority students at UNO. In addition, the approximately 2 week field trip is spent traveling in areas where minorities, particularly African Americans, are uncommon (southern Utah, Idaho, Wyoming, etc). Perhaps it is the thrill of feeling that they are traveling in hostile territory combined with the close living quarters and continuous interactions as a group, as well as the outstanding instruction, during the trip, that gives them the incentive to go to UNO and study geology.

Factors Influencing Success of Conditionally Admitted Students in Graduate TESOL Programs

ERIC Educational Resources Information Center

Micek, Timothy A.; Kim, Soonhyang; Weinstein, Daniel A.

2012-01-01

Many graduate TESOL programs grapple with whether to admit applicants who fall short of meeting established admission criteria yet who show promise as future TESOL professionals. This study examined key characteristics affecting the success of candidates admitted conditionally to graduate TESOL programs. Participants were 21 students who had been…

Success for All? The Role of the School Counselor in Creating and Sustaining Culturally Responsive Positive Behavior Interventions and Supports Programs

ERIC Educational Resources Information Center

Betters-Bubon, Jennifer; Brunner, Todd; Kansteiner, Avery

2016-01-01

Successful implementation of Positive Behavior Interventions and Supports (PBIS) programs should include culturally responsive practices to reduce disproportionality in school discipline referrals and create effective learning environments for all students. Sustaining culturally responsive PBIS programs requires attention to student demographics…

A Bridge Program's Effect on Non-College Ready Student Veterans

ERIC Educational Resources Information Center

Morris, Brett Eugene

2013-01-01

This study examined whether a bridge program designed to remediate academic deficiencies for a cohort of student veterans has any bearing on their post-secondary success and persistence. Specifically, this study examined the Veterans Bridge to College Success (VBCS) pilot program at Eastern Kentucky University, which provides an admission pathway…

COAMFTE accreditation and California MFT licensing exam success.

PubMed

Caldwell, Benjamin E; Kunker, Shelly A; Brown, Stephen W; Saiki, Dustin Y

2011-10-01

Professional accreditation of graduate programs in marital and family therapy (MFT) is intended to ensure the strength of the education students receive. However, there is great difficulty in assessing the real-world impact of accreditation on students. Only one measure is applied consistently to graduates of all MFT programs, regardless of accreditation status: licensure examinations. Within California, COAMFTE-accredited, regionally (WASC) accredited, and state-approved programs all may offer degrees qualifying for licensure. Exam data from 2004, 2005, and 2006 (n = 5,646 examinees on the Written Clinical Vignette exam and n = 3,408 first-time examinees on the Standard Written Exam) were reviewed to determine the differences in exam success among graduates of programs at varying levels of accreditation. Students from COAMFTE-accredited programs were more successful on both California exams than were students from other WASC-accredited or state-approved universities. There were no significant differences between (non-COAMFTE) WASC-accredited universities and state-approved programs. Differences could be related to selection effects, if COAMFTE programs initially accept students of higher quality. Implications for therapist education and training are discussed. © 2011 American Association for Marriage and Family Therapy.

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences at California State University Northridge

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V.; Simila, G. W.; Yule, J. D.

2002-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels to research in the geosciences and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning, and geological research. Students of all experience levels then become members of research teams, which deepens academic and research skills as well as peer-mentor relationships. The program was highly successful in its inaugural year. To date, undergraduates and graduate students in the program coauthored six abstracts at professional meetings and one conference paper. High-school students gained first hand experience of a college course and geologic research. Perhaps the most important impacts of the program are the close camaraderie that has developed and the increased ability of the Catalyst students to plan and execute research with greater confidence and self-esteem.

Using the Five Senses of Success framework to understand the experiences of midwifery students enroled in an undergraduate degree program.

PubMed

Sidebotham, M; Fenwick, J; Carter, A; Gamble, J

2015-01-01

developing a student's sense of capability, purpose, resourcefulness, identity and connectedness (five-senses of success) are key factors that may be important in predicting student satisfaction and progression within their university program. the study aimed to examine the expectations and experiences of second and third year midwifery students enroled in a Bachelor of Midwifery program and identify barriers and enablers to success. a descriptive exploratory qualitative design was used. Fifty-six students enroled in either year 2 or 3 of the Bachelor of Midwifery program in SE Queensland participated in an anonymous survey using open-ended questions. In addition, 16 students participated in two year-level focus groups. Template analysis, using the Five Senses Framework, was used to analyse the data set. early exposure to 'hands on' clinical midwifery practice as well as continuity of care experiences provided students with an opportunity to link theory to practice and increased their perception of capability as they transitioned through the program. Students' sense of identity, purpose, resourcefulness, and capability was strongly influenced by the programs embedded meta-values, including a 'woman centred' approach. In addition, a student's ability to form strong positive relationships with women, peers, lecturers and supportive clinicians was central to developing connections and ultimately a sense of success. A sense of connection not only fostered an ongoing belief that challenges could be overcome but that students themselves could initiate or influence change. the five senses framework provided a useful lens through which to analyse the student experience. Key factors to student satisfaction and retention within a Bachelor of Midwifery program include: a clearly articulated midwifery philosophy, strategies to promote student connectedness including the use of social media, and further development of clinicians' skills in preceptorship, clinical teaching and facilitation. Program delivery methods and student support systems should be designed to enable maximum flexibility to promote capability and resourcefulness and embed sense of purpose and identity early in the program. Copyright © 2014 Elsevier Ltd. All rights reserved.

Impact of the Special Education Vocational Education Program (VEP) on Student Career Success

ERIC Educational Resources Information Center

Ofoegbu, Nelly E.; Azarmsa, Reza

2010-01-01

The Vocational Education Program (VEP) was established by the special education department in the Long Beach Unified School District (LBUSD) in an effort to assist students with disabilities to graduate from high school and be gainfully employed. This study investigated the impact of VEP on students' careers success after graduation. The…

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

ERIC Educational Resources Information Center

Fields, Jeffery B.

2017-01-01

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

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.

The impact of a College of Nursing Retention Program on the graduation rates of nursing students.

PubMed

Tatem, E; Payne, J L

2000-01-01

This study was designed to measure the impact of a College of Nursing's (CON) Retention Program on students enrolled in a baccalaureate degree nursing program. Within the last ten years, undergraduate nurses increasingly have utilized the CON retention program. These students traditionally face a number of barriers to their academic endeavors. This study was designed to assess the effect of the CON program on the barriers to academic success of students who entered the CON in the Fall classes of 1991, 1992 and 1993. The sample size was 320 students. The control group consisted of 137 students who received no intervention and the experimental group was comprised of 183 students who attended intervention sessions with the Retention Coordinator in the CON. It was hypothesized that the most successful students during this period (1991-1993) were the most frequent attendees of the CON retention program intervention sessions. The alternative hypothesis was that those persons who did not attend the sessions, but were still highly persistent and successful, were enrollees who had entered with high entrance credentials as demonstrated by the transfer grade point averages (GPA). The results of this study indicated the need, use and value of this systematic approach to retention.

The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students

ERIC Educational Resources Information Center

Bottini, Cheryl L.

2017-01-01

The purpose of this study was to evaluate the effect of a school counselor-led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic students' self-regulation, school attendance, and test anxiety. The study used non-identifying archival data from a random controlled trial (RCT) collected at 30…

Systematic Review: Bridging the Gap in RPN-to-RN Transitions.

PubMed

Suva, Grace; Sager, Shelley; Mina, Elaine Santa; Sinclair, Nancy; Lloyd, Monique; Bajnok, Irmajean; Xiao, Sarah

2015-07-01

To review the evidence examining the influences of successful education and professional role transition for registered practical nurses (RPNs) pursuing a baccalaureate degree in nursing (BScN) and registered nurse (RN) licensure through RPN-to-RN bridging programs. Systematic review of papers published between 1995 and 2014 that evaluated students' education and professional role transitions from RPN to RN. Thirty-nine papers were selected that observed or studied the change or transition in designation from RPN to RN, or its equivalent, through bridging programs and analyzed thematically according to Meleis, Sawyer, Im, Hilfinger Messias, and Schumacher's transition model. Personal, community, and social conditions related to preparation for entry, program enrolment, and postgraduate clinical integration influence successful education and professional role transitions for RPN-to-RN bridging students. Providing key transition supports may enhance the potential for successful student transition into and throughout a bridging program, but further research is necessary to enhance this understanding and to recommend best practices for optimizing students' success. The evidence from this review identifies facilitators and barriers to successful education and professional role transition for RPN-to-RN bridging students, and identifies important considerations for future research. © 2015 Sigma Theta Tau International.

Minority Record Reported

ERIC Educational Resources Information Center

Hobbs, Louise; Pakiser, L. C.

1978-01-01

Forty-two minority students receiving American Geological Institute (AGI) scholarships are discussed in this article. The value of the AGI scholarship program is examined with regard to student academic success, future professional success, and minority representation. Most faculty members and employers involved in the program were favorably…

Nursing as a Career Choice by Hispanic/Latino College Students: A Multi-Institutional Study.

PubMed

Stroup, Linda M; Kuk, Linda

2015-09-01

Despite rapid growth in the Hispanic/Latino population, there is significant underrepresentation of Hispanic/Latino individuals in the nursing workforce and nursing programs. This study investigated college students' interest in and self-efficacy for nursing as a career choice, and factors that students believe will impact their success in a nursing program. A nonexperimental, associational research study using a survey instrument was conducted at three comprehensive, public state universities and one community college in the western United States in an area with a significant Hispanic/Latino population. Descriptive and multivariable correlation statistical analysis suggested that college students' interest in and self-efficacy for nursing as a career choice was similar for both Hispanic/Latino and non-Hispanic/Latino students in the sample. Perceived facilitators for success in a nursing program were identified. Findings can be used to develop strategies and programs to enhance the success of Hispanic/Latino students interested in nursing as a career choice. Copyright 2015, SLACK Incorporated.

The Role of Professional Identity in Graduate School Success for Under-Represented Minority Students

ERIC Educational Resources Information Center

Kim-Prieto, Chu; Copeland, H. Liesel; Hopson, Rodney; Simmons, Toya; Leibowitz, Michael J.

2013-01-01

We examined the relationship between sense of professional identity and academic success among under-represented minority graduate students in a biomedical doctoral program. We found that a sense of professional identity is related to science success among under-represented minority students, but not for non-underrepresented minority students.…

Implementation of a volunteer university student research assistant program in an emergency department: the nuts and bolts for success.

PubMed

Steadman, Patrick E; Crudden, Johanna; Boutis, Kathy

2015-09-01

Prospective research studies often advance clinical practice in the emergency department (ED), but they can be costly and difficult to perform. In this report, we describe the implementation of a volunteer university student research assistant program that provides students exposure to medicine and clinical research while simultaneously increasing the capacity of an ED's research program. This type of program provides 15 hours per day of research assistant coverage for patient screening and enrolment for minimal risk research studies, and screening for higher risk studies. The latter is true without the added burden or costs of co-administering university course credit or pay for service, which are common features of most of these types of programs currently in operation. We have shown that our volunteer-based program is effective for an ED's research success as well as for its student participants. For other EDs interested in adopting similar programs, we provide the details on how to get such a program started and highlight the structure and non-monetary incentives that facilitate a program's ongoing success.

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

A Successful Bootstrap Program for Infusion of Computer Competencies into a School of Education Curriculum.

ERIC Educational Resources Information Center

Van Dusseldorp, Ralph

1984-01-01

Describes the successful, low-cost program for infusion of computer competencies into the curriculum of the School of Education at the University of Alaska, Anchorage, where all students are required to become computer competent prior to graduation. Computer competency goals for students in school's certification programs are outlined. (MBR)

Modeling an Effective Program for Latina/o College Student Success

ERIC Educational Resources Information Center

Gonzalez, Kenneth P.; Meling, Vanessa S.

2017-01-01

This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a)…

Can Medical School Performance Predict Residency Performance? Resident Selection and Predictors of Successful Performance in Obstetrics and Gynecology

PubMed Central

Stohl, Hindi E.; Hueppchen, Nancy A.; Bienstock, Jessica L.

2010-01-01

Background During the evaluation process, Residency Admissions Committees typically gather data on objective and subjective measures of a medical student's performance through the Electronic Residency Application Service, including medical school grades, standardized test scores, research achievements, nonacademic accomplishments, letters of recommendation, the dean's letter, and personal statements. Using these data to identify which medical students are likely to become successful residents in an academic residency program in obstetrics and gynecology is difficult and to date, not well studied. Objective To determine whether objective information in medical students' applications can help predict resident success. Method We performed a retrospective cohort study of all residents who matched into the Johns Hopkins University residency program in obstetrics and gynecology between 1994 and 2004 and entered the program through the National Resident Matching Program as a postgraduate year-1 resident. Residents were independently evaluated by faculty and ranked in 4 groups according to perceived level of success. Applications from residents in the highest and lowest group were abstracted. Groups were compared using the Fisher exact test and the Student t test. Results Seventy-five residents met inclusion criteria and 29 residents were ranked in the highest and lowest quartiles (15 in highest, 14 in lowest). Univariate analysis identified no variables as consistent predictors of resident success. Conclusion In a program designed to train academic obstetrician-gynecologists, objective data from medical students' applications did not correlate with successful resident performance in our obstetrics-gynecology residency program. We need to continue our search for evaluation criteria that can accurately and reliably select the medical students that are best fit for our specialty. PMID:21976076

Emile: Software-Realized Scaffolding for Science Learners Programming in Mixed Media

NASA Astrophysics Data System (ADS)

Guzdial, Mark Joseph

Emile is a computer program that facilitates students using programming to create models of kinematics (physics of motion without forces) and executing these models as simulations. Emile facilitates student programming and model-building with software-realized scaffolding (SRS). Emile integrates a range of SRS and provides mechanisms to fade (or diminish) most scaffolding. By fading Emile's SRS, students can adapt support to their individual needs. Programming in Emile involves graphic and text elements (as compared with more traditional text-based programming). For example, students create graphical objects which can be dragged on the screen, and when dropped, fall as if in a gravitational field. Emile supports a simplified, HyperCard-like mixed media programming framework. Scaffolding is defined as support which enables student performance (called the immediate benefit of scaffolding) and which facilitates student learning (called the lasting benefit of scaffolding). Scaffolding provides this support through three methods: Modeling, coaching, and eliciting articulation. For example, Emile has tools to structure the programming task (modeling), menus identify the next step in the programming and model-building process (coaching), and prompts for student plans and predictions (eliciting articulation). Five students used Emile in a summer workshop (45 hours total) focusing on creating kinematics simulations and multimedia demonstrations. Evaluation of Emile's scaffolding addressed use of scaffolding and the expected immediate and lasting benefits. Emile created records of student interactions (log files) which were analyzed to determine how students used Emile's SRS and how they faded that scaffolding. Student projects and articulations about those projects were analyzed to assess success of student's model-building and programming activities. Clinical interviews were conducted before and after the workshop to determine students' conceptualizations of kinematics and programming and how they changed. The results indicate that students were successful at model-building and programming, learned physics and programming, and used and faded Emile's scaffolding over time. These results are from a small sample who were self -selected and highly-motivated. Nonetheless, this study provides a theory and operationalization for SRS, an example of a successful model-building environment, and a description of student use of mixed media programming.

Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College

PubMed Central

Gregg-Jolly, Leslie; Swartz, Jim; Iverson, Ellen; Stern, Joyce; Brown, Narren; Lopatto, David

2016-01-01

Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students’ metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research. PMID:27587855

Engaging Underserved and Underrepresented Students in the Earth Sciences through a Summer Outreach Program

NASA Astrophysics Data System (ADS)

Güereque, M.; Olgin, J. G.; Pennington, D. D.

2016-12-01

The EarthTech outreach program at the University of Texas at El Paso (UTEP) seeks to expand the inclusion of underserved and under-represented high-school students into the geoscience pipeline. A successful partnership with the federally funded, year round college preparatory program for high school students Upward Bound (UB) program at UTEP was decisive for the success and execution of the program. Program activities aimed to engage students and expand their knowledge of the Earth Sciences through participation in STEM hands-on activities, incorporating technology and field experiences. For its second year, the program chose to address the intersection of science and societal issues by selecting an overall topic for the weeklong program that students could relate and understand from personal experiences, facilitating participation. The exposure to outdoor on-site learning experiences via field trips proved a critical component based on student feedback, by allowing the students to engage with their surroundings and relate to basic Earth Science knowledge and principles. Qualitative feedback and discussion of the program and its activities are presented here.

Science, Engineering, Mathematics and Aerospace Academy

NASA Technical Reports Server (NTRS)

1996-01-01

The Science, Engineering, Mathematics and Aerospace Academy (SEMAA) was established in September, 1993, by Cuyahoga Community College and the NASA Lewis Research Center. Funding for SEMAA was provided by NASA Headquarters' Office of Equal Employment Opportunities. SEMAA brought together five preexisting youth programs at Cuyahoga Community College. All the programs shared the common goals of 1) Increasing the participation of underrepresented/underserved groups in science, mathematics and engineering and technology careers. 2) Increasing "success" rates of all students interested in science and mathematics. 3) Developing partnerships to recognize and support students interested in these fields. 4) Supporting continued success of highly successful students. The framework for each preexisting program allowed SEMAA to have a student population ranging from kindergarten through the twelfth-grade. This connectivness was the foundation for the many decisions which would make SEMAA a truly innovative program.

A Case Study of Factors Leading to Student Success in an Accelerated Licensed Practical Nurse to Associate Degree Nursing Program

ERIC Educational Resources Information Center

Taylor, Sherry T.

2012-01-01

This case study attempted to discover and comprehend the relationship of students and contributing factors of success, of one Licensed Practical Nurse (LPN) to Associate Degree in Nursing (ADN) program, to formulate an understanding of which contributing factors are most beneficial to enable students to persist to graduation and/or successfully…

Connecting Students to Nature--How Intensity of Nature Experience and Student Age Influence the Success of Outdoor Education Programs

ERIC Educational Resources Information Center

Braun, Tina; Dierkes, Paul

2017-01-01

Nature connectedness counts as a crucial predictor of pro-environmental behavior. For counteracting today's environmental issues a successful re-connection of individuals to nature is necessary. Besides the promotion of knowledge transfer the aim of the educational program presented in this study is to connect students to their environment. This…

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…

Key Resources for Community College Student Success Programming

ERIC Educational Resources Information Center

Carales, Vincent D.; Garcia, Crystal E.; Mardock-Uman, Naomi

2016-01-01

This chapter provides an overview of organizations and other entities focused on assisting community college staff, faculty, and administrators in developing and promoting student success outcomes. We provide a listing of relevant web resources related to programming and conclude with a summary of suggested readings.

A Nursing Workforce Diversity Project: Strategies for Recruitment, Retention, Graduation, and NCLEX-RN Success.

PubMed

Murray, Ted A; Pole, David C; Ciarlo, Erica M; Holmes, Shearon

2016-01-01

The purpose of this article is to describe a collaborative project designed to recruit and retain students from underrepresented minorities and disadvantaged backgrounds into nursing education. Ethnic minorities remain underrepresented in the nursing workforce in comparison to the general population. The numbers of minorities enrolled in nursing education programs are insufficient to meet the health care workforce diversity needs of the future. High school students were provided with a preprofessional education program to prepare them for admission into a nursing program. Retention strategies were implemented for newly admitted and enrolled nursing education students. Twenty-one high school students enrolled in a nursing education program. The students enrolled in the nursing education program graduated and passed the licensure examination. Early recruitment and multiprong retention programs can be successful in diversifying the registered nurse workforce.

Preparing Future College Instructors: The Role of Graduate Student Teaching Assistants (GTAs) in Successful College Calculus Programs

NASA Astrophysics Data System (ADS)

Ellis, Jessica Fabricant

Graduate student Teaching Assistants (GTAs) contribute to calculus instruction in two ways: as the primary teacher and as recitation leaders. GTAs can also be viewed as the next generation of mathematics instructors. Thus, in addition to their immediate contribution to the landscape of Calculus 1 instruction, GTAs will contribute significantly to the long-term state of calculus in their future occupations. However, their preparation for these roles varies widely and is often minimal. In this study, I first compare the mathematical beliefs, instructional practices, and student success of GTAs to other Calculus 1 instructors. I then provide rich descriptions for three GTA professional development (PD) programs that prepare graduate students as course instructors, as recitation leaders, and as future faculty. I then investigate the instructional practices and mathematical beliefs of graduate students coming from these three PD programs. I conclude this work with a description of a framework for GTA-PD programs. To accomplish this work, I conducted a mixed-method analysis on national survey data and case study data from four doctoral granting institutions. These four institutions were chosen because of their higher-than-expected student success in Calculus 1. The results of these analyses indicate that graduate students teach in more innovative ways than other instructors, though their students were less successful. Among the four case study institutions, I identified three models of GTA-PD, each of which appeared successful in accomplishing their goals. These goals included transitioning graduate students into the role of instructor, preparing graduate students to implement an innovative approach to Calculus 1, and supporting graduate students as recitation leaders. These analyses also led to the development of a framework to be used to characterize, evaluate, and consider the implementation of graduate student professional development programs. This GTA-PD framework is thus one of the major contributions put forth by this dissertation.

Building the Quality of Diversity in the Geoscience Workforce Through Peer-and Near-Peer Mentored Research Experiences: The CSUN Catalyst Program, a Model for Success in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V. A.; Simila, G. W.; Yule, J. D.

2004-12-01

One means of achieving diversity in the geoscience workforce is through the careful cultivation of individuals towards successful careers. Our critical components for student achievement, as reflected in student evaluations, included the development of positive mentoring relationships, honing of critical thinking, writing and oral presentation skills, academic success, and financial support. In the initial three-year phase of in the California State University Northridge (CSUN) Catalyst program, thirty-one students participated, with subequal proportions of high school, undergraduate (freshman to senior) and graduate students. This initial cohort was dominated by Latina(o) students (22) with fewer African American (5), American Indian (2), Pacific Islander (1) and hearing-impaired (1) students. Students were incrementally recruited into the program at a rate of ~10 per year. New students were united through a semester-long Catalyst Course where they worked in groups on various team-building exercises followed by activities in which students were introduced to four different research projects by faculty advisors. Students then continued working on a research project in the following semesters, either as undergraduate or graduate research assistants. The research groups constituted self-mentoring subsets of peers and near-peers, tiered by experience (graduate to high school students) and directed by one of the four Catalyst faculty members. Catalyst student office space promoted intragroup interaction and camaraderie. Most students attended at least one regional, national or international Geoscience meeting. The CSUN Catalyst program has fostered the individual success of its participants, with most progressing towards or achieving BS and MS degrees in the geosciences. Those that have entered the workforce, have done so with more opportunities for career advancement as a result of their Catalyst experiences. Catalyst students have also advanced academically into MS and PhD programs. The research-focussed Catalyst program has therefore succeeded in building quality and diversity in the Geoscience community.

Recruitment and retention of Alaska natives into nursing: elements enabling educational success.

PubMed

Rearden, Annette K

2012-01-01

In response to the underrepresentation of Alaska Native/American Indian nurses, nursing programs have implemented recruitment and retention efforts to support undergraduate Alaska Native/American Indian nursing students. The objective of this project was to provide graduates from the Recruitment and Retention of Alaska Natives into Nursing (RRANN) program the opportunity to identify program elements important to achieving academic success, levels of satisfaction, and make recommendations for future program direction. Findings suggest RRANN graduates viewed the program as vital to academic success. Recommendations include utilizing former graduates in recruitment and retention efforts, as mentors, and extending the program to benefit graduate students.

A Predictive Study of Pre-Service Teachers and Success in Final Student Internship

ERIC Educational Resources Information Center

Ingle, Karen M.

2017-01-01

Student teaching provides the final pre-service clinical teaching experience of an initial teacher preparation program. Research that specifically studies the pre-service student teacher and predictive factors of student teaching is limited. Identifying predictive factors that contribute to the success of student interns' student teaching…

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K.; Simila, G.; Pedone, V.; Yule, D.

2003-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels (individual and team) to research in the geosciences (such as data analysis for earthquake hazards for 1994 Northridge event, paleoseismology of San Andreas fault, Waipaoa, New Zealand sedimentary system and provenance studies, and the Barstow formation geochronology and geochemistry), and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning (think-pair share), and research on geological data sets. Students of all experience levels then become members of research teams and conduct four mini-projects and associated poster presentations, which deepens academic and research skills as well as peer-mentor relationships. This initial research experience has been very beneficial for the student's degree requirements of a senior research project and oral presentation. Evaluation strategies include the student research course presentations, summer field projects, and external review of student experiences. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. A component of peer-tutoring has been implemented for promoting additional student success. The program has been highly successful in its two year development. To date, undergraduates and graduate students have coauthored six abstracts at professional meetings. Also, high-school students have gained first hand experience of a college course and geologic research.

Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program (KIPP) Schools in the Delta Region According to Adult Perceptions

ERIC Educational Resources Information Center

Brown, Kimberly J.; Holt, Carleton R.

2014-01-01

This qualitative case study explored factors that have influenced literacy success of Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of Arkansas. The study examined progress made since implementation of the KIPP Program and the influence the program had made upon student achievement in literacy at the…

Fostering Culture Change in an Undergraduate Business Program: "Nudging" Students towards Greater Involvement in Extra-Curricular Activities

ERIC Educational Resources Information Center

Martin, Elizabeth M.

2013-01-01

A report on a successfully implemented program to increase student participation in extra-curricular activities in an undergraduate business program with a high percentage of first-generation college students. A market-research study offered insight as to why students were not participating before the program was launched. Greater participation in…

Most Likely to Achieve: Predicting Early Success of the Practical Nurse Student

ERIC Educational Resources Information Center

Cline, April P.

2013-01-01

It is important that practical nurse (PN) educators be able to identify which students are likely to be successful in their programs. However, the majority of literature related to predicting success of nursing students has been done on baccalaureate nursing students in the university setting. This study sought to determine whether the same…

An Exploration of Sense of Community and Student Success Using the National Survey of Student Engagement

ERIC Educational Resources Information Center

Brown, Susannah K.; Burdsal, Charles A.

2012-01-01

This research sought to investigate student success using psychological sense of community as a guiding theory with the intention of providing information that could be applied in a university setting. Policy makers, researchers, and practitioners involved with higher education need programs for student success that are both efficient and…

Mentoring Undergraduate Students in Estuarine Research Experiences: Different Strokes for Different Folks

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Montoya-Ospina, R. A.; Maldonado, P.; Barberena-Arias, M.; Olivo-Delgado, C.; Harris, L.; Pierson, J. J.; Alvarez, J. P.

2015-12-01

Here we consider how mentoring, both traditional and peer based, contributes to successful student outcomes in undergraduate research programs and we present several approaches to encourage positive mentor-mentee relationships. From several different research mentoring programs with undergraduates in Maryland and in Puerto Rico, we find that some mentoring techniques are universally useful, while others need to be tailored to a specific program and mentee population. Our programs differ in length, student composition, and student expectations, we find that success occurs across-the-board when mentors quickly establish rapport with their students and reach an early joint understanding of the program's requirements and the students' capabilities and needs through immersive orientations early in the program. Alternatively, mentors have to customize their approaches (e.g. simplify presentations of concepts, increase time for questions) when they encounter differences in student knowledge levels and cultural disconnects (e.g. language barriers, unfamiliarity with research labs and academia). Our current approach to improving and evaluating mentoring includes using a system of multiple mentor tiers (peer, near-peer, faculty, and program leaders), multiple qualitative and quantitative evaluations during the program, and post-research experience student outreach, all of which we believe improve student outcomes. Although we have measures of mentee success (e.g., presenting at national meetings, pursuing additional research experiences, applying to graduate school in marine science-related fields, etc.), we continue to look for additional short and long-term evaluation techniques that may help us to distinguish between the influence of mentoring and that of other program attributes (e.g. lab and field experiences, professional development seminars, ethics training, etc.) on student achievement.

Discovering Successful Elements of Alternative Schools by Studying Student Perspectives in Two Alternative-to-Expulsion Programs

ERIC Educational Resources Information Center

Eschen, Eric Thomas

2013-01-01

This qualitative study analyzed two alternative-to-expulsion programs for high school students. Both programs, the "Learning with Peers Program" and the "Individualized Online Program", offered students an opportunity to earn credits rather than be expelled, but their philosophies presented an educational dichotomy: Should…

Higher Education Military and Veteran Student Program Success: A Qualitative Study of Program Administration Best Practice Application

ERIC Educational Resources Information Center

Murillo, Rose L.

2017-01-01

Purpose: The purpose of this study was to determine how Southern California community colleges have implemented best practices based on the 8 Keys to Veterans' Success as identified by the U.S. Departments of Education, Defense, and Veterans Affairs to effectively support and retain military and veteran students in higher education programs. The…

A Themed and Collaborative Approach to Teaching Computers and the Internet.

ERIC Educational Resources Information Center

Roby, Teshia Young

This paper describes a 6-month bi-weekly Saturday program that was sponsored by the 100 Black Men of Atlanta (BMA) under their Project Success initiative. Project Success is a program that allows inner-city middle and high school students to be mentored by members of 100 BMA and volunteering college students. The program community consisted of one…

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.…

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.

Modeling Student Success in Engineering Education

ERIC Educational Resources Information Center

Jin, Qu

2013-01-01

In order for the United States to maintain its global competitiveness, the long-term success of our engineering students in specific courses, programs, and colleges is now, more than ever, an extremely high priority. Numerous studies have focused on factors that impact student success, namely academic performance, retention, and/or graduation.…

Enhancing the College Student Experience: Outcomes of a Leisure Education Program

ERIC Educational Resources Information Center

Jordan, Katherine A.; Gagnon, Ryan J.; Anderson, Denise M.; Pilcher, June J.

2018-01-01

Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on…

An Evaluation of the Bordertown Dormitory Program.

ERIC Educational Resources Information Center

Bass, Willard P.; And Others

The Bordertown Dormitory Program, providing Navajo students with experience in attending schools in off-reservation communities with non-Indian children, was evaluated in terms of the success of students; adequacy of dormitory and school facilities and programs; attitudes of students, parents, school personnel, and townspeople toward the program;…

Building Bridges to Diversity in Graduate Physics & Astronomy: The Fisk-Vanderbilt Masters-to-PhD Bridge Program

NASA Astrophysics Data System (ADS)

Stassun, Keivan G.

2006-12-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a clearly defined structure that is flexible enough to address individual student needs while maintaining clearly communicated baseline standards for student performance. A key precept of the program’s philosophy is to eliminate passivity in student mentoring; students are deliberately groomed to successfully transition into the PhD program through active involvement in research experiences with future PhD advisers, coursework that demonstrates competency in core PhD subject areas, and frequent interactions with joint mentoring committees. This approach allows student progress and performance to be monitored and evaluated in a more holistic manner than usually afforded by limited metrics such as standardized tests. Since its inception in 2004, the program has attracted a total of 18 underrepresented students, with a retention rate of 90%. Recent research indicates that minority students are nearly twice as likely as non-minority students to seek a Masters degree en route to the PhD. In essence, the Bridge program described here builds upon this increasingly important pathway, with a dedicated mentoring process designed to ensure that the Masters-to-PhD transition is a successful one.

Student perception of initial transition into a nursing program: A mixed methods research study.

PubMed

McDonald, Meghan; Brown, Janine; Knihnitski, Crystal

2018-05-01

Transition into undergraduate education programs is stressful and impacts students' well-being and academic achievement. Previous research indicates nursing students experience stress, depression, anxiety, and poor lifestyle habits which interfere with learning. However, nursing students' experience of transition into nursing programs has not been well studied. Incongruence exists between this lack of research and the desire to foster student success. This study analyzed students' experiences of initial transition into a nursing program. An embedded mixed method design. A single site of a direct-entry, four year baccalaureate Canadian nursing program. All first year nursing students enrolled in the fall term of 2016. This study combined the Student Adaptation to College Questionnaire (SACQ) with a subset of participants participating in qualitative focus groups. Quantitative data was analyzed using descriptive statistics to identify statistically significant differences in full-scale and subscale scores. Qualitative data was analyzed utilizing thematic analysis. Significant differences were seen between those who moved to attend university and those who did not, with those who moved scoring lower on the Academic Adjustment subscale. Focus group thematic analysis highlighted how students experienced initial transition into a baccalaureate nursing program. Identified themes included reframing supports, splitting focus/finding focus, negotiating own expectations, negotiating others' expectations, and forming identity. These findings form the Undergraduate Nursing Initial Transition (UNIT) Framework. Significance of this research includes applications in faculty development and program supports to increase student success in the first year of nursing and to provide foundational success for ongoing nursing practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

Organized music instruction as a predictor of nursing student success.

PubMed

Cesario, Sandra K; Cesario, Robert J; Cesario, Anthony R

2013-01-01

Stringent admission criteria exist for nursing programs in the United States, but better predictors of success are needed to reduce student attrition. Research indicates that organized music experiences are associated with greater academic success. This exploratory study examined the association between early music experiences and undergraduate nursing student success. Findings suggest that students with a music background were more likely to graduate, have higher grade point averages, and pass the licensure examination. Previous music education might be considered as an additional predictor of nursing student success.

Success for All®. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Success for All" ("SFA"®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. "SFA"® includes a literacy program, quarterly assessments of student learning, a social-emotional development program,…

Reading Success: Validation of a Specialized Literacy Program (1978-2007)

ERIC Educational Resources Information Center

Idol, Lorna

2010-01-01

Reading Success is an individualized teacher-guided literacy program proven for 663 students who experienced difficulty with reading. The students had learning disabilities, mild mental retardation, and behavior challenges; were at risk for school failure; or were transitioning from speaking Spanish to English and experiencing literacy problems.…

Success in a Hurry

ERIC Educational Resources Information Center

Martin, Harold L., Sr.

2015-01-01

Although a young program, the North Carolina A&T Honors Program illustrates how quickly and successfully honors can achieve its goals of providing a quality education to its high-achieving students, and how these students can benefit academically and personally from the experiences that honors provides for them. This article provides a brief…

Celebrating Successful Students

ERIC Educational Resources Information Center

Squires, Dan; Case, Pauline

2008-01-01

The Machine Tool Program at Cowley College in Arkansas City, Kansas, is preparing students to become future leaders in the machining field, and the school recognizes the importance of sharing and celebrating those stories of success with the public to demonstrate the effectiveness of career and technical education (CTE) programs. Cowley College is…

Cooperative Learning and Gifted Students: Report on Five Case Studies.

ERIC Educational Resources Information Center

Coleman, Mary Ruth; And Others

This study examined cooperative learning (CL) programs that were successfully meeting the needs of gifted students and identified factors critical to this success. Of 19 programs nominated as models of cooperative learning, 5 sites were selected and visited: Wilton Public Schools, Connecticut; Glenville Elementary School, Connecticut; Mary Taylor…

Why Peer Mentoring is an Effective Approach for Promoting College Student Success

ERIC Educational Resources Information Center

Collier, Peter J.

2017-01-01

Both hierarchical (e.g. student-faculty member or student-adviser) and peer (e.g. student-student) mentoring are recognized as best-practice strategies for promoting college student success. Formal mentoring programs utilizing both approaches can be found on many campuses. In the current institutional context of scarce or stagnant resources,…

Designing Summer Outreach Programs as an Engagement tool to connect Underserved and Underrepresented HS Students with Climate Science Topics

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Ricketts, J.; Salas, K.

2017-12-01

The EarthTech outreach program at the University of Texas at El Paso (UTEP) seeks to expand the inclusion of underserved and under-represented high-school students into the geoscience pipeline. A successful partnership with the federally funded, year-round college preparatory program for high school students Upward Bound (UB) program at UTEP was decisive for the success and execution of the program. Program activities aimed to engage students and expand their knowledge of the Earth Sciences through participation in STEM hands-on activities, incorporating technology and field experiences. For its third year, the program chose to address the intersection of climate science and societal issues by selecting an overall topic for the week-long program that students could relate and understand from personal experiences, facilitating participation. The exposure to outdoor on-site learning experiences via field trips, coupled with introducing data analysis projects using NASA's GLOBE program, proved to be critical learning components based on student feedback; allowing students to engage with their surroundings and relate to basic Earth Science knowledge and principles. Qualitative feedback and discussion of the program and its activities are presented here.

Factors related to progression and graduation rates for RN-to-bachelor of science in nursing programs: searching for realistic benchmarks.

PubMed

Robertson, Sue; Canary, Cheryl Westlake; Orr, Marsha; Herberg, Paula; Rutledge, Dana N

2010-03-01

Measurement and analysis of progression and graduation rates is a well-established activity in schools of nursing. Such rates are indices of program effectiveness and student success. The Commission on Collegiate Nursing Education (2008), in its recently revised Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, specifically dictated that graduation rates (including discussion of entry points, timeframes) be calculated for each degree program. This context affects what is considered timely progression to graduation. If progression and graduation rates are critical outcomes, then schools must fully understand their measurement as well as interpretation of results. Because no national benchmarks for nursing student progression/graduation rates exist, schools try to set expectations that are realistic yet academically sound. RN-to-bachelor of science in nursing (BSN) students are a unique cohort of baccalaureate learners who need to be understood within their own learning context. The purposes of this study were to explore issues and processes of measuring progression and graduation rates in an RN-to-BSN population and to identify factors that facilitate/hinder their successful progression to work toward establishing benchmarks for success. Using data collected from 14 California schools of nursing with RN-to-BSN programs, RN-to-BSN students were identified as generally older, married, and going to school part-time while working and juggling family responsibilities. The study found much program variation in definition of terms and measures used to report progression and graduation rates. A literature review supported the use of terms such as attrition, retention, persistence, graduation, completion, and success rates, in an overlapping and sometimes synonymous fashion. Conceptual clarity and standardization of measurements are needed to allow comparisons and setting of realistic benchmarks. One of the most important factors identified in this study is the potentially prolonged RN-to-BSN timeline to graduation. This underlines the need to look beyond standardized educational norms for graduation rates and consider the realities of "persistence" by which these students are successful in completing their studies. It also raises the question of whether student success and program success/effectiveness are two separate measures or two separate events on one progression timeline. While clarifying our thinking about success in this population of students, the study raised many questions that warrant further research and debate.

Charming the Snake: Student Experiences with Python Programming as a Data Analysis Tool

NASA Astrophysics Data System (ADS)

Booker, Melissa; Ivers, C. B.; Piper, M.; Powers, L.; Ali, B.

2014-01-01

During the past year, twelve high school students and one undergraduate student participated in the NASA/IPAC Teacher Archive Research Program (NITARP) alongside three high school educators and one informal educator, gaining experience in using Python as a tool for analyzing the vast amount of photometry data available from the Herschel and Spitzer telescopes in the NGC 281 region. Use of Python appeared to produce two main positive gains: (1) a gain in student ability to successfully write and execute Python programs for the bulk analysis of data, and (2) a change in their perceptions of the utility of computer programming and of the students’ abilities to use programming to solve problems. We outline the trials, tribulations, successes, and failures of the teachers and students through this learning exercise and provide some recommendations for incorporating programming in scientific learning.

Early predictors of study success in a Dutch advanced nurse practitioner education program: A retrospective cohort study.

PubMed

Bossema, Ercolie R; Meijs, Tineke H J M; Peters, Jeroen W B

2017-10-01

Study delay and attrition are major concerns in higher education. They cost time and effort, and threaten the availability of higher qualified professionals. Knowing early what factors contribute to delay and attrition may help prevent this. The aim of this study was to examine whether student characteristics, including a literature study report grade as a proxy of cognitive abilities, predicted study success in a dual advanced nurse practitioner education program. Retrospective cohort study, including all 214 students who between September 2009 and September 2015 started the two-year program at the HAN University of Applied Sciences in Nijmegen, the Netherlands. Study success was defined as having completed the program within the envisaged period. Variables examined included: age, gender, previous education (bachelor's degree or in-service training in nursing), work setting (general health, mental health, public health, or nursing home care), and literature study report grade (from 1 to 10). A hierarchical logistic regression analysis was performed. Most students were female (80%), had a bachelor's degree in nursing (67%), and were employed in a general healthcare setting (58%). Mean age was 40.5years (SD 9.4). One hundred thirty-seven students (64%) had study success. Being employed in a general healthcare setting (p≤0.004) and a higher literature study report grade (p=0.001) were associated with a higher study success rate. In advanced nurse practitioner education, study success rate seems associated with the student's cognitive abilities and work field. It might be worthwhile to identify students 'at risk of failure' before the start of the program and offer them extra support. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teaching Introductory Programming to IS Students: Java Problems and Pitfalls

ERIC Educational Resources Information Center

Pendergast, Mark O.

2006-01-01

This paper examines the impact the use of the Java programming language has had on the way our students learn to program and the success they achieve. The importance of a properly constructed first course in programming cannot be overstated. A course well experienced will leave students with good programming habits, the ability to learn on their…

An Analysis of Student Success Rates for Academic and Workforce Programs at a Large Texas Community College: Examining Fall 2009 to Spring 2011

ERIC Educational Resources Information Center

High, Clennis F.

2012-01-01

Student success rates for academic track and workforce track students were examined for thousands of students at a large urban Texas Community College. The study covered fall 2009 through spring 2011, a two year period. Data were collected from the institution's data base regarding students who successfully completed the courses in which they were…

Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University

NASA Astrophysics Data System (ADS)

Etkina, E.; Gibbons, K.; Holton, B. L.; Horton, G. K.

1999-09-01

In order to provide a physics instructional environment in which at-risk students (particularly women and minorities) can successfully learn and enjoy introductory physics, we have introduced Extended General Physics as an option for science, science teaching, and pre-health professions majors at Rutgers University. We have taught the course for the last five years. In this new course, we have used many elements that have been proven to be successful in physics instruction. We have added a new component, the minilab, stressing qualitative experiments performed by the students. By integrating all the elements, and structuring the time the students invest in the course, we have created a successful program for students-at-risk, indeed for all students. Our aim was not only to foster successful mastery of the traditional physics syllabus by the students, but to create a sense of community through the cooperation of students with each other and their instructors. We present a template for implementation of our program elsewhere.

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

Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations.

PubMed

Soliman, Amr S; Chamberlain, Robert M

2016-06-01

Global health education and training of biomedical students in international and minority health research is expending through U.S. academic institutions. This study addresses the short- and long-term outcomes of an NCI-funded R25 short-term summer field research training program. This program is designed for MPH and Ph.D. students in cancer epidemiology and related disciplines, in international and minority settings (special populations) in a recent 7-year period. Positive short-term outcome of 73 students was measured as publishing a manuscript from the field research data and having a job in special populations. Positive long-term outcome was measured as having a post-doc position, being in a doctoral program, and/or employment in special populations at least 3 years from finishing the program. Significant factors associated with both short- and long-term success included resourcefulness of the student and compatibility of personalities and interests between the student and the on-campus and off-campus mentors. Short-term-success of students who conducted international filed research was associated with visits of the on-campus mentor to the field site. Short-term success was also associated with extent of mentorship in the field site and with long-term success. Future studies should investigate how field research sites could enhance careers of students, appropriateness of the sites for specific training competencies, and how to maximize the learning experience of students in international and minority research sites.

Expanding the Horizon: A Journey to Explore and Share Effective Geoscience Research Experiences

NASA Astrophysics Data System (ADS)

Bolman, J.

2013-12-01

The Indian Natural Resource Science and Engineering Program (INRSEP) has worked diligently over the past 40 + years to ensure the success of Tribal, Indigenous and Underrepresented undergraduate and graduate students in geoscience and natural resources fields of study. Central to this success has been the development of cultural relevant research opportunities directed by Tribal people. The research experiences have been initiated to address culturally relevant challenges on Tribal and non-Tribal lands. It has become critically important to ensure students have multiple research experiences across North America as well as throughout the continent. The INRSEP community has found creating and maintaining relationships with organizations like the Geoscience Alliance, Minorities Striving and Pursuing Higher Degrees of Success (MSPHD's) and the Louis Stokes Alliance for Minority Participation (LSAMP) program has greatly improved the success of students matriculating to graduate STEM programs. These relationships also serve an immense capacity in tracking students, promoting best practices in research development and assessing outcomes. The presentation will highlight lessons learned on how to 1) Develop a diverse cohort or 'community' of student researchers; 2) Evolve intergenerational mentoring processes and outcomes; 3) Tether to related research and programs; and Foster the broader impact of geoscience research and outcomes.

Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior

ERIC Educational Resources Information Center

Mariani, Melissa; Webb, Linda; Villares, Elizabeth; Brigman, Greg

2015-01-01

This study involved fifth-grade students (N = 336) from one Florida school district and examined prosocial behaviors, bullying behaviors, engagement in school success skills and perceptions of classroom climate between the treatment group who received the school counselor-led Student Success Skills classroom guidance program, and their peer…

The Relationship between Computational Fluency and Student Success in General Studies Mathematics

ERIC Educational Resources Information Center

Hegeman, Jennifer; Waters, Gavin

2012-01-01

Many developmental mathematics programs emphasize computational fluency with the assumption that this is a necessary contributor to student success in general studies mathematics. In an effort to determine which skills are most essential, scores on a computational fluency test were correlated with student success in general studies mathematics at…

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

PubMed

Murphy, Terrence E; Gaughan, Monica; Hume, Robert; Moore, S Gordon

2010-03-01

There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. They demonstrate that this 5-week program prior to the fall of the 1st year contains elements reported as vital for successful student retention. Using multivariable survival analysis, they show that for URM students entering as fall-semester freshmen, relative to their nonparticipating peers, participation in this accelerated summer bridge program is associated with higher likelihood of graduation. The longitudinal panel data include more than 2,200 URM students.

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

PubMed Central

Murphy, Terrence E.; Gaughan, Monica; Hume, Robert; Moore, S. Gordon

2012-01-01

There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. They demonstrate that this 5-week program prior to the fall of the 1st year contains elements reported as vital for successful student retention. Using multivariable survival analysis, they show that for URM students entering as fall-semester freshmen, relative to their nonparticipating peers, participation in this accelerated summer bridge program is associated with higher likelihood of graduation. The longitudinal panel data include more than 2,200 URM students. PMID:23136456

Language plus for international graduate students in nursing.

PubMed

Julian, M A; Keane, A; Davidson, K

1999-01-01

To provide information about an English-language support program that focuses on the needs of international graduate nursing students. The growing presence of these students coincides with the increasing numbers of universities committed to world health. Crucial social and language competence affect the success and progress of international students in graduate nursing programs. Reviewed literature was 1980 to 1998, in nursing and applied linguistic research including second-language acquisition, phonology, discourse analysis, and language pragmatics to identify social and language phenomena. Investigators suggest essential elements such as conventions of academic writing, reading comprehension, vocabulary, and pronunciation skills be included in the supportive Language Plus program. Ongoing development of the Language Plus program can promote collaboration between nurses and linguists and increase the success of international graduate nursing students.

Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program School in the Delta Region According to Administrator, Teacher, and Student Perceptions: Case Study

ERIC Educational Resources Information Center

Brown, Kimberly Jonetta

2012-01-01

The purpose of this study was to explore the factors that have influenced the literacy success of the Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of a mid-south state. The study examined the progress made since the implementation of the KIPP Program and the influence the program has made upon student…

Student Success Programs at the Northern Alberta Institute of Technology.

ERIC Educational Resources Information Center

Soetaert, Elaine

The Master Student course was introduced at Northern Alberta Institute of Technology to improve student retention; provide individuals with skills to become successful students; and to graduate students with technical, critical thinking, and effective communication skills. The course provides a point of entry into the institution in the areas of…

SMART Money: Do Financial Incentives Encourage College Students to Study Science?

ERIC Educational Resources Information Center

Evans, Brent J.

2012-01-01

This research examines the short term success of a postsecondary federal financial aid program, the SMART Grant, designed to increase this stock of scientific human capital. An exploration of the success of this program provides the opportunity to address two critically important research questions. Do financial incentives encourage students to…

The Heart of School

ERIC Educational Resources Information Center

DiMartino, Joseph; Clarke, John H.

2008-01-01

Successful advisory programs have a number of things in common across a wide variety of schools. They all divide the student body into small groups, usually of 20 or fewer students, that meet regularly with an adult in the school community. In addition to this basic element, successful advisory programs have five other elements in common: (1) They…

Creating Healthy Active Minds for Personal Success (CHAMPS) in Middle School

ERIC Educational Resources Information Center

Shawley, Jessica

2016-01-01

The purpose of this article is to provide support for middle school physical education programs that meet the developmental needs of students while providing for student choice. With its health and physical education program called Creating Healthy Active Minds for Personal Success (CHAMPS), Moscow Middle School is striving to cultivate student…

Successful Attendance Policies and Programs. Research Brief

ERIC Educational Resources Information Center

Education Partnerships, Inc., 2012

2012-01-01

What steps can be taken to assure that High School students have the best attendance possible? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor,…

Evaluating the Effects of Mastery Learning in Postsecondary Developmental Mathematics

ERIC Educational Resources Information Center

Bradley, Kirk

2016-01-01

The purpose of this study was to determine which academic and affective student factors were significant to student success in a mastery learning program in developmental mathematics and to determine if the mastery learning program led to increased mathematical knowledge retention and success in the subsequent math course. The first phase of the…

Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

ERIC Educational Resources Information Center

Mitchell, Brenda O.

2013-01-01

A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

An Empirical Typology of the Latent Programmatic Structure of Community College Student Success Programs

ERIC Educational Resources Information Center

Hatch, Deryl K.; Bohlig, E. Michael

2016-01-01

The definition and description of student success programs in the literature (e.g., orientation, first-year seminars, learning communities, etc.) suggest underlying programmatic similarities. Yet researchers to date typically depend on ambiguous labels to delimit studies, resulting in loosely related but separate research lines and few…

The Importance of MS PHD'S and SEEDS Mentoring and Professional Development Programs in the Retenion of Underrepresented Minorities in STEM Fields

NASA Astrophysics Data System (ADS)

Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ricciardi, L.

2012-12-01

According to a recent study by the National Academy of Sciences, underrepresented minority (URM) participation in STEM disciplines represents approximately one third of the URM population in the U.S. Thus, the proportion of URM in STEM disciplines would need to triple in order to reflect the demographic makeup in the U.S. Individual programs targeting the recruitment and retention of URM students in STEM have demonstrated that principles of mentoring, community building, networking, and professional skill development are crucial in encouraging URM students to remain in STEM disciplines thereby reducing this disparity in representation. However, to paraphrase an old African proverb, "it takes a village to nurture and develop a URM student entering into the STEM community." Through programs such as the Institute for Broadening Participation's Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science and the Ecological Society of America's Strategies for Ecology Education, Diversity and Sustainability (SEEDS), URM students are successfully identifying and benefitting from meaningful opportunities to develop the professional skills and strategies needed to achieve their academic and career goals. Both programs share a philosophy of professional development, reciprocal mentoring, field trips, internships, employment, research partnerships, collaborations, fellowships, scholarships, grants, and professional meeting travel awards to support URM student retention in STEM. Both programs share a mission to bring more diversity and inclusivity into STEM fields. Both programs share a history of success at facilitating the preparation and advancement of URM students. This success has been documented with the multitude of URM students that have matriculated through the programs and are now actively engaged in the pursuit of advanced degrees in STEM or entering the STEM workforce. Anonymous surveys from participants affirms that these programs provided an excellent environment for advancing interest in, and knowledge of STEM, and for influencing academic career goals for participants. These programs are models and reflect the importance of providing diversity, mentoring and professional development programs to broaden the participation and retention of URM students in STEM fields.

How Well Do Undergraduate Research Programs Promote Engagement and Success of Students?

PubMed Central

Fechheimer, Marcus; Webber, Karen; Kleiber, Pamela B.

2011-01-01

Assessment of undergraduate research (UR) programs using participant surveys has produced a wealth of information about design, implementation, and perceived benefits of UR programs. However, measurement of student participation university wide, and the potential contribution of research experience to student success, also require the study of extrinsic measures. In this essay, institutional data on student credit-hour generation and grade point average (GPA) from the University of Georgia are used to approach these questions. Institutional data provide a measure of annual enrollment in UR classes in diverse disciplines. This operational definition allows accurate and retrospective analysis, but does not measure all modes of engagement in UR. Cumulative GPA is proposed as a quantitative extrinsic measure of student success. Initial results show that extended participation in research for more than a single semester is correlated with an increase in GPA, even after using SAT to control for the initial ability level of the students. While the authors acknowledge that correlation does not prove causality, continued efforts to measure the impact of UR programs on student outcomes using GPA or an alternate extrinsic measure is needed for development of evidence-based programmatic recommendations. PMID:21633064

Student Self Governance: A Case Study

ERIC Educational Resources Information Center

Deegan, William L.

1974-01-01

Reports on a study which reviewed student successes and failures in an on-going student controlled program, where accountability, persistence and continuing commitment were required. Several conclusions are presented and weaknesses noted in these programs, many of which can be seen in faculty and administrative programs, too. (Author/PC)

Successful Tribal College Student Internship

NASA Astrophysics Data System (ADS)

Nall, J.

2003-12-01

The North Dakota Association of Tribal Colleges (NDATC) would like to host a student panel for the AGU community in order to convey the ingredients of a successful student internship program from the tribal student view. Tribal college students offer a unique perspective to the study and utilization of Earth systems science, and we would be prepared to help others in the community build successful interactions and recruitment strategies as they build their partnerships into Native America.

The Enhancement Seminar Model as a Strategy to Promote Diversity and Student Success in MSW Programs

ERIC Educational Resources Information Center

Watson, Larry D.; Rycraft, Joan R.

2010-01-01

This study evaluates the effectiveness of an enhancement program by examining a cohort of 57 students admitted on probationary status to an MSW program in 2002 and required to participate in the enhancement program. The demographics for students admitted on probation demonstrate that the program is effective in increasing the diversity of the…

An analysis of a mentoring program for baccalaureate nursing students: does the past still influence the present?

PubMed

Ketola, Jarline

2009-01-01

In September 1999, the nursing alumni association of a large university on the West Coast launched a mentoring program for nursing undergraduate students: 120 students (50% of the student body) joined the program and 60 community nurses, representing a myriad of specialties, roles, and educational levels (diploma program to doctorate), agreed to volunteer their time as mentors. The program had been carefully planned using a survey done the previous year with 95% (296) of the student body asking their opinions on program components and design. A successful 9-month pilot study was then done with 13 students matched with 13 mentors. Yet, over the next 4 years, enrollment of the students dropped to less than 1/3 the original number. Care was taken to observe the changes in enthusiasm and to address problems with the entire group: mentors and students. After 5 years, the person chairing the program needed to leave-the transition with new leadership was never successful. Part of this resulted from problems in transition but the larger issue concerned the trend that had already been identified. The aim of this paper is to discuss the problems encountered during the program from a perspective of the context within which the program was developed and the history of mentoring in the profession of nursing. The present carries the inheritance of the past. Historically, nurses and women were not expected to need mentors-"trained nurses" did not need mentoring and women were expected to have temporary jobs which they left for marriage and mothering. The paper explores the historical question: Does the history of mentoring in nursing still influence nurses today, making it challenging to establish the relationships essential to the success of mentoring?

Developing an Embedded Peer Tutor Program in Design Studio to Support First Year Design Students

ERIC Educational Resources Information Center

Zamberlan, Lisa; Wilson, Stephanie

2015-01-01

An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through…

Understanding College-Student Roles: Perspectives of Participants in a High School/Community College Dual-Enrollment Program

ERIC Educational Resources Information Center

Lile, Joy R.; Ottusch, Timothy M.; Jones, Terese; Richards, Leslie N.

2018-01-01

Dual-enrollment programs have been proposed as a useful way to ease students' transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity…

Medical Research Volunteer Program (MRVP): innovative program promoting undergraduate research in the medical field.

PubMed

Dagher, Michael M; Atieh, Jessica A; Soubra, Marwa K; Khoury, Samia J; Tamim, Hani; Kaafarani, Bilal R

2016-06-06

Most educational institutions lack a structured system that provides undergraduate students with research exposure in the medical field. The objective of this paper is to describe the structure of the Medical Research Volunteer Program (MRVP) which was established at the American University of Beirut, Lebanon, as well as to assess the success of the program. The MRVP is a program that targets undergraduate students interested in becoming involved in the medical research field early on in their academic career. It provides students with an active experience and the opportunity to learn from and support physicians, clinical researchers, basic science researchers and other health professionals. Through this program, students are assigned to researchers and become part of a research team where they observe and aid on a volunteer basis. This paper presents the MRVP's four major pillars: the students, the faculty members, the MRVP committee, and the online portal. Moreover, details of the MRVP process are provided. The success of the program was assessed by carrying out analyses using information gathered from the MRVP participants (both students and faculty). Satisfaction with the program was assessed using a set of questions rated on a Likert scale, ranging from 1 (lowest satisfaction) to 5 (highest satisfaction). A total of 211 students applied to the program with a total of 164 matches being completed. Since the beginning of the program, three students have each co-authored a publication in peer-reviewed journals with their respective faculty members. The majority of the students rated the program positively. Of the total number of students who completed the program period, 35.1 % rated the effectiveness of the program with a 5, 54.8 % rated 4, and 8.6 % rated 3. A small number of students gave lower ratings of 2 and 1 (1.1 % and 0.4 %, respectively). The MRVP is a program that provides undergraduate students with the opportunity to learn about research firsthand as they volunteer and aid in different research projects. This program also provides faculty members with the help to conduct their research projects and opportunity to influence future generations. It was shown that so far the MRVP has been successful in reaching its goals, for both students and faculty.

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.

Impact of Learning Assistance Center Utilization on Success

ERIC Educational Resources Information Center

Wurtz, Keith A.

2015-01-01

A large number of community college students are developmental students. One of the most important challenges for community colleges today is to create programs that effectively educate community college developmental students. This study examines the effect of learning assistance centers on the success and persistence of students at a Southern…

Student Success Factors in Graduate Psychology Professional Programs

ERIC Educational Resources Information Center

Newhouse, Noelle K.; Cerniak, Jessica

2016-01-01

Research examining factors contributing to online students' success typically focuses on a single point in time or completion of a single course, as well as individual difference variables, such as learning style or motivation, that may predispose a student to succeed. However, research concerning longer term online student outcomes, such as…

Provisional Admission Practices: Blending Access and Support to Facilitate Student Success

ERIC Educational Resources Information Center

Nichols, Andrew Howard; Clinedinst, Melissa

2013-01-01

This report examines provisional admission as an initiative that can expand four-year college access and success for students from economically disadvantaged backgrounds. Provisional admission policies and programs enable students to enroll at an institution under specific conditions. Students are often required to meet certain academic…

Correlation of admissions statistics to graduate student success in medical physics

PubMed Central

McSpadden, Erin; Rakowski, Joseph; Nalichowski, Adrian; Yudelev, Mark; Snyder, Michael

2014-01-01

The purpose of this work is to develop metrics for evaluation of medical physics graduate student performance, assess relationships between success and other quantifiable factors, and determine whether graduate student performance can be accurately predicted by admissions statistics. A cohort of 108 medical physics graduate students from a single institution were rated for performance after matriculation based on final scores in specific courses, first year graduate Grade Point Average (GPA), performance on the program exit exam, performance in oral review sessions, and faculty rating. Admissions statistics including matriculating program (MS vs. PhD); undergraduate degree type, GPA, and country; graduate degree; general and subject GRE scores; traditional vs. nontraditional status; and ranking by admissions committee were evaluated for potential correlation with the performance metrics. GRE verbal and quantitative scores were correlated with higher scores in the most difficult courses in the program and with the program exit exam; however, the GRE section most correlated with overall faculty rating was the analytical writing section. Students with undergraduate degrees in engineering had a higher faculty rating than those from other disciplines and faculty rating was strongly correlated with undergraduate country. Undergraduate GPA was not statistically correlated with any success metrics investigated in this study. However, the high degree of selection on GPA and quantitative GRE scores during the admissions process results in relatively narrow ranges for these quantities. As such, these results do not necessarily imply that one should not strongly consider traditional metrics, such as undergraduate GPA and quantitative GRE score, during the admissions process. They suggest that once applicants have been initially filtered by these metrics, additional selection should be performed via the other metrics shown here to be correlated with success. The parameters used to make admissions decisions for our program are accurate in predicting student success, as illustrated by the very strong statistical correlation between admissions rank and course average, first year graduate GPA, and faculty rating (p<0.002). Overall, this study indicates that an undergraduate degree in physics should not be considered a fundamental requirement for entry into our program and that within the relatively narrow range of undergraduate GPA and quantitative GRE scores of those admitted into our program, additional variations in these metrics are not important predictors of success. While the high degree of selection on particular statistics involved in the admissions process, along with the relatively small sample size, makes it difficult to draw concrete conclusions about the meaning of correlations here, these results suggest that success in medical physics is based on more than quantitative capabilities. Specifically, they indicate that analytical and communication skills play a major role in student success in our program, as well as predicted future success by program faculty members. Finally, this study confirms that our current admissions process is effective in identifying candidates who will be successful in our program and are expected to be successful after graduation, and provides additional insight useful in improving our admissions selection process. PACS number: 01.40.‐d PMID:24423842

Chapter 1: Creating Opportunities for Success through Replacement Services. Chapter 1 Replacement Class Collaborative Teaming and Intensive Teaching Time. A Model for Student Success in Newark City Schools.

ERIC Educational Resources Information Center

Stout, Kathleen

This collection of documents describes the Chapter 1 programs of the Newark (Ohio) City Schools and presents a model for programs to increase student success. Newark is a midsized city district with 1 high school, 3 middle schools, and 12 elementary schools, 7 of which receive Chapter 1 services. Collaborative efforts include replacement classes.…

Using POGIL to Help Students Learn to Program

ERIC Educational Resources Information Center

Hu, Helen H.; Shepherd, Tricia D.

2013-01-01

POGIL has been successfully implemented in a scientific computing course to teach science students how to program in Python. Following POGIL guidelines, the authors have developed guided inquiry activities that lead student teams to discover and understand programming concepts. With each iteration of the scientific computing course, the authors…

Coupons for Success: A Marketing Incentive in Academic Support

ERIC Educational Resources Information Center

Potacco, Donna R.; Chen, Peter; Desroches, Danielle; Chisholm, Daniel R.; De Young, Sandra

2013-01-01

How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed.…

University of Virginia Graduate Mentoring Institute: A Model Program for Graduate Student Success

ERIC Educational Resources Information Center

Spivey-Mooring, Tazzarae; Apprey, Cheryl Burgan

2014-01-01

This study examines an innovative model program for the mentorship of diverse graduate students entitled the "Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education" (i.e., "Mentoring Institute"), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research…

Campus Support Services, Programs, and Policies for International Students

ERIC Educational Resources Information Center

Bista, Krishna, Ed.; Foster, Charlotte, Ed.

2016-01-01

Study abroad programs have proven beneficial for both the international student as well as the domestic community and school population interacting with the student. In an effort to promote cultural awareness, intercultural communications as well as opportunities for future study abroad program success, universities must take care to provide…

Integrating Mentoring with Curriculum: Mentor Leadership Programs for Schools

ERIC Educational Resources Information Center

Townsend, Wayne

2015-01-01

Student "Mentor" and "Leadership" Programs impact the climate and culture of schools. Students are capable of outstanding leadership when given the opportunities and constructs to be successful. The evidence is clear that those schools that embrace student leadership and mentor programs have more positive events, activities,…

A Prescription for Success.

ERIC Educational Resources Information Center

Oros, Tia

1993-01-01

Describes the Native American Pharmacy Program at North Dakota State University (Fargo), which recruits Native American students into the field of pharmacy, offers summer enrichment programs for Native American secondary and college students and provides scholarships and student support services. (LP)

What's Working: Program Factors Influencing California Community College Basic Skills Mathematics Students' Advancement to Transfer Level

ERIC Educational Resources Information Center

Fiero, Diane M.

2013-01-01

Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…

Universal Prevention Program Outcomes: Safe Schools Healthy Students in a Rural, Multicultural Setting

ERIC Educational Resources Information Center

Harris, Elizabeth; McFarland, Joyce; Siebold, Wendi; Aguilar, Rafael; Sarmiento, Ana

2007-01-01

The Idaho Consortium for Safe Schools Healthy Students consists of three school districts in rural North Central Idaho and the Nez Perce Tribe's Students for Success Program. Universal prevention programs implemented in the elementary schools include Second Step and the middle schools implemented the Life Skills program. Each of the three…

Caring for Kids in Communities: Using Mentorship, Peer Support, & Student Leadership Programs in Schools. Counterpoint.

ERIC Educational Resources Information Center

Ellis, Julia; Small-McGinley, Jan; De Fabrizio, Lucy

This book invites schools to consider the use of mentorship, peer support, and student leadership programs to positively support the growth and learning of all students. It presents research on successful K-12 programs and case studies of individual programs and people. Eighteen chapters are: (1) "Introduction and Overview"; (2)…

Breaking down Barriers: A Bridge Program Helps First-Year Biology Students Connect with Faculty

ERIC Educational Resources Information Center

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2018-01-01

Summer bridge programs often aim to build social connections for first-year students to ease their transition into college, yet few studies have reported on bridge programs successfully leading to these outcomes. We backward designed a summer bridge program for incoming biology majors to increase the comfort and connections among students and…

Veterinary Technician Program Director Leadership Style and Program Success

ERIC Educational Resources Information Center

Renda-Francis, Lori A.

2012-01-01

Program directors of American Veterinary Medical Association (AVMA) accredited veterinary technician programs may have little or no training in leadership. The need for program directors of AVMA-accredited veterinary technician programs to understand how leadership traits may have an impact on student success is often overlooked. The purpose of…

Undergraduate women in STEM: Does participation in STEM extracurricular programs enhance success among students?

NASA Astrophysics Data System (ADS)

Price, Kasey Marie

Women have been underrepresented in the STEM fields since the 1650's to today (Hunter, 2005). This study examined the extracurricular participation of undergraduate women, in Fall 2009, using both quantitative and qualitative methods, who were majoring in at least one (1) of the 49 STEM majors at Southeastern State University participated in STEM extracurricular programs and if any specific program contributed to success more than other programs. A second question was whether participation in an extracurricular program(s) influenced their success. Women who were older, had been enrolled more semesters, had more credit hours, and had families with higher incomes were more likely to be involved in STEM only or STEM and Non-STEM extracurricular activities. Additionally, students who completed a high level of high school math, had a higher high school GPA, had received a regular high school diploma, and who had mothers with a higher level of education were also more likely to be involved in STEM only or STEM and Non-STEM extracurricular activities. Students who had been enrolled in college seven (7) or more semesters, who had selected their current major within their first year of college, were more likely to be involved in STEM extracurricular activities. Students believe that their STEM extracurricular involvement helps them to be successful because it provided them with student relationships, opportunity for the future, advising relationships, mentorship, and exploration of the campus and larger community. This study may be useful for student affairs professionals and academics who take an active role in serving as advisors, mentors, and providers of STEM-related opportunities.

Student Pilot Aptitude as an Indicator of Success in a Part 141 Collegiate Flight Training Program

ERIC Educational Resources Information Center

McFarland, Maureen R.

2017-01-01

Predicting flight training success has been well researched in military aviation yet there is limited information pertaining to general aviation. The purpose of this study was to determine if attributes of pilot performance could be used to differentiate students in a collegiate flight training program. Several pre-entry and flight training…

An Evaluation of Student Characteristics as Related to Cognitive Achievement in an Individualized High School Biology Program.

ERIC Educational Resources Information Center

Littlefield, David L.; Gatta, Louis A.

The primary purpose of this study was to investigate the various characteristics of successful and less successful students and to determine what effect these characteristics have on achievement in an individualized learning program. Variables considered were: (1) attitudes, (2) motivation, (3) understandings about science, (4) personality, (5)…

Teacher and Administrator Perceptions of In-School Suspension Programs on Changing Student Behavior and Academic Success in Schools

ERIC Educational Resources Information Center

Rimes, John Scott

2012-01-01

This study was performed to examine the perception of teachers, in-school suspension (ISS) staff, and administrators on the effectiveness of the in-school suspension program in changing students' behavior and academic success at various schools with different performance levels according the current Mississippi Accountability Model. The 32 schools…

The Perspectives of Successful Teachers in the Identification of Culturally Diverse Students for the Gifted and Talented Education Program

ERIC Educational Resources Information Center

Perry-Levy, Shari T.

2016-01-01

Purpose. The purpose of this qualitative collective case study was to explore the perspectives of successful teachers in the identification of culturally diverse students for the Gifted and Talented Education program. It was designed to explore teacher perspectives on (a) identification practices, (b) professional development opportunities, (c)…

Community College Pathways' Program Success: Assessing the First Two Years' Effectiveness of Statway®

ERIC Educational Resources Information Center

Yamada, Hiroyuki

2014-01-01

Statway® is one of the Community College Pathways initiatives developed by the Carnegie Foundation for the Advancement of Teaching to promote students' progress beginning in developmental math to and through college math credit. Early descriptive results suggested that the Statway program has tripled the success rate for students in half the time…

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…

Reading Recovery: Success for How Many?

ERIC Educational Resources Information Center

Haenn, Joseph F.

Standard operating procedures of the Reading Recovery program allow for students to be dropped from the program if they have not met the criterion for success after 20 weeks of participation. This paper follows the actions of over 600 first-grade Reading Recovery students in a medium-sized school district over the course of a complete year of…

Effective Ninth-Grade Transition Programs Can Promote Student Success

ERIC Educational Resources Information Center

Roybal, Victoria; Thornton, Bill; Usinger, Janet

2014-01-01

The transition from middle into high school can be perilous for some students. High school freshmen fail at an alarming rate. In a general sense, the environment, expectations, structure, and culture of high schools are different from middle schools. However, school leaders can implement transition programs that may promote success of 9th graders.…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

An Investigation of the Relationships between Mathematics and Music Skills of Students Participating in Successful High School Instrumental Music Programs

ERIC Educational Resources Information Center

Deppe, Scott

2012-01-01

This exploratory phenomenological study was designed to investigate the relationships between mathematics and music skills of students participating in successful high school instrumental music programs. The participants of this study were purposefully selected and included one math educator or math department chairperson and the band or orchestra…

A successful model for longitudinal community-engaged health research: the 2040 Partners for Health Student Program.

PubMed

Redman, Romany M; Reinsvold, Magdalena C; Reddy, Anireddy; Bennett, Paige E; Hoerauf, Janine M; Puls, Kristina M; Ovrutsky, Alida R; Ly, Alexandra R; White, Gregory; McNeil, Owetta; Meredith, Janet J

2017-06-01

Community-based participatory research [CBPR] is an emerging approach to collaborative research aimed at creating locally effective and sustainable interventions. The 2040 Partners for Health student program was developed as a unique model of longitudinal CBPR. Analysis of this program and its components illuminates both the challenges and the opportunities inherent in community engagement. The program rests on a foundation of a community-based, non-profit organization and a supportive academic university centre. Inter-professional health students and community members of underserved populations work together on different health projects by employing an adapted CBPR methodology. Three successful examples of sustainable CBPR projects are briefly described. The three projects are presented as primary outcomes resulting from this model. Benefits and challenges of the model as an approach to community-engaged research are discussed as well as secondary benefits of student participation. The 2040 Partners for Health student program represents a successful model of CBPR, illuminating common challenges and reiterating the profound value of community-engaged research. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Beyond the GRE: Using a Composite Score to Predict 
the Success of Puerto Rican Students in a Biomedical 
PhD Program

PubMed Central

Pacheco, Wendy I.; Noel, Richard J.; Porter, James T.; Appleyard, Caroline B.

2015-01-01

The use and validity of the Graduate Record Examination General Test (GRE) to predict the success of graduate school applicants is heavily debated, especially for its possible impact on the selection of underrepresented minorities into science, technology, engineering, and math fields. To better identify candidates who would succeed in our program with less reliance on the GRE and grade point average (GPA), we developed and tested a composite score (CS) that incorporates additional measurable predictors of success to evaluate incoming applicants. Uniform numerical values were assigned to GPA, GRE, research experience, advanced course work or degrees, presentations, and publications. We compared the CS of our students with their achievement of program goals and graduate school outcomes. The average CS was significantly higher in those students completing the graduate program versus dropouts (p < 0.002) and correlated with success in competing for fellowships and a shorter time to thesis defense. In contrast, these outcomes were not predicted by GPA, science GPA, or GRE. Recent implementation of an impromptu writing assessment during the interview suggests the CS can be improved further. We conclude that the CS provides a broader quantitative measure that better predicts success of students in our program and allows improved evaluation and selection of the most promising candidates. PMID:25828404

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.

Designing Undergraduate Research Experiences: A Multiplicity of Options

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2001-12-01

Research experiences for undergraduate students can serve many goals including: developing student understanding of the process of science; providing opportunities for students to develop professional skills or test career plans; completing publishable research; enabling faculty professional development; or enhancing the visibility of a science program. The large range of choices made in the design of an undergraduate research program or opportunity must reflect the goals of the program, the needs and abilities of the students and faculty, and the available resources including both time and money. Effective program design, execution, and evaluation can all be enhanced if the goals of the program are clearly articulated. Student research experiences can be divided into four components: 1) defining the research problem; 2) developing the research plan or experiment design; 3) collecting and interpreting data, and 4) communicating results. In each of these components, the program can be structured in a wide variety of ways and students can be given more or less guidance or freedom. While a feeling of ownership of the research project appears to be very important, examples of successful projects displaying a wide range of design decisions are available. Work with the Keck Geology Consortium suggests that four strategies can enhance the likelihood of successful student experiences: 1) students are well-prepared for research experience (project design must match student preparation); 2) timelines and events are structured to move students through intermediate goals to project completion; 3) support for the emotional, financial, academic and technical challenges of a research project is in place; 4) strong communications between students and faculty set clear expectations and enable mid-course corrections in the program or project design. Creating a research culture for the participants or embedding a project in an existing research culture can also assist students in completing a successful research experience. Outstanding undergraduate research experiences can take place in a wide variety of settings and serve a wide variety of student and faculty needs if projects are designed with these goals in mind.

College Success of Technical College Preparation and Dual Credit Program Students versus Non-Program Students: A Comparative Analysis at a Midwestern Community College

ERIC Educational Resources Information Center

Payton-Adams, Minnie

2014-01-01

The purpose of this quantitative study was to examine the impact of the number of college credits earned in Technical College Preparation (Tech Prep) and Dual Credit (College Now) programs as a predictor of continued success after high school, as measured by first-year college GPA at a Midwest Community College. This study looked at how the…

Building Strong Geoscience Programs: Perspectives From Three New Programs

NASA Astrophysics Data System (ADS)

Flood, T. P.; Munk, L.; Anderson, S. W.

2005-12-01

During the past decade, at least sixteen geoscience departments in the U.S. that offer a B.S. degree or higher have been eliminated or dispersed. During that same time, three new geoscience departments with degree-granting programs have been developed. Each program has unique student demographics, affiliation (i.e. public institution versus private liberal arts college), geoscience curricula and reasons for initiation. Some of the common themes for each program include; 1) strong devotion to providing field experiences, 2) commitment to student-faculty collaborative research, 3) maintaining traditional geology program elements in the core curriculum and 4) placing students into high quality graduate programs and geoscience careers. Although the metrics for each school vary, each program can claim success in the area of maintaining solid enrollments. This metric is critical because programs are successful only if they have enough students, either in the major and/or general education courses, to convince administrators that continued support of faculty, including space and funding is warranted. Some perspectives gained through the establishment of these new programs may also be applicable to established programs. The success and personality of a program can be greatly affected by the personality of a single faculty member. Therefore, it may not be in the best interest of a program to distribute programmatic work equally among all faculty. For example, critical responsibilities such as teaching core and introductory courses should be the responsibility of faculty who are fully committed to these pursuits. However, if these responsibilities reduce scholarly output, well-articulated arguments should be developed in order to promote program quality and sustainability rather than individual productivity. Field and undergraduate research experiences should be valued as much as high-quality classroom and laboratory instruction. To gain the support of the administration, departments should engage fully and proactively in the complimentary areas of assessment and long range planning. Along the same line, a programmatic mission statement that emphasizes the basics of geology, in conjunction with an emphasis on critical thinking and skill development, should drive recruitment of students and faculty rather than chasing curricular trends. Finally, the successes of your program, faculty and students should be deliberately and persistently publicized.

CaTs Lab (CHAOS and Thermal Sciences Laboratory)

NASA Technical Reports Server (NTRS)

Teate, Anthony A.

2002-01-01

The CHAOS and Thermal Sciences Laboratory (CaTs) at James Madison University evolved into a noteworthy effort to increase minority representation in the sciences and mathematics. Serving ten students and faculty directly, and nearly 50 students indirectly, CaTs, through recruitment efforts, workshops, mentoring programs, tutorial services and research and computational laboratories, fulfilled its intent to initiate an academically enriched research program aimed at strengthening the academic and self-actualization skills of undergraduate students with potential to pursue doctoral study in the sciences. The stated goal of the program was to increase by 5% the number of enrolled mathematics and science students into the program. Success far exceeded the program goals by producing 100% graduation rate of all supported recipients during its tenure, with 30% of the students subsequently in pursuit of graduate degrees. Student retention in the program exceeded 90% and faculty participation exceeded the three members involved in mentoring and tutoring, gaining multi-disciplinary support. Aggressive marketing of the program resulted in several paid summer internships and commitments from NASA and an ongoing relationship with CHROME, a nationally recognized organization which focuses on developing minority students in the sciences and mathematics. Success of the program was only limited by the limited fiscal resources at NASA which resulted in phasing out of the program.

Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives

PubMed Central

Tighe, Elizabeth L.; Barnes, Adrienne E.; Connor, Carol M.; Steadman, Sharilyn C.

2015-01-01

This study employed quantitative and qualitative research approaches to investigate what constitutes “success” in Adult Basic Education (ABE) programs from the perspectives of multiple educational stakeholders: the state funding agency, the teachers, and the students. Success was defined in multiple ways. In the quantitative section of the study, we computed classroom value-added scores (used as a metric of the state’s definition of success) to identify more and less effective ABE classrooms in two Florida counties. In the qualitative section of the study, we observed and conducted interviews with teachers and students in the selected classrooms to investigate how these stakeholders defined success in ABE. Iterative consideration of the qualitative data revealed three principal markers of success: (a) instructional strategies and teacher-student interactions; (b) views on standardized testing; and (c) student motivational factors. In general, classrooms with higher value-added scores were characterized by multiple instructional approaches, positive and collaborative teacher-student interactions, and students engaging in goal setting and citing motivational factors such as family and personal fulfillment. The implications for ABE programs are discussed. PMID:26279590

Current State and Local Initiatives To Support Student Learning: Early Childhood Programs and Innovative Programs To Better Address the Needs of Youth. Selected Presentations from an "Ensuring Student Success through Collaboration Network" Conference (Louisville, Kentucky, September 12-15, 1999).

ERIC Educational Resources Information Center

Taylor, Burton

The Ensuring Student Success Through Collaboration Network, administered by the Council of Chief State School Officers, is comprised of teams of state and local leaders from Arkansas, California, Iowa, Kentucky, Missouri, Oregon, and Washington and works to connect education improvement efforts with other human service reforms, economic…

College Success of Students with Psychiatric Disabilities: Barriers of Access and Distraction

ERIC Educational Resources Information Center

McEwan, Robert C.; Downie, Robert

2013-01-01

This study explored the barriers to success experienced by students with psychiatric disabilities (PD) enrolled in college programs. The students in the PD group were compared to a matched group of students with learning disabilities (LD) on graduation rates, endurance levels, grade point averages, self-assessment of cognitive, academic, and…

C-DEBI Community College Research Internship for Scientific Engagement: Effective Practices in Running a Non-Residential Research Program

NASA Astrophysics Data System (ADS)

Schroeder, S.

2016-02-01

The Center For Dark Energy Biosphere Investigations (C-DEBI), an NSF Science and Technology Center, is located in the heart of Los Angeles, surrounded by nineteen community colleges. C-DEBI recognizes the community college student as an untapped STEM resource and piloted the Community College Research Internship for Scientific Engagement (CC-RISE) in 2013. A non-residential, research-focused summer internship, the successful program expanded to UC-Santa Cruz and the Marine Biological Laboratory in 2014 and 2015, respectively. A non-residential research program gives students who are often first generation or non-traditional a stepping stone to experience the research environment while reducing transfer shock. Formal evaluation of CC-RISE indicates that in addition to providing an immersive research experience for community college students, the key components to running a successful non-residential program include weekly informal meetings to allow the students to create a cohort, as well as program aspects dedicated to professional development topics such as the transfer process and using resources at 4-year institutions to maximize success.

Programs for Engagement and Enhancement. Professional File. Article 131, Spring 2013

ERIC Educational Resources Information Center

Crisp, Gloria; Palacios, Lisa; Kaulfus, John

2013-01-01

The following article describes programs used by universities and colleges to engage students; these programs include mentoring, learning communities, and first-year success courses and programs. We begin with a brief overview of student development theory, program descriptions and citations, and article summaries for key references. Next, we…

MS PHD'S: A successful model for reaching underrepresented minorities (URM) students through virtual platforms

NASA Astrophysics Data System (ADS)

Scott, O.; Johnson, A.; Williamson, V.; Ricciardi, L.; Jearld, A., Jr.; Guzman, W. I.

2014-12-01

To successfully recruit and retain underrepresented minority (URM) students and early career scientists, many programs supplement traditional curricular activities with multiple online platforms, establishing "virtual communities" that are free and easily accessible. These virtual communities offer readily sustainable opportunities to facilitate communication across a wide range of cultural lines and socioeconomic levels thereby broadening participation and inclusivity in STEM. Established in 2003, the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science Professional Development Program has successfully used virtual community tools such as a listserv, community forum, social media, and VoIP technologies, to extend the face-to-face activities of the program and support the advancement of URM students and early career scientists in STEM. The use of multiple facets of virtual community by MS PHD'S participants supports and encourages "real life" interactions and mentorship, facilitates networking and professional development, and maintains continuity of shared networks. The program is now in its ninth cohort and supports 213 participants. To date, 54 participants have completed their PhD and another 61 are currently enrolled in doctoral programs.

Highlighting Successful Strategies for Engaging Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2017-12-01

Igniting interest and creativity in students for the geosciences oftentimes require innovation, bold `outside-the-box' thinking, and perseverance, particularly for minority students for whom the preparation for the discipline and its lucrative pathways to the geoscience workforce are regrettably unfamiliar and woefully inadequate. The enrollment, retention, participation, and graduation rates of minority students in STEM generally and in the geosciences particularly remain dismally low. However, a coupled, strategic geoscience model initiative at the New York City College of Technology (City Tech) of the City University of New York has been making steady in-roads of progress, and it offers practical solutions to improve minority student engagement in the geosciences. Aided by funding from the National Science Foundation (NSF), two geoscience-centric programs were created from NSF REU and NSF IUSE grants, and these programs have been successfully implemented and administered at City Tech. This presentation shares the hybrid geoscience research initiatives, the multi-tiered mentoring structures, the transformative geoscience workforce preparation, and a plethora of other vital bastions of support that made the overall program successful. Minority undergraduate scholars of the program have either moved on to graduate school, to the geoscience workforce, or they persist with greater levels of success in their STEM disciplines.

Jump Start: International High School Students From Other Countries Earning Early U.S. College Credits

ERIC Educational Resources Information Center

Hu, Jiayi; Hagedorn, Linda Serra

2015-01-01

This study analyzes data from one of the larger credit-based college transition programs for international students, the U.S. Bound College Credit Program or USBC2 Program (a pseudonym), mainly offered to high school students around the globe who are planning on attending American colleges or universities. Upon successful program completion, these…

Predictors of Student Success in Supplemental Instruction Courses at a Medium Sized Women's University

ERIC Educational Resources Information Center

Lindsay, Keston; Carlsen-Landy, Bev; Boaz, Cammy; Marshall, David

2017-01-01

Supplemental Instruction (SI) is a program that seeks to improve student success by targeting classes with high failure rates, as defined with a failure percentage of 30% or more. It is organized by an administrative SI supervisor who supervises SI leaders, which are students that have successfully completed the courses that they have been…

Counselor-Mediated Contracts in Self-Management for Students in the New Start Program.

ERIC Educational Resources Information Center

Santa Rita, Emilio D., Jr.

In an effort to help students on academic suspension achieve full academic status and succeed in college, New York's Bronx Community College developed the New Start program, a portfolio-based intervention strategy utilizing personal success contracts. Students participating in the program complete guided self-assessments, identify problem areas,…

High School Preparation Program 1975-1976.

ERIC Educational Resources Information Center

Giddings, Morsley G.

This report evaluates the High School Preparation Program which was designed to identify, orient and prepare third year intermediate and junior high school students for successful admission to the special high schools in New York City. 200 students participated in the program. Priority was given to those students who were one year or more below…

Postsecondary Enrollment Options (PSEO) Reference Guide

ERIC Educational Resources Information Center

Minnesota Department of Education, 2017

2017-01-01

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

Measuring the Success of a Summer Reading Program: A Five-Year Study

ERIC Educational Resources Information Center

Liljequist, Laura; Stone, Staci

2009-01-01

Students were surveyed about a first-year summer reading program (SRP) at Murray State University, a regional, comprehensive university, for five consecutive years. Data are presented on how well the program met five stated goals: (a) providing a common academic experience for incoming first-year students, (b) introducing students to intellectual…

An EAP Program and Students' Success at a Canadian University

ERIC Educational Resources Information Center

Keefe, Karin; Shi, Ling

2017-01-01

Many universities have instituted intensive English for Academic Purposes (EAP) programs to support international students. This qualitative study used interviews to gain insights into the experiences of 8 non-native English speaking (NNES) students who completed an EAP program before they enrolled in disciplinary courses at a Canadian university.…

The Role of Teachers' Guided Reflection in Effecting Positive Program Change.

ERIC Educational Resources Information Center

Vogt, Lynn Allington; Au, Kathryn H. P.

Kamehameha Elementary Education Program (KEEP), in Hawaii, and Rough Rock (which serves Navajo students in Arizona) are dedicated to strengthening the school success of students who have not thrived in traditional mainstream school settings. Both programs have rooted change efforts in the belief that students would experience improved school…

Including Exceptional Students in Your Instrumental Music Program

ERIC Educational Resources Information Center

Mixon, Kevin

2005-01-01

This article describes the method and adaptations used by the author in including students with special needs in an instrumental music program. To ensure success in the program, the author shares the method he uses to include exceptional students and enumerates some possible adaptations. There are certainly other methods and modifications that…

The General College Vision: Integrating Intellectual Growth, Multicultural Perspectives, and Student Development

ERIC Educational Resources Information Center

Higbee, Jeanne L., Ed.; Lundell, Dana B., Ed.; Arendale, David R., Ed.

2005-01-01

This book explores the vision and contributions of the former General College, a program existing 74 years in the University of Minnesota, highlighting its history, mission, programs, research, and student services. This includes an evolving and dynamic program for teaching, learning, and research for student success in higher education. Following…

Business Conditions and Economic Analysis: An Experiential Learning Program for Economics Students

ERIC Educational Resources Information Center

Dolan, Robert C.; Stevens, Jerry L.

2006-01-01

The authors describe the Business Conditions and Economic Analysis (BCEA) program developed at the University of Richmond. The BCEA program is an experiential learning format for economics students built on the success of student-managed investment funds (SMIF) in finance. In its initial implementation, the BCEA group conducts domestic and global…

Beyond Introductory Programming: Success Factors for Advanced Programming

ERIC Educational Resources Information Center

Hoskey, Arthur; Maurino, Paula San Millan

2011-01-01

Numerous studies document high drop-out and failure rates for students in computer programming classes. Studies show that even when some students pass programming classes, they still do not know how to program. Many factors have been considered to explain this problem including gender, age, prior programming experience, major, math background,…

Assessment of an undergraduate university chemistry course for science and engineering majors

NASA Astrophysics Data System (ADS)

Taggart, Austin Dale, II

An assessment of the introductory chemistry program for science and engineering majors at the University of Houston has been carried out. The goal of the study was to assess the program in light of its history and from the viewpoints of both the introductory chemistry students and their faculty members. Archival data for the program were reviewed over the time period 1998--2003. Included were the ethnographic data, the academic performance data of students as measured by their class grades, and the student satisfaction data as measured by their end-of-class student survey responses. Over 10,000 archival student records were reviewed. The existing end of class survey was expanded to cover a wider range of categories, including curriculum, instruction, student academic background, learning style, attitude, motivation, evaluation, and levels of effort. A survey pilot study and two research surveys were carried out; about one thousand students were surveyed in 2007--2008. By correlating the survey item responses given by students to their predicted student grades, student identified success factors were identified. Benchmarking insights from other successful programs and significant trends were provided to further benefit the program. Long interviews with four of the introductory chemistry instructors served to assess the nature of the program from the perspective of the teaching faculty. A set of 15 interview questions were posed to each faculty member, and the views of faculty embers were captured and summarized. The unintended consequences of maintaining high academic standards of success with evaluation based upon on-line problem solving for a student body with a great diversity of backgrounds in large lecture classes were high rates of failure and attrition. About half of the introductory chemistry students failed to complete their first semester course with a passing grade. Employing lecture styles that support greater student engagement, counseling underprepared students, enforcement of prerequisites, and ensuring that students in introductory chemistry are keeping up with assignments may also serve to improve attendance and achievement.

Academic Remediation-Focused Alternative Schools: Impact on Student Outcomes

ERIC Educational Resources Information Center

Wilkerson, Kimber L.; Afacan, Kemal; Yan, Min-Chi; Justin, Whitney; Datar, Sujata D.

2016-01-01

School districts offer specialized programming for secondary students who experience high rates of course failure or low credit accumulation. While these alternative programs are meant to increase student success, little research evaluates outcomes for students attending them. In this study, we used propensity score matching (PSM) to investigate…

Student Technology Mentors: A Community College Success Story

ERIC Educational Resources Information Center

Corso, Josephine; Devine, Jane

2013-01-01

The LaGuardia Community College Student Technology Mentor (STM) program demonstrates how a college's own students can become resources for the technology development of faculty, the improvement of teaching tools, and the expansion of library services. The program also illustrates how the Student Technology Mentors themselves benefit from campus…

76 FR 34676 - Applications for New Awards; Gaining Early Awareness and Readiness for Undergraduate Programs

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-14

... participating in programs, such as GEAR UP, that offer additional services designed to increase student success... warning indicator systems designed to prevent students from dropping out. Competitive Preference Priority... low-income students, including students with disabilities, need to enable them to obtain a secondary...

Partnering with IT to Help Disadvantaged Students Achieve Academic Success

ERIC Educational Resources Information Center

Clarke, Janet H.

2012-01-01

This case study will describe how the Stony Brook University Libraries instruction program partnered with another student support service (student computing office) to nurture a relationship with the Educational Opportunities Program (EOP) over several years to provide their students with the library research and computer skills needed to succeed…

Supporting Success for All Students

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Macdonald, H.; McDaris, J. R.; Weissmann, G. S.

2015-12-01

The geoscience student population in the United States today does not reflect the diversity of the US population. Not only does this challenge our ability to educate sufficient numbers of students in the geosciences, it also challenges our ability to address issues of environmental justice, to bring geoscience expertise to diverse communities, and to pursue a research agenda reflecting the needs and interests of our nation as a whole. Programs that are successful in supporting students from underrepresented groups attend to the whole student (Jolly et al, 2004) as they develop not only knowledge and skills, but a sense of belonging and a drive to succeed in geoscience. The whole student approach provides a framework for supporting the success of all students, be they members of underrepresented groups or not. Important aspects of support include mentoring and advising, academic support, an inclusive learning community, and opportunities to learn about the profession and to develop geoscience and professional skills. To successfully provide support for the full range of students, it is critical to consider not only what opportunities are available but the barriers different types of students face in accessing these opportunities. Barriers may arise from gaps in academic experiences, crossing into a new and unfamiliar culture, lack of confidence, stereotype threat, implicit bias and other sources. Isolation of geoscience learning from its application and social context may preferentially discourage some groups. Action can be taken to increase support for all students within an individual course, a department or an institution. The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges program and the On the Cutting Edge Professional Development for Geoscience Faculty program all provide resources for individuals and departments including on line information, program descriptions, and workshop opportunities.

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

NASA Astrophysics Data System (ADS)

Langton, Stewart Gordon

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

Connectedness and Self-Regulation as Constructs of the Student Success Skills Program in Inner-City African American Elementary School Students

ERIC Educational Resources Information Center

Lemberger, Matthew E.; Clemens, Elysia V.

2012-01-01

The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 inner-city, 4th- and 5th-grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatment-group…

Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

2013-12-01

Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before and after transfer, research opportunities, and 2YC-4YC collaborations. Improving student success is an important priority at most 2YCs, and is especially challenging because students who enroll at a 2YC arrive with a wide range of abilities, preparation, and goals. Web resources that build on research from education, cognitive science, and psychology address topics such as stereotype threat, solo status, the affective domain, and effective teaching approaches. Other materials describe how to work with various student populations (e.g., English-language learners, students with disabilities, veterans), approaches to strengthening students' ability to monitor their own learning, and other strategies for supporting student success. Programs that support student success in general are important for the more specific goal of developing the geoscience workforce.

Using Neural Network and Logistic Regression Analysis to Predict Prospective Mathematics Teachers' Academic Success upon Entering Graduate Education

ERIC Educational Resources Information Center

Bahadir, Elif

2016-01-01

The ability to predict the success of students when they enter a graduate program is critical for educational institutions because it allows them to develop strategic programs that will help improve students' performances during their stay at an institution. In this study, we present the results of an experimental comparison study of Logistic…

Self-Reported Factors that Contribute to the Success of the Nontraditional Student in a Five Semester Nursing Program

ERIC Educational Resources Information Center

Olson, Joann K.

2010-01-01

The purpose of this qualitative, phenomenological study was to describe factors that nontraditional nursing students reported as helpful in their success in the nursing program. Two men and eight women took part in structured one-time interviews. Structured interviews were conducted with the participants in settings that were chosen by the…

Latino Students' Journeys toward College

ERIC Educational Resources Information Center

Calaff, Kristin Percy

2008-01-01

This multisited ethnography followed nine successful Latino high-school students enrolled in a college-preparation program to examine their development of college aspirations and identify factors that contributed to their successful preparation for a 4-year university. It also explored these students' "multiple worlds" of home, school, community,…

Student Centered Financial Services: Innovations That Succeed

ERIC Educational Resources Information Center

Sinsabaugh, Nancy, Ed.

2007-01-01

This collection of best practices shares how 18 higher education institutions across the country have successfully evaluated and redesigned their student financial services programs to improve services to students and their parents and find cost savings for the institution. This volume illustrates how other institutions have successfully tackled…

Demographic and Environmental Factors Associated With Successful Day School Treatment Program Outcomes.

PubMed

Rittner, Barbara; Nochajski, Thomas; Crofford, Rebekah; Chen, Ya-Ling

2015-01-01

In this study the authors examine the impact of admission characteristics of 105 students admitted to a day school treatment program on outcomes. Those who graduated, earned a general education diploma (GED), or were returned to a regular classroom setting were categorized as successful and those placed in a more restrictive settings (including detention), dropped out, or left the program with no known outcome were unsuccessful. The sample was largely male (n = 78, 74.3%), Caucasian (64%, n = 67), poor (53.4%), and entered in middle school or high school (73%). The majority (53.3%) had 4 or more prior educational placements before entering. They stayed in the program on average 2.5 years (SD = 2.17) with a range from 6 days through 10 years. Forty-three (41%) students were successfully discharged. Unsuccessfully discharged students dropped out (31.4%), placed in residential programs (19%), or were psychiatrically hospitalized (5.7%). At intake, 56 (53.3%) had a history of truancy, 38 (37.1%) had a PINS and 28 (26.7%) had been on probation. African Americans were approximately 73% less likely to succeed and were more likely to be from families meeting federal poverty guidelines and to live in single family households. Those who entered the program in grades K-6 or 10-12 were over 3 times more likely to succeed than students admitted in grades 7-9. Using logistic regression to assess the bivariate relationships of the demographic characteristics with successful discharge, race, admission while in grades 7-9, having both parents at home, and number of days in the program were significantly associated with success. Having externalizing behaviors, 5 or more prior placements, history of truancy, and contact with the juvenile justice system were associated with unsuccessful outcomes. Students with a history of being in the juvenile justice system were 87% less likely to succeed in the program. Implications for school social workers are discussed.

Final Report of the Impacts of the National Math + Science Initiative's (NMSI's) College Readiness Program on High School Students' Outcomes

ERIC Educational Resources Information Center

Sherman, Dan; Li, Yibing; Darwin, Marlene; Taylor, Suzanne; Song, Mengli

2017-01-01

The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in…

Minority undergraduate programs intended to increase participation in biomedical careers.

PubMed

MacLachlan, Anne J

2012-01-01

This article reviews a selection of undergraduate programs intended to increase successful minority participation in science, technology, engineering, and mathematics majors, potentially leading to biomedical careers. The object is to examine their structure, consider how well they address the issues of the target population, and assess the extent to which they have met/meet their goals. As a means of conducting this review, the first step is to examine the concepts used as the building blocks for program design. These concepts are found in a shared, yet often undefined, vocabulary used in most undergraduate programs for minority students. The hypothesis is that a shared vocabulary obscures a broad range of meaning and interpretation that has serious ramifications affecting student success. How these building blocks are understood and implemented strongly reflects the institution where the program is housed. The discussion further considers the nature of a number of programs created by the National Science Foundation and the National Institutes of Health specifically for underrepresented minority students and examines one program in detail, the University of California Berkeley's National Science Foundation Research Experience for Undergraduates Program in Molecular, Cell, and Evolutionary Biology. The characteristics of federally organized programs and the Research Experience for Undergraduates are contrasted with 2 very successful student-centered local programs based on a different conceptual model. © 2012 Mount Sinai School of Medicine.

Upper-Division Transfer Students: Designing a Supplemental Instruction Program for Nursing Students within a Science Based Curriculum

ERIC Educational Resources Information Center

Clark, Karen M.; May, Isabell Cserno

2015-01-01

The transition to upper-level course work of transferring students, predominantly students from 2-year/community colleges, has been explored in recent education research literature. Yet, it has not been sufficiently explored whether and what academic support programs could be successful in supporting transfer students with the transfer process.…

A Validity Study on Predictors of Success in Resident Master’s Degree Programs at the Air Force Institute of Technology.

DTIC Science & Technology

1987-09-01

test used primarily by management and business schools . The Educational Testing Service (ETS), which administers the tests, presents data supporting...2000 graduate students, he found that family background and a student’s confidence in his abilities were indeed related to success in law and business ... schools . -, ’~.Another study investigated the use of a number of predictor variables in predicting success in a graduate * psychology program. Using a

Checkmate: Capturing Gifted Students' Logical Thinking Using Chess.

ERIC Educational Resources Information Center

Rifner, Philip J.; Feldhusen, John F.

1997-01-01

Describes the use of chess instruction to develop abstract thinking skills and problem solving among gifted students. Offers suggestions for starting school chess programs, teaching and evaluating chess skills, and measuring the success of both student-players and the program in general. (PB)

An innovative, multidisciplinary strategy to improve retention of nursing students from disadvantaged backgrounds.

PubMed

Igbo, Immaculata N; Straker, Kathleen C; Landson, Margie J; Symes, Lene; Bernard, Lillian F; Hughes, Lisa A; Carroll, Theresa L

2011-01-01

Nursing students from disadvantaged backgrounds must overcome many barriers in order to succeed. This article will focus on how a multidisciplinary team helped 76 percent of these high-risk students persist in their nursing programs by addressing some of these barriers. Three baccalaureate nursing schools in the Texas Medical Center embarked on a three-year retention program designed to enhance the success of students identified by federal criteria as being at risk. Multidisciplinary teams led various activities, including a study skills component, which included preparing for lectures, taking notes, critical thinking, and test-taking strategies. Also addressed were written and oral communication skills, medical terminology, critical thinking, career coaching, and socialization activities. Collaboration among faculty and students at the three schools was key to the success of the program.

From Survival to Success: Promoting Minority Student Retention. Monograph Series Volume 9.

ERIC Educational Resources Information Center

Terrell, Melvin C., Ed.; Wright Doris J., Ed.

This monograph presents issues regarding minority student retention in higher education stressing the commitment of successful programs to campuswide cultural diversity as well as the importance of helping these students compete and succeed in the high tech world of the 21st century. In Chapter One, "Minority Student Retention: A Moral and…

The Impact of a Discipline-Based Learning Community on Transfer Students: A Multi-Dimensional Pilot Study

ERIC Educational Resources Information Center

Lord, Vivian B.; Coston, Charisse T. M.; Blowers, Anita N.; Davis, Boyd; Johannes, Kenia S.

2012-01-01

Learning communities (LCs) have become a popular strategy for developing structured programming aimed at enhancing student success and retention. While most LCs have focused on improving the quality of education for first-year students, little attention has been placed on addressing their usefulness for enhancing the success of transfer students.…

Business Success and Its Factors as Perceived by Business School Students

ERIC Educational Resources Information Center

Soboleva, N. E.

2012-01-01

The author presents a typology of students in business education programs, and analyzes the characteristics of students' perceptions of business success that may result from their training. The factors that students try to maximize are a mix of financial, personal, and life-style issues. (Contains 3 tables.) [This article was translated by Kim…

Maximizing Undergraduate Success By Combining Research Experiences with Outreach, Peer Mentoring and Professional Development

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2014-12-01

The C-MORE Scholars Program provides hands-on, closely mentored research experiences to University of Hawaii (UH) undergraduates during the academic year. Students majoring in the geosciences, especially underrepresented students, from all campuses are encouraged to apply. The academic-year research is complemented by outreach, professional development and summer internships. Combined, these experiences help students develop the skills, confidence and passion that are essential to success in a geoscience career. Research. All students enter the program as trainees, where they learn lab and field research methods, computer skills and science principles. After one year, they are encouraged to reapply as interns, where they work on their own research project. Students who have successfully completed their intern year can reapply as fellows, where they conduct an independent research project such as an honors thesis. Students present their research at a Symposium through posters (trainees) or talks (interns and fellows). Interns and fellows help organize program activities and serve as peer mentors to trainees.Multi-tiered programs that build a pathway toward graduation have been shown to increase student retention and graduation success. Outreach. Undergraduate researchers rarely feel like experts when working with graduate students and faculty. For students to develop their identity as scientists, it is essential that they be given the opportunity to assume the role as expert. Engaging students in outreach is a win-win situation. Students gain valuable skills and confidence in sharing their research with their local community, and the public gets to learn about exciting research happening at UH. Professional Development. Each month, the Scholars meet to develop their professional skills on a particular topic, such as outreach, scientific presentations, interviewing, networking, and preparing application materials for jobs, scholarships and summer REUs. Students are strongly encouraged to participate in summer REUs on the mainland US, both to gain independence and as a testing ground for graduate school. In December, qualitative and quantitative evaluation results will be shared to demonstrate the effectiveness of this model in increasing student retention and graduation success.

Guaranteed Student Loans: GAO High Risk Series.

ERIC Educational Resources Information Center

Comptroller General of the U.S., Washington, DC.

As part of a larger program to identify and analyze federal programs at high risk for waste, fraud, abuse and mismanagement, this publication presents an evaluation of the Federal Family Education Loan Program (FFELP), formerly the Guaranteed Student Loan Program. The analysis argues that the program has not been successful in protecting the…

The Continental Project: A Model Program for School to Work Transition for Students with Disabilities.

ERIC Educational Resources Information Center

Peterson, Patricia; Ellsworth, J'Anne; Penny, Dave

The Continental Project is a school-to-work transition program for students with disabilities. The 6-year old program, which is located at a country club and golf course, serves more than 20 students per year and has successfully transitioned 45 young adults with moderate to severe handicaps into the workforce. The program is a cooperative effort…

The Keys to Success in Doctoral Studies: A Preimmersion Course.

PubMed

Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

2016-01-01

This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in the program. Copyright © 2016 Elsevier Inc. All rights reserved.

Evaluation of a College Freshman Diversity Research Program in Astronomy

NASA Astrophysics Data System (ADS)

Tremmel, Michael J.; Garner, S. M.; Schmidt, S. J.; Wisniewski, J. P.; Agol, E.

2014-01-01

Graduate students in the astronomy department at the University of Washington began the Pre-Major in Astronomy Program (Pre-MAP) after recognizing that underrepresented students in STEM fields are not well retained after their transition from high school. Pre-MAP is a research and mentoring program that begins with a keystone seminar where they learn astronomical research techniques that they apply to research projects conducted in small groups. Students also receive one-on-one mentoring and peer support for the duration of the academic year and beyond. Successful Pre-MAP students have declared astronomy and physics majors, expanded their research projects beyond the fall quarter, presented posters at the UW Undergraduate Research Symposium, and received research fellowships and summer internships. Here we examine the success of the program in attracting underrepresented minorities and in facilitating better STEM retention and academic performance among incoming UW students. We use the University of Washington Student Database to study both the performance of Pre-MAP students and the overall UW student body over the past 8 years. We show that Pre-MAP students are generally more diverse than the overall UW population and also come in with a variety of different math backgrounds, which we show to be an important factor on STEM performance for the overall UW population. We find that that Pre-MAP students are both more academically successful and more likely to graduate in STEM fields than their UW peers, regardless of initial math placement.

Admission Criteria, Program Outcomes, and NCLEX-RN(RTM) Success in Second Degree Students

ERIC Educational Resources Information Center

Rowland, Janet Wedge

2013-01-01

The purpose of this retrospective study was to examine the outcome performance of second degree students in an Accelerated BSN (ABSN) and an Entry Level MSN (ELMSN) program. In addition to student demographics (ethnicity/race, age, and gender), study variables included admission and end-of-program indicators. Admission criteria included the…

Predicting the Academic Success of Community College Students in Specific Programs of Study.

ERIC Educational Resources Information Center

Yess, James P.

The intent of this study was to determine the influence of selected independent variables on the graduating grade point average (GPA) of community college students in various programs of study. A sample of 483 students from one community college represented seven programs of study: Business Administration-General, Business Administration-Transfer,…

The Impact of an Outdoor Orientation Program on First-Year Student Perceptions of Life Effectiveness and Campus Integration

ERIC Educational Resources Information Center

Lathrop, Anna H.; O'Connell, Timothy S.; Howard, Ryan A.

2012-01-01

Although outdoor orientation programs, as a special type of orientation designed to enhance student retention, are relatively commonplace in the United States - we are not aware of any such campuswide initiatives in Canada. Research indicates that outdoor orientation programs impact students in a positive way, enhancing academic success, personal…

Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Education Program

ERIC Educational Resources Information Center

Kimbrough-Walls, Vickie J.

2012-01-01

Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate…

A Successful University-Foundation Partnership to Assist Non-Traditional Transfer Women

ERIC Educational Resources Information Center

Austin, Sandra A.

2007-01-01

This qualitative report examines a successful public university program funded by the Avon Foundation to provide scholarship and support services to non-traditional female community college transfer students. Female commuter transfer students often manage multiple roles of parent, student, and employee while attending college. This article…

Ethnic Minority Dropout in Economics

ERIC Educational Resources Information Center

Arnold, Ivo J. M.

2013-01-01

This paper investigates the first-year study success of minority students in the bachelor program in economics at Erasmus University Rotterdam. We find that the gap in study success between minority and majority students can be attributed to differences in high school education. Students from similar high school tracks show no significant…

Spelling and Assistive Technology: Helping Students with Disabilities Be Successful Writers

ERIC Educational Resources Information Center

Simmons, Kate D.; Carpenter, Laura B.

2010-01-01

Successful writers have proficient skills in three areas: handwriting, spelling and composition. Many students with disabilities experience difficulties in the area of spelling, which in turn may lead to difficulty in composing written work. Spelling deficits should be addressed by the student's Individualized Education Program (IEP) team to…

Using Neural Networks to Predict MBA Student Success

ERIC Educational Resources Information Center

Naik, Bijayananda; Ragothaman, Srinivasan

2004-01-01

Predicting MBA student performance for admission decisions is crucial for educational institutions. This paper evaluates the ability of three different models--neural networks, logit, and probit to predict MBA student performance in graduate programs. The neural network technique was used to classify applicants into successful and marginal student…

RISE to the IUPUI Challenge: High Impact Practices Focused on Students' Success

ERIC Educational Resources Information Center

Baker, Sarah S.; Fisher, Mary L.; Johnson, Kathy E.

2012-01-01

Civic engagement and student success have become a hallmark of Indiana University--Purdue University Indianapolis (IUPUI). In 2008 a new program supporting increased student engagement and deeper learning was implemented, the RISE (Research, International Study, Service Learning, and Experiential Learning) to the IUPUI Challenge initiative…

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

ERIC Educational Resources Information Center

Moon, Brenda G.; Boland, Reginald

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

The Bleeder's Digest: A Campus Blood Collection Reference Manual.

ERIC Educational Resources Information Center

Bean, Melissa; And Others

This manual was written for students and blood donor recruiters interested in starting a campus blood program or in improving an already existing blood program. Contents include discussions of the reasons for blood programs, goals, elements of successful programs, organization of student committees, and comprehensive planning for annual campus and…

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

ERIC Educational Resources Information Center

Zhang, Yi Leaf; Dinh, Trang V.

2017-01-01

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

Designing and Evaluating a Personal Skills Development Program for Management Education

ERIC Educational Resources Information Center

Pang, Elvy; Hung, Humphry

2012-01-01

Success in preparing business students for professional careers requires these students to develop a set of well-defined personal skills. The present study examined 145 business students to assess the effectiveness of a personal skills development (PSD) program by measuring the impact of the training on the students' attitudes in skill development…

Designing Student Affairs Organizational Structures: Perceptions of Senior Student Affairs Officers

ERIC Educational Resources Information Center

Kuk, Linda; Banning, James H.

2009-01-01

Student affairs organizations have become complex entities and serve as a critical link to student success and the quality of the overall educational experience in collegiate institutions. Over time, new programs and services have been added to the array of existing programs and services with little attention focused on how these organizations…

Adolescent Behavior Problems: Peer Pressure "Is" All It Is Cracked Up To Be.

ERIC Educational Resources Information Center

Giancola, Susan P.

Student misbehavior is a problem affecting schools across the nation. Many school districts are searching for programs to remediate and reform problematic behavior in students. In order to develop successful programs, it is important first to understand what constitutes student misbehavior and second to determine reasons for students' behavior.…

Where Do Student Outcomes Begin? Developing Professional and Personal Management Skills as a Strategy for Student Success in the First Computing Course and Beyond

ERIC Educational Resources Information Center

Humpherys, Sean; Babb, Jeffry; Abdullat, Amjad

2015-01-01

Through the annual ABET assessment process, Computer Information Systems faculty in the College of Business at a regional institution were able to diagnose problems regarding students not satisfying our program's Student Outcomes. Often, the impediments to student success were not technical in nature and prompted faculty to consider non-technical…

International Student Perspectives on Graduate Advising Relationships

ERIC Educational Resources Information Center

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

2009-01-01

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

Academic Success Support Groups.

ERIC Educational Resources Information Center

Halstead, Richard

1998-01-01

Describes a five-week group counseling program designed to help students adopt behaviors that can lead to greater academic success. Phases of the program are (1) institution and professor bashing; (2) member confrontation and accepting responsibility; (3) implementation of success strategies; (4) future pacing. Discusses results and implications.…

"Unusually Successful": Pittsfield Chapter 1.

ERIC Educational Resources Information Center

Shiminski, James A.

The United States Education Department recognizes projects that effectively meet the special needs of educationally deprived students. In 1992, the Pittsfield, Massachusetts, Chapter 1 preschool program earned national validation as an "unusually successful" compensatory education program. The program has served as a statewide model, and…

First Step to Success--A School/Home Intervention Program for Preventing Problem Behaviors in Young Children: Examining the Effectiveness and Social Validity in Turkey

ERIC Educational Resources Information Center

Diken, Ibrahim H.; Cavkaytar, Atilla; Batu, E. Sema; Bozkurt, Funda; Kurtyilmaz, Yildiz

2010-01-01

This study examined the effectiveness of the First Step to Success (FSS) early intervention program for preventing antisocial behavior in Turkey. Participants included 24 students, their teachers and parents from four K-8 elementary schools. The experimental group included 12 targeted students (four kindergarten, four first-grade and four…

The Effect of a Peer Mentorship Program on Perceptions of Success in Choral Ensembles: Pairing Students with and without Disabilities

ERIC Educational Resources Information Center

VanWeelden, Kimberly; Heath-Reynolds, Julia; Leaman, Scott

2017-01-01

The purpose of this research was to investigate the effects of a peer mentorship program on students' perceptions of comfort, skills obtained, and feelings of success while working with a peer with dissimilar abilities. The participants (N = 14), enrolled in choral ensemble classes, were divided into two groups: the peer mentors (n = 7), who were…

The Level of Career Success for Talented Students and Its Relation with Gender, Center and Educational Level

ERIC Educational Resources Information Center

Al Hajjat, Adel Tawfeeq

2017-01-01

The aim of this study is to recognize the level of career success for talented students who are graduates from programs of talented individuals in Jubilee School in Amman city and pioneering center for talented individuals in Salt city. The sample of the study includes (162) graduates from the mentioned programs. Also the study aimed to know the…

The Effect of Internet-Based Education on Student Success in Teaching of 8th Grade Triangles Subject

ERIC Educational Resources Information Center

Kaya, Deniz; Kesan, Cenk; Izgiol, Dilek

2013-01-01

In the study, it was researched the effect of internet-based application on student success. Internet-based application was used at the teaching of triangles subject which is included in 8th grade units of triangles and algebra. The study was carried out over the internet with a computer software program: Vitamin Program. The study was carried out…

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.

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.

Factors associated with National Council Licensure Examination-Registered Nurse success.

PubMed

Arathuzik, D; Aber, C

1998-01-01

Identification of factors associated with National Council Licensure Examination-Registered Nurse (NCLEX-RN) success is critical at public colleges of nursing with diverse student populations. This issue was the purpose of this research study. A descriptive correlational research design was used. Seventy-nine generic senior students enrolled in an urban public university participated in the study. Several internal and external blocks to success were described by the students, including family responsibilities, emotional distress, fatigue, and financial and work burdens. Significant correlations were found between success in the NCLEX-RN and cumulative undergraduate nursing program grade point average, English as the primary language spoken at home, lack of family responsibilities or demands, lack of emotional distress, and sense of competency in critical thinking. Establishment of a comprehensive data base-including factors associated with success in the NCLEX-RN and programs of advisement, tutoring, and stress management as well as classes in study skills, test taking, and NCLEX preparation-are recommended for public colleges of nursing with diverse student populations.

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience.

PubMed

Deal, Alex L; Erickson, Kristen J; Bilsky, Edward J; Hillman, Susan J; Burman, Michael A

2014-01-01

The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general.

Individualized student advisement for preparation for the national council licensure examination for registered nurses: a community college experience.

PubMed

Anderson, Ruth M

2007-01-01

The success of faculty is, in part, measured by the success of their students. One measurement of student success is passing the National Council Licensure Examination for Registered Nurses. However, some students require assistance beyond routine class work; they require a personalized plan for studying based on individualized areas of weakness. The author reviews the process of implementing a program of individualized student advisement. Included are samples of forms that have been developed to assist in this process.

Engaging Students in Constructive Youth-Adult Relationships: A Case Study of Urban School-Based Agriculture Students and Positive Adult Mentors

ERIC Educational Resources Information Center

Bird, William A.; Martin, Michael J.; Tummons, John D.; Ball, Anna L.

2013-01-01

The purpose of this bounded single case study was to explore the day-to-day functioning of a successful urban school-based agriculture veterinary program. Findings indicated student success was a product of multiple youth-adult relationships created through communal environments. Adults served as mentors with whom students felt constant, caring…

Improving Student Success in Calculus at Seattle University

ERIC Educational Resources Information Center

Carter, J. D.; Helliwell, D.; Henrich, Allison; Principe, M.; Sloughter, J. M.

2016-01-01

Finding ways to improve student success in calculus is a critically important step on the path to supporting students who are pursuing degrees in STEM fields. Far too many students fail calculus 1 and are pushed to drop their majors in technical fields. One way of addressing this issue is by following a program that was pioneered at University of…

Tips for Implementing a Student Assistance Program.

ERIC Educational Resources Information Center

Cooley, Van E.

1993-01-01

SAFARI (Student Assistance for At-Risk Individuals) is a nationally recognized, comprehensive K-12 program that addresses drug and alcohol use, sociological concerns, conflicts experienced by students, and at-risk behaviors interfering with academic success. Two neighboring Indiana school districts have combined resources to develop a program…

Impact of School Flu Vaccine Program on Student Absences

ERIC Educational Resources Information Center

Plaspohl, Sara S.; Dixon, Betty T.; Streater, James A.; Hausauer, Elizabeth T.; Newman, Christopher P.; Vogel, Robert L.

2014-01-01

Literature provides evidence that school attendance correlates with academic performance and student success. Influenza is a contributing factor to school absences. Primary prevention for influenza includes immunization. School-located influenza vaccine (SLIV) programs provide greater access for students to be immunized. A retrospective review of…

34 CFR 415.21 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2010 CFR

2010-07-01

... occupational needs; (3) Provide trainees with appropriate vocational evaluation, assessment, and counseling... program, as evidenced by empirical data from those programs, in such factors as— (i) Student performance... students in jobs, including military service; and (iv) Successful transfer of students to a variety of...

34 CFR 415.21 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2011 CFR

2011-07-01

... occupational needs; (3) Provide trainees with appropriate vocational evaluation, assessment, and counseling... program, as evidenced by empirical data from those programs, in such factors as— (i) Student performance... students in jobs, including military service; and (iv) Successful transfer of students to a variety of...

Go Figure! Using Quantitative Measures to Enhance Program and Student Success

ERIC Educational Resources Information Center

Frost, Leanne H.; Braun, Gwendolyn K.

2006-01-01

Using quantitative assessment, Montana State University-Billings substantially improved and expanded its developmental education program and learning center during the past five years. Student-centered questions drove the research efforts. By gathering, analyzing and sharing hard data, the department identified unmet student needs, discovered…

Residential Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Residential learning communities in postsecondary education, also known as living-learning programs, aim to improve student learning and success by integrating students' academic and daily living environments. Students participating in these programs live together (usually in a residential dormitory), take certain classes together, and engage in…

Tangible and Intangible Student Success

ERIC Educational Resources Information Center

Johnson, Marc A.

2015-01-01

The value that honors programs hold for universities lies in the tangibles. Honors programs help an institution pinpoint and cultivate the talents of its finest students. They help these students achieve undergraduate research and encourage them to seek further inquiry and creative endeavor. They provide the counsel, advising, and encouragement…

Bridging the Gap between Access and Success: A Study of the Impact of an Access and Success Program on Academic Outcomes of Low-Income College Freshmen

ERIC Educational Resources Information Center

Collins, Sarah R.

2012-01-01

In response to the increasing cost of college, colleges and universities are leveraging financial aid and academic support services to implement access and success programs intended to help financially disadvantaged students afford and persist through a baccalaureate degree program. This research is a study of the efficacy of one such program at a…

Bridges to the Doctorate: mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science.

PubMed

Kim, Mi Ja; Holm, Karyn; Gerard, Peggy; McElmurry, Beverly; Foreman, Mark; Poslusny, Susan; Dallas, Constance

2009-01-01

Nursing has a shortage of doctorally-prepared underrepresented minority (URM) scientists/faculty. We describe a five-year University of Illinois at Chicago (UIC) Bridges program for URM master's students' transition to doctoral study and factors in retention/graduation from the PhD program. Four master' students from two partner schools were recruited/appointed per year and assigned UIC faculty advisors. They completed 10 UIC credits during master's study and were mentored by Bridges faculty. Administrative and financial support was provided during transition and doctoral study. Partner schools' faculty formed research dyads with UIC faculty. Seventeen Bridges students were appointed to the Bridges program: 12 were admitted to the UIC PhD program since 2004 and one graduated in 2007. Eight Bridges faculty research dyads published 5 articles and submitted 1 NIH R03 application. Mentored transition from master's through doctoral program completion and administrative/financial support for students were key factors in program success. Faculty research dyads enhanced the research climate in partner schools.

Challenges of Dental Assisting Students in Their Pursuit of Academic Success.

PubMed

Leong, Nancy; Laughter, Lory; Rowe, Dorothy J

2017-04-01

The aim of this study was to identify the challenges encountered by dental assisting students, especially those from underrepresented racial and ethnic groups (UREG), that affected their achieving academic success. In 2016, directors of the nine northern California dental assisting programs were contacted via email to explain the study and request an opportunity to administer the 26-item survey to their currently enrolled students. Student responses were entered into a survey research program, which tabulated the data and calculated the frequency of responses to each item. All nine programs participated, and the overall student response rate was 98%. Most (71%) of the 215 respondents agreed that they had experienced challenges in achieving academic success. Respondents reported the following challenges that made it difficult to perform well at school: financial responsibilities (41%), family responsibilities (33%), and language challenges (21%). These challenges, as well as difficulty understanding the language and vocabulary of instructional materials and cost of tuition and supplies, were statistically related to respondents' perceptions of their challenges to academic success. Most (83%) of the respondents perceived that faculty members supported their academic success. One-third of the respondents were from UREG: Hispanic, African American, and Native American. Higher percentages of UREG than non-UREG participants worked more hours/week (p=0.03) and tended to perceive financial (52%/32%) and family (42%/28%) responsibilities as challenges. Since both UREG and non-UREG respondents experienced these challenges, all students should be informed of institutional and programmatic resources that can assist them in achieving academic success.

Program Evaluation of a Competency-Based Online Model in Higher Education

ERIC Educational Resources Information Center

DiGiacomo, Karen

2017-01-01

In order to serve its nontraditional students, a university piloted a competency-based program as alternative method for its students to earn college credit. The purpose of this mixed-methods study was to conduct a summative program evaluation to determine if the program was successful in order to make decisions about program revision and…

Networking for Successful Diversity Recruiting: Creating a Highly Diverse Research Experiences for Undergraduates Program by Networking with Mentors, Faculty, and Students.

NASA Astrophysics Data System (ADS)

Dalbotten, D. M.; Berthelote, A.; Watts, N. B.

2017-12-01

Successfully recruiting for diversity begins as you plan your program and make sure that all elements of the program support diverse participation. The REU on Sustainable Land and Water Resources continues to be one of the most diverse NSF-funded Research Experience for Undergraduate Programs in the geosciences. Every aspect of the program, from recruiting, the application process, selecting participants, and the methods developed to support participant success have been scrutinized and tailored towards broadening participation. While the focus of the research has been on collaboration with Native American reservations to create community-based participatory research projects and improving access for Native American students, the PIs strive for ethnic and cultural diversity of the participants. Emphasis on networking and building relationships with minority-serving institutions has led to increasing numbers of underrepresented students applying to the REU. In 2017, a full 30% of our applications were from underrepresented groups. The authors will discuss methods for improved diversity recruiting, as well as ways to make every aspect of your program support diversity in the geosciences.

Investigating Patterns of Participation and Conversation Content in an Online Mentoring Program for Northern Canadian Youth

ERIC Educational Resources Information Center

Wallis, Julie A. M.; Riddell, Julia K.; Pepler, Debra J.; Smith, Claire; Silvertown, Josh

2015-01-01

In this study, we describe participant characteristics, conversation content, and program success of an online mentoring program for northern Canadian youth. We investigate the associations between demographics and program success. The profiles and conversations of students and mentors that participated in the program between 2009 and 2013 were…

Constructing an Online MCAT Preparation Program as an Alternative to On-Site Preparation for Medical School

ERIC Educational Resources Information Center

Navarre, Berengaria; Perez, Norma A.; Smith, Sarah Toombs

2017-01-01

Based on a successful five-week summer program, we constructed an online alternative to prepare Hispanic students to take the Medical College Admission Test (MCAT). We used input from student premed advisors, students, a faculty mentor, a Verbal Reasoning coach, and the program administrator. Online activities were provided to support the student…

Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College.

PubMed

Gregg-Jolly, Leslie; Swartz, Jim; Iverson, Ellen; Stern, Joyce; Brown, Narren; Lopatto, David

2016-01-01

Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students' metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research. © 2016 L. Gregg-Jolly et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Academic Success of Montgomery College Students in the Achieving Collegiate Excellence and Success (ACES) Program: 2014-2015

ERIC Educational Resources Information Center

Cooper-Martin, Elizabeth; Wolanin, Natalie

2016-01-01

The Office of Shared Accountability in Montgomery County Public Schools (MCPS) is conducting a multiyear evaluation of the Achieving Collegiate Excellence and Success (ACES) program. The ACES program is a collaboration between MCPS, Montgomery College (MC) and the Universities at Shady Grove to create a seamless pathway from high school to college…

Student Success Survey: Supporting Academic Success for At-Risk Nursing Students Through Early Intervention.

PubMed

McLain, Rhonda M; Fifolt, Matthew; Dawson, Martha A; Su, Wei; Milligan, Gary; Davis, Sandra; Hites, Lisle

Diversity in the nursing workforce has a positive impact on the quality of care provided to minority patients. Although the number of students from diverse backgrounds entering nursing programs has increased, the attrition rate of these students remains high. This study assessed the construct validity of a self-assessment tool that can be used by faculty advisors to determine individual academic needs of students.

Entry Criteria versus Success in Undergraduate Nursing Courses

ERIC Educational Resources Information Center

Jacob, Elizabeth; Chapman, Ysanne; Birks, Melanie; Al-Motlaq, Mohammad A.

2011-01-01

Students enter nursing degree programs through a variety of pathways. This article reports on a study that investigated the success and experience of these students. The aim was to determine any linkages between the pathway of entry in a preregistration nursing course and the academic achievements of these students. To achieve this aim, a…

Investigating First Year College Student Locus of Control in Relation to Retention: An Explanatory Mixed Methods Study

ERIC Educational Resources Information Center

Estes, Aaron

2017-01-01

Institutions of higher education place a high priority on retaining students. With orientation programming, tutoring, learning communities, peer mentoring, and other efforts, institutions dedicate the resources necessary to increase the academic success of their students because academic success has a positive relationship with retention. Through…

Bridges to Student Success: NASPA and NCDS Present 2003 Exemplary Programs.

ERIC Educational Resources Information Center

National Association of Student Personnel Administrators, Inc.

This special community college edition of "Bridges to Student Success" serves to showcase the important role of student services within the community college and to highlight the creative initiatives at the core of the community college mission. This publication invited five community college leaders, many of whom began their careers in student…

How Predictive Analytics and Choice Architecture Can Improve Student Success

ERIC Educational Resources Information Center

Denley, Tristan

2014-01-01

This article explores the challenges that students face in navigating the curricular structure of post-secondary degree programs, and how predictive analytics and choice architecture can play a role. It examines Degree Compass, a course recommendation system that successfully pairs current students with the courses that best fit their talents and…

The Voice of the Learner: The Lived Experience of Successful Online Students

ERIC Educational Resources Information Center

Dunagan, Cori

2017-01-01

The purpose of this qualitative dissertation is to explore the lived experience of online students. This study provided real-world accounts of students who graduated from graduate programs offered at both online non-profit and for-profit institutions. The grand research question is "What are the lived experiences of successful graduate…

Building Competency-Based Pathways: Successes and Challenges from Leaders in the Field. A Forum

ERIC Educational Resources Information Center

American Youth Policy Forum, 2011

2011-01-01

This forum provided an overview of competency-based pathways to education and described programs that have successfully utilized these pathways to move all students to success in high school and beyond. Speakers highlighted how innovative learning environments that base student advancement upon mastery of measurable learning objectives have been…

Successes and Challenges in Triangulating Methodologies in Evaluations of Exemplary Urban Schools

ERIC Educational Resources Information Center

Towns, Donna Penn; Serpell, Zewelanji

2004-01-01

The Exemplary Schools study at Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR) was designed to aid the program in its goal toward developing and implementing a reform model that "overdetermines" success for all students. The Talent Development (TD) principle of "overdetermination of success" argues…

Process-Based Remediation of Decoding in Gifted LD Students: Three Case Studies.

ERIC Educational Resources Information Center

Crawford, Shawn; Snart, Fern

1994-01-01

Three gifted males (ages 10-13) with deficits in successive coding participated in a process-based remedial program which combined global training on tasks requiring successive processing and tasks applying successive processing to decoding in reading, and which utilized verbal mediation. Differences in student improvement were related to entry…

How to Succeed with Academically Underprepared Students: A Catalog of Successful Practices.

ERIC Educational Resources Information Center

Noel, Lee, Ed.; Levitz, Randi, Ed.

Program descriptions, articles, an annotated bibliography, and a survey report on programs and services for students who are underprepared for college work as freshmen are presented. The survey report considers program design and delivery strategies at about 300 colleges, and the program descriptions concern: advising, basic skills instruction and…

Puente Student English Success, Retention, and Persistence at Gavilan Community College.

ERIC Educational Resources Information Center

Willett, Terrence

This document discusses the Puente program at Gavilan Community College. The Puente program has historically focused on Latino students who intended to transfer to four-year institutions and it is currently focusing in underrepresented students with transfer intent, but is open to all. Puente students are able to enroll in English classes designed…

Using Learning Environments to Create Meaningful Work for Co-Op Students

ERIC Educational Resources Information Center

Nevison, Colleen; Drewery, David; Pretti, Judene; Cormier, Lauren

2017-01-01

For students in cooperative education (co-op) programs, meaningful work is a critical aspect of participation and a key component of program success. However, studies have not explored how meaningful work can be created for co-op students. The purpose of this study was to evaluate the relationship between co-op students' perceptions of a learning…

Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities

ERIC Educational Resources Information Center

Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.

2016-01-01

This 3-year study evaluated the effectiveness of the Second Step-Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12…

Academic success or failure in nursing students: results of a retrospective observational study.

PubMed

Lancia, Loreto; Petrucci, Cristina; Giorgi, Fabio; Dante, Angelo; Cifone, Maria Grazia

2013-12-01

Nursing student academic failure is a phenomenon of growing international interest, not only because of its economic impact but also because it negatively affects the availability of future nurses in different healthcare systems. To recruit the students with the highest probability of academic success, an open challenge for universities is to recruit students who have previously demonstrated superior scholastic aptitudes that appear to be associated with a greater likelihood of academic success. Documenting the relationship between the selection methods used when selecting nursing students and academic failure will contribute to the international debate concerning the optimisation of the selection strategies. The principal aim of this study was to investigate the role in predicting nursing student academic success of (1) the upper-secondary diploma grades and (2) the score obtained by students in the nursing degree program admission test. A retrospective observational study was conducted. Five cohorts of nursing students, matriculated in consecutive academic years from 2004 to 2008, in an Italian bachelor's degree program were observed retrospectively. Overall, 61.2% of the 1006 considered students concluded their degree within the legal duration allowed for the nursing degree. Students who failed were those who had lowest grades associated with their upper-secondary diploma coursework (p=0.000) and were male (p=0.000). The grades associated with the upper-secondary diploma coursework, unlike the admission test score, correlates positively with the final degree grade and the average value of degree program examination scores. No correlation was found between the upper-secondary diploma coursework grades and the scores obtained in the test for the nursing degree program admission test (r=-0.037). These results suggest that upper-secondary diploma coursework grades are a parameter that should receive great consideration, especially in cases where there are planned numbers of incoming nursing degree students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Professional Student Exchange Program (PSEP) Administrative Manual. Revised

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, 2012

2012-01-01

WICHE (the Western Interstate Commission for Higher Education) is a regional, nonprofit organization. WICHE and its 15 member states work to improve access to higher education and ensure student success. Its student exchange programs, regional initiatives, and its research and policy work allow it to assist constituents throughout the West and…

Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

ERIC Educational Resources Information Center

Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di

2015-01-01

To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…

E-Sponsor Mentoring: Support for Students in Developmental Education

ERIC Educational Resources Information Center

Hodges, Russ; Payne, Emily Miller; Dietz, Albert; Hajovsky, Michelle

2014-01-01

Researchers investigated the use of two mentoring programs for students who were part of a support component of Fundamentals of Conceptual Understanding and Success (FOCUS), a comprehensive intervention grant for students enrolled in developmental mathematics coursework at a large public Texas university. The technology-based mentoring program,…

Serving Up Success

ERIC Educational Resources Information Center

Powell, Joanne M.

2006-01-01

In Ohio, a food service program is partnering with a national restaurant chain to help students with learning disabilities transition from school to work. The Greene County Career Center in Xenia, Ohio, has a food service program satisfying the appetites of visitors, students and staff, as well as meeting the training goals of students with…

A Successful Retention Program for Suspended Students

ERIC Educational Resources Information Center

Dill, Anna L.; Gilbert, Jerome A.; Hill, Jennifer P.; Minchew, Sue S.; Sempier, Tracie A.

2011-01-01

Traditionally at Mississippi State University (MSU), students who are placed on academic suspension are required to stay out of school one regular semester. As an alternative, the university designed a program for early readmission for suspended students who agree to follow the requirements outlined in the "Learning Skills Support…

Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Benes, Sarah S.

2014-01-01

Context: Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective: Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design: Exploratory…

The Content Mastery Program: Facilitating Students' Transition into Inclusive Education Settings.

ERIC Educational Resources Information Center

Jenkins, Amelia A.; Sileo, Thomas W.

1994-01-01

The Content Mastery program, which evolved from the synergistic model, provides instructional accommodations and teacher consultation and support that encourage the success of students with learning disabilities in regular classroom settings. Students remain in mainstream classes as long as they can profit from instruction and attend the Content…

Change is necessary in a biological engineering curriculum.

PubMed

Johnson, Arthur T; Montas, Hubert; Shirmohammadi, Adel; Wheaton, Fredrick W

2006-01-01

Success of a Biological Engineering undergraduate educational program can be measured in a number of ways, but however it is measured, a presently successful program can translate into an unsuccessful program if it cannot adjust to different conditions posed by technical advances, student characteristics, and academic pressures. Described in this paper is a Biological Engineering curriculum that has changed significantly since its transformation from Agricultural Engineering in 1993. As a result, student numbers have continued to climb, specific objectives have emerged, and unique courses have been developed. The Biological Resources Engineering program has evolved into a program that emphasizes breadth, fundamentals, communications skills, diversity, and practical engineering judgment.

Big Data Science Cafés: High School Students Experiencing Real Research with Scientists

NASA Astrophysics Data System (ADS)

Walker, C. E.; Pompea, S. M.

2017-12-01

The Education and Public Outreach group at the National Optical Astronomy Observatory has designed an outside-of-school education program to excite the interest of talented youth in future projects like the Large Synoptic Survey Telescope (LSST) and the NOAO (archival) Data Lab - their data approaches and key science projects. Originally funded by the LSST Corporation, the program cultivates talented youth to enter STEM disciplines and serves as a model to disseminate to the 40+ institutions involved in LSST. One Saturday a month during the academic year, high school students have the opportunity to interact with expert astronomers who work with large astronomical data sets in their scientific work. Students learn about killer asteroids, the birth and death of stars, colliding galaxies, the structure of the universe, gravitational waves, dark energy, dark matter, and more. The format for the Saturday science cafés has been a short presentation, discussion (plus food), computer lab activity and more discussion. They last about 2.5 hours and have been planned by a group of interested local high school students, an undergraduate student coordinator, the presenting astronomers, the program director and an evaluator. High school youth leaders help ensure an enjoyable and successful program for fellow students. They help their fellow students with the activities and help evaluate how well the science café went. Their remarks shape the next science café and improve the program. The experience offers youth leaders ownership of the program, opportunities to take on responsibilities and learn leadership and communication skills, as well as foster their continued interests in STEM. The prototype Big Data Science Academy was implemented successfully in the Spring 2017 and engaged almost 40 teens from greater Tucson in the fundamentals of astronomy concepts and research. As with any first implementation there were bumps. However, staff, scientists, and student leaders all stepped up to make the program a success. The project achieved many of its goals with a relatively small budget, providing value not only to the student leaders and student attendees, but to the scientists and staff as well. Staff learned what worked and what needed more fine-tuning to successfully launch and run a big data academy for teens in the years that follow.

Wellness Wednesday. Invite Guests To Work Out with Students.

ERIC Educational Resources Information Center

Avalos, Benjamin

1996-01-01

Teachers in a large, urban school district created Wellness Wednesday, a program in which students invite family members and school staff members to join them every other Wednesday for an aerobic workout. The article describes how the program works and notes successful program ideas. (SM)

Prevention, Not Punishment.

ERIC Educational Resources Information Center

DuPont Robert L.

2003-01-01

Describes eight suggestions for implementing a drug-testing program based on study of nine successful programs: Stress student health and safety, make it part of comprehensive education and prevention program, get it in writing, protect student privacy, focus on prevention, not punishment, involve parents and community from the start, evaluate and…

Job Expertise: Key to Success for Culinary Arts and JJC

ERIC Educational Resources Information Center

Burke, Robert P.; Kern, Claude

1974-01-01

An integral part of the culinary arts program at Joliet Junior College (Joliet, Illinois) is the daily business operation of the college cafeteria. The program has been so successful that students sometimes are lured by employment before completion of the two-year program. (EA)

The Fiscal and Social Costs of Consolidating Student Loans at Fixed Interest Rates. Working Paper No. 104

ERIC Educational Resources Information Center

Hassett, Kevin A.; Shapiro, Robert J.

2004-01-01

The federal government's student loan programs have been very successful, with two-thirds of all students or their families relying on loans provided or subsidized by the federal government. One of these student loan programs allows student borrowers to consolidate their previous loans into a single loan at a subsidized fixed rate based on the…

Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University

NASA Astrophysics Data System (ADS)

Wilson, Zakiya S.; Iyengar, Sitharama S.; Pang, Su-Seng; Warner, Isiah M.; Luces, Candace A.

2012-10-01

Increasing college degree attainment for students from disadvantaged backgrounds is a prominent component of numerous state and federal legislation focused on higher education. In 1999, the National Science Foundation (NSF) instituted the "Computer Science, Engineering, and Mathematics Scholarships" (CSEMS) program; this initiative was designed to provide greater access and support to academically talented students from economically disadvantaged backgrounds. Originally intended to provide financial support to lower income students, this NSF program also advocated that additional professional development and advising would be strategies to increase undergraduate persistence to graduation. This innovative program for economically disadvantaged students was extended in 2004 to include students from other disciplines including the physical and life sciences as well as the technology fields, and the new name of the program was Scholarships for Science, Technology, Engineering and Mathematics (S-STEM). The implementation of these two programs in Louisiana State University (LSU) has shown significant and measurable success since 2000, making LSU a Model University in providing support to economically disadvantaged students within the STEM disciplines. The achievement of these programs is evidenced by the graduation rates of its participants. This report provides details on the educational model employed through the CSEMS/S-STEM projects at LSU and provides a path to success for increasing student retention rates in STEM disciplines. While the LSU's experience is presented as a case study, the potential relevance of this innovative mentoring program in conjunction with the financial support system is discussed in detail.

Maximizing a Multilevel Mentoring Model to Improve Research Experiences for Undergraduates Student Outcomes

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Clark, J.

2016-12-01

Since 1989 the Maryland Sea Grant REU program's mentoring approach evolved considerably from a near `hands-off' approach to one that explores ways to maximize mentoring effectiveness. Our current model creates a multi-tiered system: the REU - research mentor relationship remains central to setting the student's science project, but greater student growth is supported by REU program leaders, visiting researchers, graduate students, and peer and near-peer mentors. Evaluation of our evolving mentoring program suggests our approach is successful and serves a diversity of students well, but we recognize the challenge of devising an evaluation system, given our limited annual cohort number (15 - 17 students), that fully captures the nuances of student - mentor relationships. We present multiple years of data on student skills, networks of relationships, student goals, and mentor goals using qualitative, quantitative and interview assessments. Further, we explore opportunities to strengthen our efforts and evolve our evaluation approach as we aspire to more accurately identify the components of our multilevel mentoring model that contribute most significantly to student success.

The ERAU Undergraduate Meteorology Program, Students' Learning, and Measures of Success

NASA Astrophysics Data System (ADS)

Ivanova, D.

2008-12-01

The goal of this paper is to introduce the relationship, teaching techniques, research experience, and critical thinking interactions between Embry-Riddle Aeronautical University(ERAU) McNair mentors and their meteorology students to ensure the students' continued academic success and path to graduate school. The primary goal of the McNair Scholars Program is to provide experiences that prepare selected undergraduate students for doctoral study. The overriding goal of the McNair programs is to increase the number of underrepresented students who will obtain doctoral degrees and go on to teach and do research in institutions of higher learning. The underrepresented students are often those with limited resources, however encouraging critical thinking and undergraduate research experience is an effective tool for engaging them in applied meteorology. How do we help underrepresented meteorology students become aware of their strong and weak sides, help their learning, improve their learning strategies, and guide them toward a successful graduate school path? What skills are particularly important in developing a solid undergraduate expertise in meteorology? How can these skills be taught effectively? What are the obstacles the McNair scholars have to overcome? Some students are under prepared in math or have math phobias, others are learning English as they are learning the complex vocabulary of meteorology, or arrive in the classroom with communication skills that are not fully developed. We discuss our experiences as part of the ERAU McNair Scholars Program and Department of meteorology faculty body.

Identifying the Strengths, Needs, and Barriers to Student Success for First Generation, Low-Income, First Year College Students

ERIC Educational Resources Information Center

Hayes, Linda A.

2013-01-01

This participatory action research needs assessment was to empower the students in a large urban research university to explore and to identify the strengths of the program, to identify the needs, and to identify the barriers to student success during their first year of college. Using qualitative methods of Group Level Interviews (GLA) and…

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.

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

ERIC Educational Resources Information Center

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly…

Locally Motivated GLOBE Investigations - A Key to Success

NASA Astrophysics Data System (ADS)

Washburne, J. C.; Geery, W.

2003-12-01

The GLOBE program was set up to help students make a core set of environmental observations at or near their schools, report their data through the internet to share with other students and scientists, analyze their data both locally and globally, and use this knowledge to form a better understanding of their environment. While the GLOBE program has been successful promoting more meaningful data collection, many of the tools and much of the infrastructure available to schools to synthesize their observations are underused. Schools that integrate GLOBE protocols with locally motivated investigations are more likely to implement the higher-order analysis and synthesis components of the program. Indicators of a successful observational program are things like measurement persistence, high data quality, and regular data. Participation in community forums and student-based research projects are evidence of a successful integrated program. A locally motivated issue allows a school to mold their GLOBE investigations around a multi-faceted question that they have first-hand knowledge of, that is both relevant and engaging to their students, and that can be supported by local expertise. In contrast, many GLOBE investigations are designed around abstract, non-site specific, narrowly focused and externally analyzed questions that limit local involvement and motivation. The main focus of this presentation is a few case histories of successful local investigations that incorporated GLOBE soil and air temperature data-logger measurements. The main example is drawn from Mr. Geery's fifth grade class investigation of why temperature differences exist between a local river bottom area and the school, which is located several kilometers away and 100 meters higher.

Outdoor Orientation Programs: A Critical Review of Program Impacts on Retention and Graduation

ERIC Educational Resources Information Center

Bell, Brent J.; Chang, Hong

2017-01-01

Outdoor orientation programs have a growing literature demonstrating positive impacts with students transitioning to college (Bell, Gass, Nafizer, & Starbuck, 2014). One of the most valued outcomes for colleges and universities is retention of students until successful graduation. This is an outcome few outdoor orientation researchers have…

Health Services, Student Services Department: Program Evaluation. 1990-91.

ERIC Educational Resources Information Center

Jeschke, Thomas; And Others

This document evaluates the Des Moines Public Schools health services and education program, which utilizes the professional expertise of school nurses throughout the district. The program promotes success in the learning process for students (including those with complex health care needs, conditions, and disabilities), employees, and the…

Facilitating College Students' Recovery through the Use of Collegiate Recovery Programs

ERIC Educational Resources Information Center

DePue, M. Kristina; Hagedorn, W. Bryce

2015-01-01

This article describes an untapped resource that counselors can use to help serve the multiple needs of college students recovering from addiction: collegiate recovery programs. The authors provide detailed information about the collegiate recovery population and give examples of successful programs. Implications for future research are discussed,…

Teaching Business Programming Using Games: A Critical Analysis

ERIC Educational Resources Information Center

Muganda, Nixon; Joubert, Pieter, Jr.; Toit, Jacques Du; Johnson, Roy

2012-01-01

Introduction: This paper examines the persistent problematic issue of engaging business students in teaching computer programming. Studies continue to document challenges in teaching computer programming and various methods have been proposed with varying degrees of success. From an educator's perspective, the concern is how to engage students to…

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…

The Second Language Component of Primary French Immersion Programs in Montreal, Quebec, Canada.

ERIC Educational Resources Information Center

Schauber, Holli; And Others

1995-01-01

Describes a long-standing Montreal bilingual program that completely immerses Anglophone students in a French academic context. Support from the target-language culture and environmental reinforcements contribute to students' academic success and steady program enrollment. Such immersion education has produced functionally bilingual Anglophone…

Sports Management and Administration Internships and Students with Disabilities: Responsibilities and Practices for Success

ERIC Educational Resources Information Center

Barnes, John

2009-01-01

Practica, internships, and mentorships are vital for the development of capable and productive graduates of preprofessional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their…

Learning Communities in Teacher Education Programs: Four Success Stories.

ERIC Educational Resources Information Center

Cox, Barbara, Ed.

This report describes a program implemented by the Tomas Rivera Center (Claremont, California) to increase the number of well-prepared Latino teachers. Based on the concept of learning communities, the program aims to reduce the isolation experienced by minority students, offer support services that help nontraditional students satisfy academic…

Integrating Technology and Interpersonal Communication To Prepare HDFS Majors for the Future.

ERIC Educational Resources Information Center

Yaure, Robin G.; Christiansen, Shawn L.

1999-01-01

Surveys students to evaluate a new Human Development and Family Studies (HDFS) baccalaureate program at the Pennsylvania State University Commonwealth College. The program emphasizes the link between technology and interpersonal communication. Results show that the program's primary success has been with improving students' comfort level and hence…

Cognitive Profiles and Early Reading Remediation of At-Risk Elementary School Students.

ERIC Educational Resources Information Center

Parrila, R. K.; Das, J. P.

Sixty-one grade 1 students experiencing early reading difficulties received either a cognitive remediation program (PREP; PASS Remediation Program) designed to facilitate successive and simultaneous processing skills, or a meaning-based language enrichment program designed to provide children with meaningful experiences in reading. Repeated…

An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

PubMed

Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

2016-01-01

The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

A Scholarship Program where Students Give Back

ERIC Educational Resources Information Center

Masterson, Kathryn

2009-01-01

Alumni of the Ron Brown Scholar Program, young adults selected for their intellect, leadership skills, service, and financial need, are finding success in the law, government, science, business, medicine, and the arts. Yet they remain tied to the scholarship program, contributing to its continued success by donating money and volunteer hours to…

Critical Success Factors in a High School Healthcare Education Program

ERIC Educational Resources Information Center

Thessin, Rebecca A.; Scully-Russ, Ellen; Lieberman, Daina S.

2017-01-01

Research has demonstrated career and technical education (CTE) programs have a strong positive influence on secondary students' behavior, attendance, academic achievement, and college persistence. Critical success factors common to career academies, small schools, and CTE programs include socio-emotional support and community, along with a culture…

Building Successful Multicultural Special Education Programs through Innovative Leadership

ERIC Educational Resources Information Center

Obiakor, Festus E.; Beachum, Floyd D.; Williams, Darrell; McCray, Carlos R.

2006-01-01

With increased debates over various aspects of special education, it has become apparent that multicultural leadership is needed to prepare school administrators and teachers to design effective special education programs. In this article, the authors discuss several aspects of administering successful programs for multicultural students. To be…

Strength Through Options: Providing Choices for Undergraduate Education in the Geosciences

NASA Astrophysics Data System (ADS)

Furman, T.; Freeman, K. H.; Faculty, D.

2003-12-01

Undergraduate major enrollments in the Department of Geosciences at Penn State have held steady over the past 5 years despite generally declining national trends. We have successfully recruited and retained new students through intensive advising coupled with innovative curricular revision aimed to meet an array of students' educational and career goals. Our focus is on degree programs that reflect emerging interdisciplinary trends in both employment and student interest, and are designed to attract individuals from underrepresented groups. In addition to a traditional Geosciences BS program we offer a rigorous integrated Earth Sciences BS and a Geosciences BA tailored to students with interests in education and environmental law. The Earth Sciences BS incorporates course work from Geosciences, Geography and Meterology, and requires completion of an interdisciplinary minor (e.g., Climatology, Marine Sciences, Global Business Strategies). A new Geobiology BS program will attract majors with interests at the intersection of the earth and life sciences. The curriculum includes both paleontological and biogeochemical coursework, and is also tailored to accommodate pre-medicine students. We are working actively to recruit African-American students. A new minor in Science and Technology in Africa crosses disciplinary boundaries to educate students from the humanities as well as sciences. Longitudinal recruitment programs include summer research group experiences for high school students, summer research mentorships for college students, and dual undergraduate degree programs with HBCUs. Research is a fundamental component of every student's degree program. We require a capstone independent thesis as well as a field program for Geosciences and Geobiology BS students, and we encourage all students to pursue research as early as the freshman year. A new 5-year combined BS-MS program will enable outstanding students to carry their undergraduate research further before pursuing employment or doctoral programs. Enrollments in courses for non-majors have also increased substantially over the past 5 years, while those of other PSU science departments have decreased. We attribute this success to changes in pedagogic approaches, focusing on active learning exercises in large (200+) and small (<75) courses. Innovative use of an electronic personal response system has also improved attendance, enrollment and student learning in our general education courses. This approach was developed by a fixed-term faculty hire in Geoscience Education. As per our departmental strategic plan, we plan to hire again in this area to further these successes and implement new approaches to learning and teaching in our undergraduate educational programs.

Payoffs and Pitfalls of a Minority Outreach Program: An Alaskan Example

NASA Astrophysics Data System (ADS)

Hanks, C. L.; Fowell, S. J.; Wartes, D.; Owens, G.

2004-12-01

The Rural Alaska Honors Institute (RAHI) is a summer bridging program for college-bound high school students from remote Alaskan communities. In the 20+ years since its initiation, more than 50% of RAHI graduates eventually obtained post-secondary degrees. The success of the RAHI program provides insights into how an outreach program can achieve its goals and avoid potential pitfalls. Instrumental to the success of the RAHI program are: longevity; small size (40-45 students per summer); support from the Alaska Native community; academic rigor; aggressive recruiting; establishment of a sense of community amongst participants; and individual mentoring and support. Potential pitfalls include: overextending the program to include too many students; failure to maintain academic rigor in all courses; recruitment of students and staff who do not embrace the program's methods and goals; and attempts to evaluate the program on the basis of short-term results. Alaska Natives in Geosciences introduces college-bound Alaska Native students to the geosciences by teaching a college-level introductory geoscience class as a RAHI elective. By collaborating with RAHI, Alaska Natives in Geosciences takes advantage of RAHI's effective recruitment efforts and proven mentoring program. However, maintaining scientific rigor has been difficult due to large differences in the students' scientific backgrounds, the demands of other courses in the RAHI program and the brevity of the summer session. Immediate post-course survey responses suggest that many RAHI students thought the geoscience class was interesting but too difficult and much too time-consuming. However, surveys of RAHI geoscience students a year later suggest that many found the course a very positive experience. An unanticipated result was that RAHI students who did not take the class also gained some insight into the geosciences.

Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs: A Q-Sort Analysis

ERIC Educational Resources Information Center

Cherry, Lance; Blackinton, Mary

2017-01-01

There is a dearth of literature in physical therapy education regarding factors students believe to influence success, and little to no literature describing such beliefs related to hybrid education in the health professions or specific to physical therapy. The overarching purpose of this investigation was to determine students' perceptions of…

The Best and Worst of Graduate School: Graduate Students' Self-Report Narratives of What Helps and Hurts Their Success

ERIC Educational Resources Information Center

Hardré, Patricia L.; Pan, Rui

2017-01-01

Understanding perspectives of graduate students throughout their developmental journey is at the core of preparing future faculty, and it can inform critical choices of graduate faculty members and program developers. This study investigated the most memorable and influential factors that both promote and thwart graduate students' success, across…

Designing Online Instruction for Success: Future Oriented Motivation and Self-Regulation

ERIC Educational Resources Information Center

Schmidt, Joel T.; Werner, Christian H.

2007-01-01

Given the high rate of student drop-out and withdrawal from courses and programs using an online learning format, it is important to consider innovative ways to foster and encourage student success in online environments. One such way is to incorporate aspects of student future orientation into the design of online instruction. This paper presents…

Enhancing Learning Power through First-Year Experiences for Students Majoring in STEM Disciplines

ERIC Educational Resources Information Center

Koch, Robert; Kucsera, John; Angus, Kathryn Bartle; Norman, Kimberly; Bowers, Erica; Nair, Pradeep; Moon, Hye Sun; Karimi, Afshin; Barua, Susamma

2018-01-01

Academic programs targeted for first-time students can help their persistence in STEM majors. Our project, ASCEND STEM, included three first-year experiences (FYEs) designed to offer students the skills that would help them successfully traverse potential barriers to academic success. In the FYEs, we sought to strengthen the learning power,…

Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College

ERIC Educational Resources Information Center

Gregg-Jolly, Leslie; Swartz, Jim; Iverson, Ellen; Stern, Joyce; Brown, Narren; Lopatto, David

2016-01-01

Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of…

Predicting Community College Student Success by Participation in a First-Year Experience Course

ERIC Educational Resources Information Center

Gardner, Andy Franklin

2013-01-01

A first-year experience is a collaborative effort of many initiatives, with varying names that have the greatest impact on student success during the first year of college. A first-year experience course, a feature of the first-year experience, is an intervention program designed to increase student academic performance and integration (Braxton…

Success of First-Generation College Students in a Selective Doctor of Optometry Program

ERIC Educational Resources Information Center

Joyce, Sharon T.

2017-01-01

What happens when former first-generation college (FGC) students successfully graduate from college and then aim for post-undergraduate education? The purpose of this dissertation is to compare differences between FGC students and non-FGC admissions profiles regarding end-of-first-year performance at UC Berkeley's School of Optometry. The aims of…

The Effect of Using Relative and Absolute Criteria to Decide Students' Passing or Failing a Course

ERIC Educational Resources Information Center

Sayin, Ayfer

2016-01-01

In the formation education that is carried out within the scope of undergraduate and non-thesis graduate programs within the same university, different criteria are used to evaluate students' success. In this study, classification accuracy of letter grades that are generated to evaluate students' success using relative and absolute criteria and…

First-Year Students' Impressions of Pair Programming in CS1

ERIC Educational Resources Information Center

Simon, Beth; Hanks, Brian

2008-01-01

Pair programming, as part of the Agile Development process, has noted benefits in professional software development scenarios. These successes have led to a rise in use of pair programming in educational settings, particularly in Computer Science 1 (CS1). Specifically, McDowell et al. [2006] has shown that students using pair programming in CS1 do…

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…

Retention of Minority Students in a Bridge Program: Student Perceptions on Their Successes and Challenges

ERIC Educational Resources Information Center

Biermeier, Chadwick

2017-01-01

This study was an examination of the minority student retention rate in a year-long bridge program. The retention rate of these students is 25%. University administration was concerned about the retention rate and its impact on future enrollment. Using Jack Mezirow's transformative learning as a framework of understanding, the purpose of this…

Success for All in Acre, Israel: Effects on Hebrew and Arabic Reading and Writing. (First Year).

ERIC Educational Resources Information Center

Hertz-Lazarowitz, Rachel; Schaedel, Bruria

A study investigated the effectiveness of the Success for All (SFA) program developed at Johns Hopkins University. The program emphasizes prevention of failure, personal tutoring, family-school program, and regular evaluation of student progress. In 1996, the program involved schools in northern Israel--Arabic and Jewish, religious and secular.…

The Road Taken That Has Made All the Difference: A Narrative Inquiry of Student Engagement and Success in Butler Community College's Accelerated Learning Program in English

ERIC Educational Resources Information Center

Nordman, Troy Douglas

2017-01-01

The purpose of this dissertation was to investigate whether students who completed the accelerated learning program (ALP) in English at Butler Community College in fall 2016 perceived a three-part, structured approach to the course as having been a significant factor to their persistence and successful completion of the course. These perceptions…

Making the Numbers Add up: A Guide for Using Data in College Access and Success Programs. Results and Reflections. An Evaluation Report

ERIC Educational Resources Information Center

Lumina Foundation for Education, 2009

2009-01-01

The purpose of this guide is to help readers clarify their roles in the college access and success system and to identify how they might use data to create change for students. This guide shows how data can strengthen current programs and support broader changes that ease the path to college for students. This guide illuminates how a long-term…

Strategies And Initiatives That Revitalize Wesley College STEM Programs.

PubMed

D'Souza, Malcolm J; Kroen, William K; Stephens, Charlene B; Kashmar, Richard J

Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.

Do Honors Students Have More Potential for Excellence in Their Professional Lives?

ERIC Educational Resources Information Center

Scager, Karin; Akkerman, Sanne F.; Keesen, Fried; Mainhard, M. Tim; Pilot, Albert; Wubbels, Theo

2012-01-01

Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students. The selection process for these programs often relies on the students' prior achievements in school. Research has shown, however, that school grades do not sufficiently predict academic success. According to Renzulli's…

Increasing Graduation Rates for Students with Disabilities: Success Stories from West Virginia

ERIC Educational Resources Information Center

Wilkins, Julia; Ruddle, Karen; Paitsel, Sheila; Duffield, Kelly; Minch, Amy; Hesson, Craig; Baker, Sherry; Harper, Sara; Jennings, R. Lanai

2014-01-01

In 2010, the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) partnered with the West Virginia Department of Education Office of Special Programs to provide intensive technical assistance to 12 school districts to help them design and implement evidence-based programs to increase the graduation rates of students with…

Nursing Predictors Study, Phase One.

ERIC Educational Resources Information Center

Dean, Janet H.; Fischer, Susanne E.

In an effort to identify the minimum qualifications necessary for an entering student to succeed in a selective admission Nursing Program at Saint Petersburg Junior College in Florida, a study was conducted of 424 generic nursing students who started the program in January 1988, August 1988, January 1989, and August 1989. A successful student was…

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

ERIC Educational Resources Information Center

Olsta, Julia

2013-01-01

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

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

ERIC Educational Resources Information Center

Benes, Sarah S.; Mazerolle, Stephanie M.

2014-01-01

Context: Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these…

"OnTrack" to University: Understanding Mechanisms of Student Retention in an Australian Pre-University Enabling Program

ERIC Educational Resources Information Center

Lisciandro, Joanne G.; Gibbs, Gael

2016-01-01

University-based enabling programs have become an important pathway to university for non-traditional students. There is increasing interest in understanding the mechanisms that facilitate retention and success of enabling pathway students, with the aim of developing effective strategies for maximising opportunities for university access and…

Groundwork for Success: A College Transition Program for Students with ASD

ERIC Educational Resources Information Center

Shmulsky, Solvegi; Gobbo, Ken; Donahue, Andy

2015-01-01

This article describes the Transition Program implemented at a liberal arts college for newly enrolled students who have the diagnosis of autism spectrum disorder (ASD). The diagnosis of ASD has risen dramatically; consequently, more students are arriving on college campuses with needs related to social pragmatic functioning. The Transition…

Successful Learning Strategies To Use with Gifted Learning Disabled Students.

ERIC Educational Resources Information Center

Wees, Janet

This paper describes a special class program for gifted students (aged 9 to 12) with learning disabilities in Calgary (Alberta). The program has evolved over its 4 years to stress kinesthetic, experiential learning. The issue of remediation versus enrichment was resolved when it was found that the students responded best to whole theme…

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…

Black, Asian, and White Students in the Educational Opportunity Program.

ERIC Educational Resources Information Center

Maykovich, Minako K.

The Educational Opportunity Program (EOP) was established for the sake of students who might not qualify for higher education through regular channels because of their previous financial and scholastic disadvantages. The issue is whether or not EOP is successful in recruiting and developing disadvantaged but high potential students. This report…

Success of Underrepresented Nursing Students at Selected Southwest Institutions: Impact of a Nursing Retention Program

ERIC Educational Resources Information Center

Khattab, Ibrahim

2011-01-01

This study examined retention initiatives and strategies provided to underserved students in the nursing programs at three community colleges in the Southwest region. This research addressed nursing student retention, as well as ways to increase retention among underrepresented populations in the three community colleges, representing a unique…

Developing Short-Term Study Abroad Programs: Achieving Successful International Student Experiences

ERIC Educational Resources Information Center

Eckert, James; Luqmani, Mushtaq; Newell, Stephen; Quraeshi, Zahir; Wagner, Bret

2013-01-01

Most business schools in the U.S. are employing various initiatives to "internationalize" their curriculum in order to prepare students to participate more effectively in a globally interconnected business world. An integral part of these initiatives is to encourage more students to participate in study abroad programs. Though it maybe…

Nature at Your Doorstep: Real World Investigation for Primary Students.

ERIC Educational Resources Information Center

Basile, Carole G.; And Others

"Nature at Your Doorstep" is an outgrowth of a successful environmental education program offered as a school field trip at a Nature Discovery Center. It was developed and used with thousands of students throughout Bellaire, Texas and the surrounding Houston metroplex. The purpose of this program is to kindle students' curiosity and…

76 FR 34670 - Applications for New Awards; Gaining Early Awareness and Readiness for Undergraduate Programs

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-14

... participating in programs, such as GEAR UP, that offer additional services designed to increase student success... education or using such data to develop early warning indicator systems designed to prevent students from... report on Free Application for Federal Student Aid (FAFSA) completion, and will update the survey...

A Balanced Approach to Managing Student Meal Charges

ERIC Educational Resources Information Center

Frye, Lisa K.

2012-01-01

As with most things in life, managing student meal charges is all about balance. To be successful, the program needs to include a fair and reasonable policy, to serve nutritious and flavorful meals, and to include students as active stakeholders in the program. A plan that acknowledges simple forgetfulness, explains expectations of all…

Differentiating Successful and Unsuccessful Nursing Students

ERIC Educational Resources Information Center

Mays, Trilla A.

2017-01-01

Administrators of nursing programs in community colleges are aware of the need to retain and to graduate students to meet the growing demand for licensed practical nurses (LPNs). High attrition in a 2-year nursing program in South Carolina affected the number of students either graduating as a LPN after completing the third semester, or continuing…

Factors Associated with Success in Doctoral Social Work Education

ERIC Educational Resources Information Center

Johnson-Motoyama, Michelle; Petr, Christopher G.; Mitchell, Felicia M.

2014-01-01

Although admission criteria such as GRE scores and undergraduate GPAs (UGPAs) have been shown to moderately predict success in graduate school for students in other academic disciplines and in MSW programs, no published research has examined factors associated with success in social work PhD programs. This article reports the findings of a pilot…

The effect of an enriched learning community on success and retention in chemistry courses

NASA Astrophysics Data System (ADS)

Willoughby, Lois Jane

Since the mid-1990s, the United States has experienced a shortage of scientists and engineers, declining numbers of students choosing these fields as majors, and low student success and retention rates in these disciplines. Learning theorists, educational researchers, and practitioners believe that learning environments can be created so that an improvement in the numbers of students who complete courses successfully could be attained (Astin, 1993; Magolda & Terenzini, n.d.; O'Banion, 1997). Learning communities do this by providing high expectations, academic and social support, feedback during the entire educational process, and involvement with faculty, other students, and the institution (Ketcheson & Levine, 1999). A program evaluation of an existing learning community of science, mathematics, and engineering majors was conducted to determine the extent to which the program met its goals and was effective from faculty and student perspectives. The program provided laptop computers, peer tutors, supplemental instruction with and without computer software, small class size, opportunities for contact with specialists in selected career fields, a resource library, and Peer-Led Team Learning. During the two years the project has existed, success, retention, and next-course continuation rates were higher than in traditional courses. Faculty and student interviews indicated there were many affective accomplishments as well. Success and retention rates for one learning community class ( n = 27) and one traditional class (n = 61) in chemistry were collected and compared using Pearson chi square procedures ( p = .05). No statistically significant difference was found between the two groups. Data from an open-ended student survey about how specific elements of their course experiences contributed to success and persistence were analyzed by coding the responses and comparing the learning community and traditional classes. Substantial differences were found in their perceptions about the lecture, the lab, other supports used for the course, contact with other students, helping them reach their potential, and their recommendation about the course to others. Because of the limitation of small sample size, these differences are reported in descriptive terms.

A successful programmatic structure and strategies to attract and educate students in earth and environmental sciences: an example from the University of Delaware, USA

NASA Astrophysics Data System (ADS)

Levia, Delphis

2013-04-01

The achievement of sustainable use of our natural world is one of the major issues confronting humankind today. Environmental issues are inherently complex and difficult to resolve. Successful resolution of our most pressing environmental problems, such as climate change and ocean acidification, will require well-trained earth and environmental scientists that think critically in a multi-dimensional framework at variable spatial and temporal scales. This begs the question as to how we can both attract and successfully educate students in such a way that will permit them to tackle the multitude of environmental problems currently facing society. This poster details one way to successfully attract and train students in an interdisciplinary environmental education framework by sharing: (1) some of the successful strategies and programmatic structure of the University of Delaware's undergraduate environmental programs that have grown over 60% in two years after a major programmatic revision; and (2) the current round of programmatic revisions that will complete the strategic planning process.* The interdisciplinary environmental education program at the University of Delaware has a strong programmatic core that provides students with the requisite quantitative training and field experience to solve complicated environmental issues. At the same time, the environmental program includes the social, political, and economic contexts of environmental issues. Together, these two parts of the core best equip students to mitigate environmental problems. Following a strategic planning effort, the University of Delaware is building upon past successes in training environmental scientists and managers by further reformulating its environmental programs to leverage the power of theme-based learning which complements the programmatic core in such a way to teach problem-solving skills. This poster details the multidimensional nature of the University of Delaware's environmental programs and the revised program structure that seeks to strike a balance between quantitative science, adaptive management, and solutions oriented thinking. ------------------------ *Please note that the planning process for the environmental programs was and is the collective effort of many dedicated people. Current members of the advisory Environmental Council include Drs. Delphis Levia (Program Director), Nancy Targett (Dean and Council Chair), Frank Newton, Tracy Deliberty, Tom Sims, John Madsen, Paul Imhoff, Jan Johnson, Jerry Kauffman, Murray Johnston.

Effect of Video Assisted Instruction on Parent, Teacher and Student Perceptions of a Quality 5th Grade Math Program

ERIC Educational Resources Information Center

Mayes, Donald Roy

2010-01-01

This research has been conducted in response to struggling math students and parents who become frustrated while trying to help their student at home. A need remains for a treatment that can increase math success and lower the anxiety level associated with math. The rationale for this research is an attempt to increase students' math success by…

African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program

NASA Astrophysics Data System (ADS)

Maton, Kenneth I.; Hrabowski, Freeman A., III; Schmitt, Carol L.

2000-09-01

This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors.

Impact of school flu vaccine program on student absences.

PubMed

Plaspohl, Sara S; Dixon, Betty T; Streater, James A; Hausauer, Elizabeth T; Newman, Christopher P; Vogel, Robert L

2014-02-01

Literature provides evidence that school attendance correlates with academic performance and student success. Influenza is a contributing factor to school absences. Primary prevention for influenza includes immunization. School-located influenza vaccine (SLIV) programs provide greater access for students to be immunized. A retrospective review of preexisting data from four academic years was conducted to examine the relationship between SLIV participation and absenteeism among students at eight public elementary schools in Effingham County, Georgia. Results identified differences in average frequency of absences between SLIV and non-SLIV years as well as between SLIV participants and nonparticipants for the 2 SLIV years. Implications for practice include the potential for increased herd immunity among students, which may also extend to other parties within the school community and at home, thus promoting overall wellness and future student success.

Culture and Climate: Factors That Influence the Academic Success of African American Students in Prelicensure Nursing Education.

PubMed

Murray, Teri A

2015-12-01

Despite numerous calls to diversify the nursing workforce, little progress has been made in increasing the numbers of African American graduates from prelicensure nursing programs, thus widening the diversity gap in the number of African Americans who enter the RN workforce. An integrative literature review was conducted to determine whether, from the students' perspective, the institutional climate and culture influenced their academic success. Themes of Alienation and Isolation, Persistent Determination, and Difficulty Seeking Help emerged as having an influence on students' academic success. On the basis of this review, professional development programs on topics such as implicit bias, microaggressions, and other unintentional and unconscious behaviors are recommended. Copyright 2015, SLACK Incorporated.

Playing the game: sports as a force for promoting improved academic performance for urban youth.

PubMed

DeMeulenaere, Eric

2010-01-01

Using qualitative research methods involving observations and interviews with four students, their families and friends, this paper examines six ways that student involvement in sports promoted student success: structuring schedules, creating incentives, building confidence, developing positive adult and peer role models, and its role in getting students to develop future aspirations. It then turns to consider how students use their involvement with sports to negotiate the challenges they faced in adopting a successful student identity. Participation in school sports became a powerful justification for successful school performance for the participating students in this study. Finally, this paper ends with several policy implications for considering sports programming in urban schools.

Implementing a centralized institutional peer tutoring program.

PubMed

Gaughf, Natalie White; Foster, Penni Smith

2016-01-01

Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills. The program allowed students and peer tutors to coordinate their own tutoring services. Evaluations by both students and peer tutors showed satisfaction with the program. Recommendations for developing and implementing an effective peer tutoring program are presented, including utilization of an online system, consistent program policy with high professionalism expectations, funding, program evaluation and data tracking.

How to Promote a Technology Education Program: An Effective Campaign Will Increase Student Enrollment, Spread Goodwill, Reflect a Positive Image, and Grow Positive Involvement

ERIC Educational Resources Information Center

Fitzgerald, Mike

2004-01-01

The advertising, marketing, promotion, and positioning of technology education programs have become increasingly important. Yet the rewards of promoting a program will not only bring more students and resources to the classroom, it will also bring support on a larger scale, resulting in added resources to help all students become more successful.…

A specialist peer mentoring program for university students on the autism spectrum: A pilot study.

PubMed

Siew, Choo Ting; Mazzucchelli, Trevor G; Rooney, Rosanna; Girdler, Sonya

2017-01-01

The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support.

A Best Practices Approach to Working with Undergraduate Women in the Geosciences

NASA Astrophysics Data System (ADS)

Godfrey, E. S.; Clinton, S. M.; Adams, A. S.; Pollack, I. B.; Barnes, R.; Bloodhart, B.; Bowker, C.; Burt, M. A.; Henderson, H.; Hernandez, P. R.; Maertens, J.; Sample McMeeking, L. B.; Sayers, J.; Fischer, E. V.

2017-12-01

Many projects and programs aim to increase female participation in STEM fields, but there is little existing literature about the best practices for implementing such programs. An NSF-sponsored project, PROmoting Geoscience Research, Education & SuccesS (PROGRESS), aims to assess the effectiveness of a professional development and peer-mentoring program on undergraduate students' interest and persistence in geoscience-related fields and on self-perceptions as a scientist. We held workshops in off-campus locations in the Carolinas and the Colorado/Wyoming Front Range in 2015 (2016) for students at seven (nine) universities. Recruiting 1st and 2nd year female STEM students, however, proved challenging, even though all transportation and expenses were provided at no cost to participants. The initial acceptance rate to attend the workshop was surprisingly low (less than 30%) and was further impacted by a high number of cancellations ( 1/3 of acceptees) in the days leading up to each workshop. However, 88% of students who completed an online strength assessment beforehand attended the workshop. Thus, an activity that requires student effort in advance can be used to gauge the likelihood of participation. The PROGRESS model is proving to be effective and beneficial for undergraduate students. Post-workshop evaluations revealed that nearly all participants would recommend the workshop to others. Students found it successful in both establishing a support system in the geosciences and increasing their knowledge of geoscience opportunities. Participant surveys show that panel discussions on career paths and the mentoring experiences of working geoscientists were the most favorably-viewed workshop components. It's not enough to offer excellent programs, however; interventions are required to recruit and incentivize participants and to help students recognize the value of a mentoring program. A successful program will devote significant time toward maintaining frequent contact with participants using a variety of media (i.e., email, texting, and/or phone calls). This presentation will discuss the challenges of recruiting students and maintaining their interest and involvement in a mentoring program, as well as the potential best practices for implementing similar programs.

[MD PhD programs: Providing basic science education for ophthalmologists].

PubMed

Spaniol, K; Geerling, G

2015-06-01

Enrollment in MD PhD programs offers the opportunity of a basic science education for medical students and doctors. These programs originated in the USA where structured programs have been offered for many years, but now German universities also run MD PhD programs. The MD PhD programs provided by German universities were investigated regarding entrance requirements, structure and financing modalities. An internet and telephone-based search was carried out. Out of 34 German universities 22 offered MD PhD programs. At 15 of the 22 universities a successfully completed course of studies in medicine was required for enrollment, 7 programs admitted medical students in training and 7 programs required a medical doctoral thesis, which had to be completed with at least a grade of magna cum laude in 3 cases. Financing required scholarships in many cases. Several German universities currently offer MD PhD programs; however, these differ considerably regarding entrance requirements, structure and financing. A detailed analysis investigating the success rates of these programs (e.g. successful completion and career paths of graduates) would be of benefit.

Senior Thesis Research at Princeton.

ERIC Educational Resources Information Center

Prud'homme, Robert K.

1981-01-01

Reviews a senior undergraduate research program in chemical engineering at Princeton University. Includes strengths and requirements for a successful program. Senior thesis research provides creative problem solving experiences for students and is congruent with departmental research objectives. Selected student comments are included. (SK)

Marketing Higher Education.

ERIC Educational Resources Information Center

Knight, Brent; Johnson, Dennis

1981-01-01

In a successful college marketing program, students and high-quality instruction are top priorities. Marketing research should investigate student needs and frustrations, the products offered, value received for time and money invested, physical convenience and appeal, and promotional strategies. Program research and development suggestions are…

Design of a professional development and support program for future photonics industry team leaders

NASA Astrophysics Data System (ADS)

Hall-Wallace, Michelle; Regens, Nancy L.; Pompea, Stephen M.

2002-05-01

The University of Arizona's Collaboration to Advance Teaching Technology and Science (CATTS) program sponsored by the National Science Foundation has found a successful way to unite public and charter school students and teachers, university science outreach programs, graduate and undergraduate students, and university faculty for the betterment of science education. A key aspect of this success has been the ability of the project to assist stakeholders in understanding the different cultural perspectives of all of the participants. The success of this program has led us to create a template for a professional development and support program emphasizing the degree of cross-cultural understanding appropriate for today's multinational photonics industry. This template is designed to give future photonics technical, managerial, and manufacturing leaders training in a variety of areas that can enhance their productivity and ability to lead teams. The design would be appropriate for photonics research and development teams, sales and marketing teams, teams with diverse members new college hires, and newly emplaced managers. This education template would also be appropriate for students in photonics industry technician and graduate- level programs. This type of program is not a substitute for other forms of professional managerial training, but rather augments such programs with material that can aid in a more global perspective.

The Road to Success . . . Driving toward Effective Citizenship.

ERIC Educational Resources Information Center

Winter, Deb; Rice, Chris

2000-01-01

Describes Lawton (Michigan) Elementary School's "Road to Success" program, which emerged from concern for students' knowledge of civics and ability to participate as effective citizens. Explains that an important aspect of the program is its focus on Core Democratic Values. (CMK)

Simplifying Student Aid: What It Would Mean for States

ERIC Educational Resources Information Center

Baum, Sandy; Little, Kathleen; Ma, Jennifer; Sturtevant, Anne

2012-01-01

Like the federal Pell Grant program, need-based state grant programs are designed to increase access to higher education among low- and moderate-income students. A growing body of research indicates that adequate funding is a necessary but not sufficient condition for successfully achieving this goal. Aid programs that are easy to understand and…

Guided Pathways to Careers: Four Dimensions of Structure in Community College Career-Technical Programs

ERIC Educational Resources Information Center

Van Noy, Michelle; Trimble, Madeline; Jenkins, Davis; Barnett, Elisabeth; Wachen, John

2016-01-01

Objective: Some have hypothesized that community college programs are not sufficiently structured to support student success and that students would benefit from more highly structured programs. This study examines the specific ways that structure is expressed in policy and practice at representative community colleges. Method: Using data obtained…

Howard University Engineers Success: Interdisciplinary Study Keeps Howard on the Cutting Edge

ERIC Educational Resources Information Center

Chew, Cassie M.

2004-01-01

According to Engineering Workforce Commission annual reports, in 1999 Howard University graduated 108 students, 92 of whom were African American, in its chemical, civil, electrical, and mechanical engineering programs and computer science programs. After two more years of graduating approximately 100 students across programs, in 2002, according to…

Exploring Factors Facilitating and Hindering College-University Pathway Program Completion

ERIC Educational Resources Information Center

Percival, Jennifer; DiGiuseppe, Maurice; Goodman, Bill; LeSage, Ann; Longo, Fabiola; De La Rocha, Arlene; Hinch, Ron; Samis, John; Sanchez, Otto; Augusto Rodrigues, Anna; Raby, Phil

2016-01-01

Purpose: The purpose of this paper is to explore not only the academic measures such as grade point average of success of college-to-university transfer programs (Pathway Programs), but also the social-cultural facilitators and barriers throughout the students' Pathway experience. Design/methodology/approach: The experience of students and…

Multicultural Conflict Resolution: Development, Implementation and Assessment of a Program for Third Graders.

ERIC Educational Resources Information Center

Graham, Benjamin C.; Pulvino, Charles

2000-01-01

Presents an intervention that outlines the formulation, implementation, and assessment of one counselor's attempt to increase student skills in the area of conflict resolution through a 6-week, curriculum-based, conflict resolution program for third-graders. Program evaluation indicates that it was successful in challenging students'…

Biology Intensive Orientation for Students (BIOS): A Biology "Boot Camp"

ERIC Educational Resources Information Center

Wischusen, Sheri Maples; Wischusen, E. William

2007-01-01

The Biology Intensive Orientation for Students (BIOS) Program was designed to assess the impact of a 5-d intensive prefreshman program on success and retention of biological science majors at Louisiana State University. The 2005 pilot program combined content lectures and examinations for BIOL 1201, Introductory Biology for Science Majors, as well…

An Exploration of Factors Associated with Student Attrition and Success in Enabling Programs

ERIC Educational Resources Information Center

Morison, Anthony; Cowley, Kym

2017-01-01

University-based enabling programs (EPs) provide a tertiary pathway for up to twenty percent of undergraduate enrolments at Australian universities. Attrition from these programs and the resulting costs to students, universities and society at large is an important issue deserving research attention. This research project aimed to investigate the…

It's Recruiting, Stupid! Reinvigorating a Two-Year College Honors Program.

ERIC Educational Resources Information Center

Oelke, Karl

This paper discusses attempts made by the author to reinvigorate the College Honors Program at Union County College in New Jersey (UCC). Created in 1985 to offer an enriched learning experience for exceptional liberal arts students, the Honors Program helps students develop their thinking skills and achieve academic success. However, due to…

Sisters in Science: A Model Program. Spotlight on Student Success, No. 201.

ERIC Educational Resources Information Center

Hammrich, Penny L.

In an effort to promote females' achievement in science, the Sisters in Science program was developed. Conducted in 2 schools in Philadelphia (Pennsylvania), the program's inaugural year involved 60 fourth-grade girls in 2 elementary schools, an intergenerational corps of 20 women volunteers, 150 undergraduate elementary education students, and 8…

Pilot Test of Standup, an Online School-Based Bullying Prevention Program

ERIC Educational Resources Information Center

Timmons-Mitchell, Jane; Levesque, Deborah A.; Harris, Leon A., III.; Flannery, Daniel J.; Falcone, Tatiana

2016-01-01

Bullying is a significant public health problem for students in schools. Prevention programs have addressed targets with some success; however, meta-analyses find small effects among older youths. A pilot study was conducted with high school students to evaluate the potential efficacy of StandUp, a three-session online program that delivers…

Undergraduate Research and Service-Learning Programs in a Kinesiology Program at a Teaching University

ERIC Educational Resources Information Center

O, Jenny; Sherwood, Jennifer J.; Yingling, Vanessa R.

2017-01-01

High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology…

Students at the Edge of Space

ERIC Educational Resources Information Center

Kennon, Tillman; Roberts, Ed; Fuller, Teresa

2008-01-01

Space travel, even low Earth orbit, is probably several years away for most of us; however, students and teachers can research the edge of space by participating in the BalloonSat program. BalloonSat is an offshoot of the Space Grant Consortium's very successful RocketSat program. The Arkansas BalloonSat program consists of teacher-initiated…

Informal Physics Education: Outreach from a National Laboratory

NASA Astrophysics Data System (ADS)

Sanchez, Jose; Dixon, Patricia; Hughes, Roxanne

2012-02-01

This presentation highlights strategies for K-20 teaching and learning about materials research in informal settings. The National High Magnetic Field Laboratory's Center for Integrating Research & Learning is in a unique position to conduct programs that reach K-20 students and teachers. As part of a national laboratory the Center provides the infrastructure around which informal education programs are implemented, including the nationally-recognized programming as well as facilitating scientists' educational outreach in the community. Research Experiences for Undergraduates, focuses on encouraging women and other underrepresented groups to pursue STEM careers reaching approximately 200 students many of whom have pursued careers in research as well as academia. The Research Experiences for Teachers program has provided internships for over 150 teachers; the Center also reaches over 10,000 students each year through school and community outreach. Success of informal education programs relies heavily on establishing strong mentoring relationships between scientists and K-20 students and teachers. The Center's success at maintaining diverse programming that transforms how materials education is presented beyond the traditional classroom is the focus for this presentation.

A High School and Community College Articulation Agreement Targeting Disaffected Students

ERIC Educational Resources Information Center

Irvine, Jeff

2017-01-01

This study examined a linkage program between a secondary school and a community college in Ontario, Canada. The study sought to identify (a) appropriate success criteria to evaluate a high school-community college program and (b) the attributes that promote or ensure a program's sustainability. Though initially successful, the investigated…

Success by Eight: A Program for 21st Century Schools.

ERIC Educational Resources Information Center

Domenech, Daniel A.

1999-01-01

The Fairfax County (Virginia) Schools have developed a pilot program, Success by Eight, that groups students ages 5 to 8 for different types of learning, based on performance in each subject. By restructuring K-2 classes into multiple, flexible groups, the program provides opportunities for continuous learning and development during critical…

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…

Supporting Success: Why and How to Improve Quality in After-School Programs

ERIC Educational Resources Information Center

Sheldon, Jessica; Hopkins, Leigh

2008-01-01

This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's Communities Organizing to Advance Learning (CORAL) initiative to achieve the levels of quality needed to boost the academic success of participating students, and makes policy and funding suggestions for improving program performance.…

The Impact of a Freshman Mentoring Program on Student Success within a Large Chicago Suburban High School

ERIC Educational Resources Information Center

Killeen, Jennifer

2017-01-01

The purpose of this quasi-experimental study is to determine the impact a freshman mentoring program will have on student achievement, student discipline and student attendance within a large suburban high school. There does not seem to be much previous research on this topic in particular, therefore much of the research focused on the transition…

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…

A Bridge to a Smart Start: A Case Study of Northampton Community College's Summer Bridge Program

ERIC Educational Resources Information Center

Sparrow, Michael J.

2017-01-01

This study sought to understand how and why Northampton Community College's Summer Bridge program--The Smart Start program--is highly successful at helping "at-risk" students transition to college-level work. For ten years, the Smart Start program has helped more than 150 incoming students acclimate to college, persist, and graduate…

Outdoor Education Opportunities for Middle School Students: Academic and Social Impacts of Adventure Programs

ERIC Educational Resources Information Center

Gordon, Lisa

2011-01-01

This study examines components of outdoor adventure programs for middle school students, using a school with a successful program as a model. Outdoor education is often left out of these years for financial and safety reasons, however the benefits of adventure programs are both measurable and profound to self-concept, confidence, identity growth,…

Perception of Stakeholders towards the Effectiveness of Diploma Programs: A Case Study of Saudi Arabian University

ERIC Educational Resources Information Center

Alotaibi, Khalid Abdullah

2014-01-01

The success of civilization is determined by the excellent education system and excellent education program. It is believed that the aims of producing outstanding and dedicated students are determined by the quality of education program. Students chose the education program based on many criteria, like job guarantee, reputation of the university,…

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…

Performing History: The Effects of a Dramatic Art-Based History Program on Student Achievement and Enjoyment

ERIC Educational Resources Information Center

Otten, Mark; Stigler, James W.; Woodward, J. Arthur; Staley, Lisle

2004-01-01

This study examines the influence of a dramatic art-based history program for fifth-grade students on both their learning and enjoyment of history. The program, called "Performing History," reflects theories of effective use of drama in the classroom as well as successful ways to teach history. The program presents historical information as part…

A Comparison of Logistic Regression, Neural Networks, and Classification Trees Predicting Success of Actuarial Students

ERIC Educational Resources Information Center

Schumacher, Phyllis; Olinsky, Alan; Quinn, John; Smith, Richard

2010-01-01

The authors extended previous research by 2 of the authors who conducted a study designed to predict the successful completion of students enrolled in an actuarial program. They used logistic regression to determine the probability of an actuarial student graduating in the major or dropping out. They compared the results of this study with those…

Minority Student Success: The Role of Teachers in Advanced Placement Program® (AP®) Courses. Research Report No. 2002-8. ETS RR-02-17

ERIC Educational Resources Information Center

Burton, Nancy W.; Whitman, Nancy Burgess; Yepes-Baraya, Mario; Cline, Frederick; Kim, R. Myung-in

2002-01-01

This project described the characteristics and teaching behaviors of those successfully teaching AP® Calculus AB and AP English Literature and Composition to underrepresented minority students. Its purpose was to assist educators in improving the participation and performance of underrepresented minority students in AP classes. Study results…

Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus

ERIC Educational Resources Information Center

West, Jerry G.

2013-01-01

Students in higher education deserve opportunities to succeed and learning environments which maximize success. Mathematics courses can create a barrier for success for some students. College algebra is a course that serves as a gateway to required courses in many bachelor's degree programs. The content in college algebra should serve to…

Creating a Successful Training Program for Frontline Staff: The University of Minnesota's Integrated Student Services Model

ERIC Educational Resources Information Center

Peterson, Heather L.; Otto, Carrie L.

2011-01-01

Successfully preparing frontline counseling staff in an integrated student services model is a challenge--one that management staff in One Stop Student Services at the University of Minnesota, Twin Cities (UMTC) have been fine-tuning for almost ten years. The effort has required collaboration across units in a series of trial and error attempts…

Assessing the Effectiveness of Targeted Intrusive Advising and Student Success Using an Early Intervention Program

ERIC Educational Resources Information Center

Poole, Jesse

2015-01-01

The institution in this study is a medium size, public liberal arts institution located in a rural setting. At the beginning of Fall 2012 term, 5,366 undergraduate and 922 graduate students were enrolled in the university's ten-week quarter system. In an attempt to increase student success and retention, the institution implemented a student…

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

ERIC Educational Resources Information Center

Liu, Feng; Cavanaugh, Cathy

2011-01-01

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

The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course

ERIC Educational Resources Information Center

Inan, Fethi; Yukselturk, Erman; Kurucay, Murat; Flores, Raymond

2017-01-01

The purpose of this study was to examine whether students' self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The…

First Generation College Students in STEM: Counter Stories of Success

NASA Astrophysics Data System (ADS)

Hernandez, Carol D.

First-generation community college Science, Technology, Engineering, and Mathematics (STEM) students have unique challenges in transferring to a four-year college. This is especially true for Latin and African American students who may experience multiple challenges, including discrimination, immigration issues and language issues, and sometimes poor academic preparation in their K-12 education. This project used a grounded theory approach to explore through an equity lens the educational journey of seven Los Medanos College students who have successfully transferred to a four-year institution were interviewed. All of these students that participated in this project were former Mathematics Engineering Science Achievement Program (MESA) students at Los Medanos College. The MESA Program is a learning community that provides academic support for "educationally and economically disadvantaged" students so they can excel in math and science, transfer to four-year institutions as majors in math-based fields, and graduate with baccalaureate degrees in STEM majors. Several intervention strategies are embedded into the program, including: counseling, mentors, a learning center, tutors, financial aid and transfer workshops, and internship and scholarship opportunities. The students were interviewed and asked several questions regarding their high school life, MESA, and community college and transfer experiences. The main theoretical framework utilized to analyze the interviews was Border Lands theory because these students created a safe space that allowed them to straddle their life at home and their life at school. Interviews with these students reveal seven successful, happy, and engaged students. Several themes emerged with respect to the importance of students' finding a major that they love, finding community, and the importance of teachers, family, and engagement in their success. The results of this project also emphasize the importance of hiring passionate teachers, challenging students, and engaging them via their interests and passions. The interviews uncovered Critical Race Theory counter stories, showing that despite the many barriers that these students encountered throughout their educational journey, they were able to succeed at the highest levels.

The Students Upgrading through Computer and Career Education Systems Services (Project SUCCESS). 1990-91 Final Evaluation Profile. OREA Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

An evaluation was done of the New York City Public Schools' Student Upgrading through Computer and Career Education Systems Services Program (Project SUCCESS). Project SUCCESS operated at 3 high schools in Brooklyn and Manhattan (Murry Bergtraum High School, Edward R. Murrow High School, and John Dewey High School). It enrolled limited English…

Preparing minority undergraduate students for successful science careers.

NASA Astrophysics Data System (ADS)

Akundi, Murty

2008-03-01

Xavier University of Louisiana is well known for being number one in graduating the most minority students in physical and biological sciences. The reason for this success is built on the concept of Standards with Sympathy in the Sciences (Triple S). This is an outgrowth of over twenty years of planning and development by the Xavier science faculty to devise a program for preparing and retaining students in the sciences and engineering. Xavier has been successfully conducting for over ten years, Summer Science Academy (SSA) for middle and high school students; Science Technology, Engineering and Mathematics (STEM) Scholars and Howard Hughes Biomedical programs for in-coming freshmen. Recently, through a grant from NSF, we have developed the Experiential Problem-solving and Analytical Reasoning (EPsAR) summer bridge program for in-coming freshmen who were given conditional admission to the university (i.e., those students who scored below the acceptable range for placement into degree mathematics courses). In this program, EPsAR participants will be engaged in problem-solving and critical thinking activities for eight hours per day, five days per week, for six weeks. Additionally, an interdisciplinary approach is taken to convey the mathematical skills learned to relate to physics, chemistry, biology, and computer science. Sixty-six students have participated in the last two years in the EPsAR program. During the first year 23 of 28 students successfully bi-passed the algebra review course and were placed into a degree credit course in mathematics. In the second year, thirty-one (31) of the 38 were advanced to a higher-level mathematics course. Twenty-three (23) out of 38 went on to degree credit math course. To retain students in the sciences peer tutoring in all the science disciplines are made available to students throughout the day for 5 days per week. Faculty and students are available to give guidance to the needed students. The University has established a Graduate Placement Office and a Center for Undergraduate Research to facilitate students' pursuit of gradate studies. The results of these efforts indicate a 40 percent graduation rate in four years and increased to 90 percent in six years in the natural sciences and 50 percent of these graduates pursue graduate/professional careers.

Summer Bridge's Effects on College Student Success

ERIC Educational Resources Information Center

Bir, Beth; Myrick, Mondrail

2015-01-01

This study considered whether participation in a rigorous, intense summer bridge program had a significant effect on the academic success of African-American male and female students in developmental education, compared to nonparticipants, at a four-year Historically Black University in terms of retention, progression, and graduation from…

Articulating attrition: Graduate school experiences of female doctoral students in the sciences

NASA Astrophysics Data System (ADS)

Osburn, Kathryn Ann

2005-07-01

Despite decades of research and reform efforts designed to bolster female retention in scientific disciplines, the conundrum of women's departure from doctoral programs in the sciences remains. This qualitative case study investigated the aspects of the graduate school experience that female doctoral students described as facilitating or impeding their successful degree completion in chemistry. I analyzed the graduate school narratives of twelve female participants who represented both successful and unsuccessful doctoral recipients from four advisors at one university. Participants identified four types of experiences that facilitated their retention in the doctoral program: feeling successful and confident in meeting the program requirements, having positive research experiences, receiving support from social networks, and being dedicated to career goals. Participants cited four kinds of experiences that impeded their continued participation in the doctoral program: having negative research experiences, feeling a lack of success and confidence in meeting the program requirements, changing career goals, and receiving no support from social networks. The graduate school experiences of participants who did and did not successfully attain their degree objectives differed in terms of four dimensions: pre-program experiences, academic experiences, advisory experiences, and social experiences. Based on these findings, I have proposed a model of attrition and retention that emphasizes the role that these unique program experiences play in shaping participants' sense of professional fit within the community of doctoral chemists, consequently contributing to their differential program outcomes. This study not only offers a new perspective on the phenomenon of female doctoral attrition in the sciences but also informs the development of more gender-inclusive graduate science practices and policies that will support the retention of female doctoral students.

Effect of Direct Instruction Programs on Teaching Reading Comprehension to Students with Learning Disabilities

ERIC Educational Resources Information Center

Parker, Jennifer Leigh Sarratt

2014-01-01

The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the…

Graduate Business Education: Profiling Successful Students and Its Relevance for Marketing and Recruitment Policy

ERIC Educational Resources Information Center

Eddey, Peter; Baumann, Chris

2009-01-01

The authors conducted an analysis of 1,049 graduates from post-graduate business programs at an Australian university primarily to determine whether students from nonbusiness backgrounds, after completing a business preparation program, perform at the same academic level as students with prior studies in business. The authors found that students…

"It's All about the 'Ganas'": Incorporating a Multicultural Curriculum in Developmental Education

ERIC Educational Resources Information Center

Doran, Erin E.; Singh, Anupma

2018-01-01

Despite the overrepresentation of students of color in developmental education, there is a lack of research on programs that promote the success and transfer of these students beginning in developmental education, especially Latinx students. Since 2012, the Dream Catchers program in Texas has targeted the recruitment, retention, and completion of…

Austin Youth River Watch Program: 1992-93 Final Report. Publication Number 92.33.

ERIC Educational Resources Information Center

Turner, Jeannine

The City of Austin (Texas) provides funds for an educational initiative to involve minority high school students in water quality issues and to reduce the dropout rate through positive role model interaction with academically successful students. Principal program activities were testing river water for pollutants and tutoring at-risk students by…

The Impact of an Interdisciplinary Space Program on Computer Science Student Learning

ERIC Educational Resources Information Center

Straub, Jeremy; Marsh, Ronald; Whalen, David

2015-01-01

Project-based learning and interdisciplinary projects present an opportunity for students to learn both technical skills and other skills which are relevant to their workplace success. This paper presents an assessment of the educational impact of the OpenOrbiter program, a student-run, interdisciplinary CubeSat (a type of small satellite with…

Materially Disadvantaged Students and the Transfer Function of Community College.

ERIC Educational Resources Information Center

Stevenson, James A.

A number of sources have focused upon the lower socio-economic category of community college students and their success in completing a four-year college program. Some are pessimistic, claiming that very low percentages of two-year college students ever graduate from four-year college programs, and that most who drop out are from low income…

Mental Health Awareness and Services in Armenian-American Schools: A Grant Proposal for a Teacher Training Program

ERIC Educational Resources Information Center

Tanielian, Aline Zarig

2012-01-01

School-based mental health programs in America provide students with psychological services that have been found to increase students' academic and social success and overall well-being. Furthermore, teacher involvement in students' psychological well-being via awareness, psychoeducation, and/or rendering help and resources has been found to be a…

The College Ladder: Linking Secondary and Postsecondary Education for Success for All Students

ERIC Educational Resources Information Center

Lerner, Jennifer Brown; Brand, Betsy

2006-01-01

This compendium identifies and describes schools, programs, and policies that link secondary and postsecondary education to help students earn college credit or take college-level courses while in high school. It raises issues for practitioners and policymakers to consider as these program grow and target a wider range of students. This compendium…

PREDICTING ACHIEVEMENT IN TECHNICAL PROGRAMS AT THE NORTH DAKOTA STATE SCHOOL OF SCIENCE.

ERIC Educational Resources Information Center

ANDERSON, ROGER C.

DATA WERE COLLECTED FROM SCHOOL RECORDS FOR 876 STUDENTS ENROLLED IN SIX TECHNICAL PROGRAMS FROM 1961-63. THIS PROVIDES EIGHT BIOGRAPHICAL AND 17 ACADEMIC VARIABLES WHICH WERE EXAMINED FOR THEIR USEFULNESS IN PREDICTING STUDENT SUCCESS. THE STUDENT SAMPLE WAS DIVIDED INTO GRADUATES AND NONGRADUATES. NONGRADUATES WERE THOSE WHO ATTENDED FOUR OR…

Strengthening Attainment of Student Learning Outcomes during Work-Integrated Learning: A Collaborative Governance Framework across Academia, Industry and Students

ERIC Educational Resources Information Center

Henderson, Amanda; Trede, Franziska

2017-01-01

Graduate capability and employability are regarded as critical success factors for degree programs by universities, industry, and the students. Furthering work-based experiences for academic credit within degree programs is being increasingly explored to assist employability. Effective work-based experiences are reliant on good partnerships…

Analysis of Student Misbehavior Patterns: Corrective Guidelines for Administrators and Teachers in Alternative Education Programs.

ERIC Educational Resources Information Center

Dix, Jerry Edward; Karr-Kidwell, PJ

This paper presents an analysis of adolescent violent behavior in schools. The paper offers an overview that includes student violence and discipline issues, school law, special services for at-risk students, and programs to enhance the opportunities for successful interventions. The paper is also a vehicle for a new discipline-management…

Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization among Middle School Students with Disabilities

ERIC Educational Resources Information Center

Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.

2015-01-01

Results of a 3-year randomized clinical trial of Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing bullying, physical aggression, and peer victimization among students with disabilities are presented. Teachers implemented 41 lessons of a sixth- to eighth-grade curriculum that focused on social-emotional…

The Effects of a Roommate-Pairing Program on International Student Satisfaction and Academic Success

ERIC Educational Resources Information Center

Tolman, Steven

2017-01-01

While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of…

Summer Learning Programs and Student Success in the Global Economy

ERIC Educational Resources Information Center

Smink, Jeffrey D.

2007-01-01

In the United States and around the rest of the world, there is a renewed focus on ensuring that schools are providing students with the skills necessary to compete in the global economy. High-quality summer learning programs are an ideal vehicle to help students gain content knowledge and develop innovative skills: they provide time for…

Lessons Learned through the Piedmont Futures Program: Why Career Education Is Important to Student Success

ERIC Educational Resources Information Center

Hughey-Commers, Erin

2011-01-01

Hands-on learning with business professionals is at the heart of the educators' approach with the Piedmont Futures program at Piedmont Virginia Community College. Too often educators provide the answers before students have asked the questions; they create career pathways without providing students with sufficient opportunities to explore which…

Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success

NASA Astrophysics Data System (ADS)

Karpilo, Lacy N.

Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher education professionals to gain insight into the teaching methods currently being utilized in engineering and reinforces the importance of student-faculty interaction and thus facilitating the creation of programs or initiatives to improve student academic success.

An Interdisciplinary Program in Materials Science at James Madison University.

NASA Astrophysics Data System (ADS)

Hughes, Chris

2008-03-01

Over the past decade a core group of faculty at James Madison University has created an interdisciplinary program in materials science that provides our students with unique courses and research experiences that augment the existing, high-quality majors in physics and astronomy, chemistry and biochemistry, geology and environmental science, mathematics and statistics, and integrated science and technology. The university started this program by creating a Center for Materials Science whose budget is directly allocated by the provost. This source of funds acts as seed money for research, support for students, and a motivating factor for each of the academic units to support the participation of their faculty in the program. Courses were created at the introductory and intermediate level that are cross-listed by the departments to encourage students to enroll in them as electives toward their majors. Furthermore, the students are encouraged to participate in undergraduate research in materials since this is the most fundamental unifying theme across the disciplines. This talk will cover some of the curricular innovations that went into the design of the program to make it successful, examples of faculty and student research and how that feeds back into the classroom, and success stories of the interactions that have developed between departments because of this program. Student outcomes and future plans to improve the program will also be discussed.

Volunteer Magic: Finding and Keeping Library Volunteers.

ERIC Educational Resources Information Center

Thelen, Laurie

2001-01-01

Offers suggestions for a successful volunteer program in a school setting. Topics include recruitment strategies, including advertising for parents, grandparents, other groups, and students; training programs for adult volunteers and for students; how to keep volunteers; how to afford rewards; and helpful resources. (LRW)

A NASA SHARP Mentoring Experience Utilizing GP-B

NASA Technical Reports Server (NTRS)

Estes, Howard

2004-01-01

The goal of this program is to increase the participation and success rates of students who are traditionally underrepresented in science, mathematics, technology , and geography. Students are selected based on aptitude and oi nterests. It is a NASA sponsored, 8 week program.

Project Success Environment: An Approach to Community Educational Improvement. End of Budget Report, Fiscal Year 1975.

ERIC Educational Resources Information Center

Rollins, Howard

Between 1970 and 1973, Project Success Environment, funded under Elementary Secondary Education Act Title III developed an effective, low-cost classroom management program for use in grades one through eight of public schools. The program provides students with maximum opportunity to experience, on an individual basis, success in school. Teachers…

Successful Strategies for Teaching & Learning.

ERIC Educational Resources Information Center

American Association of Community Colleges, Washington, DC. National Council of Instructional Administrators.

Focusing on strategies for increasing student success in the community college, this monograph profiles winners of the National Council of Instructional Administrators (NCIA) exemplary program competition for 1994. First, background information on the competition is provided, indicating that it considers programs in three categories:…

Training the Translational Research Teams of the Future: UC Davis—HHMI Integrating Medicine into Basic Science Program

PubMed Central

Rainwater, Julie A.; Chiamvimonvat, Nipavan; Bonham, Ann C.; Robbins, John A.; Henderson, Stuart; Meyers, Frederick J.

2013-01-01

Abstract There is a need for successful models of how to recruit, train, and retain bench scientists at the earliest stages of their careers into translational research. One recent, promising model is the University of California Davis Howard Hughes Medical Institute Integrating Medicine into Basic Science (HHMI‐IMBS) program, part of the HHMI Med into Grad initiative. This paper outlines the HHMI‐IMBS program's logic, design, and curriculum that guide the goal of research that moves from bedside to bench. That is, a curriculum that provides graduate students with guided translational training, clinical exposure, team science competencies, and mentors from diverse disciplines that will advance the students careers in clinical translational research and re‐focusing of research to answer clinical dilemmas. The authors have collected data on 55 HHMI‐IMBS students to date. Many of these students are still completing their graduate work. In the current study the authors compare the initial two cohorts (15 students) with a group of 29 control students to examine the program success and outcomes. The data indicate that this training program provides an effective, adaptable model for training future translational researchers. HHMI‐IMBS students showed improved confidence in conducting translational research, greater interest in a future translational career, and higher levels of research productivity and collaborations than a comparable group of predoctoral students. PMID:24127920

Imi Ho'ola: an educational model for disadvantaged students at the University of Hawai''i School of Medicine.

PubMed

Judd, Nanette L K; Sakamoto, Karen K; Hishinuma, Earl S; DeCambra, Chessa; Malate, Agnes R

2007-03-01

This paper describes an educational model that provides opportunities in medicine to students from disadvantaged backgrounds that have a commitment to serve in areas of need, and it presents guidelines on how this model could be adapted to various settings. From 1973 to 2002, the Imi Ho'ola Program (Hawaiian for "Those Who Seek to Heal") of the University of Hawai'i John A. Burns School of Medicine (JABSOM) has provided opportunities in medicine to 379 students from disadvantaged backgrounds. In 1995-1996, Imi Ho'ola underwent a transformation from a pre-medical enrichment program to a post-baccalaureate program that included provisional acceptance and financial support into JABSOM for students who successfully completed the program. As a result, the acceptance rate increased from 47.6% to 98.0%. In addition to provisional acceptance to JABSOM and financial support, the program's educational model incorporates five components, the key factors of the program's success: 1) JABSOM commitment and the institutionalization of the program; 2) emphasis placed on a comprehensive approach and the implementation of a curriculum and learning process that are aligned with JABSOM curricula; 3) faculty and staff who support the instructional methodology and work as a team to address students' needs; 4) assessment of students and systematic feedback regarding individualized education plans and academic and non-academic progress; and 5) a positive learning environment for students. Guidelines are provided in this article for consideration in adapting this educational model to other academic settings.

Pathways to the Geosciences through 2YR Community Colleges: A Strategic Recruitment Approach being used at Texas A&M University

NASA Astrophysics Data System (ADS)

Houser, C.; Nunez, J.; Miller, K. C.

2016-12-01

Department and college operating budgets are increasingly tide to enrollment and student credit hour production, which requires geoscience programs to develop strategic recruitment programs to ensure long-term stability, but also to increase institutional support. There is evidence that proactive high school recruitment programs are successful in engaging students in the geosciences, particularly those that involve the parents, but these programs typically have relatively low-yields and are relatively expensive. This means that increased enrollment of undergraduates in geosciences programs and participation by under-represented groups depends on innovative and effective recruitment and retention practices. The College of Geosciences at Texas A&M University has recently developed a Pathways to the Geosciences program that facilitates the transfer of students from 2-year institutions by providing direction to students interested in the geosciences from one of our partner institutions: Blinn College, Lee College, Houston Community College, San Jacinto College and Lone Star College. Each of the partner institutions offer disciplinary majors related to the geosciences, providing a gateway for students to discover and consider the geosciences starting in their freshman year. The guided pathways provide much needed direction without restricting options and allow students to see connections between courses and their career goals. In its first year, the Pathways to the Geosciences program has resulted in a significant increase in transfer applications and admissions from the partner institutions by 74% and 107% respectively. The program has been successful because we have been proactive in helping students at the partner institutions find the information they need to effectively transfer to a 4-year program. The increase in applications is evidence that students from our partner institutions are being intentional in following a pathway to a major in the College of Geosciences.

Be Explicit: Geoscience Program Design to Prepare the Next Generation of Geoscientists

NASA Astrophysics Data System (ADS)

Mogk, D. W.

2015-12-01

The work of geoscientists is to engage inquiry, discovery and exploration of Earth history and processes, and increasingly, to apply this knowledge to the "grand challenges" that face humanity. Geoscience as a discipline is confronted with an incomplete geologic record, observations or data that are often ambiguous or uncertain, and a need to grasp abstract concepts such as temporal reasoning ('deep time'), spatial reasoning over many orders of magnitude, and complex system behavior. These factors provide challenges, and also opportunities, for training future geoscientists. Beyond disciplinary knowledge, it is also important to provide opportunities for students to engage the community of practice and demonstrate how to "be" a geoscientist. Inculcation of geoscience "ways of knowing" is a collective responsibility for geoscientists (teaching faculty and other professionals), at all instructional levels, in all geoscience disciplines, and for all students. A whole-student approach is recommended. Geoscience programs can be designed to focus on student success by explictly: 1) defining programmatic student learning outcomes , 2) embedding assessments throughout the program to demonstrate mastery, 3) aligning course sequences to reinforce and anticipate essential concepts/skills, 4) preparing students to be life-long learners; 5) assigning responsibilities to courses/faculty to ensure these goals have been met; 6) providing opportunities for students to "do" geoscience (research experiences), and 7) modeling professional behaviors in class, field, labs, and informal settings. Extracurricular departmental activities also contribute to student development such as journal clubs, colloquia, field trips, and internships. Successful design of geoscience department programs is informed by: the AGI Workforce program and Summit on the Future of Geoscience Education that define pathways for becoming a successful geoscientist; training in Geoethics; Geoscience Education Research; and the NAGT Building Strong Departments program that has developed extensive web-based resources using the "matrix approach" http://nagt.org/nagt/profdev/twp/trav_departments.html. Geoscience departments should commit to producing great Science and great Scientists.

Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S students report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. 42 MS PHD'S alumni have completed their PhD and are actively engaged in the ESS workforce.

UAHuntsville-NASA MSFC Heliophysics REU: A Model for Recruiting Targeted Groups

NASA Astrophysics Data System (ADS)

Farid, S.; Heerikhuisen, J.; Winebarger, A. R.

2014-12-01

In 2011, researchers from the University of Alabama-Huntsville Center for Space Plasma and Aeronomic Research Center (CSPAR) and NASA Marshall Space Fight Center (MSFC) received a 3-year NSF award to create a REU site specifically designed to increase the participation of underrepresented groups in the Geo-sciences, specifically Heliophysics, and to reduce the attrition rate of sophomores by engaging them in research. This program has been highly successful. In three years of operation, we have increased in the diversity of applicant pool and selected participants, increased the number of inexperienced participants and made measurable impacts on the students' perceptions of graduate school and Heliophysics careers, and produced research with significant scientific merit. We attribute the success of the program to our proactive recruitment of first and second year students, underrepresented groups, and students from small universities. Key factors in our efforts include: 1) In person school visits of targeted schools 2.) Establishing relationships with faculty at targeted schools. 3.) An inclusive selection process that considers the availability of research at the students home institution 4.) A reduced focus on GPA and more focus on recommendation letters as indicators of success 5.) A successful cohort of experienced and inexperienced students 6.) The unique learning environment fostered by UAH-CSPAR and NASA-MSFC scientists. In this presentation, we review our strategies and suggest techniques to recruit targeted groups to similar REU programs.

Promoting Diversity in STEM through Active Recruiting and Mentoring: The Pre-Major in Astronomy Program (Pre-MAP) at the University of Washington

NASA Astrophysics Data System (ADS)

Schwieterman, Edward; Binder, Breanna; Tremmel, Michael; Garofali, Kristen; Agol, Eric; Meadows, Victoria

2015-11-01

The Pre-Major in Astronomy Program (Pre-MAP) is a research and mentoring program for underclassmen and transfer students offered by the University of Washington Astronomy Department since 2005. The primary goal of Pre-MAP is to recruit and retain students from groups traditionally underrepresented in science, technology, engineering, and mathematics (STEM) through early exposure to research. The Pre-MAP seminar is the core component of the program and offers instruction in computing skills, data manipulation, science writing, statistical analysis, and scientific speaking and presentation skills. Students choose research projects proposed by faculty, post-docs and graduate students in areas related to astrophysics, planetary science, and astrobiology. Pre-MAP has been successful in retaining underrepresented students in STEM fields relative to the broader UW population, and we've found these students are more likely to graduate and excel academically than their peers. As of spring 2015, more than one hundred students have taken the Pre-MAP seminar, and both internal and external evaluations have shown that all groups of participating students report an increased interest in astronomy and science careers at the end of the seminar. Several former Pre-MAP students have obtained or are pursuing doctoral and master’s degrees in STEM fields; many more work at NASA centers, teaching colleges, or as engineers or data analysts. Pre- MAP student research has produced dozens of publications in peer-reviewed research journals. This talk will provide an overview of the program: the structure of the seminar, examples of projects completed by students, cohort-building activities outside the seminar, funding sources, recruitment strategies, and the aggregate demographic and achievement data of our students. It is our hope that similar programs may be adopted successfully at other institutions.

Building Success into Your Montessori Middle School Program

ERIC Educational Resources Information Center

Sutton, Ann

2007-01-01

Montessori middle schools can be immensely successful and highly beneficial to students. Traditional schools notice differences in students who come from Montessori backgrounds; they find them to be adaptable self-starters who often take on leadership roles. Prestigious high schools seek to recruit Montessori middle school graduates. As more…

Mission Indicators of Success Outcomes Report, 2000/2001.

ERIC Educational Resources Information Center

Pima Community Coll., Tucson, AZ. Office of Institutional Research.

This report on outcomes of education for Pima Community College (PCC) in Arizona discusses 10 of PCC's success indicators: (1) PCC students and employees will reflect the diversity of the community; (2) students will find the college's programs and services accessible and competitively affordable among Arizona community colleges; (3) college…

Predicting Academic Success for Students of Color within STEM Majors

ERIC Educational Resources Information Center

Gipson, John

2016-01-01

Purpose: The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach: To increase the…

Antecedents to Empowerment: A Preliminary Investigation.

ERIC Educational Resources Information Center

Hughes, Karel J.

1998-01-01

Contends that empowerment and student autonomy strongly correlate with self-confidence; that this increases with incremental successes; and that any success is the outcome of acquiring and applying appropriate skills. Argues that geography students will be better life-long learners if they are taught enabling skills early in their programs. (DSK)

Affective Variables Indicating Success for Compensatory Education Projects.

ERIC Educational Resources Information Center

Cavin, Alonzo; And Others

This document is a study of the importance of affective variables and the implications of these variables in student success or failure. A 28 item questionnaire was administered to 30 college students enrolled in a compensatory education program. The questionnaire assessed attitudes toward professors, administrators, peers, toward relevance of…

Making School Food Service Work.

ERIC Educational Resources Information Center

Perry, Stephen C.

1986-01-01

Successful school food service programs require cooperation between employees and students and between the director and individual managers. Student participation can be increased by the use of marketing techniques and listening to students' requests. (MLF)

Students' Own Bookshop: A Program To Enhance Middle Grades Reading and Leadership through Student Managed Paperback Bookshop Operation. Manual of Ideas and Procedures.

ERIC Educational Resources Information Center

Braught, Loran, Comp.

This manual was developed as one outcome of a 2-year experimental project conducted in 53 school districts in Indiana (1990-92). The manual was designed to be a resource to schools interested in operating a successful "Students' Own Bookshop" program to encourage development of literacy and leadership among the students of their school.…

Evaluating Student Success and Outcomes in the Scripps Institution of Oceanography REU Program

NASA Astrophysics Data System (ADS)

Teranes, J. L.; Kohne, L.

2013-12-01

The NSF foundation-wide REU program exists to help attract and retain a diverse pool of talented undergraduate students in STEM fields. These goals are particularly relevant in earth and marine sciences because relatively few minority students traditionally seek careers in these fields and only account for an extremely small percentage of Ph.D. degrees earned. The Scripps Undergraduate Research Fellowship (SURF) REU program is a 10-week summer program currently in its third year of funding. The SURF program invites 10-15 undergraduate students from across the country to Scripps to participate in high quality collaborative research with Scripps faculty and researchers. Program components also include research seminars, career and graduate school preparation, GRE-prep courses, field trips and social activities. The project's goal, broadly, is to increase the participation of underrepresented minorities in marine science and related disciplines at a national level. Our program includes a comprehensive evaluation and assessment plan to help us understand the impact of this REU experience on the student participant. Our assessment consists of paired pre- and post-survey questions to estimate student growth in the following areas as related to earth and marine sciences: (1) increased knowledge and skills (2) increased confidence in ability to conduct research (3) improved attitudes and interest in the field and (4) more ambitious career goals. Assessment results from the last two cohorts have helped refine our recruitment and selection strategies. In the first year of our program, we focused almost exclusively on recruiting underrepresented minority students; over of the participants represented ethic groups considered to be underrepresented in STEM fields. However, participants did not demonstrate overall significant pre/post gains in any of the goal areas, mostly because pre-survey scores indicated that the students were already very strong in all goal areas. In years 2 and 3 our recruitment has continued to target underrepresented minorities, but our selection criteria now includes the following factors in order to better identify students who would most greatly benefit from the program: (1) students who have not had significant research experience (2) students who have not yet had significant exposure to the field (3) first-generation college students and (4) students who may not be as high achieving as other applicants, but who might have more opportunity for growth in the program. This modified selection and recruitment strategy has been successful, our 2012 cohort recorded higher demonstrated and perceived impacts in all goal areas. Our experience has demonstrated that, in order to have the most significant impact, REU Sites must be active in recruiting and involving students who are not already well positioned for success in STEM careers.

Black Teachers Matter: Qualitative Study of Factors Influencing African American Candidates Success in a Teacher Preparation Program

ERIC Educational Resources Information Center

Dinkins, Elizabeth; Thomas, Kevin

2016-01-01

This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role…

Causal Attributions of Success and Failure Made by Undergraduate Students in an Introductory-Level Computer Programming Course

ERIC Educational Resources Information Center

Hawi, N.

2010-01-01

The purpose of this research is to identify the causal attributions of business computing students in an introductory computer programming course, in the computer science department at Notre Dame University, Louaize. Forty-five male and female undergraduates who completed the computer programming course that extended for a 13-week semester…

Disabled Students in Vocational Education Programs: Los Angeles Community Colleges, 1981-1982--Success.

ERIC Educational Resources Information Center

Holzkamper, Charlot

This report reviews efforts by the Los Angeles Community College District (LACCD) to meet the needs of handicapped students in its vocational education programs. The report begins with a summary of district statistics and California and federal legislation regarding access for the disabled in vocational programs. Part II focuses on the students…

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

ERIC Educational Resources Information Center

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2016-01-01

To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…

The Transition Program for Refugee Children. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Chasin, Karen; And Others

The Transition Program for Refugee Children (TPRC) is designed to provide target students with the linguistic and cultural skills necessary for a successful transition into the educational and societal mainstream. In 1982-83, the program served 885 students in 18 New York City high schools. TPRC funds--provided under the Refugee Act--supported…

Clara Barton High School Bilingual Program. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Collazo-Levy, Dora; Sica, Michael

In 1982-83, the program evaluated here provided tutorial and supportive services to approximately 50 Spanish-speaking students of limited English proficiency (LEP) in grades 9-12 at Clara Barton High School, Brooklyn, New York. The program's main objective was to enable LEP students to function successfully in terms of language achievement and…

Technical Preparation: Preparing Students for Success. A Position Paper Presented by the Wisconsin Association of Secondary Vocational Administrators 1991-1992.

ERIC Educational Resources Information Center

Peterson, Charlene; And Others

Technical Preparation (Tech Prep) programs include basic skills and competencies to improve students' school-to-work transition. The following elements characterize Tech Prep: designed for grades 9-14, leading to an technical associate degree; parallels college preparatory program; offers technical program of study in business enterprise,…

Preserving the Federal Pell Grant Program. BHEF Policy Brief

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2011

2011-01-01

The Federal Pell Grant Program is a critical source of grant aid for many low-and moderate-income college students. Over the past decade, the federal government has expanded the program to serve more students, increasing the maximum level of each award to $5,550 and better ensuring college access and success. However, the House 2012 budget…

Blueprint for Establishing an Effective Postbaccalaureate Medical School Pre-Entry Program for Educationally Disadvantaged Students.

ERIC Educational Resources Information Center

Blakely, Alan W.; Broussard, Larry G.

2003-01-01

The structure, experiences, and results of the University of California, Davis, School of Medicine's Postbaccalaureate Reapplicant Program are used as a case study to construct a blueprint for returning 85-90 percent of program participants to shortage areas while increasing minority student admissions. This success rate has been achieved through…

At Risk Policy and Early Intervention Programmes for Underperforming Students: Ensuring Success?

ERIC Educational Resources Information Center

Dobele, Angela R.; Gangemi, Michael; Kopanidis, Foula; Thomas, Stuart

2013-01-01

Purpose: The purpose of this paper is to examine a University's at risk program and ask is the intervention strategy working? The program seeks to assist at risk students who may be experiencing difficulties transitioning, for example from school into university. The program also seeks to identify problems and suggest remediation strategies before…

Challenges of Creating an Online Doctoral Program: Panel Discussion of the Trials and Success of the Ohio State Nontraditional Doctor of Pharmacy Program.

ERIC Educational Resources Information Center

Mungall, Dennis; Green, Cable; Skunza, Barbara

This paper contains summaries of three presentations that explore critical issues that must be addressed before launching a non-traditional online degree program. "Student Orientation" (Cable Green) provides a comprehensive student orientation, including an introduction to technological infrastructure, pedagogical issues, communication…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

The Use of a Reading Intervention Program with Students at Risk of Reading Failure

ERIC Educational Resources Information Center

Browning, Angela Dixon

2010-01-01

A gap remains in the literature addressing reading intervention programs that have been successful for students identified as at risk of reading failure in grades kindergarten through second. The purpose of this qualitative case study was to explore how the Scott Foresman Early Reading Intervention Program supported the improvement of literacy…

Critical Components of a Summer Enrichment Program for Urban Low-Income Gifted Students

ERIC Educational Resources Information Center

Kaul, Corina R.; Johnsen, Susan K.; Witte, Mary M.; Saxon, Terrill F.

2015-01-01

Effective program models are needed for low-income youth. This article describes one successful summer enrichment program, University for Young People's Project Promise, and outlines three key components of a Partnership for Promoting Potential in Low-Income Gifted Students (Partnership Model), which is based on Lee, Olszewski-Kubilius, and…

Internships Pave the Road to Success.

ERIC Educational Resources Information Center

White-Stevens, Ellie

2002-01-01

Three American Indian college graduates describe how they benefitted from the "INROADS to the Stars Scholarship" program. A multi-year scholarship and summer internship program, INROADS places talented minority group students in internships with global corporations and provides leadership training. Students must major in geophysics,…

BioMaPS: A Roadmap for Success

ERIC Educational Resources Information Center

McCarthy, Maeve L.; Fister, K. Renee

2010-01-01

The manuscript outlines the impact that our National Science Foundation Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences program, BioMaPS, has had on the students and faculty at Murray State University. This interdisciplinary program teams mathematics and biology undergraduate students with mathematics and…

Healthy Schools, Healthy Kids.

ERIC Educational Resources Information Center

Satcher, David; Bradford, Margie Tudor

2003-01-01

Discusses how schools can improve student achievement through the adoption of comprehensive school health programs that include regular exercise and better nutrition. Describes successful student health program at McComb Separate School System in McComb, Mississippi. Provides examples of how districts have obtained state support in developing…

Dual-Credit in Kentucky

ERIC Educational Resources Information Center

Stephenson, Lisa G.

2013-01-01

Credit-based transition programs provide high school students with opportunities to jump start their college education. The Kentucky Community and Technical College System (KCTCS) offers college credit through dual-credit programs. While KCTCS dual-credit offerings have been successful in helping high school students start their college education…

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

ERIC Educational Resources Information Center

Callahan, Kadian M.

2009-01-01

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

Measures of Success: A Survey of Selected Vocational and Technical Education Programs in Florida which Train Students in Occupations Requiring Licenses.

ERIC Educational Resources Information Center

Florida State Advisory Council on Vocational and Technical Education, Tallahassee.

A study of 13 vocational and technical education programs in Florida was conducted which represented an attempt to identify valid and reliable sources of data whereby some vocational programs might be evaluated in specified terms of effectiveness. The programs selected for study were among those which require graduating students to pass licensing…

The One-to-One Tsunami: It's on the Horizon. Will You Be Ready?

ERIC Educational Resources Information Center

Livingston, Pamela

2007-01-01

In this article, the author discusses the proliferation of one-to-one programs. For educators, the key to one-to-one success is in a well-managed and thoughtfully approached classroom program. Despite a good body of anecdotal evidence on the success of one-to-one programs--increased student attendance and motivation, more collaborative…

Achieving College Success: The Impact of the College Success/STEM Program on Students' Matriculation to and Persistence in College. Research Brief

ERIC Educational Resources Information Center

Lane, Brett; Souvanna, Phomdaen

2014-01-01

This College Success Research Brief is one of a series of briefs documenting the implementation and impact of Mass Insight's College Success/STEM program. The research briefs are intended to share key findings, highlight ongoing questions and lines of inquiry, and inform the thinking of practitioners and policymakers on how to scale up efforts to…

Community College First-Year Seminar Courses and Persistence to Degree: A Qualitative Exploration of Graduating Students Perceptions of Course Components

ERIC Educational Resources Information Center

Kelley, Zachary L.

2017-01-01

As access to higher education has continuously risen throughout the second half of the twentieth century, community college student success has not kept pace. Within this climate, institutions look to cost-effective initiatives and programs to encourage student success in order to produce more certificate and degree earners. While many first-year…

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

ERIC Educational Resources Information Center

Pressley, James S.; Whitley, Roger L.

1996-01-01

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

Process and outcomes evaluation of retention strategies within a nursing workforce diversity project.

PubMed

Escallier, Lori A; Fullerton, Judith T

2009-09-01

A commitment to enhancing the diversity of the nursing workforce is reflected in the recruitment and retention strategies designed by Stony Brook University with support of a grant received from the Department of Health and Human Services, Health Resources and Services Administration. Three specific student retention strategies are evaluated in terms of their influence on student inclusion and promotion of student success. A review of the cultural competence of teaching and learning strategies and the promotion of cultural self-awareness underpinned these strategies. A mentorship program designed to provide individual support for students, particularly for those engaged in distance learning, proved to be challenging to implement and underused by students. Students found other means of support in their workplace and through individual connections with the faculty. Instructional programs that enhanced individual skills in the use of computer hardware and software were particularly effective in promoting student success.

A Quantitative Assessment of Texas House Bill 505: College Dual Credit Courses and Academic Success among High School Students

ERIC Educational Resources Information Center

Klimitchek, Michelle Leigh

2017-01-01

Texas House Bill 505 expanded dual credit programs to include high school freshmen and sophomores. This study examined the relationship of high school student characteristics and academic success in first attempt dual credit courses. Characteristics refer to year in high school, gender, and high school size. Success is passing scores in English,…

We're all in this together: Midwifery student peer mentoring.

PubMed

McKellar, Lois; Kempster, Cathy

2017-05-01

Many higher education institutions have adopted mentoring programs for students as a means of providing support, improve learning and enhance the student experience. The aim of this project was to improve midwifery students experience by offering a peer mentoring program to commencing students to assist with the transition to university life and the rigours of the midwifery program. This paper reports the evaluation of this specific mentoring program and the ongoing development and implementation of a sustainable program within an Australian University. A survey design was adopted to gather feedback from both mentees to evaluate if the peer mentoring program enhanced the first year midwifery student experience and ascertain how the program could be further developed. Fifty-five students engaged with the peer mentors and completed the questionnaire regarding the mentoring program. Specifically valuable was the positive impact that mentoring had on midwifery student confidence, managing the demands of the program and being motivated to keep going when the program requirements were challenging. The success of this program rested largely with mentoring students sharing their own experiences and providing reassurance that other students could also succeed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Collaborative Sounding Rocket launch in Alaska and Development of Hybrid Rockets

NASA Astrophysics Data System (ADS)

Ono, Tomohisa; Tsutsumi, Akimasa; Ito, Toshiyuki; Kan, Yuji; Tohyama, Fumio; Nakashino, Kyouichi; Hawkins, Joseph

Tokai University student rocket project (TSRP) was established in 1995 for a purpose of the space science and engineering hands-on education, consisting of two space programs; the one is sounding rocket experiment collaboration with University of Alaska Fairbanks and the other is development and launch of small hybrid rockets. In January of 2000 and March 2002, two collaborative sounding rockets were successfully launched at Poker Flat Research Range in Alaska. In 2001, the first Tokai hybrid rocket was successfully launched at Alaska. After that, 11 hybrid rockets were launched to the level of 180-1,000 m high at Hokkaido and Akita in Japan. Currently, Tokai students design and build all parts of the rockets. In addition, they are running the organization and development of the project under the tight budget control. This program has proven to be very effective in providing students with practical, real-engineering design experience and this program also allows students to participate in all phases of a sounding rocket mission. Also students learn scientific, engineering subjects, public affairs and system management through experiences of cooperative teamwork. In this report, we summarize the TSRP's hybrid rocket program and discuss the effectiveness of the program in terms of educational aspects.

Evaluating Student Success and Progress in the Maryland Sea Grant REU Program

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Clark, J.

2012-12-01

The Maryland Sea Grant's Research Experiences for Undergraduate (REU) 12-week summer program is in its 24th year. This estuarine science-focused program has evolved, based in part on our use of assessment tools to measure the program's effectiveness. Our goal is to understand the REU program's effectiveness in such areas as improving student understanding of scientific research, scientific ethics and marine science careers. Initially, our assessment approach was limited to short surveys that used qualitative answers from students about their experience. However, in the last decade we have developed a more comprehensive approach to measure program effectiveness. Currently, we use paired pre- and post-survey questions to estimate student growth during the program. These matching questions evaluate the student's change in knowledge and perception of science research over the course of the summer program. Additionally, we administer several surveys during the 12 weeks of the program to measure immediate responses of students to program activities and to gauge the students' evolving attitudes to customize each year's program. Our 2011 cohort showed consistent improvement in numerous areas, including understanding the nature of science (pre: 4.35, post: 4.64 on a 5 point scale), what graduate school is like (3.71, 4.42), the job of a researcher (4.07, 4.50), and career options in science (3.86, 4.42). Student confidence also increased in numerous skills required for good scientists. To analyze the long-term impact of our program, we survey our alumni to assess graduate degrees earned and career choices. A large percentage (72%) of our tracked alumni have continued on to graduate school, with subsequent careers spanning the academic (51%), public (24%) and private (25%) sectors. These assessments demonstrate that our program is successful in meeting our key objectives of strengthening the training of undergraduates in the sciences and retaining them in marine science careers.

The Limitations of the GRE in Predicting Success in Biomedical Graduate School

PubMed Central

Moneta-Koehler, Liane; Brown, Abigail M.; Petrie, Kimberly A.; Evans, Brent J.; Chalkley, Roger

2017-01-01

Historically, admissions committees for biomedical Ph.D. programs have heavily weighed GRE scores when considering applications for admission. The predictive validity of GRE scores on graduate student success is unclear, and there have been no recent investigations specifically on the relationship between general GRE scores and graduate student success in biomedical research. Data from Vanderbilt University Medical School’s biomedical umbrella program were used to test to what extent GRE scores can predict outcomes in graduate school training when controlling for other admissions information. Overall, the GRE did not prove useful in predicating who will graduate with a Ph.D., pass the qualifying exam, have a shorter time to defense, deliver more conference presentations, publish more first author papers, or obtain an individual grant or fellowship. GRE scores were found to be moderate predictors of first semester grades, and weak to moderate predictors of graduate GPA and some elements of a faculty evaluation. These findings suggest admissions committees of biomedical doctoral programs should consider minimizing their reliance on GRE scores to predict the important measures of progress in the program and student productivity. PMID:28076356

Technology in education: A guidebook for developing a science and math education support program

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

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match themore » organization's strengths and resources with the needs of the school system. Following these getting started'' activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.« less

Technology in education: A guidebook for developing a science and math education support program

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

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match themore » organization`s strengths and resources with the needs of the school system. Following these ``getting started`` activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.« less

Student Support Services: A Practice Brief Based On BEAMS Project Outcomes

ERIC Educational Resources Information Center

Bridges, Brian K.

2008-01-01

Student support services are critical to student success, especially at campuses that enroll large numbers of academically under-prepared students. These programs assist students in addressing areas of academic deficiency and provide necessary resources to maximize students' intellectual and social capital while in college. Several…

Engaging Community College Students Using an Engineering Learning Community

NASA Astrophysics Data System (ADS)

Maccariella, James, Jr.

The study investigated whether community college engineering student success was tied to a learning community. Three separate data collection sources were utilized: surveys, interviews, and existing student records. Mann-Whitney tests were used to assess survey data, independent t-tests were used to examine pre-test data, and independent t-tests, analyses of covariance (ANCOVA), chi-square tests, and logistic regression were used to examine post-test data. The study found students that participated in the Engineering TLC program experienced a significant improvement in grade point values for one of the three post-test courses studied. In addition, the analysis revealed the odds of fall-to-spring retention were 5.02 times higher for students that participated in the Engineering TLC program, and the odds of graduating or transferring were 4.9 times higher for students that participated in the Engineering TLC program. However, when confounding variables were considered in the study (engineering major, age, Pell Grant participation, gender, ethnicity, and full-time/part-time status), the analyses revealed no significant relationship between participation in the Engineering TLC program and course success, fall-to-spring retention, and graduation/transfer. Thus, the confounding variables provided alternative explanations for results. The Engineering TLC program was also found to be effective in providing mentoring opportunities, engagement and motivation opportunities, improved self confidence, and a sense of community. It is believed the Engineering TLC program can serve as a model for other community college engineering programs, by striving to build a supportive environment, and provide guidance and encouragement throughout an engineering student's program of study.

Hispanic Student-Scientists

ERIC Educational Resources Information Center

La Luz, 1977

1977-01-01

The Minority Biomedical Support Program provides grant money to educational institutions so they can better encourage and train their students to pursue successful careers in biomedical research. (NQ)

A Step Toward Success.

ERIC Educational Resources Information Center

Milliron, Mark D.; And Others

Mayland Community College, in North Carolina, established the following five goals for enhancing its 1995 fall orientation program: providing information about the infrastructure of the college, connecting students with faculty and staff, connecting students with other students, communicating college-level expectations, and inspiring students. To…

Strengthening Self-efficacy through Supportive Mentoring

NASA Astrophysics Data System (ADS)

Haacker, R.

2015-12-01

The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, gender and socio-economic backgrounds. As a community we need to strengthen our support of young scientists from all backgrounds to sustain their enthusiasm and ensure their success in our field. Investing in mentoring programs that empower students and young professionals is one of the best ways to do so. The Significant Opportunities in Atmospheric Research and Science (SOARS) program, now entering its 20th year, has successfully developed and tested several mentoring models. The personalized, caring and consistent support is one of the key elements of the program's success; since its inception, 90% of SOARS participants have entered graduate school, research or science related careers after graduation. Many of our alumni who are now faculty apply the same mentoring strategies to build self-esteem and perseverance in their students. This presentation will cover the design and implementation of our four mentoring strategies, and provide insights on potential challenges, training aspects and impact assessment. The mentoring strategies include: 1) Multi-faceted, long-term mentoring of undergraduate and graduate students from diverse backgrounds. 2) Empowering advanced students to serve as peer mentors and role models. 3) Training faculty and professional scientists from all backgrounds to become mentors who are aware of diversity issues. 4) Providing mentor training for partner programs and laboratories. All four strategies have contributed to the creation of a mentoring culture in the geosciences.

Success of Solar Dynamics Observatory (SDO) Education & Public Outreach (E/PO) in Montana

NASA Astrophysics Data System (ADS)

Freed, M. S.; Lowder, S. C.; McKenzie, D. E.

2013-03-01

The Space Public Outreach Team (SPOT) program at Montana State University (MSU) is the main component of SDO E/PO efforts in Montana. SPOT brings energetic presentations of recent science & NASA missions to students in primary & secondary schools. Presenters are university undergraduates that visit a diverse group of K-12 students from both rural & urban areas of Montana. This program is extremely cost effective, a valuable service-learning experience for undergraduates at MSU and has repeatedly received praise from both teachers and students. A complementary effort for training schoolteachers entitled NASA Education Activity Training (NEAT) is also employed. NEAT illustrates to teachers inexpensive and highly effective methods for demonstrating difficult science concepts to their students. We will highlight the successes and lessons learned from SPOT & NEAT, so that other E/PO programs can use it as a template to further science literacy in our nation's schools.

Turf, team, and town: a geriatric interprofessional education program.

PubMed

Macrae, Nancy

2012-01-01

This program provides an interprofessional course to students, allowing them to learn together with each other and their elder teachers. include refining their professional parameters (turf), learning how to successfully collaborate with other professionals (team), and determining how to effectively design intervention plans for elders within their own communities (town). Various methods of evaluation, such as journals, participation in rounds, and OSCEs, used to assess students' status are described. Both students and faculty gained clearer perceptions of other professions through their work with each other and the ability to more effectively communicate with other profession. Both also learned, through their relationships with their elder teachers, more about how their specific professions' contributions can affect elders and how elders perceive and contribute to their own communities. This program has been a successful venture. The challenge is now to devise a way to provide similar experiences to a larger group of students.

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…

Designing Successful Transitions: A Guide for Orienting Students to College. 2nd Edition. The First-Year Experience Monograph Series.

ERIC Educational Resources Information Center

Ward-Roof, Jeanine A., Ed.; Hatch, Cathie, Ed.

This monograph contains 15 papers on aspects of college and university student and family orientation programs. Following a prologue, "Reflections on the Future of Orientation," by M. Lee Upcraft, the papers are: (1) "Today's Students and Their Impact on Orientation and First-Year Programs" (Tony W. Cawthon and Michael Miller);…

The Management of Student Affairs Programs in Community Colleges: Revamping Processes and Structures. Horizons Issues Monograph Series.

ERIC Educational Resources Information Center

Deegan, William L.

Based on a review of the management literature in the fields of business and education and on case studies, interviews, and discussions, this monograph identifies the prerequisites for the successful management of student affairs programs. Chapter 1 presents perspectives on the student affairs profession, summarizes the problems facing the field,…

Distance Education for Doctoral Students: An Overview of the National Cluster Format for Students in the Doctoral Program for Child and Youth Studies.

ERIC Educational Resources Information Center

Hesser, Lois Ann

This paper offers an overview of the telecommunications and delivery techniques involved in providing distance education to graduate students in doctoral programs. Good distance education should ensure variety of format and successful communication; it can come via audiobridge, videotapes, audiotapes, the telephone, electronic mail, electronic…

Motives of Students' Joining Master Program at Princess Alia University College/Al Balqa Applied University

ERIC Educational Resources Information Center

Al Habahbeh, Abdullah Eid

2014-01-01

This study aimed at knowing the motives of students' joining master program at Princess Alia University College/Al Balqa Applied University by the graduate students and a degree of their importance and succession, and to know whether these motives differed according to the variables of gender, specialization, age, and marital status. To achieve…

Evaluation of the Williamsburg County Direct Instruction Program: Factors Leading to Success in Rural Elementary Programs.

ERIC Educational Resources Information Center

Darch, Craig; And Others

Several evaluation formats were used to examine the impact that the Direct Instruction Model had on 600 selected students in Williamsburg County, South Carolina, over a 7-year period. The performance of students in the Direct Instruction Model was contrasted with the performance of similar students (on the basis of family income, ethnicity,…

AN EVALUATION OF ILLINOIS POST-HIGH SCHOOL EDUCATIONAL PROGRAMS IN AGRICULTURE.

ERIC Educational Resources Information Center

WOOD, EUGENE S.

THE MAJOR OBJECTIVE OF THIS STUDY WAS TO ANALYZE THE INFLUENCE OF FIVE POST-HIGH SCHOOL AGRICULTURAL PROGRAMS ON STUDENTS AND TO DETERMINE THE SUCCESS OF THESE STUDENTS WHEN EMPLOYED. A TOTAL OF 183 FIRST-YEAR AND 38 SECOND-YEAR STUDENTS, 17 DROPOUTS OR TRANSFERS AND 26 GRADUATES WERE STUDIED. INFORMATION WAS COLLECTED FROM HIGH SCHOOL RECORDS AND…

The International Baccalaureate Diploma Program and Gifted Learners: A Comparative Study of Success

ERIC Educational Resources Information Center

Frost, Denise Stewart

2011-01-01

The problem is that some secondary schools use the International Baccalaureate Diploma Program to service gifted students even though it was not developed as a gifted model. The purpose of the study is to determine if gifted identified students benefit more or less academically than students not identified as gifted as a result of their…

One University's Approach to Student-Based Experiential Training With Spaceflight Hardware

NASA Astrophysics Data System (ADS)

Klumpar, D. M.

2005-12-01

Montana State University's interdisciplinary Space Science and Engineering Laboratory (SSEL) is in the fifth year of a program that is providing trained space experimentalists and space-savvy engineers for the nation's workforce. Through this program students learn, through first hand experience, the need for rigorous trade studies, documentation, design reviews, and procedures by which interdisciplinary teams conduct successful scientific satellite missions. The program differs from more traditional university student involvements in satellite instrumentation in that, rather than somewhat compartmentalized participation in a formal NASA space mission (or sounding rocket investigation) these students conceive, design, build, test, and fly their own missions. As a result of these projects being entirely student managed and student executed, the students experience all aspects of the complete mission development cycle, including full responsibility for project management. Contributing to the success of the MSU program has been the fact that the projects are ongoing and are carried on outside of the academic course based curriculum structure. Rather than merely taking a course of two and then moving on, individual students spend much of their university tenure associated with the laboratory as an extracurricular activity. The program is based on continuing professional development of the individual student by providing increasingly challenging tasks through increasingly sophisticated projects. The tiered program offers ground-based instruments, balloon-borne systems and payloads, rockets and rocket-based instruments, and earth orbiting satellites and their subsystems. Frequent opportunities to develop and test hardware throughout the long process of satellite design and development are provided by low-cost and frequent high-altitude balloon flights. Strategies that have been developed for dealing with student turnover, and the multitude of priorities that distract the students will be discussed.

An innovative approach to accelerated baccalaureate education.

PubMed

Walker, Charles; Tilley, Donna Scott; Lockwood, Suzanne; Walker, Mary Beth

2008-01-01

This article highlights novelties and innovations that were successfully incorporated in the development and ongoing refinement of an accelerated nursing program for second-degree students. Using a reflective practice framework, program coordinators deliberately crafted incoming classes through constrained optimization, modified the clinical rotation model, reduced waste through efficient use of faculty and other resources, integrated clinical course work to promote contextual learning, introduced four semester themes to mitigate an obsession with content among faculty and students, and employed student-centered pedagogies that valued the depth and breadth of students' prior experiences. Program outcomes are also discussed.

Causal attribution for success and failure in mathematics among MDAB pre-diploma students

NASA Astrophysics Data System (ADS)

Maidinsah, Hamidah; Embong, Rokiah; Wahab, Zubaidah Abd

2014-07-01

The Program Mengubah Destini Anak Bangsa (MDAB) is a pre-diploma programme catering to SPM school leavers who do not meet the minimum requirement to enter any of UiTM diploma programmes. The study aims to evaluate the perceptions of MDAB students toward the main causal attribution factors underlying students' success and failure in mathematics. Research sample comprised of 482 students from five UiTM branch campuses. Research instrument used was a set of GALUS questionnaire consisting of 36 items based on the Weiner Attribution Theory. Four causal attributions factors for success and failures evaluated are ability, effort, question difficulty and environment. GALUS reliability index was 0.93. The research found that effort appears to be the main causal attribution factor in students' success and failure in mathematics, followed by environment, question difficulty and ability. High achiever students strongly agree that the ability factor influenced their success while low achiever students strongly agree that all attributing factors influenced their failures in mathematics.

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.)

Principals' Perceptions of Their Knowledge in Special Education

ERIC Educational Resources Information Center

Roberts, Maria Banda; Guerra, Federico R., Jr.

2017-01-01

With the "Every Student Succeeds Act" continuing to legislate accountability for special education and Hispanic students, the appropriate content in principal preparation programs relevant to successful leadership of special education programs is vital. This mixed methods study analyzed the survey responses of 84 principals in South…

Community Travel for Physically Impaired Students.

ERIC Educational Resources Information Center

Millet Learning Center, Saginaw, MI.

The community travel program for physically impaired children at the Millet Learning Center (Saginaw, Michigan) blends skills from two professions: orientation and mobility, and physical therapy. Program goals include enabling students to overcome travel fears, to learn travel skills, to learn to make adaptations necessary for successful travel,…

Leadership Development. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1997

1997-01-01

This newsletter includes three articles on the theme of leadership development, particularly in relation to high-risk students or Mexican American communities. "Coca-Cola Valued Youth Program: 'Because All Children Are Valuable'" (Linda Cantu) shares some success stories from the program, which recruits high-risk students to be tutors of…

Planning a Successful Tech Show

ERIC Educational Resources Information Center

Nikirk, Martin

2011-01-01

Tech shows are a great way to introduce prospective students, parents, and local business and industry to a technology and engineering or career and technical education program. In addition to showcasing instructional programs, a tech show allows students to demonstrate their professionalism and skills, practice public presentations, and interact…