Search results

Experiencing academic difficulty can deter students’ academic momentum, decreasing the speed with which they complete coursework and increasing the odds that they will not persist to a credential. The purpose of this paper is to expand upon an existing framework that investigates students’ academic difficulty in co-enrolled courses by adding additional co-enrollment variables that may influence academic performance in introductory gateway courses.

This study uses quantile regression to better understand academic difficulty in co-enrolled courses and the impact that students’ co-enrollment patterns may have on their success in focal introductory gateway courses.

This study revealed significant relationships between student success and co-enrollment patterns, including: the disciplinary alignment of the course with a student’s major, the student’s co-enrollment in other difficult courses and experiencing below average academic performance in a co-enrolled course. Further, impact of these relationships often differed by students’ performance quantile in the focal course.

The results point to factors related to the student and their co-enrolled courses that faculty, academic advisors and curriculum committees can consider as they design general education requirements within and across disciplinary majors.

This approach advances the understanding of how a prescribed curriculum produces interdependent pathways that can promote or deter students’ success through the organization of curricular requirements and student course taking. The paper provides a generalizable methodology that can be used by other universities to investigate curricular pathways that have the potential to reduce student success.

This study sheds light on the prediction of success using cutoff scores for student grades adopted for a required Physics pathway course for study in a health professions program at King Saud University in Saudi Arabia. Data on course grade and GPA for approximately 10,000 students enrolled in this course between 2008–2014, were analyzed. Receiver Operating Characteristic (ROC) curve analysis was used to determine cutoffs for course grades using ranges of GPA. This procedure has promise as a new method for quantitatively arriving at cutoff scores using an external criterion requiring less human judgment than most existing standard setting methods. The cutoff scores produced show that GPAs of students who complete the Physics course yield successive performance tiers that are lower than expected. In addition, the correlation between GPA and course grade for Physics is only 0.63 and therefore only 39% of the variation in GPA explains course grade. As a result of the findings of the study, the decision was made to maintain the existing standards thereby requiring higher grades in the Physics course for students seeking to enter a health professions course of study.

ﻧﺗﻟا ﺎﮭﺗردﻗو ﺔﯾدﺣﻟا تﺎﺟردﻟا ﻰﻠﻋ ءوﺿﻟا ﺔﯾﻟﺎﺣﻟا ﺔﺳاردﻟا طﻠﺳﺗ ﻲﻓ ﺔﺑﻠطﻟا حﺎﺟﻧ ﻰﻠﻋ ﺔﯾؤﺑﻲﻟوﻻا ءﺎﯾزﯾﻔﻟا ررﻘﻣ زﯾﻓ)145( ، دﻌﯾ يذﻟاوﻠﻋ ﺎﯾﺳﺎﺳا ﺎﺑﻠطﺗﻣكﻠﻣﻟا ﺔﻌﻣﺎﺟ ﻲﻓ ﺔﯾﺣﺻﻟا تﺎﺻﺻﺧﺗﻟا ﺔﺑﻠط ﻰ ﺔﻘﻠﻌﺗﻣﻟا تﺎﻧﺎﯾﺑﻟا ﻊﻣﺟ مﺗ دﻘﻓ ﺔﯾﻠﻋو ،ﺔﯾدوﻌﺳﻟا ﺔﯾﺑرﻌﻟا ﺔﻛﻠﻣﻣﻟﺎﺑ دوﻌﺳ نﻣ برﺎﻘﯾ ﺎﻣﻟ ررﻘﻣﻟا اذھ تﺎﺟردﺑ10000 ماوﻋﻻا نﯾﺑ ررﻘﻣﻟا اذﮭﺑ اوﻘﺣﺗﻟا نﯾذﻠﻟا ﺔﺑﻠطﻟا نﻣ2008 - 2014 .ﺔﯾﻣﻛارﺗﻟا مﮭﺗﻻدﻌﻣو ،م ﺗﻟو مادﺧﺗﺳا مﺗ دﻘﻓ ،تﺎﻧﺎﯾﺑﻟا هذھ لﯾﻠﺣ تﺎﯾﻠﻣﻌﻟا لﯾﻐﺷﺗ ﺔﯾﺻﺎﺧ ﻰﻧﺣﻧﻣReceiver Operating Characteristic (ROC) تﺎﺟردﻟا دﯾدﺣﺗﻟ نﻣ دﺣﻟاو ﺔﯾدﺣﻟا تﺎﺟردﻟا ﻰﻟا لوﺻوﻠﻟ ﺔﺛﯾدﺣﻟا ﺔﯾﻣﻛﻟا قرطﻟا نﻣ ﺔﻘﯾرطﻟا هذھ دﻌﺗ ثﯾﺣ ،ﺔﯾﻣﻛارﺗﻟا تﻻدﻌﻣﻟا نﻣ ﺔﻔﻠﺗﺧﻣ تﺎﻗﺎطﻧﻟ ﺔﯾدﺣﻟارﯾﺛﺄﺗﻟا .يرﺷﺑﻟا نﻣﺿ نﺎﻛ ررﻘﻣﻟا اذھ زﺎﺗﺟا نﻣﻟ ﺔﯾﻣﻛارﺗﻟا تﻻدﻌﻣﻟا نا ﻰﻟا ترﺎﺷا دﻗ ﺎﮭﯾﻠﻋ لوﺻﺣﻟا مﺗ ﻲﺗﻟا ﮫﯾدﺣﻟا تﺎﺟردﻟا نﺎﻓ ﺔﯾﻠﻋو تﻐﻠﺑ ﺔﺑﻠطﻟا تﺎﺟردو ﺔﯾﻣﻛارﺗﻟا تﻻدﻌﻣﻟا نﯾﺑ ﺔﯾطﺎﺑﺗرﻻا ﺔﻗﻼﻌﻟا نا ﺎﻣﻛ ،ﻊﻗوﺗﻣﻟا نﻣ لﻗا تﺎﻗﺎطﻧ0.63 ﻲﻧﻌﯾ ﺎﻣﻣ ، نا 39% نﻣتﺎﻧﯾﺎﺑﺗﻟا ﺔﯾﻣھا نﯾﺑﺗﯾ ﺞﺋﺎﺗﻧ نﻣ ﺔﯾﻠﻋ لوﺻﺣﻟا مﺗ ﺎﻣﻟ ﺎﻘﻓوو .رﻘﻣﻟا كﻟذ ﻲﻓ مﮭﺗﺎﺟرد رﯾﺳﻔﺗ ﻲﻓ مﮭﺳﺗ نا نﻛﻣﯾ ﺔﺑﻠطﻠﻟ ﺔﯾﻣﻛارﺗﻟا تﻻدﻌﻣﻟا ﻲﻓﺔظﻓﺎﺣﻣﻟا ﻰﻠﻋ ررﻘﻣﻟا رﯾﯾﺎﻌﻣﺔﯾﻟﺎﺣﻟا ﻊﻣدﯾﻛﺄﺗ لوﺻﺣﺔﺑﻠطﻟا تﺎﺻﺻﺧﺗﻟﺎﺑ قﺎﺣﺗﻟﻼﻟ نﯾﺑﻏارﻟاﺔﯾﺣﺻﻟا تﺎﺟرد ﻰﻠﻋﺔﻌﻔﺗرﻣ .ءﺎﯾزﯾﻔﻟا ررﻘﻣ ﻲﻓ

The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US population. However, African Americans represented less than 5% of PhD recipients in 2010; African American women comprised less than 1% of the degrees awarded in that same year. These disappointing statistics have sparked conversations regarding the retention of underrepresented groups with a focus on what helps to ensure these individuals will transition through the science, technology, engineering, and mathematics (STEM) pipeline. This chapter provides insight into the elements of the Spelman College learning environment that empower women of African descent to become agents of their success while facilitating their movement through the STEM pipeline. The chapter focuses on interventions and resources developed in the Chemistry and Biochemistry Department to foster student-centered learning. Described herein are cocurricular strategies and course-based interventions are used synergistically to enhance student outcomes. The approach to curricular innovation is framed by theories related to community of inquiry (CoI), metacognition, agency, and self-regulated learning. Strategic institutional investments have underpinned these efforts. In addition to providing a snapshot of student outcomes, the authors discuss lessons learned along with the realities of engaging in this type of intellectual work to elucidate the feasibility of adopting similar strategies at other institutions.

Using data from a mid-west public university, this study examines the determinants of students’ repeating the first college-level accounting course. More than 600 students are included in the study. The results show that three factors (cumulative college grade point average, intention to major in accounting, and students’ motivation and determination) are significant in explaining students’ repeating of the course. The study provides evidence that the repeating students are more likely to be the students with prior high school accounting education. The study identifies that repeating is not due to a student failing the course but rather that repeating is more likely to be an individual decision when the student is not satisfied with the grade he/she gets, either because he/she self-screens out of business school, or decides to repeat the course to stay in their business major. Finally, the study shows that there is little evidence of grade improvement when a student repeats the first college-level accounting course.

Charts the history and development of the UK’s Resource Discovery Network, which brings together under a common business, technical and service framework a range of subject gateways and other services for the academic and research community. Considers its future relationship to other services, and position within the information ecology.

Information competency instruction is an essential component of the strategic mission of Fletcher Library at Arizona State University West. Instuction programs include drop‐in basic skills classes, course‐integrated instruction taught by subject librarians, and an online tutorial currently under development. From summer 1999 through summer 2000, faculty members and subject librarian for the Integrative Studies Program collaborated to integrate information competency instruction and assessment into the program’s gateway course. Two sessions were developed and taught by the librarian. A prelimanry assessment programms developed to evaluate student outcomes and to serve as the foundation of a future programmatic assessment program. This paper reports on the resulting sessions, the assessment, modifications made as a result of the information gathered and its place in the development of programmatic competencies.

For some years the author has grappled with the various trends and fashions which have always appeared to pervade the world of the organisation development specialist. It has become fashionable to ensure that one is au fait with as many “recently published” approaches as possible, in order to appear that one is abreast of progress made by those regarded as innovative among their peers.

This chapter is concerned with exploring the lived experience of welfare-to-work policy in rural Wales through the lens of participant observation with young people undertaking the initial course that represents their first encounter with the New Deal for Young People (NDYP).¹ I wish to respond to calls for qualitative explorations into marginalised rural life through discussing policy delivery personnel's² views of unemployed young people, and how some young people respond to the experience of being a rural welfare-to-work participant. The terms with which welfare practitioners speak about their clients and the client experience itself are both useful ways to look closely at the operation of the UK welfare programme, drawing out particular issues arising in the countryside. The chapter begins with a brief outline of the NDYP as an early mandatory welfare-to-work programme in the United Kingdom, before summarising some of the characteristics of youth unemployment. Drawing on empirical research undertaken in central Wales, I then outline some ways in which frontline practitioners characterise the 18–24-year olds with whom they work, before a detailed look at some individual stories from fieldwork with the young people themselves.

Cornell University's Albert R. Mann Library was featured in a 1994 Library Hi Tech issue as a prototype of the electronic library. Mann Library, the winner of the American Library Association's first Library of the Future award, presented its systematic approach to creating a new digital research library, an approach that employs modern methods rooted in classic principles to form a vibrant, organic whole by integrating the print and the digital library. Mann's approach is based on having a clear understanding of what our mission is and constantly rethinking what we are doing to achieve it. Consequently, a lot has happened at Mann since 1994. This article describes the library's new program of instructional technology support, while a series of short reports focus on some of the other Mann Library projects.

This chapter highlights the creation of a STEM Center of Excellence for Active Learning (SCEAL) at North Carolina Agricultural and Technical State University. The overarching goal of the STEM Center is to transform pedagogy and institutional teaching and learning in order to significantly increase the production of high-achieving students who will pursue careers and increase diversity in the STEM workforce. Some of the STEM Center’s efforts to reach its goals included supporting active learning classroom and course redesign efforts along with providing professional development workshops and opportunities to garner funding to cultivate student success projects through the development of an Innovation Ventures Fund. Outcomes from this Center have led to several publications and external grant funding awards to continue implementation, assessment, and refinement of active learning innovations and interventions for STEM student success for years to come.