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This study examines the characteristics that affect college persistence from the first to second year among low-socioeconomic status (SES) high school graduates who…
This study examines the characteristics that affect college persistence from the first to second year among low-socioeconomic status (SES) high school graduates who enrolled in a two- or four-year college degree program, using the ELS:2002 database. Specifically, this study compares the influences of student entry characteristics, social and cultural capital, institutional characteristics, and college experiences across SES quartiles. While academic preparation and college support measures were predictors of persistence for all groups, predictors of persistence for low-SES students included measures of academic preparation and talking with faculty or advisors. Implications extend to institutional responses needed to support the success of low-SES students.
Cohesion is a key contributor to team effectiveness, leading to great interest in understanding how to diagnose, monitor, and enhance it in practice. However, there is…
Cohesion is a key contributor to team effectiveness, leading to great interest in understanding how to diagnose, monitor, and enhance it in practice. However, there is great inconsistency in how cohesion is conceptualized and measured, making it difficult to compare findings across studies, and therefore limiting the ability to advance science and practice. To begin addressing these issues, we draw from qualitative and quantitative analyses and extract themes indicating what matters most for effective cohesion measurement. Such themes are presented around six major questions – who, what, when, where, why, and how – as they pertain to each major component of the cohesion measurement process. Emerging approaches to cohesion measurement and corresponding avenues for future research are also discussed.
On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.
Community-engaged partnerships have the ability to combine expertise and resources to enhance the local STEM learning ecosystem, by engaging the actors in communities that…
Community-engaged partnerships have the ability to combine expertise and resources to enhance the local STEM learning ecosystem, by engaging the actors in communities that can enhance students' experiences in science, technology, engineering and mathematics (STEM) education. Texas Tech University (TTU) and Lubbock Independent School District (LISD) have partnered to coordinate an annual STEM Challenge to encourage STEM learning and interest among local middle grade students. Each summer, teams of (three to four) students from ten LISD middle schools participate in a week-long engineering design challenge, facilitated by TTU undergraduate mentors and their teachers, structured by the Engineering Design Process (EDP).
Quantitative (survey) and qualitative (open-ended responses) data from two years of student glider and hovercraft projects offer insight into how 66 students developed STEM knowledge and leveraged 21st-century skills to accomplish a shared aim (design challenge).
Findings suggest growth in students' 21st-century skills, most among underrepresented (racial, ethnic and gender minority) groups. Data from year one (2018) informed year two (2019) in both programming and the research, including enhanced training for mentors and a deeper exploration of students' experiences during each stage of the EDP during the STEM challenge.
Significant and salient findings are discussed along with recommendations for both programmatic and methodological improvements for year three (2020). This study provides insight into how to structure similar community-engaged partnerships in enhancing the community STEM ecosystem through collaborative STEM experiences for diverse, younger learners.
This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online…
This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.
This study aims to examine the effects of levee construction and tropical storms on regional economic growth of a coastal community. The study's goal is to highlight feedbacks important to climate change adaptation in the coastal zone.
The research utilizes a dynamic feedback model that includes coastal engineering, urban economic development, and natural ecosystem response. The model is a tool to help discuss important long‐term issues and to highlight areas of policy intervention. The data for the model come from US Census data, the global DIVA coastal database, and IPCC projections.
The results show urban areas facing elevated levels of exposure because of residents' low understanding of climatic risks. Coastal managers may actually increase long‐term exposure by attempting to protect coastal regions from long‐term sea‐level rise. Coastal defenses lead to a false sense of safety, increasing economic development in the short term, but causing larger economic losses in the long term, especially after a storm. Storm intensity and levee protection are important in determining an “economic tipping point” of long term growth – whether a community continues to grow or faces economic stagnation or decline. If storm damage is large enough, the community passes the tipping point and economic growth never recovers. The presence of levees changes the tipping point dynamic, making communities more resilient as long as there is no levee breach.
Coastal communities face increasing risk from accelerated sea‐level rise and tropical storms. Understanding the long‐term dynamics of protection decisions is important for creating effective adaptation policies.