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

2016 ◽  
Vol 80 (5) ◽  
pp. 595-604
Author(s):  
Michelle L. Smith ◽  
JoAnn R. Gurenlian ◽  
Jacqueline J. Freudenthal ◽  
Tracy J. Farnsworth
Keyword(s):  
Pilot Study ◽  
Degree Completion ◽  
Dental Hygiene ◽  
Degree Completion Programs

A Survey of Degree Completion Programs in Dental Hygiene Education

2013 ◽  
Vol 77 (5) ◽  
pp. 554-563 ◽  
Author(s):  
Karen M. Portillo ◽  
Ellen J. Rogo ◽  
Kristin H. Calley ◽  
Leigh W. Cellucci
Keyword(s):  
Degree Completion ◽  
Dental Hygiene ◽  
Dental Hygiene Education ◽  
Degree Completion Programs ◽  
Hygiene Education

Assessing Dental Hygiene Students’ Test Anxiety in Examiner-Administered vs. Camera-Supervised OSCEs: A Pilot Study

2018 ◽  
Vol 82 (9) ◽  
pp. 968-973
Author(s):  
Robin Kerkstra ◽  
Lori Giblin-Scanlon ◽  
Dianne Smallidge ◽  
Curt Baragar ◽  
Kristeen Perry
Keyword(s):  
Pilot Study ◽  
Test Anxiety ◽  
Dental Hygiene ◽  
Dental Hygiene Students

Improving U.S. College Graduation Rates with Quality Online and Blended Degree Completion Programs

2017 ◽  
pp. 40-59
Author(s):  
Lisa Braverman
Keyword(s):  
Graduation Rates ◽  
Degree Completion ◽  
College Education ◽  
College Graduation ◽  
College Graduation Rates ◽  
Adult Degree Completion ◽  
Degree Completion Programs ◽  
Sufficient Degree ◽  
Economic Vitality ◽  
The U.S

The Lumina Foundation estimates the number of American adults possessing some college education, but no degree, to hover at about 47 million. CAEL approximates this number to be about 100 million when including adults without any previous college study. This chapter questions whether there are sufficient degree completion programs available in the U.S. to meet current demand. With the U.S. a dismal 19th in the 2015 OECD rankings of college graduation rates, this chapter makes the case that there is more work for American colleges and universities to do to address the gaping disparity between the number of Americans holding four-year degrees and those needed to provide the innovation required to maintain future American economic vitality. Finally, the chapter reviews the blended classroom approach as a highly effective model for serving the adult degree completion population and describes a successful program that was recently created at Long Island University.

Calculus Detection Calibration Among Dental Hygiene Faculty Members Utilizing Dental Endoscopy: A Pilot Study

2015 ◽  
Vol 79 (2) ◽  
pp. 124-132 ◽  
Author(s):  
Brian B. Partido ◽  
Archie A. Jones ◽  
Dana L. English ◽  
Carol A. Nguyen ◽  
Mary E. Jacks
Keyword(s):  
Pilot Study ◽  
Dental Hygiene ◽  
Faculty Members ◽  
Calculus Detection

Dental Hygiene Faculty Calibration Using Two Accepted Standards for Calculus Detection: A Pilot Study

2016 ◽  
Vol 80 (8) ◽  
pp. 975-982 ◽  
Author(s):  
Lisa J. Santiago ◽  
Jacqueline J. Freudenthal ◽  
Teri Peterson ◽  
Denise M. Bowen
Keyword(s):  
Pilot Study ◽  
Dental Hygiene ◽  
Calculus Detection

scholarly journals Persistence of Women in Online Degree-Completion Programs

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Terry Müller
Keyword(s):  
Learning Community ◽  
Degree Completion ◽  
Online Courses ◽  
The United States ◽  
Postsecondary Institutions ◽  
Women Learners ◽  
Degree Completion Programs ◽  
Strong Motivation ◽  
Online Degree

Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

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