Lessons Learned from Supporting HBCU Leaders in Implementing Student Success Practices

2019 ◽  
pp. 43-62
Author(s):  
DeShawn Preston ◽  
Tiffany Jones ◽  
Bonita J. Brown
Keyword(s):  
Student Success ◽  
Lessons Learned

scholarly journals A Project-Centric Curriculum Design

2011 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dennis Drinka ◽  
Minnie Yi-Miin Yen
Keyword(s):  
Student Success ◽  
Learning Community ◽  
Curriculum Design ◽  
Lessons Learned ◽  
Team Projects ◽  
Individual Project ◽  
The University ◽  
And Control ◽  
Small Team

Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.

scholarly journals Investigating impact: Exploring the effect of ‘open’ support on student success

2019 ◽  
Author(s):  
Jennie Rose Steres Blake ◽  
Nicola Grayson ◽  
Sami Karamalla-Gaiballa
Keyword(s):  
Regression Analysis ◽  
Student Success ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Lessons Learned ◽  
Face To Face ◽  
Degree Classification ◽  
The University ◽  
University Of Manchester ◽  
The Impact

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.

Shifting from Enrollment- to Performance-Based Funding in Higher Education: What Can We Learn from Washington's Experience?

2016 ◽  
Vol 11 (4) ◽  
pp. 482-498 ◽  
Author(s):  
Darby Kaikkonen
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Regression Analyses ◽  
Policy Makers ◽  
Funding Model ◽  
Institutional Accountability ◽  
Systems Research ◽  
Performance Based Funding

Performance-based funding (PBF) in higher education has grown in recent years as a means of institutional accountability and incentive for improving student success. Although most states have successfully implemented their respective systems, research on early funding models suggests a difficult fiscal environment can introduce tension between theory and practice of the concept. This policy brief uses the case of Washington State's redesign of the Student Achievement Initiative to describe new implications around this tension. The revision focused on using a base reallocation as the funding source in the context of diminished state resources and the importance of college buy-in. Regression analyses tested the alignment between the principles and metrics for awarding funds, which resulted in a funding model that awarded the maximum dollars related to performance versus college characteristics. Policy makers considering new or revised PBF systems can benefit from critical lessons learned from Washington State's comprehensive process and final product.

scholarly journals Improving College Students' Success In Gateway Science Courses: Lessons Learned From An Anatomy And Physiology Workshop

2012 ◽  
Vol 3 (3) ◽  
pp. 159-168 ◽  
Author(s):  
Abass Abdullahi ◽  
Maureen Gannon
Keyword(s):  
Student Success ◽  
Lessons Learned ◽  
The Body ◽  
Student Body ◽  
Attrition Rates ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Post Test ◽  
Students Success ◽  
Better Than

In this study, we evaluated the effectiveness of a two-week pre-anatomy and physiology workshop intended to contribute to student success in anatomy and physiology. The study showed that workshop participants had significantly higher post-test scores, better study habits, and generally felt more confident or prepared for anatomy and physiology. The workshop participants also reported that they understood membrane transport the least and organization of the body the most, information that may be useful in anatomy and physiology curriculum development. Preliminary studies also show that students that participated in the workshop performed significantly better than the general student body, with lower attrition rates in anatomy and physiology.

Impact of COVID-19 on Student Success

2021 ◽  
pp. 155-175
Author(s):  
Nilsa J. Thorsos ◽  
Britt Ferguson ◽  
J.B. Robinson
Keyword(s):  
Special Education ◽  
Student Success ◽  
Formal Education ◽  
Program Planning ◽  
Lessons Learned ◽  
Face To Face ◽  
Credential Programs ◽  
Special Education Student ◽  
Strategic Program ◽  
K 12

This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.

scholarly journals Group interviews for a cohort hire: Lessons learned at the University of Wyoming

2019 ◽  
Vol 80 (3) ◽  
pp. 150
Author(s):  
Cheryl Goldenstein ◽  
Cassandra Kvenild ◽  
Kristina A. Clement ◽  
Samantha Cook ◽  
Michelle P. Green
Keyword(s):  
Instructional Design ◽  
Student Success ◽  
University Of Wyoming ◽  
Lessons Learned ◽  
University Administration ◽  
Library Administration ◽  
Entry Level ◽  
Undergraduate Retention ◽  
Group Interviews ◽  
The University

After several years of hiring freezes, the University of Wyoming (UW) Libraries received approval from university administration to recruit three entry-level librarians for our Research and Instruction Services (R&I) department. Staffing reductions made dedicated librarian support for disciplines unrealistic, so three traditional liaison positions were reframed as learning and engagement, student success, and instructional design librarians to align with the university’s emphasis on undergraduate retention. Library administration assembled a committee in January 2018 to conduct a triple search.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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