scholarly journals How Does Perseverance of Effort Influence the University Outcomes of Historically Underrepresented Students?

2021 ◽  
pp. 55-76
Author(s):  
Kevin Fosnacht ◽  
Keeley Webb-Copridge
Keyword(s):  
Underrepresented Students ◽  
The University

Transfer Learning Community: Overcoming Transfer Shock and Increasing Retention of Mathematics and Science Majors

2015 ◽  
Vol 19 (3) ◽  
pp. 300-316 ◽  
Author(s):  
Timothy P. Scott ◽  
Sara S. Thigpin ◽  
Adrienne O. Bentz
Keyword(s):  
Learning Community ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Retention Rates ◽  
Transfer Student ◽  
Peer Mentors ◽  
Transfer Shock ◽  
Grade Point ◽  
The University

The College of Science at Texas A&M University developed a transfer student learning community with one 2-year institution after receiving National Science Foundation funds for scholarships to support students majoring in engineering and science. To date, 89% of the students that matriculated to Texas A&M University under this grant have completed their degrees or are on target to do so. Eighty-three percent of historically underrepresented students supported through the grant have completed their degrees. Lessons learned from success of the grant have been implemented to create a mandatory learning community for every incoming transfer student. Hallmarks of the program include an Academic Boot Camp prior to the start of the semester and monthly meetings. Monthly meetings include intentional advising, campus resources, academic policies, access to peer mentors, and introduction to undergraduate research opportunities. Overall retention rates to the university have risen through this expanded learning community, as have overall grade point averages.

scholarly journals The Symbolic Value of Ethnic Spaces

2020 ◽  
Vol 11 (7) ◽  
pp. 867-878 ◽  
Author(s):  
Teri A. Kirby ◽  
Joshua A. Tabak ◽  
Maria Ilac ◽  
Sapna Cheryan
Keyword(s):  
Ethnic Groups ◽  
White Students ◽  
Students Of Color ◽  
Meta Analysis ◽  
Underrepresented Students ◽  
General Space ◽  
University Support ◽  
Psychological Significance ◽  
Symbolic Value ◽  
The University

In four experiments, students read that their university was creating either an ethnic space (a space geared to people of particular ethnic groups) or a general space for students. In an internal meta-analysis, underrepresented students of color ( N = 205), but not White students ( N = 760), who read about the ethnic space reported greater belonging, value of underrepresented students by the university, support, and academic engagement compared to those who read about a general space. Ethnic spaces may hold broader psychological significance than that of mere gathering places, improving outcomes even for those who do not frequently use them. Creating ethnic spaces may be one strategy for making university environments more welcoming for underrepresented students of color.

scholarly journals Improved and Sustained Graduate Programs Diversity Outcomes: a 10-year Analysis and Summary of the Brown University IMSD Program

2021 ◽  
Author(s):  
Andrew G. Campbell ◽  
Nancy L. Thompson ◽  
Marlina Duncan ◽  
Elizabeth O. Harrington
Keyword(s):  
Student Development ◽  
Degree Attainment ◽  
Graduate Training ◽  
Underrepresented Students ◽  
Student Diversity ◽  
Underrepresented Minority ◽  
Curricular Practices ◽  
Brown University ◽  
Compositional Diversity ◽  
The University

AbstractThis report describes the 10-year outcome of implementing practices that support and foster success of underrepresented students in science, technology, engineering, and math (STEM) graduate training at Brown University. The results show sustained improvements in compositional diversity, retention, and degree attainment of supported students relative to their peers. Among the outcomes is an increase in enrolled student diversity from 19 (35 of 179) to 26% (58 of 223) for historically underrepresented minority (URM) students and an increase in Ph.D. degree attainment from 4 (1 of 25) to 14% (6 of 44) for this group. These achievements follow the introduction and coordination of academic and co-curricular practices through the National Institutes of General Medical Sciences–funded Brown University Initiative to Maximize Student Development (IMSD) Program. At the center of these outcomes is the alignment of IMSD practices with recent diversity initiatives launched by the university. The outcomes described result from long-term commitments to building a culture that includes: (1) development of relationships that serve underrepresented students, (2) provision of a personalized education program of support and skills-based learning that supplements discipline-based research and coursework, and (3) investments in processes that build a culture that values and benefits from diversity. These practices may yield similar outcomes and success for students when applied elsewhere.

scholarly journals The entrance: how life experience shaped my passion for diversity and inclusion

2018 ◽  
Vol 29 (22) ◽  
pp. 2608-2610
Author(s):  
Ahna R. Skop
Keyword(s):  
Native Americans ◽  
Cell Biology ◽  
Life Experience ◽  
Underrepresented Students ◽  
Howard Hughes Medical Institute ◽  
Medical Institute ◽  
Diversity And Inclusion ◽  
University Of Wisconsin ◽  
American Society ◽  
The University

I am deeply honored to receive the American Society for Cell Biology (ASCB) Prize for Excellence in Inclusivity made possible through a grant from the Howard Hughes Medical Institute. This generous award of $5000 will go toward travel and registration support for underrepresented students from the University of Wisconsin–Madison to attend the ASCB and SACNAS (Society for Advancement of Chicanos/Hispanics and Native Americans in Science) conferences. In this essay, I have woven together a few stories on how my life experiences have shaped my passion for diversity and inclusion in STEM.

Engaging and Supporting Underrepresented Undergraduate Students in Linguistic Research and Across the University

2018 ◽  
Vol 46 (3) ◽  
pp. 199-214 ◽  
Author(s):  
Anne H. Charity Hudley
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Linguistically Diverse ◽  
Research Experience ◽  
Research Focus ◽  
Linguistically Diverse Students ◽  
Linguistic Research ◽  
The University ◽  
Work Done

This article describes my prior work as co-founder and director of the William & Mary Scholars Undergraduate Research Experience (WMSURE), a cross-departmental and cross-school program at the College of William & Mary, designed to support underrepresented undergraduate students in research. I focus first on how this program paved the way for more underrepresented students to major in and do research in linguistics at the College of William & Mary in a way that work done just within the linguistics program could not have done alone. I also describe how, as a result of my research focus on culturally and linguistically diverse students, my role as director of WMSURE expanded into work with admissions and development to recruit students who were interested in linguistics as well as to raise funds to support their research. I detail how a linguistic lens on social justice has provided the platform for spearheading this endeavor to promote the success of underrepresented students and thereby foster broader inclusion and equity efforts at William & Mary and across the university as a whole, providing a model for other linguists to promote similar endeavors elsewhere.

scholarly journals Mentorship Program Content Ratings: Advancing Diversity in Aging and Alzheimer’s Disease Research and Careers

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 982-983
Author(s):  
Sheri Thompson ◽  
Lauren Pineda
Keyword(s):  
Academic Success ◽  
Research Training ◽  
Underrepresented Students ◽  
Skills Training ◽  
Underrepresented Minority ◽  
Aging Research ◽  
Mentorship Program ◽  
Quality Ratings ◽  
Program Content ◽  
The University

Abstract MADURA is an R25 Advancing Diversity in Aging Research (ADAR) undergraduate training program funded by the National Institute on Aging and based at the University of California San Diego. Its objectives are to improve retention and academic success of underrepresented minority (URM) trainees, and to increase graduate/medical school applications and/or entry into Aging/ADRD careers. This multi-component program includes paid research lab experience, research and academic skills training, peer support, faculty-led small groups, guest seminars, and additional professional development opportunities. The Year 1 Cohort of 32 students consisted of Hispanic/Latinx and other students under-represented in collegiate MSTEM studies. Almost ¾ of the mentees also came from disadvantaged backgrounds, per current NIH criteria. Evaluation data have been collected through brief, weekly, anonymous online student surveys, plus more comprehensive quarterly mentee and mentor surveys. This poster will describe the Program structure and 20+ group activities, trainings, seminars, and modalities, and report student ratings of satisfaction and utility. 92% of trainees rated the overall program value as Excellent, and 92% also rated effectiveness in promoting Aging/ADRD careers among underrepresented students as Excellent. Quality ratings of components such as pay, research placements, group training and group mentorship were rated as Excellent or Good by 96%. Relative student component rankings, specific suggestions for improvements, plus Mentee and Mentor perspectives on research-specific training needs, will also be presented. Based upon these experiences and data, the authors will make specific suggestions for future URM research training, mentorship program content, and expanded delivery modalities.

‘Imi Ho‘ōla:Reflections of Dreams Come True

2017 ◽  
Author(s):  
Kelli-Ann Frank Voloch ◽  
Karen K. Sakamoto ◽  
Patrice Ming-Lei Tim Sing ◽  
Nanette Kapulani Mossman Judd ◽  
Akolea K. Ioane ◽  
...  
Keyword(s):  
Underrepresented Students ◽  
Learning Approach ◽  
School Of Medicine ◽  
Professional Needs ◽  
The Pacific ◽  
Service Oriented ◽  
The Rich ◽  
The University ◽  
Post Baccalaureate ◽  
Rich History

The ʻImi Hoʻōla Post-Baccalaureate Program is a pathway to medical school for many underprivileged students who dream of becoming a physician. It seeks to improve healthcare in Hawaiʻi and the Pacific by increasing the number of physicians committed to practicing in underserved communities and producing a more diverse healthcare workforce. ʻImi Hoʻōla has forty years of experience guiding underrepresented students to prepare for and complete the medical degree program at the John A. Burns School of Medicine (JABSOM) at the University of Hawaiʻi Mānoa. The program addresses students’ academic and professional needs and focuses on their strengths in order to develop self-directed, life-long learners through the use of a problem-based learning approach with the objective of producing service-oriented medical leaders. The rich history and success of the program shines through the legacy profile of Dr. Nanette Judd as well as the reflections of four graduates and their mentors who assisted in making their dreams become a reality.

scholarly journals Efforts at Broadening Participation in the Sciences: An Examination of the Mentoring Experiences of Students from Underrepresented Groups

2016 ◽  
Vol 15 (3) ◽  
pp. ar26 ◽  
Author(s):  
Amy Prunuske ◽  
Janelle Wilson ◽  
Melissa Walls ◽  
Hannah Marrin ◽  
Benjamin Clarke
Keyword(s):  
Focus Groups ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Primary Objective ◽  
Advanced Degrees ◽  
Research Experiences ◽  
Mentoring Relationship ◽  
Program Characteristics ◽  
The University

With the primary objective of attracting and retaining students from underrepresented backgrounds in the sciences, evaluation of one institution’s program has been ongoing over the past three years. Interviews with mentors in the program followed by focus groups conducted with mentees reveal key factors that shape undergraduate students’ research experiences. In the present study, attention is given to data gathered from 15 mentees in the program, the majority of whom have enrolled in community colleges, represent low socioeconomic backgrounds, and are nontraditional students. The results from focus groups with the mentees provide information on the benefits of participating in the program, characteristics of good mentors, challenges to the mentoring relationship, and the effects of underrepresented status on pursuit of advanced degrees. Comparisons of mentees’ comments about the mentoring relationship with mentors’ comments reveal similar themes and patterns while also demonstrating interesting differences. The qualitative findings are also juxtaposed with participants’ responses on the Survey of Undergraduate Research Experiences. Taken together, the data enhance our understanding of the experiences of underrepresented students in faculty-mentored research programs and highlight challenges and perspectives of students who are transferring to the university from a community college.

scholarly journals Employability and Inclusion of Non-traditional University Students: Limitations and Challenges

2021 ◽  
Vol 9 (1) ◽  
pp. 133-151
Author(s):  
María Aurora Tenorio Rodríguez ◽  
José González-Monteagudo ◽  
Teresa Padilla-Carmona
Keyword(s):  
Underrepresented Students ◽  
Traditional Students ◽  
Public University ◽  
University Staff ◽  
European Universities ◽  
Key Skills ◽  
Non Traditional Students ◽  
Neoliberal Policies ◽  
The University ◽  
Depth Interviews

In recent decades employability has become more visible and is part of the agenda of European universities, leading to a closer link between higher education and the labour market. In this context, the objectives of this study are: to analyse the approach to employability developed by the university; to find out the influence of employability policies on non-traditional students; and the alignment of the development of employability with the democratic mission of the university. Qualitative research has been carried out at one public university in Southern Spain, based on 40 in-depth interviews, undertaken with non-traditional students and graduates, employers, and university staff. The main results obtained are: the employability approach is based on the acquisition of key skills, in the framework of neoliberal policies; the opportunities offered to students to improve their employability are unevenly distributed and, therefore, scarcely available to underrepresented students; and the market-oriented concept of employability damages non-traditional students. The development of the democratic and inclusive role to be developed by the universities requires challenging the policies and practices on employability, that are based on neoliberal perspectives. This involves the visibility of the power relations at stake as well as the promotion of critical and reflective pedagogies, with the aim of questioning and reducing the inequalities faced by non-traditional students.

Proceedings of The Modern Language Association of America

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1343-1343
Keyword(s):  
Modern Language Association ◽  
Modern Language ◽  
Local Committee ◽  
Tuesday Morning ◽  
University Of Cincinnati ◽  
The University ◽  
Plaza Hotel

The fifty-second meeting of the Modern Language Associationof America was held, on the invitation of the University of Cincinnati, at Cincinnati, Ohio, Monday, Tuesday, and Wednesday, December 30 and 31, 1935, and January 1, 1936. The Association headquarters were in the Netherland Plaza Hotel, where all meetings were held except those of Tuesday morning and afternoon. These took place at the University of Cincinnati. Registration cards at headquarters were signed by about 900, though a considerably larger number of members were in attendance. The Local Committee estimated the attendance at not less than 1400. This Committee consisted of Professor Frank W. Chandler, Chairman; Professor Edwin H. Zeydel; Professor Phillip Ogden; Mr. John J. Rowe (for the Directors); and Mr. Joseph S. Graydon (for the Alumni).

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