The Important Role of Chemistry Department Chairs and Recommendations for Actions They Can Enact to Advance Black Student Success

2021 ◽  
Author(s):  
Jennifer Shalini Collins ◽  
Susan V. Olesik
Keyword(s):  
Student Success ◽  
Black Student ◽  
Department Chairs ◽  
Chemistry Department

scholarly journals Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

2021 ◽  
pp. 1-11
Author(s):  
Ana Ndumu ◽  
Shaundra Walker
Keyword(s):  
Student Success ◽  
Black Student ◽  
Educational Practices ◽  
Potential Tool ◽  
The U.S

This perspective essay explores Gasman & Arroyo’s (2014) HBCU-inspired framework for Black student success as a prism for re-envisioning LIS education. In response to calls for anti-hegemonic LIS education, the authors discuss a potential tool for Black student success and suggest its benefits to LIS education. The framework can introduce non-white, anti-racist educational practices to the work of educating the U.S. library workforce; it is relevant in light of ongoing racial and political strife in U.S. society.

Exploring the role of co-curricular student engagement in relation to student retention, attainment and improving inclusivity

2017 ◽  
Vol 3 (1) ◽  
pp. 93
Author(s):  
Stuart Sims ◽  
Wilko Luebsen ◽  
Chris Guggiari-Peel
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Student Retention ◽  
Survey Data ◽  
Change Agents ◽  
The Core ◽  
Wide Range ◽  
Key Concepts ◽  
Academic Study

Throughout the REACT project, the core institutions of Winchester, Exeter and London Metropolitan have been conducting an in-depth, multi-faceted evaluation of selected co-curricular student engagement activities – ‘Student Fellows’, ‘Change Agents’ and ‘Peer-Assisted Student Success’ respectively. This involved the collection of survey data to explore key concepts related to the motivations of students to participate in these initiatives. This survey explores areas including employability, academic study and partnership, with an aim of improving co-curricular initiatives to make them more inclusive of ‘hard to reach’ students. These ‘motivations’ to participate are used to contextualise data about the attainment and continuation of active student participants. Rather than seek to assert or confirm that various groups are ‘hard to reach’, this research seeks to understand better what does and does not make co-curricular activities inclusive of hard-to-reach students. In this sense, the aim is to have a greater understanding of how students are successfully ‘reached’. Discussion will focus on how attainment and retention can help us to explore whether a wide range of students is benefiting from participation.

The Role of Gender on Student Success

2015 ◽  
Vol 11 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Tuncay Bayrak ◽  
Anil Gulati
Keyword(s):  
Student Success ◽  
Graduate Program ◽  
Management Information Systems ◽  
Female Students ◽  
Male Students ◽  
Management Information ◽  
Introductory Course ◽  
Female Teachers ◽  
Better Than

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS courses? Does instructor gender affect female students' academic achievement? Do females underperform males in achievement at either or both undergraduate and graduate levels? This paper provides findings which demonstrate that female students performed significantly better than their male counterparts in the two introductory undergraduate MIS courses and performed equally well in an upper lever MIS course and an introductory course in the graduate program. Male students were impacted by the gender of the teacher. Even though it was not a main focus of the present study, the authors cannot resist making a casual observation that female teachers were more effective in the classroom.

scholarly journals The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kendall Hartley ◽  
Lisa D. Bendixen ◽  
Dan Gianoutsos ◽  
Emily Shreve
Keyword(s):  
Regression Analysis ◽  
Student Success ◽  
Brief Intervention ◽  
Career Planning ◽  
Positive Impact ◽  
First Semester ◽  
Self Regulated Learning ◽  
Prior Achievement ◽  
Regulated Learning

Abstract This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated learning skills and smartphone usage at the beginning and end of the term for first semester undergraduates. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on first semester achievement. Smartphone related SRL did not have a direct impact on achievement. The second part of the study evaluated the efficacy of a brief intervention to ameliorate factors contributing to lower achievement. Students were presented with either SRL strategies, awareness and attention strategies or career planning guidance (control). A regression analysis of the brief intervention resulted in modest gains in SRL but did not influence achievement.

The Role of Higher Education and Peer Mentoring in Student Success

2020 ◽  
pp. 50-56
Author(s):  
Y. Deneice Berry
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Vulnerable Populations ◽  
Peer Mentoring ◽  
Degree Attainment ◽  
Mentoring Program ◽  
College Administrators ◽  
Barriers And Challenges

Students are faced with many challenges before entering college. Those challenges make it difficult for students to reach degree attainment. Vulnerable populations are predisposed to barriers and challenges that impede their progress to achieving academic success. By integrating peer mentoring as a framework, we will better understand how to serve our vulnerable populations and the role higher education institutions play to meet students where they are. College administrators are typically responsible for strengthening the values, mission, and goals of the college. However, do they have a social responsibility to also make sure all students succeed? This chapter provides a student success tool that addresses some of those barriers while promoting student success. This chapter will provide the need for a mentoring program for college students and will discuss various peer mentoring models that can assist with retention and degree attainment.

The Role of Collaboration in Integrated Programs Aimed at Supporting Underrepresented Student Success in STEM

2019 ◽  
Vol 64 (3) ◽  
pp. 325-348 ◽  
Author(s):  
Adrianna Kezar ◽  
Elizabeth Holcombe
Keyword(s):  
Student Success ◽  
Low Income ◽  
Underrepresented Minority ◽  
Policy And Practice ◽  
Underrepresented Minority Students ◽  
Implementation Challenges ◽  
Integrated Programs ◽  
Underrepresented Student Success ◽  
Comprehensive Programs

The persistent underrepresentation of low-income, first-generation, and underrepresented minority students among those who complete an undergraduate degree in science, technology, engineering, and mathematics remains an issue of concern in higher education. Scholars and practitioners have increasingly realized that more comprehensive supports are required, as opposed to the single-strategy interventions that have been popular for several decades. Such supports, also known as integrated or comprehensive programs, combine and align several interventions that are both curricular and cocurricular and require the work of both faculty members and student affairs staff to design and implement. Collaboration among these groups is crucial to the success of these programs. However, the actual role that collaboration plays in these new student success efforts is undertheorized and has not been examined empirically. In this article, we describe the role of collaboration in improving program design for comprehensive, integrated programs, and for overcoming policy and practice implementation challenges.

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