The effectiveness of remedial courses: new evidence from undergraduate students in industrial engineering

2021 ◽  
pp. 1-18
Author(s):  
Francesca Sgobbi
Keyword(s):  
Undergraduate Students ◽  
Industrial Engineering ◽  
Remedial Courses ◽  
New Evidence

scholarly journals Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation Policy

2015 ◽  
Vol 10 (1) ◽  
pp. 4-45 ◽  
Author(s):  
Judith Scott-Clayton ◽  
Olga Rodriguez
Keyword(s):  
Degree Completion ◽  
Proficiency Test ◽  
Community College System ◽  
College Level ◽  
Remedial Courses ◽  
College Remediation ◽  
College System ◽  
Background Data ◽  
Alternative Hypotheses ◽  
New Evidence

Half of all college students will enroll in remedial coursework but evidence of its effectiveness is mixed. Using a regression-discontinuity design with data from a large urban community college system, we make three contributions. First, we articulate three alternative hypotheses regarding the potential impacts of remediation. Second, in addition to credits and degree completion we examine several underexplored outcomes, including initial enrollment, grades in subsequent courses, and post-treatment proficiency test scores. Finally, we exploit rich high school background data to examine impact heterogeneity by predicted dropout risk. We find that remedial assignment does little to develop students’ skills. But we also find little evidence that it discourages initial enrollment or persistence, except for a subgroup we identify as potentially misassigned to remediation. Instead, the primary effect of remediation appears to be diversionary: students simply take remedial courses instead of college-level courses. These diversionary effects are largest for the lowest-risk students.

Effects of perceived product similarity and ad claims on brand responses in comparative advertising

2015 ◽  
Vol 27 (4) ◽  
pp. 535-558 ◽  
Author(s):  
Chanthika Pornpitakpan ◽  
Yizhou Yuan
Keyword(s):  
Factorial Design ◽  
Undergraduate Students ◽  
Design Methodology ◽  
Target Product ◽  
Perceived Similarity ◽  
Research Gaps ◽  
Comparative Advertising ◽  
Content Type ◽  
New Evidence ◽  
Practical Implications

Purpose – The purpose of this paper is to investigate the effect of perceived product similarity and comparative ad claims on brand responses. Design/methodology/approach – This study uses a two (similarity between the target product and the comparison product: relatively similar vs dissimilar) by three (product attributes of the target product: common to the comparison product, distinct from the comparison product, and a combination of common and distinct attributes) between-subjects factorial design with 300 Thai undergraduate students. Findings – It finds that when perceived similarity between the products is high, a combination of superiority (distinct) and parity (common) ad claims lead to the best brand responses. When perceived similarity is low, superiority claims bring about the best brand responses. Research limitations/implications – It extends comparative advertising and category-substitution research by addressing the research gaps in perceived similarity and claim type. Practical implications – Companies should emphasize a product’s superior attributes in general but a combination of common and superior attributes when the product is relatively similar to other products in comparative advertising. Originality/value – This study provides new evidence that perceived product similarity moderates the effect of comparative ad claims on brand responses.

scholarly journals Creating a Human-Centric Engineering Design Course

2018 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Human Factors ◽  
Engineering Design ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Industrial Engineering ◽  
Initial State ◽  
Design Processes ◽  
Undergraduate Programs

Abstract –In 2009, the Department of Mechanical and Industrial Engineering at Ryerson University introduced a new course, MEC325: Introduction to Engineering Design, intended to address various perceived shortcomings in the Mechanical Engineering and Industrial Engineering undergraduate programs.  The authors realized that there is very little literature on how human factors can be embedded ubiquitously in engineering design processes. As a result, MEC325 has become anchored on the concept of “human-centric engineering design.” This paper will describe the course’s initial state and summarize many of the efforts taken by the authors to tightly integrate engineering design and human factors, and to provide a valuable learning experience to both mechanical  and industrial engineering undergraduate students.  

scholarly journals Creating a Human-Centric Engineering Design Course

2021 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Human Factors ◽  
Engineering Design ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Industrial Engineering ◽  
Initial State ◽  
Design Processes ◽  
Undergraduate Programs

In 2009, the Department of Mechanical and Industrial Engineering at Ryerson University introduced a new course, MEC325: Introduction to Engineering Design, intended to address various perceived shortcomings in the Mechanical Engineering and Industrial Engineering undergraduate programs. The authors realized that there is very little literature on how human factors can be embedded ubiquitously in engineering design processes. As a result, MEC325 has become anchored on the concept of “human-centric engineering design.” This paper will describe the course’s initial state and summarize many of the efforts taken by the authors to tightly integrate engineering design and human factors, and to provide a valuable learning experience to both mechanical and industrial engineering undergraduate students.

scholarly journals Against Empathy: distinct correlates of empathy and compassion with burnout and affective symptoms in health professionals and students

2019 ◽  
Author(s):  
Aline Romani-Sponchiado ◽  
Matthew R. Jordan ◽  
Argyris Stringaris ◽  
Giovanni Abrahão Salum
Keyword(s):  
Medical Student ◽  
Undergraduate Students ◽  
Perspective Taking ◽  
Health Professionals ◽  
Well Being ◽  
Reactivity Index ◽  
Medical Professionals ◽  
Emotional States ◽  
Affective Symptoms ◽  
New Evidence

Concern for the well-being of medical professionals has increased considering the high rates of depression and suicidal ideation observed among medical students and residents. However, the causes of such psychological distress among health professionals are still unknown. One possibility is that such negative outcomes arise from individual differences in how clinicians respond to the emotional states of their patients: while some tend respond with empathy (feeling what others feel), others tend respond with compassion (caring about what others feel). The aim of this study is to investigate the hypothesis that empathy is related to higher levels of burnout and affective symptoms, while compassion is related to lower levels of these outcomes. We surveyed 464 undergraduate students and professionals in medicine (34.3%), psychology (47%) and nursing (18.8%), 79.7% female, with a median age of 23.3. The survey included the concern and perspective taking subscales from the Interpersonal Reactivity Index (IRI); empathy and behavioral contagion from the Empathy Index (EI); the depression, anxiety, and anger subscales from PROMIS; and the Medical Student Well-Being Index (MSWBI). Empathy was associated with higher symptoms of burnout, depression, anxiety and anger; while higher levels of compassion were associated with lower levels of these outcomes. Our findings provide new evidence that the well-being of medical professionals might be affected differently depending on socio-emotional traits relevant to emotional connection.

scholarly journals Comparing the Use of Forward-Looking and Contemporary Performance Measurement to Formulate Incentive Contracts in the Presence of the Horizon Problem: An Experimental Analysis

2015 ◽  
Vol 26 (68) ◽  
pp. 195-207 ◽  
Author(s):  
Luis Paulo Guimarães dos Santos
Keyword(s):  
Performance Measurement ◽  
Undergraduate Students ◽  
Incentive Contracts ◽  
Control Group ◽  
Performance Measurements ◽  
Horizon Problem ◽  
Contemporary Performance ◽  
New Evidence ◽  
Forward Looking

<p>This study compares the use of forward-looking and contemporary performance measurement in incentive contracts in the presence of the horizon problem. To do this, we used a single-factor experiment between pre- and post-treatment subjects, with a control group. The study had the participation of 76 undergraduate students, divided into 3 groups, and it registered that, when compared to the control group and the treatment group linked to contemporary performance measurement, the participants under the contract that rewarded having a forward-looking measurement as a basis acted more congruently with the long-term goal set for the experimental task. Consistent with predictions of the agency theory, the main finding of this research suggests that economic profit helps mitigating the problem of manage rial myopia, indicating that incorporate it to contracts motivates agents to act more consistently with the company's long-term goals, even in the presence of the horizon problem. Besides, the study registered new evidence of the inadequacy of formulating incentive contracts having distorted performance measurements as a basis, such as book profit.</p>

scholarly journals Creating a Human-Centric Engineering Design Course

2021 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Human Factors ◽  
Engineering Design ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Industrial Engineering ◽  
Initial State ◽  
Design Processes ◽  
Undergraduate Programs

In 2009, the Department of Mechanical and Industrial Engineering at Ryerson University introduced a new course, MEC325: Introduction to Engineering Design, intended to address various perceived shortcomings in the Mechanical Engineering and Industrial Engineering undergraduate programs. The authors realized that there is very little literature on how human factors can be embedded ubiquitously in engineering design processes. As a result, MEC325 has become anchored on the concept of “human-centric engineering design.” This paper will describe the course’s initial state and summarize many of the efforts taken by the authors to tightly integrate engineering design and human factors, and to provide a valuable learning experience to both mechanical and industrial engineering undergraduate students.

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