A Selective Admissions Process As a Predictor of Academic Success in Health Education

1978 ◽  
Vol 48 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Phil Heit ◽  
Geraldine Johnson ◽  
Linda B. Meeks ◽  
Cindy Paxton
Keyword(s):  
Academic Success ◽  
Health Education ◽  
Selective Admissions ◽  
Admissions Process

I’m Helping My Son Get Into College; He Is My First Priority

2021 ◽  
pp. 002193472110574
Author(s):  
Emmie Cochran-Jackson
Keyword(s):  
Academic Success ◽  
Black Males ◽  
Parental Expectations ◽  
Academic Excellence ◽  
College Graduation ◽  
Black Parents ◽  
High Expectations ◽  
College Aspiration ◽  
Male College ◽  
Admissions Process

Black male college graduation gaps pose critical questions for parents, teachers, policymakers, and the Black community. Black males face systemic challenges that derail them from higher education. This research, drawing on a larger study, investigated Black parental expectations, strategies, and activities used to cultivate academic success and foster the development of college aspiration in high schoolaged sons. The findings revealed a central theme of parenting with intent, that Black parents: (1) reinforced the importance of school and learning in a family-school nexus; (2) fostered a strong value of attending and completing college to attain success; (3) held high expectations that “set the bar” for academic excellence; (4) instilled class consciousness to develop an awareness of the utility of college; (5) aided in the development of responsibility, agency, and self-efficacy; and (6) evidenced a commitment to their sons as their “first priority” by helping them navigate the college admissions process.

scholarly journals INFLUENCIA DE LAS VARIABLES DE ADMISIÓN SOBRE EL ÉXITO ACADÉMICO EN EL PRIMER AÑO DE LA CARRERA DE LICENCIATURA EN MEDICINA Y CIRUGÍA DE UCIMED

2016 ◽  
Vol 7 (1) ◽  
pp. 301-320
Author(s):  
Hilda María Sancho-Ugalde ◽  
Juan Carlos Vanegas-Pissa
Keyword(s):  
Logistic Regression ◽  
Academic Success ◽  
Predictive Ability ◽  
Target Population ◽  
Admission Criteria ◽  
First Semester ◽  
General Test ◽  
Admissions Process ◽  
Economic Measure ◽  
Predictors Of Academic Success

El presente trabajo tiene como objetivo evaluar la capacidad predictiva de las variables sociodemográficas y del proceso de admisión como factores que incidan sobre el éxito académico de los estudiantes que cursan el primer semestre de la carrera de Licenciatura en Medicina y Cirugía, de la Universidad de Ciencias Médicas (UCIMED), Costa Rica. La población objetivo está integrada por los alumnos de nuevo ingreso de las cohortes 2009 a 2013 inclusive, (N=1558 estudiantes). Se definió el éxito académico como la aprobación del total de cursos del primer semestre de la carrera; y mediante la estadística descriptiva y la técnica multivariada de Regresión Logística, se determinó la incidencia que tienen los diferentes factores, de índole socioeconómica y propios del proceso de admisión como predictoras del éxito académico. Los resultados permiten concluir que las variables significativas del éxito académico son las calificaciones en la prueba de conocimientos y el promedio de los dos últimos años de secundaria y haber tomado la decisión de estudiar con un mayor tiempo de reflexión.Palabras clave: Éxito Académico; Criterios de Admisión; Regresión Logística; Indicadores de Ingreso; Estudiantes de MedicinaAbstractThis study aims to assess the predictive ability of the sociodemography variables and the admissions process, as factors that affect the academic success of students in the first semester of the bachelor of medicines and surgery. The target population is composed of 2009-2013 freshmen cohorts (N 1558 students) Academic success as the approval of all courses in the first half of career was defined; and using descriptive statistics and multivariate logistic regression technique, the incidence that different factors, socio-economic measure, and the process of admission itself as predictors of academic success were determined. The results suggest that the significant variables of academic success are the scores on the admission general test and the average of the last two years of high school.Keywords: Academic Success; Admission criteria; Logistic Regression; Indicators of Income; Medical students.

scholarly journals Designing a Mental Health Education Program for South Asian International Students in United States

2006 ◽  
Vol 4 (2) ◽  
pp. 144-154 ◽  
Author(s):  
Ashutosh Atri ◽  
Manoj Sharma
Keyword(s):  
Mental Health ◽  
United States ◽  
Academic Success ◽  
International Students ◽  
Health Education ◽  
Minority Group ◽  
Well Being ◽  
The United States ◽  
Education Interventions ◽  
Health Education Interventions

Migration predisposes international students to problems related to mental health. Students from Asia experience a totally different culture when they move to the United States. Within Asia there are several heterogeneous subgroups and one such group is that of South Asians or the students from the Indian Subcontinent that share somewhat similar culture. Often due to achievement of academic success this group is considered a “model minority” group but that is not the case when we see mental health issues. Hence, the purpose of this study was to identify predictors of mental health and psychological well being in the migrant student populations from South Asia and design recommendations for a health education intervention for this population. An extensive search of CINAHL, ERIC, MEDLINE, and Google scholar was done. It was found that predictors have been classified into three main research domains: personal growth, subjective well being, and those related to stress resistant personality. A more pragmatic classification was done that classified the factors into easily modifiable and non modifiable groups with a further break down into individual and environmental factors. For designing health education interventions modifiable individual level modifiable constructs such as acculturation, competence, coping, English proficiency, life satisfaction, religiosity, self esteem, social efficacy, and social support, must be targeted one at a time. Efforts must be made to build skills as opposed to mere cognitive development and the health education interventions must be culturally competent.

scholarly journals Designing a Mental Health Education Program for South Asian International Students in United States

2006 ◽  
Vol 4 (3) ◽  
pp. 135-145 ◽  
Author(s):  
Ashutosh Atri ◽  
Manoj Sharma
Keyword(s):  
Mental Health ◽  
United States ◽  
Academic Success ◽  
International Students ◽  
Health Education ◽  
Minority Group ◽  
Well Being ◽  
The United States ◽  
Education Interventions ◽  
Health Education Interventions

Migration predisposes international students to problems related to mental health. Students from Asia experience a totally different culture when they move to the United States. Within Asia there are several heterogeneous subgroups and one such group is that of South Asians or the students from the Indian Subcontinent that share somewhat similar culture. Often due to achievement of academic success this group is considered a “model minority” group but that is not the case when we see mental health issues. Hence, the purpose of this study was to identify predictors of mental health and psychological well being in the migrant student populations from South Asia and design recommendations for a health education intervention for this population. An extensive search of CINAHL, ERIC, MEDLINE, and Google scholar was done. It was found that predictors have been classified into three main research domains: personal growth, subjective well being, and those related to stress resistant personality. A more pragmatic classification was done that classified the factors into easily modifiable and non modifiable groups with a further break down into individual and environmental factors. For designing health education interventions modifiable individual level modifiable constructs such as acculturation, competence, coping, English proficiency, life satisfaction, religiosity, self esteem, social efficacy, and social support, must be targeted one at a time. Efforts must be made to build skills as opposed to mere cognitive development and the health education interventions must be culturally competent.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Combining Professional Interests and Travel: People to People Citizen Ambassador Program

2011 ◽  
Vol 1 (2) ◽  
pp. 47-54
Author(s):  
Alex Johnson ◽  
Amanda Hitchins
Keyword(s):  
South Africa ◽  
Health Education ◽  
Communication Disorders ◽  
Social Conditions ◽  
Speech Language Pathologists ◽  
Exchange Program

Abstract This article summarizes a series of trips sponsored by People to People, a professional exchange program. The trips described in this report were led by the first author of this article and include trips to South Africa, Russia, Vietnam and Cambodia, and Israel. Each of these trips included delegations of 25 to 50 speech-language pathologists and audiologists who participated in professional visits to learn of the health, education, and social conditions in each country. Additionally, opportunities to meet with communication disorders professionals, students, and persons with speech, language, or hearing disabilities were included. People to People, partnered with the American Speech-Language-Hearing Association (ASHA), provides a meaningful and interesting way to learn and travel with colleagues.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders

2017 ◽  
Vol 2 (3) ◽  
pp. 49-56
Author(s):  
Jana Childes ◽  
Alissa Acker ◽  
Dana Collins
Keyword(s):  
Academic Success ◽  
Voice Disorders ◽  
School Personnel ◽  
Voice Disorder ◽  
Multiple Perspectives ◽  
Vocal Qualities ◽  
High Prevalence ◽  
Pediatric Populations ◽  
Low Incidence ◽  
University Settings

Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.

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