Academic Psychological Capital: A Novel Approach to Freshmen Retention

2020 ◽  
pp. 152102512098037
Author(s):  
Johanna Sweet ◽  
Susan Swayze
Keyword(s):  
Student Performance ◽  
Financial Management ◽  
Liberal Arts ◽  
Core Curriculum ◽  
Psychological Capital ◽  
Peer Group ◽  
The United States ◽  
Freshmen Retention ◽  
Novel Approach ◽  
Capital Development

Psychological capital (PsyCap) is uniquely positioned at the intersection between student and academic institution. College administrators should look to psychological capital, beyond just student performance, for retention efforts in the financial management of the institution. The psychological capital and retention of four cohorts of freshmen at a small liberal arts residential college in the Southeast region of the United States were analyzed. The findings indicate that psychological capital, hope, and self-efficacy are predictors of freshmen to sophomore retention. Psychological capital impacts student performance, peer-group and faculty interactions, and should be considered as a method to manage dropout decision per Tinto’s (1975) Institutional Departure Model. Psychological capital development initiatives should be incorporated into orientation and in freshmen core curriculum as a method to retain students.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Forecasting Interconnections in International Housing Markets: Evidence from the Dynamic Model Averaging Approach

2020 ◽  
Vol 42 (1) ◽  
pp. 37-103
Author(s):  
Hardik A. Marfatia
Keyword(s):  
Dynamic Model ◽  
Model Averaging ◽  
Housing Markets ◽  
The United States ◽  
Forecasting Model ◽  
Change Over Time ◽  
The United Kingdom ◽  
Novel Approach ◽  
Dynamic Model Averaging ◽  
Over Time

In this paper, I undertake a novel approach to uncover the forecasting interconnections in the international housing markets. Using a dynamic model averaging framework that allows both the coefficients and the entire forecasting model to dynamically change over time, I uncover the intertwined forecasting relationships in 23 leading international housing markets. The evidence suggests significant forecasting interconnections in these markets. However, no country holds a constant forecasting advantage, including the United States and the United Kingdom, although the U.S. housing market's predictive power has increased over time. Evidence also suggests that allowing the forecasting model to change is more important than allowing the coefficients to change over time.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

Military Subsidization of Human Capital and Gender Stratification in the US Economy

2021 ◽  
pp. 048661342098262
Author(s):  
Tyler Saxon
Keyword(s):  
Human Capital ◽  
The United States ◽  
Jel Classification ◽  
Access To Higher Education ◽  
Gender Stratification ◽  
Us Economy ◽  
The Us ◽  
And Gender ◽  
Capital Development ◽  
The Military

In the United States, the military is the primary channel through which many are able to obtain supports traditionally provided by the welfare state, such as access to higher education, job training, employment, health care, and so on. However, due to the nature of the military as a highly gendered institution, these social welfare functions are not as accessible for women as they are for men. This amounts to a highly gender-biased state spending pattern that subsidizes substantially more human capital development for men than for women, effectively reinforcing women’s subordinate status in the US economy. JEL classification: B54, B52, Z13

scholarly journals Orexin receptor antagonists reverse aberrant dopamine neuron activity and related behaviors in a rodent model of stress-induced psychosis

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hannah B. Elam ◽  
Stephanie M. Perez ◽  
Jennifer J. Donegan ◽  
Daniel J. Lodge
Keyword(s):  
United States ◽  
Sensorimotor Gating ◽  
The United States ◽  
Dopamine Neuron ◽  
Neuron Activity ◽  
Sprague Dawley ◽  
Post Traumatic Stress ◽  
Neuron Population ◽  
Population Activity ◽  
Novel Approach

AbstractPost-traumatic stress disorder (PTSD) is a prevalent condition affecting approximately 8% of the United States population and 20% of United States combat veterans. In addition to core symptoms of the disorder, up to 64% of individuals diagnosed with PTSD experience comorbid psychosis. Previous research has demonstrated a positive correlation between symptoms of psychosis and increases in dopamine transmission. We have recently demonstrated projections from the paraventricular nucleus of the thalamus (PVT) to the nucleus accumbens (NAc) can regulate dopamine neuron activity in the ventral tegmental area (VTA). Specifically, inactivation of the PVT leads to a reversal of aberrant dopamine system function and psychosis-like behavior. The PVT receives dense innervation from orexin containing neurons, therefore, targeting orexin receptors may be a novel approach to restore dopamine neuron activity and alleviate PTSD-associated psychosis. In this study, we induced stress-related pathophysiology in male Sprague Dawley rats using an inescapable foot-shock procedure. We observed a significant increase in VTA dopamine neuron population activity, deficits in sensorimotor gating, and hyperresponsivity to psychomotor stimulants. Administration of selective orexin 1 receptor (OX1R) and orexin 2 receptor (OX2R) antagonists (SB334867 and EMPA, respectively) or the FDA-approved, dual-orexin receptor antagonist, Suvorexant, were found to reverse stress-induced increases in dopamine neuron population activity. However, only Suvorexant and SB334867 were able to reverse deficits in behavioral corelates of psychosis. These results suggest that the orexin system may be a novel pharmacological target for the treatment of comorbid psychosis related to PTSD.

A Polanyian rationale for a liberal arts core curriculum

2021 ◽  
pp. 147787852199623
Author(s):  
Jon Fennell ◽  
Timothy L. Simpson
Keyword(s):  
Twentieth Century ◽  
Subject Matter ◽  
Liberal Arts ◽  
Core Curriculum ◽  
Moral Imagination ◽  
Philosophy Of Education ◽  
Michael Polanyi ◽  
Character Formation ◽  
Selection Of

What would we have the school teach? To what end? In the name of democracy, and building on the pioneering epistemology of Michael Polanyi, Harry S. Broudy, a leading voice in philosophy of education during the twentieth century, calls for a liberal arts core curriculum for all. The envisioned product of such schooling is a certain sort of person. Anticipating the predictable relativistic challenge so much on display in our own time, Broudy justifies the selection of subject matter (and thus the envisioned character formation and cultivation of moral imagination) by reference to the authority of experts in the disciplines. This response fails to fully repel the assault, thereby revealing the need for a dimension of Polanyi’s thought whose significance exceeds even that of the epistemology that Broudy so effectively invokes.

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